Cyclical Review. A Cyclical Review Instrument for Catholic Schools. Asking the Question: How Effective is our Catholic School?

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1 Cyclical Review Asking the Question: How Effective is our Catholic School? A Cyclical Review Instrument for Catholic Schools Cyclical Renewal Booklet 2013 Cover.indd 1 18/02/ :56:42 PM

2 Catholic Education Archdiocese of Brisbane 243 Gladstone Road Dutton Park GPO Box 1201 Brisbane, Publication Details Designed and formatted by Catholic Education, Archdiocese of Brisbane March 2013

3 A Message from the Executive Director The Brisbane Catholic Education (BCE) Strategic Renewal Framework (SRF) for Catholic Schooling ( ) outlines an Archdiocesan commitment to creating a culture of continuing review and renewal in schools with improved outcomes for students at the centre. Schools engage with the SRF through the linked processes of the School Renewal Cycle which provides for planning, action, review and reporting by schools. Cyclical Review is a key process within the School Renewal Cycle. The first five year cycle of Cyclical Review in our schools began in 2008 and we begin a new cycle this year. Cyclical review enables each school to demonstrate to the Archdiocese and to relevant government authorities the quality and effectiveness of their educational provision and their commitment to ongoing improvement with a particular focus on improving student learning. The implementation of cyclical review will always be responsive to the different contexts of each school. Each school faces a challenge to find the most effective way of engaging staff, students, parents and the local community in review conversations, for gathering and using data to inform evidence based judgements, and for prioritising and allocating resources towards improving student learning. Many schools have found productive ways of implementing cyclical review and we will share the best of those ways and resources through our school clusters and our School Renewal and Accountability Portal. The progressive development of our BCE Business Intelligence (BI) tool continues to provide easier access to and analysis of school and system data to support review and planning. Cyclical review has also provided our schools and Archdiocese with opportunities to learn from and share our experience and learning with the Sydney, Wollongong and Western Australia Catholic Education Offices. The shared networking of senior staff has been a feature of review processes across these dioceses. I acknowledge in particular the early pioneering work of the Catholic Education Office, Sydney for the model of review from which our Archdiocesan cyclical review process has developed. This second edition of Cyclical Review - Asking the Question: How Effective is our Catholic School document will assist schools engage effectively with cyclical review. Consultation and feedback from schools on our first cycle of review has produced a second edition with a revised Cyclical Review Instrument that is more aligned, integrated and focused. The components and indicators of effectiveness in our revised Cyclical Review Instrument align with the current BCE strategic priorities, and our Leadership, Learning and Spiritual Formation Frameworks. The work of cyclical review is a highly professional exercise that draws strength from the values of collaboration, subsidiarity, stewardship and mutual accountability which are named in our Strategic Renewal Framework. I commend the Cyclical Review - Asking the Question: How Effective is our Catholic School document as a valuable resource for ongoing improvement in our schools. Pam Betts Executive Director Catholic Education Archdiocese of Brisbane Cyclical Review 1

4 Document Purpose The purpose of this document is to support and guide schools in their systematic reflection, strategic conversations and evidence based judgements within cyclical review. The document provides an overview of cyclical review and how it contributes to ongoing school renewal with the improvement of student learning as a primary focus. The document sets out agreed components and indicators of effectiveness to assist schools with ongoing cyclical review and school improvement. This document details a revised and updated Cyclical Review Instrument for ; the instrument was developed with the assistance of school and system leaders and provides a common language in which to describe and dialogue about school effectiveness and plan for and action school improvement. This edition Cyclical Review - Asking the Question: How Effective is our Catholic School? (February, 2013) replaces the original edition (March School Cyclical Review Manual). Contents: Cyclical Review An Introduction... 3 Internal School Review... 4 External School Review... 4 Cyclical Review Instrument Purpose... 5 Structure... 5 Using Data and Evidence... 6 List of Components for Review... 7 Priority 1 Components, Elements, Indicators... 8 Priority 2 Components, Elements, Indicators Priority 3 Components, Elements, Indicators Priority 4 Components, Elements, Indicators Sample Data to Inform Cyclical Review Our School 5 Year Schedule for Cyclical Review

