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Planning For Improvement

Set targets for improvement based on evaluative judgements. Prioritise the targets so that they are manageable and achievable. Make arrangements for monitoring, evaluating and reviewing progress towards the targets for improvement.

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Planning For Improvement

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  1. Set targets for improvement based on evaluative judgements Prioritise the targets so that they are manageable and achievable Make arrangements for monitoring, evaluating and reviewing progress towards the targets for improvement Identify strategies and tasks to achieve the improvement targets Planning For Improvement Review the school improvement plan to take account of the findings of self-evaluation Identify and secure the resources required Identify staff training and development needs and plan to meet them.

  2. Qualitative Data Quantitative Data S Specific M Measurable A achievable R Realistic T Time-related/bound D Detectable/discernable A Achievable R Realistic T Time-related/bound S Specific Set targets for improvement based on evaluative judgements

  3. Consolidate and maintain as well as improve and develop.[ Set targets with pupils’ attitudes to learning in mind Set targets to enhance pupil’s improvement and development. WHAT WILL ACHIEVEMENT LOOK LIKE? Prioritise the targets so that they are manageable and achievable If not classroom based select targets that are most closely related to school improvement plan priorities and/ or affect the attitudes and performances of other adults in the school community “Having three or four priorities that everyone can understand and work on systematically is much better than half a dozen or more that no one can remember” Self evaluation for school improvement

  4. Can specific tasks be done within existing school policies and procedures? Are there any strategic implications? Identify strategies and tasks to achieve the improvement targets Could small-scale “pilots” be carried out with particular teams/departments?

  5. Have you fully costed the resources required? Audit existing funds, learning materials, expertise, acommodation Identify and secure the resources required Are there things we should stop doing, things we should do differently that might free-up resources You may not necessarily need new resources Has there been adequate consultation with regard to the identification and securing of resources to meet the agreed targets?

  6. Compare whole school training needs with individual needs. Take account of PRSD Annexes Identify staff training and development needs and plan to meet them. Plan the training with children’s learning of knowledge and skills in mind. Consider the full range of training opportunities/providers available Develop strategies to evaluate the impact of any training provided.

  7. School development Plan may well have to be reviewed as a result of these targets. Take time to make all staff/governors aware of any changes to the School Development Plan Review the school improvement plan to take account of the findings of self-evaluation Will there be any knock-on effects to other parts of the School DevelopmentPlan?

  8. MONITORING How will you know that you are achieving what you set out to achieve EVALUATION Has the desired effect been realised? Make arrangements for monitoring, evaluating and reviewing progress towards the targets for improvement REVIEWING Depending on the outcome of evaluation do we need to look again at what we are doing Build this into our practice so that progress is sustained over time

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