Improving student outcomes through school reviews · 2019-10-28 · There are three types of school reviews: • full school, which is the standard review type for Queensland state

Improving student outcomes through

school reviews:A toolkit for principals

2019 edition

Table of contents

Chapter 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapter 2: The different types of reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter 3: School reviewers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Chapter 4: Designating and scheduling reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Chapter 5: Review tool and domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Chapter 6: Preparing for a review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Chapter 7: Organising a self-determined review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Chapter 8: After a review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Chapter 9: Self-reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Chapter 10: School self-assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Appendix 1: School review checklist for principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Appendix 2: School context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Appendix 3: School community contact list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Appendix 4: Example review schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Appendix 5: Communication material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Appendix 6: Self-determined review proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Review chair:

Mobile no .:

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01Introduction

54

Review process overview

Headline indicators updated (Oct)

Communication to schools (Nov/Dec and Jan)

Review of school data and information

Report drafted

School shares report with community

Data analysed by SIU

Selection of review team

Staff and school community interviews

SIU quality assures report

School responds to review findings

Annual performance assessment meetings with regions (Oct/Nov)

Review chair contacts principal (approximately two weeks before review)

Exit briefing

Report sent to principal and region (two weeks after review)

Region (and SIU for priority support reviews) monitors progress and provides support as needed

Identification

Post-review

Review

Pre-review

Follow-up support

The School Improvement Unit (SIU) conducts reviews of Queensland state schools .

All Queensland state schools — including independent public schools, special schools and outdoor and environmental education centres — are reviewed by the SIU at least once every four years .

Approximately a quar ter of Queensland state schools are reviewed by the SIU every year .

The school reviews are an important part of how the department supports and monitors Queensland state schools .

They give schools independent feedback about how they are performing and where they can improve . Principals use the findings to work with their school community and assistant regional director (or principal supervisor) to develop clear actions to move the school forward .

The reviews are not used to compare schools, or to assess the performance of principals, teachers or other staff . They are about supporting schools in a differentiated way, with reviews tailored to a school’s context and needs .

For an overview of the review process, please see the diagram opposite .

New for 2019Schools will continue to be reviewed using the nine domains of the National School Improvement Tool (see Chapter 5). Review teams will also consider specific lines of inquiry within the domains . These were trialled in 2018 and align with the department’s priorities of disability and inclusion and early childhood education and care .

Additionally, from 2019, review teams will consider the progress a school has made since its first review. Reviews will continue to be forward focused; however, school leadership teams are asked to spend 10 to 15 minutes unpacking the previous review findings and subsequent activity in their initial presentation to the review team.

Review reports will also include the key improvement strategies from the previous review report .

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School Improvement Unit

The SIU is located within the Office of the Director-General, independent of other divisions and branches that provide strategic, policy and operational support to schools .

The unit is led by an assistant director-general, who reports to the Director-General . The unit is staffed by a team of trained reviewers and corporate support staff .

Sharing school practiceAnnual and special reports

The SIU produces a number of research-based reports, papers and presentations each year, including an annual report .

The annual report provides a comprehensive picture of Queensland state school performance . It is usually published in Term 3 and analyses school review reports from the previous year .

All reports are available from the School Reviews website – www .schoolreviews .eq .edu .au .

Case studies

The SIU shares good practice it identifies from reviews. Some case studies take the form of short online videos and are available from the School Reviews website .

Case studies are also published in the SIU’s annual report .

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For more information about the school planning, reviewing and reporting cycle, visit OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/Stateschooling/Schoolperformance/Documents/school-planning-reviewing-reporting-framework .PDF .

Third year

Four

th

year First year

Second

yea

r

Newschool

strategicplan

Review and reflect

Review and reflect

Review and refle

ct

Corelearningpriorities

Reporting

a

School strategic plan

Annual implementation plan

SIU review

Endorsement

Strategic planning

School reviews complement the department’s four-year school planning, reviewing and reporting cycle .

Schools are generally reviewed in the year that they are due to update their four-year strategic plan . Findings and feedback from the reviews are a valuable input into this process .

The following table and diagram show how the two processes align .

School planning, reviewing and reporting cycle School reviews

What When What When

Develop and publish strategic plan

Every four years Engage in school review Every four years

Review and update strategic plan

Every yearShare findings from review with school community

Every four years

Develop annual implementation plan

Every yearIncorporate findings from review into strategic plan

Every four years

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https://intranet.qed.qld.gov.au/EducationDelivery/Stateschooling/Schoolperformance/Documents/school-planning-reviewing-reporting-framework.PDF

https://intranet.qed.qld.gov.au/EducationDelivery/Stateschooling/Schoolperformance/Documents/school-planning-reviewing-reporting-framework.PDF

02The different types of reviews

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There are three types of school reviews:

• full school, which is the standard review type for Queensland state schools

• priority support for schools identified as needing additional support

• self-determined for schools identified as having a trajectory of sustained improvement .

The SIU designates schools for the different types of review by first considering their performance data and then consulting with the school’s regional office . This process is called the annual performance assessment . Schools are only designated for review after the SIU has consulted with their region .

The length of each review depends on the size of the school and its context .

The intention of the different types

of reviews is to match departmental support

and intervention to the individual needs

of schools .

Emergent reviewsOccasionally, the SIU conducts emergent reviews of schools that require immediate support or intervention . These reviews are for schools facing urgent issues or a significant level of community concern.

Emergent reviews are generally undertaken in the same way as priority support reviews, with the school monitored by the SIU for 12 months after the review .

Emergent reviews usually occur outside of a school’s four-year review cycle, and are at the request of the Minister, Director-General, Deputy Director-General, State Schools, or regional directors .

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Full school reviews

Full school reviews are conducted by a review team appointed by the SIU . The team generally includes an internal reviewer, an external reviewer and a principal peer reviewer (subject to school size and context) .

At the completion of each review, the review team presents its findings and improvement strategies to the principal and leadership team . A written report follows .

The principal discusses the review findings with their assistant regional director and school community, and uses the feedback to inform the school’s four-year strategic plan . The executive summary or full report is published on the school’s website .

Key points

• The most common review type

• For schools not designated for a self-determined or priority support review

• Conducted by a review team from the SIU

• Review team includes a principal peer reviewer

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Self-determined reviews

Self-determined reviews give schools identified as having a trajectory of sustained improvement the autonomy to organise their own review .

The principal is responsible for organising all elements, including the scope and focus of the review and reviewers . The SIU provides the school with a set amount of funding for the review .

For more information about self-determined reviews, see Chapter 7 .

Key points

• For schools identified as having a trajectory of sustained improvement

• Schools organise the review themselves

• They can choose to engage the SIU

• Schools given set amount of funding

Self-determined reviews : schools can appoint reviewers f rom outside the state education system, including reviewers f rom another school system, universi t ies or overseas . They can also ask the SIU to conduct the review .

