”In four years’ time, we will not only compete in the World Cup final in Paris, we will win it.” Former national rugby coach Jake White said these words in 2003. The Springboks made his words come true on the night of October 20 last year.
Were it not for much prior planning, the team wouldn’t have lifted the William Webb Ellis trophy. In a school situation as well, long-term planning can turn dreams and goals into outstanding achievements.
The South African Quality Institute (SAQI) has designed a model for schools planning to provide quality education. The quality-in-education model has five pillars. In the January to March issues of the Teacher there was discussion of the model and the first two pillars.
The first pillar is about values and the second about leadership. This edition looks at the third pillar: school improvement plans. What needs to be improved in the school? In the quality philosophy, no organisation or person is perfect. Everybody and everything is in a state of continuous improvement.
What is a baseline assessment?
Before drawing up improvement plans, a baseline assessment is done. It describes the situation in the school. Sources for baseline assessments include:
Data analysis: scrutinise statistics such as past examination results, attendance registers (staff as well as learners) and learner enrolments to identify possible challenges;
Listening and looking: listen to what learners, parents and staff are saying along the corridors, at sport meetings and in casual conversation. Look at the condition of the classrooms, the grounds and gardens;
Market research: do market research. Have verbal and/or written questionnaires. The result findings often highlight issues that need attention; and
Minutes of meetings: minutes of meetings record discussions on aspects of the school that need to be improved on.
Who inputs into a school improvement plan?
Who decides on how to improve the school? Everyone. When drawing up the plan, get input from:
Learners: the children’s council, student representative council, prefects, class and sports team captains will be brimful of ideas. Simply ask them;
Staff: the staff room will have suggestions too. Teachers know what can be improved in the classroom. Administrative (clerical) staff can give guidance on ensuring cost-effective efficiency. The maintenance staff (general assistants) can advise on how to improve the buildings, gardens and grounds;
Parents: the meetings of groups such as the parents’ association, parent-teacher association and the school governing body allow for discussion on school improvement; and
Wider community: the district, provincial and national education departments give improvement recommendations. If a school has had an inspection it would have been given recommendations for further improvement. The business sector and universities also make public statements on how to lift the quality of education.
Why have quality audits?
Quality schools appreciate an audit done by capable, experienced and empathic professional colleagues. The audit isn’t a Scorpions-style fault-finding exercise. In state schools there are whole-school evaluation audits. These evaluations focus on nine broad areas of the school. Five areas are:
leadership, management and communication;
quality of teaching and learning;
learner achievement in and outside the classroom;
school safety, security and discipline; and
school infrastructure.
An audit of true quality gives three things to a school. Firstly, it gives a baseline assessment. The panel also gives – where due – verbal and written praise to learners, parents and staff for their endeavours. It gives positive motivation in these tough times for South African education. Thirdly, in its role as ”critical friend”, the panel offers advice for further quality improvement.
Should there be personal improvement plans?
Absolutely. It is not only the school itself that needs improving; it is every person too. Learners need to display continuous personal improvement. Their quarterly report cards should reflect ongoing progress. Teachers can use lessons in learning areas such as life orientation to help them set their personal goals for school and beyond.
The integrated quality management system process for state teachers gives attention to personal improvement. By evaluating their professional performance, teachers are able to identify areas for development. Administrative and maintenance staff should also be on a development curve. In state schools, the performance, management and development scheme process helps them achieve personal excellence.
White’s rugby World Cup-winning team didn’t ”just happen”. Much thinking and planning took place beforehand. The same applies to any quality school and staff member. School improvement planning is a critical pillar in the creation of the quality school. First do the planning. The outstanding quality follows.
SAQI offers professional development programmes to educators. Contact Vuyi Segoa on 012 394 3400 or [email protected], or ÂÂRichard Hayward on 011 888 3262 or [email protected].