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.