The Division for Self-evaluation of School performance quality provides methodological support to school heads and school communities in the area of quality-related self-evaluation and improvement.
The Division for Self-evaluation of School performance quality performs the following activities:
- coordinates school performance quality self-evaluation;
- promotes the introduction and dissemination of recommendations for self-evaluation in schools of general education;
- develops recommendations for school performance planning;
- promotes and coordinates cooperation among educational establishments in the area of self-evaluation of schools;
- trains school performance quality evaluation consultants;
- cooperates with teacher training centres;
- initiates the development of recommendations for data collection, processing and analysis, including the development of respective models and their dissemination among schools of general education;
- sums-up, analyses and submits the outcomes of self-evaluation and performance improvement to the general public;
- provides support to schools in the area of performance quality improvement by publishing Success Stories;
- encourages schools to get connected to the on-line system IQES online Lietuva with the aim of collecting and processing data efficiently and improving performance.
Ensuring and improving the performance quality of schools of general education constitutes one of the key education policy priorities of the Republic of Lithuania. Self-evaluation of school performance quality is part of the systematic evaluation of school performance benefits and outcomes that allows setting respective school improvement objectives.
The goal of self-evaluation is to forecast the prospects for school improvement.
The same 67-indicator system is used for self-evaluation and evaluation for 5 areas of school performance: School Culture, Education and Learning, Achievements, Support for Students, School Strategic Management
The school council selects the areas of activities for self-evaluation, the methodology for its performance, evaluation methods, forms and tools, and analyses the self-evaluation results as well as making decisions regarding the improvement of its performance.
Self-evaluation is carried out in the following stages: Stage 1 – preparation for self-evaluation; Stage 2 – extensive self-evaluation; Stage 3 – in-depth analysis of a selected problem and self-evaluation; Stage 4 – a report on conducted evaluation procedures and notification of the conclusions; Stage 5 – the use of results in planning further performance improvement.
Every year NMVA requests schools to optionally provide reports on the use of self-evaluation results for performance improvement. Some 80 per cent of general education schools provide self-evaluation results and present their progress in terms of improving their performance. The Agency analyses such data and presents them in their annual report.