.png/:/rs=h:1000,cg:true,m)
high-performing school specialists
CULTIVATING CHANGE, DRIVING SUCCESS
Growing and sustaining high-performing schools.
Bi-Design Consulting
OUR MISSION
Through a highly collaborative approach, we actively engage school teams in a robust inquiry process, aimed at building a shared understanding and accountability around school data, priorities and improvement agendas.
School and system leaders, in partnership with their community, are empowered and mobilized through personalized strategy development and are provided with the tools required to foster and sustain a high-performance culture.
DO YOU WANT TO BUILD A HIGH-PERFORMING CULTURE?
Growing and sustaining a high-performing school is increasingly challenging within a rapidly evolving industry.
With multiple moving parts, the school context is a complex environment, which requires great agility and foresight to manage and grow effectively.
The team at Bi-Design Consulting has engineered a process that not only supports schools in navigating the varying operational complexities that exist but fosters and sustains a high-performing culture.
WHAT WE DO
OUR STRATEGY
THE BI-DESIGN DIFFERENCE
THE BI-DESIGN DIFFERENCE
Our multi-tiered approach, underpinned by ACER’s National
School Improvement Tool, provides a robust and holistic process to mobilise critical improvement work.
Through each phase, a common language will be adopted and Measurable targets will be established.
School teams will be encouraged to
critically reflect, inquire, and constructively c
Our multi-tiered approach, underpinned by ACER’s National
School Improvement Tool, provides a robust and holistic process to mobilise critical improvement work.
Through each phase, a common language will be adopted and Measurable targets will be established.
School teams will be encouraged to
critically reflect, inquire, and constructively challenge, to grow beyond compliance towards a sustained high-performing culture.
THE BI-DESIGN DIFFERENCE
THE BI-DESIGN DIFFERENCE
THE BI-DESIGN DIFFERENCE
We understand that a school, not unlike other businesses, has
multiple dimensions, all of which need to be balanced to ensure
sustainability.
When engaging with schools, we cast a wide lens, looking beyond the typical educational facets and across the multitude of operational domains, including people and culture, business operations, and g
We understand that a school, not unlike other businesses, has
multiple dimensions, all of which need to be balanced to ensure
sustainability.
When engaging with schools, we cast a wide lens, looking beyond the typical educational facets and across the multitude of operational domains, including people and culture, business operations, and governance.
Our strategies are engineered to accurately address the contextual needs of the organization and are cognisant of the interrelationship between the domains, ensuring both coherence and sustainability.
OUR APPROACH
THE BI-DESIGN DIFFERENCE
OUR APPROACH
We engineer contextually responsive strategies, grounded in research, to meet the evolving needs of both the educational landscape and individual school community.
We engineer contextually responsive strategies, grounded in research, to meet the evolving needs of both the educational landscape and individual school community.
Our team builds sustainable high-performing school communities, by developing strong and intentional systems, targeted resource provision, and workforce capability development.
Research suggests operational decisions are often driven by reactivity and in turn, can impede or derail critical strategic work and compromise workplace culture.
Our Team supports schools by designing highly effective
systems and school improvement strategies to ensure operations are enhanced and sustained.
YOUR RETURN ON INVESTMENT
Our bespoke approach is engineered to meet the contextual needs of each school community.
We are not a commercially developed product.
Our services will support improvement across various domains however are specifically geared towards;
- Creating transparency and coherence around school improvement priorities
- Employing contextually responsive strategies to enhance school performance
- Embedding systems that support organizational growth and sustainability
- Strategic resource provision and management
- Building a high-performing team through targeted professional learning and coaching
- Compliance against governance and regulatory requirements
- Stimulate and sustain organisational growth
- Mobilise critical strategic work
- Triage competing priorities
- Enhance school culture and performance outcomes
- Enhance workforce capability and impact
- Increase operational efficiency and output
- Measure and monitor school performance against ACER’s National School Improvement Tool
THE SCHOOL IMPROVEMENT PROCESS
PHASE 1: INQUIRY
PHASE 2: PART 1A DESKTOP ASSESSMENT
PHASE 2: PART 1A DESKTOP ASSESSMENT
The inquiry phase is a critical step in the development of a contextual understanding of your school your people and your operations.
This prodives a succinct understanding of the the baseline quality work and the areas for development to be leveraged therein.
We:
- Scope the engagement.
- Undertake a needs analysis assessment.
- Contextualise the Work.
PHASE 2: PART 1A DESKTOP ASSESSMENT
PHASE 2: PART 1A DESKTOP ASSESSMENT
PHASE 2: PART 1A DESKTOP ASSESSMENT
Phase 2: Desktop Assessment is a process in which data from Phase 1 is collected, analysed, and reported on for presentation to the school's executive.
This process includes:
- Desktop analysis of requested data sets and school qualitative conditions.
- Scoring of performance traingulated against the 9 School Improvement Tool and the AITSL standards.
