Introduction to the QSD Process

  1. This is a brief introduction to the process. A detailed technical guide and handbook is provided to participating schools.

School planning and reporting

  1. All schools are required to prepare and follow a Strategic Plan. Each year, a school sets out aspirations and targets in an Annual Plan. At the end of each year the school reports on the progress it has made in achieving its Strategic Goals in its Annual Plan.
  2. The Quality of Service Delivery (QSD) process was developed with schools in order to assist them to gather data on the perceptions and experience of students, parents and staff, monitor progress and report on accomplishment in a framework of seeking continuous improvement in the school’s educational effectiveness.

Data driven self-reflection

  1. The QSD process is intended to be a stimulus for a school self-review process. Self-review is one of the board’s key annual functions in support of its planning, target setting and reporting to its community.
  2. From time to time a board may want to triangulate its perceptions and understandings about the school with those held by students, staff, parents and trustees. The QSD process is a private and anonymous method for surfacing the perceptions held about the school. What happens when the board and participants address those perceptions is most usefully a development process.
  3. Some schools use QSD on a periodic cycle (every 3 or 4 years) in order to map altered perceptions and to track the impact of actions or interventions they may have undertaken.
  4. A few schools have looked to use QSD as diagnostic or audit tool. Our view is that the nature and culture of New Zealand schools is resistant to change linked to crude or commercial metrics or philosophies. We do not encourage using QSD outside of a collective developmental process lead from within the school.


  1. Some 60+ secondary schools across New Zealand and decile groups have used QSD. The analysis of the data from each school is considered on its own terms and then against the entire database.
  2. The QSD process should complement tools and processes a school already uses. The process can draw upon and contribute to the existing sets of data a board may use in its planning and review processes.

What happens?

  1. We talk over the process with a school and a staff member undertakes to coordinate the process with us. We work with him/her. We coach staff and board members on how to make good use of the process in a self-reflective cycle.
  2. We are happy to explain everything as we go in the expectation that staff will acquire greater knowledge of the process and contribute more to any future surveys.
  3. We conduct the survey and code and enter the data.
  4. We write a draft report that analyses the data – including benchmarking it against the aggregate data from other schools, and with previous surveys where the school has participated more than once.
  5. We return to the school and discuss the draft, using a structured process that allows for a rigorous analysis of the discussion that takes place. During this visit we reinforce the earlier coaching on how to use the report productively.
  6. We write a final report, including recommendations for further action. These recommendations are a synthesis of our own views as external observers and those from within the school that have emerged in the