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Music education hubs Building quality & collaboration Holistic approach to quality 4 March 2015.

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Presentation on theme: "Music education hubs Building quality & collaboration Holistic approach to quality 4 March 2015."— Presentation transcript:

1 Music education hubs Building quality & collaboration Holistic approach to quality 4 March 2015

2 MB Associates Specialists in cultural, children & young people and other caring sectors Work with evaluation and impact analysis For learning and improvement (as well as advocacy and empowerment)

3 How that works in practice Improvement Self- evaluation framework with ACE SROI analysis with Transported CPP

4 Challenge complacency Don’t allow real or imagined obstacles to block the vision Embed the changes in the culture Consult Create short-term gains Don’t declare victory too soon Create teams with enough power to lead the change Communicate the vision Use the power of the vision Adapted from John P Kotter, “Leading Change” 1996. Question values & unhelpful practice New ideas into a new vision Make real through communication Behaviours change Culture adopted Unfreeze Refreeze

5 Two learning and improvement approaches Story of Change (used for social impact) Plan, Do, Review, (used for self evaluation)

6 Story (or theory) of Change Planning what we want to achieve Delivering what works Who? The people who matter How? Drivers and investment What? Delivery Why? The Difference we make Who? The people who matter How? Drivers and investment What? Delivery Why? The Difference we make Inputs Outputs Outcomes

7 Story (or theory) of Change Planning what we want to achieve Delivering what works Who? The people who matter How? Drivers and investment What? Delivery Why? The Difference we make Who? The people who matter How? Drivers and investment What? Delivery Why? The Difference we make Inputs Outputs Outcomes Key features: reverse planning, wide stakeholders

8 Review Plan, Do, Review Plan Do

9 Review Plan, Do, Review Plan Do Key features: cyclical planning, focus on internal continuous improvement

10 What they have in common Three stages – Drivers, Delivery, Difference? (a diagnostic; impact) – Plan, Do, Review (reflection; learning)

11 A ‘causal chain’ In a way we can review and show impact What we do How do drivers and plans inform

12 There is an evaluation tendency to focus on what we do In a way we can review and show impact What we do How do drivers and plans inform

13 A holistic approach is wider In a way we can review and show impact What we do How do drivers and plans inform

14 It emphasises the START and the END In a way we can review and show impact What we do How do drivers and plans inform Needs & Baseline & plans Impact & Review

15 Holistic quality cycle What is the causal chain linking our plans with young people’s needs (shown by a baseline) and with delivery? How does it lead to impact on young people and how do we review our plans? How does quality thread through that? How does collaboration (including with young people and the workforce) thread through that? How would we know we were doing a good job?

16 Impact Review Holistic Quality cycle Plan Do Workforce CYP

17 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Workforce CYP

18 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Business plan School music education plan Workforce CYP

19 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Business plan Programme of activity School music education plan Workforce CYP

20 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Business plan Programme of activity Progression plans School music education plan CPD Workforce CYP

21 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Business plan Programme of activity School music education plan Quality assurance process CPD Workforce CYP Progression plans

22 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Self- evaluation Business plan Programme of activity School music education plan Quality assurance process CPD Workforce CYP Progression plans

23 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Self- evaluation Business plan Programme of activity School music education plan Quality assurance process CPD Being authentic Workforce CYP Progression plans

24 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Self- evaluation Business plan Programme of activity School music education plan Quality assurance process CPD Striving for excellence Being authentic Exciting, inspiring Positive, child- centred Workforce CYP Progression plans

25 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Self- evaluation Business plan Programme of activity School music education plan Quality assurance process CPD Striving for excellence Being authentic Exciting, inspiring Positive, child- centred Actively involving CYP Workforce CYP Progression plans

26 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Self- evaluation Business plan Programme of activity School music education plan Quality assurance process CPD Striving for excellence Being authentic Exciting, inspiring Positive, child- centred Actively involving CYP Sense of ownership & belonging Workforce CYP Progression plans

27 Impact Review Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Self- evaluation Business plan Programme of activity School music education plan Quality assurance process CPD Striving for excellence Being authentic Exciting, inspiring Positive, child- centred Actively involving CYP Sense of ownership & belonging Workforce CYP Sense of personal progression Progression plans

28 Holistic Quality cycle Plan Do Needs analysis CYP consultation & feedback Self- evaluation Business plan Programme of activity CPD Peer learning (Seminars) Peer development (Apr15) Striving for excellence Being authentic Exciting, inspiring Positive, child- centred Actively involving CYP Impact Review Sense of ownership & belonging Workforce ACE & other resources Additional support & challenge KPIs CYP Sense of personal progression School music education plan Quality assurance process Progression plans

29 Impact Review Holistic Quality cycle Plan Do CYP Workforce

30

31 Needs analysis Business plan Programme of activity Progression plans

32 CYP consultation & feedback School music education plan Quality assurance process CPD Self- evaluation

33 Striving for excellence Actively involving CYP Sense of personal progression Being authentic Exciting, inspiring Positive, child- centred Sense of ownership & belonging

34 Planning what we want to achieve Story of Change Who? The people who matter How? Drivers and investment What? Delivery Why? The Difference we make Why? A vision Organisation Participant Funder

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