Priority support reviews

Priority support reviews are for schools identified as needing additional support to further improve student outcomes . They are about ensuring schools that need assistance from the department receive it as a priority .

In the SIU’s first review cycle (2015-18), more than 250 Queensland state schools completed a priority support review and benefited from the additional support .

For some school communities, being designated for a priority support review may cause anxiety . This is not the intention . As with all other SIU reviews, priority support reviews are about improving school performance and student outcomes . They do not focus on the performance of individual staff .

Priority support reviews are an acknowledgement that the department (including central office and regions) has a collective responsibility for improving student outcomes within the school .

Key points of difference

Priority support reviews are conducted in the same way as full school reviews except that:

• the SIU assigns its more experienced reviewers

• the SIU continues to monitor and check back in with the school for 12 months after the review to ensure the school is getting the support it needs .

For more information about what happens after a priority support review, see Chapter 8 .

Key points

• For schools identified as needing additional support

• Review conducted in the same way as full school reviews

• SIU monitors school for 12 months after the review

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Comparing the different reviews

Review type School type Review team Duration Review tool Review report Actions after the review SIU monitoring and support

Full school Standard, what most schools receive

Generally, one internal reviewer, one external reviewer and one principal peer reviewer (subject to school size/context)

Two to four days, depending on school size

National School Improvement Tool

School publishes executive summary or full report online and shares with community

School works with region to incorporate findings into its four-year strategic plan

SIU continues to monitor school each year as part of the annual performance assessment

Priority support For schools identified as needing additional support

Generally, two internal reviewers and an external reviewer (subject to school size/context)

Two to four days, depending on school size

National School Improvement Tool

School publishes executive summary or full report online and shares with community

School works with region to develop an action plan

SIU checks back in with the school every three months for 12 months to monitor progress of action plan

Self-determined For schools identified as having a trajectory of sustained improvement

School selects and engages reviewers

School to determine

School to determine

School publishes executive summary or full report online and shares with community, region and the SIU

School incorporates findings into its four-year strategic plan

SIU continues to monitor school each year as part of the annual performance assessment

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03School reviewers

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All school reviews (with the exception of some self-determined reviews) are conducted by review teams trained and appointed by the SIU .

There are four types of reviewers:

• internal reviewers

• external reviewers

• principal peer reviewers

• senior reviewers

Review teams usually consist of two to four reviewers . Each team is tailored to a school’s context and needs, and generally includes one or two internal reviewers from the SIU, an external reviewer from outside the department, and a principal peer reviewer for full school reviews .

The SIU provides training, travel and support for all reviewers .

Internal reviewersInternal reviewers are experienced state school principals seconded to the SIU for a period of time, usually a term or semester . An internal reviewer chairs each review, is the key contact point for the principal, and contacts the school’s assistant regional director .

Internal reviewers are recruited throughout the year . For more information, please email siumb@qed .qld .gov .au .

The SIU takes into account a school ’s context and type when select ing reviewers .

External reviewersExternal reviewers are contractors engaged by the SIU to join review teams, providing schools with additional independent feedback .

They come from a range of backgrounds, but usually have strong school improvement experience . They may have been Queensland state school principals, or come from non-state schools, universities, or outside Queensland or the education sector .

Invitations to offer external reviewer services are published on the Queensland Government’s QTenders website – www .hpw .qld .gov .au/qtenders . Interested parties should register their details online .

Principal peer reviewersAll Queensland state school principals are invited to be trained as peer reviewers .

By undertaking the training, principals develop a deeper understanding of the review process and how the National School Improvement Tool can be used to support school improvement .

Principals who complete the two-day training can participate in a full school review as a principal peer reviewer . They step out of their school for the duration of the review (plus travel) . A new one-day refresher course is available for principals who have completed the two-day training but have not participated in a review before or for some time .

A one-day training course is also available to school leaders (e .g . deputy principals, heads of curriculum, heads of department, heads of special education services, literacy and numeracy support teachers, master teachers, coaches and lead teachers) and other school or departmental staff .

To find out when and where training is being offered, see the training schedule on the School Reviews website – www .schoolreviews .eq .edu .au .

Senior reviewersSenior reviewers are experienced principals appointed to the SIU . They lead training, case manage priority support reviews, and oversee the reviews program .

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04Designating and scheduling reviews

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I t i s t h e le ve l o f su pp o r t a sch o ol n e e ds t ha t d e te r m i n es t h e t y p e o f re v i e w i t re ce i ves .

Annual performance assessment

The SIU analyses the headline indicators for all Queensland state schools in Term 4 .

Based on this analysis and discussions about school contexts with regions, schools in the fourth year of their school planning, reviewing and reporting cycle are designated for one of the three review types . Other schools that would benefit from a priority support review may also be identified .

Schools are notified of their review type by their region once the review schedule is finalised in mid-Term 4 .

Formal notification of review type and other details (including the review dates or term) are sent to schools by the SIU before the end of Term 4 .

Very occasionally, the review type is changed by the SIU during a review . This decision is made in consultation with the principal and region, and is based on the feedback of the review team .

Headline indicators

The headline indicators were updated for the 2019 school year . For more information, go to OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/schoolimprovementunit/Pages/headline-indicators .aspx .

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05Review tool and domains

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Unpacking the domains

The following descriptions have been condensed from the tool .

Domain 1: An explicit improvement agenda

The school leadership team has established and is driving a strong improvement agenda, 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 teachers and students, parents and families, with accompanying timelines .

Reviewers consider whether:

• the principal and other school leaders are united, committed to and explicit about their core objective — to improve learning outcomes for all students in the school

• explicit targets for improvement in student achievement levels have been set and communicated to parents, staff and the wider school community

• the objectives are understood by the school community and have been embedded in the school’s activities .

Domain 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 . Data considers school and student performance, evidence of improvement or regression, performance in comparison with similar schools, and measures of growth across school years using data from standardised tests .


• the school has developed and is implementing a plan for the systematic collection of student outcome data, including both test data and quality classroom assessments

• all teaching staff have access to student achievement and wellbeing data, and use it to analyse individual and cohort progress

• the school uses data to identify starting points for improvement and to monitor progress over time .

School reviews consider a school’s performance against the nine domains of the National School Improvement Tool .

The tool was developed by the Australian Council for Educational Research (ACER) in consultation with all states and territories, including Queensland . It is evidence-based and provides schools with a consistent framework from which to consider their improvement agenda .

The tool is available from the School Reviews website – www .schoolreviews .eq .edu .au .

Unpacking the tool

The National School Improvement Tool recognises the critical roles that principals and their leadership teams play in school communities, and provides a clear road map for improving every school and every student’s results .

The tool does not describe everything that effective schools do, but focuses on those practices that are most directly related to school-wide improvement and better outcomes for students .