5 1 Cyclical Review - An Introduction Purpose In 2013, all schools will begin implementing a new five year cycle of cyclical review using the revised Cyclical Review - Asking the Question: How Effective is our Catholic School (Second Edition). The purpose of cyclical review is to: Create and sustain a culture of continuing review, renewal and improvement in student learning in each and every school; Assist schools evaluate their effectiveness across the four priorities of the Strategic Renewal Framework for Catholic Schooling ( ); Address Non-State School Accreditation Board cyclical review reporting requirements in an integrated manner Context Cyclical review is one of the linked processes within the School Renewal Cycle. Cyclical review is a process by which schools annually and systematically review their effectiveness across the four Archdiocesan strategic priorities of Mission and Religious Education, Learning and Teaching, Professional Practice and Collaborative Relationships and Strategic Resourcing. The linked processes of the School Renewal Cycle are illustrated and detailed below. Strategic Renewal Plan: Each school develops a 3-5 year strategic renewal plan that details their school strategic goals. Annual Action Plan: Each school develops an annual action plan that details the strategies to be implemented to achieve school goals. Cyclic Review: Schools annually and systematically review their effectiveness across components outlined in the CRI. Annual Reporting: Schools report annually to their local community, archdiocese and external agencies as required. Individual Performance Management: A range of processes assist employees to grow professionally while contributing to the mission of the school. Cyclical Review Cyclical Renewal Booklet 2013.indd /02/ :55:17 PM

6 2 Internal Review Each year schools undertake an internal review of selected components from the Cyclical Review Instrument (CRI). Each year, schools usually review four components according to their NSSAB endorsed five year schedule for cyclical review. Internal review engages staff and relevant school stakeholders (students, parents, parish and BCEO where relevant) in conversations about three fundamental questions. 1. How are we going? Schools will utilise indicators of effectiveness as benchmarks to inform inquiry around this question. Through inquiry and dialogue schools form a shared view of: How effective they are by allocating a rating from a 1-7 scale Identifying what the school does well Identifying what can be improved 2. How do we know? Schools will gather and analyse relevant data to ensure that judgements about their effectiveness are evidence based. 3. What are we going to do about it? A school reports on how effective it is (a 1-7 rating), what the school does well, what areas can improve, and where appropriate, what action will be taken by the school to implement improvement. Validation Internal school review is validated each year by a school s area supervisor. Validation confirms that internal review was evidence based, engaged appropriate stakeholders and utilised the indicators of effectiveness to inform discussions and benchmark judgements on school effectiveness. Further information to assist schools in the planning, management and reporting on internal school review can be accessed through the BCE school renewal and accountability portal. 3 External Review External review provides an opportunity for a panel of educators, external to the school, to affirm, challenge and report on the school s views about the effectiveness of cyclical review and improvement at the school. External review contributes to the school s cyclical review reporting to the Non-State Schools Accreditation Board. External review focuses on the effectiveness of a school s engagement with internal review, the impact of internal review on school improvement, and the future directions for the improvement of student learning that the school has identified. External review occurs once in each school s five year cyclical review cycle. 4 An external review report to the Executive Director, Catholic Education is an outcome of external review. Further information on preparing for and managing external review is located on the BCE school renewal and accountability portal.

7 4 The Cyclical Review Instrument 4.1 Purpose of the Cyclical Review Instrument (CRI) The CRI will assist schools systematically review and measure their effectiveness for twenty components across the four Archdiocesan strategic priorities; such review will inform school improvement with a particular focus on the improvement of student learning. Schools will use the CRI to inform and guide internal review and identify what each school does well and what they could do better. It is intended that each year, schools will use the instrument for internal review and validation of components from across the four strategic priorities; the learning from such reviews will inform annual action planning, annual reporting and external review. 4.2 Structure of the Cyclical Review Instrument (CRI) The Components: Components describe the major key areas of each priority for the purposes of internal review and validation. The components while written as discrete areas are interrelated within and across the four priorities. Elements: Elements add detail to some important aspects of a component and provide direction for the indicators of effectiveness to benchmark effectiveness across the component. Indicators of Effectiveness: The indicators of effectiveness assist schools engage in evidence based strategic conversations around the components for the purposes of identifying areas of strength and areas for improvement which in turn informs annual action planning, school improvement and annual reporting. The indicators of effectiveness are not meant to capture every instance of quality across a component, nor be a blueprint for compliance; the indicators of effectiveness provide a common and focused context for strategic conversations about improvement. The content and language of the indicators align with and reinforce key BCE documents, frameworks, policies and processes used in schools and the office. The 7 Point Rating Scale Indicators of Effectiveness have been provided for rating levels 6, 4 and 2 ranged along a 7-point scale. The rating scale will assist principals and school communities make evidence-based judgements regarding current levels of school quality, achievement and effectiveness. The school s self-rating against the seven point scale indicates a view of school effectiveness at a given point in time. As such, the rating acts as a marker of the school s progress along its improvement journey. The focus of review is not primarily the rating but identifying what the school does well, what it needs to improve on and how it will improve. The 1-7 rating indicates the school s self-perception of its effectiveness. As such, the school s rating is not used to judge or rank schools. The seven point rating scale is as follows: Rating 7: An outstanding level of effectiveness is evident. While such an assessment represents the highest standard of provision, it is a standard that should be achievable in schools. Cyclical Review 5

