MANAGEMENT

MANAGEMENT

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
manage a school counseling program aligning with the ASCA National Model.

III-A: Knowledge

School counselors should articulate and demonstrate an understanding of:
n
III-A-1.
Leadership principles, including sources of power and authority and formal and
informal leadership
n
III-A-2.
Organization theory to facilitate advocacy, collaboration and systemic change
n
III-A-3.
Presentation skills for programs such as teacher in-services, parent workshops and
presentation of results reports to school boards
n
III-A-4.
Time management, including long- and short-term management using tools such as
schedules and calendars
n
III-A-5.

MANAGEMENT

Data-driven decision making

n
III-A-6.
Current and emerging technologies such as use of the Internet, Web-based
resources and information management systems
III-B: Abilities and Skills
An effective school counselor is able to accomplish measurable objectives demonstrating the
following abilities and skills:
n
III-B-1.
Self-evaluates his/her own competencies leading to and resulting in the formulation
of an appropriate professional development plan
n
III-B-1a.
Conducts a school counseling program assessment
n
III-B-1b.
Negotiates a management plan for the comprehensive school counseling
program with the administrator
n
III-B-1c.
Discusses and develops the management component of the school counseling
program with the other members of the school counseling staff
n
III-B-1d.
Presents school counseling management tools to the principal, and finalizes an
annual school counseling agreement
n
III-B-1e.
Discusses the anticipated program results when implementing the action plans for
the school year
n
III-B-1f.
Participates in school counseling and education-related professional
organizations
n
III-B-1g.
Develops a yearly professional development plan demonstrating how the school
counselor advances relevant knowledge, skills and dispositions
n
III-B-1h.
Communicates effective goals and benchmarks for meeting and exceeding
expectations consistent with the administrator/school counselor annual
agreement and district performance appraisals
n
III-B-1i.
Uses personal reflection, consultation and supervision to promote professional
growth and development
n
III-B-2.
Establishes and convenes an advisory council for the comprehensive school
counseling program
n
III-B-2a.
Uses leadership skills to facilitate vision and positive change for the comprehensive
school counseling program
n
III-B-2b.
Determines appropriate education stakeholders who should be represented on the
advisory council
n
III-B-2c.
Develops effective and efficient meeting agendas
n
III-B-2d.
Reviews school data, school counseling program assessment and school counseling
program goals with the advisory council



 III-B-2e.
Records meeting notes and distributes as appropriate
n
III-B-2f.
Analyzes and incorporates feedback from the advisory council related to school
counseling program goals as appropriate
n
III-B-3.
Accesses or collects relevant data, including process, perception and outcome data,
to monitor and improve student behavior and achievement
n
III-B-3a.
Reviews and disaggregates student achievement, attendance and behavior data to
identify and implement interventions as needed
n
III-B-3b.
Uses data to identify policies, practices and procedures leading to successes,
systemic barriers and areas of weakness
n
III-B-3c.
Uses student data to demonstrate a need for systemic change in areas such as
course enrollment patterns; equity and access; and achievement, opportunity
and/or information gaps
n
III-B-3d.
Understands and uses data to establish goals and activities to close the
achievement, opportunity and/or information gap
n
III-B-3e.
Knows how to use data to identify gaps between and among different groups of
students
n
III-B-3f.
Uses school data to identify and assist individual students who do not perform at
grade level and do not have opportunities and resources to be successful in school
n
III-B-3g.
Knows and understands theoretical and historical basis for assessment techniques
n
III-B-4.
Assesses use of time in direct and indirect student services and program
management and school support
n
III-B-4a.
Organizes and manages time to effectively implement a comprehensive school
counseling program
n
III-B-4b.
Identifies appropriate distribution of school counselor’s time based on the school
data and program goals
n
III-B-4c.
Creates a rationale for school counselor’s use of time in the delivery component to
focus on the goals of the comprehensive school counseling program
n
III-B-4d.
Identifies and evaluates fair-share responsibilities, which articulate appropriate and
inappropriate counseling and non-counseling activities
n
III-B-5.
Develops calendars to ensure the effective implementation of the school counseling
program
n
III-B-5a.
Creates annual and weekly calendars to plan activities to reflect school counseling
program goals
n
III-B-5b.
Demonstrates time-management skills including scheduling, publicizing and
prioritizing time and tasks
n
III-B-6.
Designs and implements action plans aligning with school and school counseling
program goals
n
III-B-6a.
Uses appropriate academic and behavioral data to develop school counseling
core curriculum, small-group and closing-the-gap action plans and determines
appropriate students for the target group or interventions
n
III-B-6b.
Identifies ASCA domains, standards and competencies being addressed by each plan
n
III-B-6c.
Creates lesson plans related to the school counseling core curriculum identifying
what will be delivered, to whom it will be delivered, how it will be delivered and
how student attainment of competencies will be evaluated
n
III-B-6d.
Determines the intended impact on academics, attendance and behavior
n
III-B-6e.
Identifies appropriate activities to accomplish objectives
n
III-B-6f.
Identifies appropriate resources needed
n
III-B-6g.
Identifies data-collection strategies to gather process, perception and outcome data
n
III-B-6h.
Shares results of action plans with staff, parents and community.


II-B-7.
Implements program management and school support activities for the
comprehensive school counseling program
n
III-B-7a.
Creates a program management and school support planning document addressing
school counselor’s responsibilities for program management and professional
development
n
III-B-7b.
Coordinates activities that establish, maintain and enhance the school counseling
program as well as other educational programs
n
III-B-8.
Conducts self-appraisal related to school counseling skills and performance
III-C: Attitudes
School counselors believe:
n
III-C-1.
A school counseling program/department must be managed like other programs
and departments in a school
n
III-C-2.
Planning, organizing, implementing and evaluating a school counseling program
are critical responsibilities for a school counselor
n
III-C-3.
Management of a school counseling program must be done in collaboration with
administrators

Continue reading MANAGEMENT

FUNDATIONS

FUNDATIONS

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
establish the foundations of a school counseling program aligning with the ASCA National
Model.
II-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
n
II-A-1.
Beliefs and vision of the school counseling program that align with current school
improvement and student success initiatives at the school, district and state level
n
II-A-2.
Educational systems, philosophies and theories and current trends in education,
including federal and state legislation
n
II-A-3.

FUNDATIONS

Learning theories

n
II-A-4.
History and purpose of school counseling, including traditional and transformed
roles of school counselors
n
II-A-5.
Human development theories and developmental issues affecting student success
n
II-A-6.
District, state and national student standards and competencies, including ASCA
Student Standards and other student standards that may complement and inform
the comprehensive school counseling program
n
II-A-7.
Legal and ethical standards and principles of the school counseling profession and
educational systems, including district and building policies
n
II-A-8.
The three domains of academic achievement, career planning and personal/social
development

II-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives demonstrating the
following abilities and skills:
n
II-B-1.
Develops the beliefs and vision of the school counseling program that align with
current school improvement and student success initiatives at the school, district
and state level
n
II-B-1a.
Examines personal, district and state beliefs, assumptions and philosophies about
student success, specifically what they should know and be able to do
n
II-B-1b.
Demonstrates knowledge of a school’s particular educational vision and mission
n
II-B-1c.
Conceptualizes and writes a personal philosophy about students, families, teachers,
school counseling programs and the educational process consistent with the
school’s educational philosophy and mission
n
II-B-1d.
Writes a school counseling vision statement that describes a future world in which
the school counseling goals and strategies are being successfully achieved
n
II-B-2.
Develops a school counseling mission statement aligning with the school, district
and state mission
n
II-B-2a.
Critiques a school district mission statement and identifies or writes a mission
statement aligning with beliefs
n
II-B-2b.
Writes a school counseling mission statement that is specific, concise, clear and
comprehensive, describing a school counseling program’s purpose and a vision of
the program’s benefits for every student
n
II-B-2c.
Communicates the vision and mission of the school counseling program to all
appropriate stakeholders


