The Northamptonshire School Improvement Survey: A Model For Self-Evaluation  

Oleh:

Burton, Niel

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Management in Education vol. 14 no. 2 (2000), page 9-10.
Fulltext: 9.pdf (194.03KB)

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We know that effective teachers make good use of prior assessment to ensure that the next steps the pupil takes are purposeful ones - the ’right’ ones. But what data does the school leader have? They need to be very clear about where the school ’is at’ before they can decide on the most effective direction to take it, but where are their comparable tools? Certainly schools are all but awash with quantitative data concerning academic progress, but surely schools are much more than a set of exam results? Before taking a view on school performance and improvement a wider evidence base needs to be established. In an informal way this will always happen as headteachers seek and listen to the views of their stakeholders. From this they will be in a position to make judgements on the well-being and aspirations of the school within national priorities and decide on the best way forward for the school. But is that enough? A Headteacher Partnership Group, chaired by Lawrie Dale of Montsaye School, working in Northamptonshire, thinks not.

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