Development Planning for School Improvement (School by David Hopkins

By David Hopkins

This article represents the reviews from six English talking international locations within the box of faculty improvement making plans. There are chapters discussing employees improvement, caliber reports and faculty association and effectiveness.

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1979) Fifteen Thousand Hours: Secondary Schools and Their Effects on Children. Wells: Open Books. Schein, E. (1985) Organisational Culture and Leadership. San Francisco: JosseyBass. 23 This page intentionally left blank Chapter 1 School Development Planning: An International Perspective Neil Dempster, Chresten Kruchov and Grace Distant Over the past decade governments in many Western democracies have been faced with concerns over increasing drains on the public purse caused by burgeoning educational expenditure (Hughes, 1992, p.

Videotaped teachers' performances to help improve instruction and evaluations . . and helped teachers make selections of materials and teaching techniques . . The emphasis throughout the inservice training was on the exchange of practical teaching techniques and on making training an integral part of a collaborative educational environment. (Stedman, 1987, p. 220) Within this emphasis on practical, on-going, on-site, in-service training, much of the staff development at unusually effective elementary schools has taken the form of both intra- and cross-grade-level meetings and planning sessions at which teachers work together to improve co-ordination of instruction, select key learning objectives for a mastery-oriented approach to instruction, determine how to improve the performance of individual students, and otherwise work to attain important schoolwide objectives (Levine and Stark, 1981; Ferguson, 1984).

In both countries, plans are public documents, approved by school governors or by regional authorities. The plans are meant to focus review and evaluation procedures, irrespective of whether these procedures are carried out by inspection agencies or by a combination of school stakeholders. In contrast, judgements of quality in school performance in Denmark are not so tightly linked to development plans. Our analysis of Danish practice shows that judgements of quality are more broadly based in research into the school system in general and in the views of school communities.

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