The tool consists of nine interrelated domains, which, taken together, provide a guide for evaluat ing how a school is per forming .

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Domain 5: An expert teaching team

The school builds a school-wide, professional team of skilled and capable 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 improvement that includes classroom-based learning, mentoring and coaching arrangements .


• the school places priority on attracting, retaining and developing the best teachers

• the leadership team has strategies to assist teachers to develop and share deep understandings of how students learn subjects and content

• the principal and other school leaders lead and model professional learning in the school .

Domain 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 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 .


• the school has an explicit, coherent, sequenced plan for curriculum delivery which makes clear what and when teachers should teach and students should learn

• the plan is shared with parents, families and the wider community, and feedback is sought on ways to make the school curriculum responsive to local needs

• staff are familiar with and work within the school’s shared curriculum expectations .

Domain 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 student learning and wellbeing . The school works to maintain a learning environment that promotes intellectual rigour, and is also safe, respectful, tolerant and inclusive .


• the school promotes and maintains an environment reflective of its high expectations that all students will learn successfully

• staff demonstrate an understanding of the importance of positive and caring relationships to successful learning, and work to build mutually respectful relationships across the school community .

One sign of success in this domain is when all students and staff share a sense of belonging, all parents are welcomed and all staff, students and parents speak highly of the school .

Domain 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 . School-wide policies, practices and programs assist in identifying and addressing student needs . Flexible structures and processes enable the school to respond appropriately to individual learners .


• the school has processes to identify and respond to student needs through the allocation of staff and resources

• staff are deployed in ways that best address the learning needs of all students, and that make best use of staff expertise and interests

• the school budget aligns with local and system priorities .

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Domain 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 established to address student needs and operate by providing access to experiences, support and intellectual 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 communication and to monitor and evaluate the intended impacts of the school’s partnerships .

Domain 7: Differentiated teaching and learning

The school places a high priority on classroom teachers identifying and addressing the learning needs of individual students, including high-achieving students . Teachers are encouraged and supported to monitor the progress of individuals, identify learning difficulties and tailor classroom activities to levels of readiness and need.


• teaching practices reflect the belief that, although students are at different stages in their learning and may be progressing at different rates, they are capable of learning successfully if motivated and given appropriate learning opportunities and necessary support

• teachers work to ensure that all students — including high-achieving students — are appropriately engaged, challenged and extended by designing classroom activities to meet students’ learning needs, levels of readiness, interests, aspirations and motivations

• teachers monitor the progress of individual students and adjust their teaching in response to the progress that individuals are making .

Domain 8: Effective pedagogical practices

The principal and other school leaders recognise that highly effective teaching is the key to improving student learning . 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 .


• the school leadership team has kept abreast of research on effective teaching practices

• the team has established and communicates clear expectations concerning the use of effective teaching strategies throughout the school

• the school is creating classroom and applied learning environments in which all students are engaged, are challenged, feel safe to take risks and are supported to learn

• the school is setting high expectations for every student’s progress and ambitious targets for improving classroom performance .

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06Preparing for a review

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School reviews are an opportunity for all members of the school community, including staff, parents and students, to provide feedback on how the school is teaching and supporting students .

Pre-review

Before visiting a school, the review chair contacts the principal and the school’s assistant regional director to discuss the review . The chair is the principal’s key point of contact for the review .

A checklist for principals is also available to support schools preparing for a review (Appendix 1) .

Review documents

Principals are asked to email the following documents to their review chair approximately two weeks before the review:

• current four-year strategic plan

• annual implementation plan

• professional learning plan

• pedagogical framework

• completed community contact list (see Appendix 3)

• proposed program for the review (see example schedules, Appendix 4) .

Reviewers will also look at the school’s headline indicators, data profile and website . If there are other documents or information principals would like to provide, these can be presented to the review team on the first morning of the review .

First morning of the review

The first morning is important for setting the tone of the review .

Principals are asked to schedule a time for the review team to conduct a short, initial briefing with staff . This usually occurs before school starts and is highly beneficial to the conduct of the review, allowing staff to meet the review team and to ask questions about the review process .

The staff briefing is followed by an initial meeting with the principal or school leadership team . In this meeting, the review team is seeking information on the school’s improvement agenda and how it is being implemented across the school . School leadership teams are asked to spend 10 to 15 minutes unpacking the previous review findings and subsequent activity in their presentation to the review team . They may use the nine domains of the National School Improvement Tool to guide the discussion .

The format of this meeting (generally one to one-and-a-half hours in length) varies considerably, according to the size and context of the school . Some schools choose to give a formal presentation to the review team; however, this is not mandatory .

Additional documents for the review team

The following documents should be provided to the review team on the first morning of the review:

• master timetable for the school

• school map, including staffroom locations

• staff list and contact details

• electronic copy of completed school context list (see Appendix 2)

• points of contact for matters related to the review .

During the review, the review team may ask to look at other information and documents, for example, curriculum and data plans, or OneSchool and funding information .

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Meetings and discussions

The review team will speak with a wide range of staff, students, parents and community members to gain a deeper understanding of the school, its performance and context . The following meetings and discussions are recommended (subject to school size and availability) .

Staff

• School leadership team (principal and deputies)

• Other school leaders (heads of department, curriculum, special education)

• Administration team (business manager, receptionist and other office staff)

• Teachers and teacher aides

• Specialist support staff

• Other school staff

School community

• P&C president and school council chair (where applicable)

• Parents and students

• Other community representatives (for example, feeder schools, local businesses and partnerships, and government)

The review team will generally talk with staff, students and community members individually . Participation is voluntary and all feedback remains confidential .

Teacher interviews

Schools generally organise a staff member to accompany reviewers to classrooms and to provide teacher relief . This gives teachers an opportunity to speak with a member of the review team .

It is not mandatory that teachers or other staff speak with reviewers . Staff can decline to participate .

Discussions with reviewers provide staf f and other school community members with an oppor tunity to give feedback on the school .

Review schedule

Principals are asked to develop a schedule of meetings with school staff, students and community members . See Appendix 4 for example schedules .

Any schedule negotiated between the principal and the review chair is proposed only, and may change due to the exploratory nature of the review .

Principals with any questions regarding the schedule should speak to the review chair .

Meeting rooms and other requirements

The review team requires a small meeting room or office space to meet and discuss its findings .

Access to computers, the school network, printers and photocopiers is appreciated . The review team also requires a data projector .

Communication

To help inform the school community about the review, draft school newsletter and social media items are provided (see Appendix 5) . Schools are also encouraged to promote the review dates on their website, school sign or through other communication channels .

Fact sheets for staff and parents and the community are available from the School Reviews website – www .schoolreviews .eq .edu .au .

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07Organising a self-determined review

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Schools having a self-determined review can engage reviewers of their choosing, consistent with government procurement processes . Alternatively, they can choose reviewers from the SIU’s pre-qualified panel of external reviewers, or engage the SIU to conduct the review .

