Institution Building and Quality Education: Master ProgrammeDevelopment for School Leaders

1. Institution Building and Quality Education: Master ProgrammeDevelopment for School LeadersInstitution 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 Institution building and quality education

2. Common value development through education by service science Results of education Institution building and quality education

3. KJU education service coproduction model : value and quality Institution building and quality education

4. Main question: How we can develop schools into high performance organisations , comparable to excellent business organisations? • KJUAS pedagogical model: profession centric teacher education • The conceptof  • MA teacher in quality development, or  • MA teacher in institution development • had a more complex task.  • The core conceptof the programme  • have to be around  • teacher as professional personality for school development.  Institution building and quality education

5. 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

6. Comparing competencies and capabilities Institution building and quality education

7. Main challenges in programme development • 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 • European Qualifications Framework for Life Long learning, and Dublin descriptors: • highly specialised knowledge, some of which is at the forefront of knowledge • in a field of work or study, asthe basis for original thinking • and/or research, critical awareness of knowledge issues in a field and at the interface between different fields, specialised problem-solving skills • required in research and/or innovationin order to develop newknowledge and procedures and to integrate knowledge from different fields • manage and transform work orstudy contexts that are complex,unpredictable and require newstrategic approachestake responsibility for contributing • to professional knowledge andpractice and/or for reviewing thestrategic performance of teams Institution building and quality education

8. 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

9. 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 thatlargely self-directed and autonomous.. Institution building and quality education

10. Structure MA Programme Teacher in Quality Development Institution building and quality education

11. Institution building and quality education

12. Institution building and quality education

13. Institution building and quality education

14. Response to didactic principles – development of cognitive resources for students • Introductorycourse Appreciativeinquiry • Master inteacherforqualitydevelopment PersonalBalancedScoreCard 3. Forteachers of AppliedStudiesDepartment PersonalBalancedScoreCard 5. Department Management Philosophy Business ScoreCard and service scienceapproach Institution building and quality education

15. Using Appreciative Inquiry in MA teacher in Quality Management • Principle 1. The words can develop worlds – self- fullfilement strategies • Stratégy 1.Opening positive roots from student personality, strengths individually, groups, for development • Principle 2. Positive self image can develop positive activity, moving to positive strengths, empowerment of students • Stratégy 2. 1. We have to think the future of students, what He or She wants to gain individually or in groups • Principle 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

16. Appreciative Inquiry as a coaching technique in forming students learning Institution building and quality education

17. 5 D model using appreciative inquiry Institution building and quality education

18. Business Score Card Institution building and quality education

19. Using Personal Business Core Card for development capability of students for leadership roles Institution building and quality education

20. PBSC for capability of students for leadership roles Motivation, selfmanagement, pleasure, added value, win-win position, inner engagement, ethical behavior, less stress and work out sindrome Institution building and quality education

21. Coproduction value development : Personal Business Score Card for teachers Institution building and quality education

22. Summary: development competency and capabilities of students and university teachers using business and quality methods • Student in MA education: Appreciative inquiry • Understanding school development: Balance Score Card • 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

23. Main expectations from the programmes • Students: mostly 35 – 57 years olds people • motivation personal aims: to get or fulfill leadeship roles, new leaders, to influence others without formal power • personal carrier aims: to get a new degree, to get a new salary • personal development aims: new capabilities, new communication style, business style document development • personal development aims.: new research capability development • Collective aims: how to help theirs school from closing, or get for it new role • University teachers: • to rise knowledge level in quality literacy • help to understand expectation of founders, local authorities, quest for quality • drive 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

24. Problems and conflicts in approaches • Students: were waiting education for practice knowledge • Teachers: 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

25. 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 programme • 75 % of students was very satisfied • 5 % of students was mostly satisfied. • Former students became regularly attenders at quality conferences • We could develop experts and regular conference speakers • They became active persons in education policy formation • Teachers: • The programme made university teachers very enthusiastic • It was a new model for renewing hgigher education didactics • They could get a national fame together with other 2 programmes • It was influenced for other departments culture, too. Institution building and quality education

26. Thank You for Your attention! Institution building and quality education