School Capability Assessment Questions

Strand: The Visible Learner

Category Capability focus question Comments/Evidence
1. Does the school have a clear picture of the
Aspiration type of learners they are aspiring to have in
their school?

2. Do the school plans incorporate a focus on

Strategic tools developing assessment-capable visible
and actions learners?

3. Is there a shared view across the school about

Shared the desired characteristics of learners?
understandings

4. Is there a shared language of learning in the

school?

5. Do leaders and teachers empower students to

Professional take greater ownership of their own learning?
practices

6. Do leaders and teachers clearly communicate

valued learner characteristics to students?

7. Is student voice evident in decision making

across the school?

8. Are learner’s visible learners – able to talk

Learners about their learning?

9. Are learners actively engaged participants in

the learning process?

10. Can learners describe what a good learner

looks like in their school?

© Corwin, A SAGE Company 1

 Strand: Know Thy Impact
Category Capability focus question Comments/Evidence
1. Does the school have a clear picture of the
Aspiration type of learners they are aspiring to have?

2. Does the school have a focus on learning and

progress (as opposed to teaching and
achievement)?

3. Do documents have evidence of data being

Strategic tools collected, collated, and analysed at student,
and actions teacher, and class levels?

4. Does the school have a process for ongoing

review of student data?

5. Does the school have a focus on learning and

progress?

6. Are monitoring tools used to track progress

and achievement?

7. Do data and evidence drive practice?

8. Is there a shared understanding of what

Shared progress looks like across the school?
understandings

9. Does the school know about the impact they

are having on student learning?

© Corwin, A SAGE Company 2

 10.Do leaders and teachers share achievement
Professional data with one another and with learners and
practices take a shared responsibility for addressing any
achievement concerns within teams, and with
learners?
11.Does the school use multiple evidence sources
when assessing student progress and
achievement?

12.Does evidence gathered inform school

practices such as professional development,
appraisal, and walkthroughs?

13.Are students taught to be assessment

capable?

14.Are learners able to articulate where they are

Learners at in their learning and their next learning
steps?

15.Can learners explain the assessments used,

what they tell them, where they are at, and
what their next steps are?

© Corwin, A SAGE Company 3

 Strand: Inspired and Passionate Teachers
Category Capability focus question Comments/Evidence
1. Does the school have a clear picture of the
Aspiration quality of practice expected from teachers?

2. Does the school have plans that show a

Strategic tools deliberate strategy for raising teacher
and actions capability based on the research of what
makes the greatest difference to student
learning?
3. Is there a high degree of relational trust
amongst the staff?

4. Is there a shared understanding across the

Shared school about what makes for a good teacher?
understandings

5. Do teachers maximise available learning time

Professional through the use of engaging teaching and
practices learning approaches?

6. Do teachers differentiate in order to provide

appropriate levels of challenge for all
students?
7. Are teaching decisions evidence-based and
research informed?

8. Do teachers systematically use data and

evidence to plan lessons and next learning
steps?

9. Do teachers make the learning intentions and

success criteria clear to students?

10. Do teachers plan together?

11. Does the school talk to learners about the

Learners quality of teaching they receive?

© Corwin, A SAGE Company 4

 Strand: Feedback
Category Capability focus question Comments/Evidence
1. Does the school have a clear picture of the
Aspiration type of feedback culture and practice that
they aspire to have?

2. Does the school incorporate feedback from

Strategic tools students, families, and staff in their planning
and actions and review?

3. Do leaders and teachers work to develop high

levels of relational trust in the school so that
feedback can be openly given and received?

4. Do teachers and leaders use information from

Shared student assessments as feedback about the
understandings effectiveness of their teaching?

5. Are the school leaders and teachers familiar

with different models of effective feedback?

6. Are teachers regularly observed and given

Professional feedback?
practices

7. Are there opportunities for students to give

teachers feedback?

8. Is time for feedback planned for in lesson

planning?

9. Do students get regular, just-in-time, just-for-

me feedback about their learning?

10. Is student feedback routinely sought at all

levels?

11. Are students invited to give feedback to

Learners teachers?
12. Does the school talk to learners about the
nature and quality of feedback they receive?

© Corwin, A SAGE Company 5