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to be reviewed is the SDP.

The aim of this assignment is to help in the process of evaluating the ownership of the SDP by the teaching staff in School X (which is a pseudo name) which was founded as a secondary school in 1998 under the present Principal. Some of the teachers used to teach there before, when it was a primary school. Coming from an international experience the principal used the same organisational techniques for school development planning. This work examines:

To what extent does the development planning process helps school improvement?

To what extent does collegiality helps in school development planning?

How far the staff is involved in the development planning?

To what extent does the teaching staff own the development plan?

The recent preoccupations in School X are the above mentioned issues. These matters are investigated through a questionnaire distributed amongst fifteen teachers coming from different departments with different numbers of teaching experience and five LSAs and through analysing the school development programme.
literature review

To what extent does the development planning process helps school improvement?

Davies and Ellison (1992, p1) argue that effective schools need to plan and planning leads to setting objectives. Through planning the staff will know what is going on in school especially when the school is large. With this innovation, all the staff works towards common aims and objectives (ibid. pp7-8). Likewise Hargreaves and Hopkins say that school’s effectiveness depends on a school culture which is open to new ideas.

“Successful schools realize that development planning is about creating a school culture which will support the planning and management of changes of many different kinds.” (Hargreaves and Hopkins 1991, p16)

An SDP can be developed to organise, guide and mange the school to keep up with the national standards of education. Braithwaite (1994, p143) says that in many countries an SDP is used to institutionalise in a narrow timescale the national policy of education. Hopkins and Lagerweij (1996, p77), say that the SDP contributes in creating a better environment for students’ learning but it does not increase students’ progress.

An SDP should be considered as a stepping stone for school improvement and change through which schools reflect on their strengths and weaknesses and set goals to strengthen what is good and to improve what is weak. All the areas of improvement must be listed down in a ranking order to identify priorities. Bruce Joyce (1991, cited in Hopkins and MacGilchrist, 1998, p409), describes planning as a ‘door’ to school improvement. The SDP document includes targets and audits; mission statement; school ethos; a list of the staff and committee members which involves the Parents and Teacher’s Association and the Students’ council; and a timetable for the formulation of the SDP. According to Hopkins and MacGilchrist (1998, p410), today’s school planning is more student oriented than it was before.

The SDP document is sustained by action plans that help to achieve the desired aims. A good SDP includes all aspects of schooling: resources, teachers, students, and parents, other personnel, teaching methods, assessment techniques, school policies and even the monetar本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。