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									                           School Development


                       Internal Review Handbook




Provincial School Development 2006-08

Internal Review Handbook
Provincial School Development Model 2006-08

Internal Review Handbook
Preface

The intent of the Internal Review Handbook is to guide school development teams and
individuals through the Internal Review component of the School Development process. All
school development participants are advised to acquaint themselves with the steps and
procedures, templates, and roles and responsibilities contained in the Handbook. While the steps
and procedures in the Internal Review component may at first seem overwhelming, they are
completed in a sequential manner, over a significant period of time, and with appropriate on-line
support.




                                        INTRODUCTION

School Development

School Development is a systematic approach to change at the school level that involves
collective reflection, problem-solving, and continual renewal and improvement. It is a results-
oriented process leading to the attainment of specific goals. The components of the school
development process are permeable, and illustrate the interconnectedness and interrelatedness of
the many complex factors related to schools as learning communities. While there is flexibility
within the sequencing and implementation of the model as shown in Figure 1, the integrity of the
process is contingent upon adherence to all its components.




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Internal Review Handbook
                               SCHOOL DEVELOPMENT MODEL


                                              FIGURE 1




                                          BUILDING
                                          CAPACITY


          COMMUNICATION
                                                             VALUES
                                                             VISION



     IMPLEMENTATION                   School
       MONITORING
                                    Development            INTERNAL SCHOOL
                                                               REVIEW
                                       Cycle

      EXTERNAL REVIEW
                                                         3-5 YEAR PLAN
                                                             (Goals)


                                        MISSION




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                            INTERNAL REVIEW: OVERVIEW


Context

The Internal School Review takes a holistic approach to developing a current and realistic picture
of the nature and characteristics of the school. It is developed within the context of the provincial
School Development Model and the district’s educational plan. The Internal School Review uses
provincially established criteria statements to gather a wealth of data. The data collected forms the
basis for the 3 - 5 Year School Development Plan, which subsequently informs educational
decision-making at the school level.

Using the provincial model of School Development, the comprehensive Internal Review is
completed once in a school development cycle (3-5 years). A school, undertaking an Internal
Review for the first time, will require a minimum of two specially designated professional
development days to record, analyze, and report data. A suggested time line with steps and
procedures is outlined below. The internal review should be completed very early in the cycle,
and may be simultaneously completed with the Building Capacity and Vision and Values
components of the model.



Purpose

The purpose of the Internal School Review is to examine the school’s current processes, practices
and outcomes in order to determine its strengths and areas needing change. The focus is on
identifying opportunities to improve student learning and achievement. The Internal School
Review utilizes provincially established criteria statements designed to demonstrate what is
generally expected to occur in schools and to establish baseline data to measure growth and
development. Upon analysis of the criteria statements the school uses its results to formulate goals
and action plans for its School Development Plan.




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Internal Review Handbook
                                       The Internal Review

          INTERNAL SCHOOL REVIEW STEPS AND PROCEDURES
Overview

While there are many methods to gather, record, analyze, and make informed decisions, the steps
below have been field-tested in schools and have been found to be effective. A timeline is also
suggested for each of the steps. It is recommended that the Internal Review component be
completed within a 5 month period, though this is sometimes contingent upon the nature and
culture of the school.

STEP ONE:              Establish a School Development (Leadership) Team

STEP TWO:              Gather and organize relevant data according to criteria
                       statements

STEP THREE:            Establish data recording and analysis teams

STEP FOUR:             Record and analyze the data

STEP FIVE:             Report on data and critical issues

STEP SIX:              Goal Identification




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Internal Review Handbook
                                    Steps and Procedures

Step One
Establish a School Development Team

The School Development Team has a general responsibility to lead, support, and monitor the
school development process at the school level. Membership should include representatives of
staff, parents, community and students, where appropriate. Each school will determine the size,
composition, and membership of its team based on the circumstances of the school community.
Teams of 4-6 members work best. In smaller schools, membership may include everyone.

