ABSTRACT
Our experience, alongside that of colleagues in many schools, tells us that planning for development is an essential part of the school improvement process. Planning is enriched when staff draw upon the data produced by enquiry and reflection activities (see Chapter 3). Also, the process of planning should involve as many members of staff and other groups (e.g., governors) as possible. However, there is one danger to avoid in devising priorities and plans: do not regard your plan as entirely fixed – plans need to be flexible not rigid.
There need to be strong links between the school’s vision and plans for improvement.
The process of planning is as important as having a plan.
Plans need to be known by all involved.
Plans need to be constantly updated and modified.