Funding, to a maximum of $4650, is available towards the cost of the review . The funding is provided by the SIU upon receipt of a review report . If a school selects the SIU to conduct the review, the funding will be used to cover the cost . To claim the funding entitlement, email siu .claimsandaccounts@qed .qld .gov .au .

One term’s notice is required to schedule a review by the SIU . For more information, email siumb@qed .qld .gov .au .

Review process

Schools conducting self-determined reviews are asked to provide the SIU with a review proposal, including the dates and focus of the review, and details of reviewers . A template is available to help principals with this task (see Appendix 6) . Please complete and submit before the end of Term 1 in the year that the review is scheduled .

Following the completion of the review, principals are asked to publish the executive summary or full report on the school website and discuss the findings and recommendations with their school community . A copy should also be provided to the SIU and region .

For more information about self-determined reviews, please see the examples over the page . A series of self-determined review videos is also available from the School Reviews website – www .schoolreviews .eq .edu .au .

Self-determined review examples

Example 1: Accreditation agency

School 1 engaged the services of an accreditation agency, and the review formed part of the school’s submission for accreditation . The review focused on the accreditation criteria as well as the school’s use of additional targeted funding . The school worked with the agency to set the scope of the review and the composition of the review team . Following the review, the school shared the findings with its school council and used the report as part of its submission for accreditation .

Example 2: University

School 2 engaged researchers from a university to review its strategic vision, teacher professional development, and links with its local community . The review consisted of preliminary data analysis followed by focus groups with staff, students and parents . The school used the findings to explore its use of student data and to discuss its strategic vision with the school community .

Example 3: Professional learning institute

School 3 engaged reviewers from an institute for principal and teacher professional development . The review was conducted by two experienced educators and focused on the quality of the school’s professional learning culture, with an emphasis on collegial collaboration . The school chose this focus based on the outcomes of its most recent school opinion survey, and used the findings to develop a tailored professional learning framework .

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Example 4: Combination approach

School 4 chose a two-pronged approach . It used a pedagogical framework developed by an international accreditation agency to review the effectiveness of its teachers and their teaching practice . This component was conducted by a visiting member of the agency . The school also engaged two external reviewers from the SIU’s accredited list to review its performance against the National School Improvement Tool . The school used the findings of both reviews to develop a strategic vision, with a particular focus on the professional development and support of staff .

Example 5: School Improvement Unit

School 5 engaged the SIU to conduct its review . The SIU consulted with the school to select the review team according to the context of the school and the areas it wished to explore . The review was completed by two internal reviewers from the SIU and an external reviewer from outside the department . They used the National School Improvement Tool, and provided a report with key findings and improvement strategies to support the school’s improvement agenda . The school shared the findings with its school community and used these discussions to strengthen its strategic vision .

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08After a review

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Exit briefings

At the end of each SIU review, the review team meets with the principal and leadership team to brief them on the key findings and improvement strategies . This is an opportunity for the leadership team to seek clarification or further information .

The assistant regional director may be invited by the principal to attend . For priority support reviews, assistant regional directors are expected to attend in person, where possible, or by phone .

The review team may also present a summary of findings and improvement strategies to other staff .

Schools use the f indings and recommended improvement strategies f rom the review to consider the next steps in their school improvement journey .

Review reports

The review team drafts a report, which provides a detailed analysis of the school’s performance against the nine domains of the National School Improvement Tool . The key findings and improvement strategies reflect the items that were discussed at the exit briefing . The improvement strategies are listed in order of priority .

The SIU quality assures each review report and emails the final version to the principal, assistant regional director and regional director approximately two weeks after the review .

Schools share the findings with their school communities, including publishing the executive summary or full report on their websites .

Examples of a review report and executive summary are available from OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/schoolimprovementunit/Pages/default .aspx .

Actions after a full school or self-determined review

The principal works with the school’s leadership team and its assistant regional director to consider and respond to the findings from the review . This includes incorporating recommended improvement strategies into the school’s updated strategic plan and annual implementation plan .

Principals should use their local consultative committee, or other consultative mechanism, to consider any significant changes to their operations, in particular, any changes that impact on staffing .

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Actions after a priority support review

After a priority support review, the principal works with the assistant regional director to develop and implement an action plan . Generally, the action plan is focused on two or three key improvement strategies to be actioned over the next 12 months .

An action plan template is available from OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/schoolimprovementunit/Pages/default .aspx .

A senior reviewer from the SIU is assigned to case manage the school . The case manager works with the principal and assistant regional director, and checks back in with the school every three months for 12 months .

Three-month check-in

The SIU case manager visits the school (or organises a teleconference if the school is in a remote location) and meets with the school leadership team and assistant regional director . This is an opportunity to check back in with the school to ensure that the action planning process is underway .

The case manager, principal and assistant regional director agree on what evidence or data will be used to evaluate progress at the next check-in . They also discuss regional support available to the school and outline the possible outcomes after the 12-month review .

After the visit, the case manager emails feedback to the principal and assistant regional director in preparation for the next check-in . The feedback is mapped against the action plan .

The principal finalises the action plan and emails a signed version to the case manager within two weeks of the visit .

Six-month check-in

The case manager seeks evidence of sufficient momentum against the action plan, particularly whether progress matches agreed expectations, and meets with staff and students to gauge the progress of agreed actions .

The nine-month visit, and what evidence or data will be used to evaluate progress, is discussed .

After the visit, feedback is emailed to the principal and assistant regional director .

Nine-month check-in

The case manager seeks further evidence of progress against the action plan to feed into the 12-month review . Conversations are held with a cross-section of staff . The timetable and process for the 12-month review are also discussed .

Formal written feedback is emailed after the visit .

12-month review

The case manager and another reviewer from the SIU visit the school to evaluate how effectively the school has implemented the improvement strategies from the action plan . They consider a range of evidence, including:

• findings at the previous three-monthly check-ins

• information collected during the 12-month review

• most recent school datasets, including latest headline indicator information

• evidence of regional support, for example, the frequency of visits and level of support provided by the assistant regional director, and provision of additional regional expertise .

An example schedule for the 12-month review is below:

Morning sessionDiscussion with principal and assistant regional director based on the action plan

Middle sessionProfessional conversations with staff, students and other community members

Afternoon sessionReflection meeting/s with principal, school leadership team and assistant regional director

Following the 12-month review, the SIU makes one of the following determinations:

• School has successfully implemented agreed actions . No further SIU support required .

• School is making gains, but would benefit from additional regional support and monitoring .

• School requires additional SIU support and monitoring . A second priority support review may be scheduled .

An exit meeting with the assistant regional director and leadership team is held to outline the evidence for the decision .

