An cheannaireacht agus féinmheastóireacht scoile sa tumoideachas T.J. Ó Ceallaigh agus Aoife Ní Shéaghdha, Coláiste Mhuire gan Smál, Luimneach ACHOIMRE Tá athbhreithniú agus féinmheastóireacht inmheánach scoile ag croílár an dearbhaithe cáilíochta agus an fheabhsaithe sa tumoideachas. Cuireann na próisis straitéiseacha cheistiúcháin seo ar chumas scoileanna eolas a fháil go córasach ar an rathúlacht agus ar na dúshláin san fhoghlaim, sa teagasc, sa cheannaireacht agus sa bhainistíocht san oideachas lán-Ghaeilge, agus an t-eolas sin a chomhroinnt. Is féidir le foireann na scoile creataí pleanála bunaithe ar thorthaí a úsáid chun a mbealach a dhéanamh ar an aistear féinmheastóireachta scoile, athbhreithniú agus measúnú criticiúil a dhéanamh ar cháilíocht ghnéithe den soláthar ina scoil féin, agus pleanáil don fheabhas. Tugtar achoimre sa pháipéar seo ar an bpróiseas féinmheastóireachta scoile. Déantar léirbhreithniú ann freisin ar an litríocht ar shamhlacha sonracha ceannaireachta scoile, agus déantar tagairt ar leith do chomhthéacs an tumoideachais. Ina dhiaidh sin, cuirfear i láthair uirlis féinmheastóireachta scoile bunaithe ar fhianaise do shuíomhanna tumoideachais, Táscairí cáilíochta maidir leis an dea-chleachtas san oideachas lán-Ghaeilge (Ó Ceallaigh agus Ní Shéaghdha, 2017). Ceapadh an uirlis sin bunaithe ar thaighde cáilíochtúil le 120 oideoir san oideachas lán-Ghaeilge. Féachfar freisin ar fheidhmeanna éagsúla na huirlise (a bhfuil mar aidhm leo ar fad feabhas a chur ar thorthaí) agus cuirfear béim ar leith ar an gcumas teagaisc agus ceannaireachta sa tumoideachas a neartú. ABSTRACT Internal school review and self-evaluation are at the heart of quality assurance and improvement in immersion. These strategic processes of inquiry enable schools to systematically find out about and share successes and challenges in Irish-medium immersion learning, teaching, leadership and management. Results-based planning frameworks can help school personnel navigate the school self-evaluation journey, critically review and evaluate the quality of aspects of their school’s provision and plan for improvement. This paper firstly discusses the school self-evaluation process. Then, the literature in relation to specific models of school leadership is reviewed, with a particular emphasis on the immersion context. Following on from that, the paper showcases an evidence-informed school self-evaluation tool for immersion settings, Quality indicators of best practice in Irish-medium immersion (Ó Ceallaigh and Ní Shéaghdha, 2017), which was generated from qualitative research with 120 Irish immersion educators. The various functions of the tool (all of which are targeted at improving outcomes) will be explored with a particular emphasis on building teaching and leadership capacity in immersion.
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