School Improvement Framework PAVCSS

School Improvement Framework PAVCSS
17 June 2013 Dr Mary Oski Assistant Director Leadership & Learning

Agenda Context for the SIF Addressing VRQA accountabilities Developments in SIF since 2006 Current response to issues raised

Research In School Improvement
Top down Approach Bottom up Approach 1970s Organisation & curriculum Student performance Quantitative data Lack of ownership One size fits all Lack of context Callahan (1962) Cheng (2000) Earl (2005) Hopkins (2005) Kozol (1967) Ravitch (2000) 1990s School improvement School context Goals debated internally Qualitative data Superficial & narrow ‘You don’t know what you don’t know’ Fullan (2006) Boyd and Crowson (2002)

Current Best Practice The importance of balancing the ‘top-down’ and ‘bottom-up’ approach ... external and internal accountability. Elmore (2004)

School Improvement Planning
As schools increasingly become clearer about what they need to do to get to their identified and planned for destination, they are able to set clear targets for themselves. Such targets should include: Time scales Success criteria Necessary resources Staff responsible. Hence an essential element of management is to consistently monitor the implementation and achievement of agreed targets and strategies as a consequence of ongoing reflection. Barber (2005)

School Improvement Planning
It is not sufficient to merely have the documentation which articulates the improvement plan...the key to the success of the implementation of an improvement plan is that it is prepared after broad consultation with all key stakeholders and it represents a shared aspiration for the school. Davies (2006)

Use of school data The use of quality data is an essential
component of any evaluation activity Nevo (1995) The effective use of data to analyse school and student performance acted as a driver for improvement in all of the eight Victorian case study schools performing above expectations. Zbar, Kimber and Marshall (2008)

Addressing VRQA Accountabilities
Victorian Registration & Qualifications Authority (VRQA) established Education & Training Reform Act 2006 VRQA is able to meet its responsibilities for quality assurance on the basis of the conduct of review by a body approved by the Authority to review a group of schools. The VRQA throughout 2008 and early 2009 negotiated a Memorandum of Understanding with the CECV to act as a Review Body for Catholic schools in Victoria. The School Improvement Framework and its review processes are now the means by which the Archdiocese of Melbourne is meeting its accountability requirements with VRQA.

VRQA Accountabilities
Student Learning Outcomes A school must have processes in place that enable it to plan for, and achieve improvement in, student learning outcomes. (Sch. 2, 2 Student learning outcomes) Intent To ensure that a school has appropriate structures and processes in place to support all its students to progress towards and achieve agreed learning outcomes

Evidence Guide There must be evidence in the form of a documented strategy to improve student learning outcomes For a registered school Such a strategy must include statements of: What data (such as NAPLAN, senior secondary and On Track data) the school collects to monitor outcomes How the school analyses and uses data to set goals and targets for outcome, including for students at risk How the data is being analysed, used and reported.

Evidence Required at the School Level Catholic school improvement is the focus of periodic Catholic school reviews conducted by the Diocesan CEOs. Plans to improve student learning outcomes are a central element of Catholic school reviews, including the implementation of Catholic school Annual Action Plans. Support provided by the CEOs assists Catholic schools to set goals for improved student outcomes, interpret data for periodic reviews and for the development of School Improvement Plans and Annual Action Plans.

SIF – The Journey… 2005 Overview Document phases Central focus of Catholic Schools Vision 5 spheres SAQ, SRR, ERR 2006 Implemented in 47 primary Schools Introduction School Improvement Surveys Developed templates for SIP & AAP 2007 EVALUATION OF SIF Annual Evaluation of school review & reviewers Revision of School Improvement Surveys & PD 10 Secondary schools participate in SIF Develop Catholic Culture questions in Surveys Strengthen support to schools 2008 VRQA incorporated into SIF Review Refinement of Catholic culture questions -secondary EVALUATION OF SIF 2009 Regional support to secondary schools Annual Survey implementation in response to Evaluation Self-Assessment Rubric Refinement of SRR & ERR

SIF – The Journey… 2010 School improvement Surveys timeline moved to Sept Primary schools enter Phase 2 EVALUATION OF SIF 2011 Separation of secondary & primary benchmarks Enhancing Catholic School Identity data into SIF cycle 2012 Schools under review includes ESCI data Stage 1 SIP System implemented 2013 Focus groups on SIP System SIP System -Stage 2 under development Negotiated Review developed for 2013 More options in School Improvement Surveys Reference Group Established Refined School Improvement Survey Report 2014 Primary schools enter 3rd SIF cycle Negotiated Review Secondary schools identity Negotiated Review for 2015

SIF – The Journey… 2010 School improvement Surveys timeline moved to Sept Primary schools enter Phase 2 EVALUATION OF SIF 2011 Separation of secondary & primary benchmarks Enhancing Catholic School Identity data into SIF cycle 2012 Schools under review includes ESCI data Stage 1 SIP System implemented 2013 Focus groups on SIP System SIP System -Stage 2 under development Negotiated Review developed for 2013 More options in School Improvement Surveys Reference Group Established Refined School Improvement Survey Report 2014 Primary schools enter 3rd SIF cycle Negotiated Review Secondary schools identify Negotiated Review for 2015

School Improvement Planning System Stage 1
A CECV project – will be implemented across all dioceses Launched on 9 November within Melbourne