A review report detailing the recommendation and rationale is emailed to the principal, assistant regional director and regional director approximately two weeks after the review .

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09Self-reflection

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Accelerating school improvement

In 2017, Queensland state schools started using the School Improvement Model to accelerate improvement and ensure that every student succeeds . The model includes:

• guidance on next steps using the School Improvement Hierarchy, which incorporates the nine domains of the National School Improvement Tool

• an inquiry cycle process that supports teachers to plan, implement and evaluate the impact of teaching practices on student learning

• Standards of Evidence, developed by the department to support rigorous conversations about the impact of initiatives and teaching practices .

For more information about accelerating school improvement, visit OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/Stateschooling/Schoolperformance/Pages/default .aspx .

School Improvement Model

ImpactMeasurable change

DesignQuality of attribution

InvestmentCreating valuePotential to implement

Scalability

Differentiatedteaching and

learning

A culture that promotes learning

Analysis and discussion of data

Systematic curriculum

delivery

Effectivepedagogical

practices

An explicit improvement agenda

Targ

eted

use

of s

choo

l res

ourc

es

School–comm

unity partnerships

Expert teaching

team

School Improvement Hierachy

Where we are

Standards of Evidence

What impact we have

Inquiry Cycle

How we learn

Scan and assess

Review

Developand plan

Prioritise

Act

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Self-reflection

The School Improvement Hierarchy helps identify where a school is at on its yearly improvement journey . Working out what to do next, when and how is an important step .

The following considerations are adapted from the School Improvement Hierarchy Reflection Tool . They are intended as conversation starters, and could be used to:

• structure conversations in a school about the next steps for school improvement

• develop shared understanding about how to lift performance in a school

• develop a deeper understanding of where a school is at on the school improvement journey .

For more information, go to OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/Stateschooling/Schoolperformance/Pages/default .aspx .

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Self-reflection considerations for each domain

Domain 1: An explicit improvement agenda

• Ensure key school datasets are available for analysis and discussion .

• Apply the learnings from school reviews and the school data profile to collaboratively develop an explicit improvement agenda .

• Identify one to three areas for improvement .

• Develop the annual implementation plan and align with the explicit improvement agenda .

• Ensure the improvement agenda has a sharp and narrow focus and is reflected in classroom practice .

• Regularly review the progress of the improvement agenda strategies and goals with key stakeholders .

• Use the school data profile to highlight the problem of practice and strategies for improvement .

• Establish a process for the identification of current practices that aren’t making a difference, and for teachers to share progress of the explicit improvement agenda .

• Develop specific measures, targets and timelines linked to the improvement agenda .

• Agree on roles and responsibilities for all staff to progress the improvement agenda .

• Share actions of the improvement agenda with staff, students, community, P&C and school council, ensuring they are highly visible across the school .

• Keep minutes and records of data conversations about the improvement agenda outcomes .

• Allocate resources, both human and financial, to support the improvement agenda, for example, alignment of the master teacher research project, English as an additional language or dialect coach or literacy coach .

• Source information from a range of professional forums to support the improvement agenda .

• Collaboratively review the improvement agenda for impact, design, scalability and investment (Standards of Evidence) .

• Celebrate progress and achievements of the improvement agenda with staff, students and the community .

Domain 2: Analysis and discussion of data

• Enhance the data literacy of staff to enable analysis of the school data profile .

• Develop a school data plan that lists the schedule of data collection and analyses of key datasets .

• Ensure the school data plan complements the explicit improvement agenda and informs the school community:

what data is to be collected

for what purpose

who collects the data

when data is to be collected

where data is to be recorded

how the data will be used to inform teaching and learning .

• Ensure the school data team is led by a data-literate person who drives the implementation and communication of the data plan .

• Allocate time and resources to facilitate data discussions and analyses at year level, cohort and subject meetings .

• Triangulate available data, including academic, attendance, behaviour and wellbeing data, to monitor performance and inform practice .

• Establish a line of sight that links the data to teacher pedagogy and teaching quality .

• Ensure staff are confident to review, interrogate and analyse student data, for example, student relative gain graphs .

• Provide professional development to increase the data literacy knowledge of all staff .

• Use data walls and class and student records to capture results and stimulate conversations regarding student achievement and intervention .

• Ensure effective record-keeping processes are in place to keep accurate, up-to-date student data profiles, including individual learning goals, in OneSchool .

• Use OneSchool class dashboard to monitor, review and respond to student data trends .

• Identify and celebrate improvements in data trends .

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Domain 3: A culture that promotes learning

• Promote a shared belief that all students can learn and all teachers can teach .

• Develop vision and values, through consultation .

• Implement an inquiry cycle that includes the review of the effectiveness of the school culture in supporting the learning of every student .

• Embed evidence-based strategies focused on student engagement in practice .

• Ensure positive relationships between staff and parents are built on trust and support – parents are seen as partners in their child’s learning .

• Implement strategies for students to actively engage in learning at their instructional level .

• Share successful practice across classrooms through mentoring programs .

• Actively promote attendance at school and implement, monitor and review student trends .

• Record student attendance in OneSchool and establish a process to inform parents when students are absent .

• Hold conversations about progress with parents and students through interviews and informal discussions .

• Develop the responsible behaviour plan for students jointly with staff and community, and have it endorsed through the P&C and local consultative committee .

• Consistently enact protocols for incident management, data entry into OneSchool and student referrals for minor, major and positive behaviours .

• Implement explicit teaching of appropriate student behaviours and expectations .

• Ensure teachers use consistent behaviour management strategies as outlined in the responsible behaviour plan .

• Gather evidence of a whole-school approach that uses the curriculum, school practices and the school community to build a culture that seeks to prevent gender-based violence through the building of respectful relationships . (For more information, visit OnePortal – https://intranet .qed .qld .gov .au/about/PrioritiesandInitiatives/NotNowNotEverDFV) .

Domain 4: Targeted use of school resources

• Align resources (human, facility, financial and technology) with the explicit improvement agenda .

• Regularly review project success based on student performance — realign resources to respond to emerging trends and the improvement agenda .

• Ensure the school budget reflects the improvement agenda goals, with funding spent on current students, budget reviews each term, provisions created to transparently identify funds held for future activities, and asset provision to reflect planned usage of assets .

• Provide adequate resources to build organisational capability to support the development of all staff, with clear alignment with the improvement agenda .

• Ensure programs exist to meet the needs of students requiring additional or specialist support .

• Allocate resources to support programs for target students, for example, Aboriginal and Torres Strait Islander students, English as an additional language or dialect learners, students with disability and students in care .

• Ensure staff are capable and confident to maximise learning outcomes for target groups .

• Implement Early Start to monitor the progress of all students and promote decisions about targeted support .

• Target planning and resources to support individual student literacy and numeracy needs – teachers have detailed knowledge about how to extend and support their students .