5
n
II-B-3.
Uses student standards, such as ASCA Student Standards and other appropriate
student standards such as district or state standards, to drive the implementation of
a comprehensive school counseling program
n
II-B-3a.
Crosswalks the ASCA Student Standards with other appropriate student standards
n
II-B-3b.
Prioritizes student standards that align with the school’s goals
n
II-B-4.
Applies the ethical standards and principles of the school counseling profession and
adheres to the legal aspects of the role of the school counselor
n
II-B-4a.
Practices ethical principles of the school counseling profession in accordance with
the ASCA Ethical Standards for School Counselors
n
II-B-4b.
Understands the legal and ethical nature of working in a pluralistic, multicultural
and technological society
n
II-B-4c.
Understands and practices in accordance with school district policy and local, state
and federal statutory requirements
n
II-B-4d.
Understands the unique legal and ethical nature of working with minor students in
a school setting
n
II-B-4e.
Advocates responsibly for school board policy and local, state and federal statutory
requirements in students’ best interests
n
II-B-4f.
Resolves ethical dilemmas by employing an ethical decision-making model
appropriate to work in schools
n
II-B-4g.
Models ethical behavior
n
II-B-4h.
Continuously engages in professional development and uses resources to inform
and guide ethical and legal work
n
II-B-4i.
Practices within the ethical and statutory limits of confidentiality
n
II-B-4j.
Continually seeks consultation and supervision to guide legal and ethical decision
making and to recognize and resolve ethical dilemmas
n
II-B-4k.
Understands and applies an ethical and legal obligation not only to students but to
parents, administration and teachers as well
II-C: Attitudes
School counselors demonstrate their attitudes and beliefs that all students deserve access to a
comprehensive program that:
n
II-C-1.
Has an impact on every student rather than a series of services provided only to
students in need
n
II-C-2.
Is an integral component of student success and the overall mission of the school
and school district
n
II-C-3.
Promotes and supports academic achievement, career planning and personal/social
development for every student
n
II-C-4.
Adheres to school and district policies, state laws and regulations and professional
ethics standards
n
II-C-5.
Is intentional in addressing the information, opportunity and achievement gaps

Continue reading FUNDATIONS

ASCA School Counselor Competencies

ASCA School Counselor
Competencies

ASCA School Counselor

Competencies

T
he A
SCA School Counselor Competencies outline the knowledge, abilities,
skills and attitudes that ensure school counselors are equipped to meet the
rigorous demands of the profession and the needs of pre-K–12 students. These
competencies help ensure new and experienced school counselors are equipped
to establish, maintain and enhance a comprehensive school counseling program
addressing academic achievement, career planning and personal/social development.
Organized around and consistent with “The ASCA National Model: A Framework
for School Counseling Programs (Third Edition),” the competencies can be used in a
variety of ways including:
School counselors
n
Self-assess their own competencies
n
Formulate an appropriate professional development plan
School administrators
n
Guide the recruitment and selection of competent school counselors
n
Develop or inform meaningful school counselor performance evaluation
School counselor education programs
n
Establish benchmarks for ensuring school education students graduate with the
knowledge, skills and attitudes
needed for developing comprehensive school
counseling
programs.

SCHOOL COUNSELING PROGRAMS

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
plan, organize, implement and evaluate a comprehensive, developmental, results-based school
counseling program that aligns with the ASCA National Model.
I-A: Knowledge
ASCA’s position statement, The Professional School Counselor and School Counseling
Preparation Programs, states that school counselors should articulate and demonstrate an
understanding of:
n
I-A-1.
The organizational structure and governance of the American educational system
as well as cultural, political and social influences on current educational practices
n
I-A-2.
The organizational structure and components of an effective school counseling
program that aligns with the ASCA National Model
n
I-A-3.
Barriers to student learning and use of advocacy and data-driven school counseling
practices to close the achievement/opportunity gap
2
WWW.SCHOOLCOUNSELOR.ORG
n
I-A-4.
Leadership principles and theories
n
I-A-5.
Individual counseling, group counseling and classroom instruction ensuring
equitable access to resources promoting academic achievement, career development
and personal/social development for every student
n
I-A-6.
Collaborations with stakeholders such as parents and guardians, teachers,
administrators and community leaders to create learning environments that
promote educational equity and success for every student
n
I-A-7.
Legal, ethical and professional issues in pre-K–12 schools
n
I-A-8.
Developmental theory, learning theories, social justice theory, multiculturalism,
counseling theories and career counseling theories
n
I-A-9.
The continuum of mental health services, including prevention and intervention
strategies to enhance student success










I-B: Abilities and Skills
An effective school counselor is able to accomplish measurable objectives demonstrating the
following abilities and skills.
n
I-B-1.
Plans, organizes, implements and evaluates a school counseling program aligning
with the ASCA National Model
n
I-B-1a.
Creates a vision statement examining the professional and personal competencies
and qualities a school counselor should possess
n
I-B-1b.
Describes the rationale for a comprehensive school counseling program
n
I-B-1c.
Applies the school counseling themes of leadership, advocacy, collaboration and
systemic change, which are critical to a successful school counseling program
n
I-B-1d.
Describes, defines and identifies the qualities of an effective school counseling
program
n
I-B-1e.
Describes the benefits of a comprehensive school counseling program for all
stakeholders, including students, parents, teachers, administrators, school boards,
department of education, school counselors, counselor educators, community
stakeholders and business leaders
n
I-B-1f.
Describes the history of school counseling to create a context for the current state
of the profession and comprehensive school counseling programs
n
I-B-1g.
Uses technology effectively and efficiently to plan, organize, implement and
evaluate the comprehensive school counseling program
n
I-B-1h.
Demonstrates multicultural, ethical and professional competencies in planning,
organizing, implementing and evaluating the comprehensive school counseling
program
n
I-B-2.
Serves as a leader in the school and community to promote and support student
success
n
I-B-2a.
Understands and defines leadership and its role in comprehensive school counseling
programs
n
I-B-2b.
Identifies and applies a model of leadership to a comprehensive school counseling
program
n
I-B-2c.
Identifies and demonstrates professional and personal qualities and skills of
effective leaders
n
I-B-2d.
Identifies and applies components of the ASCA National Model requiring
leadership, such as an advisory council, management tools and accountability
n
I-B-2e.
Creates a plan to challenge the non-counseling tasks that are assigned to school
counselors


 I-B-3.

