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1 June 2012

1 June 2012. LIMESTONE COAST REGION. Self Review and Validation Workshop. The DECS Improvement and Accountability framework states that “ validation verifies the quality of the self review process, outcomes reported and actions proposed”.

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1 June 2012

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  1. 1 June 2012 LIMESTONE COAST REGION Self Review and Validation Workshop

  2. The DECS Improvement and Accountability framework states that “validation verifies the quality of the self review process, outcomes reported and actions proposed”. Validation is part of an ongoing improvement process and should reflect the information gathered over the 3 years. It brings together your site’s learning and work to achieve STANDARDS, address SELF REVIEW findings, actions from IMPROVEMENT PLANNING, outcomes of INTERVENTION & SUPPORT and provides a PERFORMANCE REPORT on your progress and directions. The DIAf – Improvement Cycle

  3. Purpose of Validation in Schools Validation provides the formal opportunity for: School leaders and their communities to…. • Reflect on practices and present their school’s improvement journey from the past three years, and • Gain feedback, confirmation and recommendations on future directions

  4. Purpose of Validation in Schools Validation provides the formal opportunity for: Regional leaders to…. • Support, affirm and challenge a school’s improvement journey (using the DIAf) • Apply an external perspective and moderation • Support the achievement of agreed standards

  5. Principles of Validation in schools Validation: • Requires each school to reflect on their learning and improvement based on their ongoing self review processes • Requires schools to accept responsibility for presenting their information accurately and frankly • Is an open, evidence based process focused on improvement • Is an appreciative process, identifying strengths, providing feedback and recommendations • Recommendations arise from what is presented during the validation process

  6. Validation Processes • In our region the Validation process involves: • A one day on-site visit, (as per the 2012 – 2014 Regional Self Review Validation Schedule) • A team including Site Leader, RD/ARD, a Regional Leadership Team Member &/or Peer Site Leader and GC Chairperson • May also include Site Leadership Team members, other staff members • A schedule that includes a presentation of data and evidence, discussion and possibly a tour of the school

  7. What stays the same • The importance of Self Review Processes and an Improvement Cycle over the past 3 years to inform validation processes • A focus on learner outcomes and data analyses • The report format including: • Commendations and Recommendations • The section of panel feedback in regards to: • the school’s ongoing self-review processes meet the standards outlined in the DIAf guidelines and • effective plans and processes are in place to address the findings of self-review

  8. SELF REVIEW standards • Evidence Based – examining multiple measures of data • Inquiry Focussed – engaging stakeholders to identify strengths, challenges & key improvement priorities • Collaborative – involving all stakeholders and external partners (where appropriate) • Well Managed – processes are led by the site leader, are enacted in a timely manner and are evaluated • Comprehensive - examining all aspects of site performance and operations • Actioned – findings lead to strategic actions

  9. Revisions for 2012-14 • To strengthen the centrality of the DIAf Focus on Learning principle, four key focus areas have been identified: • Quality Teaching and Learning, • Curriculum Coherence, • Learner Outcomes and • Leading Improvement

  10. 2012-14 Criteria Quality Teaching and Learning Curriculum Coherence Learner Outcomes Leading Improvement 2007-11 Criteria Learner Achievement and Wellbeing High expectations for ALL learners Shared beliefs and understandings Plans, processes and practices for T&L Focus on Learning

  11. Key focus areas activity Each of the 4 focus areas has 4 key indicators Focus areas: • Quality Teaching and Learning • Learner Outcomes • Curriculum Coherence • Leading Improvement TASK: • Match key indicators with focus areas

  12. Key focus areas – Classroom Focus Quality Teaching and Learning • Quality learning environment • High expectations • Intentional design • Targeted and tailored learning Learner Outcomes • Challenged and engaged • Systematically monitored • Intervention and support • Improving outcomes

  13. Key focus areas – Whole School Focus Curriculum Coherence • Collaborative culture • Shared agreements • Consistent and coherent • Continuously improve Leading Improvement • Educational leadership • Agreed directions • Strategic alignment • Partnerships

  14. Focus On Learning strands TASK: • Match the draft Focus On Learning embedded level for each strand to the corresponding strand, • the strands and embedded levels have been colour coded so the first task will be to match the colours • Check using draft Focus On Learning rubrics

  15. Focus on Learning • Changes reflect: • Recent school improvementresearch • Strengthened focus on OUTCOMES • Alignment with Australian Curriculum eg • Language and concepts of TfEL and the Literacy Secretariat e.g. whole school approach, learning design, explicit and systematic • Role of the leader in establishing the environment and conditions for learning

  16. Quality Teaching & Learning TABLE TALK and TASK • Focus areas and indicators • Any surprises or omissions? • How would you measure these areas at your site? • What data and evidence might you gather? • Record your thoughts

