Framework for Improving Student Outcomes (FISO): Continua of Practice The Continua of Practice for School Improvement (the Continua) is designed to assist principals and teachers to identify areas of practice that require attention in order to deliver improved student outcomes. The Continua assist principals and teachers to: use evidence and observations to self- evaluate current practice locate their performance on an improvement-focused continuum understand what improved practice looks like develop a shared language for describing educational practice engage in conversations about improving professional practice. Each continuum describes a range of practices across four proficiency levels (Emerging, Evolving, Embedding, Excelling). Relationship of the Continua of Practice to the FISO Improvement Model and the FISO Improvement Cycle Identifying the current levels of proficiency and the practices and behaviours of the next level allows schools to strategically plan for improving student outcomes. Being able to see progress along a continuum also helps to support change in teaching practice by articulating both the subtle and more significant differences required to achieve genuine change. The FISO Improvement Model provides a common language for school improvement across the Victorian government school system. It is structured around four state-wide priorities that are proven to have a strong bearing on the effectiveness of a school. The then provides more detailed information on the 16 dimensions. trial
The school connects student assessment with learning The school encourages teaching teams to work together to identify and use different assessment strategies appropriate to learning. Teachers work in teams to analyse assessment data and monitor students’ learning as part of regular lesson planning and review. They identify implications for future lesson planning including curriculum content and pedagogical approaches. Documented whole-school assessment strategies develop teachers’ capabilities to use a range of assessment data to diagnose learning needs and inform planning for student learning. Analysis of student assessment is used explicitly by teacher teams to inform curriculum development and teaching practice. There is a reflective cycle of planning, teaching and assessment using evidence-based strategies. Teachers evaluate and modify their teaching practice Teachers analyse student assessment data to identify the knowledge and skills students need to meet the expected standards. Teachers identify appropriate areas for their own professional learning and look for opportunities to build new knowledge and skills including peer observation, feedback and coaching. Teachers work in to analyse student learning data and reflect on the effectiveness of their own teaching. Teachers identify appropriate professional learning to their knowledge and skills including research, based strategies, observation, and feedback and coaching. Teacher teams respond to the student data analysis by adapting their pedagogical practice and refining assessment and curriculum delivery. Team planning and professional learning time prioritises assessment data analysis. Teachers evaluate the effectiveness of practice, new practices, monitor student learning and seek feedback from colleagues and students to gauge the impact of changed practices. A approach to developing evaluative practice prioritises time and resources for teams to scrutinise their impact on students’ progress. Teachers are skilled in monitoring the impact of their practice and are able to take control of their own learning. The school uses student learning data for strategic planning of teacher individual and collective professional learning.
Definition: Principals are responsible for developing a culture of quality teaching, learning and student achievement. Effective leaders are identified by their competence in planning, coordination and evaluating teaching and the curriculum. They are actively involved in discussions with teachers instructional matters, including how instruction impacts on student achievement. They work with teachers to review and enhance teaching and are directly involved in coordinating the curriculum across year levels. They ensure that student progress is systematically monitored and that teachers use assessment results to inform and direct their teaching. Importantly, leaders understand their role is to lead student learning and they will self-manage to ensure they are prioritising student outcomes. Effective leaders recognise the importance of distributed leadership as a collaborative effort undertaken between people who trust and respect each other’s contributions. Principals empower a group of leaders to build their leadership capacity as they change roles over time depending on school and student needs. Effective leaders actively distribute leadership across an increased number of people in an organisation in order to build capacity within a school through the development of enhanced pedagogical practices. Leadership becomes a collaborative endeavour involving teachers and students. Essential Element 1 Documented curriculum plan, assessment and shared pedagogical approaches Essential Element 2 School-based professional learning program developed and implemented that supports the school’s identified improvement strategies Essential Element 4 Student voice, leadership and agency in own learning activated so students have positive school experiences and can act as partners in school improvement Essential Element 7 Data collection, analysis and evaluation of student learning growth over time Emerging Evolving Embedding Excelling School leaders lead teaching and learning Leaders periodically update own knowledge of effective pedagogical practices and share new research with staff. Leaders encourage staff to work together to develop curriculum, teaching and assessment strategies. Leaders lead and participate in professional learning with staff, including curriculum planning, instructional methods, assessment strategies and student achievement data. Leaders work with staff to review and improve their teaching, including using observation, feedback and coaching. Leaders use their expertise to guide the instructional program of the school. They prioritise evidence-based, high-impact strategies and support staff to use them consistently. Leaders are seen by staff as instructional experts who use their pedagogical knowledge and skills to coach and develop others. Leaders and demonstrate high levels of pedagogical knowledge and skill, including expert knowledge of evidence-based teaching strategies. Leaders align instructional and curriculum planning with the goals of the school. They integrate continuous evaluation and improvement of practice with performance and development processes.
