Digi Essa 4 Schools Model

The DIGI ESSA 4 SCHOOLS model is a comprehensive self-assessment system developed to ensure digital transformation, educational quality, and continuous improvement in schools. The model aims to enhance quality in education by focusing on improving school performance.

The DIGI ESSA 4 SCHOOLS model was developed as part of an Erasmus+ project carried out by research teams from six countries (Turkey, Italy, the Netherlands, Romania, Spain, and Portugal). This model provides a framework for schools to evaluate and improve their performance.

By using the model, school leaders, teachers, and other stakeholders can identify the school’s weaknesses, enhance its strengths, and make strategic improvements according to established criteria.

DIGI ESSA 4 SCHOOLS MODEL EVALUATION AREAS

In the DIGI ESSA 4 SCHOOLS model, an indicator is quantitative or qualitative evidence that demonstrates or clarifies that the standards/criteria related to a specific criterion are present or accurate. In the DIGI ESSA 4 SCHOOLS model, 10 areas and 59 sub-areas have been identified.”

In the DIGI ESSA 4 SCHOOLS model, the assessment framework is designed with a flexible structure. Each school can select the areas it wishes to assess based on its own priorities, context, and national conditions.

Summary information on the DIGI ESSA 4 SCHOOLS Model Areas, Sub-Areas, Criteria and which indicators will be used to evaluate each area and each criterion is presented in the tables below.

Area 1: School Basic Data: In this area, fundamental data such as the school’s demographic structure and physical capacity are included. Demographic data such as the total number of students, the average number of students per class, the ratio of female to male students, the percentage of disadvantaged students, and the diversity of nationalities are presented. Additionally, important indicators include the number of teachers, their qualifications (master’s, PhD), the number of guidance counselors, and the number of teachers catering to special education needs. Other factors evaluated include the number and qualifications of administrators, the status of support staff, the number of buildings and classrooms in the school, laboratory facilities, and technological equipment. This data serves as a key information source for assessing the general state of the school and identifying areas for improvement.

Area 2: School Services: This area addresses various aspects, from administrative and financial services to social services, security, and cleaning services. In terms of administrative and financial services, the satisfaction level with student and staff processes, as well as the adequacy of budgets allocated to student and teacher activities, is assessed. Social services focus on the effectiveness of guidance and psychological counseling services, the student-to-counselor ratio, and the satisfaction level with student-parent guidance activities. Additionally, the satisfaction level with social supports provided to students and staff (such as cafeteria and transportation services) is a key indicator. In the security and cleaning services section, the adequacy of safety measures and hygiene standards in the school is analyzed to determine the effectiveness of these services. In this context, the quality and satisfaction level of services related to the school’s overall operation are examined in detail.

Area 3: Leadership and Management: This area covers topics such as the school’s leadership and management processes, the adoption of vision and mission, as well as administrative and instructional leadership. Regarding the vision and mission, the school’s progress toward its goals and the stakeholders’ level of awareness of the institution’s values are evaluated. In administrative leadership, the strength of the school’s communication processes, strategic planning, and satisfaction with extracurricular activities are examined. Additionally, key criteria in this area include the school’s governance bodies, efficient use of resources, self-assessment processes, and accountability levels.

Instructional leadership encompasses supporting teachers’ professional development, training new teachers, promoting peer learning, and encouraging

participation in professional courses. This area also includes managing the teaching and learning processes, curriculum planning, improving learning environments, and overseeing monitoring processes. Furthermore, tracking student development, mentoring, and coaching systems, as well as leading students through their learning processes, form the foundation of this area.

Leadership and management play a crucial role in supporting the overall functioning of the school, contributing to the development of both teachers and students.

Area 4: Academic Outcomes: This area evaluates the school’s academic achievements and student performance. It examines course success rates, year-end grade averages in mandatory subjects, and the effectiveness of strategies implemented by the school to support students’ academic development in these subjects. Key indicators include success in national exams, scores in higher education entrance exams, and average results in regional and national assessments. Other important factors influencing academic outcomes are student repetition rates and transition rates to higher education.

