Direktoria
School improvement services
The structure of professional interactions of the education staff (social capital)
School evaluation and consultancy for the schools
Survey
You independently manage the self-evaluation by the survey for the staff
Report
In one day, you will receive the report with the results based on the survey
Consultancy
You could get consultancy based on the report on skype or zoom
What is that research for?

An analysis of the map of professional interactions and the social capital of the school will help you to identify the informal structure of the educational organization, identify hidden leaders, experts and mentors, improve the coordination of networking of the teaching staff.

The collective effectiveness of teachers is the most significant factor affecting the quality of education (according to the results of D. Hetty's meta-analysis).

Professional interactions between members of the teaching staff reflect on the real structure of the organization, the analysis of which shows the level of social capital which is used (or not used) for improving the qualification of teachers, who in the team actually perform the function of the professional support of the teachers, and how actually is carried out the methodical activities in the school.

By trying to implement innovations in an educational organisation, the Head of School could encounter obstacles and resistance. In 95% of cases, the problem is not in money, mostly in staff: in their qualifications, motivation, habits, ways of interaction. Our evaluation tool could help to identify a new point of view of the teaching staff, and recognise staff limitations, find internal resources for the development of the school and improve the quality of education.
Importance of social capital
The traditional way to increase the human capital of a school is professional development outside the organization, it means by using external resources. However, the world experience shows that it works well only in not developed education organizations, where weak education traditions and the staff with a low level of qualification. The more complex tasks are aimed by the education organization, the less effective in using the methods of traditional professional development, and the organization should find more effective ways.

What interactions should we consider as social capital that influences the professionalism of teachers and the quality of education?
Usually, it seems that teachers already have enough interactions with each other: they gather in groups and vigorously discuss different topics during breaks and events, they are involved in the staff, school meetings and prepare the activities, etc. But in reality, it is not enough and often not covering all aspects. The lessons are the main and will be for a long time the main form of the educational process at school. At the lesson, students receive the main part of education, knowledge, skills and abilities; the lesson affects the results of the final assessment. Please, analyze how the interactions accepted in your school affect the quality of the lesson?

Interaction and communication are significant regarding teaching activities in the classroom!
The collaboration will not appear on its own and will not be the result of orders or appeals, because it is hard work and requires time and effort. Collaboration involves confrontations, compromises, presenting an opinion.
Collaboration arises when there are common goals, but not as vague as «improving the quality of education» but more specific ones, such as «using more productive issues in lessons than reproductive ones», or «decrease in half the time taken to manage discipline during the lesson».

However, even if such goals appear in the daily practice of teachers, this is not enough. Each teacher needs a «mirror» – feedback from a colleague who can a) record problems and progress in overcoming them, and b) work together to find solutions. And this is the social capital of the school: teachers discuss professional issues, observe activities of each other, inevitably change their practices, and learn from each other. But, only, if the interactions are regular, at least once a week.

Cooperation must require trust in each other – it is the confidence that if they set themselves, demonstrate insufficient qualification, admit to difficulties then it will not be used against them, will not drop them down in the eyes of others, but, on the contrary, will help to become higher professionals.

Intensive professional interactions (or their absence) certainly are reflected in the real structure of the organization. The evaluation tool captures connections and levels of trust and helps make evidence-based decisions.
Scientific publications
Diagnostics of an Educational Institution Real Structure
Konstantin Ushakov
Read the article in the scientific journal «Educational Studies»


Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement
John Hetia
Read the John Hetia's website about his research in education

Social Network Theory and Educational Change
Alan J. Daly
Read the book

Using social network methods to study school leadership
Virginia Pitts, James P. Spillane
Read the article

Relationships in reform: the role of teachers' social networks
Alan J. Daly, Nienke M. Moolenaar, Jose M. Bolivar, Peggy Burke
Read the article in Journal of Educational Administration

District Policy and Teachers' Social Networks
Cynthia E. Coburn, Jennifer Lin Russell
Read the article

An analysis of the structure of professional interactions will help you to

1
Identify the real structure of the school
You will also identify the informal structure
2
Identify potential informal leaders, experts and mentors
Generally, not all the time you could easily identify them
3
Identify the real exchange of experience and group work at school
You find out the coordination of networking of your staff
4
Identify isolated staff
You could find out who needs the help
5
Collect the information about your team before introducing any school innovations
It is useful, especially in conditions of collective resistance, if you are planning to change the education
program, implement new pedagogical technologies, etc.
6
Compare your opinion about your team with report results
You could find out new useful information about your staff

As an example, below is the part of the report

Structure
Interactions
Teams
Administration
Report content
The figure demonstrates the structure of the professional interaction of the staff. The figure depicting the nodes (dots) and edges (lines) is called a graph. The nodes (dots) represent members of the team, and the edges (lines) represent mutual professional connections. The colour highlights aspects of the formal structure of the organization: director - yellow, deputies - red, heads of methodological associations - blue, and teachers - grey.
We combine formal and informal structures, and get a real organization structure that integrates formalized and informal professional connections. The structure of these connections clarifies the distribution of social statuses and roles of team members, their real impact, as well as the direction and distribution of professional exchange between them.
84%
of the staff
state that attending the lessons of colleagues is useful for development
29%
of the staff
are actually attending the lessons of colleagues
There is huge potential in staff development. Could be arranged some special activities
63%
of the staff
consider themselves team members
26%
of them
are actually team members
Is it a problem? It depends on your expectations.
29%
of the staff
ask for the help of deputy directors
16%
of the staff
ask for the help of the head of departments
Is it a problem? It depends on the tasks of the management team.
Report content

Parts 1 and 2 of the report are the results of a sociological survey, which will allow you to adjust information about the organization, cultural attitudes of its members. That could be useful for managers as they have professional aberrations, distortions in which we often pass wishful thinking as reality. Part 3 presents network analysis. It is the maximum interest. This data could provide the basis for designing changes in your organization.

