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19 March 2013
Self Review and Validation Workshop
The DIAf – Improvement Cycle
The DECS Improvement and Accountability framework states that “validation verifies the quality of the self review process, outcomes reported and actions proposed”.
Validation is part of an ongoing improvement process and
should reflect the information gathered over the 3 years.
It brings together your site’s learning and work to achieve STANDARDS, address SELF REVIEW findings, actions from IMPROVEMENT PLANNING, outcomes of INTERVENTION & SUPPORT and provides a PERFORMANCE REPORT on your progress and directions.
Purpose of Validation in Schools
Validation provides the formal opportunity for:
School leaders and their communities to…. Reflect on practices and present their
school’s improvement journey from the past three years, and
Gain feedback, confirmation and recommendations on future directions
Purpose of Validation in Schools
Validation provides the formal opportunity for:
Regional leaders to…. Support, affirm and challenge a school’s
improvement journey (using the DIAf) Apply an external perspective and moderation Support the achievement of agreed standards
Principles of Validation in schools
Validation: Requires each school to reflect on their learning
and improvement based on their ongoing self review processes
Requires schools to accept responsibility for presenting their information accurately and frankly
Is an open, evidence based process focused on improvement
Is an appreciative process, identifying strengths, providing feedback and recommendations
Recommendations arise from what is presented during the validation process
Validation Processes
In our region the Validation process involves:– A one day on-site visit, (as per the 2012 – 2014 Regional
Self Review Validation Schedule) – A team including Site Leader, RD/ARD, a Regional
Leadership Team Member, a Peer Site Leader (optional) and GC Chairperson (optional)
– May also include Site Leadership Team members, other staff members
– A schedule that includes a presentation of data and evidence, discussion and possibly a tour of the school
– Reference – Limestone Coast Region self Review Position Paper
Limestone Coast Self Review Position Paper
What stays the same
The importance of Self Review Processes and an Improvement Cycle over the past 3 years to inform validation processes
A focus on learner outcomes and data analyses The report format including:
– Commendations and Recommendations– The section of panel feedback in regards to:
the school’s ongoing self-review processes meet the standards outlined in the DIAf guidelines and
effective plans and processes are in place to address the findings of self-review
Self Review Standards
Revisions for 2012-14
Previously we have asked for a scan of the nine DIAf principles of improvement and effectiveness
To strengthen the centrality of the DIAf Focus on Learning principle, four key focus areas have been identified:– Quality Teaching and Learning, – Curriculum Coherence, – Learner Outcomes and – Leading Improvement
A revised report template
Focus on Learning
2012-14 Criteria Quality Teaching and Learning
Curriculum Coherence
Learner Outcomes
Leading Improvement
2007-11 Criteria Learner Achievement and Wellbeing
High expectations for ALL learners
Shared beliefs and understandings
Plans, processes and practices for T&L
Focus On Learning strands
TASK: Using the strategic level of the Validation
rubric – Highlight key words– Summarise the focus of each sub-strand– Where are you up to – current improvement
priority, (on your SIP), past improvement priority (achieved/embedded), future priority (yet to cover)
Example of task
Performance Indicators – Quality Teaching and Learning (Strategic level)
Focus Current/ Past/ Future
Improvement Priority
Hig
h E
xpec
tati
on
s
Most staff have high expectations and these are communicated to students and parents. Opportunities are in place to promote consistency between staff and to moderate standards. Consistent assessment practices as, of and for learning are used by staff to support planning and to identify strategies to assist individuals and groups to work towards or exceed agreed standards.
STANDARDS
High expectations known by all
Staff consistency & moderation of standards
All students supported to work towards or exceed agreed standards
Focus on Learning
Changes reflect:– Recent school improvement research– Strengthened focus on OUTCOMES– Alignment with Australian Curriculum – Language and concepts of TfEL and the Literacy
Secretariat e.g. whole school approach, learning design, explicit and systematic
– Role of the leader in establishing the environment and conditions for learning
Self Review Validation
Preparation Program for the day Scaffold for Self Review Validation
– DIAf– Validation Rubrics– Data/Evidence– Where to from here
Resources and support
PREPARATION
Prior to the Validation Day Negotiate the date with your director and other team
members Identify your validation panel / team
– Including Site Leader, RD/ARD, and a Regional Leadership Team Member
– May also include Site Leadership Team members, other staff members &/or Peer Site Leader
Send your director two page summary of your Self Review, including site context, two weeks prior to Validation – template available on LC website
Self Review Summary (2 pages)
Possible Validation Day Program
When Activity Who
8.45am – 9.00am Validation Team meeting with Principal & Leadership Team – to discuss program for the day
Validation Team
9.00 – 11.00am Presentation Tour of school, (optional)
Principal &/ Leadership Team
11.00am – 11.20am RECESS with staff All
11.20am – 12.50pm Meetings with / presentations by:Student Focus Groups Parent focus groupStaff group
Validation Team
12.50pm – 1.20pm LUNCH Validation Team
1.20pm – 2.45pm Share data and informationDraw conclusions and document
Validation Team
2.45pm – 3.30pm Share outcomes with Leadership Team Validation Team
3.30pm – 4.00pm Share commendations & recommendations with staff (& Governing Council?)
