1. EDUCATION STATE Targets & Framework for Improving Student Outcomes (FISO) Child Friendly Cities and Communities Network Advisory Group 8 September 2017
Presenters:
Kate Hendry – Integration and Communication
Cathie Mallis – School Review
Improvement and Accountability Branch, Performance Division, RSG

2. EDUCATION STATE: SCHOOLS
The Victorian Government has invested $5 billion to make Victoria the Education State, improving outcomes for every student, in every classroom, in every school, and for all communities. The Education State is building a system that provides every student with the knowledge, capabilities and attributes that will see them thrive throughout their lives.
Equity and Excellence for All underpins the work of the Education State. The establishment of Education State Targets in conjunction with the suite of Education State Initiatives, focus our efforts on the things that promote excellence across the curriculum, the health and wellbeing of students and break the link between disadvantage and student outcomes. 

3. Education State Targets
Through the focus of the Education State Targets every child will be supported with the education they need for their future. The ambition is to educate the whole child through targeted supports and system wide improvement. This will be achieved through shifting our focus beyond a child’s academic performance, to recognise and foster excellence in critical and creative thinking. This means we must understand how students are coping at school, how we can work together to build their resilience to enable them to live rich, happy and healthy lives. The targets reflect the Department’s focus on excellence and equity, and our goal to equip all students with the personal and practical skills to live the lives they want to live, and get the jobs they need.
We can only achieve the targets by collectively changing the learning experience of students across all sectors within our schools, to lift engagement through valuing and facilitating essential partnerships with parents, the broader community, the community sector and industry.

4. FISO has three evidence-based elements
FISO was one of the key initiatives announced by the Victorian Government as part of the Education State in Schools reforms in September 2015
FISO has three evidence-based elements
Improvement cycle
Improvement model
Improvement measures
Improvement cycle: Schools will use the Improvement Cycle to: self-evaluate, review and diagnose areas that require attention, plan for improvement and report to their communities on their activities, outcomes and plan for improvement​
Improvement model: four state-wide priorities, including six high-impact, evidence-based Improvement Initiatives on which to focus effort
Improvement measures: enable us to measure ​our success

5. Underpinning FISO, 8 Essential Elements need to be present in schools to facilitate improved student outcomes. These Essential Elements are critical for schools.
Essential Elements 4 & 5 explicitly outline the expectations and value placed in
Student Voice, leadership and agency
Whole school approach to health, wellbeing, inclusion and engagement

6. Looking through the lens of:
The model for improving student outcomes is used to focus efforts on key areas that are known to have the greatest impact on school improvement
Looking through the lens of:
Excellence in teaching and learning
Positive climate for learning
Community engagement in learning
Professional leadership
The model for improving student outcomes is structured around four state-wide priorities:
Excellence in teaching and learning: We know that effective teaching is the single biggest determinant of student improvement in the school. Teachers not only have a direct impact on student achievement but also student engagement and motivation for learning. What teachers do in the classroom and how they interact with students is vital.
Professional leadership: We know that great school leadership can have a significant effect on student outcomes because their leadership affects the environment and conditions in which teachers teach and students learn. Effective school leaders set the vision for their schools and foster the school’s learning culture. They set high expectations for student achievement, and organise the school around goals for student learning, actively leading and participating in professional learning. They ensure a safe and orderly learning environment so that teachers and students can focus on learning.
Positive climate for learning: It impacts a wide range of health and wellbeing outcomes, students’ motivation to learn and achieve, and in some cases academic outcomes. Effective schools take deliberate steps to keep their students healthy and safe. They expect and enforce respectful behaviour, and tackle bullying and violence. Supportive and inclusive schools deliberately promote healthy relationships and foster engagement and school connectedness. They reduce disengagement from education, and target those at risk of dropping out of school. A positive school climate is one where students’ physical needs are met, and their self-management, awareness, empathy and relationship skills are developed.
Community engagement in learning: The greatest impact on student outcomes is the home environment. When schools strengthen relationships with parents/carers, families and community organisations, they can tap into the environment that has the greatest impact on students. Much of this positive impact comes from the values and attitudes that parents/carers have towards education. Effective schools help build positive relationships with families and work with them on their child’s learning. They give them effective strategies to actively support student learning, and work with them to foster students’ positive social behaviours.
Each priority has four dimensions. Six of these dimensions have been identified as high-impact Improvement Initiatives on which to focus effort:
Building practice excellence: Teachers, principals, and schools will work together to exchange knowledge and ideas, develop and strengthen teaching and assessment approaches, build a culture of collaboration, master the use of learning interventions and student data, and to enhance feedback to students and staff.
Curriculum planning and assessment: Schools will embed a culture of curriculum planning and assess the impact of learning programs, adjusting them to suit individual student needs so that students can reach their potential. Schools will strengthen their use of student assessment data and feedback to evaluate students’ progress, monitor the impact of teaching and adjust learning programs and interventions.
Building leadership teams: Schools will strengthen their succession planning, develop the capabilities of their leadership teams in using evidence and proven coaching and feedback methods, build a culture that is focused on improvement, and strengthen the induction of new teachers into the professional learning culture of their school.
Empowering students and building school pride: Schools will develop approaches that give students a greater say in the decisions that affect their learning and their lives at school. The whole school community will engage with students so they have voice in the learning process, and fully and proudly participate in school life.
Setting expectations and promoting inclusion: Schools will work across their communities to implement a shared approach to supporting the health, wellbeing, inclusion and engagement of all students, including setting behaviour expectations, building teachers’ understandings of positive classroom behavior and engagement practices, and ensuring students have the tools and skills to develop positive and self-regulating behaviours.
Building communities: Schools will strengthen their capacity to build relationships within the broader community by partnering with the community sector (for example, through the GPs in schools initiative), make strategic use of existing community resources and capabilities, and increase the services delivered ‘inside the school gate’. Schools will realise the value of harnessing the full capacity of the community and parents to collectively encourage students’ learning, and enhance student outcomes.

