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Empower.ment

Empower.ment. A Leonardo Project. " Empower ModEl iN Transfer". EMPOWER-model: quality management / evaluation model developed in a previous Leonardo project Empower.ment aims at transferring this model to other partners, countries, vocational and/or educational contexts.

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Empower.ment

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  1. Empower.ment A Leonardo Project

  2. "EmpowerModEliN Transfer" • EMPOWER-model: qualitymanagement/evaluationmodeldeveloped in a previous Leonardo project • Empower.mentaimsattransferring this model to other partners, countries, vocational and/or educational contexts

  3. PROJECT OBJECTIVES • Fosteringtheimprovementofqualitymanagementwithinthe different national scholasticsystems • Providing schoolswiththeinformation, methodology and tools to collaborate efficiently with the different actors • Sharing Empower model 2010 and the needed indicators to evaluate and measure one’s own work and results  continuous improvement of quality

  4. TRANSFER • Objectoftransfer: Empower model: quality system related to school management and educational school services with a particular focus on the inclusion and scholastic integration of immigrant students • Geographical (Italy, Austria, Romania) • Adaptive (regardingtheneedsofothertargetgroups): extensionfromimmigrantstudentsto all vulnerable learners

  5. PARTNERSHIP • Austria: GRg 14 “Goethe-Gymnasium”, Astgasse, Wien RgORG 15, European High School, Henriettenplatz, Wien Stadtschulrat für Wien • Italy: Casagrande/Cesi IPSSCTP “De Filippis”, Vibo Valentia Ufficio Scolastico Provinciale, Terni Frontiera Lavoro, Perugia • Romania: GrupScolar Industrial ConstructiiMasini, Sibiu Inspectoratul al Judetului, Sibiu

  6. EMPOWER MODEL - The structure Management systemcontinuousimprovement Needs Requirements and objectives Organisation Results, satisfactions Resource Management Stakeholders Analysis and system Stakeholders Improvement Training Process graduate Vulnerablelearner

  7. EMPOWER MODEL - Dimensions

  8. EMPOWER MODEL – Self Assessment • SWOT analysis: Strengths Weaknesses Opportunities Threats • SMART objectives: Specific Measurable Attainable Relevant Time-bound

  9. SWOT Analysis – Example: Dimension A • STRENGTHS • Communication Dim A1.3 • works very well within subgroups of teachers • informal verbal communication is sufficient for many purposes • ProcessesDim A1.1 • most of them work quite reasonably • some are exactly documented (registration for the Reifeprüfung, registration for mandatory electives etc.) • Forms Dim A1.2 • hardcopies of all important forms available • InstructionsDim A1.1 • available for some processes (e.g.handout for head teachers - winlehr-software, instructions for assessment tests for students who have been absent for a longer period of time etc.) • code of conduct, rules for IT rooms, library etc. • WEAKNESSES • Mission statementDim A2.1 • does not exist • School profileDim A2.1 • outdated (website) • ResponsibilitiesDim A2.1 • partly undefined (principle of voluntariness) • OrganizationDim A1.2 • many organizational matters work quite well, therefore evaluation and improvement are not considered necessary • Innovations are met with reluctance (average age: 47,5): „Since everything is working now, innovations can only create more (unnecessary) work.” • Communication Dim A1.3 • lack ofcommunication • effectiveness not evaluated • new forms of communication, e.g. MoK, are not accepted • DocumentsDim A1.2 • different versions • Evaluation Dim A3 • Self-evaluation is not obligatory • no internal or external evaluation (no continuous improvement process) • Midday care, after school care Dim A1 • Midday care: lack of written communication regarding organization, attendance lists etc. – teachers handle things differently, sometimes there is no staff member who feels competent to help teachers who substitute • Day care: cf. midday care, written information is available, but most information is given verbally

  10. SWOT Analysis – Example: Dimension A • OPPORTUNITIES • Mission statementDim A2.1 • writtenmissionstatement • School profileDim A2.1 • update oftheschoolprofile • Communication Dim A1.3 • development and adaptation of the MoK in order to improve internal communication • Documents and forms Dim A1.2 • Design of clearly defined documents and forms (title, date, creator, filing), availability in the MoK • Creation of a school manual in order to facilitate working processes • Evaluation Dim A3 • evaluationofsomeaspects • Midday care, after school care Dim A1.2 • provide written instructions and support • THREATS • ProcessesDim A1.1 • work reasonably well – nobody feels that improvements are necessary • overregulationmakescreativeprojectsdifficult • Communication Dim A1.3 • informal verbal communication is sufficient – nobody feels a necessity to define processes, let alone to comply with them • the transition from a system that works to one that is more regulated may lead to difficulties • Some teachers are „overstressed“ by new regulations („It’s always been like this….“) – not all of them follow them (e.g. new form for absences of one or more days that has to be submitted to the Vienna School Board) • new staff members do not have enough information – processes and necessary information are only communicated verbally • Resistance Dim A1.3 • actual issues are not dealt with – pretended arguments are used as an excuse

  11. SMART

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