Uploaded on

 

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
517
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. WesternMetropolitan RegionBlueprint For School Improvement
  • 2. Every child, every classroom,every school
  • 3. Western Metropolitan RegionOur guiding question Our aim To improve literacy and numeracy as the building blocks for access to a rich curriculum and a successful pathway for every student in the Western Metropolitan Region.“What will it take to be themost rapidly improving By…region in student learning Building the capacity of our leaders and teachers to use effective instructional practices in an engaging and orderly learning environment.outcomes in the state?” So that… Within three years (2009-2011) the Western Metropolitan Region will demonstrate measurable, significant gains in student learning in literacy, numeracy and school completion rates. Blueprint For School Improvement 2
  • 4. Western Metropolitan • All children can learn Region bases its work If children are taught by highly effective teachers then they on the following core will learn and make progress. beliefs (from the Office for Government School • Work hard get smart Education (OGSE) School If students invest effort into their Improvement: A Theory learning and they are exposed to targeted interventions when progress of Action, Darrell Fraser does not occur, then they will improve and Judy Petch 2007) their performance over time. • Failure is not an option If we always expect and only accept students’ best work and they are supported to deliver it, then progress will occur.3 Western Metropolitan Region
  • 5. Western Metropolitan Region A theory of action for school improvementThe Western Metropolitan 1. A common language 5. Accountability andRegion has identified the Using a shared and common language improvement framework in professional dialogue that buildsfollowing pre-conditions Ensuring a strong and flexible the notion of ‘collective efficacy’ accountability system that providesfor school improvement. across the region. clarity, focus and direction for all Western Metropolitan Region schools 2. Teaching as public and allows for differential support practice and intervention. Making teaching practice public by opening classroom doors and 6. Resourcing articulating and sharing practice Allocating network and school among leaders, teachers and schools. resources so that the focus areas for school improvement are targeted. 3. Evidence based models Using research, evidence and school 7. Building school networks performance data to monitor school Building school networks to collectively improvement. support all schools to improve and achieve better outcomes for students 4. Student work and data in the network. Using individual student work and data to track the learning of every 8. Evaluation student and inform the action that Designing and implementing an needs to be taken. intelligent evaluation framework to monitor and measure progress towards the achievement of the Western Metropolitan Region Blueprint goals over three years. Blueprint For School Improvement 4
  • 6. Western Metropolitan Region Blueprint Priorities and goals Western Metropolitan Region Blueprint priorities Student Learning Instructional Practice Learning Environment Literacy P-12 Leadership P-12 Student wellbeing and engagement Numeracy P-12 Teachers P-12 Years 7-10 & post compulsory Western Metropolitan Region Blueprint goals Maximise the literacy learning and Every Western Metropolitan Region Every Western Metropolitan Region educational outcomes of every student school to be led by effective school to be a learning community with in the Western Metropolitan Region. instructional leaders accountable positive management and engagement for continuously improving student strategies that enable improved Maximise the numeracy learning and learning outcomes within their schools learning outcomes. educational outcomes of every student and across their network. in the Western Metropolitan Region. To have high quality teacher practice Improve the outcomes in years 7-10 and in all educational settings. post-compulsory so that every student is able to complete a year 12 (or its equivalent), with a successful pathway.5 Western Metropolitan Region
  • 7. Western Metropolitan RegionBlueprint key focus areasand improvement strategiesLiteracy P - 12 Numeracy P - 12 Leadership practice Leadership practice Build quality instructional Build quality instructional leadership leadership capacity of principals capacity of principals and numeracy and literacy leaders in every school. leaders in every school. Teacher practice Teacher practice Build quality instructional capacity of Build quality instructional capacity all teachers as teachers of literacy. of all teachers of numeracy. Using data Using data Use data at every level (region, Use data at every level (region, network, school and classroom) network, school and classroom) to track learning and inform the to track learning and inform the action that needs to be taken. action that needs to be taken.Years 7-10 and post Learning environmentcompulsory Leadership practice Leadership practice Build quality instructional Build and maintain a positive, leadership capacity of all principals effective and orderly learning and secondary school leaders. environment in every school. Teacher practice Focus the work of School Support Build quality instructional capacity Service Officers on targeted of all teachers at the post service delivery at the network compulsory level. and school level. Using data Teacher practice Use data at every level (region, Develop the capabilities of every network school and classroom) teacher to build and maintain a to track learning and inform the positive environment for learning action that needs to be taken. in the classroom and school. Using data Use data at every level (region, network school and classroom) to track learning and inform the action that needs to be taken. Blueprint For School Improvement 6
