Self - Evaluation

A school that knows and understands itself is best placed to tackle challenges around improvement
1. Track Pupil Attainment
  Anmerkungen:
  - Performance partners Challenge trends and historical patterns within the school context Interventions - early action Use performance data to develop challenging pathways of progress Use the data as the ongoing planning and preparation - match tasks to learners needs Involve learners in planning their learning/setting/reviewing - targets Target setting
  1. When?
    1. Transition
      1. Wealth of Data coming from Primaries
        Anmerkungen:
        Example - working with Primary HT as part of cluster Tracking & monitoring on the Cluster Improvement Plan
    2. BGE
      1. How do we track in the BGE
        Anmerkungen:
        Lambert HS/MacLaren HS example
    3. Senior Phase
      1. Literacy/Numeracy Trends
      2. Attainment Levels
      3. SQA Results
      4. Rates of Exclusion/Attendance/HW/Late comings
      5. Insight data
        Anmerkungen:
        Responsibility of all staff
2. Effective self-evaluation leads to improvement in learners' experience and achievement
Learning & Teaching
1. Formal observation schedule
  Anmerkungen:
  - How good are we at improving performance by observing learning?
  1. HGIOS
    1. QI's
      Anmerkungen:
      - Learning, teaching & Assessment
  2. CPL Program
2. Tri-Learning
Stakeholders
1. Young People
  1. Pupil Voice
2. Staff
3. Parents
Vision needs to link with improvement
Systems
1. SLT - regular meetings with sharp focus on L & T
2. PT's - regular meetings
3. PRD's
4. SIP/TIP

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Self - Evaluation

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