School leaders communicate the vision and values and engage with stakeholders Leaders communicate the school’s vision, values and AIP goals to the staff. Leaders communicate with students, staff and parents to build alliances to support the school’s vision. Leaders communicate a vision for the school and ensure that parents/carers are informed of the AIP, school policies, programs and activities that reflect the school’s vision. The school values clearly underpin the work of the school. Leaders use a collaborative approach to develop a shared vision for the school. They provide opportunities for members of the school community to have a and use the school’s values to enhance student connectedness to the school. Leaders make public and reinforce the relationship between the school’s vision, values, and the improvement strategies articulated in the AIP. Leaders actively seek to engage with a range of stakeholders in the development and support of the school’s vision and values. Processes are established to consult with students, parents/carers and potential barriers to engagement are identified. Leaders articulate the school’s vision, values and explain how these reflect the needs and aspirations of the school community. They consistently reference short and long-term school planning and resource decisions to the school vision and goals. Leaders actively engage with the whole school community and use a range of strategies to secure commitment to the school’s vision. Strategies are in place to address barriers to engagement. The school monitors how well programs and activities are aligned with the vision and goals.
Home learning connects with school learning The school encourages parents/carers and family partnerships as a key strategy to improve student outcomes. Parents/carers are regularly informed about their child’s progress in learning, health and wellbeing. The school provides information to parents/carers about how they can support and monitor home learning effectively. The school provides multiple opportunities for parents/ carers and school staff to discuss their respective roles in their children’s education. They work together to address the health, wellbeing and learning needs of their children. The school is respectful of families as the continuing educators of their children, valuing the diverse expertise and experiences families bring to school and home partnerships. Parents/carers can contact teachers in a variety of ways and receive a timely response. The school encourages parents/carers to talk with their child about what they are learning at school and actively engage in home learning activities. The school works with parents/carers to highlight the importance of high expectations and setting challenging goals for their children. It provides advice to parents/carers on how they can support these goals. Teachers advise parents/ carers of the goals and importance of what their child is learning at school, and provide resources and activities for parents/carers to use to support their child’s progress. Teachers contact parents/ carers about learning goals and connect them into the learning process. They provide progress updates, celebrate successes as well as identify concerns about students. Teachers consult with parents/carers to develop learning plans to support students’ learning needs. Parents/carers uphold positive attitudes to learning and consistently support the school’s expectations. They work with teachers in setting high expectations to improve outcomes for all students. Parents/carers, students and teachers develop learning and student plans together. Teachers, parents/ carers and students discuss students’ individual learning progress and needs, including strategies to support learning at home. The school develops programs for parents/carers, such as improving their own literacy and ICT skills, general approaches to using maths in the home or more intensive programs for families in crises so that they can better help their children.
Partnerships support student confidence in learning and achievement The school takes opportunities to engage with other schools and community organisations that offer support to individual students in their learning. The school connects students with community organisations and institutions to support individual learning needs and build confidence including access to broader or deeper learning opportunities. The school works with other agencies to create specific strategies for students with additional needs. The school works with network partners to offer resources and activities that support student academic and social/ emotional success for all students. The school collaborates with partners and networks to challenge low expectations and close gaps in achievement for specific groups. The effective use of school, system and community expertise and resources meets the identified learning and development needs of all students. The school is actively involved in networks and partnerships that support students’ development and learning. Students, staff and partners collaborate to design and deliver inclusive programs that build confidence in learning and achievement of all students.