Lubelskie Centrum Edukacji Zawodowej

im. Krzysztofa Kamila Baczyńskiego

Comparison of the different models of Comparison of the different models of quality development at vocational schoolsquality development at vocational schools

Results of the survey among teachers of LCEZResults of the survey among teachers of LCEZquality progress measurequality progress measure

Goeppingen, 21-23 April 2008Goeppingen, 21-23 April 2008

The aim of the surveyThe aim of the survey

The aim of the survey was to measure theThe aim of the survey was to measure the progress in teachers’ progress in teachers’ awareness awareness concerning concerning quality measure and applying it in everyday quality measure and applying it in everyday

work.work.

Method and time of the surveyMethod and time of the survey

method/ tool used method/ tool used – – questionnaires questionnaires which included 7 open-answer questions which included 7 open-answer questions

time of the surveytime of the survey – – November 2007 November 2007 and March 2008and March 2008

Number of teachers Number of teachers participating in the surveyparticipating in the survey

90

58

90

75

0

10

20

30

40

50

60

70

80

90

Nov March

questionnairesdistributedfeedbackquestionnaires

What kind of QM activities are you What kind of QM activities are you aware of?aware of?

1.1. Didactic activities including preparing students to general final upper Didactic activities including preparing students to general final upper secondary exams and external vocational examinationssecondary exams and external vocational examinations

2.2. Upbringing –and- care-oriented activities (with preventing violence Upbringing –and- care-oriented activities (with preventing violence programs)programs)

3.3. Educational measurement including entrance tests in Polish, English, Educational measurement including entrance tests in Polish, English, MathsMaths

4.4. Evaluation, self – evaluation, monitoring of the effectiveness of Evaluation, self – evaluation, monitoring of the effectiveness of educational processeducational process

5.5. Other answers (e.g. comparing the status quo with the demands for Other answers (e.g. comparing the status quo with the demands for modern school, cooperation between teachers and parents, modern school, cooperation between teachers and parents, pedagogical supervision carried out by the school, indicating pedagogical supervision carried out by the school, indicating standards that should be implemented in particular areas of school)standards that should be implemented in particular areas of school)

6.6. I don’t knowI don’t know

What kind of QM activities are you What kind of QM activities are you aware of?aware of? What kind of QM activities What kind of QM activities

are you aware of?are you aware of?

28

49

16

40

8

1612

30

10

20

400

10

20

30

40

50

1 2 3 4 5 6

N M

Where do I practice quality measure?Where do I practice quality measure?

1.1. Didactics Didactics (realizing curricula, preparing (realizing curricula, preparing students for final external exams, improving the students for final external exams, improving the effectiveness of educational process)effectiveness of educational process)

2.2. Tutorial areaTutorial area

3.3. No answerNo answer

4.4. Cooperation with parents and other teachersCooperation with parents and other teachers

Where do I practice quality measure?Where do I practice quality measure?

42

60

14

38

40 0

26

0

10

20

30

40

50

60

1 2 3 4

N M

What QM activities have you been What QM activities have you been involved in?involved in?

1.1. Examining the results of students’ educational achievementsExamining the results of students’ educational achievements

2.2. Working out entrance tests and diagnostic tests/ analyzing the Working out entrance tests and diagnostic tests/ analyzing the results of tests mentioned aboveresults of tests mentioned above

3.3. Carrying out mock – exams (before final external exams) and Carrying out mock – exams (before final external exams) and analyzing their resultsanalyzing their results

4.4. Comenius projectComenius project

5.5. I haven’t been involved in any QM activityI haven’t been involved in any QM activity

6.6. No answerNo answer

7.7. Evaluation of my own workEvaluation of my own work

8.8. Preparing tools for in-school quality measurementPreparing tools for in-school quality measurement

9.9. Planning and realizing classes for students with special requirements Planning and realizing classes for students with special requirements (gifted, excellent students and poor ones)(gifted, excellent students and poor ones)

What QM activities have you been What QM activities have you been involved in?involved in?

36

69

30

52

30

65

6 82 0

10

0 0

41

0

20

0

20

0

10

20

30

40

50

60

70

1 2 3 4 5 6 7 8 9

N M

What do I dislike in QM?What do I dislike in QM?

1.1. Paper work/ “red tape”/ creating and filling in Paper work/ “red tape”/ creating and filling in many documentsmany documents

2.2. No answerNo answer

3.3. Limits in suitability of QM procedures to our Limits in suitability of QM procedures to our schoolschool

What do I dislike in QM?What do I dislike in QM?

