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The Practice and Theory of School Improvement pp 147–168Cite as

Innovations in Planning for School Improvement: Problems and Potential

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Abstract

Mike Wallace’s purposes in this chapter are twofold: to examine the key factors influencing the design and implementation of school self evaluation and school development planning through a seletive historical account focusing on major initiatives originating outside schools; and to argue that these kinds of innovation embody intrinsic contradictions that are incapable of resolution, yet must be addressed by initiators if they are to maximise the potenial for promoting school improvement rather than contributing to the problems that inhibit it. The chapter is divided into six sections. First, concepts framing the analysis are outlined. Second, major forms taken by school self evaluation and its implementation are summarised. Third, the origin and design of school development planning are explored, with reference to the lessons learned from experience with school self evaluation. Fourth, early implementation of this innovation is examined. Fifth, development planning is located within the broader frame of planning for change in a rapidly evolving context significantly affecting implementation. Finally, three contradictions emerging from the account are highlighted and the need is suggested for a more sophisticated way of thinking about innovations in planning for school improvement.

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Author information

Authors and Affiliations

  1. Cardiff School of Education, University of Wales, Wales

    Mike Wallace

Authors
  1. Mike Wallace
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Editor information

Editors and Affiliations

  1. Department for Education and Skills, London, UK

    David Hopkins

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© 2005 Springer

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Wallace, M. (2005). Innovations in Planning for School Improvement: Problems and Potential. In: Hopkins, D. (eds) The Practice and Theory of School Improvement. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4452-6_8

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