Are you satisfied as a teacher

School development project

Table of Contents

1 Introduction

2 literature or theory

3 hypotheses

4 Description of the sample

5 bar graph
5.1 Number of participants in the school development project
5.2 Pie charts for the Smily evaluation:
5.2.1 Smily question B31: How satisfied are you with your teachers overall?
5.2.2 Smily question C45: How satisfied are you with your class?
5.2.3 Smily question D58: How satisfied are you with your school?
5.3 Evaluation of question groups B / C / D
5.3.1 Question group B: Your class teacher's lessons
5.3.2 Question group C: Your class, your classmates. Question group D: Your school

6 List of Figures and Tables:

7 Summary, discussion, outlook

8 literature

1 Introduction

With the Quality in Schools (Q.I.S.) project, the Ministry of Education wants to stimulate and encourage Austrian schools to question, control and further develop their quality themselves. The joint and systematic engagement of the school partners with quality issues is to become an integral part of school culture in the future. Independent quality assurance and development at the location is a prerequisite and starting point for a future-oriented school system at a high level.

The heart of the development is the school program. It contains the school's mission statement, statements on the current status as well as concrete goals and measures in various quality areas. It is a temporary agreement that is effective internally and externally: as an orientation aid for pedagogical action and as information for the public, as a planning instrument and as a yardstick by which the development of the school is to be measured.

Evaluation is therefore inextricably linked with the school program. It is necessary to get an overview and to check the implementation and effectiveness of the measures taken: at appropriate time intervals, individually and jointly, using practicable methods. Personal data remain confidential and will not be published. What has been achieved and the need to catch up become visible, and a common basis for further development steps is created.

Q.I.S. is an invitation and a service offer at the same time. Ministry of Education materials are available for anyone who joins. The quality network provides up-to-date information, the exchange of experiences, and opportunities for discussion and presentation. Schools receive further support from the school inspectorate and the educational institutes.

2 literature or theory

The flywheel of lesson development: An innovation project for regional school development

Lessons - not least after the PISA publications - are increasingly becoming the subject of school development. However, there is little experience - also internationally - of how school and teaching development can have a lasting effect on one another. In response to this, the ILS (Institute for Teacher Education and School Research) has developed a challenging support system, the "flywheel of teaching development" (cf. Awecker / Schratz / Weiser 2002). As a practice-oriented development model, it offers schools a supportive framework and diverse development opportunities in their school development process. In practice, it helps to initiate school and lesson development and also to complete it successfully, taking into account the specific phases and dynamics.

Figure 1: Flywheel

Figure not included in this excerpt

The seven development stations of the flywheel provide a comprehensibly structured and clearly formulated schedule and framework, which all schools systematically go through.

Phase 1: Reason - analyze development incentives and barriers

Phase 2: Current state - identify strengths and weaknesses

Phase 3: Vision - harnessing the power of visions

Phase 4: Objective - formulate guiding principles and development goals

Phase 5: Plan - develop concrete steps for implementation

Phase 6: Action - implement the plans in a goal-oriented manner

Phase 7: Evaluation - review results

The particular strength of this concept is its system as a "dual development process" (outer circle / inner circle): While the school developer usually defines his role either as a neutral process facilitator (supervisor) or as an active school expert (stimulator, agitator), depending on the consulting concept he has learned, the " Flywheel of teaching development "The accompanying process and the stimulation process with their respective strengths and needs are structurally anchored on an equal footing. What is often experienced in practice as role diffusion (fluctuations between expert and accompanying roles) becomes in the "flywheel" a systematic and productive interplay of stimulation, information, confrontation on the one hand and accompaniment, structural environment and reflection on the other.

Both poles described above are anchored as integral parts of the concept in the flywheel of school development. The commuting between the two poles does not happen randomly, but systematically again and again. A distinction is made between two processes:

Figure 2: Flywheel

Figure not included in this excerpt

Support process (inner circle):

- Structural environment: sets the external framework, creates clarity in the process
- Work out goals and procedures together with those affected
- Accompany those involved in finding their own solutions
- Reflect on the way of working and the work structures together again and again
- Create space for the personal relationships of the individual and their exchange
- The post-reflection and integration of the elements from the stimulation process

Excitation process (outer circle):

- information
- impulses
- Scientific knowledge
- working tools
- confrontation, provocation

On the one hand, the schools receive a supportive structure to get the development process going on site and to keep it going, but also receive sufficient support to get through difficult phases. On the other hand, irritations, external impulses, expert knowledge and work tools ensure the corresponding dynamics of the "flywheel". However, the content-related decisions about the directions and goals of the development are made by the teachers and the school management of the respective school themselves. The flywheel of lesson development is currently being successfully tested in the Knittelfeld school district. After an educational district day in April, ILS employees invited all schools to get to know the "flywheel" in brief. This experience should make it easier for schools to decide whether they want to take part in the regional school development project to improve the quality of schools and teaching. More than 70% of the teachers in the district have volunteered to take part in the flywheel. The Federal Ministry for Education, Science and Culture sees the flywheel of teaching development as a pilot project for future regional school development in Austria and has commissioned a scientific evaluation.

The 5 quality areas

It is not easy to keep track of the vast and complex field of “school”. Günther Haider (University of Salzburg) therefore attempted to structure this complex field. It was based on (inter) national practical experience, scientific knowledge and relevant regulations and proposed the following 5 quality areas:

- teaching and learning
- Class and school living space
- School partnership and external relations
- school management
- Professionalism and staff development.

These 5 areas with their subdivisions are only one of several conceivable structuring options - but one that has already proven to be useful, one that is very comprehensive and practice-oriented. The 5 quality areas are intended as an orientation aid, as food for thought for silence and planning work, as prevention of "blind spots" in one's own perception. All areas are important - which of course does not mean that they have to be dealt with all at once and as soon as possible! However, there is one area that needs to be highlighted: teaching and learning is and will remain the “core business” of schools.

The 5 quality areas are a constituent element of the philosophy of Q.l. S. They are the basis for planning and evaluation activities in the context of quality development and run as a "red thread" through all Q.LS.-materials.

[...]

End of the reading sample from 24 pages