Elementary school
Foreword
General section
Field of study
School development
School work needs to be in continuous formation. New knowledge in the field of upbringing and education calls for a review, the same can be said for new knowledge within the academic fields that are the sponsors of study areas and subjects. Changing social conditions and technological innovations also force changes. Cooperation and coordination are key elements in successful development work in the field of school affairs. Education authorities, local councils, expert services, school administrators and teachers are jointly responsible for the fact that school work is under constant review and improvement efforts characterize the work of those who share responsibility there. School development is an organized, targeted and continuous effort to improve schools. All school development has the benefit of children as a guiding principle.
Local government school policy
Municipalities are expected to formulate school policies that take into account the circumstances in each location and the emphases they wish to guide them. It is of great importance that municipal policy is developed in broad collaboration with most of those directly affected by the issue. These include the school board, parents, students, administrators, teachers and other school staff, as well as other parties that are affected by and affected by school policy. A municipal policy must give individual institutions that operate under it scope for professional decisions. Independently run schools have their own emphases and guidelines for the development of school work within the framework provided by a service agreement.
Individual school policies
The school curriculum outlines the educational policy of the school in question. It describes how development and improvement work is carried out within the school. The educational policy of the authorities and the policy of the municipality set a framework for individual schools to work within. School development is a collaborative project between staff, parents and students, and the way of working must take this into account.
Internal evaluation of schools is intended to promote improvement. Internal evaluation highlights strengths and weaknesses and on that basis it is possible to prioritize the projects that urgently need to be worked on. The results of internal evaluation can also be a catalyst for development work in schools.
New knowledge is another source of development momentum. Continuing education of staff can be a driver of such knowledge that is rooted in academic progress and research. School policies and continuing education plans for the school as a whole or individual staff need to be consistent with and support improvement plans.
School development is based on both attitudes and procedures. A school that formulates plans several years in advance has an easier time than otherwise defining individual issues and incorporating them into the overall school strategy. Professional leadership and targeted guidance are a key prerequisite for successful development work.