Operations Management

Operations Management is all about how effectively modern management techniques

have been introduced in your company: why were these modern processes introduced,
for how long have these practices been in place, how are other departments of the
company, outside your own, involved in implementing these processes?

Standardization of Instructional Processes

How structured or standardised are the instructional planning processes across the
school?
1No clear or institutionalized instructional planning processes or protocols exist; little
verification or follow-up is done to ensure consistency across classrooms.
2Between 1 and 3
3School has defined instructional planning processes or protocols to support
instructional strategies and materials and incorporate some flexibility to meet
students needs; monitoring is only adequate.
4Between 3 and 5
5School has implemented a clearly defined instructional planning process designed to
align instructional strategies and materials with learning expectations and incorporate
flexibility to meet student needs; these are followed up on through comprehensive
monitoring or oversight.

Personalization of Instruction and Learning

How do you ensure that teachers are effective in personalizing instruction in each
classroom across the school and that students are engaged in their own learning?
1Teachers lead learning with very low involvement of students; there is little or no
identification of diverse student needs.
2Between 1 and 3
3School has defined instructional planning processes or protocols to support
instructional strategies and materials and incorporate some flexibility to meet
students needs; monitoring is only adequate.
4Between 3 and 5
5Emphasis is placed on personalization of instruction based on student needs; school
encourages student involvement and participation in classrooms; school provides
information to and connects students and parents with sufficient resources to support
student learning.

Performance Monitoring
Performance Monitoring is all about how well your performance monitoring system
informs your and your employees' day-to-day operations: how do processes and
attitudes are screened, how meaningful are your metrics in relation to how frequently
they measured and reviewed, to what degree the detection of different levels of
process-based performance leads to adequate and consequential process

Data-Driven Planning and Student Transitions

How is data used to inform planning and strategies, especially in regards to student
transitions through grades/levels?
1School may be aware of critical transitions for students, but little or no effort is made
to match support services to students; data is often unavailable or difficult to use.
2Between 1 and 3
3School may understand the critical transitions points for students, although these
are not identified in a consistent manner; some data is available, although not
necessarily in an integrated or easy to use manner.
4Between 3 and 5
5Student transitions are managed in an integrated and proactive manner, supported
by formative assessments tightly linked to learning expectations; data is widely
available and easy to use.

Adopting Educational Best Practices

How does the school encourage incorporating new teaching practices into the
classroom and how are these shared across teachers?
1Minimal school-wide understanding or monitoring of improved practices or learnings.
2Between 1 and 3
3Teachers may often collaborate to share learnings or 'best practice techniques; there
is insufficient monitoring or implementation of these 'best practices into the
classroom.
4Between 3 and 5
5School provides staff with opportunities to collaborate and share best practice
techniques and learnings with multiple methods to support their monitored
implementation in the classroom.

Continuous improvement
When problems (e.g. within school or teaching tactics) do occur, how do they typically
get exposed and fixed?
1Exposing and solving problems (for the school, individual students, teachers, and
staff) is unstructured; no process improvements are made when problems occur, or
there is only one staff group involved in determining the solution.
2Between 1 and 3
3Exposing and solving problems (for the school, individual students, teachers, and
staff) is approached in an ad-hoc way; resolution of the problems involves most of the
appropriate staff groups.
4Between 3 and 5
5Exposing and solving problems (for the school, individual students, teachers, and
staff) in a structured way is integral to individual's responsibilities, and resolution
involves all appropriate individuals and staff groups; resolution of problems is
performed as part of regular management processes.

Performance tracking
What kind of main indicators do you use to track school performance?
1Measures tracked do not indicate directly if overall objectives are being met (only
government targets are tracked); tracking is an ad-hoc process (certain processes are
not tracked at all).
2Between 1 and 3
3Most performance indicators are tracked formally; tracking is overseen by the school
leadership only.
4Between 3 and 5
5Performance is continuously tracked and communicated, both formally and
informally, to all staff using a range of visual management tools.
Performance review
How often do you review school performance --formally or informally-- with teachers
and staff?
1Performance is reviewed infrequently or in an un-meaningful way (e.g. only success
or failure is noted).
2Between 1 and 3
3Performance is reviewed periodically with successes and failures identified; results
are only communicated to senior staff members (e.g. department heads); no clear
follow up/ action plan is adopted.
4Between 3 and 5
5Performance is continually reviewed, based on indicators; all aspects are followed up
to ensure continuous improvement; results are communicated to all staff.

Target Setting
Target Setting is all about how tightly your targets are linked to the company's wider
objectives: are your targets covering a sufficiently broad set of metrics, how strongly
are your short and long term targets connected, how well are they cascaded down and
clarified to your workers?

Performance dialogue
How are these review meetings structured?
1The right data or information for a constructive discussion is often not present or
conversations overly focus on data that is not meaningful; clear agenda is not known
and purpose is not stated explicitly.
2Between 1 and 3
3Review conversations are held with appropriate data and information present;
objectives of meetings are clear to all participating and a clear agenda is present;
conversations do not, as a matter of course, drive to the root cause of the problems.
4Between 3 and 5
5Regular review/ performance conversations focus on problem solving and addressing
root causes; purpose, agenda and follow-up steps are clear to all; meetings are an
opportunity for constructive feedback and coaching.

