The school evaluation guide

Six steps through school evaluation: its goals, its process, its instruments and its domains, clearly and in order

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The idea of self-evaluation

As stated in the self-evaluation procedural guide:

“The processes and procedures schools carry out to monitor their performance and verify its effectiveness and efficiency, using the standards and instruments approved by the Commission”

Objectives self-evaluation

1

Embedding a culture of self-evaluation

2

Continuous improvement

3

Stakeholder participation

4

Making the best use of resources

5

Beneficiary satisfaction

6

Innovative solutions

7

Raising readiness for external evaluation

Requirements self-evaluation

1

Regulations and bylaws

2

Improvement plans

3

Applying the approved standards

4

Evaluation ethics

5

Training the team

6

Data confidentiality

7

Uploading to the platform on schedule

The phases three

The self-evaluation journey runs through three successive phases holding seventeen stations — the same stations as the journey map on the dashboard

Phase 1

Preparation and planning

  1. 1 The official framework
  2. 2 Evaluation cycle
  3. 3 Self-evaluation team
  4. 4 Self-evaluation plan
  5. 5 School baseline data
Phase 2

Delivery

  1. 1 Readiness form
  2. 2 Surveys
  3. 3 Document analysis
  4. 4 Classroom observation
  5. 5 School environment observation
  6. 6 Interviews
  7. 7 Recording evidence and indicators
  8. 8 Final report and setting priorities
Phase 3

Improvement, development and sustainability

  1. 1 Priorities and development issues
  2. 2 Improvement plan and programs
  3. 3 Tracking
  4. 4 Closing the cycle and sustainability

Roles in the Preparation and planning

Group Duties
School principal
Registering on the platform Forming the team and delegating to it Presenting the plan to the education office
Evaluation team
Reading the guides Training The work plan Awareness sessions
Teaching and administrative staff
Attending the briefing Gathering evidence honestly
Learners and parents
Attending the sessions Cooperating during delivery

Standards and performance levels

Domain ← Standard ← Performance indicator ← Rubric

1 · School management

  • 1-1 Planning
  • 1-2 Leading the educational process
  • 1-3 The school community
  • 1-4 Institutional development
  • 1-5 Learner rights and protection

2 · Teaching and learning

  • 2-1 Building learning experiences
  • 2-2 Assessment of learning

3 · Learning outcomes

  • 3-1 Educational attainment
  • 3-2 Personal, health and social development

4 · School environment

  • 4-1 The school building
  • 4-2 Safety and security

The rubric

Every performance indicator is rated on a four-point scale against a written description of each level

1

Poor

2

Acceptable

3

Good

4

Excellent

Performance levels

Excellence

90% and above

Advancing

From 75% to below 90%

Starting

From 50% to below 75%

Preparing

Below 50%

Instruments of self-evaluation

“Self-evaluation instruments and scales are used to gather the data needed on the school's performance across the four domains, and the school applies them itself.” They are applied in the following binding order

1

Readiness form

The delivery phase starts with it
2

Surveys

Anonymous Confidential For all learners and teachers
3

Document analysis

School management Security and safety Teaching effectiveness Learning outcomes
4

Classroom observation

At least 10 visits Two members, each submitting a separate form A subject specialist Attending the whole lesson No intervening and no remarks Not tied to job performance
5

School environment observation

Security and safety Classrooms Learning resources and technology Yards and sports equipment Laboratories Accessibility equipment Canteen Facilities and services
6

Interviews

Principal Student counsellor Teachers Learners Splitting the roles between an interviewer and a note-taker

The self-evaluation file

Eight components the school assembles, each from its own existing screen in the platform

Open your school's live file
1

General school data

Filled in on the readiness form

Open the screen
2

Learner data

Filled in on the readiness form

Open the screen
3

Teacher data

Filled in on the readiness form

Open the screen
4

Learning environment data

Filled in on the readiness form

Open the screen
5

Educational achievement and attainment reports

National tests and the previous self-evaluation

Open the screen
6

Building condition and safety reports

School environment observations

Open the screen
7

Improvement plan template

Goals, programs and initiatives

Open the screen
8

Evaluation domain documents

The evidence recorded against the indicators in the four domains

Open the screen

Glossary

The official self-evaluation terms, as the Education and Training Evaluation Commission's guide gives them

Term Definition
The school self-evaluation procedural guide A description of the regulated internal processes and procedures a school carries out to identify strengths and areas for improvement in its actual performance, and to verify its efficiency and effectiveness against the Commission's standards and methodology, using the Commission's digital self-evaluation platform. It is a preliminary stage in preparing for external evaluation. The procedural guide itself is defined as: detailed guidance setting out the self-evaluation processes and the teams' roles and duties.
The school management domain A set of processes that effectively influence the school community's behaviour in order to steer it towards advanced levels of outstanding performance.
The teaching and learning domain The set of learner-centred processes, strategies and activities that meet the learner's needs and develop their capacity to acquire knowledge, analyse it and reproduce it.
The learning outcomes domain The knowledge, skills, attitudes and values a learner has acquired and embodied in their behaviour as a result of planned educational experiences.
The preparation and planning phase The phase in which the evaluation team is prepared, carried out by the whole school community: the principal and the self-evaluation team, the teaching and administrative staff, and the learners and parents, each according to their role.
Fact A declarative statement describing a real event or an existing thing that can be established and proven, built on direct observation.
Opinion A statement expressing belief or feeling, such as a personal point of view on a subject.
Document Written, audio or visual material in any format, electronic or paper, that provides information about an event.
Interview A guided conversation between the school's self-evaluation team and the interviewees, held to gather information on a specific subject. The self-evaluation team conducts it while carrying out the school's self-evaluation processes across all domains.