Research 30/06/2022

School self-evaluation for school improvement

By Christopher Chapman, Professor Pamela Sammons

Download now

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:

Phase 1 – specific intervention and the highlighting of the importance of culture in any change process
Phase 2 – focus on teacher action research and school self-review
Phase 3 – building on the emerging school effectiveness knowledge base
Phase 4 – scaling up reforms
Phase 5 – systemic reform.

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.

Downloads

School self-evaluation for school improvement

Download now

Related Content

Article

EDT to support school improvement in Leicestershire through new local authority partnership

EDT is delighted to be working with Leicestershire Local Authority and 29 local schools through the Schools Partnership Programme (SPP), forming a supportive professional learning network (PLN) focused on sustainable school improvement. Working closely with school leadership teams and the Education Effectiveness Team (EET), which supports all education settings in Leicestershire, this partnership focuses on empowering all staff to actively participate in the school improvement process.

Research

Joint practice development through a peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders

This report presents a summary of a three-year project conducted by academics at the University College London (UCL) Centre for Education Leadership, funded by the Education Endowment Foundation (EEF), evaluating EDT’s Schools Partnership Programme (SPP). On the SPP, clusters of schools conduct peer reviews and support one another’s improvement – leading to improved system leadership and greater accountability in England’s schools.

Research

Joint practice development through a peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders

CLT And Curriculum Reform Insight Listing

Insights

Using cognitive load theory as a touchstone for curriculum reform: recommendations for policymakers

Cognitive load theory can inform curriculum design and classroom practices, offering concrete strategies to improve student outcomes. Dr Richard Churches, our Director of Research and author of the book Neuroscience for Teachers, and Dr David Johnson of the University of Oxford, discuss the potential of using CLT as part of curriculum design.