Advocates for student success

n
I-B-3a.
Understands and defines advocacy and its role in comprehensive school counseling
programs
n
I-B-3b.
Identifies and demonstrates benefits of advocacy with school and community
stakeholders
n
I-B-3c.
Describes school counselor advocacy competencies, which include dispositions,
knowledge and skills
n
I-B-3d.
Reviews advocacy models and develops a personal advocacy plan
n
I-B-3e.
Understands the process for development of policy and procedures at the building,
district, state and national levels
n
I-B-4.
Collaborates with parents, teachers, administrators, community leaders and other
stakeholders to promote and support student success
n
I-B-4a.
Defines collaboration and its role in comprehensive school counseling programs
n
I-B-4b.
Identifies and applies models of collaboration for effective use in a school
counseling program and understands the similarities and differences between
consultation, collaboration and counseling and coordination strategies
n
I-B-4c.
Creates statements or other documents delineating the various roles of student
service providers, such as school social worker, school psychologist or school
nurse, and identifies best practices for collaborating to affect student success
n
I-B-4d.
Understands and knows how to apply a consensus-building process to foster
agreement in a group
n
I-B-4e.
Understands how to facilitate group meetings to effectively and efficiently meet
group goals
n
I-B-5.
Acts as a systems change agent to create an environment promoting and supporting
student success
n
I-B-5a.
Defines and understands system change and its role in comprehensive school
counseling programs
n
I-B-5b.
Develops a plan to deal with personal (emotional and cognitive) and institutional
resistance impeding the change process
n
I-B-5c.
Understands the impact of school, district and state educational policies,
procedures and practices supporting and/or impeding student success
I-C: Attitudes
School counselors believe:
n
I-C-1.
Every student can learn, and every student can succeed
n
I-C-2.
Every student should have access to and opportunity for a high-quality education
n
I-C-3.
Every student should graduate from high school and be prepared for employment
or college and other post-secondary education
n
I-C-4.
Every student should have access to a school counseling program
n
I-C-5.
Effective school counseling is a collaborative process involving school counselors,
students, parents, teachers, administrators, community leaders and other
stakeholders
n
I-C-6.
School counselors can and should be leaders in the school and district
n
I-C-7.
The effectiveness of school counseling programs should be measurable using
process, perception and outcome data

Continue reading ASCA School Counselor Competencies

Schoolcommunity partnerships

Schoolcommunity

partnerships

The school actively seeks ways to enhance student learning and wellbeing by
partnering with parents and families, other education and training institutions,
local businesses and community organisations. Parents and families are recognised
as integral members of the school community and partners in their children’s
education. Partnerships are strategically established to address identified
student needs and operate by providing access to experiences, support and
intellectual and/or physical resources not available within the school. All partners
are committed to the common purposes and goals of partnership activities.
Procedures are in place to ensure effective communications and to monitor and
evaluate the intended impacts of the school’s partnerships.
The assessment of this domain includes
consideration of the extent to which:
§§ the school builds partnerships with
parents, families, local businesses and
community organisations (including
allied health, family support, counselling
and rehabilitation services) to improve
opportunities and outcomes for students;
§§ the school identifies potential community
partners on the basis of their capacity
to contribute to improved student
achievement and/or wellbeing;
§§ identified partners are involved in
collaborative planning and are committed
to the purposes and objectives of the
partnership;
§§ the senior leadership teams in the partner
organisations are involved, committed
and play a role in achieving staff
commitment and participation within
their organisations;
§§ there is clarity around partner roles and
responsibilities;
§§ major partnership decisions are made
collaboratively and partnership activities
are designed to make best use of partners’
expertise;
§§ goals, progress and achievements are
systematically and regularly monitored
and refined as required;
§§ adequate resources are committed to
ensure the effectiveness and success of
partnerships;
§§ the school collects evidence to evaluate
whether partnerships are having their
intended impact in improving outcomes
for students; and
§§ the school’s partnerships are sustainable
and have become an accepted part of the
culture of the school community and
partner organisations.

Outstanding

The school leadership team makes deliberate and strategic use of partnerships with families, local businesses and
community organisations to access intellectual, physical and/or other resources not available within the school for the
purposes of improving student outcomes. There is a range of currently operating partnerships, each carefully planned
and designed to enhance student outcomes (for example, to broaden student knowledge, build new skills, develop
more positive attitudes, increase engagement levels, create applied learning opportunities for students, or facilitate
successful transitions to work or further education or training).
Each partnership has been established in response to an identified need. Considerable effort has been put into
understanding students’ needs, identifying appropriate partners to address those needs, planning the details of
partnership programs and clarifying partner roles and responsibilities.
Careful consideration has been given to the benefits of the partnership to each participating partner. Explicit
processes are in place to ensure ongoing and effective communication – sometimes across networks of partners – and
there are documented plans for monitoring and reviewing the effectiveness of each partnership.
The school’s partnerships are being successfully implemented and appear to be adequately resourced and sustainable.
There is clear evidence that partnerships are having their intended impact.
High
The school has established one or more partnerships with families, local businesses and/or community organisations
with the express purpose of improving outcomes for students. Partnerships have generally been initiated by the senior
leadership team and have their support.
Each partnership brings staff and students of the school together with external partners such as families, other
education or training institutions, local businesses and/or community organisations. All partners have a high level of
understanding of, and commitment to, the purposes of the partnership and clear objectives have been set, expressed in
terms of improved outcomes for students.
Attention has been given to communication and to the sharing of experiences within the partnership; however, there
may be no formal plan for reviewing the partnership’s outcomes and effectiveness.
There is evidence that the school’s partnerships are being implemented as intended. However, there may be limited
evidence of improved student outcomes as a result of partnership activities – possibly because there has been insufficient
time for them to demonstrate an effect.
Medium
The school has external ‘partnerships’, but rather than being built around a coherent, jointly planned program of
activities to improve outcomes for students, these ‘partnerships’ tend to be mutually convenient arrangements (eg,
exchanges of expertise or the sharing of facilities between institutions or organisations). Such ‘partnerships’ often are
established by individual members of staff and have limited whole-school support or engagement.
The student needs that partnerships are designed to address may not be made explicit and, rather than being carefully
planned, individual partnerships tend to be opportunistic in nature. Communications between partners are largely
unplanned and infrequent.
No plans exist to systematically review the effectiveness of partnerships, which typically are very dependent on the efforts
of a small number of individuals and so have limited sustainability.

Schoolcommunity
partnerships

Low

There is no evidence of planned, deliberate partnerships with other institutions or organisations. Contacts with families,
other education and training institutions, local businesses and community organisations, when they occur, are limited
to isolated events. Although references may be made to ‘partnerships’, these partnerships are not based on collaboratively
planned programs of activities with clear goals, roles and responsibilities.

Continue reading Schoolcommunity partnerships

Effective pedagogical practices

Effective
pedagogical
practices

Effective

pedagogical

practices

The school principal and other school leaders recognise that highly effective
teaching is the key to improving student learning throughout the school. They
take a strong leadership role, encouraging the use of research-based teaching
practices in all classrooms to ensure that every student is engaged, challenged
and learning successfully. All teachers understand and use effective teaching
methods – including explicit instruction – to maximise student learning.
The assessment of this domain includes
consideration of the extent to which:
§§ the school leadership team keeps abreast
of research on effective teaching practices;
§§ the school leadership team establishes
and communicates clear expectations
concerning the use of effective teaching
strategies throughout the school;
§§ school leaders, including the principal,
spend time working with teachers,
providing feedback on teaching and, where
appropriate, modelling effective teaching
strategies;
§§ school leaders actively promote a range
of evidence-based teaching strategies,
including;
−− creating classroom and applied learning
environments in which all students are
engaged, challenged, feel safe to take
risks and are supported to learn
−− connecting new material to past
learning and assisting students to see
the continuity in their learning over
time
−− demonstrating explicitly what students
are to do, discussing this with students,
and then questioning and checking that
learning is occurring
−− promoting deep learning by
emphasising underlying principles,
concepts and big ideas that are
developed over time
−− setting high expectations for every
student’s progress and ambitious targets
for improving classroom performances
−− working to build students’ beliefs
in their own capacities to learn
successfully and their understanding
of the relationship between effort and
success
−− providing regular and timely feedback
to students in forms that make clear
what actions individuals can take to
make further learning progress
−− routinely evaluating the effectiveness of
teaching and using these evaluations to
make adjustments to practice; and
§§ school leaders provide teachers with
ongoing detailed feedback on their
classroom practices.

