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L'école est-elle réformable ? Dans de multiples pays, on constate en tout cas que les réformes appelant à une transformation du travail pédagogique des enseignants sont difficiles à mettre en oeuvre. Cette difficulté s'explique entre autres par la structure cellulaire des systèmes éducatifs et la situation d'isolement de chaque enseignant au sein de sa classe. La faiblesse de la ligne hiérarchique dans les systèmes éducatifs et les incertitudes liées aux choix pédagogiques aident également à comprendre pourquoi chaque enseignant dans sa classe bénéficie d'une autonomie importante et peut ignorer ou contourner un certain nombre d'injonctions formulées par les autorités éducatives. La complexité de la question réside fondamentalement dans ce paradoxe : le changement pédagogique doit s'appuyer sur les pratiques enseignantes, mais le système a peu de prises sur celles-ci. C'est à partir d'un tel constat que cet ouvrage tente de construire une synthèse de notre compréhension des processus de changement des pratiques enseignantes. La première partie de l'ouvrage propose au lecteur trois entrées théoriques pour analyser les systèmes éducatifs et les conceptions du changement que ces modèles théoriques révèlent. La deuxième partie de l'ouvrage s'intéresse à trois tentatives de changement adossées à des évolutions des modes de gouvernance : la décentralisation des systèmes éducatifs, la mise en concurrence des écoles et les politiques de reddition de comptes. La dernière partie met en évidence deux évolutions majeures, potentiellement contradictoires, de la manière de penser et d'impulser le changement des pratiques éducatives.

School improvement programs. --- Educational innovations.

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Empower your staff through coaching! There is an urgent need for school leaders to go beyond "top-down" supervision and coach educators to succeed. Use this comprehensive resource to design and implement an effective, school-wide coaching system that yields powerful results. Aligned with the International Coach Federation's Professional Coaching Core Competencies, this revised edition demystifies the coaching process and includes: . Recent research projects, award-winning success stories, and trends in the field . Guidance for school leaders on developing, designing, and implementing a successful coaching program . Graphic organizers and practical examples of coaching dialogue . Evaluation tools for coach development An expert educational consultant and founder of The Change Place, LLC, the author is a former president of the New York State Staff Development Council. "Leadership Coaching for Educators offers coaching tips and examples that can be easily adapted. A major strength of this book is the focus on a current topic. The author provides the background, definitions, a foundation and steps necessary for successful coaching implementation." -Delsia Easley, Principal W. E. Striplin Elementary Gadsden, AL "The work is very well organized and is presented sequentially. It is very easy to follow. The author makes a great case that a major part of the success of each player is dependent upon the coach and the coaching process." -Dr. Robert A. Frick, Superintendent (Retired) Lampeter-Strasburg School District "The author's passion for coaching is evident. This makes the text more engaging and helps the reader to become more curious about exploring coaching a change strategy." -Ruth S. Johnson, Professor of Educational Leadership California State University, LA.

School administrators. --- Educational leadership. --- School improvement programs.

