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Preparation:

Support information and detailed program will be provided to all participants along with a list of materials and websites connected to the topic of the course. Moreover, a questionnaire will be sent to participants via email so that they can express their interests towards the topic of the course, their requirements and expectations in terms of professional development. Participants are free to bring, if they want, a PPT presentation about their institution, teaching realities and educational systems in their countries.

Course description

The course is about quality in educational institutions and it is structured into training modules: what quality systems are; how to use quality systems to have effective instruction and outcomes; steps in organizing action plans based on PDCA cycle of quality; advantages and consequences of using the quality systems in classroom; how to form groups and guide students’ teams to work together in complex activities based on group forming and dynamics. Each module provides theoretical aspects, methodology, skills and practical approaches to better explain what quality in education is and how it can be achieved and applied in the classroom with maximum benefits. The course offers guidance and focuses on internal strategies in order to make quality systems operational for those who want to apply them in education, thus, through a wide range of practical activities and challenging workshops, the course contributes to the empowerment of teachers as users of modern teaching techniques and quality systems in their institutions.

 Methodology:

Methodological approach involves:

• Ice-breaking sessions
• Self-motivation sessions
• Questionnaires
• Team building sessions
• Team work
• Questioning
• Planning and structuring
• Decision-making sessions
• Negotiation
• Brainstorming
• Goal-setting sessions
• Inquiry-based activities
• Problem-solving activities
• Debates
• Individual reflection
• Group discussions
• Pyramid-discussions
• Practical activities

Objectives

At the end of the course, participants will be able to:

• Understand the importance of quality in education and personal development
• Explain what educational quality is, concepts, cycles and questions
• Identify advantages of using PDCA and IMAR cycles with their students
• Identify relevant resources for developing and using GROW model
• Identify teaching techniques and materials to incorporate quality principles in teaching and learning
• Describe steps in group forming and team dynamics
• Analyze the consequences of using educational quality PDCA and IMAR cycles in the classroom
• Apply strategies for effective instruction to classroom teaching and materials development
• Redesign activities that require quality development and continuous change
• Create action plans based on quality cycles in education to be implemented and developed in their home institutions
• Plan a course of action to systematically develop leadership and emotional intelligence in personal and professional life
• Implement educational quality cycles in teaching curriculum, effective instruction and group management
• Achieve self-confidence, motivation and determination to apply in their teaching what they learn about quality systems and their principles
• Develop abilities in implementing quality cycles and stages of effective instruction through workshops and challenging activities
• Exercise practical approaches of group forming and group dynamics in order to educate students to work in groups effectively beyond conflicts and lack of interest
• Guide their colleagues on how to use quality systems and principles as educational approaches due to a wide range of practical activities and challenging workshops throughout the course
• Create internal strategies to make quality systems operational in their teaching
• Improve teaching and communication skills

Modules

• EFQM model and its 9 criteria transferred to education
• The 8 fundamental concepts transferred to education
• How to improve quality in day-to-day (school) life
• PDCA cycle as a tool for continuous improvement
• Planning for growth
• GROW model – inspirational questions
• IMAR for empowerment
• A broad view on educational quality (quality control, quality assurance/enhancement, quality development, learning organizations, evaluation of quality, organizational culture, competing values)
• Quality development in school – designing an action plan
• Teaching and learning in the context of quality
• 9 strategies for effective instruction
• Teachers’ influence on their students’ results
• The influence of professional development on the quality of instruction
• Group forming (concept and types)
• Team dynamics (5 stages in team/group development)
• Quality development = continuous change (4 steps in the process of change)
• Leadership and emotional intelligence (what is emotional intelligence, leadership centered around change, 5 essential competences of emotional intelligence, benefits of emotional intelligence in leadership)

Learning Outcomes

• Increased confidence in teaching and using quality systems in the classroom
• Encourage students to question as a tool of learning, to build more team work relationships and to be good examples for their peers.
• Use of teaching skills and quality techniques in forming groups, boosting team dynamics and increasing effective team work management during activities
• Mastery of teaching skills based on quality cycle of PDCA in the classroom
• Reinforcement of quality cycle of IMAR as a method to increase students’ self-confidence, motivation and interest in their own education
• Acquisition of working methods and practical cycles based on educational quality, new transferable teaching techniques, soft skills, leadership and emotional intelligence to be used in the classroom
• Improved ability to deal with conflict situations and to solve problems that may arise in  students’ teams while taking part in group activities
• Use of educational quality cycles and methods with students as a technique for innovative problem-solving and for increasing students’ motivation to study and become actively involved in their groups
• Encourage students to practice collaborative work and find responses to problems using group dynamics and continuous change
• Develop the ability to deal with complex activities based on quality development and effective instruction
• Interaction with teachers from various European countries
• Development of language and communication skills
• Increased capacity to cooperate on international level with representatives from different educational systems
• Exchange of practical ideas and examples of good practice with the participants for applying them in classroom
• Enhanced linguistic and intercultural awareness, tolerance, flexibility, open-mindedness and availability to work in international teams
• Increased level of internationalisation of their own institutions back home
• Broader understanding of practices, policies and systems of education after analyzing similarities and differences of realities they come from
• Encouragement to share best practices, ideas and materials among colleagues within the EU
• Improved abilities to use innovative and student-centered pedagogical approaches and to develop appropriate teaching and assessment methods, based on learning outcomes

Follow-up

Participants will be given hand outs during workshops and activities and self-evaluation materials will be provided as well. At the end of the course, they will receive a questionnaire to offer their feedback regarding the effectiveness of the training event and also soft copies of all PPT materials which will have been presented at the course in order to be shown to their colleagues in their own institutions to generate interest in quality in education. There will be a group formed on a social network which will act as a platform allowing participants and trainers to keep in touch after the end of the course and exchange impressions and opinions on how they apply systems of quality in their work.

Programme of training activities day-by-day:

Day 1 – MONDAY

• Ice-breaking activities
• EFQM model and its 9 criteria transferred to education
• The 8 fundamental concepts transferred to education

Day 2 – TUESDAY

• How to improve quality in day-to-day (school) life
• PDCA as a tool for continuous improvement

Day 3 – WENDESDAY

• Planning for growth
• GROW model – inspirational questions
• IMAR for empowerment

Day 4 – THURSDAY

• A broad view on educational quality (quality control, quality assurance/enhancement, quality development, learning organizations, evaluation of quality, organizational culture, competing values)

Day 5 – FRIDAY

• Quality development in school – organizing an action plan
• Teaching and learning in the context of quality
• 9 strategies for effective instruction

Days 6/7 – SATURDAY and SUNDAY Cultural/Sightseeing Activities

Day 8 – Monday

• Teachers’ influence on their students’ results
• The influence of professional development on the quality of instruction
• Group forming (concept and types)

Day 9 – Tuesday

• Team dynamics (5 stages in team/group development)
• Quality development = continuous change (4 steps in the process of change)

Day 10 – Wednesday

• Leadership and emotional intelligence (what is emotional intelligence, leadership centered around change, 5 essential competences of emotional intelligence, benefits of emotional intelligence in leadership)
• Master classes (presentations of students’ projects on how they will use in their work what they have learned on quality in education)
• Feedback and evaluation
• Certificate of attendance awarding

If you want to have a place in this course, please contact us at info@easyerasmus.com This course will take a place in Turkey