The School Development Team should have a chairperson. That person is charged with guiding
the school through the Internal Review process and should be chosen for his/her facilitation,
leadership and organization skills. The complete roles and responsibilities of the School
Development Team are clearly defined later in this handbook. During the Internal Review stage,
the responsibilities of the School Development Team include:

               Building a culture for school development

Building a culture for School Development is a continuous process that enables the school to
grow as a professional learning community. The School Development Team may begin this phase
by providing professional development to the school community about School Development
process and the Provincial Model for School Development. The district Program Specialist
responsible for School Development should be the primary contact in providing training and
professional development for each school. To efficiently facilitate the School Development
Process, families of schools, or schools of similar context, should liaise with each other to acquire
training and understanding in becoming a professional learning community.

               Generating and sustaining stakeholder participation and support for the
                process in a collaborative manner

The school community should be appropriately represented throughout the School Development
Process. Where appropriate, the School Development Team should be inclusive of students,
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Internal Review Handbook
parents, teachers, school council, and community members.

               Establishing appropriate timelines for each phase of the Internal Review

The School Development Team sets the timeline for the start and completion of the Internal
Review component. Dates and deadlines should be given for each phase of the Internal Review,
including regular meetings of the School Development Team, the administration of surveys,
specially designated professional development days or close out days. It is important to establish
and maintain a high momentum for the process by keeping within a 4-5 month period to complete
the Internal Review.

               Ensuring all data needed to answer the questions accompanying each of the
                fifteen criteria statements is gathered and filed.

Members of the School Development Team are responsible for facilitating the gathering of all
data relating to each question for each criteria statement. It is essential that the data be gathered
and organized into individual file folders for each Criteria Statement before the designated
school close-out to record and analyze the data.

               Establishing Data Recording and Analysis Teams

The School Development Team is responsible for establishing Data Recording and Analysis
Teams. Data Recording and Analysis Teams should include, where appropriate, parents and
students.

               Ensuring that the data gathered is stored, recorded, analyzed, and reported
                using the templates and file folders provided.

Following the presentation of the Data Recording and Analysis Teams, the School Development
Team collects the electronic templates and supporting evidence contained in each Criteria
Statement folder and arranges it by Criteria Area. All data on the Internal Review Process should
be stored in a single location in the school for easy reference.




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Internal Review Handbook
Step Two
Gather and Organize Relevant Data according to Established Provincial
Criteria Statements

The Criteria Statements, developed specifically for the School Development process, are designed
to identify strengths, challenges and critical issues in four areas: School Organization,
Leadership, Teaching-Learning Experience, and Culture and Climate. Each criteria
statement has accompanying “Questions to Consider” to provide guidance in responding to the
Criteria Statement. After each “Question to Consider” there is a list of data sources (printed in
italics) required to answer that question. The data sources for each Criteria Statement are also
listed on each Criteria Statement Recording Template.

The School Development Team is responsible for facilitating the gathering of all data needed to
answer the questions accompanying the provincial Criteria Statements. They may take it upon
themselves to gather the data or form other teams of school community members to gather the
data. However, they should ensure that the data collection phase is organized to minimize
workload and maximize efficiency.

Data is derived from three broad sources: School Actions and Practices, Assessment, and
Surveys/Focus Groups. The data gathering teams need to gather all data and organize it in
individual file folders for each criteria statement. While it is important to have data stored in each
folder, certain data, like on-line district and/or school policies, may be listed in the folder with a
reference to indicate where the data can be located.

Note: Before a scheduled school close-out to answer the questions under the criteria
statements, it is essential that all data be gathered and organized in the individual file folders
for the Recording and Analysis Teams.




