Accreditation and Community Language Schools Victoria

Maria Gindidis: ESAV Training August 2006

Accreditation and Community Language Schools Victoria

Welcome the Change!Maria [email protected]@[email protected]


New documentation DE&T

1. Documentation related to the legal status of the school or organisation

• Associations Incorporation Act 1981

• Corporations Act 2001 Company Limited by Guarantee

• Religious and Accessories Charitable Trust


2. Constitution

• Need to include appropriate

non profit and dissolution clauses.

• Examples are given in

correspondence:

OLT003432


3. Must have an ABN!

• The first three criteria for funding are straightforward and especially in the case of one and three, we already abide by these.The clauses will need your Accountants assistant for implementation or a quorum and special members meeting


A School Charter or Plan!

• DE& T schools have moved from three year Charters to four year Strategic Plans and annual implementation Plans.

• Our schools will need to comply and/or align our planning with these templates and guides!

[email protected]


PROTYPO EDUCATION CENTRE

Strategic Plan

2006-2007


What are Strategic Plans?• Define the school’s core purpose and values• Take a future’s perspective of student needs in context of

community• Agree on outcomes school is trying to achieve for its

students• Choose a few key improvement strategies that are critical

to school’s success• Decide how resources will be generated, enhanced or

allocated to achieve desired outcomes• Plan the implementation of the strategy• Identify milestones/success indicators• Ensure all stakeholders know and understand SSP


2008 – Four year cycle4th year = self evaluation

• The School Accountability and Improvement Framework provides a four-year school planning cycle. The fourth year of the cycle – the year in self-evaluation, review and planning – is when schools evaluate their performance and undertake their strategic planning for the future cycle.

• During the year in self-evaluation, review and planning, school communities can set their strategic directions using these questions:

– What outcomes are we trying to achieve for our students?– Where are we now?– What do we have to do to achieve the outcomes we want?– How will we manage our resources to achieve these outcomes?– How will we know whether we are achieving these outcomes?


Summary of school planning processes

Strategic Thinking –

reflecting and evaluation past, present and future.

Engaging People –

conversations, participation, motivation

Planning the implementation-

actions, achievement milestones

Developing the new

Strategy –

Communicating.

Writing


Essential elements of a School Strategic Plan

An effective strategic plan comprises two distinct parts:

1. School Profile including

• Purpose• Values• Environmental context – the challenges the school faces and the

opportunities available to the school

2. Strategic Intent including:• Goals and targets for student outcomes as defined

by• Student learning• Student engagement and wellbeing


What is a goal?Goals are aspirational statements.

They decide what the school is striving to achieve in the areas of student learning, student pathways and transitions, and

student engagement and wellbeing.

Goals will evolve for a range of sources including:

• The school’s purpose, values and environmental context• Analysis of student outcomes from the school self-evaluation

and school review• The strategic planning community consultation process• The government’s goals and targets for education and training


Goal specification checklistThe following criteria should be considered when

specifying goal statements The goal is expressed in terms of improvement in

student outcomes The goal addresses an area requiring significant

improvement in the school’s student outcomes A robust evidence-base has been used to identify the

goal area The goal simply, briefly and precisely describes the

student outcome are that the school is trying to improve

Staff and wider school community adapt the goal as appropriate


What is a Target?

Targets are the measures of success in achievement of the goals

Targets describe how the school will measure achievement of its goals. Targets can take a number of forms. They may focus on raising the achievement of all students, or on improving the minimum or maximum levels of achievement in a group of students.

Targets are best expressed as proportions of students meeting various ‘standards’, Provides a focus to

schools and classroom teachers on what outcomes the school is trying to achieve


When setting targets, it is useful to consider the following:• Are they measurable? Targets need to be clear, simple

indicators that can be quantified and described easily. Targets can be expressed using the standard school performance measures that are collected and monitored annually (as contained in the School Level Report), or using school specific data collections.

• Are they realistic yet challenging? Targets should always be improvement oriented and provide a stretch for the school.

