Action Planning

After self evaluation: Action Planning 'Action Planning' is an activity designed to assist in achieving goals by recognising the tasks that need to be completed to reach desired outcomes and then structuring those tasks within a given framework. In the school improvement cycle, it is concerned with the latter 3 stages

The next step after self evaluation: key questions 1.WHERE ARE WE NOW? Effective self evaluation procedures will have given a clear view of the strengths and weaknesses of the school 2.WHERE DO WE WANT TO BE? A clear definition of what the improvement needs to be is stated and quantified 3.HOW DO WE GET THERE? The strategies to be employed to achieve the goals are defined and broken down into smaller discreet steps 4.WHAT ACTION DO WE NEED TO TAKE? Implementation begins and significant milestones and dates are used to review progress 5.WHERE ARE WE NOW? Evaluation against the success criteria is undertaken and decisions taken about whether more action is needed

"If you fail to plan, you plan to fail". Most action planning is based on the SMART principle. This states that all plans need to be :- S pecific M easurable A ttainable R ealistic T ime-based

Activity – Writing SMART targets for school improvement Improve teaching in school Improve pupil behaviour Improve the quality of leadership Develop the curriculum Spend finances more wisely

S trengths, W eaknesses, O pportunities, T hreats SWOT Analysis Strengths: attributes within the school that company that are helpful to achieving the objectives. Weaknesses: attributes within the school that are harmful to achieving the objectives. Opportunities: external conditions that are helpful to achieving the objectives. Threats: external conditions which could make it difficult to achieve the objectives

Understanding factors that support or impede the success of action planning SWOT analysis and PESTLE analysis FactorLikely to include Political What are the key political drivers of relevance? Worldwide, European and Government directives, funding council policies, national and local organisations' requirements, institutional policy Economic What are the important economic factors? Funding mechanisms and streams, business and enterprise directives, internal funding models, budgetary restrictions, income generation targets Social What are the main societal and cultural aspects? Societal attitudes to education, particularly in relation to government directives and employment opportunities. Also general lifestyle changes, changes in populations, distributions and demographics and the impact of different mixes of cultures Technological What are current technology imperatives, changes and innovations? Major current and emerging technologies of relevance for teaching, research or administration Legal Current and impending legislation affecting the role European and national proposed and passed legislation Environmental What are the environmental considerations, locally and further afield? Local, national and international environmental impacts, outcomes of political and social The PESTLE analysis can be used to provide a context for the schools role in relation to the external environment. It covers Political, Economic, Social, Technological, Legal and Environmental factors. It is useful for contributing to a SWOT analysis

Carry out a SWOT analysis to form the basis of an action plan for increasing internationalism between schools in both countries Strengths What are the factors that promote increased internationalism? What can both countries contribute to the process? Weaknesses What limits both countries ability to increase collaboration and cooperation? Opportunities What are the opportunities provided by increased internationalism? Threats What are the PESTLE factors that could impede increased international cooperation?