Abstract
This article refers to a study on how the school principal engaged in the process after a school self-evaluation. The study examined how two primary schools followed up the evaluation. Although they both used the same evaluation tool, the schools’ understanding and application of results differed greatly. This paper describes and discusses the post evaluation process based on Erik Johnsen’s ideal leadership model (2002). It argues that formal leadership makes a difference in the use of the school evaluation for development by providing a proper context for knowledge sharing and reflection. This involves the prioritization and facilitation of individual and organisational reflection for learning, as well as transformation of knowledge through interaction across the whole school.
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Emstad, A.B. The principal’s role in the post-evaluation process.—How does the principal engage in the work carried out after the schools self-evaluation?. Educ Asse Eval Acc 23, 271–288 (2011). https://doi.org/10.1007/s11092-011-9128-0
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DOI: https://doi.org/10.1007/s11092-011-9128-0