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Kooperative Bildungslandschaften: Führung im und mit System
Learning Communities: Networked Systems and System Leadership
SL
Symposium
Schulleitungssymposium 2011
School Leadership Symposium 2011
Präsentation / Presentation
Hinweis: Informationen, die inhaltlich, paraphrasierend oder wörtlich aus Power Point Folien entnommen werden, sind genauso zu behandeln wie Zitate aus anderen Publikationen und mit den üblichen bibliographischen
Hinweisen auf die Quelle zu versehen. Z.B.: „[Autorenname]. (2011). [Titel der Präsentation]. Vortrag beim Schulleitungssymposium 2011,
veranstaltet vom IBB der PHZ Zug am 08-10.09.2011 in Zug.“ Das Programm ist einsehbar unter: www.Schulleitungssymposium.net
Note:
Information taken from power point slides (either literally or paraphrasedly or in terms of content) has to be quoted in the same way as that from other publications, with the usual bibliografical details indicating
its source. E.g.: „[Author]. (2011). [Title of presentation]. Presentation at the School Leadership Symposium 2011, hosted by the IBB of the PHZ Zug on September 8
th-10th 2011 in Zug.”
The programme is available at: www.EduLead.com
The symposium was hosted by in cooperation with
supported by
further partners are
Stadt Zug
within the University of Teacher Education of Central Switzerland (PHZ) Zug, e.g.:
WBZA PHZ Zug
WBZA PHZ Luzern
WBZA PHZ Schwyz
other Universities of Teacher Education, in particular:
University of Teacher Education in Ludwigsburg
University of Teacher Education in Thurgau
University of Teacher Education in Weingarten
University of Teacher Education in Zürich
Universities, in particular:
Erfurt School of Education, University of Erfurt
School of Education, University of Manchester
Management of Education, University Halle-Wittenberg
various Departments of Switzerland, in particular:
Department of Education-Canton Zug
Training Centres of Switzerland, in particular:
Academy of Adult Education Switzerland
various Ministries and Training Centres of the German States, in particu-lar:
Department of Educational Leadership of the Training Centre of Saxony
Ministry of Education of Saxony-Anhalt
Training Centre of Saxony-Anhalt
Department of Educational Leadership of the Training Centre of Saxony-Anhalt
Societies and Associations of the German States, in particular:
German Association of Educational Management e.V.
School Leadership Association from Baden-Württemberg
Implementation of Quality Management Principles in Estonian
Schools
Hasso Kukemelk
University of Tartu
Estonia Study is supported by European Structural Fund grant number
1.5.0108.08-0014
Estonian background
• 1.3 million inhabitants
• 580 comprehensive schools and 44 vocational schools (in 2010)
• Almost 17000 teachers
• More than 200 local authorities
Quality management in Estonia
• Since 2000 on voluntary basis
• Used mostly systems based on ISO and Malcolm Baldridge Performance Excellence Models
• Obligatory for kindergartens, comprehensive and vocational schools since September 2006 (Regulation No 23, Estonian Ministry of Education and Research, August 04, 2006)
• Self-evaluation system based on EFQM model (indicators fixed by Estonian Minister of Education and Research, directive No 885, September 04, 2007.)
EFQM
• The European Foundation for Quality Management (EFQM)
• Used in many countries (Tammaru, 2008; Svensson&Klefsjo, 2006 etc)
• Adopted version for education used
EFQM Model
Purpose of the study
• To get overview of the real situation in schools regarding the implementation of quality management and self-evaluation by the Estonian government.
• On the basis of results to provide system improvement plan, sufficient instruments and policy suggestions.
Method and Sample of the study
• Electronic questionnaires (eformular) developed on the basis of EFQM Model for school principals (data collected 2009-2010)
• Likert scale 1 – 5 used (0 – lack of information to respond)
• 310 school principals participated of 435 meeting the criteria (basic schools and gymnasiums) – representative sample for Estonia
Results and discussion
• School principals know, what is required and generally their responses meet the requirements
• Quality management principles are more used in larger schools
• Strategic management is more common for larger schools
• Smaller schools pay more attention to personal approaches to students
• Larger schools have more options for elective courses
Some figures
Statements Less than 100
students
100-200
students
Over 200
students
Conclusions have made about school developmental
plan during last year.
4,31 4,61 4,64
Different school plans are related to satisfaction
surveys carried out among students and parents.
4,28
4,12
4,47
School Managerial team is taking into account
students’ opinions and proposals in school leadership
and development.
4,19 4,26 4,43
School heads are following ethical norms and
principles.
4,57 4,74 4,52
School has regular connections with alumnae. 3,30 3,53 3,75
Teachers’ achievements are valued by school in
various fields.
4,35 4,45 4,55
Students’ individual abilities are taken into account
while teaching in school.
4,31 4,05 3,84
Some figures
Student support systems in school are developed on
the basis of students’ needs.
4,48 4,53 4,29
Every student’s learning progress is systematically
analysed.
4,42 4,30 4,11
Every student’s general skills are systematically
analysed.
3,93 3,67 3,63
Elective courses taught by school meet students’
applications.
3,28 3,51 3,76
Teachers care their students. 4,54 4,44 4,26
Teachers handle students fairly in school. 4,25 4,23 4,02
Student can always find a teacher to discuss his
worries.
4,50 4,42 4,18
School is analysing teachers’ miss-ethical behaviour. 3,78 3,83 4,25
Conclusions
• Quality management principles are successfully implemented into Estonian school system according to heads’ opinion, but there are many problems according to the other stakeholders’ opinions.
• Larger schools follow more formal rules and principles than smaller schools do.
