title: The purposes and processes of self-review in schools

authors: Shakeela, Afeefa

subjects: self-review

abstract: In 1993, the New Zealand Government mandated the requirement that all schools must have in place an ongoing programme of school self-review (Education Review Office, 2000). This thesis identifies the purposes and processes of self-review used in six primary schools in New Zealand. The study also identifies the roles that leaders play in the self-review process and also highlights the impact of teacher research on the process.

The research questions are:
1.	What are the processes and purposes of self-review in schools and what roles do leaders play in the process?
2.	What aspects of teachers' practice have an impact on the self-review process?

This research study adopted a qualitative research methodology with semi-structured interviews as the research tool. The qualitative information gathered from the six schools was analysed and written up as a case study. For the purpose of this thesis, self-review is identified as the process of review of all school practices with the intention of improving student achievement.

The findings indicated that the main purposes of conducting school self-review were to enhance student achievement, to review school policies and programmes and also to ensure accountability. This study also indicated that through a well-planned process of self-review schools can achieve their goals and fulfill the aims stated in their school charter. Another aspect which participants revealed was that self-reviews result in change and therefore leaders and school staff should have the necessary skills and competencies to deal with and manage such change. This was also identified as an issue of self-review. Participants believed that effective leadership is essential to conduct self-reviews which result in positive outcomes.

This study found that the failure to achieve school improvement through self-review, is in part due to the structure of many current self-review programmes. At present, schools perceive self-review as the need to review everything that takes place. This perception may mean that valuable time and money is spent on something that the school does not deem significant. Rather, the findings of this study suggest that concentrating on particular areas for a certain period of time results in a better performance of the whole school.

In conclusion, this thesis found that school development and improvement cannot happen without enhancing and focusing on student achievement. For self-review to be successful, it should be carried out in a collaborative school climate of open and honest communication, mutual support and mutual responsibility. For it to be successful, self-review should also be planned, systematic, and ongoing. Data collection for self-review should be done through illuminative, participatory and responsive inquiry methods.

Finally, I recommend that further research is needed in the area of self-review and perhaps an exploration of the possible links between a school's decile level and its self-review process.

text: The purposes and processes of self-review in schools In 1993, the New Zealand Government mandated the requirement that all schools must have in place an ongoing programme of school self-review (Education Review Office, 2000). This thesis identifies the purposes and processes of self-review used in six primary schools in New Zealand. The study also identifies the roles that leaders play in the self-review process and also highlights the impact of teacher research on the process.

The research questions are:
1.	What are the processes and purposes of self-review in schools and what roles do leaders play in the process?
2.	What aspects of teachers' practice have an impact on the self-review process?

This research study adopted a qualitative research methodology with semi-structured interviews as the research tool. The qualitative information gathered from the six schools was analysed and written up as a case study. For the purpose of this thesis, self-review is identified as the process of review of all school practices with the intention of improving student achievement.

The findings indicated that the main purposes of conducting school self-review were to enhance student achievement, to review school policies and programmes and also to ensure accountability. This study also indicated that through a well-planned process of self-review schools can achieve their goals and fulfill the aims stated in their school charter. Another aspect which participants revealed was that self-reviews result in change and therefore leaders and school staff should have the necessary skills and competencies to deal with and manage such change. This was also identified as an issue of self-review. Participants believed that effective leadership is essential to conduct self-reviews which result in positive outcomes.

This study found that the failure to achieve school improvement through self-review, is in part due to the structure of many current self-review programmes. At present, schools perceive self-review as the need to review everything that takes place. This perception may mean that valuable time and money is spent on something that the school does not deem significant. Rather, the findings of this study suggest that concentrating on particular areas for a certain period of time results in a better performance of the whole school.

In conclusion, this thesis found that school development and improvement cannot happen without enhancing and focusing on student achievement. For self-review to be successful, it should be carried out in a collaborative school climate of open and honest communication, mutual support and mutual responsibility. For it to be successful, self-review should also be planned, systematic, and ongoing. Data collection for self-review should be done through illuminative, participatory and responsive inquiry methods.

Finally, I recommend that further research is needed in the area of self-review and perhaps an exploration of the possible links between a school's decile level and its self-review process.

year: 2007

title: Somatic teacher/sage Sondra Fraleigh

authors: Cheesman, Sue

subjects: Sondra Fraleigh

abstract: Somatic teacher and sage Sondra Fraleigh discusses somatics and Butoh. Sondra Fraleigh is an American academic, accomplished writer and well-renowned teacher of dance, particularly in the field of somatics. In January this year, Sondra accepted an invitation from the Soul Centre in Auckland to visit New Zealand.

text: Somatic teacher/sage Sondra Fraleigh Somatic teacher and sage Sondra Fraleigh discusses somatics and Butoh. Sondra Fraleigh is an American academic, accomplished writer and well-renowned teacher of dance, particularly in the field of somatics. In January this year, Sondra accepted an invitation from the Soul Centre in Auckland to visit New Zealand.

year: 2009

title: A chance for ontology

authors: Mika, Carl Te Hira

subjects: Māori education

abstract: This paper speaks to Hook’s thesis that a National Māori University needs to be established. However, it sets about this task by designating Hook’s intended central concerns to the outer reaches of his article’s limits, and moving towards the core those more ephemeral issues, which, despite their haziness, still demand attention. Hook builds an argument premised on assertions to do with the functional need for a National Māori University, and only hints at the nature of the knowledge to be experienced at such an institution – yet as the commentator I found that the various elements of that peripheral issue coalesced to demand my attention. In this peer commentary I consider how issues to do with the very nature of knowledge – if indeed we want to call it that – become absolutely vital (and hence central) to any discussion about a National Māori University.

text: A chance for ontology This paper speaks to Hook’s thesis that a National Māori University needs to be established. However, it sets about this task by designating Hook’s intended central concerns to the outer reaches of his article’s limits, and moving towards the core those more ephemeral issues, which, despite their haziness, still demand attention. Hook builds an argument premised on assertions to do with the functional need for a National Māori University, and only hints at the nature of the knowledge to be experienced at such an institution – yet as the commentator I found that the various elements of that peripheral issue coalesced to demand my attention. In this peer commentary I consider how issues to do with the very nature of knowledge – if indeed we want to call it that – become absolutely vital (and hence central) to any discussion about a National Māori University.

year: 2010