- A succinct report underlining the current school's performance and areas for development.
PHASE 2: PART 1B ONSITE ASSESSMENT
PHASE 2: PART 1A DESKTOP ASSESSMENT
PHASE 3: ORGANISE & PRIORITISE
Phase 2: Onsite Assessment uses desktop data and further data collected from onsite evaluations and observations.
The process includes interviews, worksite observations, and engagement with all members of staff to provide a holistic picture of the school, beyond standard assessments.
This data is calibrated, analysed, and reported on for presentation to the schools' executive, shared along the assessment journey.
This process includes:
- Onsite Review: 2-days
- Observations, Interviews, and operational observations
- Performance snapshot and further strategic plans.
PHASE 3: ORGANISE & PRIORITISE
PHASE 3: ORGANISE & PRIORITISE
PHASE 3: ORGANISE & PRIORITISE
Phase 3 focuses on building a clear picture of opportunities for improvement and providing you with a roadmap displaying a step-by-step actionable playbook.
This process includes:
- Deep unpacking and conversations about findings.
- Strategic mapping and a step-by-step actionable playbook, with an agreed strategy for execution.
- Establish strategies for execution.
PHASE 4: DESIGN & PLAN
PHASE 3: ORGANISE & PRIORITISE
PHASE 5: MOBILISE & SUSTAIN
In phase 4 we are all about turning your intentions into a reality.
From the prioritisation, we will work with the school to build out the work in response to the needs and improvement strategies.
This process is deeply collaborative, to ensure the work can move into a maintainable and sustainable phase, over time.
This phase requires all participants to be willing to learn, debate, and action the work tasked and owned by teams and individuals.
This process includes:
- Collaborative work assessment
- Task and work delegation with shared responsibilities.
- Learning is a key focus. Learning new and evolved sustainable work strategies.
PHASE 5: MOBILISE & SUSTAIN
PHASE 3: ORGANISE & PRIORITISE
PHASE 5: MOBILISE & SUSTAIN
At Bi-Design we are relentless in our want to see the sustainability of work and work management within the school context.
Each action we undertake during the prior phases is geared towards the schools' sustainability.
In phase 5, we have provided the areas, for development, the strategy to execute, and most importantly, the tools and systems to manage and deliver.
Phase 5 will ensure these are upheld and can be managed and evolved within your school, while the Bi-Design team is available to support, where agreed and required, overtime.
This process includes:
- Monitoring performance and improvement.
- Activation of support where identified, needed, and requested.
- Ensuring systems and leadership are being developed in a consistent and timely manner to sustain the 'new ways of working'.
About bidesigngroup.com
SAM SYMES
What is Sam’s purpose?
To support organisations, turn their ‘intention into a reality’.
Sam holds a firm belief that human systems are the key to high-quality organisational experiences and outcomes. Over 25 years, Sam has been able to research and develop human systems and processes that support organisations to achieve their ‘intentions’, responding to his knowledge of and analysis of human behaviour in the workplace.
Sam commenced his career in financial services as a Business Analyst & Corporate Training Coordinator before transitioning into Sports Management, where he developed and coached elite athletes.
The time he spent designing sports leadership programs for domestic and international schools ignited his interest in education, retraining as a teacher and advancing into Educational Leadership where he worked for over a decade as a School Principal in several culturally diverse settings.
A leader in systems leadership, education and business sustainability, Sam has presented at a national and international level in both educational research and development, and strategic organisational design.
He has built successful human systems frameworks across numerous industries from Mining and Resources, Banking, Government to Aged-Care and Education.
Sam is also the founder of New Innings, the world’s first sport tech manufacturer of sustainable and recyclable consumer sports equipment.
Sam Symes B.Sc. B.Ed. G.Dip.Psych.
MATTHEW BRAUER
Matt is an experienced and agile educational leader, with significant experience leading at the school and system levels. Matt has worked across various educational contexts including Primary, Secondary, Boarding, P-12, Distance Education, and Regional Office and as a result, understands the complexities and interrelationships that exist within each.
Matt has a comprehensive knowledge of a school's strategic and operational demands and has successfully built a high-performing culture by employing contextually responsive systems. He has also led multiple large-scale improvement initiatives and successfully mobilised innovation and change, fostering a culture of continuous improvement.
As a highly relational leader, Matt has empowered people at all organisational levels. He has engineered a variety of strategies to enhance workforce capability, from wide-scale professional learning to personalised coaching. Matt draws on his technical expertise to generate tailored advice and strategy development and uses a highly collaborative approach to actively engage clients at any level of the organisation.
Specialisation
- Leadership Formation
- Strategic and Operational Planning
- Organisational and workforce design
- Change Management
- Workforce Capability Design and facilitation
- Personalised coaching and mentoring
- Educational Innovation and Design
Matthew Brauer MBA, M.Ed