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Background: Provisions of the Affordable Care Act (2010) require the use of validated quality measures (QMs) to evaluate the quality of health care programs, services, and outcomes. The need for such measures is crucial in serious mental illness (SMI), a long-term illness involving substantial functional impairment over multiple symptom domains that affects more than 11 million U.S. adults. Using QMs to assess the effect of programs designed to improve the mental health of SMI populations is an important task in improving the quality of these programs and services and, ultimately, health outcomes. Although stakeholders have proposed a variety of QMs, none are used consistently across all treatment sites or all forms of SMI. Key areas of uncertainty remain. Knowledge gaps for SMI include an agreed-upon list of relevant QMs; identification of the most meaningful outcomes by which to measure the success of QMs; identification of barriers to and facilitators of their implementation; and robust assessments of whether use of such measures improves medical, psychiatric, and patient-centered outcomes. -- Purpose: The goal of this Technical Brief is to identify how QMs are currently used in the SMI population and to describe the evidence supporting their use. -- Methods: We discussed with Key Informants and performed targeted searches of published and gray literature on questions of (1) a description of QMs; (2) the context for their use; (3) research linking QMs to changes in outcomes; and (4) current key issues in future uptake, use, evidence gaps, and research priorities. -- Findings: The evidence base, which was sparse, suggests that no uniformly accepted practices exist on how to define or implement QMs for SMI, nor on which QMs are the most relevant. Outcomes against which to evaluate the effectiveness of QMs are difficult to measure. Time, the additional burden of using QMs on a resource-limited health care system, and a thin evidence base on their use were key barriers to implementation of QMs. Indeed, we found no prospective research evaluating whether the use of QMs for SMI leads to changes in outcomes. Of note, evidence does not exist that indicates that certain measures often used as proxies for quality of care actually measure quality of care or improve outcomes. -- Conclusions: The literature does not indicate an agreed-upon list of preferred relevant QMs for the SMI population, and the outcomes against which to assess the effectiveness of QMs are challenging to measure. Relatedly, and possibly of greatest practical importance, no studies have assessed whether the use of QMs improves health outcomes for patients with SMI nor do stakeholders agree on preferred outcomes. Accordingly, critical issues for the field to address include (1) determining the level of evidence (or strength of evidence) necessary to support implementation of QMs, given the complexities of studying the topic and the likely limited research funding; (2) developing the evidence base that assesses the link between QM use and outcomes; (3) considering when to invest the time and resources on measuring outcomes of care to evaluate the impact of QMs, and when process measures (proxies of the outcomes) are a reasonable and more feasible alternative; (4) determining the resource needs for QM implementation; and (5) developing validated and reliable QM tools that can be implemented feasibly in real-world practice.

Mental Disorders --- Treatment Outcome --- Quality Improvement --- therapy. --- United States --- Treatment Outcome. --- Quality Improvement. --- United States.

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Cet ouvrage constitue un véritable guide méthodologique pour tous ceux qui veulent mettre en oeuvre une démarche d’amélioration continue de la qualité durable et participative au sein de leurs organisations sociales ou médicosociales et en réaliser une auto-évaluation la plus complète possible. Il articule des apports conceptuels et théoriques avec des outils techniques et des questionnements pratiques issus des nombreuses interventions de terrain de l’auteur, et met à disposition un référentiel d’une rare exhaustivité, comprenant des indicateurs très concrets identifiés avec de nombreux professionnels de terrain et pouvant s’appliquer à une grande palette d’établissements et services : Qualiservice SMS©. Cette deuxième édition, fortement enrichie et actualisée, s’inscrit dans les orientations et recommandations de l’ANESM tout en allant bien au-delà.

Social Work --- Health Services --- Quality Control --- Quality Improvement --- Benchmarking

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De nos jours, l'École est soumise à de fortes pressions. Souvent décriée, elle est sommée de s'adapter aux évolutions sociétales. Mais où mènent les multiples réformes et innovations mises en place en réponse à ces pressions ? Ne contribuent-elles pas à dissoudre la forme particulière d'éducation qu'incarnait l'École ? N'éloignent-elles pas l'École de ses finalités émancipatrices ? Ne fragilisent-elles pas l'institution scolaire au point de la fragmenter en organisations éducatives de plus en plus différenciées et de la mettre hors-jeu alors qu'elle a longtemps régné en maître sur le terrain éducatif ? Pour vivifier les débats, les auteurs de cet ouvrage replacent l'École dans l'histoire et la société. Plutôt que de présenter les résultats de recherches pointues, ils cherchent à prendre du recul et à poser des questions essentielles trop peu débattues. Leur objectif est d'identifier certains enjeux fondamentaux masqués par l'amoncellement d'enjeux mineurs, et d'imaginer, sans nostalgie, de nouvelles perspectives pour une éducation émancipatrice.

Education and state. --- School improvement programs. --- Education --- Aims and objectives.