8 Rating 6: A high to very high level of effectiveness is evident. There are major strengths evident across the component and such a performance should be considered excellent practice. Rating 5: A sound to high level of effectiveness is evident throughout the component. There are a number of clear strengths and these outweigh weaknesses across the component. There may be some weaknesses, but they have no significant adverse impact on students experiences. Rating 4: A sound level of effectiveness is evident with a number of strengths but also some weaknesses. It may be that there is need to address some specific areas of improvement in the school annual action plan. Rating 3: More weaknesses than strengths are evident across the component. There are significant areas with the potential for improvement across the component. It is highly likely that there is need to address some specific areas of improvement in the school annual action plan. Rating 2: Many weaknesses are evident in most areas of the component. This rating represents a low level of effectiveness and points to a number of major weaknesses. Serious consideration should be given to the reasons for this rating and it is expected that the school annual action plan will address the shortcomings in this component area. Rating 1: Major weaknesses are evident in all areas of the component. Immediate and urgent remedial action by the school with the support of the BCEO would be expected. 4.3 Using Data and Evidence Internal review requires the use of appropriate data and evidence to inform judgements. The BCE Business Intelligence (BI) tool will assist schools identify and analyse some relevant data. At the end of this document sample data sets are identified to inform the review of components. These types of data include: Profile Data provides understandings of the school in the context of who they are and what they have. Process Data provides understandings of school processes, programs and policies (how they operate) and what the school does with what they have and who they are. Perception Data provides understandings of parents, staff and student perceptions about the school, how they operate and what students achieve. Student Learning Data provides understandings of how well students achieve in their learning. Further information on the school cyclical review instrument and the use of data and evidence is located on the BCE school renewal and accountability portal. 6 Cyclical Renewal Booklet 2013.indd 6 18/02/ :55:27 PM

9 4.4 List of Components for Review in Cycle 2 ( ) Priority One: Mission and Religious Education 1.1 Religious Identity and Culture 1.2 Evangelisation and Faith Formation 1.3 Prayer and Worship 1.4 Social Action and Justice 1.5 Learning and Teaching of Religion Priority Two: Learning and Teaching 2.1 Curriculum Design and Implementation 2.2 Responding to the Diverse Needs of Learners 2.3 Pedagogical Practice 2.4 Student Well-Being and Pastoral Care 2.5 Learning and Teaching Improvement Priority Three: Professional Practice and Collaborative Relationships 3.1 Professional Learning and Development 3.2 Work Culture 3.3 Professional Capacity 3.4 Partnerships and Relationships 3.5 Accountability and Compliance # Priority Four: Strategic Resourcing 4.1 Stewardship of Resources 4.2 Learning Environments 4.3 Finance and Facilities 4.4 Strategic Information Management 4.5 School Improvement # Internal review and validation of components 3.5 and 4.5 provide evidence of compliance with accreditation requirements for reporting to the Non-State Schools Accreditation Board. Cyclical Renewal Booklet 2013.indd 7 Cyclical Review 7 18/02/ :55:38 PM

