Stage 2 - analyse SEF S-aS and EV

Note - in SPaRO, the 'Focus themes' column will already be prepopulated with the data schools added to their SEF S-aS. Also, for this school sample, the external validation (EV) column is empty, as EV occurred before 2018 or will occur in coming months.

Legend:

  • WTD = working towards delivering
  • D = delivering
  • S&G = sustaining and growing
  • E = excelling
  • NA = not applicable.


Element 2018 2019 EV panel report Focus themes
LEARNING



Learning culture S&G E NA

High expectations/Transitions and continuity of learning

Strength in ILP process, transition planning, alternate programs fostering collaborative practice. Need to strengthen parents supporting learning.

Wellbeing S&G E NA

A planned approach to wellbeing

School demonstrates a whole school approach to wellbeing through the schools Empower Me Framework. Need to strengthen parent understanding of data.

Curriculum S&G E NA

Curriculum provision

High expectations for student learning.

Teaching and learning programs

Dynamic teaching programs in existence

Assessment S&G S NA

Formative assessment.

Teachers need support in responding to trends in student achievement at individual level.

Student engagement

Need to provide further information for parents around understanding assessment approaches (SWANs GAS and ASDAN).

Reporting S&G S&G NA

Whole school reporting

No centralised system for analysing and reporting student performance data.

Student performance measures WTD WTD NA

Student growth

Teachers require additional support in identifying growth targets using internal progress and achievement data.

TEACHING
Effective classroom practice S&G S&G NA

Lesson planning

All programs are not yet collaboratively designed

Data skills and use D D NA

Data literacy.

Additional PL required in data concepts and analysis.

Data use in teaching

Data is not being used effectively to lead learning

Professional standards S&G S&G NA

Literacy and numeracy focus

Student progress in Literacy and Numeracy resulting in improvement by all students.

Learning and development S&G S&G NA

Collaborative practice and feedback

Professional discussion and collaboration to improve teaching and learning can be observed however there are not embedded and explicit systems to facilitate that dialogue

LEADING



Educational leadership S&G S&G NA

High expectations culture

A high performance culture with a clear focus on student progress and achievement is not observed. Performance managemebt and development. The school is supporting and promoting collaborative performance development.

School planning, implementation and monitoring S&G E NA

School plan.

The school is using research, evidence-based strategies in designing and implementing a school plan.

School resources S&G S&G NA

Technology

Technology is effectively used to enhance learning and service delivery however technology learning is not expertly integrated into lessons by teachers.

Management practices S&G E NA

Service delivery

The school evaluates its admin systems and processes and there is a whole school approach to improving service delivery.

Reflections on SEF S-aS and EV

Information sessions for parents around understanding assessment approaches (SWANs, GAS & ASDAN).

Lack of a centralised system for analysing and reporting student performance data.

Teachers require additional support in identifying growth targets using internal progress and achievement data.

Additional PL required in data concepts and analysis. Data is not being used effectively to lead learning. Student progress in literacy and numeracy resulting in improvement by all students – at present all students are not improving. Issues with measurement.

Another broad area to consider for improving teacher effectiveness is the area of collaborative practices. The following themes relate to this:

  • All programs are not yet collaboratively designed
  • Professional discussion and collaboration to improve teaching and learning can be observed however these are not embedded and explicit systems to facilitate that dialogue.
  • A high performance culture with a clear focus on student progress and achievement is not observed. The school needs further support to promote collaborative performance development.

A third area of improvement is that of parent involvement and understanding of student attainment and growth. This has been drawn from the following themes:

  • Additional PL required in data concepts and analysis. Data is not being used effectively to lead learning. Parents as partners need to be developed.
  • Need to strengthen parent understanding of data.
  • Need to strengthen parents supporting learning.

The final consideration relates to:

  • Technology is effectively used to enhance learning and service delivery however technology learning is not expertly integrated into lessons by teachers.

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