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.