  • 8. Western Metropolitan Region Blueprint key actions Literacy P - 12 REGION NETWORKS SCHOOLS The Region will: Regional Network Leaders (RNLs) will: Principals will: 1. Curriculum and professional learning 1. Curriculum and professional learning 1. Curriculum and professional learning • build an expert regional literacy • ensure that every school identifies • ensure that a whole school approach to advisory group to oversee the a literacy leader/coordinator who quality literacy learning and teaching is development of a shared understanding participates in professional learning implemented in every school of literacy curriculum and teaching and with the principal around a shared • enable the literacy leader/ learning in the Western Metropolitan understanding of literacy curriculum coordinator to work with teachers to Region. This will include approaches to and teaching and learning in the implement shared approaches differentiation and intervention Western Metropolitan Region to literacy instruction in classrooms, • develop and provide literacy • establish literacy networks that will including differentiation and professional learning for all Western include principals, literacy leaders/ intervention as appropriate Metropolitan Region principals and coordinators, coaches and teachers to • participate in literacy professional school literacy leaders/coordinators learn and share practice learning, with the literacy leader/ • participate in leadership learning coordinator 2. Leadership development focused on instructional leadership • participate in leadership learning • ensure that the regional school and school improvement focused on instructional leadership improvement team implements a consistent approach to instructional and school improvement 2. Leadership development leadership through the provision and • ensure that the network coordinates • ensure that strategic plans, annual monitoring of leadership learning for the provision of leadership implementation plans and teachers’ all principals. This includes a region development, mentoring and coaching performance and development plans wide literacy learning program, for school leaders and aspirant have a focus on literacy learning DEECD leadership programs and the leaders • personally monitor literacy McREL Balanced Leadership program improvement regularly in the school • form network groups of principals 3. Literacy coaching who use professional learning • focus on the learning progress • build and make explicit an agreed conversations and school visits to of every student through the approach to literacy coaching improve literacy outcomes across management and disaggregation network schools of appropriate school data • develop and support coherent and consistent professional learning • ensure that teachers use individual 3. Literacy coaching for regional and school-funded student data and an assessment for • work with principals to implement a literacy coaches learning approach to track the literacy coherent and consistent approach to progress of every student literacy coaching • facilitate a literacy coaches network for targeted professional learning and sharing in each network of schools7 Western Metropolitan Region
  • 9. 2. Leadership development Literacy leaders and coordinators will: Teachers will:• foster and develop leadership at all • take responsibility for their own • be accountable for their own levels across the school literacy professional learning and literacy professional learning development and development3. Literacy coaching • demonstrate high expectations • demonstrate high expectations• ensure that a literacy coach role as of their own practice and student of their own practice and student well as a literacy leader/coordinator learning by building capabilities learning by building capabilities role is identified, and resources are around effective instructional practice around effective instructional practice allocated to enable coaching to occur • engage in professional learning with • engage in professional learning• ensure that coaching is effective by the literacy coach, principal and with the literacy coach, principal working with the RNL and the literacy colleagues and colleagues professional learning team at the school • develop skills in using data to track • develop skills in using data to track• ensure that the Western Metropolitan every student’s learning to inform action every student’s learning to inform action Region approach to literacy coaching is adopted • commit to a whole school approach to quality literacy teaching and learning• enable the literacy coach(es) to participate in Western Metropolitan Region professional learning about literacy Blueprint For School Improvement 8
  • 10. Numeracy P - 12 REGION NETWORKS SCHOOLS The Region will: Regional Network Leaders (RNLs) will: Principals will: 1. Curriculum and professional learning 1. Curriculum and professional learning 1. Curriculum and professional learning • build an expert regional numeracy • ensure that every school identifies • ensure that a whole school approach to advisory group to oversee a numeracy leader/coordinator quality numeracy learning and teaching the development of a shared who participates in professional is implemented in every school understanding of numeracy learning with the principal around a • enable the numeracy leader/ curriculum and teaching and learning shared understanding of numeracy coordinator to work with teachers in the Western Metropolitan Region. curriculum and teaching and learning to implement shared approaches to This will include approaches to in the Western Metropolitan Region numeracy instruction in classrooms, differentiation and intervention • form network groups of principals and including differentiation and • develop and provide numeracy other principal class officers intervention as appropriate professional learning for all Western • participate in leadership learning • participate in numeracy Metropolitan Region principals focused on instructional leadership professional learning, with the and school numeracy leaders/ and school improvement numeracy leader/coordinator coordinators • participate in leadership learning 2. Leadership development 2. Leadership development focused on instructional leadership • ensure that the network coordinates • ensure that the regional school and school improvement the provision of leadership improvement team implements a development, mentoring and • ensure that strategic plans, annual consistent approach to instructional coaching for school leaders and implementation plans and teachers’ leadership through the provision and aspirant leaders performance and development plans monitoring of leadership learning for have a focus on numeracy learning • form network groups of principals all principals and numeracy leaders • personally monitor numeracy who use professional learning and coordinators. This includes region improvement regularly in the school conversations and school visits to wide numeracy learning, DEECD improve numeracy outcomes across • focus on the learning progress leadership programs and the McREL network schools of every student through the Balanced Leadership program management and disaggregation 3. Numeracy coaching of appropriate school data 3. Numeracy coaching • work with principals to implement a • build and make explicit an agreed • ensure that teachers use individual coherent and consistent approach to approach to numeracy coaching student data and an assessment numeracy coaching • develop and support coherent for learning approach to track the • facilitate a numeracy coaches network numeracy progress of every student and consistent professional learning for targeted professional learning and for regional and school-funded sharing in each network of schools numeracy coaches9 Western Metropolitan Region
