Accreditation and Community Language Schools Victoria

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Accreditation and Community Language Schools
Victoria

• Welcome the Change!
• Maria Gindidis
• gindidis_at_bigpond.net.au
• protypo_at_bigpond.net.au
• gindidis.maria.m_at_edumail.vic.gov.au

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New documentation DET

• Documentation related to the legal status of the
  school or organisation
• Associations Incorporation Act 1981
• Corporations Act 2001 Company Limited by
  Guarantee
• Religious and Accessories Charitable Trust

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2. Constitution

• Need to include appropriate
• non profit and dissolution clauses.
• Examples are given in
• correspondence
• OLT003432

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3. Must have an ABN!

• The first three criteria for funding are
  straightforward and especially in the
• case of one and three, we already abide by
  these.
• The clauses will need your Accountants assistant
  for implementation or a quorum and special
  members meeting

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A School Charter or Plan!

• DE T schools have moved from three year Charters
  to four year Strategic Plans and annual
  implementation Plans.
• Our schools will need to comply and/or align our
  planning with these templates and guides!
• schoolaccountability_at_edumail.vic.gov.au

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PROTYPO EDUCATION CENTRE

• Strategic Plan
• 2006-2007

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What are Strategic Plans?

• Define the schools core purpose and values
• Take a futures perspective of student needs in
  context of community
• Agree on outcomes school is trying to achieve for
  its students
• Choose a few key improvement strategies that are
  critical to schools success
• Decide how resources will be generated, enhanced
  or allocated to achieve desired outcomes
• Plan the implementation of the strategy
• Identify milestones/success indicators
• Ensure all stakeholders know and understand SSP

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2008 Four year cycle4th year self evaluation

• The School Accountability and Improvement
  Framework provides a four-year school planning
  cycle. The fourth year of the cycle the year
  in self-evaluation, review and planning is when
  schools evaluate their performance and undertake
  their strategic planning for the future cycle.
• During the year in self-evaluation, review and
  planning, school communities can set their
  strategic directions using these questions
• What outcomes are we trying to achieve for our
  students?
• Where are we now?
• What do we have to do to achieve the outcomes we
  want?
• How will we manage our resources to achieve these
  outcomes?
• How will we know whether we are achieving these
  outcomes?

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Summary of school planning processes

• Strategic Thinking
• reflecting and evaluation past, present and
  future.

Developing the new Strategy Communicating. Writ
ing
Planning the implementation- actions, achievement
milestones
Engaging People conversations, participation,
motivation
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Essential elements of a School Strategic Plan

• An effective strategic plan comprises two
  distinct parts
• School Profile including
• Purpose
• Values
• Environmental context the challenges the school
  faces and the opportunities available to the
  school

• Strategic Intent including
• Goals and targets for student outcomes as defined
  by
• Student learning
• Student engagement and wellbeing

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What is a goal?

• Goals are aspirational statements.
• They decide what the school is striving to
  achieve in the areas of student learning, student
  pathways and transitions, and student engagement
  and wellbeing.

• Goals will evolve for a range of sources
  including
• The schools purpose, values and environmental
  context
• Analysis of student outcomes from the school
  self-evaluation and school review
• The strategic planning community consultation
  process
• The governments goals and targets for education
  and training

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Goal specification checklist

• The following criteria should be considered when
  specifying goal statements
• The goal is expressed in terms of improvement in
  student outcomes
• The goal addresses an area requiring significant
  improvement in the schools student outcomes
• A robust evidence-base has been used to identify
  the goal area
• The goal simply, briefly and precisely describes
  the student outcome are that the school is trying
  to improve
• Staff and wider school community adapt the goal
  as appropriate

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What is a Target?

