Exploring the concept ‘best practice’

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such as work success, performance excellence, benchmarking, and quality assurance.

Although the concept best practice has become everyday jargon (Myers, Smith and Martin, 2004), literature reveals numerous definitions. There are various reasons for this; one being that organisations have developed the notion that to receive acknowledgement, they need to brand and market a best method. Another reason is that best practice has become embedded within the philosophy of various social and related sciences and therefore ‗enhancing‘ its discipline specific nature (Nichols, 2002). While some authors / researchers recommend certain definitions, others caution obsession with particular definitions; while there are proposals that the focus should rather be on gaining a broader understanding of what best practice entails (Association of Maternal and Child Health Programmes (AMCHP), 2004 cited by Myers et al. 2004) before developing a particular definition. The latter implies that conceptualisation of best practice is dependent on the context or should be defined within context.

Almost a century ago, in his book titled ―The Principles of Scientific Management”, Taylor (1911) defined the term ‗best practices‘ in terms of one outstanding method (and one implement) within each trade that is of significant and strategic importance, and which results in a quality product. This viewpoint came to be known as the ‗one best way‘ (Taylor, 1911; Kanigel, 1997) where the achievement of a product of outstanding quality requires the application of a specific and unique set of strategies and procedures that are significant in their value to that organisation or is constituent of organisational life.

Later, Dahl and Lindbloom (1953) questioned whether trade and industry rely on choosing a particular best practice. If they revealed their best practice, do they find it necessary to devise other methods? Perhaps, the answer to this question is found in the notion that advancements and competitiveness will always require modification to meet contemporary expectations.

In the medical field the term ‗best practice‘ is often associated with solid, reputable, state-of-the-art work (Zemelman, Daniels, & Hyde, 1993). The idea that best practice requires a desired result is further highlighted by Software Quality who define best

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practice as:

… a technique or methodology that, through experience and research, has proven to reliably lead to a desired result. A commitment to using the best practices in any field is a commitment to using all the knowledge and technology at one's disposal to ensure success (Software Quality Definitions, 2006 - 2008).

Accordingly, best practice does not compel individuals and/or organisations to a set of prescribed rigid plans but in essence contribute to an approach that is based on a process of life-long learning and continuous progression (Software Quality Definitions, 2006 - 2008).

In practical terms, the notion of best practice is not without its challenges. Simon (1976, cited by Myers et al., 2004: 4) warns that research needed to document a claim of best practice is almost never done as organisations have the inclination to ignore concepts that are relative to best practice; the reason being that there is disagreement on the definition of best practice or what constitutes best practice. Simon (1976) warns that although people always look for ways to analyse certain ‗gaps‘ with the aim to achieve best practice or positive results, it does not imply that the ‗gaps‘ that are identified imply a lack of best practice or even represent best practice.

Against the background of the aforementioned, and with reference to this research, best practice is envisaged as both the means and end to WSD through a process of transformation enabled by a generic mentoring framework. Therefore, best practice is not contextualised as ‗the best method‘; rather as a collective realisation, motivation and action with the purpose of enhancing WSD and a culture which accentuates best educational practice or quality education for all. Best educational practice is, therefore, a construct which implies a process of transformation enabled through various strategies (and in the case of this research through mentoring) achieved as an on- going process through innovation, creativity, motivation, and gratification.

Krug, Basile and Weisman (2006) also advocates a school culture that enables transformation but elaborates to include a school mission that enhances erudition;

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resources to assist educators in enhancing learner grades; sponsorships and funding for school improvement, and teams to pilot and maintain change. This in essence accentuates that for schools to operationalise best educational practice, it should be ‗functional‘. This implies that their regulatory, infrastructural and institutional functions are integrated and fully operational within the whole school context (Pennington, 2011). This might be the reason that Adams (2007) accentuates assessment as best educational practice which provides an opportunity through which a school may internally measure their improvement, and externally judge themselves as achieving excellence. The notion of best educational standards is thus inferred from the above.

4.2.1 Standards for ‘best educational practice’

The State Education Resource Centre in US (SERC) identified nine standards for best practices in education and which could be applied to the concept of best educational practice. These are:

4.2.2.1 A clear and common focus

In high-performing schools, administrators, teachers, learners and parents share and commit to clearly articulated and understood common goals based on the fundamental belief that all learners can learn and improve their performance. This aligns with the AGIL-scheme of Parsons (1951) in which all four functional prerequisites are implied.

4.2.2.2 High standards and expectations

High-performing schools show evidence that each teacher believes ‗all learners can learn and I can teach them‘. Staff members are dedicated to helping every learner achieve challenging national standards. All learners are engaged in an appropriately ambitious and rigorous course of study in which high standards of performance are clear and consistent, and the conditions for learning are modified and differentiated. This results in learners preparing themselves for success in the workplace, post- secondary education and civic responsibilities.

4.2.2.3 Strong leadership

School leadership is focused on enhancing the skills, knowledge and motivation of the whole school and creating a common culture of high expectations based on the use of skills and knowledge to improve the performance of all learners. Leadership fosters a

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collaborative atmosphere between the schools, youth programmes and the community while establishing positive systems to improve leadership, teaching and learner performance.

4.2.2.4 Supportive, personalised, and relevant learning

In high-performing schools, supportive learning environments provide positive personalised relationships for all learners while engaging them in rigorous and relevant learning. The school must adopt a mediated learning philosophy reflecting principles of reflective practices, adult learning, self-development, motivation communication, and inclusive education which is learner centred. According to Brookfield (1986) and Daloz (1990), mediated learning promotes adult learning while for Mphahlele (2005) and Ladbrook (2009) the same holds true for inclusive education.

4.2.2.5 Parent/community involvement

In high-performing schools, parents and community members help develop, understand and support a clear and common focus on core academic, social and personal goals contributing to improved learner performance and have a meaningful and authentic role in achieving these goals. The school community works together to actively solve problems and create a win-win-solution.

4.2.2.6 Monitoring, accountability and assessment

In high-performing schools, teaching and learning are continually adjusted on the basis of data collected through a variety of valid and reliable methods that indicate learner progress and needs. The assessment results are interpreted and applied appropriately to improve individual learner performance and the instructional programme.

4.2.2.7 Curriculum and Instruction

High-performing schools have aligned curriculum with core learning expectations to improve the performance of all learners. Learners achieve high standards through rigorous, challenging learning. Staff delivers an aligned curriculum, and implements research-based teaching and learning strategies. Learners are actively involved in their learning through inquiry, in-depth learning, and performance assessments.

85 4.2.2.8 Professional Development

On-going professional development aligned with the schools and/or learning environment‘s common focus and high expectations to improve the performance of all learners is critical in high-performing schools. These professional development offerings are focused and informed by research and school/classroom-based assessments. Appropriate instructional support and resources are provided to implement approaches and techniques learned through professional development.

4.2.2.9 Time and structure

High-performing schools are flexibly structured to maximise the use of time and accommodate the varied lives of their learners, staff, and community in order to improve the performance of all learners. The structure of programmes extends beyond the traditional school day and year as well as beyond the school building. The programme draws on the entire community‘s resources to foster learner achievement.