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Dr Dahle Suggett Deputy Secretary Office of Learning

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Voluntary reorganisation options. Provision integrated with capital planning ... Educational basis for all capital investment, inc reorganisation ... – PowerPoint PPT presentation

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Title: Dr Dahle Suggett Deputy Secretary Office of Learning


1
Working TogetherSchools the System Fostering
Improved Outcomes
Dr Dahle SuggettDeputy SecretaryOffice of
Learning Teaching
VASSP Conference 29 August 2005
2
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

3
Enrolments mean VCE scores schools D E
Statewide student mean study score
4
(No Transcript)
5
  • School or system solution?

6
Policy evolution
  • Provision problems
  • Voluntary reorganisation options
  • Provision integrated with capital planning
  • Draft capital investment access planning policy

7
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

8
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

9
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

10
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

11
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

12
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

13
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

14
School models
  • Strong case needed for variations
  • Educational case not institutional compromise

15
School models typical questions
  • Delivery of Essential Learning Standards?
  • Breadth depth, especially post-compulsory?
  • Retention at transition points?
  • Sustainable?
  • Foster effective local provision?

16
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
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