SELF-EVALUATION

 

Self-evaluation represents an internal assessment of a school’s quality. It is a process where staff, students, and parents analyze the school’s work by addressing three key questions:

• • How successful is the school?
• • How do we know that?
• • What needs to be done to make it even better?

This assessment is conducted every five years and covers all areas defined by quality standards. The school organizes the process independently through annual plans that specify priorities, activities, timeframes, and responsibilities. In this way, institutions gain the opportunity to monitor their own development and act as equal partners with educational authorities in ensuring quality.

 

External Evaluation

 

External evaluation is conducted by the Ministry of Education and the Institute for the Evaluation of the Quality of Education. At least once every five years, the quality of a school’s work is assessed based on nationally defined standards.

Unlike self-evaluation, which may sometimes be subjective, external evaluation provides a more objective perspective on the strengths and weaknesses of a school’s work. While it may not directly improve quality on its own, it highlights the school’s strong and weak points and encourages further improvement.

 

WHAT IS EVALUATED?

The quality of a school’s work is observed through three main dimensions:

• Conditions (resources, equipment, staffing),
• Procese (teaching, learning, student support),
• Results (student achievement, values, and school culture).

Based on these dimensions, seven key areas of quality have been defined:

1. School curriculum and annual work plan,
2. Teaching and learning,
3. Student achievements,
4. Student support
5. Ethos and school culture,
6. Leadership and organization,
7. Resources.

Each area is defined by clear quality standards and indicators. Altogether, there are 30 standards and 158 indicators used to measure performance.

 

HOW IS SUCCESS MEASURED?

Evaluation is based on three sources:

• Documentation (programs, reports, exam results),
• Observation (teaching, activities, use of resources),
• Interviews (with students, teachers, parents, and school management).

Each standard is rated on a four-level scale:
1 – not achieved,
2 – partially achieved,
3 – well achieved,
4 – fully achieved.

 

CONCLUSION

 

The process of evaluating a school is not merely an administrative requirement but a mechanism that allows schools to identify strengths, recognize weaknesses, and set the foundation for future development. In doing so, every school ensures it fulfills its core mission – to provide students with high-quality, modern, and stimulating education.

 

WHAT ARE THE QUALITY STANDARDS FOR AN EDUCATIONAL INSTITUTION?

 

As already mentioned, seven areas of institutional quality have been defined, covering all key aspects of a school’s work. But where do the quality standards fit within these seven areas? Each area consists of specific quality standards—there are  30 standards in total — and each standard is further defined by indicators; there are 158 indicators in total.

(The attached image shows a graphic representation of the relationship between areas of quality, quality standards, and quality indicators.)

 

In the following section you can see the quality standards and their indicators for each of the seven areas of institutional quality:

 

AREA 1: SCHOOL CURRICULUM AND THE SCHOOL’S ANNUAL WORK PLAN

 

Standard 1.1. The school curriculum and the annual work plan are prepared in accordance with regulations. 1.1.1. The curriculum contains all elements required by law. 1.1.2. The curriculum is based on the national syllabus. 1.1.3. The school’s annual work plan is based on the school curriculum. 1.1.4. Subject global/annual plans are an integral part of the annual work plan. 1.1.5. The annual work plan includes specific programs of educational work.

Standard 1.2. The elements of the curriculum and the annual work plan are mutually aligned. 1.2.1. The annual work plan incorporates the action plan from the school development plan for the current year. 1.2.2. The structural elements of the curriculum are operationalized in the annual work plan. 1.2.3. Subject programs are aligned in content within each grade. 1.2.4. Subject programs are aligned in timing within each grade.

Standard 1.3. The annual work plan enables the attainment of educational goals and standards. 1.3.1. Subject annual plans state learning objectives by grade. 1.3.2. Subject annual plans include educational standards. 1.3.3. Subject annual plans provide for checking the achievement of the prescribed educational standards or of the subject learning goals specified in the national program. 1.3.4. Teachers’ operational/monthly plans specify the content through which the subject’s learning goals in a given grade will be achieved.

