The framework Six areas of institutional practice, each broken into levers and tied to the results it moves. We use it to score an institution, find the gaps that matter for its result, and decide what to change first.
This is a working draft, version 0.1.0. Lever definitions and rubric anchors are still being written.
Do faculty use the practices that work for the students in front of them, and get better at them every term?
Main driver of Board exams Main driver of Grades Faculty teach from the level students arrive with, using worked examples, small steps and frequent low-stakes checks.
Short improvement cycles Faculty choose one precise technique, practise it for a few weeks inside normal teaching, and check what it did for students.
Feedback without judgement Observation and feedback are developmental and confidential, and never feed performance review.
Teachers start each topic from prepared slides, worked examples and practice sets mapped to the outcome, and adapt them instead of writing from scratch.
Do students feel they belong, know where to get help, and believe they can pass?
Every first-year knows a named person has noticed them, from the first week.
Help that is easy to ask for Students know where help is and use it before they fall behind.
Early, real wins build students' confidence that the course is within reach.
Does each student work at their own level, starting from what they actually know?
Main driver of Board exams Main driver of Retention Main driver of Grades A short starting-point check finds each student's real level in the fundamentals the course assumes.
Each student practises the exact fundamentals they are missing, at the right difficulty, alongside normal classes.
A skill counts as learned only when the student passes a check they did not practise on.
Do leaders see problems while there is still time to act, and act on them?
Main driver of New programmes Leaders see which students and courses are slipping weeks before results arrive.
Every warning sign has a person responsible for acting on it within a set time.
Programme, staffing and investment decisions cite the institution's own results.
Does everyone work from the same true numbers, with what each one counts stated plainly?
Each measure has one exact definition, used the same way in every report.
Progress is measured against where students started, recorded before anything changes.
Every figure says who it counts and what it cannot show.
Do curriculum, timetable, plans and recognition all point at the results the institution answers for?
Main driver of Board exams Main driver of Grades Each course knows which board competencies and workplace skills it carries, and teaches and assesses them.
Time protected for what matters The timetable makes room for the practice that moves the outcome, by reallocating existing time.
Plans and recognition agree Institutional plans, department goals and staff recognition point at the same results.
How each lever is scored Every lever gets a level, and every level says how we know. A practice someone describes counts for less than one the institution’s own data shows.
Levels 1 Not yet
The practice is absent, or found only in isolated pockets.
2 Emerging
In place in some programmes, not consistently.
3 Established
Consistent across the institution, not yet checked against results.
4 Leading
Consistent, measured, and shown to move the outcome.
Strength of evidence, weakest first Told
Staff describe the practice.
Documented
Policies, timetables or records show it.
Measured
The institution's own data shows it happening.
Compared
Its effect is shown against a fair comparison.
Whether the data exists yet Live
The institution already records it.
Derivable
It can be computed from records the institution holds.
Needs an instrument
A survey, check or log has to be added to see it.
Needs outside data
It depends on data held by a regulator, board or vendor.
One test for every measure Could this number sit at its best while nothing improves for students? If it could, it measures the paperwork, and we don’t score on it.