Outstanding

The principal and other school leaders have accepted personal responsibility for driving improvements in teaching
throughout the school. They demonstrate a strong conviction that improved teaching is the key to improved student
learning and have clear and well-known positions on the kinds of teaching that they wish to see occurring.
All teachers and leaders are committed to identifying, understanding and implementing better teaching methods, and
a high priority is given to evidence-based teaching strategies (strategies that have been demonstrated through research
and practice to be highly effective).
School leaders spend time working with teachers to improve their teaching practices, including modelling, evaluating
and providing feedback on classroom teaching.

High

School leaders are committed to continuous improvement in teaching practices throughout the school and expect team
leaders and teachers to identify ways of doing this, although the principal and other senior leaders may not themselves
have clear positions on the kinds of teaching they wish to see occurring across the school or be ‘hands on’ in driving
improved teaching practices.
There is a particular focus on improved teaching methods in reading, writing, mathematics and science, and professional
learning activities are focused on building teachers’ understandings of highly effective teaching strategies in these areas.
Clarity about what students are expected to learn and be able to do, high expectations of every student’s learning, explicit
teaching of skills and content, individualised attention as required, and timely feedback to guide student action are key
elements of the school’s push for improved teaching and learning.
Medium
School leaders are explicit about their desire to see effective teaching occurring throughout the school, but are less clear
about what this might look like. They do not appear to be driving a strong agenda to improve and/or enhance teaching
practices across the school, except perhaps indirectly through a focus on school results and targets. School leaders take
a close interest in the school’s literacy and numeracy results, but generally do not engage in discussions with staff about
effective teaching strategies.
Discussions of specific teaching practices are rare and generally occur only in the context of concerns about a teacher’s
performance.
There is some clarity about what students are expected to learn, but a lack of balance in teaching methods (eg, overreliance
on whole-group teaching or very little explicit teaching).
Low
School leaders do not appear to have strong views on the characteristics of highly effective teaching. There is little
evidence that they are driving an agenda to change or enhance teaching practices across the school.
The principal and other school leaders spend very little time on issues related to teaching. Questions of pedagogy appear
to be viewed solely as the responsibility of teachers. There is little obvious school-wide discussion or consideration of
highly effective teaching methods.
There may be a lack of explicitness about what students are expected to know and be able to do as a result of classroom
activities, very little explicit teaching, limited attention to individual learning needs, or low expectations on the part
of teachers that all students in the room will master the content of lessons. Classroom activities frequently have the
appearance of ‘busy work’.

Continue reading Effective pedagogical practices

Differentiated teaching and learning

Differentiated
teaching and
learning

Differentiated

teaching and

learning

The school places a high priority on ensuring that, in their day-to-day teaching,
classroom teachers identify and address the learning needs of individual students,
including high-achieving students. Teachers are encouraged and supported to
monitor closely the progress of individuals, identify learning difficulties and tailor
classroom activities to levels of readiness and need.
The assessment of this domain includes
consideration of the extent to which:
§§ teaching practices across the school
reflect the belief that, although students
are at different stages in their learning
and may be progressing at different
rates, all students are capable of learning
successfully if motivated and given
appropriate learning opportunities and
necessary support;
§§ teachers work at understanding where
students are in their learning – including
their current knowledge, skills, learning
difficulties and misunderstandings – to
identify starting points for teaching;
§§ teachers work to ensure that all students
– including high-achieving students – are
appropriately engaged, challenged and
extended by designing classroom activities
to meet students’ learning needs, levels
of readiness, interests, aspirations and
motivations;
§§ teachers consult with parents and with
students themselves to ensure that
reasonable adjustments are made to meet
the needs of students with disabilities,
including through the development of
individual learning plans;
§§ teachers closely monitor the progress of
individual students and continually adjust
their teaching in response to the progress
that individuals are making;
§§ teachers encourage and assist students
to monitor their own learning and to set
goals for future learning;
§§ communication with parents and
families provides information about
where students are in their learning,
what progress they have made over time,
and what they might do to support their
children’s further learning; and
§§ tailored, early and sustained interventions
are in place for students identified as
requiring additional support, including
students returning to school after a period
of absence/disengagement.
7

Outstanding

The school leadership team actively promotes the use of differentiated teaching as a strategy for ensuring that every
student is engaged and learning successfully. It is recognised throughout the school that some students require significant
adjustments to their learning programs (eg, accelerated programs, special support) if they are to be optimally engaged
and challenged, and individual learning plans have been developed for those students requiring them. Differentiation is a
priority of the school and a feature of every teacher’s practice.
Regular data on the achievements, progress, strengths and weaknesses of individual students are used in all classrooms to
make judgements about individual needs, to identify appropriate starting points for teaching and to personalise teaching
and learning activities. Reports to parents and carers include details of how learning opportunities have been tailored to
individual needs and of the progress individuals have made.

High

School leaders explicitly encourage teachers to tailor their teaching to student needs and readiness. This includes the
systematic use of assessment instruments (standardised assessment tasks and teacher developed assessment tools) to
establish where individuals are in their learning and to identify skill gaps and misunderstandings. Teachers also are
encouraged to respond to differences in cultural knowledge and experiences and to cater for individual differences by
offering multiple means of representation, engagement and expression.
Planning shows how the different needs of students are addressed, and how multiple opportunities to learn are provided,
including multiple pathways for transition to external studies (eg, apprenticeships) for students in Years 10-12. Students’
workbooks also illustrate differentiated tasks and feedback.
Reports to parents show progress over time and include suggestions for ways in which parents can support their
children’s learning.
Medium
School leaders are committed to success for all, but do not drive a strong classroom agenda to assess and identify
individual learning needs or to differentiate teaching according to students’ needs.
Some use is made of assessment instruments to identify individual strengths and weaknesses and starting points for
teaching, but this appears to be at the initiative of individual teachers rather than a school-wide expectation.
Some use is made of differentiated teaching (eg, differentiated reading groups in the early primary years), but in most
classes teachers teach the same curriculum to all students with similar levels of individual support.
Regular assessments of student learning are undertaken, but these often are summative and disconnected (eg, relating to
different topics) rather than exploring long-term progress in students’ knowledge, skills and understandings over time.
Reports to parents generally do not show progress or provide guidance to parents on actions they might take.
Low
School leaders do not place a high priority on teachers identifying and addressing individual learning needs, but are
more focused on ensuring that all teachers are teaching the core year level curriculum.
Little or no classroom use is made of assessment instruments to establish starting points for teaching. Assessments tend
to be used only to establish summatively how much of the taught content students have learnt.
Teachers tend to teach to the middle of the class, with the expectation that some students will not master the content,
and finding ways to occupy more able students who finish work early.
Reports to parents tend to be summative reports of how students have performed, with little guidance on what parents
might do to assist in their children’s learning.

