Presentation on theme: "The Trust School Programme is a transformational programme which aims to provide equitable access to excellent education for all Malaysian children and."— Presentation transcript:
0 Trust School Programme Standards Staff TrainingElmarie Potgieter8 January 2015
1 The Trust School Programme is a transformational programme which aims to provide equitable access to excellent education for all Malaysian children and enhances school excellence through raising standards of existing school leadership, learning and teaching practices as well as the implementation of a wide range of curricular and co-curricular programmes.(Potgieter, Johnston and Lee, 2014)
2 The Trust School Standards Document Standards and Practices document provides a framework which is both explicit and transparent for all schools so that there is no confusion about the requirements at each stage. The framework acts in a number of ways to drive and support school improvement, for example by: raising expectations through criteria and grade descriptors that illustrate the standards of performance and effectiveness expected of schools, offering a sharp challenge and the impetus to act where improvement is needed, clearly identifying strengths and weaknesses and by promoting rigour in the way that schools evaluate their own performance, thereby enhancing their capacity to improve.
3 Trust School Vision‘The vision for Trust Schools is to transform schools in Malaysia into beacons of excellence for all public schools where the unique learning needs of each student is met in order to maximise their potential and to equip them with the necessary competencies, knowledge and understanding needed to be successful as a Malaysian citizen living in the 21st century.’(Potgieter, Johnston and Lee, 2014)
4 Student Aspirations (MoE 2013) National identityThinkingskillsKnowledgeBilingual proficiencyEthics and spiritualityLeadership skillsAsk Participants to think about which of the Student Aspirations link to this Module – it will be a question at the end of this session.
5 Strategic GoalsThe vision to transform Malaysian public schools defines four strategic goals for holistic transformation.Develop high quality leadership and managementImprove the quality of teaching and learningMaximise student achievement and potentialStrengthen the involvement of parents and the broader community in order to achieve effective student outcomes
6 From Vision to Action The vision to transform Malaysian Public schools Programme Standards Performance Matrix20 Indicators5 Performance Levels: Foundation (L1,L2, L3), Accredited TS & Model TSLevel DescriptorsMeasurable and evidence basedInform TOV and KPT4 Programme StandardsIndicator CriteriaThe vision defines Four Strategic Goals for Holistic TransformationIdentify specific behaviours, systems and practices for all Trust SchoolsProvides descriptors to measure a Trust School’s progress from TOV towards achieving the Programme Standards4 Strategic GoalsThe vision to transform Malaysian Public schoolsTrust School Vision
7 Programme StandardsThe Programme Standards Document provides a framework for the implementation of the Trust School programmeIt ensures quality and sustainability in the implementation of the programmeThe programme standards are derived from the four strategic goalsStandard indicators have been identified within each standard, and are represented in the Programme Performance matrix.The Programme Standard Indicators inform the setting of Key Performance Targets outlined in the approved Designated Instrument (DI) with defined targets for School and Student progress.
8 The Gradual Release Model Foundation123AccreditedTrust SchoolModelTrust School Programme StandardsProgramme Standards Performance Matrix: Level ProgressionPrePostPre-ImplementationTransforming PhaseTheory, Modelling, New Systems IntroducedSolidifying PhaseEmbed PracticesMonitoring, Selective support, prepare for graduationPost-Graduati-onThe Gradual Release Model (GRM)LeapEdSchool
9 Accredited Trust School Outstanding achievement benchmarked against international standards.Model Trust School1Reached the expected standards of a Trust School. Expected to sustain these systems and develop continuously.Accredited Trust School2More evidence of the implementation of Trust School methodologies and systems.Foundation 33Some evidence of the implementation of Trust School methodologies and systems.Foundation 24Little evidence of standards of good practice expected in a Trust School.Foundation 15
10 Programme Standard Overview School Improvement PlanningDistributed LeadershipLeadership CPD & LearningFinancial planning and integrationPerformance managementEffective Staff UtilisationTeaching pedagogy embeddedStudent Engagement and collaborationThe Learning EnvironmentTeacher CPD & LearningInnovative Assessment & LearningStudents Learning StrategiesStandard 2:Trust Schools provide high quality teaching and learningParents are well informed and involved.Parents actively participate in the school’s planning.School has a community, district and state engagement programme.Standard 4:There are strong relationships with Parents and the Broader Community including the local District Office and State Education Department to support effectivestudent outcomesStudent DevelopmentHolistic Co-Curriculum developmentPositive Behaviour strategiesPromote Communication Skills and BilingualismStudent Key Performance TargetsStandard 3:Student achievement and potential is maximisedStandard 1:There is high quality leadership and managementAsk participants to think, during the activities, where The Strategic Goals link to this Modules Learning Objectives and Success CriteriaSlide will be changed(Potgieter, Johnston & Lee, 2014)
12 Programme Performance Matrix 4 Programme Standards5 Performance Levels:5 – Model TS4 – Accredited TS3 – Foundation 32 – Foundation 21 – Foundation 185 criteria across 20 indicators for AccreditationIndicators
13 AccreditationIn order for a school to become an Accredited Trust School it has to demonstrate the successful achievement of ALL performance descriptors under 20 indicators across four Programme Standards at level 4. Once a school reaches this level, it is deemed to be equipped with the necessary skill sets and related systems to allow it to maintain its accreditation status and to continually improve towards becoming a Model Trust School.
14 KPT ProcessFour Programme Standards with related Programme Indicators and DescriptorsOperationalised through KPTs set in Year 1 of the programme to be achieved in Year 5Targets for School and Students are expressed in the Designated Instrument (DI)Student Targets are Mostly Academic Performance targets, influenced by performance in the National Exams (UPSR and SPM), as well as LINUS (for Grade 1-3), with additional targets set for High Performing Schools.School targets are aligned with Programme Standard Indicators and criteria at 5 Programme Levels in the Programme Standards Performance Matrix
16 Progress Mapping Chart The Progress Mapping Chart is used to guide Education Leads and other stakeholders in pinpointing, with a good degree of accuracy, the progress of their schools against the Key Performance Targets. Progress against the Key Performance Targets is measured quarterly, against the Progress Mapping Chart. Revision of these documents will be done in accordance to a process determined in the Working Guidelines Document.The Progress Mapping Chart is based on a formula that provides key progress targets over a period of 5 years. This is then used to determine whether a school is ahead of schedule, on track, below target and thus needing remedial or interventional strategy or at risk of not achieving the outcome.
17 Accreditation in Five Years The Trust Schools Programme accommodates schools with different starting points. The programme incorporates a differentiated support mechanism which gives additional support for schools that need it during their five-year journey towards accreditation. There is a minimum expectation that all schools, regardless of their starting point, will achieve accreditation level, and if at a higher starting point, will progress at least two levels to Model School Standard. A school deemed to be at foundation level at the start of the programme should reach Accreditation Level by the end of the five years programme.