Standard 1.4. The curriculum and annual work plan are oriented toward meeting diverse student needs. 1.4.1. The annual work plan includes a list of elective subjects prepared based on available resources. 1.4.2. Teachers have adapted the annual work plan to the specific features of each class. 1.4.3. The annual work plan provides for the development of IEPs (Individual Education Plans) based on analysis of student progress. 1.4.4. Optional programs and plans for extracurricular activities are prepared according to students’ interests and available resources. 1.4.5. The annual work plan specifies responsibilities, timelines, and implementation methods for the Program for the Protection of Students from Violence, Abuse, and Neglect. 1.4.6. The curriculum includes special programs for bilingual student populations.

 

AREA 2: TEACHING AND LEARNING

Standard 2.1. The teacher applies appropriate didactic-methodological solutions in class. 2.1.1. The teacher clearly states the learning objectives. 2.1.2. The teacher gives instructions and explanations that are clear to students. 2.1.3. The teacher highlights the key concepts students should learn. 2.1.4. The teacher uses teaching methods that are effective for the lesson’s objective. 2.1.5. The teacher gradually poses more complex questions/tasks/requirements.

Standard 2.2. The teacher teaches students various learning techniques during class. 2.2.1. The teacher teaches students how to use different approaches to solving tasks/problems. 2.2.2. The teacher teaches students how to connect new material with what was previously learned. 2.2.3. The teacher teaches students how to relate subject content to real-life examples. 2.2.4. The teacher teaches students to connect content across different subject areas. 2.2.5. The teacher teaches students to set their own learning goals.

Standard 2.3. The teacher adapts instruction to students’ educational needs. 2.3.1. The teacher adjusts requirements to students’ abilities. 2.3.2. The teacher adjusts the pace of work to differing student needs. 2.3.3. The teacher adapts materials to individual characteristics of students. 2.3.4. The teacher dedicates time to students in line with their educational needs. 2.3.5. The teacher implements specific tasks/activities/materials based on IEPs for students who need additional support.

Standard 2.4. Students acquire knowledge during class. 2.4.1. Students are interested in classwork. 2.4.2. Students actively participate in class. 2.4.3. Student work/activities show understanding of the lesson’s subject matter. 2.4.4. Students use available sources of knowledge. 2.4.5. Students use feedback to solve tasks/improve learning. 2.4.6. Students assess the accuracy of answers/solutions. 2.4.7. Students can explain how they arrived at a solution.

Standard 2.5. The teacher manages the learning process effectively. 2.5.1. The teacher efficiently structures and links parts of the lesson. 2.5.2. The teacher uses class time effectively. 2.5.3. The teacher establishes and maintains discipline constructively, in line with agreed rules. 2.5.4. The teacher uses available teaching aids functionally. 2.5.5. The teacher guides student interaction so it supports learning (uses student questions, ideas, comments in classwork). 2.5.6. The teacher checks whether lesson objectives have been achieved.

Standard 2.6. The teacher uses assessment procedures that support further learning. 2.6.1. The teacher assesses in accordance with the Rulebook on Student Assessment. 2.6.2. The teacher adjusts requirements to students’ abilities. 2.6.3. The teacher acknowledges student progress. 2.6.4. The teacher provides complete and understandable feedback on student work. 2.6.5. The teacher teaches students how to evaluate their own progress.

Standard 2.7. The teacher creates a stimulating classroom climate. 2.7.1. The teacher shows respect for students. 2.7.2. The teacher demonstrates empathy toward students. 2.7.3. The teacher responds appropriately to instances of disrespect among students. 2.7.4. The teacher uses various methods to motivate students. 2.7.5. The teacher allows students to ask questions, discuss, and comment on the subject matter.

 

AREA 3: STUDENT EDUCATIONAL ACHIEVEMENT

 

Standard 3.1. Student success shows that educational standards are achieved. 3.1.1. Final exam/matura results show achievement of the basic level of standards. 3.1.2. Final exam/matura results show achievement of the intermediate level of standards. 3.1.3. Final exam/matura results show achievement of the advanced level of standards. 3.1.4. Students who need additional support achieve in line with individual learning goals/adjusted standards. 3.1.5. School grades are aligned with final/matura/national exam results. 3.1.6. National/final exam results show the school has achieved outcomes at the level of the national average.