Continue reading Differentiated teaching and learning

Systematic curriculum delivery

Systematic
curriculum
delivery

Systematic

curriculum

delivery

The school has a coherent, sequenced plan for curriculum delivery that ensures
consistent teaching and learning expectations and a clear reference for monitoring
learning across the year levels. The plan, within which evidence-based teaching
practices are embedded, and to which assessment and reporting procedures are
aligned, has been developed with reference to the Australian Curriculum or other
approved curriculum and refined collaboratively to provide a shared vision for
curriculum practice. This plan is shared with parents and families.
The assessment of this domain includes
consideration of the extent to which:
§§ the school has an explicit, coherent,
sequenced plan for curriculum delivery
across the years of school which makes
clear what (and when) teachers should
teach and students should learn;
§§ the plan for curriculum delivery is shared
with parents, families and the wider
community and feedback is sought on
ways to make the school curriculum
responsive to local needs;
§§ staff of the school are familiar with
and work within the school’s shared
curriculum expectations;
§§ the curriculum is used as a basis for ongoing
staff discussions about the best ways to
maximise student learning and wellbeing;
§§ school leaders focus attention and energy
on priority curriculum areas and on
ensuring that all students are proficient
in the basics, as well as on the appropriate
key learning areas in Years 10-12;
§§ the school curriculum includes a strong
focus on the development of crosscurricular
skills and attributes such as
literacy, numeracy, information and
communication technology capability,
critical and creative thinking, personal and
social capability, ethical behaviour and
intercultural understanding.;
§§ a priority is given to constructing learning
experiences that are accessible, engaging
and challenging for all students, including
those with particular needs;
§§ the school places a priority on making the
curriculum locally relevant and adopts a
strengths-based approach to recognising,
valuing and building on students’ existing
knowledge and skills;
§§ assessment processes are aligned with the
curriculum and are designed to clarify
learning intentions, establish where
individual students are in their learning,
diagnose details of student learning (eg,
gaps in knowledge and understanding),
and to monitor learning progress across
the years of school;
§§ reporting processes are aligned with the
curriculum and designed to provide
parents, families and students themselves
with information about the achievement
of curriculum intentions and progress
over time; and
§§ professional development is provided to
build staff skills in curriculum planning
and development.

Outstanding
The school has a clearly documented whole-school plan for curriculum delivery. This plan is aligned with the Australian
or other approved curriculum and, where appropriate, system curriculum documents. The plan makes explicit what
(and when) teachers should teach and students should learn. The curriculum delivery plan is being implemented
throughout the school and is shared with parents and the wider community.
A strong alignment has been achieved between the overall curriculum delivery plan, term and unit plans, classroom
teaching and the regular assessment of student progress in relation to curriculum expectations.
Considerable attention has been given to ensuring ‘vertical’ alignment of the curriculum so that there is continuity and
progression of learning across the years of school, with teaching in each year building on to and extending learning in
previous years. General capabilities and cross-curriculum priorities are understood, valued and used as active learning
streams for all students.
A high priority in curriculum planning is given to the progressive development of students’ deep understandings of
concepts, principles and big ideas within learning areas, as well as to the ongoing development of cross-curricular skills
and attributes, including teamwork, critical thinking, problem solving, and the evaluation of information and evidence.
The school places a priority on making the curriculum locally relevant and accessible to all students and values and builds on
to students’ existing knowledge and varying backgrounds.
High
The school’s curriculum delivery plan identifies curriculum, teaching and learning priorities and requirements. The
curriculum delivery plan reflects a shared vision (by the school’s governing body, principal, school leadership team,
and teachers) for the school, and provides a context for delivering the curriculum as detailed in the Australian or other
approved curriculum and, where relevant, system curriculum documents.
The school curriculum plan and curriculum delivery (including the time allocated to particular learning) balance requirements
to address all learning areas, to give priority to English, mathematics and science, and to embed the fundamental skills of literacy,
numeracy and higher order thinking in all school subjects.
The school leadership team ensures that the enacted curriculum remains a focus for discussion among, and
collaboration between, teachers and that the curriculum plan is the reference against which flexible delivery is designed,
assessment tasks are developed and student learning is reported. Curriculum delivery is designed to meet the needs of
the range of students within each year level as well as those with disabilities and other particular needs.
Medium
The school has a documented plan for curriculum delivery that includes year level and term plans, but the progression of
learning from year to year is not always obvious and the relationship between the pieces of the plan (the year, term and unit
plans) would benefit from further clarification.
School leaders talk about embedding fundamental cross-curricular skills such as literacy, numeracy and higher order
thinking within all subjects, but there is little evidence that school-wide strategies are in place to drive a consistent
approach. Literacy tends to be seen as the responsibility of English teachers and numeracy, the responsibility of
mathematics teachers.
Discussions about curriculum delivery tend to be sporadic and reactive with a year level focus rather than being driven
by a leadership team with a whole-school approach.
Low
School leaders and teachers have limited familiarity with national or system-wide curriculum documents.
The school may have a documented plan for curriculum delivery but there is little evidence that the whole-school plan
drives the lesson plans of individual teachers.
The enacted school curriculum is not seen as a central concern of all teachers (eg, it is not a regular topic of conversation,
a focus for assessment design or a framework against which student learning is reported).

Outstanding

The teaching staff of the school are experts in the fields in which they teach and have very high levels of pedagogical
knowledge and skill, including expert knowledge of evidence-based teaching strategies.
Teachers and school leaders take personal and collective responsibility for improving student learning and wellbeing,
working together and learning from each other’s practices. The sharing and showcasing of best practice are common.
In team meetings there is an emphasis on the joint analysis of student work and on teaching strategies for improving
student learning. Teachers collaboratively plan, deliver and review the effectiveness of lessons.
School leaders place a very high priority on the ongoing professional learning of all staff and on the development of a
school-wide, self-reflective culture focused on improving classroom teaching.
School leaders participate in professional learning activities, learning alongside teachers, and the school supports
teachers to continue formal study and celebrates professional success.

High

There is evidence that the principal and other school leaders see the development of staff into an expert and coherent
school-wide teaching team as central to improving outcomes for all students.
There is a documented professional learning plan and the school has arrangements in place for mentoring and coaching.
Teachers visit each other’s classrooms and welcome opportunities to have principals and other school leaders observe
and discuss their work with them.
Attention is paid to strengths and weaknesses in the school-wide team, with strategies in place to recruit staff with
particular expertise, to train staff to address particular needs, and to support staff who find it difficult to commit to the
school’s improvement agenda.
The school provides opportunities for teachers to take on leadership roles outside the classroom.
Medium
The school undertakes professional learning activities, although these may not always focus on the development of
knowledge and skills required to improve student learning and there may not be a coherent, documented learning plan.
The principal and leadership team are seen as supportive of, but not generally involved in, the day-to-day practice and
learning of teachers.
Teachers are open to constructive feedback and provide feedback to colleagues, although there may not be formal
mentoring or coaching arrangements in place.
The school is implementing a formal process for conducting professional discussions with staff.
The school’s professional learning agenda is made explicit to staff at induction, and in staff handbooks.
Where it is necessary to manage unsatisfactory staff performance, this is done professionally and effectively, and in
accordance with agreed guidelines.
Low
The development of a professional school-wide team does not appear to be a driving consideration of the principal
or other school leaders (eg, no reference is made to the National Professional Standards for Teachers, there are no
mentoring arrangements in place, teachers work largely in isolation from one another ‘behind closed doors’).
There is little evidence that school leaders are proactive in the recruitment and retention of staff.
There is little sense of a whole-school coordinated approach to professional learning and a low priority is given to
enhancing staff performance.