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Internal Review Handbook
Step Three
Establish Data Recording and Analysis Teams

Data Recording and Analysis Teams need to be established to record and analyze data. The data
recording teams, where appropriate, should have representation from the school community
(students, teachers, administrators, parents, school council). These teams, where appropriate,
should also be representative of a cross section of the school’s staff reflecting subject, grade level,
department, and specialty areas. When members volunteer for teams they should be encouraged to
consider their individual expertise and knowledge as it relates to the Criteria Statements they
choose. All members of Data Recording and Analysis teams should be familiar with the School
Development Criteria Statements before they select their team.

The number of teams required to complete the Data Recording and Analysis phase will depend
on the size of the school, the number of teachers involved, and the number of criteria statements
assigned to each team. Teams of 4-5 people work best. Try to avoid forming teams of fewer than
3 people. Each Data Recording and Analysis team should have a chairperson.

The following are suggested configurations for Data Recording and Analysis Teams for schools
of 13 – 40+ teachers:

* Numbers in italics represent Criteria Statements
           4 Teams       5 Teams 6 Teams 7 Teams 8 Teams 9 Teams 10 Teams
Team 1     1, 2, 7, 9      1, 2, 7       1, 2    1, 2, 7  1, 2,  1, 2,  1, 2,
Team 2    3, 4, 8, 13      3, 4, 9     3, 4, 7     3, 4    3, 4   3, 4  3, 4
Team 3 5, 6, 10, 11                      5, 9      5, 6    5, 6   5, 6  5, 6
Team 4    12, 14, 15      6, 8, 13      8, 13     8, 13   8, 13     8     7
Team 5                  12, 14, 15 6, 10, 11     10, 11     10      9     8
Team 6                               12, 14, 15   9, 12   9, 12    10     9
Team 7                                           14, 15  14, 15 14, 15   10
Team 8                                                    7, 11  7, 12 11, 13
Team 9                                                          13, 11   12
Team 10                                                                14, 15


The School Development Team will keep a record of the membership of each team and its
chairperson using the Internal Review Teams and Timelines Template (on-line).


Considerations for Small Schools
Due to staff size small schools will need to organize themselves differently than medium and
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Internal Review Handbook
large schools and may require a longer period of time to conduct an entire internal review. In
small schools the Criteria Areas of Organization, Leadership, and Climate and Culture, while
important, usually do not necessitate the time and intensity of data analysis as would be required
in medium and large size schools. Therefore, small schools should focus first on the Criteria Area
of Teaching and Learning.

Staffs of 1-5 may organize as one team to undertake all of the Criteria Statements in Teaching and
Learning. Staffs of 6-12 may organize themselves into three teams with responsibility for three
Criteria Statements each in the Teaching and Learning area.


                        1 Team                  2 Teams             3 Teams
Team One         5,6,7,8,9,10,11,12,13,          5,6,7,8,             5,8,13
Team Two                                      9,10,11,12,13           6,9,12
Team Three                                                           7,10,11

After the Teaching and Learning Area has been addressed the staff will re-organize to review the
other three Criteria Areas to complete the Internal Review.




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Internal Review Handbook
STEP FOUR

Record and Analyze the Data

After all data has been gathered and organized into the designated folder for each criteria
statement, and teams established to record and analyze the data, the school is ready for a close-out
day. A school will require a minimum of two (2) close-out days to complete the Internal Review;
one (1) to enter data on the templates, and one (1) to analyze and report critical issues to the other
internal review teams. The days should not be consecutive to allow time for reflection and if
required some short teams meetings to complete the templates. The second close-out day should
end with each team having reported to the full group and then reaching consensus using the
appropriate procedures and supporting templates. In some instances an additional half day may
be necessary to complete this step.

To facilitate the recording and analysis session the school development team must ensure that
each Data Recording and Analysis Team has a designated fully functional computer station with
appropriate hardware and software. This should be arranged the day before the school close-out.
Each team will designate a member to enter the data on the Criteria Statement Recording
Template. Two samples (Criteria Statement #1 and #10) are provided on the School Development
website. All templates are to be completed in Microsoft Word.

