Evidence for Learning: School Improvement Tool (ACER)

“The school leadership team and/​or governing body have established and are driving an explicit, coherent, and context-appropriate school improvement agenda. The agenda reflects the school’s vision, values, and aspirations as well as the perspectives of students, families, teachers, and the wider community. It is grounded in evidence from research and analysis of school data, and expressed in terms of improvements in measurable student outcomes. Targets for improvement have been set with accompanying timelines and have been communicated to families, teachers, and students. High expectations for student learning progress, levels of engagement, and wellbeing underpin the school’s approach to improvement.“¹

“The school is driven by a deep belief that every student is capable of successful learning. A high priority is given to building and maintaining positive and caring relationships between staff, students, and families. Diversity is valued and celebrated. There is a strong collegial culture of mutual trust and support among teachers and school leaders, and families are treated as partners in their child’s education. The school works to create a culture of continuous improvement for both staff and students. Staff build and maintain a safe, supportive, and orderly learning environment that promotes intellectual rigour.“¹

“The school has found ways to build a school-wide, professional team of highly capable teachers. There is a strong focus on continuous professional learning for all staff and shared responsibility for students’ progress in learning. Explicit processes are in place to encourage school-wide collaboration and effective networking with other schools and learning organisations, as well as leadership development opportunities for staff.“¹

“The school places a high priority on differentiated teaching and learning to ensure that students are learning successfully. Teaching practices across the school reflect the belief that all students can make excellent progress regardless of their starting points, if they are given appropriate learning opportunities and necessary support. Teachers closely monitor individual student progress and tailor classroom practices to best meet student needs. Targeted interventions are in place for students identified as requiring additional support.“¹

“The school actively seeks ways to build a strong connection with its local and wider community to enhance student learning, engagement, wellbeing, and opportunity. Partnerships with a range of stakeholders including education and training institutions, businesses, and community organisations are strategically established to address identified student needs. These arrangements provide access to experiences and/​or physical or virtual support and resources not available within the school. Families are recognised as integral members of the school community and partners in their child’s education. Partnerships are actively monitored to ensure they achieve intended outcomes and are embedded in the school’s operation.“¹