Start Date
27-8-2012 2:45 PM
End Date
27-8-2012 4:00 PM
Abstract
Concurrent Session Block 2
Recommended Citation
Campling, M., Savvakis, S., & Sedgman, J. (2012, August 27). A personal and collective commitment to a focus on improvement [Paper presentation]. 2012 - School Improvement : What does research tell us about effective strategies?. https://research.acer.edu.au/research_conference/RC2012/27august/18
Aug 27th, 2:45 PM
Aug 27th, 4:00 PM
A personal and collective commitment to a focus on improvement
Concurrent Session Block 2
Comments
To support schools in their journey towards improvement, Education Queensland has introduced a raft of innovative strategies to make a difference to student learning outcomes across a large and diverse state. One of these strategies is the Teaching and Learning Audit. This audit allows schools to look beyond student performance and explore their strategies, programs and practices against world-class standards in curriculum, assessment teaching and learning. The instrument was developed by the Australian Council for Educational Research in consultation with education personnel and a wide range of stakeholders. The audit is conducted in schools by high-performing, highly trained and independent Queensland principals who gather data from a range of areas. This data is collected using several techniques to review school planning documents, school and classroom practices and individual student work. Judgements are made about school practices against defined criteria that are categorised as eight dimensions. Schools are given a detailed report that clearly outlines commendations, recommendations and affirmations, which are used to inform their planning processes. The results are also used by Education Queensland to inform whole-of-state strategic planning processes. Already schools have shown significant improvement in teaching and learning processes with the vast majority showing positive change from one year to the next. Principals are reporting high levels of satisfaction with this intensive process of collaborative self-reflection, with satisfaction ratings consistently exceeding 90 per cent. This paper describes the audit instrument, outlines the process and reflection tools, and details progress in two Queensland state schools.