SCHOOL IMPROVEMENTFRAMEWORK
SELF-REVIEW INSTRUMENT
FOR CATHOLIC SCHOOLS
The self-review instrument is organised under five key aspects of Catholic schooling.
1. CatholicSchool Culture
2. Learning and Teaching
3. Student Wellbeing
4. Leadership and Management
5. School Community
OVERVIEW
Key Aspect 1: CatholicSchool Culture
1.1Context, Vision and Mission
1.2Catholic Life And Culture
1.3Outreach and Service
1.4Quality Relationships
Key Aspect 2: Learning and Teaching
2.1Religious Education
2.2Victorian Essential Learning Standards
2.3Pedagogy (Principles of Learning and Teaching)
2.4Assessment
2.5Reporting Student Achievement
Key Aspect 3: Student Wellbeing
3.1Pastoral Care
3.2Student Connectedness
3.3Rights and Responsibilities
3.4Inclusive Practice
Key Aspect 4: Leadership and Management
4.1Planning For Improvement
4.2Innovation, Development and Change
4.3Staff Management and Welfare
4.4Professional Learning
4.5Financial Management
4.6Use of Resources and Space
4.7ICT Resources
4.8Overall compliance with legislation and other requirements
4.9LocalSchool Procedures and Regulations
Key Aspect 5: School Community
5.1 Parent Involvement
5.2 School Board
5.3 Partnerships with the Wider Community
5.4 Reporting to the Community
5.5 Environmental Stewardship
5.6 School Marketing And Promotion
Key Aspects of Catholic Schooling
The Catholic school is an education community with Christ as its centre point and inspiration. It educates for service in faith hope and love.
(Vision: Catholic Education, Ballarat)
SELF-REVIEW INSTRUMENT
Key Aspect 1: CatholicSchool Culture
Components / Some observable practices including …1.1 / Context, Vision and Mission / +The ecclesial and social context of the school
+Jesus Christ is central to the life of the school practice
+The Church’s Mission in Catholic education
+Awakenings (Diocesan RE Curriculum)
+Vision and Mission Statements in the life of the school
+Articulate policies and practices in light of Vision and Mission statements
+Religious symbols and icons
1.2 / Catholic Life and Culture / +Vibrancy of liturgy, sacramental and prayer life
+Opportunities for staff, student and parent spirituality
+Engagement with Religious Congregations, their spirituality and charisms
1.3 / Outreach and Service / +Evangelisation and faith formation
+Support for parental involvement in the religious education of their children
+Opportunities that are inclusive of the broader Church
+Demonstrate qualities of citizenship
1.4 / Quality Relationships / +Cultivate and maintain friendships
+Hospitality and welcome
+Community service and social justice outreach programs
+Involvement in Diocesan celebrations and initiatives
+Engagement of the school with local priest/canonical administrator and parish
Key Aspect 2: Learning and Teaching
Components / Some observable practices including …2.1 / Religious Education / +Implementation of Awakenings
+Quality of RE teaching practice
+Assessment and reporting in RE
+Accreditation and professional development of RE teachers
+Implementation of CEOB initiatives in RE
2.2 / Victorian Essential Learning Standards
(VELS) / Developing student capacities to:
- Manage themselves as individuals and in relation to others
- Understand the world in which they live
- Act effectively in that world
2.2.1 / VELS
Physical, Personal and SocialLearning
Heath and Physical Education
Interpersonal Development
Personal Learning
Civics and Citizenship / Students
+are taking responsibility for their wellbeing and relationships
+are healthy and live a healthy lifestyle
+are tolerant and accepting of each other
+manage and resolve conflicts
+recognise and enact appropriate values
+work and learn in teams
+increasingly manage their own learning
+are able to reflect on their learning, take responsibility for it and relateit to their world
+understand their identity and roles in the community
+know their rights and responsibilities as Australian citizens
+are achieving at or above standard across all Physical, Personal and Social Learning domains
2.2.2 / VELS
Discipline-based Learning
English
Mathematics
The Arts
LOTE
Humanities
Science / Students
+are literate and numerate
+are able to apply their knowledge in a variety of ways
+are able to express themselves in a variety of ways
+have an understanding of how people and societies have organised theworld
+are growing in their understanding of the ethical dimension of scientific investigation
+are achieving at or above standard across all Discipline-based Learning domains
2.2.3 / VELS
Interdisciplinary Learning
Communication
Design, Creativity and Technology
ICT
Thinking Processes / Students
+are active learners and problem solvers
+are able to convey what they have learned in different contexts
+are able to engage in the process of investigating, designing, producing, analysing and evaluating
+use ICT to access, process, manage and present information
+are provided with sufficient time to think, reflect, and engage in sustained discussion, deliberation and inquiry in classrooms which value and promote thinking
+have acquired and demonstrate strategies for cognitive, affective and metacognitive knowledge, skills and behaviours
+are achieving at or above standard across all Inter-disciplinary Learning domains
2.3 / Pedagogy
(Principles of Learning and Teaching) / +Learning and Teaching Policy
+Implementation of the Principles of Learning and Teaching (PoLT)
•The learning environment is supportive and productive
•The learning environment promotes independence, interdependence and self-motivation