  17. Warning: Avoid Death by Data • As a site you need to identify the key data sets that enable you to best reflect your site and progress made over time in the quality of teaching and learning • The data sets suggested are POSSIBLE data sets for you to consider • As a site it is best for your staff to collaboratively identify which data sets best support you to monitor progress

  18. Resources and Support • Self Review Folder • Four steps to self review • Level 2 and 3 tools from QIE • Rubrics for each of the principles including the revised FOCUS ON LEARNING rubric which is available for trial/feedback from the end of Term 1 2012 • QIE website www.decs.sa.gov.au/quality • The Full Self Review Guide • Limestone Coast website

  19. Getting Started for Validation • Self Review in the Limestone Coast • Preparation • Presentation

  20. PREPARATION Prior to the Validation Day • Negotiate the date with your director and other team members • Identify your validation panel / team • Including Site Leader, RD/ARD, and a Regional Leadership Team Member • May also include Site Leadership Team members, other staff members &/or Peer Site Leader • RD/ARD will send you an email confirming the Self Review Validation Day (approx 5 weeks prior) • Send your director two page summary of your Self Review, including site context, two weeks prior to Validation – proforma & example provided

  21. THE VALIDATION DAY Presentation • Presentation by the Site Leader and/or Site Leadership Team covering: • Context • Brief Summary of school’s improvement journey including actions as a result of previous validationand SSI review (if applicable) • DIAf Cycle of Improvement – 5 elements • What has this meant for teachers? • What has this meant for students? (1-2 hours)

  22. THE VALIDATION DAY Context Demographic Data/Context – emailed beforehand to panel members as part of 2 page summary: Possible data sets: • Enrolments, attendance, suspension/exclusions • ESL/NESB/ATSI/SWD • Transience/Destination • Retention/Progression • Staff-skills/experience • Financial and physical assets

  23. THE VALIDATION DAY Past Improvement Journey Brief Summary of school’s improvement journey including actions as a result of previous validationand SSI review (if applicable) • What were the school’s improvement priorities, prior to first validation/SSI Review • Recommendations and commendations from validation / external review

  24. DIAf Cycle of Improvement

  25. THE VALIDATION DAY Continuing the improvement journey • What has happened since – 2010, 2011, 2012 • tell the school’s improvement journey with a focus on learning – this is an evidence-based presentation • Use of the 5 DIAf elements as a framework for the presentation – see template (Self Review Validation Preparation)

  26. THE VALIDATION DAY Standards • What we are aiming to achieve • for example, regional standard in reading

  27. THE VALIDATION DAY Self Review • Process of self review • How do we work out how we are going? • How do we decide our improvement focus? - (including feedback from Self Review Validation and SSI Review, if applicable) • Have we met the Self Review Standards?

  28. THE VALIDATION DAY Improvement Planning • How we plan • including SIP priorities, data schedules and whole school agreements

  29. THE VALIDATION DAY Intervention and Support • How we support our learners • including early intervention programs and Wave 1, 2 and 3 intervention • whole site approaches

  30. THE VALIDATION DAY Performance Reporting • How we report our progress • for example: Annual Reports, reports to Governing Council

  31. THE VALIDATION DAY Standards • What we are aiming to achieve • for example, regional standard in reading

  32. THE VALIDATION DAY Improvement focus • What has this meant for teachers? • for example: professional learning, peer observations and feedback, changes in practice • What has this meant for students? • for example: Intervention and support programs, differentiated curriculum, planning for improvement

  33. THE VALIDATION DAY How have we gone? Evidence of improvement for example: • Learner achievement Data – NAPLAN, Running Records and other site based assessments including writing assessments, PAT R; • TfeL tools • Progress towards achievement of standards, (regional/site standards)

  34. THE VALIDATION DAY Where to from here? • Future directions

  35. Table Talk • What are your thoughts about preparing for validation? • Any other ideas/suggestions for how to prepare for validation based on the information presented today?

  36. THE VALIDATION DAY Useful documents to have available … • Site Improvement Plan • Annual Reports – or summary of past three years • Operational Plans • Management Plans • Action Plans • Parent Surveys • Staff Surveys • Student Surveys • Documented Policies and Processes • Site Data Overview

  37. Possible Validation Day Program

  38. FOLLOW-UP Following the Validation Day • Regional Office will send draft ValidationReport to all team / panel members • Once agreed, two copies of the report will be sent to sites for signing – RD/ARD, Site Leader & Governing Council Chair, (an electronic version of the final report will also be emailed to site leaders)

  39. Documents(in your package) • 2012-2014 Self Review Validation Workshop PowerPoint Presentation • 2012-2014 Validation Focus Areas • Limestone Coast Self Review and Validation • Self Review Validation Preparation template, (one way of planning for validation) • School Validation Report • Self Review Summary template • Draft Focus on Learning Rubric

  40. Support for Sites – workshops & website

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