When you want to raise the quality of a school or group of schools, we have to know the schools in all aspects, in order to develop a coherent educational project with the specific context of each school organization.

The school improvement can mean a change or process innovation, but should above all try to eliminate the less successful organizational points and design school in order to obtain a better quality.

Although the main objective of the institutional assessment should be to estimate the level of quality of education to contribute to its improvement, the evaluation process should be conceived equally as appropriate strategy to support research on the effectiveness and the quality of institutions (Tejedor, 2000).

In this study, the intended objectives are supported in school results and internal self-evaluation of the grouping schools of the previous year.

Thus it is intended, characterize the school grouping checking: the satisfaction of the educational community, the performances of the initiatives implemented in the group for improving educational processes (communication plan, project on indiscipline and school climate, and Office of Student Support and innovation of the teaching-learning process), and infer the degree of quality in the school grouping in particular with regard the impact on school results.

The Law 31/2002 of Portugal, mentions the need to make the internal evaluation of schools and the Decree-Law 75/2008 mentions the need to exist quality in schools. The internal evaluation requires special attention to problems detected in the external evaluation of IGEC (General Inspection of Education and Science) and so, combining the work in carrying out the internal self-assessment and the work produced in this study, exists the illusion that we can improve the school grouping. The priorities for the self-evaluation of the results indicates, directs the group for continuous improvement.

Alves, G., “Marketing de Serviços da Educação”, Edições IPAM, Porto, 2005 Bardin, L., “Análise de conteúdo”, Edições 70, Lda., 3ª Edição, 2004 Bryman, A., Cramer, D.,”Análise de Dados em Ciências Sociais”, Celta Editora, 1992 Dacal, G., Garcia, A. ,“K Sigma – Teoria de las Organizaciones y Control de Calidad (de la Enseñanza)”, Ediciones Universidad de Salamanca, Salamanca, 2004 D´Hainaut, Louis, “Conceitos e Métodos da Estatística – Volume I”, Fundação Calouste Gulbenkian, 2ª edição, Lisboa, 1997 Foguet, J., Gallart, G., “Modelos de Equaciones Estructurales”, Editorial La muralla, Madrid, 2000 Fortin, M., “O processo de Investigação”, Lusociência, 3ª edição, 2003 Foster, T., “Managing Quality – An Integrative Approach”, Pearson Education, New Jersey, 2004 Hair, J.F., Babin, B., Money, A.H., Samouel, P., “Fundamentos de Métodos de Pesquisa em Administração”, Bookman, 2005 Hair, J.F., Anderson, R.E., Tatham, R.L. & Black, W.C. (2006), Multivariate data Analysis (6th ed.) Pearson Prentice-Hall Hill, M., Hill, A., “Investigação por Questionário”, Edições Sílabo, 2002 Maroco, J., “Análise Estatística - com utilização do SPSS”, Edições Sílabo, 3ª edição, Lisboa, 2006 Novais Gonçalves, C. (2000). “A Internet como uma via de formação de professores à Distância.”, Dissertação de mestrado não publicada, Lisboa: Universidade Nova de Lisboa. Novais Gonçalves, C. (2011). “Satisfação da Comunidade Educativa e indisciplina na Sala de Aula como Fatores Contributivos para a Qualidade na Escola”, Dissertação de mestrado não publicada, Salamanca: Universidade de Salamanca Parasuraman, A.; Zeithamll, V. A.; Berry, L. L. A conceptual model of service quality and its implications for future research. Journal of Marketing, New York, v. 49, n. 4, p. 41-50, Fall 1985. Parasuraman, A.; Berry, L. L.; Zeithamll, V. A. Servqual: a multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing, New York, v. 64, n. 1, p.12-40, Spring 1988. Tejedor, F. (2000), “Evaluación de la docencia del profesorado: problemática y alternativas de mejora” in J.; Rego, M., Castro, A (coords) (2000), Calidad educativa y empleo en contextos multiculturales, Santiago de Compostela, Instituto de Ciências da Educação, pp. 93-123.