Teacher-led School Improvement

By David Frost; Judy Durrant et al. | Go to book overview
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1.1 The ISIP Project: Key Assumptions 6
1.2 The Five-Stage Cycle for School Self-Improvement 9
2.1 Principles of Procedure for a School-Based Programme 26
3.1 A Process for Teacher-Led School Improvement: The Reflective Action Planning Model 32
3.2 Typical Features of a RAP Programme 37
3.3 Strategies for Accessing Literature 38
3.4 Ethical Guidelines for a RAP Group 39
4.1 Possible Headings for Reflection 43
4.2 Format for an Action Plan 45
4.3 Facsimile of an Action Plan 45
4.4 Practical Inquiry for School Improvement 49
4.5 What Inquiry Includes 51
4.6 Data That Already Exists 51
4.7 Evidence to be Gathered 52
4.8 Participants’ Professional Learning 57
4.9 Professional Development Opportunities 58
4.10 Evidence for the Portfolio: Some Examples 60
4.11 Purposes of a Portfolio 60
4.12 Basic Principles for Portfolio Construction 61
4.13 Some Questions to Guide the Review Process 63
4.14 Questions to Ask about Accreditation 63
5.1 Extract from ESACS Project Code of Practice 68
5.2 The Themes Emerging from the Pilot 71
5.3 The Data Presented as Bullet Points 74
5.4 Story B: Marianne 75
5.5 The Conversational Discourse 78
7.1 Andrew’s Personal Development Plan 95
9.1 Features of Good Professional Discourse 126


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Teacher-led School Improvement


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