Smarter school national partnerships

Communities Making a Difference (CMaD) Initiatives

School Diagnostic Review and Development of School Improvement Plans (Independent sector)

The AISSA School Review and Development team was established early in 2010 and a diagnostic review methodology was developed. The School Review and Development team undertook diagnostic reviews in all seven CMaD NP schools to help them identify areas of improvement. Having completed School Improvement Plans, in 2012 the School Review and Development team have assisted schools with the implementation of their comprehensive School Improvement Plans. The emphasis was on high quality student outcomes.

The subsequent strategic action plans provided effective direction and sense of purpose to the school leadership within each school. Staff professional learning has continued through the extensive AISSA leadership program and attendance at significant leadership conferences including the ACER conference on school improvement, the ACEL Inspire Leadership program and the Emerging Leaders program. Leadership teams in each school are working with the school community to assist in the attainment of improved learning outcomes.

Teachers in CMaD schools were assisted to develop their learning and teaching programs using the Assessment for Learning, Assessment as Learning and Assessment of Learning Approach. Teachers were provided with in-school support to:

implement the Australian Curriculum

develop higher order thinking tasks using Bloom’s Taxonomy and Gardiners’ Multiple Intelligences Framework

enhance student engagement with learning by utilising inquiry-based learning and authentic assessment tasks

provide high quality feedback to promote improved achievement

provide the opportunity for student input in the development of assessment criteria and marking rubrics.

Additionally schools were supported to:

continue the development and documentation of curriculum scope and sequence Early Learning Centre/Reception – Year 10 (where applicable) through collaboration between the school coordinators and teachers and based on the Australian Curriculum and the Early Years Learning Framework

continue the implementation of a whole school Assessment and Reporting framework R – 10 based on the curriculum, in accordance with the requirements of A-E grade reporting which is authentic and consistent in the application of assessment criteria and methodology

use their analysis of NAPLAN, together with school-based literacy and numeracy assessment results, to continue their whole school Literacy and Numeracy Strategy, underpinned by detailed knowledge of effective strategies and collaborative work between the school coordinators and teachers

continue the development of strategic approaches to the introduction of information and communication technology.

School Boards and principals were supported in their work with the School Review and Development Team to implement changes identified in the School Improvement Plans and will do so over the remaining years of the program.

Support for Aboriginal and Torres Strait Islander students

The diagnostic review and school improvement planning process included consideration of the specific priorities for and needs of Indigenous students within each CMaD NP school. This year support has been provided in developing pedagogical practice through high expectations, community involvement and developing students’ autonomy and independence in their learning.

Work continued on the cross curriculum priorities and the core learning areas of the
Australian Curriculum. Teachers were supported to reflect on their current practice and map this against the requirements of the Australian Curriculum. In relation to the Individual Learning Plans, further support focused on embedding the student’s learning goals into daily planning and programming.

Sustainability

The seven CMaD NP schools diligently worked to their School Improvement Plan throughout 2012 with a strong focus on improved student learning and achievement. Whole school Literacy and Numeracy program that were developed as a recommendation from the school diagnostic review are being reviewed and refined.

The CMaD NP schools’ improvement plans are being internally evaluated by each school with the assistance of an external expert. Schools are referencing the Australian Professional Standards for Teachers, The Performance and Development Framework and the Professional Learning Charter to guide professional learning and teaching practice as they continue to engage in improvement practices.

Developing the effective use of ICT in the school’s educational program

As a result of their diagnostic review, Murraylands Christian College, Murray Bridge, has developed an across College philosophy on the purpose and provision of information and communication technology (ICT) in the educational program. The College saw that effective use of the rapidly changing range of technology on offer was critical to improving literacy outcomes in particular.

The staff took a systematic look at all literacy results including a thorough analysis of NAPLAN and other data as the first step in the improvement process. They were able to identify any specific areas in the NAPLAN in which students may have been underperforming. These areas became a major focus for improvement in the strategic plan. This phase was strengthened by further professional development and drawing on AISSA advice and expertise where necessary.

Using assessment for learning and the empowerment of students as an aspect of their development of ICT within the school, handsets were bought for all the students. These mobile devices were loaded with an interactive application which promotes students’ autonomous learning and reflective practice. Students can rate their understanding of the learning intentions for each lesson. The teacher uses this data as a formative assessment tool to inform and improve teaching and learning in that area.

These strategies for using ICT more effectively in the College have influenced improved student attendance, engagement and learning outcomes including for Indigenous students and students with learning difficulties.

(Read more about Murraylands Christian College on pages 96-98)