there should also be strong links with the public technicalpedagogical support services atp and their new school improvement framework as well as private technicalpedagogical consultancies ate second concerning the school evaluation process itself the agency should continue to focus on the formative dimension of school evaluations that leads to lasting changes to practice school evaluation that is meaningful should involve an accurate assessment of the effectiveness of schools an assessment of strengths and areas for development followed by feedback coaching support and opportunities for development an opportunity to celebrate recognise and reward the work of schools and to identify best practice and an opportunity to identify underperforming schools third school selfevaluation should be central in any national approach to school improvement and as school systems mature schools should take on a greater role for driving their own improvement