1. Skills of the guiding staff
Inclusive and accessible VET
Skills of the guiding staff
Mandy Majewski-Ernst Dresden

2. Di
ver si ty

3. Our understanding of guiding staff at the AFBB
Our understanding of guiding staff at the AFBB
Description of the skills of the guiding staff for an inclusive education
Methods of implementation and of measurement
Structure

4. Guiding staff What means leadership? assuming responsibility
Guiding staff
What means leadership?
assuming responsibility
ensuring the quality of education
providing a role model for others
transmitting ethical values
being a contact person
preparing conditions for learning
creating conditions for the future
Overall Concept of AFBB – quality of orientation

5. Guiding staff Who is the guiding staff at AFBB? School management
Guiding staff
Who is the guiding staff at AFBB?
These are:
School management
Consultants of the class/ instructors
insert organigram

7. Guiding staff School management
Guiding staff
School management
The most important tasks:
ensure the basic conditions for an optimal learning process
check the quality
Focus: Structural quality, quality of results

8. Guiding staff Consultants of the class/ instructors
Guiding staff
Consultants of the class/ instructors
The most important tasks:
create an optimal learning process
develop quality
Focus: process quality

9. Skills of the guiding staff
Skills of the guiding staff
Diversity Management is necessary for an inclusive education.
Principles
Every human is an individual.
Everybody has resources and strengths.
Diversity has advantages and makes it possible to use the potential.
Diversity needs to be managed.
Diversity Management – definition

10. Skills of the guiding staff
Skills of the guiding staff
The Diversity approach in education is: essential – because the people are different (Learners + Staff!) important – because teamwork is a basis for successful learning processes legally – because laws and regulations are given
works later in education
Economic advantages
Respectfull treatment, AGG

11. Skills of the guiding staff
Skills of the guiding staff
Skills are required in the following areas:
Knowledge and Methods
Attitude and Behavior
Action
Skills of our leaders
Competences: expertise, social, personal
Action = Implementation (Doing)

12. Skills of the guiding staff
Skills of the guiding staff
self - discipline
acquire knowledge
to deal with criticism
ability to organize
reflexivity
reliability
solve problems
independence
to apply knowledge
cooperation capacity
to support
empathy
communication
to consult
to analyse
to work purposeful
observe
to evaluate
The skills of our leader - some examples
ambiguity tolerance
motivation
adaptability
responsible

13. Skills of the guiding staff
Skills of the guiding staff
The guiding staff is responsible for the realisation of objectives.
The main objective is the quality of education.
quality of processes and structures
quality of the results
 The objectives should be measurable.
Skills of our leaders
Competences: expertise, social, personal

14. Skills of the guiding staff
Skills of the guiding staff
The guiding staff is responsible for the realisation of objectives.
example
Processes according AFBB quality manual:
Teachers are responsible for detection of absenteeism*
School management ensures control of the class book
*e.g. as an indicator of school problems
quality of processes: ensures flow of information
structures: individual problems reach the school management
quality of the results: causes further interventions (e.g extra-consultations for the students) and/or further trainings for a better dedection of school problems -> own circle of quality-management-processes

15. Methods of implementation
Methods of implementation
Diversity Management for the teaching staff…
flexible working hours and a selectable workplace
individual feedback from the school management
free selection of further training offers
Methods of school management – structural quality
Individual feedback: hospitation of lessons, annual performance review

16. Methods of implementation
Methods of implementation
Diversity Management in school’s every-day life will be supported…
by the school counsellors (individuals)
e.g.: individual target agreements
and by the PQM - group (team)
e.g.: collect problems and work out solutions
Process quality/ structural quality  develop quality

17. Methods of implementation
Methods of implementation
Diversity Management in the classroom…
consideration of individual conditions
offer many different methods
observing and analyzing the students
creating exercises for the individuals
supporting the learners individually
Consultants of the class – process quality

18. Methods of measurement
Methods of measurement
Evaluation
The quality of the results will be evaluated yearly. There are two different kinds of evaluation:
School – Evaluation
Teacher – Evaluation
method: standardized survey
Booth are edited by the students.
quality of results

20. Methods of measurement
Methods of measurement
School – Evaluation – Items:
quality of the service personnel’s work (e.g. secretaries)
Items: rooms and materials
quality of results

21. Methods of measurement
Methods of measurement
Teacher - Evaluation – Items:
The students evaluate for themselves the level of agreement / disagreement:
feeling well in learning
are active
respects the teacher
the learning process and learning progress
Scale: agree - I do not agree (5 posibilities to response)

23. Methods of measurement
Methods of measurement
Teacher - Evaluation – Items:
The teacher will be assessed if …
he/she is on time
the teaching is varied
he/she is well prepared
a good learning atmosphere has been created
he/she clarifies the goals/objectives
he/she has expertise
the teaching is practice-oriented
fair discussions are possible
Scale

24. Methods of measurement
Methods of measurement
Teacher - Evaluation – Items:
The teacher will be assessed if he/she…
responds appropriately
advises on problems
presents necessary knowledge
creates transparence
is understandable
makes decisions comprehensible
..and if it is possible to make suggestions.
Scale

25. Methods of measurement
Methods of measurement
Analysis and Interpretation of results:
School – Evaluation: from the school management
Teacher – Evaluation: in a individual conversation
quality of results

26.
Conclusion I
The guiding staff needs the ability to manage diversity for an inclusive VET.
 The overall concept gives orientation and enables identification.
Diversity Management must be anchored in objectives and implemented by the staff on a daily basis.
Improvement: more transparency
quality of orientation - Improvement: consider diversity management

27.
Conclusions II
The evaluation allows to secure and to develop the quality.
requires periodic evaluation
Improvement: - deduce a conclusion and set new objectives - the teachers evaluate the school management
quality of results - adapt the items

28. Sources
Akademie für berufliche Bildung gGmbH (2011): Leitbild der Akademie für berufliche Bildung gGmbH. Dresden.
Akademie für berufliche Bildung gGmbH (o.J.): News. – downloaded , 21:30 Uhr.