7. PRIORITY AREAS – High Impact Initiatives
POSITIVE CLIMATE FOR LEARNING
COMMUNITY ENGAGEMENT IN LEARNING
Empowering students and building school pride: Schools will develop approaches that give students a greater say in the decisions that affect their learning and their lives at school.
Setting expectations and promoting inclusion: Schools will work across their communities to implement a shared approach to supporting the health, wellbeing, inclusion and engagement of all students.
Building communities:  Schools will realise the value of harnessing the full capacity of the community and parents to collectively encourage students’ learning, and enhance student outcomes.
POSITIVE CLIMATE FOR LEARNING:
EMPOWERING STUDENTS AND BUILDING SCHOOL PRIDE - The whole school community will engage with students so they have voice in the learning process, and fully and proudly participate in school life.
SETTING EXPECTATIONS AND PROMOTING INCLUSION - including setting behaviour expectations, building teachers’ understandings of positive classroom behavior and engagement practices, and ensuring students have the tools and skills to develop positive and self-regulating behaviours.
COMMUNITY ENGAGEMENT IN LEARNING:
Schools will strengthen their capacity to build relationships within the broader community by partnering with the community sector (for example, through the GPs in schools initiative), make strategic use of existing community resources and capabilities, and increase the services delivered ‘inside the school gate’.

8. Descriptions of behaviours and practices are available to schools through the detail of the status descriptors in the FISO Continua
The Continua of Practice for School Improvement assist principals and teachers to identify areas of practice that require attention in order to deliver improved student outcomes.
They assist principals and teachers to:
•         self-assess their current practice on an improvement-focused continuum
•         understand what improved practice looks like
•         focus teacher observations by providing a common instrument to locate evidence
•         develop a shared language for describing educational practice
•         engage in conversations about improving professional practice.
Schools that build a culture where teachers and students work together, and where student voice is heard and respected, contribute to students building their confidence and self-efficacy. Students feel more positive and connected to their school, see themselves as learners, better understand their learning growth and feel confident in expressing this to teachers.
Student agency refers to the level of autonomy and power that a student experiences in the learning environment. It is necessary to link student voice with agency, giving students the power to influence their learning through collaborative decision-making and action. This encourages students to take responsibility for their learning and become independent and self-regulating learners.