On the day of the close the School Development Team will supply the Data Recording and
Analysis Teams with their folders containing the data required to answer the questions. All data
for each criteria statement is recorded electronically using the Criteria Statement Recording
Template. Record the using Times New Roman, font 10. As data is entered it should be cross-
referenced with the Criteria Statement question that it answers (see sample Criteria Statement #1
and #10).

The Criteria Statement Recording Template serves to record all data gathered from each of
these areas. Data is entered in the appropriate column on the template. Data representative of
school actions, practices, structures, procedures and policies is entered in the column, School
Actions and Practices. Data relating to school actions and practices may include school
information such as the school’s program offerings and scheduling, administrative protocols,
parent information sessions, reporting and conferencing schedules, schedules and agendas of staff
meetings and grade level/divisional/department meetings, school concerts and assemblies, the use
of technology throughout the school, the condition of the school plant, code of student conduct,
the school’s plan for professional growth and development.

Data relating to assessment is entered in the column, Assessment. Such data should include an
overview of student achievement in the school. It should include information on all Internal and
External Assessments in which students in the school are involved. Internal school assessment

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Internal Review Handbook
data should included classroom and school-based assessments designed by the staff for the
various grades and subject areas to inform instruction and improve student learning. External
assessment data should include reports on student achievement in all external assessments (for
example, Grade 1 and 2 Language Arts Assessments, Grades 3, 6, and 9 Provincial
Assessments and High School Public Examinations, District Administered Assessments).
Other data entered in the assessment column should reflect student achievement over time,
comparisons of internal assessment data over time and across strands, comparisons of internal
assessment data with external assessment data, any data relating to recognized student
achievements and awards, and any other relevant information concerning student assessment and
evaluation.

To expedite the recording of assessment data, it is not necessary to duplicate academic assessment
analysis on the recording template if the data is already analyzed and available in another format.
For example, if some provincial assessment data is presented in a format that provides some
analysis, then that data can be attached to the recording template with its strengths and challenges
recorded on the Criteria Area Analysis Template.

Data entered in the column, Surveys/Focus Groups, is based on results or information gathered
by the school through either the administration of various specially designed provincial surveys or
through Focus Group results. Five provincial School Development surveys are available to each
school as it undertakes its Internal Review. These surveys are designed to correspond to the
Provincial Criteria Statements. Surveys are available for administration to Grades 1-3,
Grades 4-6, Grades 7-12, Teachers, and Parents. School can request surveys through the
School Development Program Specialist assigned to their school. Guidelines for survey
administration are available on the School Development website.

Surveys are administered by the school and returned (completed bubble sheets) to the Department
of Education for scoring and analysis. Results will be sent electronically to schools.

When a team is entering data, they should limit their conversation to what content needs to be
entered and not discuss the origin or resolution of a given concern or situation related to the data.
There will be an opportunity to discuss and analyze the data at a later stage when all data has been
entered. After reviewing and recording the data contained in the file folders all evidence (i.e.
schedules, achievement results, and survey data) supporting or representing the electronically
entered data should be returned to the file folders.

After all the data that has been entered on the Criteria Statement Recording Templates, the teams
begin to analyze the data under each criteria statement to determine the Strengths (area of
success/achievement), and Challenges (area requiring attention/improvement). The strengths and
challenges are entered on the Criteria Analysis Template (font size 10). These strengths and
challenges reflect a culmination of the evidence gathered on the criteria statement or criteria

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Internal Review Handbook
statement area. Sometimes the statement may reflect several questions under a criteria statement
or it may pertain to just one question. Strengths and challenges statements should be cross
referenced (by number) with the data entered on the recording templates to support and facilitate
discussion on the statement.

Some statements may be entered as both, a strength and challenge, depending upon the current
status of the issue. Only statements supported by data should be included in the Strengths
and Challenges.

From the list of Strengths and Challenges entered on the Criteria Analysis Templates the team
next generates a list of Critical Issues (issues requiring significant attention) for each Criteria
Area or Criteria Statement under their responsibility (School Organization, Leadership,
Teaching and Learning, and Climate and Culture). The team will present the Strengths,
Challenges and Critical Issues to the full group in Step Five.




