Where does your school stand today?
Rate eight core dimensions of school transformation. Your score updates instantly as you make selections. Use the result as a structured starting point for leadership discussion, not as an accreditation grade.
Your selections are calculated in your browser and are not saved automatically. Record your eight ratings, supporting evidence and agreed priorities before leaving or resetting the page.
Turn your ratings into a 90-day improvement plan
Record the date, each domain rating and the evidence behind it before leaving this page. Discuss differences between team members before agreeing priorities. The total is a conversation starter: a serious weakness in one domain should not disappear inside an average.
Worked example: strengthening observation follow-up
Illustrative example only. This fictional scenario is a planning demonstration, not a client case or a reported result.
A leadership team rates Teaching & Teacher Development at 2 because observations occur but agreed next steps are not consistently revisited. The team checks recent observation notes and teacher feedback before selecting one priority: make follow-up useful and dependable.
- Days 1–30 — establish the starting point. The academic coordinator reviews an agreed sample of observation records, noting whether each has a specific next step, support and review date. Teachers help identify what makes follow-up difficult. Record both the number reviewed and the number meeting the criteria.
- Days 31–60 — try a manageable cycle. Department leads agree one teaching focus with participating teachers, provide modelling or coaching, and schedule a follow-up conversation. Protect time in the timetable and use the Classroom Observation & Feedback Toolkit.
- Days 61–90 — review evidence and adjust. The coordinator compares follow-up records with the starting sample, checks whether the agreed practice appears in lessons and examines relevant student work. Ask teachers whether the support was useful and manageable. Decide what to retain, change or stop.
What to record
Use one row per priority: evidence of need; intended change; named owner; support and time required; action deadline; review date; evidence collected; next decision. Set realistic success criteria after establishing the starting point, rather than choosing an arbitrary target.
Do not raise the rating just because training happened or forms were completed. Look for consistent changes in practice. A short before-and-after review can inform decisions, but it cannot by itself prove that coaching caused a change in student outcomes.
Use the existing School Improvement Plan Template to record your actions. Return to the School Transformation Framework when priorities span several domains.