School Reflection and Self-Evaluation Days
2016-2017
Days of Reflection and
School Self-Evaluation
For transformative school management, a more humane school, at the service
Reviewing the Ethical References and Essential Processes of the School
within the framework of the Curricular Transformation Process and the Institutional Transformation Process.
We begin the 2016 school year in peace and joy 2017, with
the school's reflection and self-evaluation days to assess what is
being done, both in the classroom and in each space where
life is shared. Know what their coexistence relationships are
like in the environment, with families and communities, what
the school's strengths are, its achievements, successes,
advances, difficulties and distortions. It is an exercise for
encounter, dialogue, discussion, reflection, consensus and
collective construction.
The management teams of each institution and educational
center, together with teachers, students, administrative
workers and workers, the cooks of the Homeland, families and
communities, will establish commitments to action to improve their
own practice.
Approach
• Evaluation is an integral part of the management process
at all levels and instances of the educational system. The
exercise of collective reflection should lead to assuming
greater degrees of co-responsibility with quality and
effectiveness in educational management.
• Evaluation is an educational process of raising awareness
about how we generate better educational processes,
conditions and results.
• Collective reflection is part of the curricular transformation
process and the institutional transformation process that
we are promoting this school year.
• The central purpose of the reflection and self-evaluation
days is to raise collective awareness about the
achievements and weaknesses of educational
management, as well as the challenge of assuming
responsibilities for educational processes and results.
In no way can it be a mere compilation of data.
• The results of this self-assessment are fundamentally
directed at the school itself, to guide our efforts in
improving, enriching and transforming our educational
practices.
How to do it?
• We recommend individual and collective consultation and
reading of the Ethical References and Essential Processes,
each of them described in the 2016-2017 Pedagogical
Guidelines.
2d Bolivarian
BolivarianGovernment
government
D• fromofVenezuela
Venezuela
2016-2017
of people, communities and humanity.
• The Ethical References and Essential Processes are for all
levels and modalities, they are the starting point for discussion,
reflection, self-evaluation and commitments.
• The self-evaluation of each institution and educational center will
be promoted by the management teams together with teachers,
students, families, administrative workers and workers, cooks
and chefs of the Homeland and the communities.
• The discussion is aimed at establishing agreements and
commitments, based on multiple opinions, in an environment of
respect and free participation.
• The main approaches are published on billboards in each
institution and educational center so that they are known to
students, families, teachers, administrative workers and workers,
cooks of the Homeland and the communities.
The Ethical References and Essential Processes embody the
Curriculum Transformation Process . They are the result of a 17-year
systematization process of educational revolution, they are based on
fundamental constitutional principles, emphasizing the educational
elements implicit in them.
These are some questions that we formulate to guide the School's self-
assessment based on each of the nine (9) Ethical References and
Essential Processes. They can include other questions if they consider it
necessary. It is recommended to read all the questions, they are a guide
for joint reflection, they are not for answering Yes or No, it is not a
checklist.
1. Educate with, by and for everyone.
Do we do everything possible so that all children, adolescents and
young people attend school? Do we take special care when a
student is repeatedly absent from class? Do we encourage students
to support each other? others? Do we establish links between
families and the school to provide care to students who have
difficulties entering school? Do we serve students who fall behind or
have some learning difficulties? Do we take special support
measures when a student is at risk of missing the year?
Strengths, achievements, successes or advances
1816-2016
UNITED PATRIOTS
WE KNOW HOW TO
WIN
Weaknesses, difficulties, distortions, aspects to
overcome or reorient
Action commitments for this school year
2. Educate in, by and for participatory and leading
citizenship.
Do students participate in decision-making at school and in
the classroom? Is daily practice in our classrooms autocratic
or democratic? What about families, teachers, other school
