2011 09 29 norway seminar - hugo caldeira

8/3/2019 2011 09 29 Norway Seminar - Hugo Caldeira

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www.ano

School improvement and quality manag

Experiences from Portugal

Hugo [email protected]


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Agenda

Another Step

School self-evaluation project

Leadership

Communication Plan Classroom work

The place of CAF process


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Hugo Caldeira

Teacher 20 years as Math teacher on a Secondary Level public Schoo

ICT and Management at Portuguese Catholic University (Lis

Research

External evaluation of the national program on Adult Educa

Certification (New Opportunities program). Research grouPortuguese Catholic University

CAFExpert

Represent Portuguese Administration and Public EmploymeDirectorate (DGAEP) on EIPA (European Institute of Public

Administration) CAF Education Expert Group.


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Another Step (Portugal)PortugueseMinistry ofEducation

CAF for New Opportunities prog

ram Centers

Safe use of Internet in Schools National wide

Municipalities Coaching, quality management (CAF), preparat

strategic plans for educational development (re

Schools Coaching more than 100 schools in Public and PEducation on Self-Evaluation projects, with CA


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Another Step (International)

Luanda(Angola)

Manual of best practices for citizen service and management (National School of Public Admin

Yambol(Bulgaria)

CAF for municipalities (European project)

Nord-Trndelag(Norway)

Schools best practices using CAF (Comenius Rewith Sintra Municipality)

So Paulo(Brazil)

Project with national Brazilian Chamber of e-co(applying CAF in schools, with local sponsors)


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School self-evaluation proj

Our experience on helping school self-assessment p


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Challenge

How to unite these 9 points with just fourwithout ever lifting the pencil from the pa


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Challenge



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Challenge



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Creativity and innovation

New problems (or problems that remain)creative solutions

Creativityis a process. Innovation is tproduct of that process.


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Thatswhat we do

Creativityis a key component of Leadership

Our work focuses on

Leadership skills Communication planPedagogica

the class


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Leadership

The way we work


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Working with school Principal

(Director, school management teaDiagnosis of the self-assessment school practices, results and reports (school reports and reponational school inspectorate)

Proposal for intervention, detailing the actions to be implemented with a time schedule

Involvement of students, teachers, parents, non-teaching staff, local community partners (the

During the process, direct advice to the school and the self-assessment

Application of CAF, and presentation of a final report, with a suggested Improvement Action P

Planning of training needed (for teachers and non-teaching staff)


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Planning CAF Action in time

Step 1How are we?

That's how wewant to be?

Mobilize

Step 2

Act!

Evaluateimprovement

Step 3Consolidation

of goodpractices

New CAF

Step

A

Evimpro

Self- evaluationReport

Factual report

Improvement Action Plan

Self- evRe


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Time schedule (project)


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Teachers

The way we work


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Working with teachers

Seminars Presentation of school improvement plan, tpeople and talk about the role of each one

Trainingfor all

Leadership skills and meeting managemen

Communication plan

Classroom understanding and good practic


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1. Leadership skills and meetings

management

Leadership

What is, and the skills needed

How can we apply that in the school environment?

How do we see ourselves as leader (in the classroomclass meeting)?

School meetings management

Can we suggest good practices?


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1. Leadership skills and meetings

management

Output Document Good pracsuggestions on Leaderand meeting managem


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2. Communication Plan

How do we communicate?

Formal communication

Online presence

Can we perform better?

To whom do we communicate? And how effec

Can we suggest good practices?


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Online presence

Dissemination Interaction Promote T


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7 steps for a Communication PTo whom?

Students? Parents?Teacher? Partners?

Non-teachingStaff?...

We can usecommunity

mediators in thesepopulations?

What?

What is important tocommunicate toeach audience?

For what purpose?Inform? Invite?

Degree ofimportance?

By whom?

Who should beresponsible for the

contact?

That profile (theprofile defines the

degree ofimportance)?

How?