• Are they achievable within a specified timeframe? Targets should have a four year timeframe for achievement.

See Appendix DATA - Examples from Protypo…

The absence of state-wide performance data should not prevent a school from setting goals and targets in

each of the student outcome areas. Schools should consider the collection and monitoring of locally derived performance data to inform the achievement of these school goals.


Relationship between improvement and compliance accountabilities

Information on school perfomance

- planning, monitoring, reporting and review

Information for compliance with legislation and Department

policy - better governance and risk

management

School Accountability and Improvement


Four Year School Strategic Plan

Annual Implementation Plan

Principal Performance & Development Plan

Staff Performance & Development Plan

Individual Planning

School Level Planning

Sets the direction

Operationalises the strategic plan

School Policies and Action PansAction Plans

Levels of School PlanningLevels of School Planning


School PlanningSchool Planning

Annual

Implementation

Planning

Monitoring &

Reporting

Achievements

Goals, Targets &

Key Improvement

Strategies

Purpose

&

Values

EnvironmentalContext: Current

& Future

School Profile Strategic Intent Implementation

(Adapted from Davies and Davies, 2005)


Effective Schools Model

Adapted from Sammons, Hillman and Mortimore (1995)


Strategic Intent - What do we have to do to achieve the outcomes we want?

Student Learning Student Engagement and Wellbeing

Student Pathways and Transitions

Goals

Targets

Key Improvement Strategies

# 1

# 2

# 3


Annual Implementation Plan – Year 1What

• the activities and programs (operations and practices) to be undertaken in that year to progress the key improvement strategies and significant activities

• annual focus of the key improvement strategies and significant activities


5. Course Outline VELS

VELS Why a new direction? – The crowded curriculum

* We had a CSF curriculum based on 747 learning outcomes, 2,719 indicators

* Described in terms of the 8 key learning areas and

* is not comprehensive in terms of what our community expects.


A validation year - Schools* Standards will be trialled by schools and validated in practice* But expect no change of accountability processes for 2005* Ethnic schools develop curriculum plans for 2006 and beyond and needed for accreditation.


Stages of learning

Years Prep to 4

Laying thefoundations

Years 5 to 8

Building breadth and depth

Years 9 to 10

Developing pathways


So What’s new?

Standards now describe the essentials … not the detail

giving schools greater flexibility to:

develop programs appropriate for local needsfoster deep understanding


What do I do with my CSF units?

• Develop a VELS Template for teachers!

• Send key curriculum teachers to VELS training

• Do NOT throw the baby out with the bathwater!


What does a VELS planning template look like?

See Appendix 2

Handouts


6. Examples of Reports

• Progress Reports versus

• Comprehensive Reports

• DE & T Examples• www.sofweb.vic.edu.au/studentreports

See Appendix 3 - Handout


What child has achieved

Areas for improvement or future learning

How the school will help

What can be done at home


A separate report for each subject

studied

Child’s achievement against what is expected for

this time of year

The level of achievement expected of all students at the year

level

The achievement of your child

last year

The achievement of your child

this year

How and why are these 2 domains included in the science report, would they also be in

other subjects


Students Personal learning goals

set at the start of the year

Student Comment

Teacher Comment

Student’s next goals

Attendance

Parent Comment

What are the logistics here?

Its hard enough to get the teachers

input organised


7. FIRST AID CERTIFICATE

• See Appendix : Policy also!


8. Student Supervision Roster

• YARD DUTY… First Aid Bag!

• See Appendix


9. Student Attendance Roll

“A copy of the student attendance Roll for the term immediately preceding the application of accreditation.”

Keep all documentation up to date!


Staff…

• A list of teachers WHO DO NOT have a recognised qualification in languages teaching to be placed on the waiting list for participation in LOTE Methodology Courses.


Final Words…

• Leadership!

Fish will

rot from the

head!

Collaborative

Leadership

Accreditation and Community Language Schools Victoria

Documents

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