46

39

12

0 0

36

0

5

10

15

20

25

30

35

40

45

50

1 2 3

NM

Where and how far do I profit of QM?Where and how far do I profit of QM?1.1. Improving teaching methods/ own work (as a result of Improving teaching methods/ own work (as a result of

drawing conclusion from analysis of students drawing conclusion from analysis of students achievements)achievements)

2.2. Stating strong and weak points of my schoolStating strong and weak points of my school

3.3. Adjusting curricula of vocational subjects to external Adjusting curricula of vocational subjects to external exams’ standardsexams’ standards

4.4. Higher Higher awareness awareness and responsibility in everyday and responsibility in everyday teachingteaching

5.5. Properly implemented QM results in high standards Properly implemented QM results in high standards and prestige of the schooland prestige of the school

Where and how far do I profit of QM?Where and how far do I profit of QM?

40

60

16

41

15

30

0

53

0

65

0

10

20

30

40

50

60

70

1 2 3 4 5

NM

How could I benefit from QM activities How could I benefit from QM activities more easily in everyday work?more easily in everyday work?

1.1. Improving everyday work (as a result of stating strong Improving everyday work (as a result of stating strong and weak points of the school)and weak points of the school)

2.2. Adjusting educational process to the intellectual Adjusting educational process to the intellectual abilities of students abilities of students

3.3. Improving methods of teaching that should lead to Improving methods of teaching that should lead to students’ better results during final examsstudents’ better results during final exams

4.4. No answerNo answer

5.5. Encouraging to systematic and reliable filling in and Encouraging to systematic and reliable filling in and collecting school documents (reports, analysis sheets, collecting school documents (reports, analysis sheets, etc.)etc.)

6.6. Participation in educational reformsParticipation in educational reforms

How could I benefit from QM activities How could I benefit from QM activities more easily in everyday work?more easily in everyday work?

26

55

30

50

30

48

40 0

28

0

10

0

10

20

30

40

50

60

1 2 3 4 5 6

NM

What are my ideas concerning quality What are my ideas concerning quality measure in my school?measure in my school?

1.1. Extending the range of areas measuredExtending the range of areas measured

2.2. Deep analysis of school’s tutorial program (absence matters, Deep analysis of school’s tutorial program (absence matters, students’ rights and responsibilities list, etc.)students’ rights and responsibilities list, etc.)

3.3. Implementing and executing inner quality assurance systemImplementing and executing inner quality assurance system

4.4. Modernization of the didactic base that is going to improve the Modernization of the didactic base that is going to improve the educational processeducational process

5.5. Better head teacher’s supervision of teachers – to distinguish Better head teacher’s supervision of teachers – to distinguish between good and bad teachersbetween good and bad teachers

6.6. Improving cooperation between teachers (circulation of Improving cooperation between teachers (circulation of information)information)

7.7. Improving the atmosphere in schoolImproving the atmosphere in school

8.8. No answerNo answer

What are my ideas concerning quality What are my ideas concerning quality measure in my school?measure in my school?

26

16

6

67

8

1510

30

48

0

22

0

18 20

40

10

20

30

40

50

60

70

1 2 3 4 5 6 7 8

NM

Conclusions drawn from the survey Conclusions drawn from the survey 1.1. Teachers’ attitude towards QM changed between Teachers’ attitude towards QM changed between

November 2007 and March November 2007 and March 20082008 more teachers fillemore teachers filledd in the second questionnaire in the second questionnaire Less teachers gave answers like “I don’t know” or gave no Less teachers gave answers like “I don’t know” or gave no

answeranswer

2.2. Teachers’ awareness of QM increasedTeachers’ awareness of QM increased in March they recognized and indicated more activities in March they recognized and indicated more activities

connected with QMconnected with QM they became involved in more QM activities and more of them they became involved in more QM activities and more of them

became involvedbecame involved less teachers are afraid of paper work connected with QMless teachers are afraid of paper work connected with QM

3.3. Much more teachers saw strong connection between QM Much more teachers saw strong connection between QM and the prestige of school and higher level of educationand the prestige of school and higher level of education

Conclusions drawn from the surveyConclusions drawn from the survey

4.4. Teachers noticed that they may benefit from QM Teachers noticed that they may benefit from QM activities in their work (better working conditions, activities in their work (better working conditions, more interesting, varied methods of teaching, better more interesting, varied methods of teaching, better students, satisfaction)students, satisfaction)

5.5. Some changes depend on external factors (subsidies, Some changes depend on external factors (subsidies, decisions of Ministry of Education) and teachers decisions of Ministry of Education) and teachers cannot implement them freely and easily although it cannot implement them freely and easily although it would be for school benefitwould be for school benefit

6.6. Teachers understood the core of QM – its usefulness in Teachers understood the core of QM – its usefulness in everyday work at school and of schooleveryday work at school and of school

Preparations for implementing ISO Preparations for implementing ISO

Training concerning basic terminology and stages Training concerning basic terminology and stages of implementing ISO in schools followed by the of implementing ISO in schools followed by the

survey among LCEZ teacherssurvey among LCEZ teachers

ISO surveyISO survey

tool tool – questionnaire including 4 open-answer – questionnaire including 4 open-answer questionsquestions

time time – February 2008– February 2008 Questionnaires distributedQuestionnaires distributed – 90 – 90 Feedback questionnairesFeedback questionnaires - 70 - 70

What is ISO?What is ISO?