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STEP FIVE

Report on Data and Consensus on Critical Issues

Data Recording and Analysis Teams orally report to the full group their list of Strengths,
Challenges and Critical Issues for each area for review assigned to them. The team should present
their data using the electronic templates provided. They should start with the Criteria Analysis
Template (strengths, challenges and critical issues), but also have available electronically the
Criteria Statement Recording Templates to show why they reached the conclusions they did or to
help answer questions. The team should also have all evidence supporting their findings
contained in the file folders on each criteria statement, including appropriate visual aids,
assessment and survey results, and noted actions and practices.

When reporting, the team should first explain to the full group the nature of the Criteria
Statements for which they were responsible and some of the questions guiding the statements.
The team report should start with an explanation of the strengths and challenges leading to the
identification of the critical issues.

Following the team report all participants are encouraged to critically analyze and discuss the data
presented for clarification and appropriate changes. The full group may suggest changes to the
analysis, which may result in deleting and/or adding strengths, challenges, or critical issues to the
criteria area being discussed. However, changes must be based on supporting evidence or data.
Before advancing to the next team’s report it is vital to the process to reach full group consensus
on the critical issues before proceeding.

In many cases Data Recording and Analysis Teams will be responsible for Criteria Statements in
more than one area (e.g., Leadership and Teaching and Learning). To maintain continuity of
thought when reporting on each Criteria Area, try to report on all the Criteria Statements in one
area before proceeding to the next. The area of Teaching and Learning will be most affected by
this as they have nine Criteria Statements as compared to two in each of the other areas. Try to
have all the statements in Teaching and Learning reported on in sequence. This may mean some
teams will have to present twice, but it helps the full group get an uninterrupted analysis of the
Teaching and Learning Area.

After all teams have presented their data analysis and consensus has been reached on all the
critical issues, the critical issues are compiled into a single list for the Goal Identification Stage.
The prioritized critical issues form the basis for the goals of the 3-5 year School Development
Plan.




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Internal Review Handbook
STEP SIX

Goal Identification

The purpose of this step is to categorize the critical issues into Goal Areas that will give direction
to the School Development Plan.

The School Development Team or facilitator compiles all critical issues into one list using the
Critical Issues to Goals Template and gives an electronic version of the template to each team.
The teams then categorize the critical issues according to the directions on the Critical Issues to
Goals Template. Some of the critical issues on the list may be considered Operational Issues.

Operational issues are those concerns that come out of the internal review but are not a direct part
of the school development plan. Operational issues usually don’t require long term planning and
can be addressed through short meetings or by taking an appropriate action. They are, however,
important to some of the partners in the school and therefore need to be recorded and acted upon
as an adjunct to the school development plan. Both the 3-5 year and the 1-year school
development plan templates provide for operational issues to be addressed. During the goal
identification stage issues that are considered operational are place in the Operational Issues
category on the Critical Issues to Goal Template.


When the teams have categorized the critical issues into Goal Areas they return to the full group
where one team presents their list of critical issues categorized into identified Goal Areas. The
other teams compare their identified Goal Areas to the one presented and through discussion
reach full group consensus on what will be the school’s Goal Areas for School Development.

The completed and agreed upon Critical Issues to Goals Template is then given to the School
Development Team to be carried forward to the next stage, goal development.

The School Development Team is responsible for collecting and filing all templates generated by
each team throughout the Internal Review process. All data should be stored in the appropriate
folders.




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Internal Review Handbook
INTERNAL REVIEW – ROLES AND RESPONSIBILITIES




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Internal Review Handbook
School Development (Leadership) Teams

The School Development Leadership Team has a general responsibility to lead, support, and
monitor the school development process at the school level. The team should be relatively small
to ensure its effective operation as a facilitating, coordinating and managing group. Each school
will determine the size, composition and membership of its team based on the circumstances of
the school community. Membership should include representatives of staff, parents, community
and students, where appropriate. The chair of the School Development (Leadership) Team plays a
key role in the School Development Process and should be chosen for his/her facilitation,
leadership and organization skills.

