LM4

Self-evaluation, improvement planning and quality assurance

Outstanding
6

Rigorous self-evaluation
and systematic
approaches to quality
assurance are led by the
leader and are fully
embedded. The
improvement plan is a
pivotal factor in school/
department/section
decisions. The leader
facilitates discussion and
monitoring by all
staff/team to determine
the impact on student
learning and teacher
efficacy.
The leader and staff/team
have a very well defined
process and use a
balanced variety of data
sources to consistently
analyse student and
school/ department/
section performance. This
data is used to track
progress and evaluate the
impact of current
practices.
The leader through
ensuring consistency in all
policies and improvement
planning effectively
communicates to all
staff/team members and
guarantees all goals and
targets are achievable and
measurable. As such,
there is evidence that all
areas of improvement

LM4 Self-evaluation, improvement planning and quality assurance

Very Good
Good
Acceptable
Weak
5
4
3
2

Very Weak
1

Rigorous self-evaluation
and systematic
approaches to quality
assurance are led by the
leader and are embedded.
The improvement plan
supports
school/department/sectio
n decisions and is
monitored by the leader
to determine its impact on
student learning and
teacher efficacy.

There is evidence of
systematic and effective
quality assurance in key
areas directly affecting
student achievement,
demonstrating that the
leader knows the
school/department/sectio
n well. The strategic
improvement plan guides
the decision-making of
the
school/department/sectio
n.

The leader ensures that

the schools/teams
priorities are based on
sound analysis of its
performance and provides
an accurate view of the
school. School/team
decisions are made with
some guidance from the
school/department/sectio
n improvement plan.

Self-evaluation is
underdeveloped and in
places it is inaccurate in
conclusions, therefore
leaders do not have a full
and realistic view of the
schools/teams strengths
and weaknesses.
School/team decisions are
made without regard to
the school/ department/
section improvement
plan.

Self-evaluation is
inaccurate, very limited or
non-existent. The leader
has inaccurate views
regarding the
school/department/sectio
n performance and
standards.

The leader and staff/team

have a well-defined
process and use a variety
of data sources to
effectively analyse
student and
school/division
performance. This data is
used to track progress and
gauge the impact of
current practices.

The leader and staff/team

are committed to
frequent analysis of
student and
school/division
performance data as a
measure of quality and to
assess the impact of
improvement efforts.

There is limited evaluation

of student and
school/team progress
using some school data
sources. The leader
develops an improvement
plan independently which
includes goals, targets and
strategies, but lacks any
connection to the data
analysis.

There is very limited

evaluation of student and
school/team progress
using some school data
sources. The leader,
independently, develops
an improvement plan that
includes goals, targets and
strategies, but lacks any
connection to the data
analysis.

There is very limited

evaluation of student and
school/team progress
using incomplete school
data. The leader,
independently, develops
an improvement plan that
includes goals and targets
but lacks strategies, and
any connection to data
sources.

The leader through

ensuring consistency in
policies and improvement
planning effectively
communicates to most
staff/team members and
guarantees that most
goals and targets are
achievable and
measurable. As such,
there is evidence that

The leader through use of

policies and improvement
planning communicates to
most staff/team members
and provides goals and
targets that are
achievable and
measurable. There is
evidence that the majority
of areas of improvement
have been addressed.

The leader addresses, in

general terms, quality
assurance and
improvement efforts.

The leader inconsistently

addresses quality
assurance and
improvement efforts.

The leader fails to monitor

or address most
improvement efforts.

have been successfully

addressed.

significant areas of
improvement have been
successfully addressed.