The process of self-evaluation and priority planning for schools with the CIE Tool for analysis of school environment

The process of self-evaluation and priority planning for schools with the CIE Tool for analysis of school environment Pixabay.com

Regulations on quality management in institutions require that schools undertake an annual self-assessment in terms of school management and education process.

This training will prepare school teams about how to perform a self-evaluation structured in four areas - school management, pedagogical practices, child safeguarding and partnership with parents, as well as to plan concrete steps to improve afterwards. The participants will get to know the CIE tool for analysis of the school environment, which will serve the school in the process of self-evaluation and planning priorities with a focus on building an inclusive environment.

During the training participants will have the opportunity to get acquainted with the process of self-evaluation. Thanks to the Tool for analysis of the school environment the school will be able to assess its achievements and paths to desired development in the above four areas. Based on real discussions about the results obtained in self-assessment, resources and shared vision the school could draw their own realistic path of development and at the same time to meet the goals for self-assessment process set by the new law requirements.

During the training participants will receive specific recommendations related to the optimization and implementation of the self-assessment process with the Tool for the environment analysis according to the principles of inclusive education.

Duration: 16 hours
Number of training credits: 1

For more information: Dobrin Georgiev, d.georgiev@cie-bg.eu, 00359 889 73 42 56 

One School for All

One School for All is our most encompassing and wide-reaching cause, our raison d’etre. Our ultimate goal is comprehensive introduction and application of the principles of inclusive education.

Inclusive education is a process of changing the school environment based on respect and acceptance of other people. It implies wise management of school processes in a way which makes children feel supported to develop their capacity and to overcome hardships; which makes teachers feel encouraged and confident that they are able to cope with the growing challenges, while parents are able to assume their responsibility and role in partnership with schools.   
 

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