| The procedure |
Management level |
How to manifest managerial functions |
| Control of school documents |
Leadership level |
Planning: identification of the procedural activity |
| Organization: communication of the procedure to the responsible persons |
| Control/monitoring: application of the procedure |
| Evaluation/adjustment: teacher evaluation |
| Committees level |
Planning: identification of the procedural activity |
| Organization: elaboration of the documented procedure and specific instruments |
| Control/monitoring: monitoring the application of the documented procedure |
| Evaluation/adjustment: preparation of the activity report, revision of the procedure |
| Classroom level |
Planning: preparation of school documents |
| Organization: application of the documented procedure |
| Control/monitoring: regular review of school documents |
| Evaluation/adjustment: preparation of self-evaluation report |
| Evaluation of preschoolers |
Leadership level |
Planning: identification of the procedural activity |
| Organization: communication of the procedure to the responsible persons |
| Control/monitoring: class inspections |
| Evaluation/adjustment: preschoolers’ behaviors |
| Committees level |
Planning: identification of the procedural activity |
| Organization: elaboration of the documented procedure and specific instruments |
| Control/monitoring: monitoring the application of the documented procedure |
| Evaluation/adjustment: revision of the procedure and specific instruments |
| Classroom level |
Planning: establishing the behaviors to be followed, according to the progress sheet |
| Organization: application of the documented procedure, use of specific tools |
| Control/monitoring: periodic completion of progress sheet, highlighting the progress of preschoolers |
| Evaluation/adjustment: use of effective evaluation strategies |
