IO4

Management toolbox

The toolbox is designed to support the manager of the educational institute. He needs to plan and budget the next year upfront and wants to know what efforts are needed to further improve the quality of Regional Learning and the competences of his staff.

STEP 1

List the desirable competences

Scan staff on regional learning ambitions/ qualities with a selecting tool (a profiling tool on the needed competences in Regional Learning)

STEP 2

STEP 3

Set up your team

Provide training (bridge the gap between here and now situation and desired situation)

STEP 4

STEP 5

Convey a code of conduct

Collect feedback

STEP 6

STEP 7

Evaluate and act

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STEP1-2 Rubric competences for sustainable cooperation with entrepreneurs

This rubric describes the competences needed for a successful cooperation with entrepreneurs. Staff members fill in the rubric and answer the questions to find out who best fits in the Regional Learning Team and what training is needed.

 

Assignment to all staff members: determine your level by choosing the appropriate box whereas A=starter/ beginner; B=advanced; C= extended; D=expert.

In order to get a complete picture of the desired developments/ learning wishes, please answer the following questions.

I want to develop my   ….....................…........................ skills

I have the next concrete learning/ development question:

To develop myself, I need (kind of help) …..….....................................   from (name) …...................................................

 

Name:  ...........................................................        Date: ........................

 

 

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STEP 3 Set up your team

After performing the scan and processing it, it is clear which employees are competent for a place in the team.

 

You should proceed with the following action plan.

 

- organise an individual interview with each candidate for a final decision if there is a place in the team for the staff member

- the team will meet for several half-days to discuss the various roles (see also Roles in Regional Learning in the section below)

- based on competences and preferences, the team divides the roles and tasks

- the team develops a plan and discusses it with the management

- the final plan (including a PDCA* cycle) is approved by the management

 

*The PDCA cycle reflects the principle of continuous improvement and is formed by the Plan-Do-Check-Act facets. This principle indicates that to achieve a higher quality, a continuous cycle of planning actions, implementing planned actions, checking whether the results of the actions really are as intended, and adjusting or adjusting the execution or plans as a result of the check results.

 

Roles in Regional Learning

(source: www.groenkennisnet.nl and  http://edepot.wur.nl/369968)

There are nine roles for a teacher taking part in Regional Learning:

 

 

 

 

 

 

 

 

 

 

 

In the daily practice, a teacher performs not one but multiple roles at the same time.  In a small(er) organisation, it is impossible to have the nine roles fulfilled by nine different persons (too few employees, too few assignments, too few students). A teacher is, while coaching/ guiding a student, one moment the expert and the next the assessor. Another moment he is actor or a developer. The teacher must be able to switch quickly between the different roles.

1. Canvasser

2. Region developer

3. Educational developer

4. Coach

5. Foundation Coach

6. Assessor

7. Expert

8. Actor

9. Learning in a learning network

 

The main three roles are (based on conclusions of experienced teachers Regional learning):

Canvasser, Coach and Foundation Coach.

To find out on what level the team members are, the manager can use the rubric. The competencies in this rubric are those that are focused on these specific roles. The teachers involved already meet the general skills set out above in STEP1-2 Rubric competences for sustainable cooperation with entrepreneurs.

 

CANVASSER

As a canvasser, I build and maintain relationships with companies with the aim of winning orders for regional learning. In addition, I have a good overview of the content of programs in our school that are involved in the area of regional learning. With that content in mind, I examine which assignments companies have and we search together for assignments that fit in with our school's courses.

 

I already perform this role and do not want to develop myself further. I choose where I stand. I want to further develop this role in the coming period. I choose where I stand and where I want to go. I do not play this role and do not intend to do so in the coming year. I do not have to fill in anything.

COACH

As a coach I guide students in planning, executing, completing and reflecting on the assignment.

I already perform this role and do not want to develop myself further. I choose where I stand. I want to further develop this role in the coming period. I choose where I stand and where I want to go. I do not play this role and do not intend to do so in the coming year. I do not have to fill in anything.

 

 

COACH of the FOUNDATION

As a foundation coach I am responsible for the proper functioning of the student foundation.

I already perform this role and do not want to develop myself further. I choose where I stand. I want to further develop this role in the coming period. I choose where I stand and where I want to go. I do not play this role and do not intend to do so in the coming year. I do not have to fill in anything.

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STEP 4 Provide training

Training courses are offered based on the by the team completed rubric. In addition to the outcomes of the rubric, the team can also indicate which development/ learning wishes it has. Because education in the rapidly changing society is changing rapidly too and the role of teacher is shifting from knowledge transfer to a more coaching role, it is smart to offer the training to a larger group of teachers. A strategic move towards the future.

STEP 5 Code of Conduct for Teachers in Regional Learning

To ensure that teachers in Regional Learning adopt the same attitude, the code below has been drawn up. This can be used to make teachers once more aware of the fact that the changed role of the school means that they also have a different role. This requires a lot, but the code can help with this.