  • 11. 2. Leadership development Numeracy leaders and coordinators will: Teachers will:• foster and develop leadership at all • take responsibility for their own • be accountable for their own levels across the school numeracy professional learning numeracy professional learning and development and build the and development3. Numeracy coaching capacity of others • demonstrate high expectations• ensure that a numeracy coach role as • demonstrate and model high of their own practice and student well as a numeracy leader/coordinator expectations of their own practice learning by building capabilities role is identified and resources are and student learning by building around effective instructional practice allocated to enable coaching to occur capabilities around effective • engage in professional learning with• ensure that coaching is effective instructional practice the numeracy coach, principal and by working with the RNL and the • engage in professional learning colleagues numeracy professional learning team and leadership development with • develop skills in using data to track at the school the numeracy coach, principal and every student’s learning to inform action• ensure that the Western Metropolitan colleagues Region approach to numeracy • commit to a whole school approach • develop skills in using data to to quality numeracy teaching and coaching is adopted track every student’s learning to learning• enable the numeracy coach(es) inform action to participate in Western Metropolitan Region professional learning on numeracy Blueprint For School Improvement 10
  • 12. Years 7-10 and post compulsory REGION NETWORKS SCHOOLS Regional Network Leaders (RNLs) will: Principals and leaders will: The Region will: 1. Curriculum and professional learning • ensure that their secondary school 1. Curriculum and professional learning • ensure that every secondary school provides students with access to a • build an expert regional years 7-10 identifies key members of the broad VCE program, a structured VCAL and post compulsory advisory group leadership team to participate in program and VETis certificates to oversee the development of a regional learning with the principal • ensure that a post compulsory years shared understanding of secondary curriculum and teaching and learning • form network groups of principals coordinator is identified to provide in the Western Metropolitan Region. who use professional learning every teacher with data and feedback This will include managed individual conversations and school visits on the learning outcomes of their pathways and careers counselling for to improve years 7-10 and post students and the effectiveness of their all students compulsory outcomes across network teaching program (including VCAA schools data service) • coordinate professional learning for all secondary principals to establish • establish a network of secondary • ensure that a pathways coordinator a common understanding of regional leaders who meet regularly to share is identified to provide leaders and and school data and performance best practice teachers with data and feedback in secondary schools and the • support principals to cluster across on the pathways outcomes of all development of common strategies for schools in order to offer students students improvement access to a high quality, broad and • ensure that their school provides • develop and implement a ‘Post flexible year 12 program, including a every student (and parents) with Compulsory Provision Plan’ that range of VCE subjects, structured VCAL managed individual pathways support informs action for schools in the programs and VETis certificates and quality careers counselling Western Metropolitan Region 2. Leadership development • ensure that every teacher is supported • develop and deliver regional • ensure that the network coordinates to improve the learning outcomes of professional learning for secondary the provision of leadership all students and that tracking and principals and school leaders, development, mentoring and monitoring of student learning is part building best practice in years 7-10 coaching for school leaders and of every teacher’s performance and and the post-compulsory years aspirant leaders development plan 2. Leadership development • ensure that teachers use a range • ensure that the regional school of individual student data and an improvement team implements a assessment for learning approach to consistent approach to instructional track the learning progress of every leadership in secondary schools student through the provision and monitoring • identify students from the early of leadership learning for all principals secondary years who may be at risk of not completing their schooling and implement appropriate interventions to keep them at school and engaged in learning11 Western Metropolitan Region
  • 13. Teachers will: • engage in professional learning with• take responsibility for their leaders, coaches, coordinators and own professional learning and colleagues development • develop skills in using data to track• demonstrate high expectations every student’s learning to inform the of their own practice and student action that needs to be taken learning by building capabilities around effective instructional practice Blueprint For School Improvement 12
