Developing a Culture of Excellence in Schools

1. Developing a Culture of Excellence in Schools Dr. Carmelita Quebengco AFSC May 19, 2010

2. Source: “What is a World Class University?” by Henry M. Levin et al., March 2006

3. Concentration of Talent Students Teaching Staff Researchers Internationalization Graduates Research Output Supportive regulatory framework Autonomy Academic freedom Leadership team Strategic Vision Culture of Excellence WCU Public budget resources Endowment revenues Tuition fees Research grants Abundant Resources Favorable governance Characteristics of a World-Class University (WCU): Alignment of Key Factors Source: The Challenge of Establishing World Class Universities, Jamil Salmi, The World Bank, 2009

4. Higher Education Indicators, Colorado Legislature • Quality Indicator 1 – Graduation Rates • Quality Indicator 2 – Freshmen Retention and Persistence Rates • Quality Indicator 3 – Support and Success of Minority Students • Quality Indicator 4 – Achievement Scores on Licensure Exams • Quality Indicator 5 – Institutional Support Expenditures • Quality Indicator 6 – Undergraduate Class Size • Quality Indicator 7 – Faculty Teaching Workload • Quality Indicators 8,9,10 – Indicators Selected by Academic Departments Source: Quality Indicator System Report, Colorado Commission on Higher Education, December 2003

5. Thammasat University Annual Performance Indicators • Colorado indicators plus the following: • Graduate Destination (Employed, Further Studies, Unemployed) • Master and Doctoral Thesis Publications (International, National) • Faculty Research & Publications (International, National) • Students’ Response to Teaching Quality (Teaching Performance Evaluation) • No. of Exchange Students (Inbound and Outbound) • No. of Tertiary Staff (full-time, part time, graduate degree earned) • Scholarships (No. of Scholars, and Total Expenditure) Source: Sirindhorn International Institute of Technology Thammasat University Annual Report, Academic Year 2007, Bangkok, Thailand

6. De La Salle University Institutional Indicators of Quality Faculty:Faculty qualifications (graduate degree earned, etc.) Faculty Teaching Performance Evaluation Full-time – Part-time Faculty Ratio Faculty – Student Ratio Faculty-Non-Teaching Staff Ratio No. in Faculty Exchange (inbound, outbound) Faculty Research (institutional and externally-funded) Faculty Research Publications (national, international) Faculty Engagement (attendance in class, university activities, committee meetings, student consultations, and volunteer work)

7. DLSU Institutional Indicators… Students:Entrance Exam Scores of Freshmen Formative Exam Scores in General Education (after the first 4 terms of residency) Ratio of Admission to Graduation (per batch) Professional Board Exam Scores and Passing Percentage Membership and Engagement in Student Organizations No. of Exchange Students (inbound, outbound) No. of Full-Time Equivalent Scholars Employment Rate (within 6 months) Access to Major Related Fields of Work Involvement in service activities that benefit the marginalized

8. DLSU Institutional Indicators… Institutional:Accreditation Levels No. of Centers of Excellence Amount of Funds Generated (donated to the University) Research and Publications Expenditure Library Expenditure Laboratories Expenditure Scholarships Expenditure Salaries and Benefits Expenditure Per student cost of tuition and fees vs. cost of education of a student to the university Major Awards Received (Institutional, Faculty and Students) Campus Safety and Security

9. Examples of Target-Based Performance Indicators • Student passing percentage in licensure examinations is 30% above the national average • 20% of mainstream students who need financial assistance are on full scholarships • 70% of graduates are involved in a program/project/organization servicing the marginalized

10. UNIVERSITY CHRISTIAN FILIPINO A Integrated View of the Catholic Lasallian University Christian University in the Philippines Adapted from: Lasallian Assessment: Charism and the University by Tristano R, Fox M.C, Luedtke M, Schaefer J.

