Direktoria
School Improvement services
Map of professional relationships in the school team
Self-Evaluation and Consultancy services for International schools
Survey of teachers
You independently manage the Self-Evaluation at your school
Automatic report
Within one day you will receive an analytical report with the results of the survey
Consultancy
After the self-evaluation you get expert advice for data analysis on skype or zoom
WHY INVESTIGATE?

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 the real structure of the organization. The analysis of the structure shows the extent to which collective effectiveness is used (or not used) for intra-school teacher training, whether there are real teams, how members of the school administration cope with the task of professional support for teachers, who in the team has the greatest professional influence, and who are isolated teachers

Analyzing the map of professional interactions will allow you to

1
Visualize
the informal structure of the organization
2
Identify
hidden informal leaders
3
Rate
is there a real exchange of experience and group work at school
4
Detect
teachers who are not related to other members of the team
5
See the relationship
local and foreign employees, and how the school's culture is passed on to new employees
6
Reduce
turnover of teaching staff

Fragment of a report from one of the schools:

Structure
Raiting
Teams
Report content
The map demonstrates the scheme of professional interaction of team members (links between elements). The colour highlights aspects of the formal structure of the organization: director - yellow, deputies - red, heads of methodological associations - blue, and teachers - grey.
This graph is drawn up based on the answers to two questions: C6) If you have professional problems, who among colleagues will you consult and whom do you ask for help? C8) Please name the colleagues whose lessons/events you visit at present to learn their experience?

Only mutual connections, i.e. when participants choose each other, are presented in the
column. Unilateral relationships (choices, not joint) did not show.
Rating of current professional leadership

Below is the professional leadership rating, which is based on the answers to questions C6 and C8. The more people choose a person when answering the questions, the higher the rankings are. Teachers at the top of the ranking are as involved in professional communications as possible and are most valuable.
63%
Consider
themselves team members
26%
Of them
actually are team members
Report content

Item 2 in the content of the report is the results of a sociological survey, which will allow you to adjust your ideas about the organization, cultural attitudes of its members. Item 3 presents data on network analysis. It is of maximum interest. It is this data that can provide the basis for designing changes in your organization.

1. List of employees

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, recommendations
Why is social capital so necessary?
The traditional way to increase the human capital of a school is to improve the skills of third parties, i.e. at the expense of external resources. However, the world experience says that it works well only in very underdeveloped educational systems, with a low level of qualification of staff and weak educational traditions. The more complex the tasks faced by the education system, the less effective are the methods of traditional professional development, and the more effective should be chosen.
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 much contact with each other: during breaks and events, they gather in groups and vigorously discuss, take part in the work of the Pedagogical Council and Methodical Association once a month, prepare together for holidays. But this is very little and often for the wrong reasons. The lesson remains and will remain for a long time the main form of organizing the educational process at school. It is at the lesson that children receive the central part of education, knowledge, skills and abilities; the lesson affects the results of the final assessment. Look at the extent to which your school interactions affect the quality of the lesson?

Interaction and communication regarding pedagogical activities in the classroom are
significant!

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 one position.

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 class than reproductive ones», or «cutting in half the time taken to establish discipline in class».

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 organization: teachers discuss professional issues, observe each other activities, inevitably change their practices, and learn from each other. But, only, if the interactions are regular (at least once a week).

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

Intensive professional interactions (or their absence) are certainly reflected in the real structure of the organization. The research tool captures connections and levels of trust and helps make evidence-based decisions.

Scientific publications about the self-diagnosis tool

HOW IS THE RESEARCH GOING?
The result is within a couple of days
You fill in a list of all the school's teachers
A username and password are generated for each respondent and sent to an email
Teachers answer the questionnaire questions
Everyone will spend 15 minutes (online at home or at school)
The system automatically generates a report
You don't need to collect or count anything. We prepare, check and open the report within 1 day
Consultation with specialists (1 hour)
We help you understand the diagnostic results and make decisions

Your colleagues have already done
research on social capital

2198
schools and gymnasiums
399
kindergartens
29
educational complexes
Runar Salimullin
Director, CIS Uzbekistan 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
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 an easy to administer web-based survey. Teachers answer a series of questions by choosing up to 5 colleagues from the list of staff members. The items are straightforward to answer. For example, you need to choose those colleagues who you would like to work with on a new project.

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. For example, it shows you isolated staff members who don't have any mutual relationship. They are an at-risk group who can easily leave your organization.

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
Director of the school, Krasnodar territory, Russia
Our school used social capital research 2 times. I thought there was a standard pattern of interaction between teachers in the team. However, the teachers had almost no contact with each other on professional issues. After the research, it was decided to strengthen joint interaction by solving professional tasks together.

After 2 years of active work, we conducted another study of the structure. It showed that the vertical structure disappeared, giving way to a horizontal (command) structure. Teachers have improved professionally, solve professional problems together, and children participate well in Olympiads and pass final exams. Teachers were lured to other schools.
To register your interest in this service,
please complete the form below
Professor Konstantin Ushakov hold consultations
School Self-Evaluation fees
500€ (550$)
Initial consultation
If you are not sure whether you need to conduct a self-study of the structure of professional relationships, you can order a free consultation. The consultant will clarify school problems and tell you more about the self-diagnosis tool.

The consultation is free of charge. Lasts 1 hour.
Tool Self-Evaluation
The price includes access to the research tool for one campus.

You manage the research yourself. This usually takes 3 to 5 days.

We recommend performing self-diagnostics once a year.
Consulting on results
One consultation for the Director is included in the price of the service. Additional consultations are paid separately. The consultation lasts 1 hour.

We recommend that you consult the results of the study separately: with the school principal and the leaders of each campus.
Prices and complementary services
Services
in EURO
in USA dollars
For a school with one structural division (campus)
Self-Evaluation + 1 hour Consulting
500 €
550 $
Each additional structural divisions (campuses)
350 €
370 $
Additional consultation
150 €
160 $
Repeat research
We recommend to conduct it annually
450 €
500 $
Repeat research for each additional campuses
300 €
330 $
Meet our team
The company «September»
Since 1993, we have been publishing the magazine «School Director», since 2014 we have been implementing consulting projects for regional education systems, and since 2018 we have been conducting educational activities based on a license to implement additional educational programs. The company «September» is known under the brands of the magazine «School Director», the system «Direktoria» and the training center «Direktoria Academy». The head of the company is Professor Konstantin Ushakov.

The company conducts its own research, develops consulting and research tools. For example, more than 2000 Russian schools conducted research on social capital, the organization's life cycle, organizational culture, and others.
Konstantin Ushakov
Professor at HSE, chief editor of the journal «School Director», founder and CEO of «September»
Anton Kukharev
master of public administration at the HSE, head of the Direktoria system
phd, scientific Director of the Direktoria Academy
phd, certified coach of ACC ICF, founder of coaching Education.Russia
Katsarina Kukso
Natalia Gulchevskaya
+44 7568 496482 WhatsApp
+7 915 265 51 08 WhatsApp
evaluation@direktoria.org
1-Avtozavodskiy proezd, 4
Moscow, Russia