How ipf-QM works
School development portfolio
The certification of ipf-QM is based on a school development portfolio, which documents the measures taken and the outcomes achieved in quality development. The portfolio documents such as the school’s vision, curriculum and educational policies, educational development plan, staff development policies, overview of the various educational meetings and mandates with a description of their forms and aims, outcomes of reviews and action plans and evidence of action research projects. The school development portfolio documents the school’s current quality development activities.
The school development portfolio is in effect a part of the school’s overall strategic development plan. In order to be certified the organisation has to provide plausible evidence of its processes and their outcomes, much as in a scientific study. ipf evaluators validate the portfolio, they do not visit lessons or judge the quality of meetings but rather they test the documentation of the evidence for transparency, plausibility, suitability of methods and the validity of the documentation. The methods used for quality development are essentially those of practice-based qualitative research. The mandatory visit to the organisation is not an inspection but rather a clarifying of the context and an opportunity to meet those responsible within the organisation for leadership of the quality development process.
Certification
ipf-QM is accredited through INARD (International Network for Accreditation Recognition and Dissemination).
ipf-QM was piloted in Switzerland at the instigation of the association of Steiner Swiss Steiner schools (Arbeitsgemeinschaft der Rudolf Steiner Schulen in der Schweiz) The system, is currently being used in schools in Switzerland, Germany, Holland, Luxemburg and the UK, as well as being used in two teacher training seminars and a large residential special needs school with farm and workshop training.
The ipf-QM team are members of the Network for Quality Development of the Association of Waldorf schools in Germany ( Netzwerks Qualitätsentwicklung im Bund der Freien Waldorfschulen).
The open and flexible nature of the ipf-QM system means that it is compatible with or can even be incorporated into other QM systems, such as Paths to Quality (Wege zur Qualität). It can use instruments developed in other systems and does not feel it has to reinvent the wheel or own the cart.
EFQM was set up by Jacques Delors, former President of the European Union and currently has over 800 member organisations.
EFQM is an excellence-based quality total management system (TQM), rather than a system merely focusing on input and output quality. It places an emphasis on leadership, strategy and policies, co-worker development, management of processes and resources, as well as on the educational outcomes for pupils, parents and society at large.
Kofi Annan recently described the EFQM Excellence Model as the most suitable approach to sustainable development. That is why we believe EFQM to be a suitable certification system for Steiner Waldorf schools and other anthroposophical institutions.
ipf-QM Network
Organisations participating in the ipf-QM system network become members and remain so as long as they are certified or are working towards certifications. Membership and certification enables them to display the ipf-QM symbol, which signifies that they have demonstrated a basic standard of quality management. There is a membership fee, which covers the costs of the certification and development of ipf-QM. On becoming members the organisations receive the ipf-QM handbook (currently only available in German but is being translated).
Being part of the network is important to the process of quality development, since partnerships and cooperation offer support, feedback and ultimately a comparison of standards. Furthermore individuals can offer training, coaching or peer- evaluation in partner institutions.
The Levels
Ipf-QM recognises three levels of quality development:
- Basic practice
- Good practice
- Best practice
Each of these levels is extended rather than replaced by the next higher level. The activities that constitute basic practice remain the core quality development activities of the organisation. Level 3 includes everything achieved in level 2. The development is therefore organic rather than merely additive.
Each level is characterised by a range of requirements and constitute a code of practice. A certified level 1 school or social organisation guarantees that it carries has implemented a range of organisational practices that develop quality. The certificate is therefore a sign that a level of quality development has been attained by the organisation.
Sustainable development
Thus ipf-QM is essentially a process based on self-evaluation for the basic reason that it best guarantees sustainable development. In level 2 and 3 peer evaluation and external evaluation is certainly necessary but the function is always to support the self-evaluation by giving feedback. Inspection regimes usually lead to a distortion of outcomes, due the exaggerated effort in preparing and the understandable compensatory relaxing of standards afterwards, not to mention the limitations of snapshot evaluation. From the perspective of genuine quality development it is far more effective if the practitioner develops their practice out of insight rather than trying to apply recipes or seeking affirmation from figures of authority.
Summarised briefly the levels mean:
- Basic level 1 means that the basic structure of a quality development management system is in place bedded within the existing organisational structure and all participants are aware of the necessity for quality development.
