July 2005:
REPORT ON THE INTERNAL EVALUATION OF THE COLLEGE
BH Brooks
INTRODUCING THE PROCESS
The concept of Internal Evaluation for School Improvement has been developed since 1994. The Scottish ‘How Good Is Our School?’ and the South African ‘Quality for All: Improving the Quality of Catholic Schools’ form the basis of this approach. It is named ‘Looking in a Mirror’ and is being utilized by the Independent Schools’ Association of South Africa (ISASA).
I visited Falcon from 4 to 6 March to outline this approach to the chairman and past chairman of the Board of Governors and the Headmaster. We discussed its relevance to and possible application at Falcon. Following those discussions we adapted the questionnaires to meet the unique needs of this school and invited responses from boys, parents and staff. The questions posed to the Falcon family were more comprehensive and wide ranging than those in the ISASA guideline.
The responses were forwarded to me for data capture and analysis. I then returned to Falcon for further discussions from 28 June until 1 July.
Creating the Mirror
Three components create the mirror that reflects the Falcon family’s perceptions of their school. These are the statistical responses to the indicators (questions or statements), the comments and the focus group discussions. An abbreviated summary of the statistics reflecting the parental response is attached. I reported back on the responses of the staff and the boys at meetings with these groups during my recent visit. Parents who wish to view summaries of the boys’ or staff responses may do so at the school office.
Focus group discussions allow for a more in-depth discussion with a cross section of various groups within the school. I held focus group discussions with groups of boys from each form (eight per group), with the prefects, the school executive and the staff. I also met with members of the support teams and with the caterer. I had an in-depth discussion with three members of the Board and concluded my visit with a one hour report to the full Board.
Parental Perceptions
About half of the 204 parent respondents added comments in the space provided. The tone and content was constructive and thoughtful. A quarter of those who commented were highly complimentary about the work being done at Falcon and showed a deep awareness of the challenges facing the school. Various members of staff were congratulated, the boys were complimented on their manners and appearance, comments such as ‘ The school has turned my son around’ and I pray that the school will survive’ reflected this appreciation of the way the school is providing quality education under adverse circumstances.
Parents' Responses to Questionnaire....
Looking in a Mirror
The responses from boys, parents and staff draw attention to certain aspects of the Falcon approach and ‘product’. While analyzing and collating these responses I formulated certain hypotheses and was then able to investigate these more fully during my visit. These form the basis of this report. The report will be analyzed and discussed by various groups and will then be integrated into a School Improvement Plan, which is the major purpose of this exercise.
LIFE AT FALCON
Food
Napoleon said that ‘an army marches on its stomach’ and this is also true of boarding establishments. Another truism is that boys will never be happy with hostel food. The comments and statistics led me to believe that there are ‘severe constraints and problems of supply’ as well as hygiene problems, inadequate dishing up procedures and not enough vegetables.
My visit dispelled all the above perceptions. The quality, quantity and variety of the food are all most impressive. The washing of cutlery and crockery is done in an industrial dishwasher and the storage/cold room facilities have been totally upgraded. I do not need to make any further comments about the food as this is a function of the Food Committee (boys and masters) and they will explore the boys’ perceptions with the caterer. In addition, a team of boys is writing a report on the food at Falcon as part of an English exercise in investigative journalism.
Parents are invited to visit the ‘graze hall’ and see (or taste) for themselves.
Seniority
This term and concept is integral to life at Falcon. Some comments and responses led me to believe that there is much unhappiness amongst the juniors because of such aspects as bullying and initiation. But I found that ‘seniority’ is a crucial aspect of the College’s day-to-day functioning and that it is highly regarded by most of the boys. All the focus groups expressed strong support for the seniority system within the school.
However seniority could easily become bullying as ‘power corrupts and absolute power corrupts absolutely’ (Lord Acton). I was pleased to hear that the deputy headmaster is leading a ‘think tank’ on this issue with input from prefects, housemasters and boys.
‘Seniority’ is a concept that includes such aspects as pride in the school, respect for traditions and for seniors, a sense of heritage, manners and etiquette, neatness and much else. I have written an addendum to this report which explores this concept in more depth. (cf Some Thoughts on Seniority at Falcon).
Seniority at
Falcon Report in detail....
Weekends and Exeats
There is division about such aspects as fixture free weekends, exeats, ‘floatings’ and entertainment over the weekends. As is the case with food and seniority the executive of the school is aware of the concerns of various groups and has already made changes in an attempt to meet the needs of parents and boys. The responses to these changes tend to depend on individual circumstances and it will be impossible to please all groups. Various suggestions were made and these have been communicated to the school executive.
Hot Water and Mattresses
Some boys commented negatively about antiquated mattresses but their concerns have already been addressed through the purchase of new mattresses. Hot water was also a source of concern from the juniors and this issue is more complex as it relates to seniority and to change. These are discussed in some depth below.