Standard 3.2. The school continuously contributes to higher student success. 3.2.1. The school implements procedures to monitor student success. 3.2.2. The number of students who dropped out is the same as or lower than the previous school year. 3.2.3. Students attending remedial classes show progress. 3.2.4. Students with IEPs make progress in line with the goals set in the plan. 3.2.5. Students engaged in enrichment activities make progress in line with targets. 3.2.6. Average final exam results are better than in the previous year.

AREA 4: STUDENT SUPPORT

Standard 4.1. A system of student support operates in the school. 4.1.1. Students are informed about the types of learning support the school provides. 4.1.2. Support measures are taken based on analysis of student achievement. 4.1.3. The school communicates with families in providing support. 4.1.4. Teams function to support students’ adjustment to school life. 4.1.5. The school cooperates with relevant institutions in providing support.

Standard 4.2. The school fosters students’ personal, professional, and social development. 4.2.1. The offer of extracurricular activities meets varied needs and interests, in line with resources. 4.2.2. Programs/activities are organized to develop social skills (constructive problem-solving, nonviolent communication, etc.). 4.2.3. Student participation in extracurriculars is the same as or higher than the previous year. 4.2.4. Healthy lifestyles are promoted. 4.2.5. Environmental protection and sustainable development are promoted. 4.2.6. Teaching fosters students’ professional orientation/development.

Standard 4.3. A support system for students from vulnerable groups operates in the school. 4.3.1. The school undertakes activities to enroll students from vulnerable groups. 4.3.2. The school takes measures to ensure regular attendance of students from vulnerable groups. 4.3.3. Individualized approaches/IEPs are applied for all students from vulnerable groups. 4.3.4. Compensatory programs/activities are organized to support learning for students from vulnerable groups. 4.3.5. The school cooperates with relevant institutions and individuals in supporting vulnerable groups.

 

AREA 5: ETHOS

 

Standard 5.1. Interpersonal relations in the school are regulated. 5.1.1. Norms regulating behavior and responsibility are consistently respected. 5.1.2. Mutual respect is visible in personal interactions. 5.1.3. Measures and sanctions are prescribed for discriminatory behavior. 5.1.4. Defined procedures are applied to help new students and teachers adapt to the school environment.

Standard 5.2. Student and teacher achievements are supported and promoted. 5.2.1. Achievements are publicly highlighted and promoted. 5.2.2. Students and teachers express high expectations of results. 5.2.3. An internal system of rewards for achievements is applied. 5.2.4. Various school activities are organized to give everyone the chance to succeed. 5.2.5. Achievements of students with disabilities are specially promoted.

Standard 5.3. The school is a safe environment for all. 5.3.1. A clear, explicit negative stance toward violence is evident. 5.3.2. A network functions for addressing incidents of violence. 5.3.3. Preventive activities are organized to enhance safety. 5.3.4. All cases of violent behavior are monitored and analyzed. 5.3.5. When violence occurs, intervention measures are applied in line with the Protocol on the Protection of Children/Students from Violence, Abuse, and Neglect in educational institutions.

Standard 5.4. The school environment is pleasant for everyone. 5.4.1. The entrance area conveys a sense of welcome. 5.4.2. Facilities are adapted for students with disabilities. 5.4.3. A dedicated space is used for private teacher–student/parent conversations. 5.4.4. Student work predominates in the decoration of school spaces.

Standard 5.5. Collaboration is developed at all levels. 5.5.1. Cooperation among governing, professional, and advisory bodies is organized. 5.5.2. The student parliament receives support for its work. 5.5.3. Teaching staff consider and accept student initiatives in a timely manner. 5.5.4. The school develops and nurtures diverse forms of active parent participation. 5.5.5. Joint student–teacher activities are organized to strengthen the sense of belonging. 5.5.6. The school cooperates with community stakeholders. 5.5.7. A system of regular parent communication about school activities/functions is in place.

 

AREA 6: SCHOOL ORGANIZATION AND LEADERSHIP

Standard 6.1. Planning and programming are mutually aligned. 6.1.1. All mandatory documents are adopted following legal procedures. 6.1.2. The development plan is based on the self-evaluation report. 6.1.3. The development plan is based on reports on the achievement of educational standards. 6.1.4. A plan exists for securing and using financial resources.