11. “The challenge of the 21st century is to humanize society and its institutions through the gospel: to restore to the family, to cities, and to villages a soul worthy of the human person created in the image and likeness of God” • Pope John Paul II

12. “A Christian university must take into account the gospel preference for the poor…what it does mean is that the university should be present intellectually where it is needed: to provide science for those without science; to provide skills for those without skills; to be a voice for those without voices; to give intellectual support for those who do not possess the academic qualifications to make their rights legitimate” • Ignacio Ellacuria, SJ • “The Task of a Catholic University”

13. Axes Where the Influence of Lasallian Universities Can Be Felt • Excellence in what we do – quality education with social and political realities…teacher formation • Research on the roots of poverty and the application of children’s rights • Faith that is committed to action and transformation…a passion for God and for the poor Source: Lasallian Mission at the Tertiary Level, ENCUENTRO IX, Br. Alvaro Rodriguez Echeverria

14. Our Lasallian Fundamentals • Academic excellence in the service of others • The formation of persons • Focus on relationships, especially between teacher and students • The development of integrity among the students • Nurturing of an academic community culture that will encourage and enable all these to be realized

15. SOCIETY LASALLIAN LEARNERS LASALLIAN EDUCATORS • committed to the integral human and Christian develop- ment of diverse types of learners through personal witness and service • integrate Gospel Perspectives & values in their daily lives • committed to excellence to be of greater service to God & country • attentive to learners in their uniqueness and seek to build appropriate relation-ships that promote total human formation • take progressive responsibility for their own learning and development • express concern and compassion for the plight of the vulnerable and marginalized sectors of society and respond to their needs • committed to life-long personal and professional improvement and service • work together creatively, construc- tively and enthusiastically both to realize the LS Mission and to assure the effectiveness and vitality of the institutions to which they belong FAITH ZEAL for SERVICE COMMUNION in MISSION • work together creatively, constructively and enthusiastically to support the Lasallian Mission • serve as resource to the renew- al of the Church and for the integral develop- ment of society LASALLIAN EDUCATIONAL EXPERIENCES • challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and self-mastery • bring Christian perspectives & values to bear on human knowledge & culture • encourage synergy, collaboration & dialogue in an environment that is fraternal, hospitable & laden with mutual respect • impel learners to translate their knowledge into actual practice for the betterment of society prepare learners for responsible participation in the world of work, the family, the community, the wider society and the local Church Lasallian Learners, Educators and Educational Experiences Source: De La Salle Philippines, 2009

16. Description of the Lasallian Leader Source: Lasallian Leadership Program, 2008

17. L G P school vision-mission external environment expected graduate attributes SCHOOLING BY DESIGN stage 1 introductory courses GE COURSES desired results enabling courses MINOR COURSES stage 2 Assessment evidence MAJOR COURSES culminating courses planning stage 3 Schooling by Design Framework Source: Grant P. Wiggins and Jay McTighe

18. Inputs Process Outputs Outcomes (Students admitted, Faculty members, Facilities and other resources) (Curricular Programs, Processes) (Graduates’ Knowledge, skills, Attitudes, Competencies) (Competent professionals who continuously learn, serve others, and contribute to national development) Surrounding Environmentalor Contextual Factors Source: Research File, Vol. 1, No. 2, June 1995 Association of Universities and Colleges of Canada

19. Alternatives in the Evaluation of University Effectiveness • Assessing Outcomes a/ - measurement of outcomes of education in skills and capabilities acquired by graduates and the recognition they gain in further competition Ex.: GRE scores, honors won, promotion/ achievement at work Performance indicator is a policy relevant statistic, number or qualitative description that provides an indication that the university, some aspect of it, or the university system is performing as it should b/ Sources: aAssessing Quality in Higher Education, Douglas Bennett b Canadian Library Association Definitions, 2010

20. Examples of Target-Based Performance Indicators • Student passing percentage in licensure examinations is 30% above the national average • 20% of mainstream students who need financial assistance are on full scholarship • 70% of graduates are involved in a program/project/organization that aims to serve the marginalized

21. Ohio State University Balance Scorecard Vision: become internationally recognized in research, teaching and service • 5 organizational areas deemed needed for achievement of vision: • Academic Excellence – what is the university’s contribution to the creation of new knowledge? • Student Learning – how effectively does the university transfer knowledge to students? • Diversity – how does the university broaden and strengthen its community? • Outreach and Engagement – how effectively does the university transfer knowledge? • Resource Management – How well does the university develop and manage resource? Source: Balanced Scorecard: Beyond Reports and Rankings by Alice Steward & Julie Carpenter-Hubin