workers? school really participate? Are the spaces for
participation in the school sufficient and appropriate so that
everyone can express their concerns, differences and
proposals? Does the community participate in school
activities? And does the school in general participate?
community activities? Is the educational process linked to the
life of the community? In the school's management practice
do we encourage leading participation or do we make
decisions in a discretionary manner? Are we training the
citizens that a Republic requires? that aims to be sovereign,
supportive, egalitarian, fair, integrated into Our America,
twinned with the peoples of the world, environmentally
responsible? Do we learn from school to agree collectively?
Strengths, achievements, successes or advances
Weaknesses, difficulties, distortions, aspects to
overcome or reorient
Action commitments for this school year
School Reflection and Self-Evaluation Days
2016-2017
3. Educate in, by and for the love of the Homeland,
sovereignty and self-determination.
Is permanent tribute paid to national symbols? Is the pride of being
Venezuelans favored? Are the achievements and careers of
Venezuelans who stand out in the different areas of social life
(sports, cultural, etc.) valued? community, labor)? Are students,
education workers, families and communities encouraged to know
and love the different environments of Venezuela, its plants,
animals? Do we know and recognize our local characters,
cultivators, elders, historians, chroniclers, cooks and cooks? Do we
know and value our local history and customs in our daily
pedagogical action?
Strengths, achievements, successes or advances
Weaknesses, difficulties, distortions, aspects to overcome or
reorient
Action commitments for this school year
4. Educate in, by and for love, respect and affirmation of
the human condition.
Is our school characterized by an emotional environment, respect for
others, the promotion of love for ourselves and for others? Are the
achievements and positive aspects of everyone (students, families,
workers, community) recognized? Or, on the contrary, do we
emphasize defects and failures, recrimination and disqualification?
Are relationships of solidarity and respect lived at school, or on the
contrary, are small groups and rivalries encouraged? Does it
guarantee the family and social integration of people with special
educational needs? Are our boys, girls, adolescents and young
people happy at school? Do our students feel safe, cared for and
protected at school?
Strengths, achievements, successes or advances
1816-2016
UNITED PATRIOTS WE
KNOW HOW TO WIN
 School Reflection and Self-Evaluation Days
2016-2017
Weaknesses, difficulties, distortions, aspects to
overcome or reorient
Action commitments for this school year
5. Educate in, by and for interculturality and the
appreciation of diversity.
Does our school encourage respect and appreciation for all
people and celebrate diversity of origins, customs, ways of
speaking? Have strategies been discussed and established to
combat all forms of discrimination (racial, gender, origin,
political, cultural, religious? , due to disability or physical
appearance)? Do we create opportunities for students or
families from different parts of the country or other countries to
tell us and we learn about their customs, stories and ways of
living? Do we know anything about the different indigenous
languages? that are spoken in Venezuela? Do we know at
least some words in the indigenous languages spoken in our
state? And about the cultural traditions of our community, our
region and other places in the country?
Strengths, achievements, successes or advances
Weaknesses, difficulties, distortions, aspects to overcome or
reorient
Action commitments for this school year
Bolivarian
government of
Venezuela
6. Educate in, by and for productive work and social
transformation.
Is the school incorporated into the All Hands to Sow program? Do
we carry out activities and projects that serve the community? Are
the work, production and services processes carried out in the
community known, recognized and taught? Have we invited different
workers to the school to teach what they do and what they know or
have we gone to visit and get to know their workplaces? Is it a
curriculum to have repaired a table-chair at school? And what
about? Who is responsible for repairing the table-chair? Is
community service imposed as a punishment or is it rather the best
learning opportunity? Do our students learn to develop and
transform from the experiences they live in the community? school?
Do we develop production and service projects in the school in
which families and communities are incorporated? Is the school
incorporated into community production and service projects?
Strengths, achievements, successes or advances
Weaknesses, difficulties, distortions, aspects to