Additionally, student participation in projects is considered an important factor contributing to the school’s academic success. The number of students involved in projects and the impact of these projects on academic achievement are assessed. Student absenteeism and dropout rates are also closely monitored, as these indicators are closely related to success rates. The effectiveness of the school’s efforts to reduce absenteeism and dropouts is considered a critical factor in academic achievement.

This area involves an assessment of the school’s overall academic performance and the strategic approaches that ensure the sustainability of this performance.

Area 5: Social Outcomes: This area evaluates students’ social development, attitudes, behaviors, and levels of cooperation. Cooperation among students, both within the classroom and between different classes, is assessed in terms of harmony and mutual support. In addition, factors such as citizenship awareness, participation in community service, and social responsibility projects, as well as students’ sensitivity to national and global issues, are considered key criteria. Awareness levels regarding environmental issues, respect for others, and the ability to cope with bullying are also analyzed in relation to social responsibility and attitudes.

Reward and discipline status is another important indicator of social outcomes. The distribution of disciplinary actions and rewards across different years and grade levels is taken into account to assess the development of students’ attitudes and behaviors. In this area, students’ socialization process, sense of responsibility, and capacity to develop positive behaviors are evaluated.

Area 6: Teaching and Learning Processes:

This area assesses the quality of teaching and learning processes, teachers’ pedagogical approaches, and the extent to which individual learning needs of students are met. The level of teachers’ preparation for classes, the methods and techniques used in the teaching process, and the enrichment of tools and materials are all of great importance. Additionally, key factors in this process include students’ active participation, the promotion of higher-order learning skills (such as critical thinking and problem-solving), collaboration among teachers, and student motivation.

Among the evaluation criteria, the fairness, transparency, and feedback provided to students in assessment processes stand out. The assessment of students’ academic performance, their level of preparation for lessons, and the appropriateness of evaluation methods are considered.

In support services, the extent to which universal and targeted supports are provided, and the adequacy of supplementary courses in meeting needs, are analyzed. Pedagogical services are evaluated based on the adaptation of the curriculum to environmental conditions, the implementation of projects aimed at developing citizenship skills, and the effectiveness of individualized education programs. In extracurricular activities, students’ participation in scientific, cultural, artistic, and sports activities, and the impact of these activities on students, are also observed.

Area 7: School Climate: This area evaluates the overall atmosphere of the school and the relationships between stakeholders. Creating a positive school environment is closely linked to high levels of trust, cooperation, and respect among stakeholders. Key indicators in this area include the low occurrence of disciplinary incidents, stakeholders’ adoption of the school’s mission and vision, the presence of a fair management approach, and the clear definition of rules.

In terms of participation, important components of a strong school climate include the level of stakeholder involvement in decision-making and implementation processes, parents’ participation in school activities, and communication in school-parent relationships. Under the security and well-being category, the physical, social, and emotional safety levels of students and staff, as well as the frequency of bullying and similar incidents, are evaluated. A sense of belonging, respect, being valued, and happiness are also considered important reflections of the school climate.

Area 8: Network and Partnerships: This area evaluates the relationships and collaborations the school establishes with external stakeholders. Key indicators in this area include the strength of the school’s relationships with the community, other schools, public and private institutions, and universities. The school’s participation in community-benefiting and social responsibility projects, as well as its involvement in national and international activities, are also assessed.The quality of collaboration is measured by how strong and productive the partnerships are with public institutions, private organizations, other schools, and universities, along with the stakeholders’ satisfaction with these relationships. The main focus of this area is the school’s ability to establish strong and sustainable collaborations with surrounding actors to contribute to the educational process.

