ABSTRACT
This chapter describes in more detail the development activities in a ‘typical’ first year of the school improvement cycle. In the first year, much of the project shape has tended to be provided through external events, jointly planned and run by the central IQEA team with a consortium of 5–7 schools. However, these will not be effective unless account is taken of the school conditions which interface with these external interventions and appropriate school-based action is undertaken. Figure 7.1 overleaf shows the interplay between external inputs and action at school and classroom levels.
