coACTION Sensor for School Management

I identify myself with the values of the school.

I feel part of the school community.

The school management takes care to provide sufficient information about support offered by the school and the school environment.

The school regularly offers parents the opportunity to learn more about pedagogy and education.

The school management takes care to provide sufficient information about activities of the school and the school environment.

The school management has implemented appropriate tools to enhance communication about pupils' state of wellbeing."

The activities and decisions of the school management are explained in a transparent manner so that the school community can understand them and participate where appropriate.

The school management supports critical thinking of all involved persons in the school community.

We have appropriate measures to ensure that all members of the school community feel responsible for contributing to a school climate in which everyone can feel safe and welcome, regardless of their origin, gender, beliefs and financial background."

The measures to ensure that all members of the school community feel a sense of belonging are bearing fruit.

We give all members of the school community appropriate opportunities for choice according to their maturity and role in order to raise awareness of the fact that freedom and responsibility are mutually dependent.

Every member of the school community is invited and supported to contribute and actively involve for the common good.

The school supports the approach that pupils can complete age-appropriate school organisation tasks on their own responsibility.

The school management pursues an approach in which pupils are involved in setting goals for school development.

The school management supports the involvement of pupils in the planning of class or school activities.

The school management supports self-directed realisation of pupils' ideas by providing resources and guidance from teachers (e.g. starting with small tasks such as organising class events and then progressing to school-wide initiatives).

The school management takes care to provide sufficient information about participation opportunities for parents.

The school management encourages parents to contribute ideas or specific offers for class or school activities.

The school management supports the involvement of committed and capable parents in the planning and implementation of class activities.

The school management offers possibilities to involve committed and capable parents in decisions about the school organisation and school development.

The school management uses a structured approach that actively involves all teachers in the agenda and design of team meetings.

The school management pursues an approach in which teachers are involved in setting goals for school development.

The school management regularly offers opportunities for teachers to participate in school development.

The school management supports teachers in collaborating on the design, implementation and further development of learning and teaching processes.

The school management supports cross-age and cross-classroom teaching.

The school management provides structures that facilitate professional dialogue between teachers.

The school management provides structures that enable and promote different forms of cooperation between teachers (e.g., team teaching).

Together with the teachers, the school management develops suitable framework conditions for innovative teaching approaches.

The school management encourages and supports teachers in expanding their pedagogical knowledge and repertoire and keeping it up to date (e.g. through further training, scientific articles, pedagogical forums, etc.).

The school management conducts regular staff appraisals with teachers in order to provide them with the best possible support in their professional development.

At our school, there are standardised feedback loops with the aim of creating a realistic and competence-oriented self-image for those involved.

The school supports teachers in assessing lesson quality through structured processes (e.g., definition of quality criteria, peer observation frameworks, student survey templates, or collaborative reflection workshops).

The school management is in active dialogue and close cooperation with other schools, in the educational region.

The school management is in active dialogue and close cooperation with, local NGOs (e.g., environmental or youth organisations), cultural institutions (e.g., museums, theatres), and community partners in the educational region.

The school management maintains contacts with regionally, nationally and internationally relevant educational initiatives and networks.

The school management collaborates with external partners (e.g., local media, NGOs) to showcase the school’s democratic initiatives (e.g., pupil-led projects, diversity workshops) and educational programmes.

The school management has clear goals and ideas regarding the development of the school.

The school management sees quality development and assurance as a leadership task.

The school management identifies the school's strengths and utilises them for further development.

The school management regularly obtains feedback from teachers on their leadership behaviour and improves its own actions on this basis.