SCHOOL DEVELOPMENT FOR LIFELONG LEARNING INITIATIVE EFFECTIVE SCHOOLS LEADERSHIP and MANAGEMENT

1. SCHOOL DEVELOPMENT FOR LIFELONG LEARNING INITIATIVE EFFECTIVE SCHOOLS LEADERSHIP and MANAGEMENT SERVICES March-April 2013

2. The School Development Initiative Phase I: 2009-2011 Phase II: 2012-2014

3. School development towards LIFE-Long Learning • Life long learning • Skills for life • Access to learning opportunities at all stages of life/experience

4. Dimensions of work • Social parnership • Leadership/Management • Services • Teaching and learning QUALITY ASSURANCE SYSTEM

5. School development Effective school Efficiency School effectiveness Educational change Equity School improvement

6. TOOLS: LEGAL FRAMEWORK SURVEYS SELF-ASSESSMENT WORKSHOPS STUDY VISITS TRAINING MODULES

7. Importantreminders: • The surveyhasbeenconductedatschoollevel • Principals, teachers and studentsinvolved • Perceptionbased • Resultsgive an indication of areaswherethereisneed or peoplefeel the need to improve

8. 1 Management 1 1 0 Teaching and learning Services 1 Communication and stakeholders

10. The training modules Overall objective Developing professional competences and core skills for school development and quality assurance of school management

11. Modules • Module 1. Strategic development and planning in VET school • Module 2. School development in cooperation with partners • Module 3. Monitoring as a driver of school development • Module 4. Train the Trainer • Module 5. Effective Schools Leadership and Management – Services • Module 6. Effective Teaching and Learning

12. MODULE 5 Purpose: Enhance capacity for quality of management and leadership for school development. Enhance capacity in planning, implementing and evaluating school management and leadership

13. Thank You!

14. Competence implication for VET quality assuranceFranca Crestani

15. QUALITY ASSURANCE CYCLE

16. DEFINITION of VET: Education and training which aims to equip people with knowledge, know-how, skills and competences required in particular occupations or in the labour market. DEFINITION of QUALITY ASSURANCE : Organisation’s guarantee that the services offered meet accepted quality standards. DEFINITION of QUALITY ASSURANCE in VET: Processes and procedures to ensure that qualifications, assessment and programme delivery meet accepted quality standards.

17. Enabling System Top-down School Partners Bottom-up System Multi level approach to school development

18. QUALITY ASSURANCE ACTIONS

19. COMPETENCE FRAMEWORK

20. COMPETENCE

21. The importance of a competence framework for VET Quality Assurance

22. COMPETENCE FOR QUALITY ASSURANCE

23. New operating model

24. LEADERSHIP cooperation

25. Competence for VET professionals

26. Assumptions for developing competences

27. New professionalism

28. Education leaders – Change of learning needs Change in VET org. Change of management culture in VET org. New management and leadership to managing operations, networking, developments Change in operational culture Teamwork and networking New learning environment

29. Administration • General adm: annual reports and plans, follow legislation and regulation, meetings • Finance: supervising budget, making contracts, building, premises, marketing of courses • HR mng: recruiting and evaluating staff, know-how of staff, managing teams, delegating work • Leader: strategies, building culture, sharing tasks,

30. Pedagogical • Pedagogical leadership: responsibility for implementing new curr., supporting trainers and teachers, empowering staff • Strategic work: supervising analysis of training needs to plan the offer, evaluating training strategies, links with LM • Students needs: responsibility for students services, psychological and social needs, assessment

31. Quality assurance • Resp. of creating QA strategy, active participation in its development, embedding QA thinking, resp. to improve quality, including monitoring and evaluation.

32. Networking • Internal networking: supporting teams and collaboration, promoting team-building • External networking: resp. for cooperate with LM and other actors (PES, chamber of commerce, professional associations, national/local authorities, training centres…) to anticipate and plan future training courses. • Networking among VET schools

33. EDUCATION LEADERS and QA ACTIVITIES COMPETENCE NEEDED Know QA benefits Know quality management systems Know QA methods and their implementation Know reviewing process and quality audit for improvement Motivate staff for quality work • Developing QA strategy • Embedding QA into work • Improving quality • Evaluation and follow-upof staff

34. TEACHERS and QA ACTIVITIES COMPETENCE NEEDED Know QA theory, principles Know QA purpose Skills to plan QA procedures Skills to analyse feedback Use QA results to improve operations • Contributing to QA of institution • Participating in designing QA tools • Planning improvement • Self-assessment

35. A new learning environment More Less Inflexible systems Formal training and classroom teaching Strong barriers between general education and VET Recognition of informal learning Collaboration between institutions Networking education and business Interaction education and society Organisational competency development Sharing knowledge with colleagues Sharing responsibilities

36. 10 INDICATORS used in the European framework/1 • Relevance of quality assurance systems for VET providers • Investment in training of teachers and trainers • Participation rate in VET programmes • Completion rate in VET programmes • Placement rate in VET programmes

37. 10 INDICATORS used in the European framework/2 • Utilisation of acquired skills at the workplace • Unemployment rate according to individual criteria • Prevalence of vulnerable groups • Mechanisms to identify training needs in the labour market • Schemes used to promote better access to VET

38. Six actions to develop the quality assurance cycleBuilding blocks at provider level • Ensure there is a management culture which is committed to quality assurance • Develop approaches which reflect the provider’s circumstances • Develop a culture of self-assessment

39. Six actions to develop the quality assurance cycleBuilding blocks at provider level 4. Support staff training in relation to quality assurance 5. Use data and feedback to improve VET 6. Ensure VET is based on the involvement of external and internal stakeholders

40. Building blocks and the QA cycle

41. STAFF DEVELOPMENT Typical activities • Responsibility for teachers and staff competences • Decision regarding further training of staff • Informing staff on trends on training offers and new challenges in LM • Empowering staff

42. STAFF DEVELOPMENT Leaders need to: • Know training trends and new challenges • Be familiar with learning organisations and know how in the future • Have skills to adopt policy to professional development of staff • Be familiar with qualifications and competences in VET • Know how to empower staff

43. EXTERNAL NETWORKING Strategic area for leaders, teachers and masters which allows them to acquire skills and knowledge for further development of their school, making it responsive to LM and citizens’ requirements. It provides and sustains connections with the external world in order to increase school staff and school potential.