10 1.1 Religious Identity and Culture Catholic Christian life and culture The vision and mission of the school strongly proclaim commitment to an authentic Catholic Christian life and culture. Catholic Christian life and culture are clearly articulated and consistently communicated through school policy, practice and regular communications. The documented vision and mission of the school reflect a sound understanding of Catholic Christian life and culture. Catholic Christian life and culture are reflected in school policy, practices and communications. The vision and mission of the school are partially articulated in a way that identifies it with Catholic Christian life and culture. Catholic life and culture is only weakly or inconsistently expressed within school policy, practices and communications. Catholic religious identity Catholic religious identity is authentically and pervasively expressed through the provision and creative use of high quality and meaningful rituals, symbols, signs, artworks and sacred spaces throughout the school. The Catholic religious identity and charism of the school, and the Christian faith from which it draws its inspiration, are clearly articulated and deeply embedded in the daily life of the school. Catholic religious identity is expressed through the provision and use of rituals, symbols, signs, artworks and sacred spaces. The Catholic religious identity and charism of the school, and the Christian faith from which it draws its inspiration, are reflected in the daily life of the school. Catholic religious identity is weakly or incoherently expressed through rituals, symbols, signs, artworks and sacred spaces. The Catholic religious identity and charism of the school, and the Christian faith from which it draws its inspiration, could be more consistently evident in the daily life of the school. Catholic world view The distinctive educational, spiritual, moral and social purpose of Catholic education permeates all aspects of school policy, planning, curriculum, pedagogy, pastoral care and the promotion of student well-being. Staff and the large majority of parents understand and strongly identify with the essential purpose of Catholic education. A sound understanding of the educational, spiritual, moral and social purpose of Catholic education is reflected in school policy, planning, curriculum, pedagogy, pastoral care and the promotion of student well-being. Staff and the majority of parents are generally familiar with and support the essential purpose of Catholic education. The educational, spiritual, moral and social purpose of Catholic education are not explicitly drawn upon in school policy, planning, curriculum, pedagogy, pastoral care and the promotion of student well-being. Many staff and parents lack familiarity with the essential purpose of Catholic education. Culture of hospitality, welcome and inclusion There is a deeply authentic culture of hospitality, welcome and inclusion expressed in and through school communications, administrative processes and positive relationships throughout the school. Feedback from staff, students and parents identifies the school as highly welcoming and inclusive. A commitment to hospitality, welcome and inclusion is reflected in school communications, administrative processes and relationships throughout the school. Feedback from staff, students and parents generally identifies the school as welcoming and inclusive. Hospitality, welcome and inclusion are not well reflected in school communications, administrative processes and relationships. Feedback from staff, students and parents fails to recognise the school as particularly welcoming and/or inclusive. Church engagement Members of the school community demonstrate a thorough knowledge, understanding and appreciation of the mission of the parish and Archdiocese. The school proactively fosters a high level of collaboration and engagement with pastors and the parish community. There are many effective ways in which the school is successfully and richly integrated in the life of parish, archdiocesan and universal Church. Members of the school community have knowledge, understanding and appreciation of the mission of the parish and Archdiocese. The school encourages collaboration and engagement with pastors and the parish community. There are some ways in which the school is intentionally involved in the life of parish, archdiocesan and universal Church. Few members of the school community appear to have a clear knowledge, understanding and/or appreciation of the mission of the parish and Archdiocese. The school s encouragement of collaboration and engagement with pastors and the parish community is weak or spasmodic. The school is not intentionally involved in the life of parish, archdiocesan and universal Church. 8

11 1.2 Evangelisation and Faith Formation Person, vision and teaching of Jesus Staff, students and parents are consistently engaged in understanding and proclaiming the person, vision and teaching of Jesus as central to the evangelising mission of the school. Staff, students and parents are encouraged to understand and support the person, vision and teaching of Jesus as part of the mission of the school. Staff, students and parents are infrequently exposed to information about the relevance of the person, vision and teaching of Jesus to the mission of the school. Spiritual and faith formation A high priority is given by the school to the spiritual and faith formation of students and staff, and to promoting engagement by parents with student faith formation opportunities. The school actively and comprehensively engages with the BCE Spiritual Formation Framework. A comprehensive range and balance of spiritual and faith formation opportunities, informed by the religious profile of the school, are made available and positively engaged in by students, staff and community members. There is evidence that engagement in faith formation opportunities is having a significant and positive impact on the prayer, social action and religious life of the school. The school supports the spiritual and faith formation of students and staff, and offers opportunities for parental involvement in student faith formation activities. The school uses the BCE Spiritual Formation Framework in a variety of ways. There are a variety of spiritual and faith formation opportunities made available to and accessed by students, staff and community members. There is evidence that engagement in faith formation opportunities is having some positive impact on the prayer, social action and religious life of the school. The school provides some but infrequent support for the spiritual and faith formation of students and staff, and offers little or no opportunity for parental involvement in student faith formation activities. The school makes little use of the BCE Spiritual Formation Framework. There are few meaningful spiritual and faith formation opportunities made available to or accessed by students, staff and community members. These limited faith formation opportunities are yet to have a noticeable impact on the prayer, social action and religious life of the school. Church engagement The school clearly demonstrates a rich and active affiliation with the parish and Archdiocese. The school provides engaging and educative activities for members of the school community that promote a strong sense of mission in everyday life. The school demonstrates a practical association with the parish and Archdiocese. The school offers activities for members of the school community to encourage a sense of mission in everyday life. The school demonstrates little practical association with the parish and Archdiocese. The school offers few activities to enable members of the school community to develop a sense of mission in everyday life. Witness to mission of the Church There is a comprehensive and highly effective approach to building and sustaining the capacity and commitment of staff to give Christian witness and contribute to the mission of the Church. The school has some strategies in place to build and sustain the capacity and commitment of staff to practice Christian values and give explicit support to the educational work of the Church. The school takes few explicit actions to build and sustain the capacity and commitment of staff to understand Christian values and/or support the educational work of the Church. Cyclical Review 9

