Our school development

At the vocational schools in Baden-Württemberg, sustainable quality development is a central matter of education policy within the scope of the project “Operative eigenständige Schule” (= operationally independent school).

Based on these objectives, a consequent progression has been promoted in different areas of quality enhancement at the Friedrich-List-Schule for many years. Starting with the mission statement, which was developed in 2006, the qualitatively relevant areas of lessons, school management, individual feedback and social relations are specifically taken into account. The school slogan “challenging – humane – practical” is the defining aspect in this context, and it encourages all people who take part in school life to sustainably develop and promote professional and social skills. This means that we speak up for the central values of our community like democracy, freedom and human dignity, that we treat each other in a humane and attentive way and help each other by overcoming different situations in life.

School development at the Friedrich-List-Schule is supported and supervised by a five-member steering committee. Besides management, two members each put their emphasis on process and project control or on the self-evaluation of areas, processes and projects.

In the field of individual feedback, all teachers regularly ask for feedback across all classes and school types. This provides them with valuable clues concerning the quality of their teaching and the development of their lessons. On a methodological level, interdisciplinary basic competences like “excerption” and “presentation” are for example taught with the process “Rund ums Lernen” (= all about learning).

There is an opportunity of a continuing enhancement process via an institutionalized form of participation. Many innovations in everyday life, for example the establishment of the school’s intranet, can be traced back to an employee suggestion system.

Repeated school development afternoons with open working arrangements ensure the sustainability of the introduced processes and give the teachers an insight into the complex structures of the different quality areas. Regular self-evaluation and polls of e.g. graduates lead to a critical reflection of the implemented measures of quality development.