linda velle sjöen & birgitta bresell 2003 a development guide - a tool for school improvement

Linda Velle Sjöen & Birgitta Bresell 2003

A development guide -A tool for school improvement


Introduction• Professional situation and experiences - tutors in teacher

teams/school development

• Agreement with the headmaster is not enough

• Standing-alone-courses - follow up has to be planned in advance

• The need of support - a question of leadership and tutoring

• Analysis and reflection – between peer colleagues in everyday routines

• Involvement/individual teacher – time for preparation, make clear the motvies


Problem formulation

How can we change from a top down to a bottom up

perspective on school development and teachers in-

service-training to make it correspond to their needs,

the needs of local schools and society as well, in order

to promote a sustainable school development?


Description of project

• Starting points – Practice

• our experiences as tutors and development leaders in schools

– Theory– the report School development - in mind and

action (Bresell. 2002, ILU, University of Uppsala)» review on elements of success and obstacles in

school development projects» the results of six interviews where teachers are

telling how they look upon school development and in-service training.


The development guide related to the school

system• A school governed by objectives

and results• School development and good

quality means– Increased fulfilment of the objectives• Students reach the objectives• Students pass examinations


Questions

• How are we to work in order to get an increased fulfilment of the objectives?

• How can we learn from experiencies and actions in work?


• Provide

– a clear structure for development work

– support for analysis and planning before a development work

– support for professional learning

– support for organisational learning

Purpose


Eight phases in development work


• A central question, a dilemma or a problem• Formulation

– Is based on a wish to change practice

– Is risen from an important development area.

– Can not be answered with a yes or a no

– Is directed towards the future

– Is directed towards a solution

– Lies within what is possible to implement.

– Is based in the curriculum, objectives and local plans

– Is relevant for the students’ learning

A. “The stone in the shoe”


B. Survey of the present situation

• What happens actually?• In which situations does it happen?• What do we do?• What happens if we do so?

•Observation•Data•Experiences•Descriptions•Actions


Solution oriented approach

• Describes objectives

• Points out strengths and resources.

• Explains the last improvement!

• Defines persons who contribute to progress!

• With what have we succeeded?

• What has contributed to progress?


Problem oriented approach

• Describes the problem• Stresses weak points and mistakes• Puts the guilt on someone or on a phenomenon.• What are the problems?• What has gone wrong?• What has supported deterioration?• What is important to develop?• Prioritise!


C. Analysis of the present situation

• The analysis aims at • Investigating what you may take for granted.• Reflecting and trying to understand• Finding reasons• Finding patterns in the observations• Distinguishing between important and

unimportant• Putting questions like ”why” ”when”, ”how”


D. Visions and Objectives

”A vision without action is just a dream

An action without vision is just pastime A vision and action

can change the world”


Objectives

• Small

• Realistic

• Concrete

• Important

Describes

• Precense of something – not absence


• Objectives have to be formulated in the present tense!

• Which are the circumstances when the objectives have been fulfilled ?

• How can you know that the problems have been solved?

• What is different?


E. Prerequisites

” As you make your bed,

so you must lie on it”.


• What is needed so we can do more of what is already functioning?

• Which framework do we need to do something new?

• Which resources like rooms, time, money, equipment and personnel do we need?

• Which resources do we have?

• Which resources do we need to supplement?

• Which support do we need?

•Which support do we have?


F. Competence analysis

• Which competencies do we need for the development area we have chosen in order to act in a new and better way?

• Which competencies do we have?

• Which competencies do we need to develop? In-service-training?


Before you start development work

• Fill the gap between – What you need and what you have

Resourses

Support

Information

Competence


G. Action plan

Activity What is to be done?

Date

When ?

Responsibility?

Place Where?

Evauation Date – Ready when?


H. Evaluation• Learning perspectives

– Own learning • What have I done?• What have I learnt?• Which piece of advice will I give myself?

– Mutual learning• What happens actually?• Why does it happen?• What do we do and why do we do this?• Why don’t we do it in another way?


• With perspective on results and objectives– What is to be evaluated?– For whom?– How? Choice of method.

H. Evaluation

• What is different from the past?• How can we notice the difference?• Which objectives have we reached entirely?• Which objectives have we reached partly?

What do we include in the future work? Good pieces of advice for ourselves.


Self evaluationHow good is out development

work?

• The Scottish model

http://www.aberdeen-education.org.uk/european

is adjusted into a smaller extent to be reasonable

linda velle sjöen & birgitta bresell 2003 a development guide - a tool for school improvement

Documents

development work slide

results school development

development guide

report school development

school development projects

sustainable school development

development work support

development leaders