Quality in educational systems Workshop 4 Andre Haynes United Kingdom

The Quality in education project in July 2004 Since 1998, resources, since 2001 on CD with a supporting booklet, have formed the basis of an extensive self assessment and improvement programme. A new CD ROM of resources has been provided free of charge to schools and local education authorities since April 2004; together with introductory days and an optional two day assessment and quality training course. Roll out has been through a through a network of partnerships e.g. Local Education Authorities; head teacher professional associations. By April 2004, schools (circa 20% of all schools) in England, Wales, Northern Ireland had been introduced to the EFQM Excellence Model and the ‘Qie’ programme. All participation by schools is voluntary - use is decided by schools, not government or local authorities. Evaluation has shown that up to 90% of schools introduced continue to use some part of the provided resources

The Quality in education CD resource A.A variety of tools to support self assessment, requiring time commitments from 15 minutes to a whole school day B.Improvement approaches based on generic quality tools; with material from LEAs and schools, and with four award winning submissions from different parts of the education sector in the U K C.Training material - school case study D.Managing the Management & E Filing Cabinet E.Questionnaire and analysis tools from DFES F.Materials from further education G.Materials from higher education H.Approaches to inclusion, drawn from LEAs I.The accreditation process J.Site map & introductory booklet PDFs

LEADERSHIP IN ACTION Do we do this? The Institute of Management recommends: Creating systematic and consistent frameworks for reward and promotion and for developing leadership potential Establishing a regular ‘leadership audit’ on a 360 degree assessment model among employees at all levels in the organisation Introducing mentoring programmes across organisations to meet the need for self awareness at all levels Identifying opportunities for leadership that are not tied to formal management positions, but which offer appropriate recognition and rewards Making learning a priority among the leaders themselves, so that professional development for all is seen as the norm Recognising the perpetual challenge of fairness and transparency in recruitment and promotion Building training and development programmes to link theory and practice

LEADERSHIP APPROACHES Freshness: –As leaders we can encourage our people to try to do things differently –We can challenge assumptions –We can encourage benchmarking Greenhousing: –We should protect and grow new ideas –We must try hard to suspend the wisdom of experience Realness: –We must put an end to talking, memos, and the culture –We must encourage our people to do, rather than talk about doing Create and sustain momentum: –Leaders can create a sense of unreasonable urgency –Leaders must say ‘no’ to some projects Lots of signals: –Leaders can build structures to support innovation –Leaders should use positive and enabling language Bravery: –Leaders must be brave in idea development –Effective leaders liberate their staff to think for themselves

Direction Setting Programme of continuous and planned improvement Tactical activity e.g. team building School self assessment Managing the management Quick fixes ImprovementsChanges Build the strategic plan Capacity building MANAGING THE IMPROVEMENT CYCLE

School Processes Student support Community Operational management Culture Strategic planning Student support Teaching & Learning Community Finance ICT Premises Resources Pastoral systems Student attitude Communications People management Monitoring & evaluation Enriched or extended curriculum Curriculum entitlement Assessment, recording and reporting SEN provision

Deploying the Excellence Model ENABLERS Criteria 1-5 How the school operates RESULTS Criteria 6-9 What the school has achieved OBJECTIVES What the school aims to achieve PURPOSE Mission, vision & values Team Criteria 1-5 Consistent & with regular evaluation Team Criteria 6-9 Targets & real-time outcomes Individual staff Criteria 1-5 Consistent & with regular evaluation Individual staff Criteria 6-9 Targets & real-time outcomes With acknowledgements to TQMI

Tools to monitor and improve teaching Schedules of agreed desired performance Use by observers within school as a part of monitoring performance Use by groups of teachers for mutual observation and improvement Emphasis on regular paired observation and discussion of styrengths and areas for improvement

Classroom teaching observation exemplar Compulsory schedules for observation & reporting 1. Planning 2. Behaviour Management 3. Expectations 4. Questioning Optional schedules for observation & reporting 1. Maintaining Good Pace 2. Vigilance in Class 3. Starts and Ends of lessons 4. Setting appropriate tasks

The Quality in education CD resource A.A variety of tools to support self assessment, requiring time commitments from 15 minutes to a whole school day B.Improvement approaches based on generic quality tools; with material from LEAs and schools, and with four award winning submissions from different parts of the education sector in the U K C.Training material - school case study D.Managing the Management & E Filing Cabinet E.Questionnaire and analysis tools from DFES F.Materials from further education G.Materials from higher education H.Approaches to inclusion, drawn from LEAs I.The accreditation process J.Site map & introductory booklet PDFs

Andre Haynes Quality Squared Contact me for more information, at: (0044)