Continue reading Systematic curriculum delivery

An expert teaching team

An expert
teaching team

An expert

teaching team

The school has found ways to build a school-wide, professional team of highly
able teachers, including teachers who take an active leadership role beyond
the classroom. Strong procedures are in place to encourage a school-wide,
shared responsibility for student learning and success, and to encourage the
development of a culture of continuous professional improvement that includes
classroom-based learning, mentoring and coaching arrangements.
The assessment of this domain includes
consideration of the extent to which:
§§ the school places a priority on attracting,
retaining and developing the best possible
teachers;
§§ the leadership team has strategies in place
to assist teachers to continue to develop
and share deep understandings of how
students learn subjects/content, including
pre-requisite skills and knowledge,
common student misunderstandings and
errors, learning difficulties and effective
interventions;
§§ teachers in the school are experts in the
fields in which they teach, have high levels
of confidence in teaching in those fields
and are eager to expand their subject
knowledge to learn how to improve on
their current teaching practices;
§§ the school expects all teachers to be
highly committed to the continuous
improvement of their own teaching and
to be focused on the development of
knowledge and skills required to improve
student learning;
§§ the principal and other school leaders lead
and model professional learning in the
school;
§§ the principal and other school leaders
build networked school relationships
that support leadership development,
including principal-principal mentoring
relationships;
§§ school leaders ensure that opportunities
are created for teachers to work together
and to learn from each other’s practices,
including through online professional
communities;
§§ the school works to ensure the continuity
of a culture of collaboration and
teamwork over time across cohorts of
teachers;
§§ the school uses agreed formal processes to
manage unsatisfactory performance; and
§§ the school has in place a professional
learning plan and associated budget to
support local and, where appropriate,
system priorities.
5

Outstanding

The principal and other school leaders have given a very high priority to understanding and addressing the learning
needs of all students in the school. This is reflected in the implementation of systematic strategies for identifying student
needs and the development of creative school-wide solutions for addressing those needs.
A school-wide process has been established for identifying specific student learning needs. This process includes
systematic testing to establish learning gaps and special needs. School records of individual student needs, achievements
and progress are maintained centrally and shared across year levels.
A range of initiatives (eg, across-class and across-grade groupings for literacy and numeracy; the sharing of specialist
teachers with neighbouring schools, if they exist) is being implemented to make more effective use of available resources
to enhance teaching and learning. The school deploys staff in ways that make best use of their expertise (eg, specialist
reading/science teachers).
High
The principal and other school leaders have introduced programs and strategies to identify and address the needs of
students in the school and are sourcing and applying available resources to meet those needs.
The school has developed processes (eg, systematic testing and assessment) for identifying student learning needs,
although there may not always be good school records of student achievement and progress.
Programs to meet individual learning needs (eg, programs for gifted students, students with learning difficulties,
students for whom English is a second language, Indigenous students, refugees) are prioritised, where possible, in the
school budget.
Physical spaces and technology are used effectively to maximise student learning. Learning spaces are organised for
whole group work, small group work and individual work.
Medium
The school uses its human and physical resources to address the needs of students, although this may not be preceded by
a systematic analysis of those needs.
Specialist diagnostic testing is organised for a small number of students with special needs, but teachers do not routinely
administer tests to better understand specific learning difficulties (eg, problems in learning to read) or individual
learning needs (eg, LBOTE, gifted).
There are very few school-wide programs or policies designed to address the learning needs of particular student
groups (eg, gifted students, students with disabilities, students for whom English is a second language). School leaders
encourage teachers to address individual learning needs in classrooms, but there are very few agreed school-wide
strategies for doing this.
Physical learning spaces are used creatively and technology is accessible to the majority of staff and students.
Low
The improvement of student outcomes does not appear to be the driving consideration in the
allocation of school resources (eg, the use of discretionary school funds).
There is very little, if any, systematic testing of students to identify individual learning needs.
The school does not always make best use of available staff expertise.
School leaders have developed very few, if any, school-wide policies or programs to address individual needs, which are
left to classroom teachers.
School learning spaces tend to be used traditionally, with limited flexibility to support different kinds of learners and
learning.

Continue reading An expert teaching team

Outstanding

Outstanding

Outstanding

The principal and other school leaders clearly articulate their belief that reliable data on student outcomes are crucial to
the school’s improvement agenda. The school has established and is implementing a systematic plan for the collection,
analysis and use of a range of student achievement and wellbeing data. Test data in areas such as literacy, numeracy and
science are key elements of this plan.
Data are used throughout the school to identify gaps in student learning, to monitor improvement over time and to
monitor growth across the years of school. A high priority has been given to professional development aimed at building
teachers’ and leaders’ data literacy skills. Staff conversations and language reflect a sophisticated understanding of
student assessment and data concepts (eg, value-added; growth; improvement; statistical significance).
Teachers are given test data for their classes electronically and are provided with, and use, software to analyse, display
and communicate data on individual and class performances and progress, including comparisons of pre- and post-test
results. Teachers routinely use objective data on student achievement as evidence of successful teaching.
High
There is evidence that the principal and other school leaders view reliable and timely student data as essential to their
effective leadership of the school. There is a documented school plan and timetable for the annual collection of data on
student achievement and wellbeing.
One or more members of staff have been assigned responsibility for implementing the annual plan, analysing the full
range of school data, and summarising, displaying and communicating student outcome data for the school. The school
has ensured that appropriate software is available and that at least these assigned staff have been trained to undertake
data analyses.
Time is set aside (eg, on pupil free days and in staff meetings) for the discussion of data and the implications of data
for school policies and classroom practices. These discussions occur at whole-school and team levels. The school can
illustrate through case studies, meeting minutes and project plans how data have been used to identify priorities, take
action and monitor progress.
Medium
School leaders pay close attention to data provided to them about the performance of the school (eg, NAPLAN results;
Year 12 results) and identify areas in which the school is performing relatively poorly or well.
Tests (eg, commercially available reading tests) may be used by some teachers, but generally are not used as part of a
whole-school assessment strategy.
An ad hoc approach exists to building staff skills in the analysis, interpretation and use of classroom data.
Software may be used for the analysis of school results, including the performances of priority groups, but analyses
generally do not extend to studies of improvement or growth.
School data are presented to staff in meetings, but presentations tend to be ‘for information’ rather than a trigger
for in-depth discussions of teaching practices and school processes. Information about the school’s performance is
communicated to the school community, but may lack explanation or analysis. There is limited engagement with parents
and families around school data.
Low
There is very little evidence of school leaders’ practical use of school-wide student outcome data. There is either no
annual data collection plan for the school or the plan is being implemented in a minimalist fashion. The school makes
little or no use of tests beyond those that the school is required to use.
Teachers do not systematically analyse test and other data for their classes and teachers make little use of data to reflect
on their teaching. The school is unable to demonstrate how data have been used in meetings or with parents to analyse
and discuss current achievement levels and strategies for improvement.

