2journeytoexcellence.org.uk How good is our school?: The Journey to Excellencejourneytoexcellence.org.uk
3Part 1: Aiming for Excellence Part 2: Exploring Excellence
4Working with people – and permeating Outcomes of A Curriculum for ExcellenceStrategies relating to Assessment for learningTeaching for effective learningPermeating – Inclusion and Success for ALL, MCMC, GIRFEC
11Part 3: How Good is our School 3 Child at the Centre 2
12The indicators within How good is our school The indicators within How good is our school? focus specifically on the impact of schools in improving the educational experience and lives of Scottish pupils.The emphasis on impact and outcomes reinforces the principle that self-evaluation is not an end in itself. It is worthwhile only if it leads to:improvements in educational experiences and outcomes; andmaintenance of the highest standards where these already exist.
13To be successful, self-evaluation must be a reflective process based on a shared understanding of quality and a shared vision of aims at all levels of the school community.individual level;collegiate level; andwhole school level.
14Good Great The great challenge It was great that it became better, but it would have been better had it become great.MollehaveGoodGreat14
18Building on strengths in planning Well-established cyclesDirect links to outcomes for learnersBringing together external expectations and needs of learnersProfessional reflection and teamworkInvolvement of school community
20Identifying priorities, specifying outcomes and planning delivery Arising from school’svisionExpressed asoutcomes for learnersTaking account ofCfE capacitiesRelating to a broad rangeof achievementsUsing dimensions andquality indicatorsBased on dataManageable numberCapable of beingevaluated
21Role of EA Help to formulate vision Judge when to intervene to support schoolsSupport creativity and innovationMake an active contribution at all stagesMake local and national priorities understandable, accessible and practicalAchieve appropriate balance between prescription and providing freedom for schools to respond to the needs of their own communities.
22Effective Planning- is based on the evidence of ongoing self- evaluation (JTE Part 3 – HGIOS3, TCAC) - focuses on delivery- builds on the positive and makes use of examples of excellent practice: JTE Part 2 and 5 (website)- is flexible and responsive to changing circumstances- results in demonstrable impact on learners
43Professional Development packs – forthcoming titles .... Effective self-evaluationWorking with parents to support / improve learningWorking with parents in the pre-school settingWorking in partnership with the community and agenciesValuing and empowering staff and young peopleEnsuring a focus on outcomes to maximise success for learnersDeveloping a common visionDelivering high quality learning and teachingPromoting well-being and respect43