- In Level 2 the organisation shows examples of good practice and some key areas of the organisation have been evaluated and action plans implemented. At this level most participants are willing to work together on quality development and experience some direct benefits.
- By level 3 the organisation has achieved some examples of best practice. Practice-based research is regularly practiced as well peer and external evaluation in exchange with partner organisations. Policies are created on the basis of evidence.
From level 2 onwards organisations can work towards a certification by EFQM with the help of the EFQM module. Ipf-consultants trained as EFQM assessors help the organisation prepare for the certification process. Since all the forms of documentation designed by ipf-QM for the certification process also meet the EFQM requirements, the process of preparing for an EFQM certification is not too complicated. EFQM requires a further stage of documentation that allocates evidence of activities to the EFQM criteria in a specific way, which needs some guidance.
How ipf-QM and EFQM relate
The basic EFQM model reflects good educational practice. The school leadership (e.g. the College of Teachers or the educational faculty, or education managers- terms vary) is responsible for the development and implementation of a school vision and curriculum along with policies to implement these. It makes resources available and manages these according to its educational priorities. It seeks to meet the needs of the learners, their parents, whilst responding to the requirements of society and it seeks to enable the professional development of the staff. These are the preconditions for educational processes. These processes affect not only the pupils and their parents; the school also makes a contribution to society. Taken together all these processes make up quality development, especially when they are reflected on.
In EFQM terms, this process can be analysed in to the following categories;
leadership, policy and strategy, management of people and resources, management of processes, customer (stakeholder i.e. pupils and parents)satisfaction, people satisfaction, impact on society and business results. These activities form a cycle of on-going quality development which is akin to the cycle of practice-based research, in which one plans, acts and measures the results against the intended aims, draws up action plans for improvement and then implements these.
The first group of activities involve developing abilities through the activities of teaching, learning and managing: the second half involves the self-evaluation of the outcomes of these processes and designing improvements.
EFQM assumes that excellence in quality arises when leadership designs and implements policies aimed at realising the school’s educational aims in partnership with its co-workers, pupils, parents and other stakeholders, harnessing effectively the resources at its disposal. The cycle of quality development ensures that the analysis of the outcomes feeds back into the planning and implementation process. In the context of a Steiner Waldorf School the question arises about the location of leadership. In such schools and similar organisations leadership is often distributed through various levels and has varying degrees of autonomy. The key to leadership is accountability and the conscious sharing of leadership roles. Despite the wide-ranging variation from school to school regarding actual practice, there are a few general principles that apply in Waldorf schools.
The teacher is generally the leader in the classroom, though occasionally pupils can and should take over this leadership (e.g. in projects or in self-directed learning), even though the teacher remains ultimately accountable for what happens, for the quality of the outcome. The College or Faculty of Teachers is generally responsible for the overall educational concept or vision of the school. It may organise itself through committees or mandates but the College retains overall accountability. The Trustees or Council of Management is generally responsibly for the resources and finances of the school, though again it may delegate responsibility for daily management to managers and administrators. Between these clear points of reference there are many more levels of leadership. In a self-administered Waldorf school the leadership initiative of the individual is encouraged at all levels, though this has to be balanced by forms of accountability.
The crucial thing is to have a clear picture of where leadership, management and accountability occur within the organisation. Only then can one begin to evaluate the process.
How the ipf-QM processes broadly match the EFQM criteria can be seen in the following chart. These examples are relevant for level 1 and 2 of the education and self-administration modules.
Linking ipf-QM activities with the EFQM model for Excellence
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ipf-QM-activities
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EFQM-criteria
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- Agreeing the QM process, appointing a steering group with frame of reference; identifying who is the “leadership” and “ management”; clarifying accountability, consultation process and reporting requirements.
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Leadership, management of processes
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- Initial audit of the whole school (e.g. using the ipf-QM school audit questionnaire or ipf-QM school development assessment form)
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All criteria
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- Audit of the school’s existing quality systems (e.g. using the ipf-QM developmental audit process, or ipf-QM-EFQM 9 criteria questionnaire).