• Access regional staff, Finance Branch staff and external agencies to provide additional support and expertise .

• Explore innovative and creative solutions to maximise resources .

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Domain 5: An expert teaching team

• Lead and model teaching and learning across the school through the establishment of professional learning communities .

• Support teachers to:

take on leadership roles beyond the classroom

expand their subject knowledge

reflect and measure the impact of their current practice on student performance .

• Establish and implement an agreed mentoring and coaching program to provide guidance regarding quality teaching .

• Use peer observation, feedback, differentiated coaching and professional learning communities to improve teaching quality so a culture exists that enhances professional learning .

• Use cycles of inquiry for moderation, planning and review .

• Ensure teachers work collaboratively to build a strong culture of professional sharing .

• Consistently implement quality teaching practices .

• Facilitate discussions about effective teaching strategies through professional learning communities .

• Use evidence to make informed decisions regarding the implementation of new pedagogies and programs (Standards of Evidence) .

• Ensure the annual performance review process supports capability development by aligning individual goals with the explicit improvement agenda .

• Align staff professional development plans with the Australian Professional Standards for Teachers .

• Support all staff to develop their leadership capability .

• Celebrate the professional success of teachers .

Domain 6: Systematic curriculum delivery

• Use a curriculum, assessment and reporting plan, based on the Australian Curriculum (P–10), and the Queensland Curriculum (11–12), to clarify what teachers should teach and when .

• Ensure teachers adapt Curriculum into the Classroom (C2C) materials to suit the school and class context .

• Encourage teachers to participate in professional development to build their knowledge of standards-based assessment .

• Ensure classroom planning is quality assured and aligns with the whole-school curriculum plan and the Australian Curriculum cross-curricular priorities and general capabilities .

• Share the curriculum plan with parents and the wider community to seek feedback on ways to make the curriculum responsive to local needs .

• Establish professional learning communities to provide opportunities to discuss the implementation of the Australian Curriculum .

• Implement structures and processes across the school to ensure teachers can effectively and regularly:

participate in planning and curriculum meetings across year levels and subjects

conduct moderation to review student work and results across all areas of the school

use exemplars, matrices and guides to making judgements when participating in moderation

develop individual curriculum plans with the support teacher and parent

provide feedback to students regarding how they can improve

provide formal reports to parents twice a year regarding student achievement

report against achievement standards

identify student learning gaps through assessment

teach higher order thinking skills .

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Domain 7: Differentiated teaching and learning

• Ensure an agreed, school-wide and evidence-based approach to differentiation exists .

• Target professional development around a whole-school approach to differentiation .

• Ensure school and classroom learning environments are inclusive and responsive to the diverse needs of students .

• Provide case management that supports student attendance and retention, literacy and numeracy achievement and Year 12 attainment for at-risk students .

• Ensure teachers make curriculum modifications for students within unit, weekly and daily plans .

• Use diagnostic and achievement data to identify the learning needs of all students .

• Collect and analyse data on the progress of individuals, groups and whole cohorts of students .

• Establish an identification process for gifted and talented students .

• Provide targeted programs for identified groups, for example, gifted and talented students, Aboriginal and Torres Strait Islander students, English as an additional language or dialect learners, refugee students and students with learning difficulties or disability .

• Develop and share differentiation expertise to support teaching quality .

• Monitor individual curriculum plans for students accessing the curriculum outside year-level expectations .

• Develop student learning goals that are aligned with the curriculum and the explicit improvement agenda .

• Ensure students receive feedback from teachers regarding their learning goals and explore whether their learning needs are being met .

• Celebrate student progress of personal learning goals .

Domain 8: Effective pedagogical practices

• Implement an agreed, research-validated, school-wide pedagogical framework .

• Ensure the school leadership team keeps abreast of research on effective teaching practices .

• Review the pedagogical framework to ensure it continues to reflect the explicit improvement agenda .

• Provide feedback to teachers on how to implement the pedagogical framework .

• Provide regular feedback to teachers on school-wide pedagogies .

• Research and model quality teaching to enhance pedagogical practices .

• Achieve consistency and alignment across year levels in the teaching and learning process .

• Ensure teaching programs are consistent with school expectations .

• Provide regular feedback to students to progress their learning .

• Ensure professional learning and dialogue take place among all colleagues .

• Evaluate pedagogical practices that may not be effective .

• Ensure the teaching of literacy and numeracy is a priority in all curriculum areas .

• Maintain partnerships with educational professionals who can support the professional learning of teachers and teacher aides .

• Ensure the annual performance review process addresses the school’s pedagogical framework .

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Domain 9: School–community partnerships

• Ensure community needs are central to the decision-making processes of the school .

• Establish strong, innovative and sustainable partnerships with parents, new families and the wider community, for example, early childhood providers and training organisations .

• Engage with other schools, tertiary institutions, businesses, employment agencies, support services and sport organisations to expand opportunities for student success .

• Connect with community groups to promote school activities that will enhance student engagement .

• Ensure parents and community members are partners in the education of their children and participate in formal and informal discussions regarding their children .

• Provide opportunities for parents and para-professional helpers to be inducted in the use of teaching strategies that can be used to support their children within the home, for example, running parent workshops on reading strategies .

• Invite parents and community groups to participate in school reviews and strategic planning discussions .

• Share the explicit improvement agenda with parents and community partners and ask for regular feedback regarding the school direction and priorities .

• Employ active communication and marketing opportunities for the school, including website, email, text, newsletter, phone calls and electronic notice boards .

• Provide regular updates on the progress of the Investing for Success agreement to parents and the community via the P&C or school council .

• Invite parents, community members and business partners to attend and support school events .

• Implement the Parent and Community Engagement Framework .

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10School self-assessments

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School self-assessments

A self-assessment helps schools to identify where they are at in their school improvement journey in the years between school reviews .

The self-assessment process is voluntary and does not replace school reviews or any other departmental requirements . It is an additional mechanism to help schools evaluate their progress and identify areas for further improvement .

Using the National School Improvement Tool

Schools that undertake a self-assessment are encouraged to use the National School Improvement Tool as the basis for reflection and evaluation to ensure consistency with the school review process . Schools can choose to focus on some or all of the domains .

Organising a self-assessment

A self-assessment process should generally occur at the mid-point of a school’s four-year strategic plan . It should take one to two days, depending on the school’s size and context .

The school is responsible for organising the self-assessment, including its scope and the composition of the assessment team .

Any associated costs are to be met by the school .

Assessment process

Each self-assessment process should include a mix of school-led self-reflection and evaluation, and verification by colleagues external to the school . Ideally, external colleagues will have completed the SIU’s National School Improvement Tool training and participated in a school review as either a principal or as a reviewer .

The assessment team should look at the school’s performance data and undertake a series of discussions with school staff, students, parents and other stakeholders .

Schools may choose to invite their assistant regional director or other regional staff to participate in the process .