12 1.3 Prayer and Worship Catholic Christian tradition The school consistently draws upon and effectively communicates the richness of the Catholic Christian tradition within rituals, prayer and worship. Staff and students display a deep understanding of the purpose and meaning of a number of significant Catholic prayers. The Catholic Christian tradition is reflected at the school in relevant rituals, prayer and worship. Staff and students have knowledge of a number of significant Catholic prayers. The Catholic Christian tradition is partially or inconsistently reflected at the school in rituals, prayer and worship. A significant number of staff and/or students have little knowledge or understanding of Catholic prayers. Celebration of prayer and worship The school provides well-planned celebrations of prayer, sacred scripture, worship and sacraments that are formational and inspiring and that deeply engage students and others in the school community. These celebrations are creatively and meaningfully aligned to the Church s liturgical cycle, the religious life of the school and parish, and significant events in the school or wider community. Celebrations of prayer, sacred scripture, worship and sacraments successfully involve students and others in the school community. These celebrations usually reflect the Church s liturgical cycle, the religious life of the school and parish, and/or significant events in the school or wider community. Celebrations of prayer, sacred scripture and worship are few in number and/or fail to successfully involve students and others in the school community. Celebrations generally lack a clear relationship with the Church s liturgical cycle, the religious life of the school and parish, and/or significant events in the school or wider community. Leadership and participation The prayer and worship life of the school community is clearly highly valued by students and other members of the school community. Prayer and worship recognise the local school context, the gifts and talents of the school community, and are an expression of shared leadership. The staff demonstrate a broad and deep capacity to understand, lead and participate in the rituals, daily prayer and worship of the school. It is evident that the celebration of prayer and worship is given a high priority through the allocation of quality time, thoughtful preparation and sufficient resources. The prayer and worship life of the school community is participated in by students and other members of the school community; prayer and worship reflects the local context and involves leadership from various members of the school community. The staff demonstrate competence in leading and participating in the rituals, prayer and worship of the school. Time and adequate resources are allocated to the preparation of prayer and worship in the school. There is little evident enthusiasm from most students and other members of the school community in prayer and worship within the school; prayer and worship has little relationship with the local context and does not involve effective leadership from a variety of members of the school community. A significant number of staff are not engaged in leading or participating in the rituals, prayer and worship of the school. The preparation of prayer and worship is not afforded a high priority in terms of time, preparation or resources. Student engagement with ritual, prayer and worship The school actively encourages and creatively nurtures and develops respectful student engagement with and leadership in a wide variety of ritual, prayer and worship activities. The school expects and successfully encourages student involvement in and leadership of ritual, prayer and worship activities. The school demonstrates a lack of positive expectation and/ or little effective success in furthering student involvement in and leadership of ritual, prayer and worship activities. 10

13 1.4 Social Action and Justice Knowledge, understanding and demonstration of Catholic social teaching The staff have a comprehensive knowledge and understanding of the major principles of Catholic social teaching. These principles are integrated across the curriculum and in school policies and are consistently and effectively demonstrated in school practices. In general, the staff have a knowledge and understanding of the major features of Catholic social teaching. These features are reflected in curriculum and in school policies and have some influence on school practices. Catholic social teaching is only partially understood and/ or appreciated by staff and it is insufficiently reflected in curriculum, school policies and school practices. Opportunities for social action The school explicitly plans for and implements a wellstructured, age-appropriate range of social action opportunities for staff and students that lead to engagement and reflection. There is extensive engagement and reflection on social action by students and staff. The school provides a variety of social action opportunities for staff and students which generally includes engagement and reflection. There is significant involvement in social action by many students and staff. The school provides social action opportunities for staff and students but they could be better planned and mostly do not lead to engagement or reflection by staff or students. There is little evident involvement in social action by most students and staff. School engagement with Church agencies. The school has well-established, authentic partnerships with Church social justice agencies that assist members of the school community to know, understand and act on Catholic social teaching, in particular the preferential option for the poor. The school collaborates with Church social justice agencies that encourage members of the school community to become more aware of Catholic social teaching, including the preferential option for the poor. While there is some engagement with Church social justice agencies there is little awareness of the connection of the work of Catholic social agencies with Catholic social teaching, for example the preferential option for the poor. Learning and teaching about social action and justice. The school designs and implements well-planned and focused opportunities for teaching and learning about principles of social action and justice across the curriculum. The school plans and provides a variety of opportunities for teaching and learning about social action and justice. There are few opportunities planned for or provided for teaching and learning about social action and justice. Cyclical Review 11

