Αυτοαξιολόγηση της σχολικής μονάδας

Abstract

School self-evaluation is an innovative project as it is defined as a systematic and autonomous process of the school unit. This exercise is based on recognizing the "autonomy" of schools and enhancing to some extent the freedom of teachers to implement their educational and pedagogical work.

This process is linked to many factors (resources and resources, organizational and administrative structures, educational processes, etc.). It concerns the school unit and adapts to its particularities, without having a comparative character among the different school units. The present paper aims to present a case (example) from a school unit in which the self-assessment process was implemented during the school year 2014-15. In this example, school reality is presented through three levels of analysis: areas, indicators and criteria per indicator of the educational project. From the General Assessment of the school image, quantitative and qualitative evidence, as well as indicators with a positive emphasis (eg co-ordination of school life, development of innovative interventions etc.) and indicators with negative emphasis (eg the logistic infrastructure of the school etc.). Through the self-assessment of the particular school, the advantages (eg improvement of the school climate etc.) and the disadvantages (eg bureaucratic procedures, etc.) observed.