  • 14. Learning environment REGION NETWORKS SCHOOLS The Region will: Regional Network Leaders (RNLs) will: Principals and leaders will: • build a regional team to support • ensure that each network conducts • ensure that the school identifies a all Western Metropolitan Region professional learning for principals Student Engagement Coordinator schools in student management and and student engagement coordinators (SEC) to participate in network-based engagement based on the ‘Student on building engaging and orderly professional learning on building Engagement Guidelines’, DEECD learning environments in schools engaging and orderly learning • provide professional learning for • support schools to implement environments in schools principals and school teams on school-wide approaches to positive • ensure a positive, clean, professional building engaging and orderly behaviour and engagement in learning physical environment that is learning environments in schools for students supportive to learning, is provided in • coordinate the implementation of the • with principals, promote partnerships all schools and classrooms Student Support Services Officers between key agencies and • ensure that the school has an agreed (SSSOs) review to provide targeted stakeholders to support student and implemented approach to positive support to networks and schools wellbeing and engagement behaviour and engagement in learning • seek and promote partnerships • support the SSSO network for students between schools and key stakeholders, coordinators to develop a • support the implementation of a including community agencies and multidisciplinary team approach in multidisciplinary team approach mental health providers to support order to provide coordinated service to the service delivery of SSSOs in student wellbeing and engagement delivery of SSSOs in networks schools, in order to provide enhanced • use data on student attendance, • ensure that student management and coordinated services to students suspension and expulsion to inform and engagement has a significant and their families professional learning and the emphasis within the Network • ensure that the school develops and action to be taken. This includes Strategic Plan implements processes and protocols the implementation of the student • ensure that protocols and processes for tracking and supporting students mapping tool based on relevant data sets to through all transition points of • build and implement regional increase attendance, and reduce schooling coaching that supports a school-wide suspensions and expulsions, are • ensure that student wellbeing and approach to positive behaviour and developed and implemented. Include engagement data is used to inform engagement in learning for students. the student mapping tool action. Implement the use of the • support regional student wellbeing student mapping tool coaches • ensure that coaching is effective by working with the coach and the student engagement and wellbeing team at the school13 Western Metropolitan Region
  • 15. Teachers will: • engage in professional learning• take responsibility for their with leaders, coaches, coordinators own professional learning and and colleagues to improve student development wellbeing, management and• demonstrate high expectations engagement of their own practice and student engagement by building capabilities around effective classroom practice Blueprint For School Improvement 14
  • 16. Background to the Western Metropolitan Region Blueprint for School Improvement Since 2000, the Western The Blueprint for Government Schools significant challenges in relation in 2003 set the framework for a more to student learning outcomes and Metropolitan Region strategic and targeted approach to school performance. has articulated and school improvement for all regions. implemented a series of A key element of the blueprint, the new Richard Elmore in his paper Educational School Accountability and Improvement Improvement in Victoria (2007) school improvement and points to factors underpinning the Framework and the Effective Schools development initiatives. Model, provided a policy platform underperformance of schools and for the leadership of the Western systems which may help to explain Metropolitan Region to further develop the lack of rapid improvement in the and implement a targeted approach Western Metropolitan Region. to school improvement.This approach included a deeper understanding of “the problems of school quality the process of school improvement and and performance are systemic resulted in a range of interventions in nature – that is, they stem and projects informed by current local, from a constellation of social, national and international research. organizational, cultural, and technical factors within schools The DEECD publication School that reinforce each other to hold Improvement: A Theory of Action (Darrell the system in a powerful state of Fraser and Judy Petch, 2007) describes equilibrium well below its potential” the manner in which the government system is approaching the task of Elmore suggests that reform efforts improving the performance of every require highly focused and coherent government school in Victoria. Central interventions, defined by a clear theory of to improvement is for each region and action, in order to break the equilibrium network to reach agreement on the most of an under performing system. effective strategies that will be employed The second DEECD Blueprint for to assist each school to improve. This Education and Early Childhood work includes how regions and networks Development (2008) also commits us to will make an effective transition to a role “a stronger systemic approach to school focused on responding to the differential improvement in government schools needs of individual schools to build their based upon driving improvement internal capacity. through the role of regional networks, The Western Metropolitan Region and stronger interventions in schools leadership team and the peak where performance needs to improve.” principal advisory group, the Principal During 2008, Western Metropolitan Executive Group (PEG) recognised Region worked together to build an that, despite the implementation of agreed plan of action for improvement school improvement initiatives and over the next three years (2009-2011). concentrated work in developing the This document sets out how the Western capacity of schools and leadership, Metropolitan Region will become the there are still many Western most rapidly improving region in student Metropolitan Region schools facing learning outcomes in the state.15 Western Metropolitan Region
  • 17. Effective Schools Model Professional Leadership Stimulating and Focus on teaching secure learning and learning environment Learning EFFECTIVE Purposeful communities teaching SCHOOLS Shared vision Accountability and goals High expectations of all learners Blueprint For School Improvement 16