School Development Leadership team members undertake specific responsibilities to guide the
school through the School Development process. These responsibilities include the following:
            building a culture for school development
            generating and sustaining stakeholder participation and support for the process in a
              collaborative manner
            establishing appropriate time lines for completion of school development planning,
              activities, and implementation
            ensuring that data collection time lines and teams are in place
            ensuring that the provincial criteria statements are used to collect data in the
              Internal School Review
            receiving the raw data, completed templates and written summaries from the Data
              Recording and Analysis Team
            ensuring that the information contained in the Internal School Review report has
              been obtained, compiled and analyzed accurately and thoroughly
            storing all internal review data in an appropriate location
            providing for the facilitation of the components of the School Development model
            organizing meetings associated with the School Development process
            assisting in the implementation, monitoring and communication of the School
              Development Plan over the duration of the cycle
            assisting the external reviewer(s) during the school visit




Provincial School Development Model
                                                                                         17
Data Recording and Analysis Teams

These teams undertake specific responsibilities with regard to the recording and analysis of data.
Responsibilities include:

                recording data for designated criteria statements on the Criteria Statement
                 Recording Template
                cross-referencing data with criteria statements
                summarizing the data for each criteria area on the Criteria Analysis Template
                analyzing the data that is recorded
                making a list of Critical Issues for each criteria area
                making an oral report of the summary analysis of the data to the school
                 community
                providing a copy of the raw data for each criteria statement, along with
                 appropriate visual aids and written summaries, to the School Development Team
                encouraging the school community to critically analyze the data during its
                 presentation
                engaging in consensus decision-making to identify and prioritize critical issues
                submitting the raw data, completed templates, and written summaries to the
                 School Development (Leadership) Team




Provincial School Development Model
                                                                                           18
School Administrators




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                                      19
The school administrator as instructional leader supports the processes necessary for
successful School Development. Responsibilities include:

               being a member of the school development team
               providing for school development updates at staff meetings
               providing for regular school development meetings
               facilitating and supporting a collaborative school culture conducive to the
                School Development process
               Ensuring electronic and paper data is appropriately stored
               facilitating team-building and shared leadership
               supporting the building of a professional learning community
               modeling collaborative practices and shared-decision making
               supporting the involvement and representation of all stakeholders
               facilitating and monitoring established timelines
               ensuring accuracy, quality and appropriate depth of analysis of data
               encouraging, supporting, and participating in professional development
                activities
               acquiring and sharing professional resources with school personnel




Provincial School Development Model
School Development Program Specialists

The School Development Program Specialist serves in a facilitating and supportive
capacity during an Internal School Review. Responsibilities include:

               facilitating the building of a collaborative school culture
               facilitating team-building and consensus-building skills with school
                personnel
               facilitating the building of school-level capacity
               assisting the school with the establishment and training of a School
                Development Leadership Team and Data Recording and Analysis Teams
               assisting the school with the collection, recording and analysis of data in
                accordance with the provincial Criteria Statements
               providing for the facilitation of the components of the School
                Development model
               facilitating and monitoring established time lines
               providing follow-up support during the implementation of the School
                Development Plan
               providing opportunities for School Development teams to network to
                share their knowledge and experience
               Review goal areas with school before plan is written ensure operational
                issues are defined and appropriately placed




Provincial School Development Model
                                        Internal Review Teams and Timelines Template

  School Development         Chair:
  (Leadership) Team



         Data                      Data                  Data                    Data                  Data                    Data
  Recording/Analysis       Recording/Analysis     Recording/Analysis     Recording/Analysis     Recording/Analysis     Recording/Analysis
         Team                      Team                  Team                   Team                   Team                   Team
  Criteria Statements      Criteria Statements    Criteria Statements    Criteria Statements    Criteria Statements    Criteria Statements
       (e.g. 1,2)               (e.g. 3,4,7)           (e.g. 5,9)             (e.g. 8,13)          (e.g. 6,10,11)        (e.g. 12, 14,15)