A culture

that promotes

learning

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 parents. There is a strong collegial
culture of mutual trust and support among teachers and school leaders and
parents are treated as partners in the promotion of student learning and
wellbeing. The school works to maintain a learning environment that is safe,
respectful, tolerant, inclusive and that promotes intellectual rigour.
The assessment of this domain includes
consideration of the extent to which:
§§ the school promotes and maintains
an environment reflective of its high
expectations that all students will learn
successfully;
§§ the staff of the school demonstrate an
understanding of the importance of
positive and caring relationships to
successful learning, and work to build
mutually respectful relationships across
the school community;
§§ interactions between staff, students,
parents and families are caring, polite and
inclusive;
§§ the school views parents and families
as integral members of the school
community and partners in student
learning;
§§ the school places a high priority on
student and staff wellbeing and has
processes in place to provide both
academic and non-academic support to
address individual needs;
§§ the school appreciates and values students’
varying cultural backgrounds and works
to build the cultural competence of school
staff;
§§ the school has clear strategies to promote
appropriate behaviour - including
agreed responses and consequences for
inappropriate student behaviour - and
the school provides sufficient support for
teachers to implement these policies;
§§ the school works to create an attractive
and stimulating physical environment that
supports and encourages learning;
§§ the school promotes a culture of inquiry
and innovation, where creative exploration
and independent learning are valued; and
§§ all students and staff have an obvious
sense of belonging, all parents are
welcomed and all staff, students and
parents speak highly of the school.
3

Outstanding

The school ethos is built around high expectations and a commitment to excellence. There is an expectation that every
student will learn and achieve positive outcomes. Classrooms are calm but busy and interruptions to teaching time are
kept to a minimum. There are no obvious behavioural problems, very high rates of school attendance and engagement,
and staff morale is sustained at a high level. There is a happy, optimistic feel to the school.
High levels of trust are apparent across the school community. Interactions are focused on the learning and wellbeing
of students and on continually improving the school’s ability to meet the needs of all students. Parents and families are
valued as partners in student learning, and parents, school leaders and teachers work together in mutually supportive
ways. There is a strong sense of belonging and pride in the school.
A strong collegial culture has been established. Teachers have an overt and shared commitment to the improvement of
teaching and an openness to critique by colleagues. This is reflected in the fact that teachers regularly invite leaders and
colleagues to visit their classrooms to observe their teaching.
High
The ‘tone’ of the school reflects a school-wide commitment to purposeful, successful learning. There are very few
obvious behavioural, attendance or engagement problems and behaviour management takes up very little, if any, time of
school leaders and classroom teachers.
There is a strong focus on quality learning and on the creation of a culture in which all students are expected to learn
successfully, in their own ways and at their own pace. Individual talents are valued. Class ‘busy work’ is kept to a
minimum, and an attempt is made to ensure that all students are engaged in challenging, meaningful learning.
Respectful and caring relationships are reflected in the ways in which staff, students and parents interact and in the
language they use in both formal and informal settings.
Parents and families are encouraged to take a genuine and close interest in the work of the school and are welcomed as
partners in their children’s learning. There are agreed guidelines on such matters as greeting visitors, taking messages,
and responding to queries promptly and respectfully.
Staff morale is generally high.
Medium
Classrooms are generally orderly, although some are more so than others. Non-attendance is an issue for a small
minority of students. However, many other students appear to be minimally engaged in productive learning activities.
The school effectively implements its policies, for example, by ensuring that disruptive behaviour, bullying and
harassment are dealt with promptly. The school has clear expectations for how students should behave and interact
with one another, and in the main, relationships are caring and respectful. Some staff time is taken up dealing with
behaviour problems.
Most parents take an obvious interest in their children’s learning. Engagement is primarily through regularly scheduled
parent-teacher interviews.
Staff morale is satisfactory.
Low
Behavioural problems, disengagement and non-attendance are issues for a significant proportion of students. In a
number of classrooms students are clearly not engaged in productive learning activities.
The school may have policies and agreed procedures relating to student behaviour but these appear to have had little
impact in practice. Much of the time of school leaders and teachers is taken up dealing with inappropriate behaviour.
Interactions between parents, staff and students are not always productive and respectful. Staff tend not to value or
engage parents as partners in student learning.
Some teachers appear to work in isolation from colleagues. Staff morale is low and staff turnover is high.



Targeted use of
school resources
The school applies its resources (staff time, expertise, funds, facilities, materials)
in a targeted manner to meet the learning and wellbeing needs of all students. It
has school-wide policies, practices and programs in place to assist in identifying
and addressing student needs. Flexible structures and processes enable the
school to respond appropriately to the needs of individual learners.
The assessment of this domain includes
consideration of the extent to which:
§§ the school has processes to identify and
respond to student needs through the
allocation of staff and resources;
§§ staff are deployed in ways that best address
the learning needs of all students in the
school and that make best use of available
staff expertise and interests;
§§ there are school-wide programs and
approaches for students requiring
additional or specialist support;
§§ in its use of discretionary school funds, the
school gives priority to initiatives aimed at
improving outcomes for students;
§§ flexible curriculum delivery arrangements
have been established to enable staff to
better address the needs of individual
learners;
§§ the school effectively uses its physical
environment and available facilities to
maximise student learning; and
§§ the school budget aligns local and system
priorities.

Continue reading Outstanding

An explicit improvement agenda

An explicit
improvement
agenda

An explicit

improvement

agenda

The school leadership team and/or governing body have established and are
driving a strong improvement agenda for the school, grounded in evidence from
research and practice and expressed in terms of improvements in measurable
student outcomes. Explicit and clear school-wide targets for improvement have
been set and communicated to parents and families, teachers and students, with
accompanying timelines.
The assessment of this domain includes
consideration of the extent to which:
§§ the governing body, school principal and
other school leaders are united, committed
to and explicit about their core objective
– to improve learning outcomes for all
students in the school;
§§ the school has made an effort to
understand current student achievement
levels, and how achievement levels have
changed over time, including for students
in social inclusion priority groups,
students at risk of disengaging or who
have disengaged from schooling, and
students facing disadvantage, including
students with a disability, those from non-
English speaking backgrounds, Aboriginal
and Torres Strait Islander students, those
from low-SES backgrounds and regional
and remote areas;
§§ explicit targets for improvement in student
achievement levels have been set and
communicated to parents, staff and the
wider school community;
§§ school staff are united in their
commitment to improve the quality of
teaching and learning throughout the
school and to address obstacles to schoolwide
improvement;
§§ the school communicates clearly that it
expects all students to learn successfully
and has high expectations for student
attendance, engagement and outcomes;
§§ the school has clearly articulated
strategies for improving levels of student
achievement and wellbeing; and
§§ progress towards targets is monitored and
initiatives and programs are systematically
evaluated for their effectiveness in
producing desired improvements in
student learning and performance.

