Newsletters


2020-05-05
Newsletter 310 - Research Northern Cape - School A


SCHOOL SELF EVALUATION – 2018

School A

Teachers

20copiesT

Grade 6 - Learners

75copies

SGB (Parent component)

08copies

n/a

7 – 35%

69 – 92%

4 – 50%

 

 

The value of the outcome of a school self evaluation is determined by;

  1. The level of participation during the input (compliance)
  2. The quantitative participation during input (scope & depth)
  3. The quality of participation during input (valid & credible & legitimate)
  4. The nature of the evaluation of the feedback/input received from participants (external evaluation)
  5. The size and representation of the participation
  6. The meaning attached to the outcome (importance)
  7. The lessons learnt and practical actions taken.

LEARNER FEEDBACK

 

What are our character strengths?

Most frequent strengths mentioned

  • GRIT
    • Finish what you start
    • Stay committed to your goals
    • Work hard
  • OPTIMISM
    • You believe that effort will improve your future
    • Stay motivated
  • GRATITUDE
    • You know what other people do for you
    • Appreciate the opportunities
    • Say thank you
  • GROWTH MINDSET
    • Take on new challenges
    • You believe you can get smarter
    • You are able to talk about what you learnt
  • ZEST
    • Active participation
    • Enthusiastic
    • Exited and full of energy

What are the areas of greatest concern in our school?

Learners reporting on their attitude state that they are overwhelmingly good, calm and positive. A minority reported (less than 10%) their attitude as being bad and aggressive

  • Greatest concern
    • School toilets
    • During school functions and excursions
    • Relationship with peers, parents, teachers
    • Homework
    • Late with handing in work
    • Caring for others at school
    • Playing in the classroom

 

Rights & Responsibilities

The overwhelming majority of learners do not

  • Feel safe at school 
  • Do not abide by the school rules
  • Know their rights and responsibility 
  • Know what the school expects from them.

“Positive School Discipline”

These responses from learners are very intriguing. The learners seem divided on the social use and benefit of positive discipline in the school. A significant number (less than 50%) of learners are either unsure to ward disagreement of its value. A small majority of learners (just more than 50%) embrace the principles of positive discipline;

  • It helps learners to succeed ad thrive in school
  • It uses discipline to teach rather than punish learners
  • It is a system which parents and the school should follow
  • All role-players has a role to play
  • There are no bad children only good and bad behavior

 

TEACHER FEEDBACK

 

What are our character strengths?

Most frequent strengths mentioned

  • Forgiveness
  • Teamwork
  • Fairness
  • Kindness
  • Love

What are the areas of greatest concern in our school?

Teachers reporting overwhelmingly on their attitude state that they are calm and positive. A minority view as being aggressive has also been recorded

  • Greatest concern
    • School toilets
    • During school functions and excursions
    • General appearance (uniform, hair, nails)
    • Relationship with peers, teachers, parents
    • Homework
    • Teachers not prepared and teaching
    • School feeding
    • No teacher in the classroom
    • Teacher coming late to class
    • Late with handing in work

Rights & Responsibilities

The overwhelming majority of teachers DONT feel safe at school and a small minority do not abide by the school rules whilst the overwhelming majority knows their;

  • Rights
  • Responsibility
  • What the school expects from them.

“Positive School Discipline”

The overwhelming majority of teachers embrace the principles of positive discipline.

  • It helps learners to succeed ad thrive in school
  • It uses discipline to teach rather than punish learners
  • It is a system which parents and the school should follow
  • All role-players has a role to play
  • There are no bad children only good and bad behavior

 

SGB (PARENT COMPONENT FEEDBACK)

 

What are our character strengths?

  • Leadership
  • Teamwork
  • Humor
  • Perseverance

What are the areas of greatest concern in our school discipline?

The general attitude of the SGB (parent component) is unanimously positive. The responses from the SGB are mixed and diverse. There appears not to be a clear picture emerging of the areas of greatest and least concern

  • Greatest concern
    • No clear picture
  • Least concern
    • Homework
    • School toilets
    • Class-work
    • Lessons starting late
    • School feeding
    • Playing with other schools
    • School functions and excursions
    • Unprepared teachers
    • Relationship with teachers, peers and parents
    • Teachers coming late
    • Lessons starting late

Rights & Responsibilities

The SGB (parent members) feel safe at school and abide by the school rules and knows their;

  • Rights
  • Responsibility
  • What the school expects from them.

“Positive School Discipline”

The SGB embraces strongly the following aspects of positive discipline;

  • It helps learners to succeed ad thrive in school
  • It is a system which parents and the school should follow
  • All role-players has a role to play
  • There are no bad children only good and bad behavior

 

 

 



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