As director of school support for a network of pre-secondary and secondary schools, I work with teams who help schools reflect and be better. One of the many ways we do this is by shepherding schools through a comprehensive self-reflective review process. This particular review process for schools is in its second year of pilot development, and three schools have moved through it. This process, with is various components and school support tools, is effective because it helps school’s study and reflect, identify their own strengths, pinpoint some challenges, seek outside support from experts, as well as develop authentic action plans for growth. The following are general components of this review process that could perhaps be helpful for schools as they continue to be professional learning communities that are full of reflective practitioners:
As the school moves through this process, it should challenge itself to continue to create, review, and revise consistently-developed resources during this process that tie directly to the set of standards the school uses and that help the school during the process. Such tools could include a self-study timeline paradigm, artifact list/examples, stakeholder perception surveys (students, adult school personnel, parents, board, and alum), small group conversation prompts, a self-study narrative template, a visiting team resource booklet, class visit rubrics, a school visit exit report template, and a school action plan. Processes such as the one identified above engage everyone at the school, allow the school to identify strengths and areas for growth based on study data, invite outside experts, and help the school toward getting better.
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Pete MussoAssistant Principal, Curriculum & Instruction Archives
May 2022
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