After the assessment is completed, the team should produce a short report . The report should provide feedback on the school’s progress and suggest improvement strategies for consideration . These should be informed by the National School Improvement Tool .

SIU support

The SIU is available to help schools identify external colleagues for their assessment team . These could include former internal reviewers, peer reviewers, accredited external reviewers or trained associate school leaders .

The SIU can also provide training, resources and other advice or support as requested . For more information, email siumb@qed .qld .gov .au .

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Appendices

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Appendix 1: School review checklist for principals

Task Completed

Find out more about your school review

Familiarise yourself with the School Reviews website (www .schoolreviews .eq .edu .au), particularly the following documents:

• Review toolkit for principals

• National School Improvement Tool (consider how the nine domains relate to your school)

Inform your school community about the review

• Share information about the review with staff (teaching and non-teaching), parents, students and other stakeholders . The School Reviews website has a range of resources, including fact sheets for staff, parents and community members .

• Promote the review in a newsletter, email, social media or other form of communication . Invite input into the review .

• Discuss the review with your assistant regional director (or principal supervisor) .

Submit the required information before the review starts

Approximately two weeks before the review, email the following documents and information to your review chair:

• current four-year strategic plan

• annual implementation plan

• professional learning plan

• pedagogical framework

• completed community contact list (see Appendix 3)

• proposed program for the review (see example schedules, Appendix 4) .

Inform your review chair if there are other materials you wish to provide .

Talk with the chair to finalise review arrangements .

At the start of the review, provide the following information to reviewers:

• master timetable

• school map with staffroom locations

• staff list

• electronic copy of completed school context list (see Appendix 2)

• points of contact for matters related to the review .

Liaise with the review chair about other requirements

• Arrange an office space or small meeting room (with access to a data projector) for the review team to work in during the review .

Appendix 2: School context

Please complete and provide an electronic copy to your review chair on the first morning of the review .

Location:

Education region:

Year opened:

Year levels:

Enrolment:

Indigenous enrolment percentage:

Students with disability enrolment percentage:

Index of Community Socio-Educational Advantage (ICSEA) value:

Year principal appointed:

Day 8 teacher full-time equivalent numbers:

Significant partner schools:

Significant community partnerships:

Significant school programs:

A Word version of this template is available from OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/schoolimprovementunit/Pages/default .aspx .

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Appendix 3: School community contact list

Please complete and email to your review chair approximately two weeks before the review .

Stakeholder Name Phone number Email address

P&C and school council president (where applicable)

Local councillor

State member

Federal member

Indigenous community representative

Feeder school contacts

Others of your choice (for example, local partnerships, community groups or businesses)

1 .

2 .

3 .

4 .

5 .


Appendix 4: Example review schedules

Please note that these are examples only . Make changes to reflect your school context .

• Change the Time column to reflect your school bell times

• Teacher meetings should take place at the classroom where possible

• Include teacher name and classroom

• Review teams aim to speak with 80 per cent of teachers — avoid scheduling a teacher on two separate occasions

• In addition to scheduled student meetings, reviewers will speak informally with students in their classroom

• Community representatives are from your school’s key business/industry/community partners as identified in your school context page

• Discuss the timetable with your review chair — remember, it is a draft only and may change during the course of the review

• Send final schedule to review chair approximately two weeks before the review .

Word versions of the timetables are available from OnePortal – https://intranet .qed .qld .gov .au/EducationDelivery/schoolimprovementunit/Pages/default .aspx .

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Example primary school timetables

Two-day review, two reviewers

Day 1

Time Reviewer 1 Reviewer 2

7.30 – 8.00 Review team deliberations and data analysis

8.00 – 8.30 Discussion with assistant regional director (can be by phone)

8.30 – 8.45 Initial whole staff briefing (this is essential)

9.00 – 10.30 Initial meeting with leadership team

10.30 – 11.00 Morning tea — review team discussions

11.00 – 11.30 Support teacher (literacy and numeracy) Guidance officer or specialist teachers

11.30 – 12.00 Teacher Teacher

12.00 – 12.30 Teacher Teacher

12.30 – 1.00 Teacher aides Office staff

1.00 – 1.30 Lunch — review team discussions

1.30 – 2.00 P&C/parents Student group

2.00 – 2.30 Feeder high school Early childhood centre

2.30 – 3.00State and local members (school to organise

times and phone numbers to call)Community partners/parents

3.00 – 4.00 Review team discussions

4.00 – 4.30 Check in with principal — discuss any changes to Day 2 timetable

Day 2

Time Reviewer 1 Reviewer 2


8.15 – 8.30 Clarifying interviews (if required)

8.30 – 10.30 Report writing (data projector required)




1.30 – 3.00 Exit interview (principal and assistant regional director)

3.00 – 3.30 Staff de-briefing before review team leaves

Three-day review, three reviewers

Day 1

Time Reviewer 1 Reviewer 2 Reviewer 3






11.00 – 11.30 Teacher Teacher Teacher



12.30 – 1.00 Teacher Teacher Literacy coach


1.30 – 2.00 Business manager Teacher Teacher

2.00 – 2.30 Deputy principal Deputy principal Head of curriculum

2.30 – 3.00Parents

(at gate or phone calls)Parents

(at gate or phone calls)Parents

(at gate or phone calls)



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Day 2



8.00 – 8.30 Chair meets with principalHead of special

education servicesMaster teacher or

other key staff

8.30 – 9.00Support teacher

(literacy and numeracy)Office staff Parents

9.00 – 9.30Assembly/parade

(if one is timetabled)Assembly/parade or teacher Assembly/parade or teacher

9.30 – 10.00 Students (leadership group) Students (lower school) Students (upper school)

10.00 – 10.30 Feeder high school State and local members (school to organise times

and phone numbers to call)Teacher


11.00 – 11.30 Early childhood centre Teacher Community partner/s

11.30 – 12.00Sub/focus group (e .g .,

literacy or PBL committee)Teacher Sub/focus group

12.00 – 12.30 Spare/extra interview Sub/focus group Teacher



1.30 – 2.00 Community partner/s Teacher Teacher

2.00 – 2.30 Teacher P&C Teacher aides

2.30 – 3.00 Report writing or extra interviews if required

3.00 – 4.00 Review team discussions and report writing (data projector required)

4.00 – 5.00 Check in with principal/leadership team

Day 3








1.30 – 3.00 Exit interview (leadership team and assistant regional director)


Four-day review, four reviewers

Day 1

Time Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4






11.00 – 11.30 Deputy principal Deputy principal Deputy principalHead of special

education services

11.30 – 12.00 Teacher Teacher Teacher Teacher


12.30 – 1.00 Head of curriculum Teacher Teacher Teacher



2.00 – 2.30 Business manager Teacher aides Teacher Teacher

2.30 – 3.00Parents (at gate or

phone calls)Parents (at gate or



phone calls)



