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Enhancing Quality Culture in Educational Institutions: A Roadmap to Excellence

Explore the principles and steps for fostering a quality culture in educational institutions to achieve excellence. Understand the significance of education quality assurance and motivation in driving positive behavior patterns and staff involvement. Discover the impact of student evaluation forms on teacher assessment and institution positioning within the academic landscape. Learn about improving teaching quality and identifying development areas for continuous enhancement.

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Enhancing Quality Culture in Educational Institutions: A Roadmap to Excellence

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  1. DesigningQualityAssurance Systems inAzerbaijaniUniversitiesTrainingCourses and Workshops9-13 June 2008 SelectedAspects of EducationQualityAssurance intheUniversity of Warsaw Centre for Foreign LanguageTeaching

  2. Motivation: the state of readiness of a rational human being to undertake a given activity – a set of psychological and physiological processes, stimulated by a need, that underpins and determines human behaviour and its changes

  3. Quality: • A certain level of perfection

  4. Quality: • A certain level of perfection • Compliance with internal and external requirements

  5. Quality: • A certain level of perfection • Compliance with internal and exteranl requirements • Anything that can be improved

  6. Quality: • A certain level of perfection • Compliance with internal and external requirements • Anything that can be improved • Features and properties of a product or service that decide about its ability to satisfy acknowledged and predictable needs

  7. Quality of education: • Building an organisational ability to discover and acquire knowledge within the area od educational needs • Implementing this knowledge to create mechanisms which allow for meeting the needs of the addresses of educational services

  8. Qualityculturein an educationalinstitution: • develops pro-quality behaviour patterns

  9. Qualityculturein an educationalinstitution: • develops pro-quality behaviour patterns • helps understand the institution’s mission and strategy

  10. Qualityculturein an educationalinstitution: • develops pro-quality behaviour patterns • helps understand the institution’s mission and strategy • helps identify with the aims of quality assurance

  11. Qualityculturein an educationalinstitution: • develops pro-quality behaviour patterns • helps understand the institution’s mission and strategy • helps identify with the aims of quality assurance • enables involvement of the whole staff

  12. Principlesinintroducingqualityculturein an educationalinstitution : • Constant development and improvement • Systemic thinking • Involvement, co-operation and positive attitude

  13. First steps: • Establishing the aims

  14. First steps: • Establishing the aims • Launching the think tanks

  15. First steps: • Establishing the aims • Launching the think tanks: • wide and even representation of staff

  16. First steps: • Establishing the aims • Launching the think tanks: • wide and even representation of staff • staff personal involvement

  17. First steps: • Establishing the aims • Launching the think tanks: • wide and even representation of staff • staff personal involvement • staff integration

  18. First steps: • Establishing the aims • Launching the think tanks: • wide and even representation of staff • staff personal involvement • staff integration • focus on problems of particular significance and relevance to staff

  19. Evaluation Form before 2007 • changeable format • general information • information about the results not given to students

  20. Evaluation Form 2007 • reaching as many students as possible • analysing results with the view of different groups and according to different criteria (e.g. language sections, particular staff members)

  21. Evaluation Form 2007 • 10 questions, including: • 9 questions with the 4 answers to choose from: - e.g. ‘Did the teacher apply clear criteria while assessing all the students’ work and achievements?’ - answers (‘definitely yes’, ‘rather yes’, ‘rather not’, ‘definitely not’); • open question

  22. Evaluation Form 2007 • 5480 completed forms • the mean in the range of 1 (‘definitely not’) to 4 (‘definitely yes’) – 3,4939

  23. Evaluation Form 2007 • Results from the point of view of: • CFLT in general; • particular language sections; • particular levels; • particular teachers; results with regard to every single question

  24. Evaluation Form 2007 • Individual meetings with the staff members: strip with the information including - mean in particular questions; - mean in all questions in general; - recapitulation of the anwers to the open question;

  25. Student evaluationquestionnaire 2007: effects • place and position of the Centre as part of the University opf Warsaw

  26. Student evaluationquestionnaire 2007: effects: • place and position of the Centre as part of the University of Warsaw • evaluation of particular teachers

  27. Student evaluationquestionnaire 2007: effects: • place and position of the Centre as part of the University of Warsaw • evaluation of particular teachers • evaluation criteria used by students

  28. Student evaluationquestionnaire 2007: effects: • place and position of the Centre as part of the University of Warsaw • evaluation of particular teachers • evaluation criteria used by students • identification of areas worth developing and improving (teaching)

  29. Student evaluationquestionnaire 2007: effects: • place and position of the Centre as part of the University of Warsaw • evaluation of particular teachers • evaluation criteria used by students • identification of areas worth developing and improving (teaching) • identification of areas worth developing and improving (the questionnaire)

  30. Evaluation Form 2008 • Task Group for Student Evaluation Form; • CFLT Quality Assuarance Unit (including students and PhD students); • University of Warsaw Office for Quality of Education;

  31. Evaluation Form 2008 • new format; • new procedure (CFLT red seal, submitting and filing the forms, active participation of the students etc.)

  32. Motivating System • Teaching • Professional Development • Involvement in the CFLT and University of Warsaw activities

  33. Motivating System I. Teaching: I.1. Student Evaluation Form (0-20 pts.) I.2. Class Observation (0-5-10 pts.) I.3. Programs and materials (0-10-20 pts.)

  34. Motivating System II. Professional Development: II.1. Participation in the CFLT trainings (0-3-5 pts.); II.2. ‘Peer observation’ (0-3-5 pts.);

  35. Motivating System III. Involvement in CFLT and University of Warsaw activities: III.1. working in task group(s) (0-3-5 pts.); III.2. working for the Language Section, CFLT and University of Warsaw (0-15 pts.);

  36. Teacher’s Achievement Form • Compatible with the ‘Motivating System’; • Teachers fill in the TAF and submit it by 15th October; • Language Section Heads (CFLT Head) give points following the criteria in the Motivating System;

  37. Achievements: • External: • an improved image

  38. Achievements: • External: • an improved image • an enhanced quality of contacts with University institutions and departments

  39. Achievements: • External: • an improved image • an enhanced quality of contacts with University institutions and departments • collaboration with Student Self-Government

  40. Achievements: • External: • an improved image • an enhanced quality of contacts with University institutions and departments • collaboration with Student Self-Government • Internal: • categories and criteria of good practice

  41. Achievements: • External: • an improved image • an enhanced quality of contacts with University institutions and departments • collaboration with Student Self-Government • Internal: • categories and criteria of good practice • criteria of teacher professional achievement

  42. Achievements: • External: • an improved image • an enhanced quality of contacts with University institutions and departments • collaboration with Student Self-Government • Internal: • categories and criteria of good practice • criteria of teacher professional achievement • stimulating environment

  43. Achievements: • External: • an improved image • an enhanced quality of contacts with University institutions and departments • collaboration with Student Self-Government • Internal: • categories and criteria of good practice • criteria of teacher professional achievement • stimulating environment • staff involvement

  44. Problems: • How to convince staff that change is desirable and necessary?

  45. Problems: • How to convince staff that change is desirable and necessary? • How to deal with, and disarm fears and inhibitions?

  46. Problems: • How to convince staff that change is desirable and necesary? • How to deal with, and disarm fears and inhibitions? • How to aid the process of identification with the aims of quality assurance?

  47. Problems: • How to convince staff that change is desirable and necessary? • How to deal with, and disarm fears and inhibitions? • How to aid the process of identification with the aims of quality assurance? • How to involve all staff in pro-quality activity?

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