 Chair:                  Chair:                  Chair:                 Chair:                 Chair:                 Chair:




Date Gathering Completion Date
Data Recording/ Analysis Day
Data Analysis/Reporting Day
Goal Development (½ day) Date

Provincial School Development Model
                                                              Criteria Analysis Template
Directions: Analyze the data recorded on the Criteria Statement Recording Template(s) and then enter a summary statement of that data as either a Strength or a
Challenge. Some data may be recorded as a Strength and Challenge. Remember to cross-reference your strength and challenge statements with the number of
the Criteria Statement Question(s) that it addresses. From the list of Strengths and Challenges create, through consensus, a list of Critical Issues (issues requiring
significant attention). (Use font size 10)


Criteria Area: 1. School Organization (C.1 - C.2)
                      Strengths                                                                                     Challenges




                                                                       Critical Issues




Provincial School Development Model
                                                           Criteria Analysis Template
Directions: Analyze the data recorded on the Criteria Statement Recording Template(s) and then enter a summary statement of that data as either a Strength or
a Challenge. Some data may be recorded as a Strength and Challenge. Remember to cross-reference your strength and challenge statements with the number
of the Criteria Statement Question(s) that it addresses. From the list of Strengths and Challenges create, through consensus, a list of Critical Issues (issues
requiring significant attention). (Use font size 10)

Criteria Area: 2. Leadership (C.3 - C.4)
                      Strengths                                                                                 Challenges




                                                                     Critical Issues




Provincial School Development Model
                                                           Criteria Analysis Template
Directions: Analyze the data recorded on the Criteria Statement Recording Template(s) and then enter a summary statement of that data as either a Strength or
a Challenge. Some data may be recorded as a Strength and Challenge. Remember to cross-reference your strength and challenge statements with the number
of the Criteria Statement Question(s) that it addresses. From the list of Strengths and Challenges create, through consensus, a list of Critical Issues (issues
requiring significant attention). (Use font size 10)


Criteria Area: 3. Teaching and Learning (C.5 - C.13)
                      Strengths                                                                                 Challenges




                                                                     Critical Issues




Provincial School Development Model
                                                           Criteria Analysis Template
Directions: Analyze the data recorded on the Criteria Statement Recording Template(s) and then enter a summary statement of that data as either a Strength or
a Challenge. Some data may be recorded as a Strength and Challenge. Remember to cross-reference your strength and challenge statements with the number
of the Criteria Statement Question(s) that it addresses. From the list of Strengths and Challenges create, through consensus, a list of Critical Issues (issues
requiring significant attention). (Use font size 10)


Criteria Area: 4. Climate and Culture (C.14 - C.15)
                      Strengths                                                                                 Challenges




                                                                     Critical Issues




Provincial School Development Model
                              Critical Issues to Goals Template

Directions: List (copy and paste) all the Critical Issues from the Criteria Area Analysis Templates on this
template. Create a running list. Do not number, bullet, or designate the Criteria Area of the critical issue.

To categorize the critical issues into Goal Areas, begin by placing (copy and paste) all the critical issues
that are considered operational issues into the operational issues category on the Template below. Next,
categorize the remaining critical issues into Goal Areas by looking for similarities or themes. Place all
similar issues into a Goal Area box on the Template below and then give the goal area a name. Try to
limit the Goal Areas to four (4) plus the operational category. Some critical issues may belong in more than
1 Goal Area.



                                      Critical Issues Template




Provincial School Development Model
                                      Goal Area (Similar Critical Issues)   Goal Name


                                                                              (Name)


                                                                              (Name)




                                                                              (Name)



                                                                              (Name)




Operational
  Issues




Provincial School Development Model

								
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