1. European Conference Quality of education – teachers‘ professional training and development Athens 2-3 June Workshop: „Quality Assurance: Good practice of school support actions 1“ "Working towards sustainable development at schools. Austrian experience with change-projects: eLearning-Clusters and the Quality in Schools (Q.I.S.) Initiative"
Jürgen Horschinegg, 2003

2. Overall questions: How to bring sustainable change into schools?
How to implement new ways of teaching or new technical approaches?
How to develop and assure Quality?
Jürgen Horschinegg, 2003

3. Introduction („layout“ of the system):
Austrian system specifics: input driven and centralised, although steps to more autonomy are taken and more output orientation is discussed. (but this is another story...)
Teaching is still a one-person-show taking place in the black-box of the classroom; co-operation is not the rule or standard.
No middle management or departmental structure in schools (sometimes one headmaster faces up to 120 teachers) – „all equal – all different“, but differences not to be seen, let alone discussed.
Understanding of teachers as professionals not well developed, even among themselves.
Practically no support structure in schools, teachers are the one and only personal resource for almost everything (except cleaning).
Jürgen Horschinegg, 2003

4. Types of change-projects:
Type 1: thematic initiatives aiming at implementation of new content, teaching strategies/methods, ICT, overarching principles... (e.g.: eLearning, notebook-classes, gendermainstreaming,…)
Type 2: structural initiatives aiming at organisational development, implementation of co-operational structures, quality management (e.g.: Q.I.S.; see:
Jürgen Horschinegg, 2003

5. eLearning Cluster
More than 100 schools (mostly upper secondary) have one or more Notebook-classes.
The most advanced schools were invited to built regional clusters (9 clusters in Austria)
Cluster-schools have to commit themselves to 8 goals
Cluster schools receive extra funding
Overall aim is to establish „eLearning-schools“ and to further develop eLearning didactics.
Jürgen Horschinegg, 2003

6. 8 Cluster goals
Every student could try and explore at least one "eLearning-sequence". · Every teacher has experience with eLearning-sequencies and shares his/her experience with others. · Teacher-teams systematically evaluate the chances and pitfalls of eLearning. ·Cluster schools co-operate to develop eLearning-sequencies and share their experience. · The school development plan clearly shows eLearning as guiding principle of the schools‘ development. · Clear commitment of the schools‘ leadership to implement eLearning as proirity within the school. · The schools‘ steering group co-ordinates content creation, evaluates performed eLearning-sequencies and is responsible for the projects‘ forthcoming. · At least one additional voluntary programme to achieve an external certificat in IT or eLearning is availbale for the students (e.g. ECDL-Advanced; CCNA, CCNP, MCP, SAP-user/aministrator, LINUX-Power User, JAVA-Programmer,…).
Jürgen Horschinegg, 2003

7. Quality in Schools (www.qis.at)
The Austrian Ministry of Education, Science and Culture wants to motivate, encourage and help Austrian schools to engage in an on-going process of self-assessment and further development of school quality.
The joint and systematic study of school quality by teachers, pupils and parents is to become an indispensable part of school culture and to broaden the school horizon.
The school development plan and evaluation are the key pillars for the development of individual schools.
They cover all major areas of school-based activities and are a starting point and core element in a future system of quality assurance and development in Austrian schools.
Jürgen Horschinegg, 2003

8. Q.I.S. - key elements Motivation, support & service
Quality development and assurance: an indispensable part of school culture
School development plan
Evaluation
5 quality areas
Involvement of staff, pupils & parents
Target group: all types of schools
Jürgen Horschinegg, 2003

9. Types of change projects: strenghts and weaknesses
Example
thematic initiatives
Content attracts by itself
Pioneers and “freaks” work with high motivation
Fashionable - looks good to have
Attracts partners (enterprises...)
High danger of burnout
Very often a sole initiative of a minority – no change of organisational culture
ICT-Notebook-classes
Gender -mainstreaming pilot-project
Organisational and
structural initiatives
Systematic approach
Attractive for „managers“
Looks good to have
Attracts partners in the business world
Too abstract for teachers
Benefits for teachers not clear visible
Fear to lose „freedom“
More work
Quality in Schools (Q.I.S.)
Jürgen Horschinegg, 2003

10. Conclusions
To implement sustainable development the following is needed:
A combination of “content” and structural development strategies is necessary.
Clear goals and timelines as result of a negotiating process between schools and “administration” (e.g. ministry);
Commitment of schools (i.e. headmasters)
Benefits (resources, etc.) given only if goals are reached.
Built clusters as a support-structure
Jürgen Horschinegg, 2003

11. Cluster Working definition:
Co-operation of schools in a region built up to reach goals the schools commit themselves to. The goals are negotiated with the “ministry” (i.e. whoever starts a project and gives money and resources).
The cluster allows a division of labour between the participating schools and should generate synergies rather than working parallel on the same problems or tasks.
Jürgen Horschinegg, 2003

12. What makes a support structure work? Success factors are:
Tailor-made for every project or initiative
Should provide a frame for co-operation of schools (e.g. within a cluster)
Is a structure for self organisation
Common process of goal-setting necessary
Allocation of resources on “contract”-basis – accountability
Coaching and counselling for stakeholders
Performed leadership
Performed credibility
Jürgen Horschinegg, 2003

13. Points for discussion
Change projects and budget cuttings, how can they go together ?
Cluster-management at system level needs a lot of men/women-power
How to have the time needed ? („schools change slower than churches“) …
Jürgen Horschinegg, 2003