- School Management Development Committee
- Transport Committee
- Parents Teachers Association
Principles for Quality enhancement
Collaborative, inclusive Effective school self-evaluation involves principals, deputy principals, teachers and boards working together in a climate of trust and respect, in consultation with parents and pupils, to bring about school improvement.
Leadership Effective school self-evaluation requires effective leadership.
Reflective Effective school self-evaluation involves schools thinking critically about the aims and key priorities of the school and what needs to be done to bring about improvements in their pupils’ learning.
Evidence based Decisions taken during effective school self-evaluation are based on sound, reliable and specific information or evidence.
Flexible Flexibility, creativity and a willingness to rethink, revise and redesign ways of doing things on the part of teachers, principals, deputy principals
and school management are features of effective school self-evaluation.
Continual, ongoing each step of effective school self-evaluation is part of an ongoing cycle focused on improving the work of the school and the learning of the pupils.
Evaluation findings inform school improvement plans and strategies for improvement, the impact and effect of which are in turn evaluated.
Improves teaching Effective school self-evaluation is focused on making a positive, measurable and significant difference to the quality of teaching in the school.
Improves pupils’ learning Effective school self-evaluation is focused on making a positive, measurable and significant difference to the learning of the pupils and the work of the school. Communication Effective school self-evaluation provides the school with a mechanism to engage in open and transparent communication with the entire school community.