14 1.5 Learning and Teaching of Religion Religious Education Program The school comprehensively implements a well-documented high quality program for the learning and teaching of religion which is highly reflective of the Archdiocesan Religion Curriculum P-12, is very open and responsive to ecumenical and multi-faith contexts, and is based upon high quality educational theory and practice. The program clearly provides for the context and needs of the school community and is creatively linked to the wider curriculum and the religious life of the school. The school consistently implements a documented program for the learning and teaching of religion which is in conformity with Archdiocesan Religion Curriculum P-12, takes into account ecumenical and multi-faith contexts, and reflects contemporary educational theory and practice. The program takes account of the context and needs of the school community and has links with the wider curriculum and the religious life of the school. The school has a documented program for the learning and teaching of religion that for the most part reflects the Archdiocesan Religion Curriculum P-12. The program makes some reference to the context and needs of the school community but has limited links to the wider curriculum and the religious life of the school. Student knowledge, understanding and engagement Students demonstrate a deep knowledge and understanding of the Catholic faith tradition, and respond positively to and are actively engaged in an extensive range of effective learning opportunities in Religious Education. Students generally demonstrate that the aims and objectives of the Religious Education program are being achieved. They respond reasonably positively to the learning opportunities provided in Religious Education. Most students have some knowledge of the Catholic faith tradition but most students have little connection to, or enthusiasm for, their learning in Religious Education. Leadership, organisation, resourcing, delivery and accountability Leadership, organisation, resourcing, delivery and accountability for the RE program operates at a very high level in the school. The school provides a rich variety of opportunities for teachers to access ongoing professional learning in Religious Education and theology and to build their capacity as religious educators. Leadership, organisation, resourcing, delivery and accountability for the RE program operate at a sound level in the school. The school successfully encourages teachers to access ongoing professional learning in Religious Education and/or theology. There are significant ways in which the leadership, organisation, resourcing, delivery and accountability for the RE program could improve. There is some interest and inclination among some staff to access ongoing professional learning in Religious Education and/or theology. Professional capacity to teach religious education There is a high level of teacher engagement in and reflection on their ongoing professional learning and RE teaching. Teachers are well qualified and have significant expertise in the knowledge, skills and dispositions related to the learning and teaching of religion. Most teachers of Religious Education engage from time to time in discussion and/or reflection on RE. Teachers of Religious Education are appropriately accredited. They generally have completed studies in Religious Education and/ or demonstrate interest and sound expertise in the area. Teachers of Religious Education engage in very limited discussion and/or reflection on RE. A significant minority of teachers of RE have not completed qualifications in Religious Education and/or demonstrate little interest or commitment to teaching in this area. Accreditation to teach Well-structured and strategic processes are in place at school level to support teachers to obtain and maintain accreditation to teach Religion. There is a high level of teacher engagement with these processes. Teachers are encouraged to obtain and maintain accreditation to teach Religion and generally respond positively. Up-to-date and accurate school records demonstrate that teachers of Religious Education are appropriately accredited to teach Religion. Evidence held by the school of the accreditation status of teachers of Religious Education is insufficient and a significant number of teachers of RE are not accredited. There appears a lack of interest and/or enthusiasm within the school for teachers to obtain and maintain accreditation to teach Religion. 12