1. Staff list

2. Level of horizontal trust
2.1. Recognition of the value of cooperation and trust
2.2. Regulated and unregulated exchange of experience
2.3. Vertical professional interaction
2.4. Essential elements of organizational culture
2.5. Level of job satisfaction

3. Network analysis. Brief introduction
3.1. Level of complexity of professional relationships
3.2. Potential professional connections
3.3. Rating of professional recognition
3.4. Personal connections

4. Conclusion and recommendations
HOW IS THE RESEARCH GOING?
The steps of research
You fill into the system staff list with their positions
Participants receive by email the individual username and passwords to access the online survey.
Participants pass the survey, which takes about 15 minutes
Confidentiality is guaranteed.
The report automatically generated and will be available for you in one day
The report contains necessary comments to understand the results.
We are glad to explain results
During the consultancy, we will give the recommendations.

Our experience

2198
schools
399
kindergartens
29
school groups
Runar Salimullin
Head of School, CIS Armenia International School
It was interesting to analyze the results of the survey. Some of the social dynamics we assumed were confirmed, and we were able to learn many new aspects of strengthening our professional community, in particular, we identified some categories of teachers (Teaching assistant and some subject teachers), which were mostly isolated on the map of professional relationships. It was also seen that there is a great potential to strengthen professional relationships at the teacher level, especially in primary schools.

I believe that the research has helped identify our community's weaknesses, identified growth areas, and shaped our understanding of how to work to improve professional relationships.

From a technical point of view, the research was easy and fast. User-friendly interface, clear questions.
Azat Soultanov
Deputy Director, CIS Armenia International School
We have recently conducted a survey from the Direktoria team to measure our school's social capital, and it gave us a lot to think about. The research showed us how effective our team functions as a social group.

It's easy to administer a web-based survey. Almost all the staff pass the survey, and they had no difficulties. The evaluation moved fast and easy. As a result, the platform produces a visual report (so-called graphs), which allows you to see your school's network of people (connected dots) who have mutually selected each other.

All in all, if you want to improve your school's inner dynamics, this survey is an excellent place to start. You can conduct the study once a year to see if your strategies are working.
Sergey Prikhodko
Head of School, Russia, Krasnodar region
Our school has used social capital research twice. Before the research, we thought that the team had a standard structure of interaction between each other. However, we learnt that the teachers do not contact each other on professional topics. After the research, we decided to organize project teams, which worked on new projects through discussions and solving tasks.

After two years, we arranged other research on the structure of professional connections in the team. It showed that the vertical structure disappeared, giving way to a horizontal structure (team). Teachers improved themselves professionally and began to solve professional problems together.
To register your interest in this service,
please complete the form below
Professor Konstantin Ushakov hold consultations
Evaluation and consultancy
Introduction
If you are not sure if you need the evaluation on the structure of professional interactions, you can order one-hour free consultation. The consultant will clarify the importance of evaluation for your school and explain the details of the service.
Evaluation tool
The price is for evaluation for one school. You manage the evaluation yourself, which usually takes 3 to 5 days.

We recommend evaluating once a year.
Consulting
One hour of consultation for Head of the School based on the results of the evaluation is included in the price as part of the service.

Additional consultations are paid separately regarding the price.
Prices and services
Services
Price
First evaluation with a one-hour consultation
500 € (550 $)
Second evaluation with a one-hour consultation
(we recommend to evaluating once a year)
450 € (500 $)
Evaluation without consultation
350 € (370 $)
Additional a one-hour consultation
150 € (160 $)
Meet our team
The company «September»
The company «September» formed in 1993, is an education publishing and consultancy service to schools and corporations. The company owns educational brands including a magazine for school management «School Director», school evaluation system «Direktoria», a training centre for teachers «Direktoria Academy». Founder and CEO of the company is Professor and Doctor of Science Konstantin Ushakov.

The company develops education consulting and evaluation tools, conducts its own researches and training. More than 2000 schools were evaluated on social capital and organizational culture by the company.
Konstantin Ushakov
Professor of Higher School of Economics, Doctor of Science
Chief Editor of magazine "School Director", author of books about management in education
Anton Kukharev
Master of Public Administration, Head of school evaluation system «Direktoria»
PhD in Education, Head of training centre «Direktoria Academy»
PhD in Education, certified coach, a business partner of training centre «Direktoria Academy»
Katsarina Kukso
Natalia Gulchevskaya
+44 7568 496482
+7 915 265 51 08 WhatsApp
evaluation@direktoria.org
1-Avtozavodskiy proezd, 4
Moscow, Russia