Dr Dahle Suggett Deputy Secretary Office of Learning

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Working TogetherSchools the System Fostering
Improved Outcomes
Dr Dahle SuggettDeputy SecretaryOffice of
Learning Teaching
VASSP Conference 29 August 2005
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The issue illustration

• Large regional city with growing population
• Government secondary school enrolments static
• Limited community engagement in government
  schools
• Significant gaps in delivery limited choice
• Specialist maths, chemistry, physics, languages
  only via distance education - or very small
  classes
• Risk to professional stimulation teamwork for
  teachers
• Stress of school leadership

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Enrolments mean VCE scores schools D E
Statewide student mean study score
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(No Transcript)
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• School or system solution?

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Policy evolution

• Provision problems
• Voluntary reorganisation options
• Provision integrated with capital planning
• Draft capital investment access planning policy
  

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Draft Capital Investment Access Planning
PolicyNew policy thinking underpinning
principles

• Focus on student achievement
• Contemporary, comprehensive curriculum - and
  choice
• Facilities that meet contemporary learning needs
• Local co-operation - cater for needs of all young
  people
• Facilitate transitions and pathways
• Coherent, transparent approach to planning

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How will it work?

• Educational basis for all capital investment, inc
  reorganisation
• how will it advantage students?
• Proposals (individual/group) located in a
  regional provision plan
• - choice and opportunity in a locality
• - selection of innovative facilities design
• - models and partners
• Capital and provision planning integrated into
  School Accountability and Strategic Planning
  process
• HR, asset sales, SRP, transport, etc policies

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How will it work? (cont)

• Three sequential project review phases for all
  capital bids
• - prior to ERC bid and cost plan implementation
• Project identification review
• Service demand delivery identified
• Education training rationale review
• Educational rationale, educational case
  specifications developed prioritised at
  regional level, guided by policy
• Business case analysis
• Articulate educational rationale demonstrate
  alignment with asset strategies school
  strategic plan

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Educational rationale

• Educational arguments fundamental
• Provision Planning Self-Assessment tool key
  themes
• Comprehensive learner-centred curriculum
• - curriculum planning
• - student options
• Strength of the Performance Development Culture
• - professional learning
• - student learning
• Governance and community engagement
• - governance arrangements
• - community engagement
• School facilities infrastructure

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Curriculum Broad middle years learning programs,
pathways services for students in years 7- 9

• Adequate Standard
• Can form classes for the needs of the students
  age level, at each grade, or multi-age/level
• Arrangements in place to build teacher-student
  knowledge relationships
• All areas offered in sufficient depth for access
  to later pathways

• Optimal Standard
• Capacity to run classes at each year level to
  use facilities flexibly to improve outcomes
• Small learning communities, individual
  attention, a safe, healthy school environment
  specialist programs/activities
• Student outcomes data compares well with like
  schools

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Curriculum Options in years 10-12 that meet
needs ensure pathways to tertiary education,
training sustainable employment

• Adequate Standard
• VCE, VCAL a range of VETiS studies within both
  certificates, including a range of schools based
  apprenticeships
• Year 11 12 students can choose from full range
  of studies Year 10 students can begin units
  from the senior curriculum
• Careers education pathway planning includes
  consideration of all opportunities
• There are (generally) at least 350 students in
  Year 11 12

• Optimal Standard
• Access to widest richest possible range of
  curriculum/pathways, including through
  arrangements with other providers
• Significant numbers of VETiS VCAL
  students are eligible to complete
• Transition for Year 11/12 cohort compares
  favourably with like schools
• Appropriate access to other providers/settings/
  arrangements

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Strength of Performance Development Culture-
Quality of the professional learning culture

• Adequate Standard
• Teachers understand, support direction,
  priorities, values
• Effective teams provide professional learning
  opportunities to improve teaching practice
• Internal professional learning, mentoring
  modelling as well as access to external
  opportunities
• Teachers involved in, work to improve,
  processes that provide feedback
• Data is used to improve engagement outcomes
• Stimulating motivating professional culture

• Optimal Standard
• Teachers support reinforce directions,
  priorities values
• High quality learning in teams supports culture
  of innovation best practice teaching learning
• Strong professional engagement with teachers
  outside the school, to promote professional
  excellence
• Teachers seek receive high quality feedback on
  their teaching learning professional work
• Staff focus on data/research driven continuous
  improvement
• Highly stimulating motivating professional
  culture

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School models

• Strong case needed for variations
• Educational case not institutional compromise

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School models typical questions

• Delivery of Essential Learning Standards?
• Breadth depth, especially post-compulsory?
• Retention at transition points?
• Sustainable?
• Foster effective local provision?

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Anticipated implementation

• Commencing 2006
• Driven at regional and local level
• Guidelines, pamphlets, websites
• - planning, facilities, models
• Regional and school capacity building
• Exchange of best practice