15 2.1 Curriculum Design and Implementation Vision for learning The school has an explicit, clearly articulated and shared vision for learning that reflects the school s mission and shapes curriculum design and implementation. This vision for learning is closely aligned to the BCE Learning and Teaching Framework. The school vision for learning strongly animates decisions about curriculum organisation, pedagogy, assessment and reporting of student learning and is enacted in classroom practice. Teachers demonstrate to a high degree a shared understanding of and ongoing commitment to implementing the vision in their teaching. There is a documented school vision for learning that reflects the school s mission and the BCE Learning and Teaching Framework Staff are generally familiar with the school vision for learning and it informs decisions about curriculum organisation, pedagogy, assessment and reporting of student learning. The school vision for learning influences the teaching practices of most staff members. While there is some evidence of a school vision for learning it is not adequately documented, communicated or is out-of-date. While many staff are generally aware of the importance of a school vision for learning there is no real evidence that any vision informs curriculum organisation, pedagogy, assessment and reporting, or influences teacher practice. Curriculum planning Curriculum planning at school, subject area and classroom levels is responsive to student progress and is compliant with curriculum requirements. It demonstrates clear expectations about what teachers should teach, what students should learn, and is based on the conviction that all students can become successful learners. Teachers demonstrate in their professional conversations and teaching practice deep understandings of the Australian Curriculum and relevant QSA Syllabi. Teachers effectively apply the values and principles of the BCE Learning and Teaching Framework to provide high quality learning for all students. Curriculum planning encompasses whole school approaches in embedding innovative e-learning practices in teacher pedagogy, and evidence of such practice is consistently demonstrated by teachers and students. Curriculum planning informed by curriculum requirements is generally evident at school, subject area and classroom levels. The clarity and coherence of specific expectations about what teachers should teach and what students should learn could improve further. The curriculum generally supports the notion that all students can become successful learners. Teachers generally have a sound knowledge of the Australian Curriculum and relevant QSA Syllabi and of the values and principles of the BCE Learning and Teaching Framework. Most teachers use this knowledge to inform their professional practice. Curriculum planning includes e-learning practices in teacher pedagogy and these practices are generally evident in the work of many teachers and students. While there is some evidence of curriculum planning such planning lacks coherence. No effective whole-school or systematic approach to planning is evident. There is a lack of clear direction about what teachers should teach and what students should learn, and there is a failure to articulate clearly that all students can become successful learners. While most teachers have some knowledge of the Australian Curriculum, relevant QSA Syllabi and the values and principles of the BCE Learning and Teaching Framework such knowledge has little impact upon professional practice. Some teachers show awareness of e-learning practices in teacher pedagogy but the implementation of such practices in the school is not evident to most teachers and students. Alignment of curriculum The school demonstrates a strong alignment between curriculum planning and effective practices in teaching, assessing and reporting. This alignment is strongly evident in whole school plans, year level plans, unit plans and classroom practice. The link between curriculum planning and teaching, assessing and reporting processes and practices is generally evident but could be more clearly reflected in year level plans, unit plans and classroom practice. The link between curriculum planning and teaching, assessing and reporting processes and practices tends to be weak and inconsistent. Such connections are not readily apparent in whole school plans, year level plans, unit plans and classroom practice. Literacy and numeracy perspectives All teachers in the school understand, accept and enact their responsibility as teachers of literacy and numeracy There is a consistent and effective whole school approach to teaching literacy and numeracy. Teachers have high levels of understanding of literacy and numeracy perspectives and are skilled in integrating effective literacy and numeracy approaches in their curriculum planning and teaching. There is an awareness of the importance of a consistent and whole school approach to teaching literacy and numeracy but such an approach has not yet been fully achieved. A knowledge of the importance of literacy and numeracy perspectives is apparent in the curriculum planning and teaching of most teachers. There is no consistent and whole school approach to teaching literacy and numeracy so efforts in this area lack coherence and unified direction. While there is an appreciation of the importance of literacy and numeracy perspectives it is not apparent in the curriculum planning and teaching of many teachers. Curriculum review The school vision for learning is collaboratively developed and regularly reviewed within the school community. Processes for the development and review of curriculum at a whole school level are well understood, highly visible and collaboratively and effectively enacted by all staff. Curriculum review is informed by research and the systematic strategic analysis of student learning and transition data and student voice. There is a general awareness of and commitment to the development and review of whole school curriculum, but the quality of review processes across the school varies. Curriculum review is reasonably effective and uses some student learning and transition data. Review processes could be strengthened through a better engagement with research and student voice. There is limited awareness of the importance of development and review of whole school curriculum and this is reflected in a lack of effective processes to engage staff in such activities. Curriculum review tends to be driven by anecdotal evidence, sectional interests and/or superficial analysis. Curriculum review tends to be spasmodic and is not informed by research findings, student learning and transition data or student voice. Cyclical Review 13

16 2.2 Responding to the Diverse Needs of Learners Structures and processes Strategic and effective school structures and processes are well established and support teachers to identify and effectively respond to the diverse needs of learners. There are school structures and processes that, in general, assist teachers to identify and respond to the diverse needs of learners. Structures and processes that are intended to assist teachers in identifying and responding to the diverse needs of learners are ineffective. These structures and processes result in collaborative and positive partnerships between the school and parents, students and the community, and provide for successful learning outcomes for all learners. These structures and processes generally result in positive and productive relationships between the school and parents, students and the community, and support successful learning outcomes for a range of learners. While there is evidence of some productive relationships and partnerships across the school, parents, students and the community these are not leading to successful learning outcomes for a range of learners. Inclusive practices Consistent and effective inclusive practices are demonstrated by staff to enable equity of access to the curriculum and appropriate assessment for all learners. Transition processes and pathways for learners are responsive, flexible and effective. Most staff demonstrate inclusive practices that enable a range of students to access the curriculum and appropriate assessment. Transition processes and pathways are in place that meet the needs of a range of learners. Ineffective inclusive practices prevent a significant number of students from accessing the curriculum and appropriate assessment. Transition processes and pathways are inconsistent and lack co-ordination Professional capacity Staff are committed to identifying and responding effectively to the diverse needs of learners and are active and collegial in developing their professional capacity in this area. Most staff recognise the importance of identifying and responding effectively to the diverse needs of learners as part of their role. Staff are developing their professional capacity in this area. Few staff recognise the importance of identifying and responding effectively to the diverse needs of learners as part of their role. Staff are mostly not involved in developing their professional capacity in this area. Monitoring, tracking and adjusting Using comprehensive whole school approaches, staff closely track the progress of individual students and teachers continually adjust their teaching in response to their progress. Most staff are aware of the importance of tracking the progress of individual students and of the need for teachers to adjust their teaching in response to their progress. Tracking of the progress of individual students within the school lacks consistency in approach and results in little adjustment in teaching practices. Staff are confident and competent in making relevant and timely adjustments to their pedagogical practice to engage, challenge and provide for depth of learning for all learners. Most staff have a level of confidence and competence to adjust pedagogical practice to improve the level of engagement, challenge and provide for the depth of learning of many learners. Many staff lack the confidence and competence to successfully adjust pedagogical practice to improve the level of engagement, challenge and provide for the depth of learning of learners. Resourcing of learning environments Well targeted and an appropriately strategic distribution of resources support an inclusive and rich learning environment for all learners across the school. Resources are targeted and sufficient to support the diverse needs of a range of learners across the school. While there is evidence of some resourcing, the targeting and distributing of resources is not systematic or strategic to support the diverse needs of learners. 14

