TY - JOUR
T1 - Promoting high achievement for disadvantaged students: co-designing a school self-evaluation process aligned to evidence of successful leadership practice across five English districts
T2 - Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts
AU - Cockerill, Maria
AU - Grieveson, Tom
AU - Bingham, Stephanie
AU - O'Keeffe, Joanne
N1 - Publisher Copyright:
© 2025 by the authors.
PY - 2025/1/7
Y1 - 2025/1/7
N2 - Equity of education outcomes for all children continues to be a shared goal amongst education leaders, post-pandemic. In England, issues of underachievement are of particular concern in socio-economically disadvantaged regions. Nevertheless, a minority of schools demonstrate high achievement for students from high-poverty backgrounds. This paper reports on the process of co-designing a school self-evaluation tool aligned to seven key indicators which previous research findings suggest, if implemented together, enable school leaders to promote high academic achievement and well-being for all children. Guided by social interdependence theory, successful local school leaders worked collaboratively, supported by education researchers, to develop self-evaluation tools and peer-support structures. Together, they created the ‘High Achievement Review Programme’ (HARP). We discuss the co-design process of HARP, including the developed evaluation tools for schools.
AB - Equity of education outcomes for all children continues to be a shared goal amongst education leaders, post-pandemic. In England, issues of underachievement are of particular concern in socio-economically disadvantaged regions. Nevertheless, a minority of schools demonstrate high achievement for students from high-poverty backgrounds. This paper reports on the process of co-designing a school self-evaluation tool aligned to seven key indicators which previous research findings suggest, if implemented together, enable school leaders to promote high academic achievement and well-being for all children. Guided by social interdependence theory, successful local school leaders worked collaboratively, supported by education researchers, to develop self-evaluation tools and peer-support structures. Together, they created the ‘High Achievement Review Programme’ (HARP). We discuss the co-design process of HARP, including the developed evaluation tools for schools.
KW - attainment gap
KW - collaborative engagement
KW - disadvantage
KW - educational equity
KW - integrated leadership
KW - school self-evaluation
KW - social interdependence
U2 - 10.3390/educsci15010052
DO - 10.3390/educsci15010052
M3 - Article
AN - SCOPUS:85216015250
SN - 2227-7102
VL - 15
JO - Education Sciences
JF - Education Sciences
IS - 1
M1 - 52
ER -