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Leadership, management of processes, management of people, policies and strategies, customer satisfaction
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- Evaluation of existing organs of quality (e.g. teachers’ meetings, class meetings, parents evenings) and the introduction of staff evaluation and competence portfolios
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Leadership, management of processes, management of people, policies and strategies, stakeholder and people satisfaction, impact on society
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- Creation of a school development plan including curriculum and educational and staff policies
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Leadership, policies and strategy, people management,
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- Evaluation of teachers and teaching
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Leadership, policies and strategy, people management, stakeholder satisfaction
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- Audit of resources, finance, marketing/outreach strategy, contribution to the cultural environment and community, buildings, facilities, teaching materials
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Leadership, policies and strategy, people management, business results
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- Links to other institutions (“looking over the fence”), contacts to other schools and institutions, pupil exchanges, involvement in the Waldorf Schools’ movement at regional and national level,
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Leadership, policies and strategy, people management, impact in society
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- Action research and professional development, projects with other institutions
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Leadership, policies and strategy, people management, customer and people satisfaction, impact on society
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The sequence in which the steps in the ipf-QM approach are taken is not important, once the initial steps of establishing the responsibility and the framework for the quality management have been taken.
The ethics of quality development
Quality development as an activity can be experienced as a threat by all involved, since no one really likes being evaluated. Fear is the greatest hindrance to good quality development and often prevents formal management structures being implemented at all. Therefore it is essential to counter this through information, participation, discussion and above all the shared experience that it can be helpful and worthwhile. However the foundation is trust and trust can only be earned not ordered.
Therefore leadership is important in ensuring that all participants have adequate opportunities to understand why quality development is important. All participants have a right to be not only informed but also involved in developing processes. All participants have to state their willingness to participate. (If this is a contractual obligation of employees it still requires informed consent in signing the contract.) The aim is to assist each individual to realise their potential in the interests of the aims of the organisation. This calls for trust, willingness to work together and taking responsibility. That is the ethos of quality development.
All the methods used have to meet scientific standards appropriate to qualitative action research. That means they have to be transparent, fair, objective and respect anonymity and with respect to the use of data. It is essential that all processes are agreed in written form. Responsibility for the processes, for reporting and implementing action plans has to be clear to all.
The management of QM procedures requires skill but above all clarity of roles. There will almost certainly be resistance or at least doubts about new procedures. Therefore the first step that needs to be taken is a fundamental decision to start the process. This decision can only be made at the level of highest responsibility taking within the organisation. The consequences of that decision have to be made conscious, including the possibility that some staff may ultimately refuse to participate or may subvert the process. These are issues that can only be decided internally. It may help to know that one of the leading pioneers of educational quality development Professor Wolfgang Harder estimated that in state schools with head teachers, it is possible to carry out meaningful quality development in a school even if 15 to 20% of the staff are sceptical and do not actively participate. (in a lecture given at a Congress on QM in Tübingen in January 2008)
The Methods
As already stated above the prime methods used in ipf-QM are those of qualitative practice-based research and evaluation research. The kind of evaluation used depends on the aims and the circumstances. Formative and process-orientated evaluation is best for monitoring and adjusting practice. Summative methods are useful when outcomes are to be assessed and impact evaluation is useful when it is necessary to see how a particular policy affects the participants. Whatever methods are chosen, they need to chosen carefully, justified and evaluated, since all research methods have advantages and disadvantages. Since there is a very broad and accessible literature on this field, ipf-QM restricts itself to brief descriptions of methods in the Handbook but offers a recommended reading list with commentary.
Building learning communities
In the course of the quality development process the organisation grows more and more into a learning community in which the individuals progressively become capable of genuine team work and the organisation develops a consciousness for the needs and potential of all those who are part of it. Solidarity is not an abstract demand but an internally experienced and freely given quality. The individual is able to experience that their individual creativity is fostered and respected in the service of the organisation’s vision and the organisation serves the needs of all learners, pupils and staff. The ideal of life-long learning is a pedagogical aim and at the same time a method of organisational development. Quality development can enable a group of individuals (such as teacher-artists) become a team, whose collective strengths are greater than the sum of the individuals and whose aim is better teaching and learning.
Code of practice: criteria for the quality levels in detail
Each level is documented in the school development portfolio.
Level 1 Basic practice
Level 1: the organisation/school has:
- Formed a QM steering group and established working procedures and a process, as well signed a contract with ipf;
- Carried out a survey of the current status of quality processes in the organisation (e.g. by using the ipf initial status questionnaire) and identified priorities;
- Evaluated the existed quality development organs within the schools such as teachers’ meetings, parents evenings etc.
