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Enhancing School Improvement: How SchooliP Aligns with Research Evidence

Picture of Andy Goodeve  Andy Goodeve 25 June 2024

School improvement is a multifaceted process that requires a strategic approach, informed by evidence-based practices. SchooliP seamlessly integrates research-backed strategies to enhance teaching and learning, ensuring schools achieve their improvement goals effectively. Here’s how SchooliP aligns with key research findings:

1. Clear Focus and High Expectations

John Hattie’s influential research on visible learning emphasises the importance of clear goals and high expectations for both students and staff. Hattie (2009) asserts that setting explicit expectations is crucial for student achievement. SchooliP provides a centralised platform where schools can set, track, and communicate clear objectives and expectations, ensuring that all stakeholders are aligned and focused on common goals.

"Visible Learning research highlights that setting high expectations has a significant impact on student learning" (Hattie, 2009).

2. Personalised Professional Development

Personalised and continuous professional development is essential for effective teaching. According to Darling-Hammond et al. (2017), sustained, job-embedded professional learning significantly improves teaching practices and student outcomes. SchooliP supports this by enabling personalised CPD plans, tracking progress, and providing tailored feedback to meet individual teacher needs.

 "Effective professional development is content-focused, incorporates active learning, supports collaboration, uses models of effective practice, provides coaching and expert support, offers feedback and reflection, and is of sustained duration" (Darling-Hammond et al., 2017).

3. Robust Monitoring and Feedback

Effective feedback is a critical component of professional growth and student achievement. Black and Wiliam (1998) highlight the importance of formative assessment and feedback. SchooliP’s comprehensive review system facilitates continuous monitoring and feedback, ensuring that teachers receive timely, constructive feedback to enhance their teaching practices.

"Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative" (Black & Wiliam, 1998).

4. Collaborative Learning Communities

Creating a culture of collaboration among educators is vital for school improvement. Research by Vescio, Ross, and Adams (2008) found that professional learning communities enhance teaching practices and student achievement. SchooliP promotes collaboration through features that support learning communities, collaborative planning, and sharing of best practices.

 "When teachers participate in professional learning communities, they share a common purpose, goals, and outcomes for student learning" (Vescio, Ross, & Adams, 2008).

5. Data-Driven Decision Making

The effective use of data is essential for informed decision-making in education. Hamilton et al. (2009) argue that data-driven decision-making improves instructional practices and student outcomes. SchooliP provides robust data analysis tools, enabling schools to make informed decisions based on comprehensive data from teacher reviews, student performance, and other key metrics.

"Data-driven decision-making is crucial for improving instruction and student outcomes" (Hamilton et al., 2009).


SchooliP’s alignment with educational research ensures that schools can implement evidence-based strategies to enhance teaching and learning. By providing tools for clear goal-setting, personalised professional development, robust monitoring and feedback, collaborative learning, and data-driven decision-making, SchooliP empowers schools to achieve continuous improvement and educational excellence.


  • Hattie, J. (2009). *Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement*. Routledge.
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). *Effective Teacher Professional Development*. Learning Policy Institute.
  • Black, P., & Wiliam, D. (1998). *Inside the Black Box: Raising Standards Through Classroom Assessment*. Phi Delta Kappan.
  • Vescio, V., Ross, D., & Adams, A. (2008). *A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning*. Teaching and Teacher Education.
  • Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). *Using Student Achievement Data to Support Instructional Decision Making*. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

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