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Institution building and quality education
Institution Building and Quality Education:
Master ProgrammeDevelopment for School Leaders
Professor Gyöngyvér Hervainé Szabó PhD dr. habil.Head of Department of Applied Social Studies
Vice-Rector for Development and Quality Management
Common value development through education by service science
Institution building and quality education
StudentsSocial resources: statusFamily relationshipEducational relationshipsGroupes reltionship by programmesRelationship with professional institutions,
Allocation and
authority ability
Students needs
Allocation and
authority ability
TeachersSocial resources: social networks, professional, economic status, level of education and professionalism, professional relationships, Family resources
Cultural resources: basic knowledge, learning abilities, thinking, Prospects for future, peer models, personal life history, family expectations, spatial resources for learning
Cultural resources: specialised knowledge, didactic ability and culture, library, departmental culture, physical resources for teaching
Students operational resources
Teachers operational resources
Goals, Life rolesLife projects, Life narrratives Physical resources:
emotional intelligence, voice, energie, emotions, communication ability
Physical resources: senso motoric abilities, emotions, energies, communication abilities.
Results of education
KJU education service coproduction model : value and quality
Institution building and quality education
Main question: How we can develop schools into high performance organisations , comparable to excellent business organisations?
KJUAS pedagogical model: profession centric teacher educationThe concept of MA teacher in quality development, or MA teacher in institution development had a more complex task. The core concept of the programme have to be around teacher as professional personality for school development.
Institution building and quality education
29th October 2012. Aarau
Dublin descriptors vocabulary
The word ‘professional’ is used in the descriptors in its broadest sense, relating to those attributes relevant to undertaking work or a vocation and that involves the application of some aspects of advanced learning.
The word ‘competence’ is used in the descriptors in its broadest sense, allowing for gradation of abilities or skills. It is not used in the narrower sense identified solely on the basis of a ‘yes/no’ assessment.
The word ‘research’ is used to cover a wide variety of activities, with the context often related to a field of study; the term is used here to represent a careful study or investigation based on a systematic understanding and critical awareness of knowledge. The word is used in an inclusive way to accommodate the range of activities that support original and innovative work in the whole range of academic, professional and technological fields, including the humanities, and traditional, performing, and other creative arts. It is not used in any limited or restricted sense, or relating solely to a traditional 'scientific method'.
Institution building and quality education
Comparing competencies and capabilities
Institution building and quality education
Theme Competencies Capabilities ( abilities, competencies and knowledge)
Disciplines Work sociologyManagement
Economics, social justice and quality theories
Focused Autonomy for doing job Personal development through different development cycles, work sycles, freedom for decisions, capability for participation
Context NarrowGoals and tasks are focused for one organisation, where the individual is employed
Large, embedded into context by timely and spatially organised personal and professional life of individual
Definition Individual abilities for using possibilities and resources to gain goals developed by organisations and leaders
Capability factors: freedoms for individual decisions, personal performance, capability for realisation goals for pupils, capability for relaxed, open and emotionally right oppinion giving
Main challenges in programme development1. We had an official competency description system – it is similar to ISO quality
system management course, and EFQM self-evaluation programme. The model was a mix of ISO 9001 and EFQM model, and elements of so called Comenius 2000 model, a TQM based model for schools – like a postgraduate programme, practice oriented
2. European Qualifications Framework for Life Long learning, and Dublin descriptors:highly specialised knowledge, some of which is at the forefront of knowledgein a field of work or study, as the basis for original thinkingand/or research, critical awareness of knowledge issues in a field and at the interface between different fields, specialised problem-solving skillsrequired in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fieldsmanage and transform work or study contexts that are complex, unpredictable and require new strategic approaches take responsibility for contributingto professional knowledge and practice and/or for reviewing the strategic performance of teams
Institution building and quality education
Competencies in Ma in quality development teachers- specialised leadersip capabilities
Understanding Quality matters in EU; quality philosophies, quality management systems, models (TQM, minőségfilozófiák, minőségirányítási rendszerek, modellek (ISO, TQM, EFQM, ), special educational system models developed in Hungary and other countries
Institutional evaluation, self evaluations in European countries and Hungary
Human factors in case of quality development capabilities: role of changes in human life and life of organisations Quality development tools and techniques, data collecting and analysing, development measurement tools, databases…
Quality development as part of strategic development: institutional quality programmes, development programmes, edcational programmes projects in educational organisations. Partnership analyses, needs and satisfaction analyses, using theirs results in quality development, organisational processes.
