Learning tracks

The first phase: who does the work, with what authority, and to what plan

The evaluation team and the preparation plan

6 lessons 30 minutes

Not one instrument is run in the first phase, and yet it decides the quality of everything that follows. This track covers forming the team, the criteria for choosing its members and its duties, building the self-evaluation plan, spreading the culture inside the school, and the role each group in the school community plays.

By the end of this track you will be able to…

  • Form the self-evaluation team with the composition and authority the guide prescribes
  • Choose members against stated criteria rather than by impression
  • Build a plan carrying aims, roles, verification indicators and follow-up mechanisms
  • Distribute the school community's roles so none is left without an owner
1

Lesson 1

What the preparation phase covers

Three pieces of work and no fourth, delivered by the whole school community, each according to their role.

  • Forming the self-evaluation team inside the school and granting it the authority it needs
  • Setting the operational self-evaluation plan, naming what it needs, and sharing it with the staff
  • Raising awareness and spreading the culture of self-evaluation through meetings and workshops
2

Lesson 2

Forming the team

The team is chaired by the principal, with four experienced, high-performing teachers as members. They must have defined duties in the Noor system and be granted the authority needed to run the self-evaluation.

  • The principal chairs the team — not as an honour, but because it is he or she who grants the authority and opens the way
  • Four experienced, high-performing teachers with defined duties in the Noor system
  • Delegating to members the authority that gives them the standing to run the instruments
  • A school covering more than one stage forms a separate team for each stage
Form the team and set its roles
3

Lesson 3

The criteria for choosing members

The criteria derive from the competences an evaluator needs — academic knowledge, professional practice, and personal qualities — and translate in practice into the following.

  • Motivation to improve and develop
  • Capacity for critical and reflective thinking
  • General knowledge of evaluation methods, aims and value
  • Experience and distinction in the field of education
  • A strong ability to communicate with others
  • Command of computer use
  • A spread of specialisms across the team, serving accuracy within the time available

The team is trained after its needs are identified through interview or questionnaire — so training is built on a measured need, not on an off-the-shelf programme.

4

Lesson 4

The team's three duties

The guide names three duties for the team, and they run across all three phases, not the first alone.

  • Setting the self-evaluation plan and following its delivery
  • Running the self-evaluation processes and instruments, and gathering the data and evidence
  • Preparing the improvement plan in light of the results, and following its delivery
Open the team plan and its steps
5

Lesson 5

The self-evaluation plan

The team sets the operational plan, names what its delivery requires, and shares it with the staff. A plan missing any of the four elements below is a list of intentions, not a plan.

  • The aims — what the school intends to reach in this cycle
  • Roles and responsibilities — who does what, by name
  • Verification indicators — how we know a step is done
  • Follow-up mechanisms — when the plan is reviewed and by whom

The reference model breaks the plan into nine steps — reading the frameworks and guides, forming the team, training, approving it, building and publishing the plan, registering on the platform, and completing the readiness form — each with an owner, a delivery date, a verification indicator and a reviewer.

6

Lesson 6

Awareness, and the school community's roles

The team runs meetings and workshops for staff, learners and parents — introducing self-evaluation, spreading its culture, and sharing the standards, indicators, instruments and application guides with them.

Group Its role
The principal Reading the general framework, registering on the platform, attending the training, forming and empowering the team, and presenting the work plan to the education office
The self-evaluation team Reading the procedural guide, instruments and forms, attending the training, setting and presenting the work plan, and holding sessions with learners and parents
Teaching and administrative staff Attending the briefing and workshops, learning how the instruments work, and cooperating honestly in gathering evidence
Learners and parents Attending the introductory sessions, and cooperating with the team when the instruments are run
Who does what in the preparation phase
Record the sessions and workshops in the meetings register

The next track

Surveys: the first instrument of delivery A broad census everything after it is read against — provided the sample clears its floor
In a higher plan