SELF-EVALUATION AIMED AT CREATING SCHOOL DEVELOPMENT POLICY - A PREREQUISITE FOR QUQLITY ASSURANCE IN THE EDUCATION OF STUDENTS WITH VISUAL IMPAIRMENTS

Abstract

The development of school management is not just a trend, but a real need. The new changes in the environment demands schools of a new type, managers are able to realize the mission of the school and who have a vision for its development, and who are able to establish a good strategy for the successful creation of the school policy. Particularly important is that, they can create a team and a climate of high expectations for success, both with teachers and students.If the mission of a school reflects its present, and its vision is its future, then the school development policy defines the strategy for reaching the vision. But before approaching vision, it is necessary to face the real picture of the weaknesses, since the vision is for the purpose of improving.Self-evaluation is the basis for autonomy in creating development politics, organizing and implementing the main priorities of one school. It enables wholeness in understanding the preference problems, but how efficient we could solve them, in order to improve the quality in education and the work of the school completely.Mainly, it is oriented in the work and achievements of the Manager and his team, the teachers and students in the school, but also to the work of the administration, accounting and technical personnel. Self-evaluation is used as an integral mechanism for improving the quality of education in almost all European countries. They have a positive experience regarding the efficient improvement of the quality of education.The self-evaluation covers the following areas: Organization and realization of teaching and learning, Achievements of students, Professional development of teachers, Professional development of teachers, professional associates, educators and management staff, School management, Communications and public relations, School climate and culture, Cooperation with parents and the local environment. The process of self-evaluation implemented at the end of each second school year, especially in education of students with visual impaired.The aims of the paper are complex are refer to five target groups: Manager, members of School board, teachers, parents, students with visual impairment and its direction is to present their opinions and orientations about the question how and how much self-evaluation in the work of a school would improve the quality of school’s development politics, respectively the work of a school as a whole.The research uses the descriptive method, the techniques of polling, interview and analyzing the documentation. The data obtained from the research are expressed numerically whereof nominal, ordinal, and interval scale of expression is used. From analyzing the results and the conclusions it can be point out that self-evaluation in school must have an exclusive development function which would provide successful realization on the set targets. The school development policy should be concrete, clear and realistic. It should be relevant to the school and which is most important to be feasible. It should stimulate and offer challenges.