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| | There are various levels at which School Improvement
is managed. These levels are frequently experienced as stages of
development
Level 1: Improvement: situation-response: an
intervention or contingency approach.
- Using simple problem solving
- Containment of undesirable situations
- Opportunistic initiatives to make things better
- School systems or Boards may impose policies from outside the the school
Level 2: Continual Improvement . Initially this level is
simply being focused on achieving improvements where possible.
- It may be applied in an opportunistic or episodic way.
- In addition it may be initiated by annual planning cycles and
reporting requirements.
Level 3: Continuous Improvement: Over time continual improvement may become more systematic and
consistent. As a result this approach can develop into continuous
improvement based on action research or the Plan-Do-Study-Act
cycle:
Level
4: Sustained Continuous
Improvement. This is the mature stage of (school) improvement. CSI
integrates continuous improvement and quality assurance by building
improvement into the governance and culture of the school. CSI
requires
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the development of a learning community that
-
systematically observes and studies itself in
operation,
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learns from that study, and,
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captures the learning achieved as knowledge,
skills systems and culture
-
and implements improvement on the basis of that
learning on an on-going basis
The net result is sustained success and well-being for all through
- Shared purposes and understandings
- Ways and means closely related to purposes (attention to
processes)
- Problem are solved and their likelihood of recurrence is reduced
(releasing resources)
- Tasks become easier releasing resources to be used for further
improvement
- Improved quality of outcomes
- Less rework further releasing resources
- ...
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