School Improvement Planning System Stage 2
Responsive to recommendations from consultations with schools, CEOM staff and other dioceses added flexibility – e.g multiple templates for reports Improved look and feel of screens Improved flexibility of content entry Alerts and notifications Online Annual Report to the School Community Online VRQA compliance checklist within the review

Phase Three: Third Review in the SIF 2014/2015
In the future it is anticipated that a number of schools who are able to demonstrate a consistent and sustained pursuit of continuous school improvement over an extended period of time may require a more flexible approach to review. This review type encourages a school to examine ways in which it can be challenged or stretched further. It emphasises the potential for alternative models of reflection and the expectation that such schools will actively share and promote models of excellent practice across the sector. This process will provide the opportunity for the school to focus on specific areas in significantly greater detail integrating relevant research and enquiry-based activities from other CEOM initiatives.

Negotiated Review For most schools the current review process provides sufficient challenge to guide next SIP A small number of schools require greater challenge, investigation and research Schools who demonstrate high performance and sustained improvement through first 2 SIF cycles Key components remain: Self-Reflection across 5 spheres External Review report SIP & AAP Critical Friend – relevant to area of investigation Negotiate with Regional Office

Reference Group Mark Brockhus Salesian College Sunbury
Leonie Keaney Presentation College Windsor Anne McDonald Nazareth College Mark Murphy Marcellin College Bulleen Michael Edmonds St Anne’s Park Orchards Rob Horwood Stella Maris Beaumaris Sean Kennedy St Ignatius Primary Drysdale John Grant St Vincent de Paul’s Strathmore Mary Oski Assistant Director, Leadership & Learning Elina Raso Manager, Leadership & Professional Learning Chris Lennon Team Leader, Leadership & Professional Learning John Reddan Education Officer, Leadership & Professional Learning Chris Bence Secondary Principal Consultant, Southern Region Debra Egan Primary Principal Consultant, Western Region Marwin Austerberry Manager, Eastern Region.

Response to other issues: Surveys
Timing of surveys Need to be completed at one time Actual items within the survey Designed with a focus on improvement Surveys every year Negotiable but proceed with caution Trend data most powerful Notify in writing early in the process Data not easy to read & interpret Workshop with Peter Hart 18 June Plan to revise SIS Report Format 2013

School Climate Data Schools with a successful commitment to improvement tend to have an extraordinarily rich pool of data upon which to call... school improvement also needs to focus on the culture of schools, including values, interpersonal relationships, and interaction processes, as well as structure. Leonard, Bourke and Schofield (2004) The effective principal manages the environment to optimise learning and provides guidance and support for other school leaders or teachers to improve the quality of instruction and the achievement of all students. Bendikson, Robinson, Hattie (2012) A number of authors have argued that school effectiveness which is determined primarily on the basis of student academic achievement is narrow and unconvincing (Creemers, 1994; Freiberg, 1999; Goodlad, 1984; Reynolds, Tedlie, Creemers, Cheng, Dundas, Green, Epp, Hauge, Schaffer and Stringfield, 1994; Stoll and Reynolds, 1997).

School Climate Data School climate is one of the facts that differentiates schools that succeed from those that do not. A school’s climate may have more to do with its success than the resource at its disposal. The result implies that things like high expectations for students, caring relationships between teachers and students, and feeling safe at school are more associated with success than teacher or leaders’ experience or student support services staff ratios. Voight, Austin, Hanson (2013)

Understanding catholic school effectiveness …
Importance Opportunity Behaviour Staff Survey Student Survey Standardised Testing Catholic Climate Student Wellbeing Emotional Wellbeing Teacher Relationships Engagement in Learning Organisational Climate Teaching Climate Student Behaviour Faith Based Behaviours Importance Opportunity Behaviour Empathy Clarity Engagement Learning Quality Teaching Engaging Practice Respect for Students Parent Partnerships Teacher Confidence Curriculum Processes Student Management Academic Achievement NAPLAN VCE PISA Classroom Behaviour School Behaviour Student Safety School Climate Home Background Factors

Australian Psychological Society
The Australian Psychological Society (APS) has established the Psychologically Healthy Workplace Program (PHWP). National standard uses Insight SRC’s organisational climate survey Schools will be able to apply for accreditation through Insight SRC Benefits in being accredited by the APS as a Psychologically Healthy Workplace. These include: Demonstrating your school’s commitment to improving the wellbeing, engagement and performance of your staff; Having your school’s efforts recognised by an independent external body Being able to promote your school as a healthy and engaged place to work Being able to access practical advice on areas for improvement Successful schools are able to use the APS logo and other branding materials that will identify your school as having a quality work environment with a healthy school climate.

Quality of Reviewers Critical to quality of review, ERR and SIP & AAP
Evaluation survey post-review to: Principal Church Authority Staff member Parent Evaluations are critical for: Quality assurance of reviewer pool Focus on SIF Forum each year Poor response for parent surveys More options in 2013 Advice from Reference Group

SIF & the National Plan for School Improvement
Surveys for Staff, Students, Parents A clearly articulated and evidence-based School Improvement Plan which outlines the steps they will take to improve student results including monitoring of data and effectiveness of strategies Evidence of strong partnerships with parents as part of their overall School Improvement Plan Details and evidence of effectiveness on how they address Student Wellbeing issues Plans to be developed in consultation with their school communities

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