9. The Improvement Cycle uses an evidence-based approach that will help schools to implement their improvement efforts more effectively
The Improvement Cycle may be used at whole school, team, cohort or individual level. Leadership teams, professional learning teams and individual teachers and staff will:
Evaluate and diagnose their performance successes and challenges around their key improvement initiatives and strategies
Prioritise and set goals for improvement strategies and initiatives that have the greatest impact on student learning
Develop and plan their improvement strategies and initiatives to ensure successful implementation
Implement and monitor their selected improvement strategies and initiatives and the impact these have on student learning
The Improvement Cycle will help guide principals and school leaders to:
combine robust evidence with effective inquiry processes and external 'challenge partners' (where principals and teachers collaborate and share successful practice)
highlight the school's areas of strength and the areas of existing practice that need improving
plan the right improvement strategies.

10. Student Voice in Victorian Government Schools: student voice in the school review process
Presentation to:
Child Friendly Cities & Communities Network September 2017

11. School Review and Student Voice
Purpose:
familiarise the participants with the Department’s School Review Program and the role of Student Voice
provide definitions for student voice, leadership and student agency
Discuss and share common areas of interest and any future actions
We will do this through:
sharing information about the 2018 model of school review
participating in discussions to build shared understandings
Identify future actions

12. Research and Evidence
Students possess unique knowledge and perspectives about their schools and their learning which adults cannot replicate. Involving students as partners in their education strengthens their self- esteem and respect and provides practical agendas for improvement that have student support. When students are involved in collaboration and leadership, there are rewards that not only result in school improvement, but also meet fundamental developmental needs of students, particularly those least engaged in schooling. School improvement is positively impacted upon by listening to student experiences, particularly the experiences of those who are alienated and struggling. Real change in schools results when schools take risks by offering students opportunities to build authentic adult-student partnerships.

13. Research and Evidence
When schools engage student voice, leadership and agency they create opportunities to facilitate a stronger sense of:
membership, so that students feel more positive about school
respect and self-worth, so that students feel positive about themselves
self as learner, so that students are better able to manage their own progress in learning
agency, so that students realise that they can have impact on things that matter to them in school

14. Defining student voice, leadership and agency
Student Voice Students share their voice by collaborating with adults to improve education outcomes. Authentic student voice is having the power to influence change. This includes student participation in shared decision-making and action, contribution to improvement in teaching practice, curriculum and teacher-student relationships. Leadership Leadership potential is inherent within all learners. Student leadership includes listening to and being able to clarify the issues of the students they represent. Increasing a sense of responsibility to help others in need is a key aspect of student leadership. Trust, autonomy and relationships are enhanced through the development of effective leadership qualities.

15. Defining student voice, leadership and agency
Student Agency
When students have a strong sense of agency they realise they can have an impact on things that matter to them in school and in the broader community.
Students’ sense of agency increases when they feel they have the opportunity to:
articulate their opinions and have their views heard
construct new roles as change-makers in the school
increase their power as decision-makers who can make a difference
take responsibility for their learning and become independent and self- regulating learners.

16. School review is a key integrated component that sits within the Improvement Cycle of the Framework for Improving Student Outcomes
School reviews provide:
an independent, objective, consistent and reliable view of the school’s performance
a rigorous process to complement the school’s self- evaluation and self-review
specific feedback on the school’s progress and achievements against the goals and targets of its previous School Strategic Plan (SSP)
a more detailed discussion and analysis about issues that may be affecting the performance of the school, to drive school improvement and inform the school’s next SSP
data and an evaluation of school performance for system reporting purposes.

17. School review is a key integrated component that sits within the Improvement Cycle of the Framework for Improving Student Outcomes
The review formally privileges time and effort in review processes that engage with and report to stakeholders and the school community. It:
builds capacity, experience and expertise within schools and throughout the system as a whole
supports practice excellence to improve outcomes
requires an awareness of multiple audiences and purposes that the review contributes to across the system.

