Olabide Ikastola - Euskalit

1 LEADERSHIP leadership EFQM Excellence Award 2010 11
improve co-existence at school, and different channels have
been designed to engage all members of the education community
in this project. Given the size of this project, we have
been granted a considerable Basque Government subsidy to
fund it.
• Communicate change and the reasons for it to affected stakeholders.
The minutes of GB and Steering Committee meetings
are made public for all to be aware of the decisions taken
in them. Several improvements have been made over time to
communication channels, e.g. the setting up of new channels
such as personal pigeonholes for all teachers, improvements
to the internal IT network, development of the intranet, the
inclusion of technology to facilitate the involvement of all
participants in large-scale meetings, etc. These measures have
helped to ensure that communication regarding change is both
two-directional and immediate.
The meeting held on the first day of the academic year with all
Olabide people is of great importance for communicating
change. This meeting is used to inform of planned changes,
the reasons behind them, the training required to deliver the
changes and the stages planned to implement the change.
All this information is documented in the folder given to all
Olabide people at the start of the school year.
• Plan the training required to address change. All change requires
a certain amount of training prior to its deployment.
In addition to the examples outlined above of training for the
MT and the Guidance and Counselling Area to improve how
diversity is managed in the school, the ICT Officer, the webmaster,
non-teaching staff and the Head of Teaching have all
been trained with respect to changes in the Olabide IT system
and the new system to be used. All teachers have also received
training on academic management within this new system, as
the first stage of its deployment requires changes to academic
management and the web platform.
• Measure and review the effectiveness of change. Improvements
based on strategic change are monitored quarterly on a qualitative
basis and six-monthly on a quantitative basis by the MT,
who assess and review the degree to which the BP has been
delivered. Changes related to the effectiveness of innovation
projects are subject to regular review against the end goal of
the project. By way of example, a review of the effectiveness of
the changes provoked by the Pentacity Project revealed that the
actions planned to be taken were not proving to be effective,
though the end goal of the project was still seen to be valid.
This has subsequently led to customisation of the project activities
to the particular characteristics of the school, with the
collaboration of HUHEZI in certain areas.
Measurement, learning, refinement and improvement
The effectiveness of change management in Olabide is measured
through annual self-assessment, the degree to which improvement
objectives of the MT have been delivered and the number
of completed improvement cycles. The QCT also measures the
effectiveness of change management by monitoring the results
values of relevant indicators, 6, 7, 8 & 9.
All innovation projects are conducted in line with a systemised
process, 5a, through which we have been able to introduce timely
improvements in all projects when necessary. Some of the most
significant actions taken as a result of measurement and learning
in this area include:
YEAR
2005
-06
2006
-07
2007
-08
2008
-09
2009
-10
REVIEW AND
LEARNING
Feedback report
from external
assessment
Reflection by
MT
Euskalit course
on leadership
Web 2.0
congress
2007 selfassessment
Benchmarking
of Federation of
Ikastolas
Benchmarking
of Federation of
Ikastolas
Benchmarking
of Federation of
Ikastolas
Benchmarking
of Federation of
Ikastolas Study
of all offers on
the market
Reflection by
MT
Feedback report
from external
assessment
IMPROVEMENT ACTION
Planning of benchmarking
activities and study of reports of
other organisations to detect the
need for change and learning
Improved system for change
management, ensuring the PDCA
cycle is closed by measuring the
effectiveness of the change
Improved communication
channels and new ways to ensure
communication is two-directional
Improvement to leadership plan
activities related to 1e, monitored
using performance indicators
Use of IT applications (RSS) to
monitor academic results and
compile external information to
identify the need for change
Systemisation of class
representative meetings with
Heads of Education Stages, and of
the participation of pupils in the
Steering Committee
Change to teaching methodology
piloted in IE class. All IE teachers
subsequently trained in new
methodology, due to be extended
to other classes in 2009-10.
Creation of a tool to measure the
use of Basque by IE pupils, as a
means to review and assess the new
methodology used in IE
Improvement to measurement tool
All PE teachers trained in new
methodology piloted in IE in
07-08.
New methodology piloted in 2
subjects in PE. Ongoing training
in methodology for CSE teachers
since 2006-07, enabling its
deployment in certain subjects and
year courses.
New IT system for academic
management. Change management
plan (leadership, communication,
training, etc.) drawn up prior to
change being made.
Improved communication plan to
identify the communication needs
of each process
New project (Tribucan) piloted for
its potential deployment in all 6th
year PE classes
Change to IT system piloted in
the academic area, with a view to
deploying the new system in all
other areas