Area 9: Inclusivity and Equity:

This area evaluates the equal access of all students to educational and learning opportunities, focusing on the school’s commitment to the principles of inclusivity and equity. It examines the extent to which school administrators, teachers, and support staff implement inclusivity and equity practices in accordance with national and international legal frameworks. Special attention is given to the implementation of individualized education programs for students with special needs, the level of support provided to these students based on their needs, and the involvement of families and external stakeholders in the process.

Additionally, the effectiveness of the school’s anti-discrimination policies, the arrangement of educational environments to accommodate students’ individual differences, and the extent to which all stakeholders develop a shared understanding of respect for diversity and differences are included in the evaluation process. Finally, the school staff’s participation in continuous professional development on inclusivity and equity, as well as their awareness levels, are observed to determine the overall effectiveness of the school’s inclusivity policies.

Area 10:Competencies and Resilience:

This area evaluates the opportunities provided to students to develop their competencies and enhance their resilience, assessed under two subcategories. In the “competency area,” the focus is on observing students’ progress in various skills, such as effective communication, collaboration, higher-order thinking skills, creativity, and problem-solving abilities. The opportunities offered through both curricular and extracurricular activities to help students acquire these skills are evaluated. The school’s capacity to improve digital competencies is analyzed in terms of technical infrastructure and human resources, while also considering the opportunities provided to students to learn how to learn and develop their individual talents.

In the “resilience area,” the school’s capacity to cope with unexpected negative changes is assessed. Criteria include the measures taken for disaster and emergency preparedness, the adequacy of emergency plans, and the effectiveness of drills conducted. Additionally, the adequacy of remote and mobile education systems to ensure the continuity of education is evaluated. An important aspect of this area is the ability to equip students with skills to cope with adverse life conditions, flexibility, and stress management. The frequency and effectiveness of health and safety training provided are also taken into consideration in this process.

DIGI ESSA 4 SCHOOLS MODEL SELF-EVALUATION CYCLE

The DIGI ESSA 4 SCHOOLS Model adopts a six-step school self-evaluation process that involves repeated analysis cycles and allows for returning to previous stages of the cycle when necessary

  1. Preparation: The preparation step begins with the identification of focus points for research and review based on the perceptions and thoughts of school administrators regarding their context. At this stage, the school administration should seek answers to the following guiding questions to decide the focus of the self-evaluation process.

    Guiding questions:

    • What are the main characteristics of the school context?
    • What are the experiences and skills of the school staff?
    • What is the economic, social, and cultural background of the students?
    • What are the educational needs of the students?
    • Which areas should the school focus on?
    • What are the research questions that will guide the SSA?
    • What will be the purpose of the SSA?
    • How does the school administrator communicate the necessity of the SSE to the school staff, especially teachers?
    In the DIGI ESSA 4 SCHOOLS model, after answering these questions, the school administration decides which areas to assess in the self-evaluation and the specific aspects of the areas they wish to investigate.
  2. Implementation: The implementation step is the stage where data collection activities are carried out based on the goals, criteria, and indicators determined during the preparation stage. This step is the process where the data collection methods and tools planned during the preparation phase are actively used. It is important to collect information from various sources during the self-evaluation process. Data are collected from multiple sources, such as surveys, existing information in school records, interviews, and observations, including teachers, students, parents, administration, classrooms, and other learning environments. The type of information or evidence to be collected should depend on the focus of the school’s assessment. It is important to ensure that the collected evidence is manageable, useful, and focused. Collecting too much information may weaken each of these important aspects.
  3. Analysis: In the self-evaluation model, the analysis phase is the process of thoroughly examining the data collected to understand the school’s performance and areas for improvement and making the data more understandable using visual tools (such as graphs, tables, etc.). This phase helps identify the school’s strengths and weaknesses and assess opportunities and threats. Conducting data analysis using digital software makes the school self-evaluation process more effective and efficient.

