Rationale and Features of Support
QSIP provides comprehensive, interactive and organic support through collaboration with teachers with regards to the philosophy of comprehensive school improvement. The professional team of QSIP joins the school leaders in planning and implementing school-based actions for the enhancement of teacher professional capacity to lead school management, learning and teaching, and student development.
Features of QSIP’s professional school-based support are as follows.
Comprehensive School Improvement
The professional support offered by QSIP is based on the rationale of Comprehensive School Improvement.
Our work can be divided into “macro” and “micro” levels. “Macro” level support, also known as “Big Wheel” programme, aims at analysing school context and formulating future development, in order to establish a self-improving system based on teamwork and create a favorable culture. “Micro” level support, also known as “Small Wheel” programme, aims at strengthening teachers’ professional capacity and students’ learning effectiveness through actions and collaborations that enhance teaching and learning as well as student development. Through the complimentary interactions of “Big Wheel” and “Small Wheel” support, school improvement can be fostered continuously and effectively.
School-based Development
QSIP believes that every school is unique, and there is no one-size-fits-all formula for school improvement. The QSIP team is often described as ‘School Doctor’ by our partner schools because our suggested action plans are based on context and needs analysis. Before initiating an action plan, the School Development Officers carefully diagnose the needs of each partner school by various means, including but not limited to studying its historical development, mission and vision, organisational culture as well as teacher and student characteristics.
Empowerment through Holistic Approach
QSIP tailor-makes holistic plans of supports on ‘points’ (helping teachers internalise professional learning), ‘lines’ (establishing collegiality which enhances teachers’ professional capacity) and ‘planes’ (establishing self-improvement mechanism and culture conducive to improvement) to empower comprehensive school improvement.
A Critical Mass of Expertise
Adhering to the philosophy of comprehensive school improvement, the QSIP team comprises a critical mass of experienced School Development Officers (SDOs) who possess extensive knowledge and professional expertise in the field of education, effectively integrating theory and practice.
The SDOs of QSIP consist of former professional officers and teacher trainers from the Education Bureau and teacher education institutions, experienced frontline practitioners including principals, middle-level leaders, and proficient teachers from various KLAs, and experts from the education sector and other areas. This critical mass of experienced SDOs ensures that the support provided is both professional and effective, allowing for tailored assistance to address the specific subjects and other development focuses of each partner school. (Detailed background and expertise of the QSIP team)
The Comprehensive School Improvement Process
Based on the literature on comprehensive school improvement [note] and the practical experience of implementation at local schools, the QSIP team has developed school improvement trajectories and strategies for enhancing professional capacity at schools to lead sustainable development.
[Note] Main reference for understanding the school improvement process:
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Harris, A. (2002). School improvement: What’s in it for schools? RoutledgeFalmer.
Hopkins, D. (2002). Improving the quality of education for all (2nd ed.). Routledge.
Kotter, J. P. (1996). Leading change. Harvard Business Review Press.