QUALITRAINING WORKSHOP ECML moderator: Dr Galya Mateva

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QUALITRAINING WORKSHOP ECML moderator Dr Galya
Mateva

• Prague
• 25th-26th September, 2008

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Exploring experiences and expectations

• Experiences
• Teaching
• Teacher training
• Managerial
• Administrative
• Research
• Inspecting
• Hobby

• Expectations
• Theoretical insight
• Internal QA tools
• External QA tools
• Managing QLS Associations
• Inspection Schemes and Procedures

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QUALITY IN LANGUAGE EDUCATION BRAINSTORMING
ASSOCIATION FIELDS from different perspectives

• The native/non-native speaker teacher?
• The environment?
• The standards?
• The white interactive board?
• The qualification?
• 
  The leader?

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Basic terminology The European perspective

• A Quality assurance, Benchmarking, Appraisal
• B Quality control, Charter, Assessment
• C Quality culture, Evaluation, Institutional
  self-evaluation
• D Capacity building, Indicators, Clients

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DEFINING QUALITY

• Quality as meeting and exceeding customers needs
  
• Quality as excellence
• Quality as reliability and consistency
• Quality as fitness for purpose (goal achievement)
  
• Quality as transformation and innovation
• Quality as value for money

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QUALITY PARAMETERS VS. INDIVIDUAL PERCEPTIONS
Quality parameter perceptions
Customer needs Excellence Consistency Goal achievement Innovation Value for money Other A happy student/teacher Excellent teacher/results
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SOME PRINCIPLES OF QUALITY MANAGEMENT

• A client satisfaction principle
• Quality based on results
• Quality based on process management
• Quality based on personal development
• Value-driven quality

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QUALITY PROCEDURES

• QUALITY ASSESSMENT measures achievement in a
  particular area
• QUALITY ASSURANCE applies internal procedures
  to sustain quality
• QUALITY CONTROL validates quality standards
  externally
• SELF-EVALUATION a more advanced form of
  self-control which is ongoing and guarantees
  accepted quality standards
• ACCREDITATION formal recognition for observing
  quality standards

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PRINCIPLES and EAQUALS INSPECTION SCHEME

Principle N of section in the Inspection Scheme(1-12)
Client satisfaction
Results-based
Process-oriented
Personal development
Values-oriented
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QUALITY CULTURE

• learning culture self-critical,
  improving culture fully engaged staff
• shared vision personal
  contribution public statement
  
• QUALITRAINING GUIDE ACTIVITY
• Where would you place your institution on the
  assessment scale?
• How do we know we have a culture of quality?
• 2. Discuss How does your institution express its
  commitment to
• quality?
• Is it clear?
• Is everyone aware of it?
• How is it shared?
• When you visit or work with another institution,
  what indicates to you
• that the institution has made a commitment to
  quality?

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QUALITY CULTURE AND EFFECTIVE LEADERS

• Capacity building
• (emotional and intellectual human and
  technological)
• Are all available resources in your school
  developed and used fully?
• Indicators of capacity building in an institution
  
• A positive climate
• Transparent management
• People-centred policy
• Team work and interdependence
• Multidimensional leadership (moral, strategic,
  managerial, collaborative, interpersonal,
  distributed)
• HOW DO THE LEADERS IN YOUR ORGANISATION
• BUILD THE ORGANISATIONS CAPACITY?

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DISTRIBUTED LEADERSHIP AND QUALITY MONITORING/
DEVELOPMENT INSTRUMENTS

• What are the functions of the Institutional
• Self-evaluation?
• Is there a system for self-evaluation in
• your school?
• Who is involved? Who moderates it?
• How is data gathered? Who designs
• the evaluation criteria? How will the data be
  used?
• What purpose/purposes does it serve?

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Class observation at the heart of quality
assurance and professional development

• Why do you observe classes?
• Live or video observations?
• What do you observe? (key areas)
• Who observes classes? How often?
• How long is an observation?
• What do you do before and after the observation?
• How many different types of feedback are you
  aware of? Can it be non-existent?
• What form does the follow-up take in your
  situation?

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MULTIPLE ROLES OF CLASS OBSERVATION

• LOOKING FOR BEST PRACTICES
• In-house quality management
• Internal quality assurance
• External quality assurance
• Data gathering and analysis
• Classroom-based research
• Institutional SWOT analysis
• Personal SWOT analysis
• Forming partnerships and collegial exchange
• Exploring training needs

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Evaluation of quality processes

• Evaluation vs.assessment
• What do you evaluate in your institution? How do
  you do it?
• Evaluation tasks
• Discuss key criteria for teaching materials/aids
  evaluation
• Discuss the applications of the CEFR and point
  to
• some criteria for evaluating your proficiency
  level system

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ASSESSMENT OF QUALITY PROCESSES

• Student assessment
• Criterion-based assessment vs. norm-based
  assessment
• Teacher assessment and appraisal systems
• Self-appraisal
• The appraisal interview
• Post-appraisal procedures

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BENCHMARKING

• Benchmarking can be subdivided into
• four major types. Can you provide
• examples for each of them?
• Internal benchmarking
• Functional benchmarking
• Competitive benchmarking
• Generic benchmarking

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Self-analysis and the learning curve
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TEACHER PROFILING GRID

• Categories of competence
• Basic
• Independent
• Expert
• Evaluation criteria
• Language
• Qualifications
• Core competences
• Complementary skills

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SELF-ASSESSMENT DIAGRAM

• Vertical axis Level of effectiveness in your
  institution
• Institutional self-evaluation
• Quality culture
• Appraisal systems
• Observation systems
• Benchmarking systems
• Other area
• Horizontal axis
• Rating scale 1-2-3-4-5
• Optional CONTRIBUTING WITH A CASE STUDY