Outstanding

The school leadership group, including, where appropriate, the governing council, has developed and is driving an
explicit and detailed local school improvement agenda. This agenda is expressed in terms of specific improvements
sought in student performances, is aligned with national and/or system-wide improvement priorities and includes clear
targets with accompanying timelines which are rigorously actioned.
The school improvement agenda has been effective in focusing, and to some extent narrowing and sharpening, the whole
school’s attention on core learning priorities.
There is a strong and optimistic commitment by all staff to the school improvement strategy and a clear belief that
further improvement is possible. Teachers take responsibility for changes in practice required to achieve school targets
and are using data on a regular basis to monitor the effectiveness of their own efforts to meet those targets.
High
The school has developed an agenda for improvement in partnership with parents and the community and school
leaders can describe the improvements they wish to see in student behaviours and outcomes. This agenda is
communicated in staff meetings, school newsletters, parent-teacher meetings and on the school website using a variety
of formats to suit local needs.
The leadership team has analysed school performance data over a number of years and is aware of trends in student
achievement levels. Targets for improvement are clear and accompanied by timelines.
The school leadership team is clearly committed to finding ways to improve on current student outcomes. This is
reflected in an eagerness to learn from research evidence, international experience and from other schools that have
achieved significant improvements.
There is evidence of a school-wide commitment to every student’s success and staff of the school tell stories of significant
student improvement.
Medium
The principal and other school leaders articulate a shared commitment to improvement, but limited attention has been
given to specifying detail or to developing a school-wide approach (eg, plans for improvement may lack coherence, be
short term or without a whole-school focus). Plans for improvement do not appear to have been clearly communicated,
widely implemented or to have impacted significantly on teachers’ day-to-day work. Targets for improvement are not
specific (eg, not accompanied by timelines).
The school’s focus on data is driven more by external requirements (eg, NAPLAN, My School) than by an internal desire
for good information to guide school decision making and to monitor progress.
Although there is an expressed commitment to improvement, this is not reflected in a high level of enthusiasm for
personal change on the part of staff. The communication of performance data to the school community tends to be
sporadic and/or is limited only to information that the school is required to report.
Low
There is no obvious plan for improving on current achievement levels. School leaders appear to be more focused on
day-to-day operational matters than on analysing and understanding school data, setting targets for whole-school
improvement or communicating an improvement agenda to the school community.
Minimal attention is paid to data and there is very limited communication of school results or of intentions for
improvement to parents, families and the wider school community.
Expectations for significant school improvement are low and staff tend to ‘explain’ current achievement levels in terms
of students’ socioeconomic backgrounds and/or geographical location. There is little evidence that the staff of the school
have a shared commitment to improving outcomes for every student, and this appears to be contributing to a culture
of underperformance. There is little evidence that the school is looking to external sources to identify evidence-based
strategies for improvement.

Analysis and

discussion of

data

A high priority is given to the school-wide analysis and discussion of
systematically collected data on student outcomes, including academic,
attendance and behavioural outcomes, and student wellbeing. Data analyses
consider overall school performance as well as the performances of students
from identified priority groups; evidence of improvement/regression over time;
performances in comparison with similar schools; and, in the case of data from
standardised tests, measures of growth across the years of school.
The assessment of this domain includes
consideration of the extent to which:
§§ the school has developed and is
implementing a plan for the systematic
collection of a range of student outcome
data including both test data and quality
classroom assessments;
§§ the school has identified and can
demonstrate that it is using tests and other
assessment tools to monitor school-wide
achievement and progress in areas of
national focus such as literacy, numeracy,
science, cross-curricular skills and
attributes, and levels of student resilience,
wellbeing, and social and emotional
development;
§§ the school uses data to identify starting
points for improvement and to monitor
progress over time;
§§ arrangements have been put in place for
the collection and analysis of school-wide
data and for summarising, displaying and
communicating data, including to parents
and the school community;
§§ all teaching staff have access to a broad
range of student achievement and wellbeing
data and use it to analyse, study and display
individual and cohort progress;
§§ professional development is provided
to build staff skills in analysing and
interpreting data;
§§ school leaders, as part of their
responsibilities, regularly work with their
teams to review achievement data relating
to their areas;
§§ time is set aside for in-depth staff
discussions of achievement data and of
strategies for the continuous improvement
of student outcomes;
§§ the school includes in its data gathering
input and feedback from students and
parents;
§§ the school systematically monitors other
performance data, including data relating
to student attendance, school disciplinary
absences and other behavioural data, school
completion, student destinations and
stakeholder perceptions and engagement;
§§ data are used in building a culture of
self-evaluation and reflection across the
school; and
§§ the school uses data to inform school-level
decisions, interventions and initiatives.

Continue reading An explicit improvement agenda

WHAT is Provision 2?

WHAT is Provision 2?

Provision 2 is an option in the federal School Breakfast Program and National School Lunch Program
for schools to reduce the paperwork and simplify the logistics of operating school meals programs. Any
school that participates in the National School Lunch Program or the School Breakfast Program may
opt for Provision 2.
Provision 2 schools do not have to collect and process school meals applications, keep track of meal
categories, or conduct verifications for at least three out of every four years.
Schools that opt for Provision 2 serve meals to all students at no charge. Provision 2 schools pay the
difference between the cost of serving meals at no charge to all students and the federal reimbursement.
The significant administrative savings of Provision 2 help offset the cost differential.
•••

WHAT is Provision 2?

How it Works

Prepared by the Food Research and Action Center
Provision 2

WHY Provision 2?

To simplify paperwork
Applications – Collect applications only once every four years, at most.
Claims – Record and track meal categories only once every four years, at most.
Verifications – Conduct verifications only once every four years, at most.
To streamline meal service
No more cashiers – All students eat at no charge.
No more student PIN numbers, lunch tickets or ID cards – Collect only total meal counts.
Faster serving lines – Students spend more time eating, less time in line.
To decrease school food service costs
Significant administrative savings – Reduce labor costs associated with collecting, tracking and
recording of applications, meal categories, payments and verifications.
Free employees for other areas of food service – Employee hours spent on administration can be
shifted to meal preparation and service.
Economies of scale – Higher meal participation leads to lower per-meal costs.
To promote good nutrition and help improve student performance
Provision 2 increases student participation in school meals.
Children who eat school meals have more nutritious diets than children who don’t, regardless of
income level.
Better nutrition in children leads to better academic performance, behavior and learning
environments.
Providing school meals at no charge promotes the value of good nutrition to all students.

HOW does Provision 2 work?
Base Year – In the first year of Provision 2, schools collect applications and track meal categories (free,
reduced price and “paid”). Schools also provide meals to all students at no charge.
Administration for years 2 through 4 – For at least the three years following the Base Year, schools do
not collect meal applications and count only meal totals. Schools continue to provide meals to all
students at no charge.
Reimbursement for years 2 through 4 – Schools calculate their federal meal reimbursements by
applying the percentages of free, reduced price and “paid” meals served during the Base Year to the total
number of meals served during each of the following years.
Renewals – At the end of each four year cycle, a school may continue under Provision 2 for another
four years without collecting new applications if the income level of the school’s population has not
improved by more than five percent. The school’s reimbursements then would be based on the
percentages of meal categories from the most recent Base Year.
Is Provision 2 right for all schools?
Schools with high percentages of low-income students – 75 percent or more in some cases – are able
to use Provision 2 for both breakfast and lunch without losing money. Some schools have opted to
use Provision 2 for just breakfast when the percentage of free and reduced-price students is as low as
60 percent. When schools use Provision 2 for breakfast only, they have to continue collecting school
meal applications, but there are still benefits. Cafeteria staff do not have to do individual counting and
claiming for the breakfast meal which frees up staff time and makes cafeteria lines move more quickly.
Universal breakfast increases participation by low-income students which frequently lags behind lunch
participation. It also makes it easier for schools to provide breakfast in the classroom, which ensures
that all students have the opportunity to begin their school day with a healthy meal.
How to get started with Provision 2
Schools should first consider the changes in expenses and revenues that would occur under Provision
2. Contact FRAC for more information on Provision 2 cost-benefit analysis worksheets that have been
developed in several states.
School nutrition programs should contact their State Agencies for assistance on how to implement
Provision 2 in some or all of their schools.

Continue reading WHAT is Provision 2?