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Rigorous self-evaluation
and systematic
approaches to quality
assurance are led by the
leader and are fully
embedded. The
improvement plan is a
pivotal factor in school/
department/section
decisions. The leader
facilitates discussion and
monitoring by all
staff/team to determine
the impact on student
learning and teacher
efficacy.
The leader and staff/team
have a very well defined
process and use a
balanced variety of data
sources to consistently
analyse student and
school/ department/
section performance. This
data is used to track
progress and evaluate the
impact of current
practices.
The leader through
ensuring consistency in all
policies and improvement
planning effectively
communicates to all
staff/team members and
guarantees all goals and
targets are achievable and
measurable. As such,
there is evidence that all
areas of improvement
Very Weak
1
Rigorous self-evaluation
and systematic
approaches to quality
assurance are led by the
leader and are embedded.
The improvement plan
supports
school/department/sectio
n decisions and is
monitored by the leader
to determine its impact on
student learning and
teacher efficacy.
There is evidence of
systematic and effective
quality assurance in key
areas directly affecting
student achievement,
demonstrating that the
leader knows the
school/department/sectio
n well. The strategic
improvement plan guides
the decision-making of
the
school/department/sectio
n.
Self-evaluation is
underdeveloped and in
places it is inaccurate in
conclusions, therefore
leaders do not have a full
and realistic view of the
schools/teams strengths
and weaknesses.
School/team decisions are
made without regard to
the school/ department/
section improvement
plan.
Self-evaluation is
inaccurate, very limited or
non-existent. The leader
has inaccurate views
regarding the
school/department/sectio
n performance and
standards.
significant areas of
improvement have been
successfully addressed.