Olabide Ikastola - Euskalit

partnerships
& resources
4 PARTNERSHIPS & RESOURCES EFQM Excellence Award 2010 40
YEAR ACTION TAKEN PURPOSE
1994-97 Training for teachers in abilities and skills To enable us to develop our basic documents on an educational
level.
To provide our teachers with the abilities and skills (knowhow)
to draw up teaching programmes in line with the Olabide
model
1997-03 Practical (on-the-job) training to develop innovation To draw up materials to conduct innovation projects
programmes (CREA, IDEAL, OPTIMIS)
2005 Training for IE, PE and secondary education teachers in To enable a change in the methodology used to teach Basque,
communicative methodology for the teaching-learning of the and applying the methodology to other subjects
Basque language
2005-07 Training in Pentacity Training for all teachers in values-based education, for its
subsequent application in the classroom
2006-09 Training in dealing with diversity An in-depth focus on dealing with diversity to improve coexistence
2006-08 Training for all teachers to improve their expression in Basque To maintain and improve the language competence of our
teachers
2007-08 Training for all teachers in the new curriculum An in-depth focus on developing competencies and becoming
familiar with the changes made by the government to the
curriculum
2008-09 Qualification for all teachers in the use of ICT’s and telematic Greater use of these tools in the teaching-learning process
tools in the classroom
SOURCE OF
KNOWLEDGE
Talk given by
Geraldine Keegan 07/02/06
DATE WHO LEARNING IMPROVEMENT ACTIONS
Iñaki
Roberto
Xabier
Ricardo
Andone
To improve communication and people
participation, teachers must be offered
the possibility of attending Management
meetings. Pupil Councils as a means
to ensure a high degree of pupil
participation and their involvement in
the suggestions scheme.
Minutes of GB and Steering
Committee meetings to be
made public.
Systemise meetings of class
representatives with CSE and
USE Heads of Education
Stage.
STRATEGY/
PROCESSES
Process for the
Drawing Up and
Monitoring of
Leadership
Improvement actions taken on the basis of this learning and
benchmarking activities are shown at the end of this criterion
part. An instruction was drawn up in 2005-06 to document organisational
learning and to monitor the knowledge acquired and
its possible application in the school. The instruction requires us
to select the learning source of interest for us, when this will take
place and who will attend the forum. After the event, the learning
is recorded, and subsequent improvement actions to be taken
are identified together with the process or processes affected. An
extract from this document is shown below.
In the course of 2007-08, a working plan entitled “Focusing on
Knowledge in Olabide” was drawn up to improve knowledge management
in the school. This plan included a series of recommendations
and associated actions (with defined objectives), covering
the systematic identification and specification of tacit knowledge,
knowledge sharing and pooling, the promotion of in-house training,
the creation of a corporate culture which favours the generation
and transmission of knowledge and the provision of more IT
support tools to record and transmit knowledge and information.
As a result, knowledge management was systemised and deployed
in 2007-08 as the Knowledge Management Process.
B. Fluent internal communication, providing all our people with
access on a need-to-know basis to relevant information to be able
to do their job well and to take active part in school life, is essential
for the internal cohesion of the school. This has been achieved
using several mechanisms, namely:
• sending, receiving and sharing work documents using e-mail,
shared files and networked programmes. E-mail is also used to
receive information on courses, meetings and other matters of
personal and professional interest, all of which nurtures collaboration
and cohesion in the school;
• since 2007-08, all Olabide people can consult the intranet
homepage for information on legal and internal matters of interest
for their day-to-day activities; and
• in addition to the learning instruction described above, all training
activities attended by all our people are recorded for consultation
by anybody else in the school, who may then ask for more
information if interested. Additionally, our people are regularly
informed by the MT of courses which may be of interest to
them, and information and documentation on courses designed
for parents is posted on the extranet, e.g. talks in the School for
Parents on how to create good study habits, or the importance
of imposing limitations on children in IE.
C. To assist academic and administrative (financial) management
processes. Examples include:
• to facilitate access to all required information, staff have password
access to the server which hosts the EMS; in other words,
to the Olabide process system. Process owners have unlimited
access, whilst access for end-users of the process is limited. For
example, each owner of a process for drawing up or reviewing
teaching units has unlimited access, whilst teachers have readonly
access to all teaching units. Teaching units house the core
knowledge of the school; they contain our know-how, including
all documented appendices to teaching units;
• all Olabide people have their own personalised IT profile as
a network user, including their own e-mail account with Web
technology which can be accessed on-line from anywhere in the
world. Our IT systems and applications are fully equipped for
on-line communication with our customers through the intranet,
extranet, e-mail, etc., whilst MT members have a passwordprotected
remote connection to the Olabide database and EMS
from anywhere in the world;
• in 1993-94, the 3 school buildings were fitted out with a structured
cabling system with a fibre optic connection and 2 communication
racks, and equipped with an RJ-45 double connection
for data and voice transmission;
• aware of the need for portable and easily accessible IT, Olabide
facilities have had a WiFi connection since 2006. Similarly, we