• Targets are the measures of success in
  achievement of the goals

Targets describe how the school will measure
achievement of its goals. Targets can take a
number of forms. They may focus on raising the
achievement of all students, or on improving the
minimum or maximum levels of achievement in a
group of students. Targets are best
expressed as proportions of students meeting
various standards, Provides a focus to schools
and classroom teachers on what outcomes the
school is trying to achieve
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• When setting targets, it is useful to consider
  the following
• Are they measurable? Targets need to be clear,
  simple indicators that can be quantified and
  described easily. Targets can be expressed using
  the standard school performance measures that are
  collected and monitored annually (as contained in
  the School Level Report), or using school
  specific data collections.
• Are they realistic yet challenging? Targets
  should always be improvement oriented and provide
  a stretch for the school.
• Are they achievable within a specified timeframe?
  Targets should have a four year timeframe for
  achievement.

See Appendix DATA - Examples from
Protypo The absence of state-wide performance
data should not prevent a school from setting
goals and targets in each of the student
outcome areas. Schools should consider the
collection and monitoring of locally derived
performance data to inform the achievement of
these school goals.
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(No Transcript)
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Relationship between improvement and compliance
accountabilities
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Levels of School Planning
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School Planning
(Adapted from Davies and Davies, 2005)
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Effective Schools Model
Adapted from Sammons, Hillman and Mortimore (1995)
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Strategic Intent - What do we have to do to
achieve the outcomes we want?
Student Learning Student Engagement and Wellbeing Student Pathways and Transitions
Goals
Targets
Key Improvement Strategies 1 2 3 1 2 3 1 2 3
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Annual Implementation Plan Year 1

• What
• the activities and programs (operations and
  practices) to be undertaken in that year to
  progress the key improvement strategies and
  significant activities
• annual focus of the key improvement strategies
  and significant activities

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5. Course Outline VELS
VELS Why a new direction? The crowded
curriculum We had a CSF curriculum based on 747
learning outcomes, 2,719 indicators Described
in terms of the 8 key learning areas and is not
comprehensive in terms of what our community
expects.
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A validation year - Schools
Standards will be trialled by schools and
validated in practice But expect no change of
accountability processes for 2005 Ethnic
schools develop curriculum plans for 2006 and
beyond and needed for accreditation.
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Stages of learning
Years Prep to 4 Laying the foundations
Years 5 to 8 Building breadth and depth
Years 9 to 10 Developing pathways
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So Whats new?

• Standards now describe the essentials not the
  detail
• giving schools greater flexibility to
• develop programs appropriate for local needs
• foster deep understanding

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What do I do with my CSF units?

• Develop a VELS Template for teachers!
• Send key curriculum teachers to VELS training
• Do NOT throw the baby out with the bathwater!

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What does a VELS planning template look like?

• See Appendix 2
• Handouts

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6. Examples of Reports

• Progress Reports versus
• Comprehensive Reports
• DE T Examples
• www.sofweb.vic.edu.au/studentreports
• See Appendix 3 - Handout

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What child has achieved
Areas for improvement or future learning
How the school will help
What can be done at home
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A separate report for each subject studied
Childs achievement against what is expected for
this time of year
The level of achievement expected of all students
at the year level
The achievement of your child last year
The achievement of your child this year
How and why are these 2 domains included in the
science report, would they also be in other
subjects
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Students Personal learning goals set at the
start of the year
What are the logistics here? Its hard enough to
get the teachers input organised
Student Comment
Teacher Comment
Students next goals
Attendance
Parent Comment
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7. FIRST AID CERTIFICATE

• See Appendix Policy also!

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8. Student Supervision Roster

• YARD DUTY First Aid Bag!
• See Appendix

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9. Student Attendance Roll

• A copy of the student attendance Roll for the
  term immediately preceding the application of
  accreditation.
• Keep all documentation up to date!

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Staff

• A list of teachers WHO DO NOT have a recognised
  qualification in languages teaching to be placed
  on the waiting list for participation in LOTE
  Methodology Courses.

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Final Words

• Leadership!
• Fish will
• rot from the
• head!
• Collaborative
• Leadership