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How do you know?
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Some features you might look for
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| To what extent do promoted staff demonstrate a high level
of professional commitment to equality? |
- Commitment to the aims and policies of
the school related to equality
- Compliance with Sex Discrimination, Race
Relations and Disability Acts and other relevant educational legislation
- Knowledge of equal opportunity issues
and sensitivity to the needs of particular groups so that these groups
feel included
- Actively pursuing social justice measured
in terms of outcomes
- Management team monitors progress towards
equality objectives
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| How well do leaders initiate, communicate and develop policy
and strategies related to equality? |
- Clear structures for decision making and
consultation which encompass the full range of user groups
- Clear understanding of objectives
- Implementation of a common and consistent
approach across the school
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| How effectively does management create confidence and inspire
others?
To what extent is management a positive influence in the
area of equality?
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- Promotion of an open and responsive management
style which incorporates a recognition of the value of diversity and
the place of positive action in supporting staff
- Use of practices and procedures which
respond to the specific needs of religious/cultural groups within the
school
- Taking initiatives which address the differing
needs of specific groups
- Encouraging commitment to combating prejudice
and injustice within the school and within society as a whole
- Taking action to counter and prevent the
undermining or harassment of individuals or groups either of pupils,
parents or staff
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| How effectively does management evaluate the contribution
of staff and the school in the area of equality? |
- Regular cyclical review using agreed criteria
- Evaluation of implementation of policy
statement/guidelines relating to equality
- Regular review of school rules, routines,
traditions, practices and procedures, which may have a discriminatory
effect, however unintentional
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| To what extent does management demonstrate a breadth of vision
in equality? |
- Clear sense of values
- Staff clear on the policy and practice
in the area of equality
- Proactive in supporting social inclusion
in education
- Aware of national and local educational
advice and initiatives in equal opportunities
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Some ways of finding out
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| Quantitative monitoring
of complaints, harassment and discriminatory incidents
Looking at documentation
Discussion with staff
Questionnaires/surveys
Evaluation of development planning
Minutes of key meetings
Discussion with pupils, parents and the School
Board
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How do you know?
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Some features you might look for
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| How good are the
relationships between management and pupils, parents and staff? |
- Relationships between managers and the
rest of the school community are built on respect for the rights and
dignity of all
- The strengths of the different communities
are recognised and valued
- Managers have the understanding and confidence
to deal with harassment and oppressive behaviour as well as being able
to contribute positively to the richness of diversity
- Staff, parents and pupils feel valued
by the management team
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| To what extent do staff work
as a team in the development and implementation of policy and practice in
equality? |
- Staff as a team challenge:
-stereotype assumptions
- practices relating to group identity
-assumptions related to socio-economic
status
-assumptions related to disability, gender,
race and ethnicity, religious affiliation and sexual identity
- Involves people in the setting of goals
related to equality
- Different perspectives made available
to the staff during the planning process, for example, on gender, disability,
social justice and ethnicity
- Taking action as a team to counter and
prevent undermining and harassment of individuals or groups either of
young people or staff
- Implementing procedures to deal with and
reduce incidents of discrimination, bullying and harassment
- Degree of understanding and implementation
of policy
- Distribution of responsibility among staff
and role models given to pupils
- Equality issues are discussed and debated
openly and constructively among and between staff and pupils
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| How effectively is
information disseminated in relation to equality? |
- Pupils and all staff understand the roots
of discrimination and some of the ways in which it operates
- Learning contracts are clear about creating
an environment which is free, just, fair and devoid of discrimination
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Some ways of finding out
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| Review of communications
to ensure that content, language and images are as inclusive of all groups
as possible
Looking at documentation: agreed agendas, criteria,
evaluation reports, evaluation in the development plan
Minutes of meetings
Discussion with pupils, parents and the School
Board
Surveys or questionnaires
Discussion with staff: individually, in teams/stages/departments
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