International norms of quality managementInternational norms of quality management

100 % answers100 % answers

How can you and your school benefit How can you and your school benefit from implementing ISO?from implementing ISO?

1.1. Improving the quality of the schoolImproving the quality of the school

2.2. Having the indicator of quality that results in high Having the indicator of quality that results in high standards of educational service and popularity/ standards of educational service and popularity/ prestige of schooprestige of schooll

3.3. Higher effectiveness of work, easy and clear ways of Higher effectiveness of work, easy and clear ways of making decisionsmaking decisions

4.4. Motivation to personal development and improving Motivation to personal development and improving teaching methodsteaching methods

5.5. Easier and faster circulation of informationEasier and faster circulation of information

6.6. Better recognizing students’ needsBetter recognizing students’ needs

7.7. No personal benefitsNo personal benefits

How can you and your school benefit How can you and your school benefit from implementing ISO?from implementing ISO?

68%

77%

30%

40%

25%20%

5%0%

10%

20%

30%

40%

50%

60%

70%

80%

1 2 3 4 5 6 7

percentage

What should be done in order to act What should be done in order to act according to ISO norms?according to ISO norms?

1.1. Gaining knowledge about procedures and undergoing Gaining knowledge about procedures and undergoing qualification proceduresqualification procedures

2.2. Working out and fulfilling inner norms of quality and Working out and fulfilling inner norms of quality and detailed procedures of acting in particular areas and detailed procedures of acting in particular areas and situationssituations

3.3. Working out tools for assessing standards and patterns Working out tools for assessing standards and patterns of school documentsof school documents

4.4. Cooperation and involvement of the whole staffCooperation and involvement of the whole staff

5.5. Changing the attitude towards students (perceived as Changing the attitude towards students (perceived as clients) and their needsclients) and their needs

What should be done in order to act What should be done in order to act according to ISO norms?according to ISO norms?

60%

75%

45%

58%

40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

1 2 3 4 5

percentage

What do you dislike in implementing What do you dislike in implementing ISO?ISO?

1.1. Complicated procedures, very detailed Complicated procedures, very detailed documentsdocuments

2.2. A lot of preparatory workA lot of preparatory work

3.3. Being used to the previous style of work, being Being used to the previous style of work, being afraid of changesafraid of changes

4.4. Long period of trainingsLong period of trainings

5.5. Delayed effectsDelayed effects

What do you dislike in implementing What do you dislike in implementing ISO?ISO?

73%

82%

36%

45%

32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1 2 3 4 5

percentage

Conclusions from the surveyConclusions from the survey

1.1. Good knowledge of what ISO isGood knowledge of what ISO is

2.2. High awareness of the importance of increasing quality High awareness of the importance of increasing quality standardsstandards

3.3. Eagerness to take the challenge of implementing ISOEagerness to take the challenge of implementing ISO

4.4. Good level of understanding subsequent stages of Good level of understanding subsequent stages of implementing ISO implementing ISO

5.5. Awareness of the amount of work that should be doneAwareness of the amount of work that should be done

6.6. Threat concerning long training and a lot of paper Threat concerning long training and a lot of paper workwork

““How to work with excellent How to work with excellent students”students”

Training for teachers’ board (workshops)Training for teachers’ board (workshops)January 2008 January 2008

Working with excellent students – Working with excellent students – activitiesactivities

Students developed their interests in:Students developed their interests in: foreign languages (English and German)foreign languages (English and German) arts (School Art Gallery)arts (School Art Gallery) sportsport interpersonal relationsinterpersonal relations journalism (School Magazine)journalism (School Magazine) film (Youth Film Academy)film (Youth Film Academy)

most of these activities were financed from EFS most of these activities were financed from EFS fundsfunds

Achievements of excellent studentsAchievements of excellent students

first place (individual) in the contest first place (individual) in the contest “Enterprising Student on a Job Market”“Enterprising Student on a Job Market”

second place (team) in the country-level second place (team) in the country-level Mechatronic ContestMechatronic Contest

second place (team) in the Lublin Football second place (team) in the Lublin Football Championships for Secondary SchoolsChampionships for Secondary Schools

Students participated in competitions Students participated in competitions organized at school:organized at school:

The Polish Language ContestThe Polish Language Contest The Master of Spelling ContestThe Master of Spelling Contest The English Language ContestThe English Language Contest The First Aid CompetitionThe First Aid Competition The Information Technology ContestThe Information Technology Contest The Mathematical ContestThe Mathematical Contest

Thank you very muchThank you very much

Jacek MisiukJacek MisiukBożenna JankiewiczBożenna JankiewiczAgnieszka KowalskaAgnieszka KowalskaWiesława WąsikWiesława WąsikSławomir DybałaSławomir Dybała