Consequence management
What would happen if a follow up plan agreed during one of your meetings were not
enacted?
1Failure to achieve agreed objectives does not carry any consequences.
2Between 1 and 3
3Failure to achieve agreed results is tolerated for a period before action is taken.
4Between 3 and 5
5A failure to achieve agreed targets drives retraining in identified areas of weakness,
moving individuals to where their skills are more appropriate.
Target balance
What types of targets are set for the school to improve student outcomes?
1Performance metrics and targets are very loosely defined or not defined at all; if they
exist, they are absolute measures of student outcomes (e.g. only include government
and/or school district stipulated targets).
2Between 1 and 3
3Performance metrics and targets are defined for the school and individuals (leaders,
teachers, staff) in terms of absolute measures of student outcomes, which may include
both government targets and schools internal targets.
4Between 3 and 5
5Performance metrics and targets are defined for the school and individuals (leaders,
teachers, staff) that include both absolute and value-added measures of student
outcomes and other metrics linked to key drivers of student outcomes.

Target inter-connection
What is the motivation behind these goals and how are they cascaded down to the
different staff groups or to individual staff members?
1Goals do not cascade down the throughout the school or school system.
2Between 1 and 3
3Goals do cascade but only to some staff and/ or departmental heads.
4Between 3 and 5
5Goals are aligned and linked at system level and increase in specificity as they
cascade, ultimately defining individual expectations for all staff groups.

Time horizon of targets

What kind of time scale are you looking at with your targets? Are your goals set
independently of each other?
1 The school president or school heads main focus is on short-term targets
2Between 1 and 3
3There are short and long-term goals for all levels of the school system; as they are set
independently, they are not necessarily linked to each other.
4Between 3 and 5
5Long-term goals are translated into specific short-term targets so that short-term
targets become a 'staircase' to reach long-term goals.

Talent Management
Talent Management is all about how you manage your people: to what degree is people
management emphasized within your company, how careful are your hiring policies,
how closely are pay and promotions linked to the ability and effort of your employees,
how do you deal with under-performers, and how do you retain your best-performers?

Target stretch
How tough are your targets? Do you feel pushed by them?
1Goals are either too easy or impossible to achieve; at least in part because they are
set with little teachers' involvement.
2Between 1 and 3
3In most areas, school leaders pushes for aggressive goals based on external
benchmarks, but with little buy-in from teachers; there are a few sacred cows that
are not held to the same rigorous standard.
4Between 3 and 5
5Goals are genuinely demanding for all parts of the organization and developed in
consultation with senior staff (e.g. to adjust external benchmarks appropriately).

Clarity and comparability of targets

If your staff were asked about individual targets, what would they say?
1Performance measures are complex and not clearly understood; school performance
data is not made public unless mandated.
2Between 1 and 3
3Performance measures are well defined and communicated; school performance data
is purely quantitative but goes beyond government requirements and is made public.
4Between 3 and 5
5Performance measures are well defined, strongly communicated and reinforced at all
reviews; school performance data includes both quantitative and qualitative measures
and are made public.

Rewarding high performers

How does your evaluation system work?
1People are rewarded in the same way irrespective of performance level.
2Between 1 and 3
3There is an evaluation system which awards good performance; the system may
include individual financial and non-financial awards, but these are always or never
awarded.
4Between 3 and 5
5There is an evaluation system which rewards individuals based on performance; the
system includes both personal financial and non-financial awards; rewards are
awarded as a consequence of well-defined and monitored individual achievements.

Removing poor performers

If you had a teacher/staff who could or would not do his/her job what would the
school do?
1Poor performance is not addressed or inconsistently addressed; poor performers are
rarely removed from their positions.
2Between 1 and 3
3Poor performance is addressed, but typically through a limited range of methods (e.g.
coaching); the process of terminating an employee often takes more than a year to
complete and is therefore infrequent, even under conditions of repeated poor
performance.
4Between 3 and 5
5Repeated poor performance is addressed, beginning with targeted interventions; poor
performers are moved out of the school when weaknesses cannot be overcome.
Promoting high performers
How would you identify and develop your star performers?
1Staff members are promoted primarily upon the basis of tenure (e.g. years of service).
2Between 1 and 3
3Staff members are promoted upon the basis of performance; school provides career
opportunities but usually based on non-performance related factors.
4Between 3 and 5
5School actively identifies, develops and promotes its top performing staff members.

Managing talent
How do school leaders show that attracting talented individuals and developing their
skills is a top priority?
1The school has very limited or no control over the number and types of teachers, staff
and leadership needed to meet goals.
2Between 1 and 3
3The school reactively controls the number and types of teachers, staff and leadership
needed to meet goals; school may define hiring criteria and processes, but they are not
linked with key drivers of student outcomes.
4Between 3 and 5
5School proactively controls the number and types of teachers, staff and leadership
needed to meet goals; school defines hiring criteria and processes based on
understanding of what drives student achievement.

Retaining talent
If you had a top performing teacher who wanted to leave, what would the school do?
1We do little to try and keep our top talent.
2Between 1 and 3
3We usually work hard to keep our top talent.
4Between 3 and 5
5We do whatever it takes to retain our talent.

Attracting talent
What makes it distinctive to work at your school as opposed to other similar schools?
1Other schools offer stronger reasons for talented people to join.
2Between 1 and 3
3Our value proposition to those joining our school is comparable to those offered by
other schools.
4Between 3 and 5
5We provide a unique value proposition to encourage talented people join our school
above our competitors.