Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts
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 stu...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/52 |
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| author | Maria Cockerill Tom Grieveson Stephanie Bingham Joanne O’Keeffe |
| author_facet | Maria Cockerill Tom Grieveson Stephanie Bingham Joanne O’Keeffe |
| author_sort | Maria Cockerill |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-53c743ef8576431e9e8b40384c21291f |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-53c743ef8576431e9e8b40384c21291f2025-01-24T13:30:23ZengMDPI AGEducation Sciences2227-71022025-01-011515210.3390/educsci15010052Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English DistrictsMaria Cockerill0Tom Grieveson1Stephanie Bingham2Joanne O’Keeffe3School of Social Sciences, Education and Social Work, Queen’s University Belfast, Belfast BT7 1LN, UKAssociation of Education Advisers, Newcastle upon Tyne NE4 7YB, UKSchool of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne NE1 7RU, UKSchool of Social Sciences, Education and Social Work, Queen’s University Belfast, Belfast BT7 1LN, UKEquity 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.https://www.mdpi.com/2227-7102/15/1/52school self-evaluationeducational equitydisadvantageattainment gapcollaborative engagementsocial interdependence |
| spellingShingle | Maria Cockerill Tom Grieveson Stephanie Bingham Joanne O’Keeffe Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts Education Sciences school self-evaluation educational equity disadvantage attainment gap collaborative engagement social interdependence |
| title | Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts |
| title_full | Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts |
| title_fullStr | Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts |
| title_full_unstemmed | Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts |
| title_short | Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts |
| title_sort | promoting high achievement for disadvantaged students co designing a school self evaluation process aligned to evidence of successful leadership practice across five english districts |
| topic | school self-evaluation educational equity disadvantage attainment gap collaborative engagement social interdependence |
| url | https://www.mdpi.com/2227-7102/15/1/52 |
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