The extent to which the school development plan is owned by the teaching staff in School X: an evaluation of the process.
The term ‘development planning’ was introduced officially in schools in 1991. Past forms of planning were not published for the personal use of the staff and perhaps it lacked from organisational techniques. Constable (1994, p93) argues that teachers feel the need to be involved in the school development planning process and to have a copy of the document itself for personal use. A school development plan (SDP) serves as a tool for the school to: evaluate its present position; become aware of its challenges; identify methods to deal with them; make the necessary changes for school improvement; and help to evaluate the school’s success (Hargreaves and Hopkins, 1991, p4).
Most successful schools design their development planning programme with a vision of improving pupils’ achievement. Frost et al (2000, cited in Busher, 2002, p281), argues that it is very important to consider an evaluation of the present situation as the starting point for a “planning cycle”. Having done this then they move to set the targets (Hopkins and Lagerweij
The extent to which the school development plan is owned by the teaching staff in School X: an evaluation of the process.The term ‘development planning’ was introduced officially in schools in 1991. Past forms of planning were not published for the personal use of the staff and perhaps it lacked from organisational techniques. Constable (1994, p93) argues that teachers feel the need to be involved in the school development planning process and to have a copy of the document itself for personal use. A school development plan (SDP) serves as a tool for the school to: evaluate its present position; become aware of its challenges; identify methods to deal with them; make the necessary changes for school improvement; and help to evaluate the school’s success (Hargreaves and Hopkins, 1991, p4).Most successful schools design their development planning programme with a vision of improving pupils’ achievement. Frost et al (2000, cited in Busher, 2002, p281), argues that it is very important to consider an evaluation of the present situation as the starting point for a “planning cycle”. Having done this then they move to set the targets (Hopkins and Lagerweij
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