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Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts.

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Title: Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts.
Authors: Cockerill, Maria1 (AUTHOR) maria.cockerill@qub.ac.uk, Grieveson, Tom2 (AUTHOR), Bingham, Stephanie3 (AUTHOR), O'Keeffe, Joanne1 (AUTHOR)
Source: Education Sciences. Jan2025, Vol. 15 Issue 1, p52. 28p.
Subject Terms: *Educational leadership, *School administrators, *Educational outcomes, *Self-evaluation, *Educational equalization, Interdependence theory
Abstract: Equity of education outcomes for all children continues to be a shared goal amongst education leaders, post-pandemic. In England, issues of underachievement are of particular concern in socio-economically disadvantaged regions. Nevertheless, a minority of schools demonstrate high achievement for students from high-poverty backgrounds. This paper reports on the process of co-designing a school self-evaluation tool aligned to seven key indicators which previous research findings suggest, if implemented together, enable school leaders to promote high academic achievement and well-being for all children. Guided by social interdependence theory, successful local school leaders worked collaboratively, supported by education researchers, to develop self-evaluation tools and peer-support structures. Together, they created the 'High Achievement Review Programme' (HARP). We discuss the co-design process of HARP, including the developed evaluation tools for schools. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Equity of education outcomes for all children continues to be a shared goal amongst education leaders, post-pandemic. In England, issues of underachievement are of particular concern in socio-economically disadvantaged regions. Nevertheless, a minority of schools demonstrate high achievement for students from high-poverty backgrounds. This paper reports on the process of co-designing a school self-evaluation tool aligned to seven key indicators which previous research findings suggest, if implemented together, enable school leaders to promote high academic achievement and well-being for all children. Guided by social interdependence theory, successful local school leaders worked collaboratively, supported by education researchers, to develop self-evaluation tools and peer-support structures. Together, they created the 'High Achievement Review Programme' (HARP). We discuss the co-design process of HARP, including the developed evaluation tools for schools. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci15010052