School self-evaluation can be a fundamental force in achieving school improvement and this review establishes key debates and what the implications are for self-evaluation as a means of leading school improvement.
The review also incorporates a framework for conducting self-evaluation and case study examples from systems and schools that have previously undergone the process.
School self-evaluation is a process by which members of staff in a school reflect on their practice and identify areas for action to stimulate improvement in the areas of pupil and professional learning. The process can be located on a number of continua that define the exact nature of the process and reflect the context in which it is occurring. These dimensions include: summative-formative; internally-externally driven; and whether self-evaluation is conducted as a top-down or bottom-up process. Furthermore, schools should reflect on their context and the appropriate position and blend elements to optimise the impact of school self-evaluation on pupil and professional learning.
In terms of school improvement, teachers and school leaders are the key change agents for improvement and self-evaluation is a necessary but insufficient ingredient to stimulate school improvement. Five phases are outlined for school improvement activity:
School self-evaluation should be conducted within a coherent framework and underpinned by a set of structures that support systematic processes to collect a range of data from diverse sources and inform action to improve pupil and professional learning.
The evidence within this review suggests that if individual contexts can create supportive environments, school self-evaluation has an important role to play in supporting pupil and professional learning.
School self-evaluation can be a fundamental force in achieving school improvement and this review establishes key debates and what the implications are for self-evaluation as a means of leading school improvement.Download now
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.