    In the DIGI ESSA 4 SCHOOLS model, data is analyzed in a digital environment using data analysis and reporting software. The DIGI ESSA 4 SCHOOLS tool is designed to analyze demographic data and survey results more accurately and quickly through statistical analysis and qualitative data analysis methods, converting them into understandable graphs, tables, and visual charts.

  4. Reporting:The reporting phase is the step where the analysis results are presented in detail, supported by visuals, and the self-evaluation results are shared with stakeholders. The school self-evaluation report is a critical tool for identifying areas for improvement, creating strategic plans, using resources effectively, and communicating transparently with stakeholders. It can provide information for external evaluations conducted by the Inspection Board. The report also encourages participation in the SSA by the school community, fosters a collaborative culture, and contributes to on-going improvement processes. In some cases, the school self-evaluation report and improvement plan are a single synthetic document, while in others, they are two separate documents. In the DIGI ESSA 4 SCHOOLS model, the self-evaluation report and improvement plan are prepared as two separate documents.

    The SSA report should be user-friendly in terms of structure and length (generally no longer than three pages). The language used should be clear, concise, and easy to understand. The self-evaluation report should generally be prepared once a year and should include:

    • An explanation of the progress made in areas addressed by the previous year’s improvement plans;
    • The focus points of the self-evaluation;
    • Findings, evaluations, and recommendations;
    • The areas prioritized for improvement by the school.
  5. Improvement: The improvement step is the stage where the improvement plan is created, implemented, and its results evaluated, based on the identified needs according to the analysis results, to enhance the school’s performance. This is therefore the most critical step in the process. Self-evaluation only makes sense when development and improvement are achieved in the school.

  6. Monitoring: The self-evaluation process and the impact of the improvement actions need to be monitored. The role of those leading the process and all teachers in continuously and systematically monitoring the implementation of the plan is essential. In this context, information should be collected and used at regular intervals to check whether the necessary improvements have been made.

BASIC PRINCIPLES OF THE MODEL

  1. Contextualized (flexible/adaptable): The model is adaptable to different local and national contexts, flexible, and can be adjusted according to the evolving needs of schools.
  2. Useful: The collected data should be used to develop the school’s development plans and support continuous improvement processes.
  3. Reflective: Problems are identified, and solution strategies are developed through in-depth thinking based on data analysis.
  4. Participatory and Inclusive: All stakeholders, especially disadvantaged and minority groups, should be included in the process.
  5. Transparent: The process should be open and clear; all stakeholders should be informed, and the results should be widely shared.
  6. Ethical: The evaluation process should adhere to the highest ethical standards; data should be kept confidential and used impartially.
  7. Cyclical: The evaluation should be cyclical, with the process being repeated to support continuous improvement.
  8. Applicable: Sufficient time, human resources, and financial support should be provided for evaluation. Leadership support is crucial.
  9. Sustainable: The process should align with existing resources, and digital tools should be used effectively.
  10. Evaluable: The evaluation process and the tool itself should be reviewed and continuously improved.

These principles help schools achieve their goals of continuous improvement.

  • The DIGI ESSA 4 SCHOOLS Implementation Tool is a software that enables schools to conduct self-assessment processes digitally, more quickly, effectively, and reliably. It consists of two main parts:

Data Entry Interface: A digital platform where school profile data and surveys are collected.

  • Schools register to the system with a username and password.
  • School data (physical, student-staff, academic results, etc.) is collected in a digital environment.
  • Surveys are arranged for students, teachers, parents, and school administrators and shared through methods like SMS or email.

Data Analysis and Reporting Interface: It allows for the analysis and reporting of the collected data

  • Data is analyzed using various statistical methods and visualized with graphs and tables.
  • The results can be exported in PDF format, providing suggestions to help schools assess their performance.

This tool enables schools to make data-driven decisions and plan their development processes

The DIGI ESSA 4 SCHOOLS Model details data collection, analysis, measurement, and evaluation processes. The model uses various tools to monitor, analyze, and measure schools’ self-assessment processes digitally.

