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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

1 June 2012

LIMESTONE COAST REGION

Self Review and Validation Workshop


The dia f improvement cycle

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


Purpose of validation in schools

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


Purpose of validation in schools1

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


Principles of validation in schools

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


Validation processes

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


What stays the same

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


Self review standards

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


Revisions for 2012 14

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


Focus on learning

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


Key focus areas activity

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


  • Key focus areas classroom focus

    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


    Key focus areas whole school focus

    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


    Focus on learning strands

    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


    Focus on learning1

    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


    1 june 2012

    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


    Warning avoid death by data

    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


    Resources and support

    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


    Getting started for validation

    Getting Started for Validation

    • Self Review in the Limestone Coast

    • Preparation

    • Presentation


    Preparation

    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


    Presentation

    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)


    Context

    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


    Past improvement journey

    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


    Diaf cycle of improvement

    DIAf Cycle of Improvement


    Continuing the improvement journey

    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)


    Standards

    THE VALIDATION DAY

    Standards

    • What we are aiming to achieve

      • for example, regional standard in reading


    Self review

    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?


    Improvement planning

    THE VALIDATION DAY

    Improvement Planning

    • How we plan

      • including SIP priorities, data schedules and whole school agreements


    Intervention and support

    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


    Performance reporting

    THE VALIDATION DAY

    Performance Reporting

    • How we report our progress

      • for example: Annual Reports, reports to Governing Council


    Standards1

    THE VALIDATION DAY

    Standards

    • What we are aiming to achieve

      • for example, regional standard in reading


    Improvement focus

    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


    How have we gone

    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)


    Where to from here

    THE VALIDATION DAY

    Where to from here?

    • Future directions


    Table talk

    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?


    Useful documents to have available

    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


    Possible validation day program

    Possible Validation Day Program


    Follow up

    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)


    Documents in your package

    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


    1 june 2012

    Support for Sites – workshops & website


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