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Start from school settings to complete its data and add users and their permissions, then move to foundational data and analysis. After that the self-evaluation instruments are ready to begin.

A modern browser and an internet connection. The platform works on desktop and mobile, and can be installed on the device as an app from the browser menu.

Use the side dock, or press Ctrl + K (or ⌘ + K) to open the global search from anywhere. Nine screens carry ready-made Alt + 1 to Alt + 9 shortcuts: the seven operational records, plus operational programmes and school evaluations. For the rest, register your own from the keyboard shortcuts menu.

It is, as the Procedural Guide for School Self-Evaluation (p. 6) defines it, The processes and procedures schools carry out to monitor their performance and verify its effectiveness and efficiency using the standards and tools approved by the Authority; to enable the school to develop and improve its performance and sustain excellence in it. It is the phase that precedes and prepares for external evaluation. The full account is in the «Foundations of school self-evaluation» track.

Four domains and eleven standards. School management carries five (planning, leading the educational process, the school community, institutional development, and learner rights and protection). Teaching and learning has two, learning outcomes two, and the school environment two. The eleventh was added by the newer edition of the standards document, so a school working from the old list of ten leaves an entire standard with no evidence behind it.

They are bands on the average score: excellence at 90% and above, which calls for sustaining excellence and innovating; progress from 75% to under 90%, which calls for continued follow-up; emergence from 50% to under 75%, which calls for substantial improvements in some domains; and foundation under 50%, which calls for fundamental interventions across most evaluation domains.

A domain holds the standards that cover its components; a standard describes in general terms what should and can be achieved across a broad span of that domain; and an indicator is the measurable statement evidence is actually gathered against. Evidence is tied to the indicator, never to the domain — and getting that wrong is the commonest mistake in self-evaluation.

An instrument is recorded within a cycle, so with no cycle open they all read as locked. Open one from the evaluation cycles screen and the baseline and all five tools open with it. The baseline is the first task of the delivery phase, but they do not hold the tools shut.

The order is deliberate, not cosmetic. Surveys run first as a broad sweep because the instruments that follow interpret what they reveal, and interviews come last to explain what the others left unclear. A school that interviews before surveying has nothing to interpret.

From the self-evaluation instruments screen create the evaluation team, add its members and their roles, then approve the team plan. Classroom observations are recorded by each observer in their own form within the visit.

Once the baseline and the five tools are complete you can close the cycle and write its report, then start the next one from the same screen. A closed cycle stays available for reference and comparison.

From the school evaluations open the domain then the indicator, and upload the file or add a link in the evidence file. One piece of evidence can link to several indicators without re-uploading, and it can be rated and approved.

Yes. Foundational data, operational programmes and school evaluations all generate a PDF, with a preview before export and settings for the letterhead and logo.

Images alone are compressed in the browser before upload to save the school's space, so the final size differs from the original. Documents upload at their own size. Track your remaining space on the storage screen.

It appears as an assist button inside the screens themselves: drafting meeting minutes and recommendations, programme drafts, SWOT analysis, drafting the vision and mission, describing and reviewing evidence, interview questions, and classroom and environment observation summaries. The button does not appear at all unless it is available to your school.

No. The chat is read-only: it answers questions about your school's data and never creates, edits or deletes a record. Any change stays in your hands, from its own screen.

On the AI credit screen: what has been used and what remains. When the credit runs out the generate buttons disappear and the rest of the platform works as usual.

From school settings → School staff, add the user and set their access level. The permission governs what they see and what they may edit, and records referred to them arrive in administrative communications.

From the lighting control choose light, dark or automatic to follow the system. From the menu control you set the dock: its position, its size and which icons it shows, and you can add your own links.

Use the password reset link on the sign-in page. If the message does not arrive, contact your school administrator or the support team.