Data collection tools are divided into two main categories:

  • Demographic Data: Basic information obtained from schools that generally do not change. This data can be raw (e.g., the number of teachers) or semi-processed (the number of students per teacher). Additionally, data processed according to the purpose using a specific algorithm is available. This data provides a critical foundation for analyzing school performance.
  • Self-Assessment Surveys: These are based on a 5-point Likert scale and are collected from administrators, teachers, students, and parents. Surveys are conducted on various criteria such as satisfaction and quality perception and are recorded anonymously online.

Data Analysis

The data analysis process is carried out on demographic and survey data using statistical methods:

  • Descriptive Statistics: Examines the central tendencies and distribution of the data (mean, median, mode, standard deviation).
  • Correlation Analysis: For example, the relationship between teacher satisfaction and student success is analyzed.
  • Comparative Analyses: Performance comparisons are made across time periods or years.

The analysis of demographic data evaluates how the school has developed according to its annual performance targets. Indicators like student success rates, absenteeism, and discipline are visualized using graphs and tables. The analysis of survey data evaluates stakeholder satisfaction and perceptions. Survey results are reported using frequency, percentage, and mode analyses.

Evaluation Criteria

A five-point scoring system (0-5) is used for evaluation, and these scores are visualized with colors (red: insufficient, blue: excellent). Evaluation methods include criteria-based, performance-based, and benchmarking methods. With these methods, the school’s strengths and weaknesses are identified, and improvement strategies are developed.

The levels are determined as follows:

  1. Level: Insufficient (0-1 Points)
  2. Level: Requires Improvement (1-2 Points)
  3. Level: Average (2-3 Points)
  4. Level: Good (3-4 Points)
  5. Level: Excellent (4-5 Points)The overall evaluation of each area is determined based on the mode score of all the criteria in that area. This way, the school’s strengths and weaknesses can be clearly identified.

In the evaluation of results, the school’s performance is compared with the collected data, strengths and weaknesses are identified, and areas for improvement are determined. The results are visualized with graphs, color schemes, and responsive tables and can also be reported in PDF format. These reports provide strategic suggestions, helping shape the school’s development strategies.

A. PROCESS OF PREPARING AND WRITING THE SCHOOL SELF-EVALUATİON REPORT
1. Purpose and Importance of the Self-evaluation Report

The school self-evaluation report is an important document that analyzes the current situation of the school, identifies its strengths and weaknesses, and determines areas for improvement. The DIGI ESSA 4 SCHOOLS Model provides schools with a data-driven perspective, offering concrete suggestions and guiding the objective and transparent handling of self-evaluation and improvement areas. The report prepared in line with this model is an important tool for strategic planning, effective use of resources, and transparent communication with stakeholders.

2. Key Points to Consider When Preparing an Effective Self-evaluation Report
  • Clarity and Understandability: The report should be written in a clear, straightforward, and understandable manner. Avoiding complex terms ensures that every stakeholder (school administration, teachers, parents, etc.) can easily understand the content. The report should typically not exceed three pages to maintain a user-friendly structure.
  • Evidence-Based Evaluation: The report should be prepared based on the evidence collected regarding the priority areas set by the school. Evaluating each piece of evidence provides a clear picture of the school’s performance. This highlights the strengths and weaknesses of the school based on concrete data. Additionally, the progress made according to previous improvement plans should be thoroughly examined.
  • Focus on Priority Areas: The self-evaluation report should focus on the areas the school prioritizes and present the findings, evaluations, and recommendations related to these areas systematically.
  • Identification of Improvement Areas: The priority areas for improvement identified by the school should be clearly expressed. These priorities should be determined considering the school’s available resources and capabilities. Improvement strategies should be understandable and feasible, with the goal of enhancing weak areas based on the school’s strengths.
  • Goals and Objectives: The goals and objectives related to the identified improvement priorities should be included in the report. These goals should be clearly defined and measurable to improve the school’s future performance.
  • Transparent Communication with Stakeholders: The report aims to encourage the participation of the school community (students, teachers, parents, etc.) and foster a collaborative culture. Therefore, the report should be shared transparently with stakeholders, and feedback processes should be clear. The report can be shared through meetings, seminars, or digital platforms.
  • Guiding Questions: It is helpful to focus on certain questions when preparing the self-evaluation report:
    • How should the report be written effectively?
    • What are the school’s priority areas, and why were these priorities chosen?
    • How are strengths and weaknesses highlighted?
    • How does the school evaluate itself in the areas it prioritizes?
    • What are the applicable goals and strategies for improvement?
    • How improvement strategies are clearly and understandably expressed?