Validation Team
Useful documents to have available …
Site Improvement Plan Annual Reports – or summary of past three years Operational Plans/Management Plans Action Plans Parent, Staff and Student Surveys Documented Policies and Processes Site Data Overview Level 2 scans of DIAf principles
THE VALIDATION DAY
Scaffolding Self Review Validation
Process
Examples of Standards: Regional Reading Standard: Students’ reading ages
should match chronological ages
DECD English Standard:
Students from Year 1 to Year 10 achieve an A,B or C against the Australian Curriculum
Students achieve an A,B or C in English or recognised literacy course at SACE Stage 1 or 2
Examples of Standards: Regional Reading Standard: Students’ reading ages
should match chronological ages
DECD English Standard:
Students from Year 1 to Year 10 achieve an A,B or C against the Australian Curriculum
Students achieve an A,B or C in English or recognised literacy course at SACE Stage 1 or 2
When is the Self Review held?Who is involved in the review?Describe the process used. Data/Evidence:(Use multiple measures of data)• Perception Data• Process Data• Demographic Data• Learner Achievement Data
When is the Self Review held?Who is involved in the review?Describe the process used. Data/Evidence:(Use multiple measures of data)• Perception Data• Process Data• Demographic Data• Learner Achievement Data
Improvement priorities decided as a result of the Self Review (and with reference to the region’s improvement priorities)
• Present and discuss Site Improvement Plan including priorities, SMARTA targets, strategies and evaluation measures, (see LC Site Improvement Plan position paper for more information)
Improvement priorities decided as a result of the Self Review (and with reference to the region’s improvement priorities)
• Present and discuss Site Improvement Plan including priorities, SMARTA targets, strategies and evaluation measures, (see LC Site Improvement Plan position paper for more information)
How is the plan implemented and monitored ?
• Data schedule• Staff meeting/Student Free
days schedule• Who is responsible?• Ongoing self review?What processes are in place to ensure all learners achieve successful outcomes?• Intervention and Support
processes – Wave 1,2 and 3
How is the plan implemented and monitored ?
• Data schedule• Staff meeting/Student Free
days schedule• Who is responsible?• Ongoing self review?What processes are in place to ensure all learners achieve successful outcomes?• Intervention and Support
processes – Wave 1,2 and 3
To whom, and how, do we report improvements and progress towards the achievement of standards and/or targets
To whom, and how, do we report improvements and progress towards the achievement of standards and/or targets
Limestone Coast RegionSelf Review and Validation 2012 - 2014Limestone Coast RegionSelf Review and Validation 2012 - 2014
Multiple Measures of Data
• Demographic• Perception• Learner Achievement• Processes* Recommendations from previous self review validation, SSI diagnostic review, (if applicable)
Warning: Avoid Death by Data
As a site you need to identify the key data sets that enable you to best reflect your site and progress made over time in the quality of teaching and learning
The data sets suggested are POSSIBLE data sets for you to consider
As a site it is best for your staff to collaboratively identify which data sets best support you to monitor progress
Improvement - Evidence
Focus on Learning Rubric
Suggested approach Use the Focus On Learning rubric as a guide to
describe improvements/changes that have occurred For example - development of a whole school
literacy agreement (improvement strategy in SIP) What has this meant for teachers and what has it
meant for students What evidence do you have that supports the
improvement or change to teacher/student learning
Where to Next?
FOLLOW-UP
Following the Validation Day Regional Office will send draft Validation
Report to all team / panel members Once agreed, two copies of the report will be
sent to sites for signing – RD/ARD, Site Leader & Governing Council Chair, (an electronic version of the final report will also be emailed to site leaders)
Resources and Support
Self Review Folder– Four steps to self review– Level 2 and 3 tools from QIE– Rubrics for each of the principles including the
Validation FOCUS ON LEARNING rubric QIE website www.decs.sa.gov.au/quality
– The Full Self Review Guide Limestone Coast website
Support for Sites – workshops & website