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School self-evaluation for school improvement - ed

Christopher Chapman and Pamela SammonsSchool self-evaluation for School improvement : what works and why? School self-evaluation for School improvement : what works and why? Copyright CfBT Education Trust 2013. The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education improvement : international reviews of best practiceWorking with partners including the Department of Education at Oxford University, the Centre for Equity in Education at the University of Manchester, the University of Glasgow, the University of Nottingham and the Hong Kong Institute of Education, CfBT Education Trust has commissioned a series of reviews of international literature.

In terms of school improvement, teachers and school leaders are the key change agents for improvement and self-evaluation is a necessary but insufficient ingredient to stimulate school improvement. Five phases are outlined for school improvement activity:

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