Special features of quality management in different type of elementary, grammar and vocational institutions, institutions for special purposes.
Special competencies concerning practices : cooperation, team work, goal setting, planning, program and project management.
Quality education didactic in schools: understanding international trends in educational quality management, challanges in case of public education.
Institution building and quality education
Dublin Descriptors for Master Level – a more capabilty oriented approach
Knowledge and understanding: a systematic understanding of their field of study concerning leadership and quality management and mastery of the methods of research* associated with quality.
Applying knowledge and understanding: problem solving abilities [applied] in schools or other education service environments within broader (or multidisciplinary) social and local contexts ..
Making judgements: capable of critical analysis, evaluation and synthesis of new and complex ideas concerning school development
Communication: master level in case of school leadership to specialist and non-specialist audiences, teachers, students, parents.
Learning skills : study in a new manner that largely self-directed and autonomous..
Institution building and quality education
Structure MA Programme Teacher in Quality Development
Institution building and quality education
Ist modul: Knowledge Society and Strategy
1. Basic Contact 5Strategic planning and leadership in 21st centuryQuality strategy
24
exam 5Strategic planning project seminar
6
Strategic Planning in school seminar
6
Institution building and quality education
2nd modul: Approaches to Quality2. Subject Quality development Contact 5Introduction to theory of Social Quality
24Exam 5
Quality development:excellence models
6
3. Subject Bábosik 5Comparative approaches to educational quality
20
exam 5
Project seminarQuality models in European Public Policy and Public administration
5
Quality systems for public education, vocational education and adult education in Europe
5
Quality in higher education 5
Urban and rural inequalities and quality education
5
Institution building and quality education
3rd modul: Quality literacy ,knowledge, expert learning, innovation and analyse4. Subject Contacts Practice 5
Quality methods, tecniques, models 24
practice 5Using quality techniques in education 6Quantitative and qualitative methods 5Action research in education 6
5. Subject 5
Quality education didactics: social life competencies and quality
20
Practice5
Professional quality development teacher
5
Motivation and learning: classroom management a quality approach
5
Helping student learning 56. Subject Szabó Péter 5Organisational culture and Innovation 20
Practice 5Quality development and supervision 10
7. Subject Hercz Mária 5Performance management in Schools 24
Practice 5Schools and competitiveness 6Higher education competitiveness 6
Institution building and quality education
4th modul: participative processes of quality development: internship modul
9. Subject Contacts 5
Self-evaluation : applying for quality awards
15
5Quality results evaluations: evaluation of institutional quality culture
15
Group practice 60
Gyakorlati jegy 5Prepearing for group practice 10
Individual Practice: student portfolioThesises
Response to didactic principles – development of cognitive resources for students
1. Introductory courseAppreciative inquiry
2. Master in teacher for quality developmentPersonal Balanced Score Card
3. For teachers of Applied Studies DepartmentPersonal Balanced Score Card
5. Department Management PhilosophyBusiness Score Card and service science approach
Institution building and quality education
Using Appreciative Inquiry in MA teacher in Quality Management
Principle 1. The words can develop worlds – self- fullfilement strategiesStratégy 1.Opening positive roots from student personality, strengths
individually, groups, for developmentPrinciple 2. Positive self image can develop positive activity, moving to
positive strengths, empowerment of studentsStratégy 2. 1. We have to think the future of students, what He or She
wants to gain individually or in groupsPrinciple 3. Quality of relationships is key to success, effective teamwork,
real and open communication creativity and innovation, leadership tasks for students
Stratégy 3. Sharing experiences, stories for developing quality based relationships, empathy, mutuality, honour, originality and secure athmosphere
Principle 4. Opening deep and closed possibilities in persons, new perspectives and alternatives for them
Stratégy 4. Deepening relationship among actors of education: understanding theirs perspectives on the basis of diversity and common goals
Institution building and quality education
Appreciative Inquiry as a coaching technique in forming students learning
Institution building and quality education
5 D model using appreciative inquiry
Institution building and quality education
Financial Perspective
Organisational financesCash flow managementFinancial perspectivesof stakeholdersProgramme and cashflow finances
Customer Perspective
Clients need analysesQuality of interactionsand interventionsQuality of interventionsSatisfaction withservices
Learning & GrowthPerspective
ProfessionalexperienceTeamworkTechnologydevelopmentSupervision
Business ProcessPerspective
Front stage processesBack stage processesSocial work specialservices for differentclients
VISION &STRATEGY
Adapted from the Balanced Scorecard by Robert S. Kaplan and Dave P. Norton. Harvard Business School Press. 1996.
