Quality Development for Effective Instruction and Continuous Improvement of Education

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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.

Ice-breaking sessions
Self-motivation sessions
Team building sessions
Planning and structuring
Decision-making sessions
Goal-setting sessions
Problem-solving activities
Individual reflection
Group discussions
Practical activities

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 the advantages of using PDCA and IMAR cycles with their students
Identify relevant resources for developing and using the 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

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 centred around change, 5 essential competencies 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 teamwork 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 teamwork management during activities
Mastery of teaching skills based on the 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 an 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
A 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-centred pedagogical approaches and to develop appropriate teaching and assessment methods, based on learning outcomes

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.

Course organiser
PRAGUE, Czech Republic

Contact organisation

Upcoming sessions

21.06.2021 > 30.06.2021 (ID: 120199, Confirmed))
Register before 21.06.2021


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