The National School
Improvement Tool brings together findings from international research into
the practices of highly effective schools and school leaders. The Tool assists
schools to review and reflect on their efforts to improve the quality of
classroom teaching and learning. It supports school-wide conversations
–including with parents and families, school governing bodies, local
communities and students themselves– about aspects of current practice, areas
for improvement and evidence that progress is being made. An external review
team visit the school and over several days, seek evidence relating to the
extent to which school practices reflect and embody each of the nine
improvement domains as described below. An Executive Summary Report by the
School Improvement Unit is provided to the school after the review. This
summary contains key improvement recommendations that inform strategic planning
for the next four year cycle. Taroom P-10 State School 2015 Executive Summary
Report.
1. An explicit
improvement agenda
The school leadership
team and/or governing body have established and are driving a strong
improvement agenda for the school, grounded in evidence from research and
practice and expressed in terms of improvements in measurable student outcomes.
Explicit and clear school-wide targets for improvement have been set and
communicated to parents and families, teachers and students, with accompanying
timelines
2. Analysis and
discussion of data
A high priority is given
to the school-wide analysis and discussion of systematically collected data on
student outcomes, including academic, attendance and behavioural outcomes, and
student wellbeing. Data analyses consider overall school performance as well as
the performances of students from identified priority groups; evidence of
improvement/regression over time; performances in comparison with similar
schools; and in the case of data from standardised tests, measures of growth
across the years of school.
3. A culture that
promotes learning
The school is driven by
a deep belief that every student is capable of successful learning. A high
priority is given to building and maintaining positive and caring relationships
between staff, students and parents. There is a strong collegial culture of
mutual trust and support among teachers and school leaders and parents are
treated as partners in the promotion of student learning and wellbeing. The
school works to maintain a learning environment that is safe, respectful,
tolerant, inclusive and that promotes intellectual rigour
4. Targeted use of
school resources
The school applies its
resources (staff time, expertise, funds, facilities, materials) in a targeted
manner to meet the learning and wellbeing needs of all students. It has
school-wide policies, practices and programs in place to assist in identifying
and addressing student needs. Flexible structures and processes enable the
school to respond appropriately to the needs of individual learners
5. An expert teaching
team
The school has found
ways to build a school-wide, professional team of highly able teachers,
including teachers who take an active leadership role beyond the classroom.
Strong procedures are in place to encourage a school-wide, shared
responsibility for student learning and success, and to encourage the development
of a culture of continuous professional improvement that includes
classroom-based learning, mentoring and coaching arrangements
6. Systematic curriculum
delivery
The school has a
coherent, sequenced plan for curriculum delivery that ensures consistent
teaching and learning expectations and a clear reference for monitoring
learning across the year levels. The plan, within which evidence-based teaching
practices are embedded, and to which assessment and reporting procedures are
aligned, has been developed with reference to the Australian Curriculum or
other approved curriculum and refined collaboratively to provide a shared
vision for curriculum practice. This plan is shared with parents and families.
7. Differentiated
Teaching and Learning
The school places a high
priority on ensuring that, in their day-to-day teaching, classroom teachers
identify and address the learning needs of individual students, including
high-achieving students. Teachers are encouraged and supported to monitor
closely the progress of individuals, identify learning difficulties and tailor
classroom activities to levels of readiness and need.
8. Effective pedagogical
practices
The school principal and
other school leaders recognise that highly effective teaching is the key to
improving student learning throughout the school. They take a strong leadership
role, encouraging the use of research-based teaching practices in all
classrooms to ensure that every student is engaged, challenged and learning
successfully. All teachers understand and use effective teaching methods –
including explicit instruction – to maximise student learning.
9. School-community
partnerships
The school actively
seeks ways to enhance student learning and wellbeing by partnering with parents
and families, other education and training institutions, local businesses and
community organisations. Parents and families are recognised as integral
members of the school community and partners in their children’s education.
Partnerships are strategically established to address identified student needs
and operate by providing access to experiences, support and intellectual and/or
physical resources not available within the school. All partners are committed
to the common purposes and goals of partnership activities. Procedures are in
place to ensure effective communications and to monitor and evaluate the
intended impacts of the school’s partnerships.