Business Score Card
Institution building and quality education
Using Personal Business Core Card for development capability of students for leadership roles
Institution building and quality education
Personal BSC Organisational BSC
Personal Mission, Organisational Mission
Personal Vision Organisational Vision
Personal Roles Organisational Values
Personal Critical Success Factors Organisational Critical Success Factors
Personal Goals and Tasks Organisational Goals and Tasks
Personal Performance Measurements and Indicators
Organisational performance Measures and Indicators
Personal Development Actions Organisational Developments Actions
PBSC for capability of students for leadership roles
Institution building and quality education
Motivation, selfmanagement, pleasure, added value, win-win position, inner engagement, ethical behavior, less stress and work out sindrome
Coproduction value development : Personal Business Score Card for teachers
Institution building and quality education
Summary: development competency and capabilities of students and university teachers using business and quality methods
1. Student in MA education: Appreciative inquiry2. Understanding school development: Balance
Score Card 3. Ma in quality development teacher: Personal Balanced Score Card 4. Training for teachers: AI as training for coaching
Personal Balanced Score Card for teachers, to fulfill roles
5. Department management:BSC and Service Science approach in co-production of values in education
Institution building and quality education
Main expectations from the programmesStudents: mostly 35 – 57 years olds people
motivation personal aims: to get or fulfill leadeship roles, new leaders, to influence others without formal powerpersonal carrier aims: to get a new degree, to get a new salarypersonal development aims: new capabilities, new communication style, business style document developmentpersonal development aims.: new research capability developmentCollective aims: how to help theirs school from closing, or get for it new role
University teachers: to rise knowledge level in quality literacyhelp to understand expectation of founders, local authorities, quest for qualitydrive to develop teachers capabilities as „social engineers” for a better society and better school, to understand a new role of teachers in society
Institution building and quality education
Problems and conflicts in approaches
Students: were waiting education for practice knowledgeTeachers: were waiting people with good communication capabilities
First shocks: public school teachers were weak in academic writings, one third of them was very weak in computer literacy
Methods: sound coaching in academic writing – an essay was given back 3-4 times to rewrite
Teachers were very creative in using school document, it was difficult to make a decision whose job the document was
Teachers were good in team tasks, and this helped them to fulfill students role in situation
Institution building and quality education
Results: close to 100 students were awarded with diploma MA teacher in Quality Development in 5 year
Students:20 % of students was declaring high satisfaction with programme75 % of students was very satisfied5 % of students was mostly satisfied.Former students became regularly attenders at quality conferencesWe could develop experts and regular conference speakersThey became active persons in education policy formation
Teachers:The programme made university teachers very enthusiasticIt was a new model for renewing hgigher education didacticsThey could get a national fame together with other 2 programmesIt was influenced for other departments culture, too.
Institution building and quality education
Thank You for Your attention!
Institution building and quality education