High Performing Victorian Government Schools How our best performing schools come out on top A snapshot

EMR Breakfast Session, 24 August 2010 There is a well-documented link between socio- economic characteristics and learning outcomes

What some teachers do EMR Breakfast Session, 24 August 2010

Differential performance

EMR Breakfast Session, 24 August Lessons — Two sorts 10 lessons were identified which identify the key success factors; but these lessons, which inevitably overlap, were of two different sorts Those which constitute preconditions for substantial improvement Those which enable the schools to sustain improvement over time

EMR Breakfast Session, 24 August 2010 Precondition 1 Strong leadership that is shared, stable and sustained over time ‘I know of no improving school that doesn’t have a principal who is good at leading improvement’ — Michael Fullan Strong, stable leadership with a clear vision and direction for the school The leadership load is willingly shared and leadership capacity built Though teaching is key, leaders establish the conditions for high quality teaching Instructional leadership as the focus

EMR Breakfast Session, 24 August 2010 Precondition 2 High levels of expectation and teacher efficacy High expectations — challenge the argument ‘you cannot expect more from these kids’ Higher aims and targets than matching equivalent SFO schools High expectations for students flows through to staff and promotion of teacher efficacy — we can make a difference for the students we teach

EMR Breakfast Session, 24 August 2010 Precondition 3 Ensuring an orderly learning environment where every student is well known A fundamental precondition for improved teaching and learning, and subsequent improvement in student outcomes The starting point for improvement in each case A key mechanism for getting teacher consistency The basis for further united action in the school The mirror image of the situation in under- performing schools

EMR Breakfast Session, 24 August 2010 Precondition 4 A focus on what matters most Relatively few priorities focused on core things students need — generally literacy, numeracy and VCE results A clear sense of how to prioritise and put first things first Reflects the importance of leadership (Precondition 1)

Some quick wins from these schools The orderly learning environment in every case — uniform, punctuality, etc. (‘The story of the red bags’) Understudies The observation room Work Ethic Committee EMR Breakfast Session, 24 August 2010

Sustaining improvement Six key interrelated strategies that: Build on the preconditions for improvement Sustain ongoing improvement momentum beyond the initial successes achieved

The sustaining factors Building teaching and leadership expertise Structure teaching to ensure all students succeed A greater focus on research is required to support instructional leadership in the school — A short digression (An exercise you can use in your schools) EMR Breakfast Session, 24 August 2010

Effect on Achievement over time? Decreased Enhanced Zero 0.20 Typical Effect Size

EMR Breakfast Session, 24 August 2010 Influences on Achievement REVERSE Developmental Effects Typical Teacher Effects ZONE OF DESIRED EFFECTS

Rank these 10 effects: Home-School programs Direct instruction Reducing class sizes by 5 students Feedback to students on their work Open rather than traditional classrooms Homework Study skills Integrated curriculum programs Hold a student back a year Peer tutoring EMR Breakfast Session, 24 August 2010

The measured effect Feedback to students on their work0.73+ Direct instruction0.59 Study skills0.59 Peer tutoring0.55 Integrated curriculum programs0.39 Homework0.29 Reduce class sizes0.21 Home-School programs0.16 Open rather than traditional classrooms0.01 Hold a student back a year-0.16 EMR Breakfast Session, 24 August 2010

The sustaining factors Building teaching and leadership expertise Structure teaching to ensure all students succeed Using data to drive improvement A culture of sharing and responsibility Tailoring initiatives to the direction of the school Engender pride in the school EMR Breakfast Session, 24 August 2010

Conclusion Many of the lessons are no surprise and reflect the findings of research The distinction between preconditions for improvement and other factors related to sustaining momentum is new. This has implications for how the Department and schools approach improvement Two factors related to preconditions are either new or demonstrated in more significant ways — the extent to which success relates to leadership; and the central importance of an orderly learning environment The successes of these schools were not achieved overnight. A stable and consistent leadership team worked on their strategic approach for a significant number of years