- Introduced an individual competence portfolio for each teacher to plan continuous professional development;
- Introduced guidelines and criteria for self and peer evaluation for all staff and guidelines for the documentation of teaching and other tasks;
- Collected the existing documentation regarding the school’s educational plan, curriculum and existing policies and identified areas needing further development;
- Established a school development portfolio.
Level 1 certifies that the organisation has attained a basic level of competence in quality development and has established the basis for the development of a quality culture.
Level 2: good practice
Institutions at level 2 have:
- Integrated all the steps taken in level 1 into the overall organisational life and structure o the institution;
- All staff now carry out a written self-evaluation with the help of a critical friend and drawn up and implemented an action plan at least once a year;
- Identified the quality status of policies and leadership within the organisation (e.g. by using the ipf-QM questionnaire on leadership and policies) and have identified priorities and created nad implemented an action plan;
- Evaluated at least two key areas of the school using evidence of outcomes, drawn up action plans and implemented them;
- Involved pupils and parents in the evaluation process in appropriate ways.
The attainment of level 2 demonstrates that the institution has attained a level of good practice in quality development.
Level 3- best practice
Institutions at level 3 have;
- As well as evaluating two key areas of the institution as in level 2 at least one significant practice-based research study has been carried out each year;
- All staff are externally evaluated (e.g. by a teacher or other qualified individual from outside) at least once every three years;
- Some aspects of the QM process have been evaluated by external experts at at least once every three years;
- Co-operates with other partner institutions (e,g through mutual visits and evaluations, joint research projects, joint professional development activities);
- make a relevant impact of society or contribute in significant ways to local culture, civil society, national and international exchange programmes, charity work etc;
The attainment of level 3 certifies that the institutions shows best practice in some areas of its quality development and can independently develop its own quality and renew its self.
The ipf-QM handbook
This contains:
· basic information and ideas about educational quality development
· an explanation of the ipf-QM system and the modules and levels
· Guidelines for drawing up a QM process
· Information about data protection ethical working methods
· Information about basic methods of practice-based research
· Advice on evaluation
· An annotated recommended reading list
· Guidelines to documentation
· Guidelines to creating a school development portfolio
· Some useful examples of questionnaires
· Access to other useful quality development instruments
Conditions of participation
Membership fee.
Through paying a one-off membership fee, the organisation receives the ipf-QM handbook. This fee enables the further development of ipf-QM and its accreditation. Currently this fee is 500 Euro or £400
The institution signs a contract with ipf outlining the agreed process and number of visits and total costs.
Basic module
This mandatory module involves an induction into the ipf-QM process and establishes the framework for the quality management process. It usually involves two days of training and costs 1000 Euro or £800
Training workshops
Ipf offers a range of one-day training workshops on various themes (e.g. teacher evaluation, lesson planning and assessment, developing educational plans, introducing teacher portfolios). These are voluntary and cost 1000 Euro or £800 per workshop (these costs can be shared by several schools since the workshops can be held for groups up to 25 people from different institutions)
Ipf-QM certification through INARD
The certification process involves a preparatory visit to introduce the framework of the school development portfolio and to determine if the school has met the requirements of the level. Then the school development portfolio (which documents all the QM activities and their outcomes) is evaluated by ipf, who then provide a report with feedback (which can be in the form of a subsequent visit) The costs for the whole ipf-QM certification process for each level is 1,500 Euro or £800 pounds (plus travel costs for the ipf-consultant at an agreed rate). The certification after level 3 lasts four years and then has to be renewed.
EFQM certification
Preparation and initial assessment for an EFQM costs a further 1000 Euro or £800. The preconditions are at least level 2 ipf-QM certification. The EFQM certification may require further coaching depending on how effectively the institution can work. These extra visits and services are charged as basic consultancy units.
Consultancy, coaching fees
A one-off consultancy unit including communication, reading reports and documentation, preparing agendas, reports and materials and feedback plus as a full day visit, cost 1000 euro or £800 (plus travel costs at an agreed rate)
If the institution wishes to have a series of visits, trainings or coaching sessions, ipf can negotiate an appropriate fee.