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Day 2



8.00 – 8.30Chair meets with

principalStudents Master teacher Students

8.30 – 9.00support teacher

(literacy and numeracy)

Office staffParents (at gate or

phone calls)Literacy coach


(if one is timetabled)Assembly/parade

or teacherAssembly/parade


or teacher

9.30 – 10.00Students

(leadership group)Students

(lower school)Students

(upper school)Teacher



11.00 – 11.30 Teacher Teacher Community partner/s Teacher

11.30 – 12.00Sub/focus group

(e .g ., literacy or PBL committee)

Teacher Teacher Teacher

12.00 – 12.30 Teacher Sub/focus group Teacher Guidance officer

12.30 – 1.00 Teacher Teacher Sub/focus group Teacher


1.30 – 2.00 Teacher Feeder high school Spare/extra interview Teacher

2.00 – 2.30 TeacherEarly childhood

centreTeacher Community partner/s

2.30 – 3.00 Community partner/s P&CParents (at gate or


phone calls)



Day 3




principalOffice staff

Tuckshop convenor/volunteers

Schools officer/cleaners


9.00 – 9.30 Teacher Community partner/s

State and local members

(school to organise times and phone numbers to call)

Teacher

9.30 – 10.00 Teacher Teacher Teacher Community partner/s



11.00 – 11.30 Spare/extra interview Teacher Teacher Teacher

11.30 – 12.00 Teacher Spare/extra interview Teacher Teacher

12.00 – 12.30 Teacher Teacher Spare/extra interview Teacher

12.30 – 1.00 Teacher Teacher Teacher Spare/extra interview


1.30 – 2.30 Clarifying/extra interviews (if required)



Day 4










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Example secondary school timetables

Three-day review, three reviewers

Day 1







11.00 – 11.30 Deputy principal Deputy principalDeputy principal/head of

special education services



12.30 – 1.00 Head of department Head of department Head of department



2.00 – 2.30 Business manager Teacher aides Teacher

2.30 – 3.00 P&C Parents (phone calls) Teacher



Day 2



8.00 – 8.30 Chair meets with principalHead of special

education servicesMaster teacher or other

key staff


(literacy and numeracy)Office staff Parents (phone calls)


(if one is timetabled)Assembly/parade or teacher Assembly/parade or teacher

9.30 – 10.00 Students (leadership group) Students (lower school) Students (upper school)



11.00 – 11.30 Head of department/teacher Head of department/teacher Community partner/s

11.30 – 12.00Sub/focus group (e .g .,

literacy or PBL committee)Teacher Teacher

12.00 – 12.30 Teacher Sub/focus group Teacher

12.30 – 1.00 Teacher Teacher Sub/focus group


1.30 – 2.00 Community partner/s Feeder primary schoolState and local members (school to organise times

and phone numbers to call)


2.30 – 3.00 P&C Teacher Guidance officer



Day 3










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Four-day review, four reviewers

Day 1







11.00 – 11.30 Deputy principal Deputy principal Deputy principalDeputy principal/

head of special education services



12.30 – 1.00 Head of department Head of department Head of department Head of department



2.00 – 2.30 Business manager Teacher aides Teacher Parents (phone calls)

2.30 – 3.00 Literacy coach Numeracy coach Head of department Teacher



Day 2




principalHead of special

education servicesMaster teacher or

other key staffStudents


(literacy and numeracy)

Office staff Parents (phone calls) Parents (phone calls)


(if one is timetabled) Assembly/parade



or teacher

9.30 – 10.00Students

(leadership group)Students

(lower school)Students

(upper school)Teacher



11.00 – 11.30Head of department/

teacherHead of department/

teacherCommunity partner/s Teacher

11.30 – 12.00Sub/focus group

(e .g ., literacy or PBL committee)

Teacher Teacher Teacher

12.00 – 12.30 Teacher Sub/focus group Teacher Guidance officer

12.30 – 1.00 Teacher Teacher Sub/focus group Teacher


1.30 – 2.00 TeacherFeeder primary

school Spare/extra interview Teacher

2.00 – 2.30 TeacherFeeder primary

school Teacher Community partner/s

2.30 – 3.00 Community partner/s P&CParents

(phone calls)Parents

(phone calls)



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Day 3




principalOffice staff

Tuckshop convenor/volunteers

Schools officer/cleaners


9.00 – 9.30 Teacher Community partner/s

State and local members

(school to organise times and phone numbers to call)

Teacher

9.30 – 10.00 Teacher Teacher Teacher Community partner/s



11.00 – 11.30 Spare/extra interview Teacher Teacher Teacher

11.30 – 12.00 Teacher Spare/extra interview Teacher Teacher

12.00 – 12.30 Teacher Teacher Spare/extra interview Teacher

12.30 – 1.00 Teacher Teacher Teacher Spare/extra interview


1.30 – 2.30 Clarifying/extra interviews (if required)



Day 4










Appendix 5: Communication material

Please amend as required to suit your school or communication channels .

School newsletter item

Our school review — an opportunity to have your say

Our school is scheduled for a review from <<dates>> .

The Department of Education regularly reviews the teaching and learning practices of Queensland state schools . The reviews are conducted by the department’s School Improvement Unit .

The reviews do not rate or compare schools, but provide us with independent feedback so we can continue to improve learning outcomes for students .

All schools have a review at least once every four years . Key findings from the review will be made available to parents and the community on our school website .

The review team would like to hear from the school community and I encourage anyone who is interested to have their say . Your feedback is important and will help us continue to deliver a great education for students .

Feedback can be provided to the review team by phone or in person . All feedback remains confidential .

Please contact the school office if you are interested in speaking to a reviewer . Alternatively, you can register your interest by emailing siumb@qed .qld .gov .au .

More information about the review process is available from the department’s website at www .schoolreviews .eq .edu .au .

Social media items

Facebook: We’re having a school review from <<dates>> . Community feedback is welcome, so have your say and support your child’s education . All feedback remains confidential . Please contact the school office if you are interested in speaking to a reviewer . Alternatively, register your interest by emailing siumb@qed .qld .gov .au . More information about the review process is available from the Department of Education website: www .schoolreviews .eq .edu .au .

Twitter: We’re having a school review from <<dates>> . Contact the office to have your say . More details online: www .schoolreviews .eq .edu .au .

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Appendix 6: Self-determined review proposal

Self-determined review proposal for <<insert school name>>

Who will be conducting the review?

What is the focus of the review?

Proposed dates

Projected costs

Other comments and considerations (e .g . why this type of review?)

Please email your proposal to siumb@qed .qld .gov .au .


Mail addressDepartment of Education

PO Box 15033City East Qld 4002

Street address30 Mary Street

Brisbane Qld 4000

General enquiriessiumb@qed .qld .gov .au

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