Linda Velle Sjöen & Birgitta Bresell 2003 A development guide - A tool for school improvement

Linda Velle Sjöen & Birgitta Bresell 2003 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

Linda Velle Sjöen & Birgitta Bresell 2003 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?

Linda Velle Sjöen & Birgitta Bresell 2003 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.

Linda Velle Sjöen & Birgitta Bresell 2003 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

Linda Velle Sjöen & Birgitta Bresell 2003 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?

Linda Velle Sjöen & Birgitta Bresell 2003 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

Linda Velle Sjöen & Birgitta Bresell 2003 Eight phases in development work

Linda Velle Sjöen & Birgitta Bresell 2003 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”

Linda Velle Sjöen & Birgitta Bresell 2003 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

Linda Velle Sjöen & Birgitta Bresell 2003 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?

Linda Velle Sjöen & Birgitta Bresell 2003 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!

Linda Velle Sjöen & Birgitta Bresell 2003 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”

Linda Velle Sjöen & Birgitta Bresell 2003 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”

Linda Velle Sjöen & Birgitta Bresell 2003 Objectives Small Realistic Concrete Important Describes Precense of something – not absence

Linda Velle Sjöen & Birgitta Bresell 2003 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?

Linda Velle Sjöen & Birgitta Bresell 2003 E. Prerequisites ” As you make your bed, so you must lie on it”.

Linda Velle Sjöen & Birgitta Bresell 2003 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?

Linda Velle Sjöen & Birgitta Bresell 2003 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?

Linda Velle Sjöen & Birgitta Bresell 2003 Before you start development work Fill the gap between –What you need and what you have Resourses Support Information Competence

Linda Velle Sjöen & Birgitta Bresell 2003 G. Action plan Activity What is to be done? Date When ? Responsi bility? Place Where? Evauation Date – Ready when?

Linda Velle Sjöen & Birgitta Bresell 2003 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?

Linda Velle Sjöen & Birgitta Bresell 2003 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.

Linda Velle Sjöen & Birgitta Bresell 2003 Self evaluation How good is out development work? The Scottish model is adjusted into a smaller extent to be reasonable