Standard 6.2. The principal organizes the school’s work effectively and efficiently. 6.2.1. The principal ensures the smooth running of school operations. 6.2.2. A clear organizational structure with defined procedures and responsibilities exists. 6.2.3. The principal sets clear expectations for staff regarding tasks/expected changes. 6.2.4. Staff duties are evenly distributed. 6.2.5. Professional bodies and teams are formed according to staff competencies. 6.2.6. A system for informing about all important school matters is developed.

Standard 6.3. The principal’s leadership enhances school improvement. 6.3.1. The principal effectively leads the teachers’ council. 6.3.2. The principal participates in professional teams. 6.3.3. The principal involves staff in decision-making. 6.3.4. The principal takes timely measures to resolve students’ everyday issues within the school’s capabilities. 6.3.5. In decision-making, the principal considers parent council proposals that improve the school’s work. 6.3.6. The principal uses various mechanisms to motivate employees.

Standard 6.4. A system for monitoring and evaluating quality operates in the school. 6.4.1. The principal provides instructional insight and supervision of teaching in line with plans and needs. 6.4.2. Professional bodies systematically monitor and analyze student achievement and conduct. 6.4.3. The principal undertakes measures to improve teaching based on monitoring and evaluation results. 6.4.4. Professional associates provide pedagogical-instructional support in line with plans and needs. 6.4.5. The self-evaluation team continuously conducts school self-evaluation in line with regulations and needs. 6.4.6. Data from the Education Information System (JISP) are used to improve school work.***

Standard 6.5. The principal’s leadership enables school development. 6.5.1. Through dedication and conduct, the principal leads by example. 6.5.2. The principal is open to change and initiates innovation. 6.5.3. The principal demonstrates trust in employees and their abilities. 6.5.4. The principal fosters lifelong learning for everyone in the school. 6.5.5. The principal plans personal professional development based on self-evaluation. 6.5.6. The principal develops cooperation with other institutions, organizations, and the local community. 6.5.7. The principal advances school development through negotiation and rallying others around shared goals.

 

AREA 7: RESOURCES

 

Standard 7.1. The necessary human resources are ensured. 7.1.1. The number of teachers and professional associates is adequate for the student body. 7.1.2. Teaching staff have the prescribed qualifications. 7.1.3. The number of non-teaching staff conforms to regulations. 7.1.4. Non-teaching staff have appropriate qualifications. 7.1.5. Volunteers are included in school activities.

Standard 7.2. Human resources are directed toward quality. 7.2.1. Employees improve their professional practice based on self-evaluation results. 7.2.2. Employees undertake professional development in line with the annual PD plan and the school’s capacities. 7.2.3. Teachers and support services collaborate within professional bodies as needed to improve teaching and learning. 7.2.4. Interns are inducted according to the induction program. 7.2.5. Employees apply newly acquired knowledge from areas in which they trained.

Standard 7.3. Material and technical resources (facilities, equipment, teaching aids) are ensured. 7.3.1. The school is physically safe. 7.3.2. Premises meet health and hygiene requirements. 7.3.3. Adequate workspace exists in accordance with norms. 7.3.4. Facilities are equipped in line with regulations. 7.3.5. The school has the necessary teaching aids for quality instruction.

Standard 7.4. Material and technical resources are used functionally. 7.4.1. Space is used in line with the plan for using school premises. 7.4.2. Teaching aids are used according to the usage plan. 7.4.3. Teaching aids are used to achieve teaching quality. 7.4.4. Off-site resources are used to achieve teaching and learning goals.

MEASURING THE ATTAINMENT OF STANDARDS

The level of attainment depends on the number of indicators present, assessed on the basis of:
◆ Documents: curriculum, annual work plan, school development plan, self-evaluation report, school work report, student records, exam and assessment results;
◆ Observation of activities: lessons, day-to-day school activities, use of resources, school climate;
◆ Interviews: with the principal, teachers, students, parents, and school board members.

Attainment of a standard is expressed on four levels:
1 – standard not achieved,
2 – standard partially achieved,
3 – standard well achieved,
4 – standard fully achieved.