17 2.3 Pedagogical Practice Learning environments Whole school approaches to pedagogy are established, understood and enacted in every classroom. These approaches are underpinned and informed by the school vision for learning, evidence-based research, the BCE Learning and Teaching Framework and the BCE Model of Pedagogy. Teachers create stimulating learning environments that are highly supportive of students by making learning engaging and challenging while promoting a sense of safety and appropriate risk taking. Teacher-student relationships are positive and engaging. Teachers are aware of the value of whole school approaches to pedagogy and are working towards embedding them in their practice. Whole school approaches are influenced by the school vision for learning, evidence-based research, the BCE Learning and Teaching Framework and the BCE Model of Pedagogy. Teachers create learning environments that are supportive of students and strive to engage students while promoting a sense of safety. Teacher-student relationships are generally positive and constructive. Teachers lack understanding of and commitment to whole school approaches to pedagogy. There is limited evidence that pedagogical approaches are influenced by a school vision for learning, evidence-based research, the BCE Learning and Teaching Framework or the BCE Model of Pedagogy. Learning environments in which teachers operate fail to sufficiently support, engage or challenge students. Teacherstudent relationships lack a shared purpose. Visible learning Teachers consistently articulate and demonstrate a deep understanding of pedagogy that enables learning that is highly visible, personalised, active and interactive. Teachers articulate and demonstrate an awareness of pedagogical issues that enables them to successfully promote learning for students. A lack of evident awareness of pedagogical issues among many teachers limits their capacity to support and promote learning for students Reflection and feedback A culture of continuous professional learning and reflection clearly exists within the school. Teachers demonstrate an overt and collective responsibility for and commitment to the quality of learning, and are open to constructive feedback from colleagues, students and parents. Teachers collaborate regularly to critically reflect on and critique their practice to ensure that all students are progressing in their learning. There is evidence of a culture of professional learning existing within the school but it would benefit from further support and development. Teachers generally demonstrate a commitment towards the quality of student learning and make use of feedback. Teachers engage in reflection on their practice in order to promote better student learning. Student achievement is recognised and celebrated on occasions. Among teachers there is a limited understanding of our commitment to a professional learning community. There is however some evidence of reflection on practice among teachers. Feedback about the quality of student learning is not actively sort by teachers. Much student achievement goes unrecognised. Student achievement is widely recognised and celebrated. Teaching technologies Teachers demonstrate a shared and deep understanding of contemporary pedagogical practice and how e-learning and teaching technologies are used to guide innovative learning and teaching. Staff utilise a diverse range of accessible learning and teaching technologies that seamlessly promote personalised, active and interactive learning. Teachers demonstrate an understanding of contemporary practices and how such practices can be used as a part of learning and teaching. Staff utilise a range of technologies to encourage personalised, active and interactive learning. Staff display a limited understanding of contemporary practice and how such practice can be used as a part of learning and teaching. Some limited technology is used by some teachers to assist learning and teaching. Evaluation There are highly effective and integrated approaches for reliably monitoring student progress. Information is used to effectively plan for how all students will move forward in their learning and adjustments to learning are made to assure this. Student progress is monitored and monitoring information influences staff decisions about educational programs, practices and student learning needs. Monitoring of student progress is inconsistent and fragmented. Staff decisions about educational programs and practices are not linked to student learning needs and progress. Cyclical Review 15