In General

As a teacher with one or more roles in Regional Learning, I know my assignment and perform it as a professional employee. I reflect on my functioning annually with the aid of the Rubric Regional Learning. When I discover that I do not develop or develop insufficiently, I indicate this to my supervisor with the aim of finding and following a suitable training.

 

I am continuously aware of the fact that I am an important link* between the educational institute, the students and my colleagues, and the client (the outside). I explicitly inform the client of the fact that the executive student is in a learning process. I further act as an entrepreneur with an open eye to possibilities and I think outside fixed frameworks. I am flexible, enthusiastic, proactive, open, sensitive to atmosphere and culture and I communicate clearly and transparently. I can ask the correct, open, questions without filling in anything for the other.

 

Dealing with external contacts

The criteria for this part of the code are based on the situation in which contact is made with external parties who may have an assignment for students. Expectation management is the key word. The following matters are important:

 

1. Be aware of the fact that most external clients know little of the structures that a school uses. This must be explained clearly and simply in the conversation. This could include matters such as: how is the program structured, how many students follow the course, what are they being trained for, etc.

 

2. Give the external client ample time to tell about his company/ institution and which assignment he has for the students. Ask if necessary clarifying questions and summarize regularly.

 

3. Together with the client, look for the concrete assignment that can be given to the students and verify for yourself whether this assignment fits in the curriculum, the level (and year) of the students and if they, the students and the school, can handle the organisational aspects of the assignment

 

4. Make clear agreements about:

- the expertise of the students

- the length of time that you work together

- the number of hours that students are available for the client

- how to deal with expenses incurred by students

 

5. Pay ample attention to everything that has to do with the supervision of students. Think of what is expected of the client and what the client and student can expect of the school.

 

6. Be open and honest about the fact that the student is a learning professional. That this can mean that mistakes will be made. Therefore, together with the client, make agreements about how to act at the moment that things run differently than agreed. For example: the student stays away without the client knowing why, or the end product is so disappointing that the client experiences nuisance. To whom can the client go to in case of such calamities?

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STEP 6 Collect Feedback

Feedback form

The collected feedback forms can be used for the next years’ planning and budget.

Name: .............................

Date: .............................

Please tick the appropriate box

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STEP 7 Evaluate and Act

There are two evolution forms below. The first would facilitate the team level evaluation. The second can be used by the manager assigned to regional learning and repositioning education in the region. Having the outcomes of the evaluations, the manager may be able to formulate an action plan if necessary.

 

A. Evaluation Form Regional Learning Team

With this evaluation form you can evaluate the project, the action points and the cooperation with other parties.

Date:

Filled in by:

 

Goals action plan

1. What were the goals of the past year?

Take the action plans and see which goals were set.

 

2. Were the formulated objectives testable?

0 Yes

0 No.

Explanation:

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3. Which objectives have been achieved?

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4. What objectives have not been achieved and why not?

Think about:

- Composition of the project group

 - Money

 - Time

 - Cooperation with other parties (district organ, inspection agencies)

 - External factors (illness, reorganization, refurbishment, etc.)

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Project management

5. Was the budget sufficient?

0 Yes

0 No.

Explanation:

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6. Has a feasible timetable been made?

0 Yes

0 No.

Explanation:

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7. Has the time planning/ lead time been met?

0 Yes

0 No:

Explanation:

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8. Have all the action points started on time?

0 Yes

0 No.

Explanation:

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9. Were enough hours available?

0 Yes

0 No.

Explanation:

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10. Was there sufficient preparation time for the action points?

0 Yes

0 No.

Explanation:

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11. Did the responsible (project manager) inform the parties involved sufficiently and in good time about the purpose, specific tasks, possible changes and progress?

0 Yes

0 Not always

0 No.

Explanation:

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12. Was it clear who had which responsibility?

0 Yes

0 No.

Explanation:

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Collaboration

13. How was the cooperation with / support of

a. Entrepreneurs

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b. The Innovation Work Place Manager / program leaders / project leaders in the region

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c. Other teachers

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14. What were success factors?

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15. What were the bottlenecks?

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16. Which improvement points will be worked up next year?

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17. What are the goals for next year?

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B. Evaluation Form Regional Learning Manager

With this form you can evaluate the process of repositioning your school/educational institute in the region. You can use the outcomes of the team level evaluation (see Evaluation Form Regional Learning Team in the above section).

 

Goals action plan

 

1. What were the goals of the past year?

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2. Were the formulated objectives testable?

0 Yes

0 No

Explanation:

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3. Which objectives have been achieved?

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.........................................................................................................................................................................................

 

4. What objectives have not been achieved?

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5. What is the reason that they were not achieved?

Think of:

-  Composition of the team

- Skills of the team members

- Preparation of the team

- Preparation of the staff (information; time; expectation management)

- Attitude of the staff

- Money for capacity building (providing training)

- Time

- Time path

- Cooperation with other parties (district organ, inspection agencies)

- External factors (illness, reorganization, refurbishment, etc.)

 

Conclusions

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IO 1

IO 2

IO 3

IO 5

Repositioning the school

Developing  learning networks in the region

Capacity building

Transnational pilot

Scan staff on regional learning ambitions/ qualities with a selecting tool