22. Alternatives in the Evaluation of University Effectiveness • Expert assessment • Accreditations • Nomination of program for expert assessment such as the Templeton Guide • Survey/Self reports of alumni on what learnings/skills developed in the university helped them most at work, family, social life • Participation in national surveys of education effectiveness Source: Assessing Quality in Higher Education, Douglas Bennett

23. Quality Assurance: A Definition a system of establishing cycle processes for planning, enactment, feedback, and renewed planning which promote and emphasize quality enhancement through the generation of a collective self-critical and self-reflective attitude (James Cook University, Australia)

24. European Quality Model for Institutional Assessment • Mission Statement: • Are we doing the right things? • Are we doing the right thing in the right way? • Do we ahieve what we claim to achieve? • Missions  Goals  Expected Outcomes = Standards set byUniversity? • Inputs: • Management: • What is the role of management? • Is the management process a top-down or bottom-up approach? • How are finances managed? • Policy: • How are mission and goals translated into policies? • Is the policy plan a basis for strategic management? • How is feedback on policy plan organized? • How are the different academic departments and relevant offices at different levels involved in formulating policy? Source: “Towards a Quality Model for Higher Education” by A.I. Vroeijenstijn, Journal of Philippine Higher Education Quality Assurance, vol.1, no. 1, January 2003

25. European Quality Model … • Faculty/Staff: • Quality of staff? • Are faculty/staff competencies adequate for programs offered? • Students • Quality of entering students? • What is the selectivity ratio? • Funding • Is the total fund available adequate to sustain quality? • Facilities • Do available facilities support the mission? • Are teaching-learning equipment adequate? • Are research equipment sufficient? • Process • Is a form of SWOT analysis in teaching, research, and community service regularly conducted? • How does each program contribute to the stated mission? • What is the overall quality of the core business? • What fields need strengthening? • What programs may be closed?

26. European Quality Model … • Outputs • Realized Mission: • Are the mission and goals expressed realized? • How do we know it has been achieved? • Are the clients satisfied? • Are the stakeholders satisfied? • What are expected of graduates? the programs? • How have they been operationalized? • Have they been achieved?

27. Common Educational Practices in 20 US Colleges and Universities with Strong Record of Student Success • A Living Mission and Lived Educational Philosophy (What are valued and rewarded? To what extent are guiding principles reflected in teaching and learning? etc.) • Unshakeable Focus on Student Learning (Do students receive specific, timely feedback from teachers? Are teaching and learning centers used by faculty and available to students? etc.) • Environments Adapted for Educational Enrichment (facilities and services adapted effectively for teaching and learning? Campus climate positively influences student learning and success?, etc.) • Clearly Marked Pathways to Student Success (Challenges and support are consistent with needs of students? Are students at risk identified and helped? Students assume a fair share of responsibility for their own learning?, etc.) • Improvement Oriented Ethos (school is monitored and improved continuously? Innovation is valued and fostered? Individuals and offices are accountable in the collection and use of reliable and valid data?, etc.) Source: The Inventory for Student Engagement & Success, G.D. Kuh, J, Kinzie, J.H. Schuh, E.J. Whitt, 2005

28. Common Educational Practices in 20 US Colleges… • Shared Responsibility for Educational Quality and Student Success (Student learning is accepted as everyone’s responsibility? Where do student learning and success appear in the agenda of institutional leaders?) • Ultimately, It’s About the Culture (Do operating policies, resources, programs and practices clearly support the mission? To what extent do they support/inhibit student learning and success?)

29. 4 Key Elements of Successful Learning Environments • Learner centered – teacher attends to the background, beliefs, knowledge and skills of students • Assessment centered – continuous feedback on what are being learned with revisions made as needed • Knowledge centered – attention given to what is taught, how it is taught and what understanding and master of its contents look like • Community centered – intellectual camaraderie, collaborative learning, continuous learning in community outside the university Source: Assessing Quality in Higher Education, Douglas Bennett