•Students’ needs, backgrounds, perspectives and interests are reflected in the learning program
•Students are challenged and supported to develop deep levels of thinking and application
•Assessment practices are an integral part of teaching and learning
•Learning connects strongly with communities and practice beyond the classroom
+Teaching Practice (Planning, Programming and Evaluation)
•Intellectual quality and rigour of the educational program and teaching
•Range and appropriateness of teaching practices
•Curriculum topics that are relevant, engaging and challenging
•Integration of the principles of pastoral care into teaching practice
+Use of Data
•Framework for intervention for individuals and cohorts
•External test results – analysis and response
•Use of target setting to meet individual learning needs
+Intervention Programs
2.4 / Assessment / +Use of data to inform teaching
+Assessment as, of and for learning
+Ongoing monitoring of student progress through appropriate and varied assessment activities
+Moderation of progression points
+Dialogue with parents on student learning
+Opportunities for students’ engagement in assessment
2.5 / Reporting Student Achievement / +Plain English and clarity of reporting
+Parent engagement in the reporting process
+Student engagement in the reporting process
+Responsiveness to parents’ views and enquiries about their child’s progress
Key Aspect 3: Student Wellbeing
Components / Some observable practices including …3.1 / Pastoral Care / +Commitment to, and practice of, the explicit Catholic dimension of pastoral care
+Structures and programs facilitating the care, welfare and safety of students
+Co-ordination of wellbeing programs
+Assistance to families in crisis or need
+Responsiveness of the school’s pastoral care network
+Opportunities for student leadership
+Risk management, safety and security
+Partnerships with community agencies
3.2 / Student Connectedness / +Culture of high expectations for students and staff
+Motivating students to learn
+Celebration of student achievement
+Well-ordered, managed and calm school climate
+Engagement with external academic opportunities
+Sense of identity and pride in the school
+Quality of relationships
3.3 / Rights and Responsibilities / +Protection of the right of all to learn
+A culture of positive reinforcement underlying student management
+Clarity of and commitment to the rights and responsibilities of students and teachers
+Principles of restorative justice and procedural fairness
+Procedures to counter bullying and harassment
3.4 / Inclusive Practice / +Identification of learning needs
+Individual Learning Plans
+Whole-school approach to supporting diverse needs
+Differentiation of the curriculum
+Inclusiveness and cohesiveness of the school community
+Policies, programs and strategies related to:
- Primary prevention,
- Early intervention
- Intervention
- Restoring relationships
Key Aspect 4: Leadership and Management
Components / Some observable practices including …4.1 / Planning For Improvement / +Strategic Leadership and Management
- School Improvement Plan
- Annual Action Plan
- Evaluation of Annual Action Plan
- Annual Report to the Community
- Cyclical school review
+Decision making processes
4.2 / Innovation, Development And Change / +Culture of continuous improvement
+Encouragement of innovation
+Planning and management of change
+Use of current research to inform planning and practice
4.3 / Staff Management and Welfare
(Recruitment, Selection And Retention Of Staff) / +Staff selection processes consistent with CEO guidelines
+Induction program for new staff (including PRTs) and staff assuming new responsibilities
+Specific strategies in place to retain quality staff
+Promotion of teacher professionalism and the role and status of teachers
+An ethical workplace culture
- Clear expectations and feedback
- Principal and staff appraisal
+Structures and programs facilitating the care, welfare and safety of staff
+Registration and Accreditation
4.4 / Professional Learning / +Culture of workplace learning
+Principal as lead learner
+Professional Learning Teams
+Working in a local school cluster
+Professional development opportunities for staff informed by school and CEO priorities
+Commitment to a range of professional learning models and role-specific opportunities
+Networking with other educational and professional organisations
+Staff professional development plans
+Reflection on and evaluation of professional practice
+Staff professional development in ICT
4.5 / Financial Management / +Operations of the School Finance Committee
+Budget development process, controls and accountability procedures
+Implementation of outcomes of the CEO Financial Audit
+Rationale for local-level financial decision-making
+Purchasing plan
+Financial Reporting
4.6 / Use Of Resources AndSpace / +Compilation and maintenance of the school’s assets register
+Forward planning of facilities linked to enrolment trends
+Adequacy of resources to support teaching and learning
+Maintenance of school plant and facilities
+Creative use of space
+Capital Development Plan
4.7 / ICT Resources / +ICT master plan
+Policies and protocols (on-line access)
+Deployment of ICT across the school site
+ICT usage rates
+Equity of student and staff access
+Maintenance of ICT
4.8 / Overall compliance with legislation and other requirements / +Policies, programs and practices for compliance with all legislation, including:
- the Victorian Education Act 2006
- child protection and mandatory reporting
- employment law
- risk management and OHS
- privacy
- antidiscrimination etc.