overcome or reorient
Action commitments for this school year
7. Educate in, by and for the preservation of life on
the planet.
Can we say that our children, boys and girls learn at school to care
for and appreciate life, to recognize the current risks to life on the
planet? Do we encourage reasonable consumption habits that allow
a good life that does not impact negatively on the environment?, Do
we know and disseminate the rights of Mother Earth?, Have we
planted trees, caring for them and watching them grow?, Do we
have environmental defense groups?, Do we encourage outdoor
activities and the appreciation of nature? ? Is comprehensive health
promoted at school?
1816-2016
A Q23) UNITED PATRIOTS
--(-«% WE KNOW HOW TO WIN
School Reflection and Self-Evaluation Days
2016-2017
Strengths, achievements, successes or Action commitments for this school year
advances
9. Educate in, by and for curiosity and research.
Weaknesses, difficulties, distortions, aspects to
overcome or reorient Are the learning processes relevant, challenging, demanding
and innovative? Are creativity, research, in-depth knowledge
of reality, scientific thinking, argued debate, the use of multiple
sources of information, integration of learning, explanatory
capacity and transformative activity? Is the development of the
creative potential of girls, boys, adolescents and young people
achieved from what is done in classrooms and other
educational spaces ? Do we incorporate into our practices
educational the use of resources for learning Bicentenario
Action commitments for this school year Collection, the Canaima Educativo project, Tricolor Magazine,
School Radio, Educational Web Radio, the school newspaper,
the spoken book productions in Braille, science laboratory,
Bolivarian Center for Informatics and Telematics (CBIT) ,
others?
Strengths, achievements, successes or advances
8. Educate in, by and for freedom and a critical vision of
the world.
Do we educate for freedom or for submission? Do we worship
obedience or do we explain the why of things? In our classes,
children, boys and girls express themselves freely and their
opinions are considered with respect even if they are not
coincide with those of their teachers? Do teachers discuss
how to foster a critical vision of the world or do we rather tend
Weaknesses, difficulties, distortions, aspects to
to passively accept what the media or our hierarchical
superiors tell us? Boys, girls, boys and girls Do they find overcome or reorient
different moments, spaces and ways at school to express their
creativity, their opinions, their ways of understanding the
world? Is the capacity for abstraction and critical thinking
developed with innovative methods that privilege learning from
everyday life and experience? ? Are spaces provided at
school in which education and community workers analyze
and reflect together on situations that affect the community,
the region, the country and the world? Action commitments for this school year
Strengths, achievements, successes or advances
Weaknesses, difficulties, distortions, aspects to
overcome or reorient
Ministry
of People's Power
for education
Inclusion and Quality
1816-2016
Bolivarian UNITED PATRIOTS
government of WE KNOW HOW TO
Venezuela
WIN
 Days of Reflection and
School Self-Evaluation
2016-2017
For transformative school management, a more humane school, at the service
Ministry of popular of people, communities and humanity.

power for Reviewing the Ethical References and Essential Processes of the School
education within the framework of the Curricular Transformation Process and the Institutional Transformation Process.

Inclusion and
Quality
Summary sheet

Ethical References and Strengths, achievements, successes or Weaknesses, difficulties, distortions, aspects to Action commitments for this school year
Essential Processes advances overcome or reorient

1. Educate with, by and for

everyone.

2. Educate in, by and for

participatory and leading
citizenship.

3. Educate in, by and for the love of

the Homeland, sovereignty and self-
determination.

4. Educate in, by and for love,

respect and affirmation of the
human condition.

5. Educate in, by and for

interculturality and the appreciation
of diversity.

6. Educate in, by and for productive

work and social transformation.

7. Educate in, by and for the

preservation of life on the planet.

8. Educate in, by and for freedom

and a critical vision of the world.

9. Educate in, by and

for curiosity and
research.
Write down a maximum of three aspects in each box. Summarized but clear enough for all of us to understand them well. This summary sheet is for the same school, to
review and collectively evaluate how we are progressing. Give a copy to the supervisor of the educational circuit.

Bolivarian Government
Ddde Venezuela

1816-2016
A PT) UNITED PATRIOTS
-<6(«« WE KNOW HOW TO WIN