School Improvement: an action–based case study conducted in a disadvantaged school in Sri Lanka

Abstract

This article presents a descriptive account of a school improvement project carried out in Sri Lanka. A facilitator from a central organisation worked with the principal and tutorial staff of a disadvantaged school for a 2–year period. Ten in–house sessions were conducted over the period. Data collected through a base line survey, observations and initial interactions with the staff were used to diagnose the needs of the school. Strategies for interventions were planned accordingly and were later modified according to the feedback received in subsequent in–house sessions. Development planning and self–assessment processes were used extensively in the interventions. These strategies have been effective in developing leadership and critical reflection habits of teachers. Furthermore, they have been instrumental in making the curriculum more relevant to the needs of the pupils and inducing the need for self–development in the staff. The facilitator has also benefited from the project by developing skills in group facilitation and gaining a better understanding about human behaviour in organisations.