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monitoring. They also, therefore, help to develop an appropriate ethos within which it will occur in future. HOW IS MONITORING BEST DONE? Ultimately, for school or college managers, this is the key question and here a number of methods are commented upon, with actual examples from schools visited. Many schools and colleges now have management information systems in place. These may be particularly useful for obtaining statistics on, for example, attendance, number of students on a course, etc, Rogers and Badham (1992) advise collecting essential information only, as it is all too easy to be carried away by enthusiasm and to try to collect everything about the chosen topic when a much more limited exercise would suffice. Data may be collected by a variety of methods including: questionnaires,by teachers or from pupils; interviews; observation, including observing teaching in action, that is, monitoring teachers' work, and also observing learning in action, that is, monitoring students' work; tests; official statistics; documents; meetings; tracking and target-setting ~ defining short-term; goals; effective use of time - walking the talk and finally, management by; walking about (MBWA).' Those who are monitoring might use this last technique, MBWA, where they can observe, listen, comment and encourage. It is certainly one where they should try to catch people - students and teachers - doing things right and 1-hen praise them for it rather than to catch people doing things wrong and then having to correct or reprimand them. Rogers and Badham (1992) advise making the maximum use of information already available. Before rushing into designing questionnaires, interview schedules and classroom observation checklists, they suggest that managers scan existing sources of information such as attendance registers, room/equipment-usage logs, published statistics and other data collected recently by the school. Also they suggest making maximum use of any evaluation data about the school, for example, inspection reports. In the twenty-first century, there is a considerable and increasing risk of information overload. Crucial for managers is to demonstrate to staff that use is made of data collected, including that already in existence. One secondary school lists the following wide variety of ways used to monitor what is happening in the school: classroom/lesson observation;looking at documentation, for example, policies, development plans, curriculum plans, handbooks and pupil records; looking at students' work;performance data analysis - GCSE. Key Stage tests, teacher assessments, post-16 results; talking to students, other teachers, parents, governors; interviews; pupil tracking; questionnaires to pupils; moderation/agreement trialling; spot checks.