In conclusion, the school self-evaluation report prepared under the DIGI ESSA 4 SCHOOLS model should be clear, evidence-based, and strategic, fostering strong collaboration with the school community and promoting continuous improvement processes.

3. Content and Format of the Report:

The DIGI ESSA 4 SCHOOLS Model envisions the report being systematic, data-driven, and user-friendly. The model facilitates the presentation of findings through summary tables and intelligent graphs, making the analysis easier to understand. Below is the basic content of the self-evaluation report:

  • Cover Page:
    • School name
    • Report title
    • Evaluation period
    • Report preparation date
    • Team preparing the report
  • Table of Contents:
    • Report sections and page numbers
  • Introduction:
    • Purpose and Scope: The purpose of the report is to evaluate the current state of the school, highlight its strengths, and identify areas for improvement. The scope includes stakeholder participation in the process and evaluations aimed at improving the school’s overall performance.
    • Self-evaluation Focus Areas: This section outlines the areas the school has chosen to prioritize for evaluation and improvement. The SSA report covers findings related to the selected self-evaluation areas.
    • School Context: Provides information about the school’s social and economic structure, educational programs, and student profile.
    • Evaluation Process: Provides brief information on the methods used in preparing the report (surveys, performance analyses, and observations) and the evaluation criteria used.
  • Methods and Tools Used:
    • Data Collection Methods: Data is collected using the DIGI ESSA 4 SCHOOLS Model Data Entry Tool. If the school has collected data through other methods such as teacher and parent interviews, observations, etc., this should be specified.
    • Evaluation Criteria: The evaluation criteria and standards from the DIGI ESSA 4 SCHOOLS Model are used. (See Appendix: DIGI ESSA 4 SCHOOLS Model Areas, Criteria, and Indicators Table)
    • Data Analysis: Data is directly analyzed using the DIGI ESSA 4 SCHOOLS Model Data Analysis Tool.
  • Findings and Analysis

This section summarizes the school’s strengths and weaknesses based on the report generated from the DIGI ESSA 4 SCHOOLS Model Data Analysis and Reporting Tool. Particularly, presenting the findings with summary tables and graphs facilitates understanding and interpreting the data. This section includes findings and justifications made based on the self-evaluation areas.

    • Strengths:
      • The areas in which the school excels are presented briefly (e.g., academic success, strong parent-teacher collaboration, etc.).
      • The results are supported visually with tables or graphs.
    • Areas for Improvement:
      • The school’s weaknesses and areas for improvement are explained.
      • Possible reasons for these weaknesses are briefly outlined.
      • Weaknesses are supported by data and visualized with tables or graphs (e.g., student absenteeism rates or low academic performance).
  • Conclusion and Recommendations

In this section, an overall assessment of the school’s current situation is made, and suggestions for areas that need improvement are presented.

    • Overall Assessment: The school’s current situation, strengths, and areas needing improvement are summarized.

Recommendations: Suggestions are made for improvement areas. These suggestions should be concrete and actionable. For example, suggestions such as “implementing activity-based learning methods to increase student participation” can be provided

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Funded by the Erasmus+ Programme of the European Union