TEACHING AND LEARNING AT FALCON
The primary purpose of this exercise in Internal Evaluation for School Improvement was to investigate the quality of learning and teaching at the College. This is a multi-faceted and complex sphere. It is impossible to summarise our conclusions and action steps in detail, they fall under the following headings and you will hear more about each in due course.
Teachers and Conditions of Service
A headmaster’s most important function is to recruit good teachers and to build them into better teachers. Schools throughout the world are finding this a huge challenge. Conditions in Zimbabwe make it even more so.
Responses from all three groups (boys, staff and parents) highlight a need to share the teaching/coaching/directing/counselling load more equitably. The perceptions are that many teachers are doing an excellent job but that some are not. Thus a priority is the review of teacher appraisal as well as remuneration structures, minimum performance standards et al. Various approaches were discussed and the next step is for the executive to discuss these in depth with all staff before implementing a transparent and acceptable set of structures. This process is already underway and will now be accelerated.
Leadership, Headship, Management
Integral to this approach to Internal Evaluation for School Improvement is the work of a School Development Team (SDT) to investigate and suggest changes within various aspects of school life. This team consists of boys, staff and management and is chaired by the Head of Academic Studies. I am confident that they will operate as a catalyst for growth and constructive change in the school. Such aspects as shared leadership, effective delegation, team building and ongoing self (bottom up) evaluation will be led by teams within this group.
Curriculum Change, Teaching Standards, Networking With Other Schools
Although Falcon does not have any close neighbours the marvels of modern technology allow for networks, growth, synergy and exchange of material with schools throughout the world. The development of these interactions was started earlier this year and will accelerate once the new (and long awaited) computers are installed. The SDT will drive this exciting process.
Work Ethic of the Boys
The academic programme is not always a boy’s major priority. They need various ‘carrots and sticks’ to ensure that they stay focused on their studies. The SDT will be exploring ways to improve the attitude and approach of all learners at Falcon, I am confident that carrots will outnumber sticks.
IDENTIFYING AND DEVELOPING RESOURCES
A workshop involving staff and governors analysed the concept of resources: material, human and hidden. We identified resources that are over-utilised, others that are under-utilised and some that are not being tapped. This area of growth has been the focus of ongoing discussion at Board level and will be explored further in the months ahead. You will be informed of developments in communications from the chairman.
MANAGING CHANGE
Change involves a move away from established routine to a different way of doing things and a different way of thinking about things. A considerable body of literature on this subject tells us that change:
- Creates turbulence
- Generates dissent and conflict
- Is resisted by some and embraced by others
- Affects organizational culture
- Goes through a fairly predictable cycle
- Cannot be mandated or legislated
- Is facilitated by expert and sensitive leadership.
Therefore any proposed changes at Falcon must be meaningful, owned, context-related, embedded, discussable and feedback-sensitive. The application and understanding of these terms is one of the exciting challenges facing the board members involved, the school executive and the development team as they draft a school development plan.
IN CONCLUSION
The ISASA approach to Internal Evaluation covers nine focus areas. We have explored only three of these but we have made a significant start and our aim is to continue the process over three years.
My lasting impression of Falcon College after my first visit was of an oasis. This is a beautiful school, cherished and maintained by many people who are passionate about what it stands for. I watched the inter-house Athletics as an anonymous observer but also as one who has spent all his life in schools. It was a hugely impressive day characterized by intense competition and close camaraderie. The school is an oasis of excellence in so many ways. I was inspired by what I observed in the behaviour, application and commitment of the boys.
After my second visit I see Falcon as a beacon of hope (as well as an oasis of excellence). These boys are the future leaders of Zimbabwe and they are being taught life skills in very real (not merely theoretical) situations on a daily basis. Centres of excellence like Falcon are rare in this world. They hold up a light for others to follow.
As mentioned above, there are many areas that need re-focusing, improvement or better communication. These are being addressed. But we also need to laud what is great. Staff, boys and parents take great pride in the school. The energy and vision of Board members is inspirational. Respect for the environment is evident in small but important things such as the absence of litter and also in major undertakings such as Quiet Waters, Snake and Falconry Clubs and other unique features. The commitment of staff and boys as they travel vast distances to sports fixtures is amazing. The manners and dress of the boys impressed me greatly as did the courage in adversity of so many people. Falcon offers truly holistic education despite considerable odds.
So in conclusion I dedicate these words written by the architect Daniel Burnham to all who have built and are building Falcon College.
“Make no little plans. They have no magic to stir men’s blood and probably themselves will not be realized.
Make big plans…deep into the future. Aim high in hope and work. Have faith remembering that a noble plan, once recorded, will never die, but long after we are gone will still be a living thing.”
Parents
Responses to Self-Evaluation Questionnaire
Seniority at
Falcon - BH Brooks