+CEO policy and curriculum requirements
+Commonwealth Educational Accountability Requirements for Schools
+Emergency Management
4.9 / LocalSchool Procedures and Regulations / +Development and implementation of appropriate local policies and protocols, e.g
- School Uniform
- Extreme Weather
- Visitors to School
- Medication
- Head lice
Key Aspect 5: School Community
Components / Some observable practices including …5.1 / Parent involvement / +Structures and protocols for the involvement of parents in their children’s learning
+Engagement of parents in the school community
+Methods for communication and consultation with parents
5.2 / School Board / +Annual meeting cycle
+School Improvement Plan/Annual Action Plan
+Involvement in policy development and review
+Development and monitoring of the school budget
+Advice re. selection of staff
+School Board Development
5.3 / Partnerships with the wider community / +Engagement of the school at the national and global levels
+The school’s engagement with the school system’s agenda
+Utilisation of learning opportunities in the wider community
+Links with and engagement in the life of the Parish
+Engagement in local celebrations and observances
+Outreach and social justice
+Links with the business community
5.4 / Reporting To The Community / +The school’s overall communications plan and strategies
+Information to parents about school standards and effectiveness
+School Handbook, Newsletter and Promotional Material
+Accessibility of the Annual Report to the Community
5.5 / Environmental Stewardship / +Engagement of the school community in environmental stewardship
+Facilities development
+The impact of the school on its environment
- responsible use of water
- recycling
+Conservation of finite natural resources
5.6 / School Marketing And Promotion / +Community partnerships
+Enrolments
+Community presence
+Welcome
+Promotion and marketing plan
+Resources and materials
SELF-REVIEW SUMMARY
School: ______Date ___/___/___
High / LowKey Aspect 1: CatholicSchool Culture / 5 / 4 / 3 / 2 / 1
1.1 Context, Vision and Mission
1.2 Catholic Life And Culture
1.3 Outreach and Service
1.4 Quality Relationships
Key Aspect 2: Learning and Teaching
2.1 Religious Education
2.2 Victorian Essential Learning Standards
2.2.1 VELS
2.2.2
2.2.3
2.3Pedagogy (Principles of Learning & Teaching)
2.4Assessment
2.5Reporting Student Achievement
Key Aspect 3: Student Wellbeing
3.1 Pastoral Care
3.2 Student Connectedness
3.3 Rights and Responsibilities
3.4Inclusive Practice
Key Aspect 4: Leadership and Management
4.1 Planning for Improvement
4.2 Innovation, Development and Change
4.3 Staff Management & Welfare
4.4 Professional Learning
4.5 Financial Management
4.6 Use of Resources And Space
4.7 ICT Resources
4.8 Overall Compliance with Legislation and Other Requirements
4.9 LocalSchool Procedures and Regulations
Key Aspect 5: School Community
5.1 Parent Involvement
5.2 School Board
5.3 Partnerships with the Wider Community
5.4 Reporting to the Community
5.5 Environmental Stewardship
5.6School Marketing and Promotion
Rating Scale
5 / Many strengths in many areas.The component would be well established as part of normal operations and planning. There would be a mostly pro-active approach evident. There would be a well-established system for regular review and improvement and a systematic approach to innovation and continual learning. Typically provision will be characterised by strengths, but one or more weaknesses reduce the overall quality of the student experience.
4 / Strengths outweigh weaknesses in many areas.
There are weaknesses, but they have no significant adverse impact on the student experience. Strengths outweigh weaknesses in a number of circumstances. Efforts may make for a productive student experience, but it may not provide consistent challenge for students. The component would be established as part of normal operations and planning. Approaches will be more pro-active than reactive. There would be some mechanisms for regular review, and some planned strategies for improvement. There would be evidence of continual improvement.
3 / Some positive trends in some areas.
Some positive trends in some areas of the component, including major ones, but some important weaknesses have an impact on the quality of students’ experiences. The component is becoming a part of normal operations and planning. There is a patchy approach to continual improvement. There will be weaknesses which will be, either individually or collectively, sufficient to diminish the student experience in significant ways. In general, an assessment of some positive trends will imply the need for structured and timed action on the prt of the school.
2 / More weaknesses than strengthsacross most areas.
The component is beginning to be part of normal operations. There is evidence of some measures in place to assess effectiveness. There is an ad hoc approach to implementation of improvement strategies, and little evidence of continual improvement. There may be some strengths, but there will be more weaknesses which will be, either individually and collectively, sufficient to significantly diminish the student experience. In general, an assessment of more weaknesses than strengths implies the need for considerable structured and timed action on the part of the school.
1 / Many weaknessesacross most areas.
The component is separate from normal operations. Approaches to improvement are generally reactive, with some ad hoc review practices operating. There is little evidence of improvement strategies in place. In general, an assessment of many weaknesses implies the need for significant structured and timed action on the part of the school to ensure that provision for students improves.
Based on material produced by the Catholic Education Offices
Archdiocese of Sydney and Archdiocese of Melbourne