From Check to Act International Business College Hetzendorf Dieter Wlcek Principal

Peer Learning Study Visit ibc-: in the Austrian School System school environment school development quality areas for teachers school programme QIBB Vienna Board of Education QIBB Federal Ministry of Education, Arts and Culture ibc-: QIBB total quality management ibc-: evaluation tools TQM KKA ibc-:2

working life tertiary colleges universities lower level Secondary academic school upper level advanced level secondary vocational school politech year elementary school lower division Lower secondary school special school secondary vocational school compulsory vocational school and apprenticeship

Ibc-: daytime forms Commercial college 5 years Bilingual commercial college 5 years Information technology commercial college 5 years Commercial school 3 years Upgrading college 3 years Tertiary college 4 semesters Bilingual tertiary college TQM KKA ibc-:4 ibc-:

Ibc-: evening forms Commercial school 4 semesters Commercial college 8 semesters Tertiary commercial college 4 semesters 1745 students 150 teachers School management –span of control 2:150 TQM KKA ibc-:5 ibc-:

TQM KKA ibc-:6 SCHOOL MANAGEMENT SCHOOL ENVIRONMENT TEACHERS PARENTS STUDENTS INSPECTORS BMBWK/CURRICULUM PUBLIC ADMINISTRATIVE ENVIRONMENT SCC AUTONOMY

school development where from static hierarchical system –contents, rules –instructions –top-down decisions lack of responsibility resistance to change isolation burn out where to learning co-operating system –values, goals –creativity –confidence and solidarity autonomy –Power + responsibility quality management –self determined change –value added TQM KKA ibc-:7

3 quality areas for teachers TQM KKA ibc-:8 teaching planned, evaluated process

teaching preparation of teaching process –transparent planning –transparent grading process evaluation of teaching process –self evaluation –evaluation through inspection –peer evaluation –student feedback TQM KKA ibc-:9

3 quality areas for teachers TQM KKA ibc-:10 education teaching planned, evaluated process teamwork based on joint values

teamwork teamwork with other teachers –team projects –knowledge management –joint educational values –social qualifications co-operation with students and parents TQM KKA ibc-:11

3 quality areas for teachers TQM KKA ibc-:12 school development education teaching quality management planned, evaluated process teamwork based on joint values

Teacher Role TQM KKA ibc-: 13 school development teaching Preparation and reflection teacherteams school development requires a change in teachers‘ roles

school development goals school – corporate identity –school-based management in teams school development in quality circles –evaluation – goals – action plan – implementation – evaluation of results school as a learning organization –quality circle as basic teacher attitude –quality circles at all levels of organization TQM KKA ibc-:14

TQM KKA ibc-:15 quality cycle in all areas of teacher quality review potential of improvement aims and projects control planning implementation of measures evaluation quality debate

Procedure in school development Measures ACT 6. Future Design, Teacher Participation 1. Subjective assunption CHECK 3. Current Procedures 2. Self- Evaluation 5. Future Procedures Fast Measures Little involvement of organisation Should – Is Differenciation Technical Solution mental Change in Organisationl 4. Reflection: useful,problematic, missing

Leadership according to Dubs Transactional Leadership School management –Administration –Finance –Personnell management –Organisational development Transformational Leadership School development –Teacher Leadership –Expertise –Teaching development –Co.-operative school development in temas TQM KKA ibc-:17

Principals distribute Power and collect it again Cooperative Leadership Transactional Leadership School Management Transfomational Leadership School development Innovation projects Teachers as project managers Teacher Leadership Day to day administration and long term goals TQM KKA ibc-:18

QIBB quality initiative in VET initiative educational standards in VET standardized final exams bottom up and top down co-operative initiative

new roles Ministry of education, arts and culture School inspection School as an organisation teachers students TQM KKA ibc-: 20

TQM KKA ibc-: 21 Project types systemic aspect comlexity social project environment low high low compexity objective project content high Acceptance Projects Clear tasks Sensible social environment. Projects already realized in similar form. Pioneer-Projects Complexitx of content and sensible social change High risk and dismay of people involved Standard-Projets Routine projecte Very formal, quality and schedule faithfulness Potential-Projects Feasibility studies qibb

QIBB activities Vienna Board of Education since 2003 –management review –School Audit by inspector –Quality Managers for schools Federal Ministry of Education, Science and Culture since 2005 –Quality Matrix –School Quality Report –Vienna Quality Report –Federal Quality Report TQM KKA ibc-:22

QIBB School School Programme –Mission statement –Quality Matrix –Potential analysis –Year development programme –Year working programme Federal goals Province goals WHAK School goals TQM KKA ibc-: 23

Ibc-: based activities TQM since EFQM Self Assessment Report IV 95 % of staff participating TQM KKA ibc-:24

TQM KKA ibc-:25 Enablers 50%Results 50% People Management 9% Policy & Strategy 8% Leadership 10% QM and PM 14% Resources 9 % People Satisfaction 9% HOW Customer Satisfaction 20% Results 15% Impact on Society 6% WHAT

TQM KKA ibc-:26 QM BASED ON SELF-ASSESSMENT action assessment analysis self-evaluation report project groups implementation priorities for action plan

Ibc-: evaluation EFQM Report – 4 year period Feedback Alumnae – permanent Feedback Teaching – students -teachers Feedback Team Teaching – students -teachers Feedback classroom climate – form masters Feedback school climate – adult education Statistics performance in previous school and at ibc-: OKI teachers –school - management TQM KKA ibc-:27

Students in quibb Feedback to teachers Feedback to school Peer participation in: –Mediation –Cultural Tutor –School marketing –Ect. Project papers on TQM at ibc-: TQM KKA ibc-:28

OKI - Evaluation of climate in school organisation 4 teaching staff factors –identification with school –individual input –team spirit –co-operation 4 school management factors –openness and confidence –school management –credibility –care and respect desired realistic value - actual value TQM KKA ibc-:29

TQM KKA ibc-:30 Teaching staff factorsschool management factors 1. identification with school 2. individual input 3. team spirit 4. co-operation 1. openness and confidence 2. school management 3. credibility 4. care and respect RISIKO OPTIMAL

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Principals distribute Power and collect it again Cooperative Leadership Transactional Leadership School Management Transfomational Leadership School development Teachers as project managers Teacher Leadership TQM KKA ibc-:34

quality management in schools step by step TQM KKA ibc-:35 having a vision, seeing the "big picture" then returning to day-to-day realities starting small acting step by step but never losing sight of the whole giving vision a chance