Note - in SPaRO, the 'Focus themes' column will already be prepopulated with data schools added to their SEF S-aS.
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 | WTD | D | D | High expectations Attendance |
| Wellbeing | D | D | D | Individual Learning needs Caring for students A planned approach to wellbeing |
| Curriculum | D | D | D | Teaching and Learning Programs Differentiation |
| Assessment | WTD | D | D | Formative assessment Summative assessment Student engagement |
| Reporting | D | D | D | Whole school reporting Parent engagement |
| Student performance measures | WTD | WTD | WTD | Value add Student growth |
| TEACHING | ||||
| Effective classroom practice | D | D | D | Feedback Explicit Teaching Classroom Management |
| Data skills and use | WTD | WTD | WTD | Data Literacy Data use in teaching |
| Professional standards | WTD | D | D | Improvement of Practice Literacy and Numeracy focus |
| Learning and development | D | D |
D | Collaborative Practice Professional Learning |
| LEADING | ||||
| Educational leadership | D | D | D | Instructional Leadership Performance management and development Community engagement |
| School planning, implementation and monitoring | D | D | D | Continuous improvement |
| School resources | D | D | D | Staff deployment Community use of facilities |
| Management practices | D | D | D | Service delivery Community satisfaction |
Reflections on SEF S-aS and EV
Staff need significant development in the data skills and use element. This will then inform our practices and support student learning. With such inexperienced staff, significant support is required to improve effective classroom practice and how to best engage our students and community. We are not engaging our CLO effectively enough and need to use school resources more effectively to get the uplift we need in attendance and NAPLAN performance. HSC monitoring and engagement with our community remain a focus to improve retention and HSC attainment.
The EV process further highlighted the need to create a stronger link to the data, staff engagement with authentic self-assessment at both an individual and whole school level, and the resulting actions for improvement. It is clear that evidence-informed practice that relates specifically to our identified areas of needs has to be accessed to achieve our targets.