On what media?Letter? Email? Voice

communication?School newspaper?

When?

How early?

For how long?


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2. Communication Plan

Output DocumentCommunication Planour School


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3. Classroom understanding and g

practices sharing

Classroom

What is our conception of the classroom?

What is the concept of classroom shared in the stratedocuments of the school (educational project, regulatio

Do we all agree on that understanding?

Good Practices

Can we suggest good practices to observe in the classroact, seeking the improvement of our students?


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3. Classroom understanding and g

practices sharing

Output Document Good pracsuggestions on classropedagogical actions


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CAF

The place for CAF Model:

Make a diagnosis,

Promote self-awareness, benchmarking and benlearning


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Strategic dimensions of the re

Organizational

diagnosis

1. Self-AssessmentTeam review

Filling in a grid of self-evaluathe defined indicators, identify

and areas for improvementevidence for each indicator of

criteria and their sub cr

2. Satisfaction surveys(staff, teachers,

students, parents, andpartners/ stakeholders)

Questionnaires / surveys, wrespondent gives his opinio

related to the operation and p(results) of the organiz

Improvement Actions Plan


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ENABLERS

0

5

10

15

20

25

30

35

40

45

50

55

Frequncia

1

Frequncia

2

Frequncia

3

Frequncia

4

Frequncia

5

Distribuio pontuao - meios

Critrio

Critrio

Critrio

Critrio

Critrio

Overallthe sco

differen(curve Ponctuation

Freq

uency

Initiativesimplemented andevaluated (3, 4)


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RESULTS

0

5

10

15

20

25

30

35

40

45

50

55

Frequncia

1

Frequncia

2

Frequncia

3

Frequncia

4

Frequncia

5

Distribuio pontuao - resultados

Critri

Critri

Critri

Critri

Ponctuation

Freq

uency

We should expectbetter results forcriteria 8 and 9

Good resu

satisfacticitizens/cus


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Overall results Saop

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

1 2 3 4 5 6 7 8 9

M

diapontuao

Mdias pontuao por critrio

CAf CNO

CAf 2000

CAf 2002

QUALIS 2007

QUALIS 2006

EFQM

Averages

Criteria

Op

mwaCpa


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How to interpret the results (3 CAF m

Evolution ofresults

Confrontationwith the targets set


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Trends analysis

Its not (just) the scoring that matters but, above allactual trend


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What can we say?

Why these res Clear evolutio

for criteria 1, 6

Was it a sinvestme

areas? (aCommunPlan?)

Global improvall aspects, exccriterion 9.

Self-evaluation Team results (SEgrid)


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What can we say?

Global improvall aspects

Why thes

What we achieve th

There is (still)improve, but tright.

How to econtinuattrend?

Surveys


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Learning together

Share information

Compare our results

More Education Platform


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C

omparewith

ourselves


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C

omparewith

others


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Key Performance Indicators

Categories Metrics

Define analysisCriteria

Match with Quality objectives Available data

Agree PerfomanceIndicators

Main objectives and milestones Defined projects and actions

Understand

Education Strategy

Region/District, # of schools Target population

Define Scope of theQuality Project


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The indicators

Context

Coverage

Occupation

Resources

Physical

Human

Tecnological

Operation

Access

Security andSafety

Results

Sucess

Transition

Finance

Investiment

Costs perstudent

Managemen

Objective

Resource

Strategy


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And then?

In addition to the knowledge about CAF, and relatiobetween different sub criterion, what else is importa

the success of self-assessment in the organization?


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What we have learned

Necessary effective involvement of leadership and people in

Should have a clear communication process and seek the coof local community on the improvement process

Must ensure the satisfaction of the needs of the self assessm

(time, space, materials,)

Evaluation should appears naturally from the Vision for thdevelopment and quality improvement of the organization

We need to have more attention concerning Classroom workcollaboration between teachers


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Questes?


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Um pequeno passo para um grande desafio

2011 09 29 norway seminar - hugo caldeira

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