18. It involves a panel of professionals working in collaboration to evaluate performance and plan for improved student outcomes
The school review panel:
undertakes a robust analysis of the school’s pre-review self-evaluation against its four-year School Strategic Plan (SSP)
reaches agreement about the school’s performance against its School Strategic Plan
identifies enablers and barriers to success
develops a future-oriented improvement agenda by testing the review’s Terms of Reference through a determined methodology (field work)
presents future goals, targets and key improvement strategies for the next SSP.
Pre-review
During review
After review

19. Framework for Improving Student Outcomes
Comprises four Statewide Priorities:
Excellence in teaching and learning
Professional leadership
Positive climate for learning
Community engagement in learning
Six high impact improvement initiatives:
Building practice excellence
Curriculum planning and assessment
Building leadership teams
Empowering students and building school pride
Setting expectations and promoting inclusion
Building communities

20. Pre-review Self-evaluation (PRSE)
The school review process follows these main steps:
Pre-review Self-evaluation (PRSE)
Preparation
Panel Day 1
Panel Day 2
Review report
- Panel members familiarise themselves with Pre-review Self-evaluation report and other school data
- School undertakes pre-review self-evaluation (PRSE) in preparation for the review
- Panel considers performance against previous Strategic Plan
- Panel develops Terms of Reference and methodology for Day 2
- Panel undertakes fieldwork activities as determined on Day 1
- Panel develops considerations for next strategic plan
- Reviewer develops report reflecting Panel’s views
- Report presented to staff and school council 1 2 3
2018: Student Voice touch-points 4
School Strategic Plan

21. Touchpoint 1: The Pre-review self evaluation
The school self-evaluation helps identify what is working well, what needs to continue and which areas of the school's work may need to be improved or further developed. It informs decisions relating to priority-setting, initiatives, strategies and actions for improvement.
Pre-review Self-evaluation – the school community, led by the principal and supported by a Senior Education Improvement Leader (SEIL) undertakes a rigorous self-evaluation that informs the School Review process.
In 2018, the views and opinions of students will be incorporated into this process. Schools will determine the key areas for student input and may include:
Attitudes to School survey data
Student agency in learning and teaching
Achievement data
Specific areas of interest
Pre-review
During review
After review

22. The Pre-review Self-evaluation Report
The PRSE Report:
is a significant part of the review process as it gives voice to the principal, staff, students and community, on the work that the school has been doing, its impact, and progress towards school targets and measures of success as identified in its School Strategic Plan and Annual Implementation Plan.
provides school context, evaluation methodology, vision and values
captures data and evidence against the SSP goals and targets and AIP evaluations
reflects broadly on the school’s current practice/performance and enables the school to position itself against the Continua of Practice
reflects on where the school’s current practice sits across the range of the FISO initiatives and dimensions
Pre-review
During review
After review

23. Touchpoint 2: Terms of Reference and Methodology
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Touchpoint 2: Terms of Reference and Methodology
Good Terms of Reference for school reviews are usually inquiry-focused, open questions that often begin with – To what extent… How does the school… How can the school…
They typically seek to identify and analyse both processes and implementation (impact).
ToRs are future-oriented: provide evidence for next phase of the school’s improvement journey.
Students will be involved in the development of the ToR, particularly those that will involve broad student input.
Fieldwork activities will involve members of the review panel meeting with a diverse range of students to test out the inquiry-focused questions.
Simple surveys that have been designed in collaboration with students can also be included as a fieldwork activity.
Pre-review
During review
After review

24. Methodology mind map: Student voice and agency
Fieldwork activities that could be undertaken by the review panel members as a way of gaining additional information that will inform next steps in the school’s improvement journey.
How does the school develop student voice, leadership and agency so that students have positive school experiences and can act as partners in their learning and in school improvement?
Pre-review
During review
After review

25. Activity – Methodology mind map
DOCUMENTATION CHECK
Policies?
Guidelines? Programs?
Expectations?
Is it accessible?
Does it provide sufficient support for all staff?
PRINCIPAL, LEADERSHIP TEAM
What does the school understand by the terms student voice and agency?
Who is responsible for developing, documenting and implementing student voice and agency in the curriculum
Who leads this work?
PROFESSIONAL LEARNING CO-ORDINATOR, PRINCIPAL AND CURRICULUM LEADER(S)
What PL has been offered to all staff in student voice and agency?
What individualised PL has been provided?
Who is going well – needs support and how do you know?
How does the school develop student voice, leadership and agency so that students have positive school experiences and can act as partners in their learning and in school improvement?
PARENT FOCUS GROUP
What opportunities does your child/ children have with curriculum choice?
Do they set and measure their own learning goals?
What do they understand by student voice? What happens in their classroom around student voice?
YEAR TEAM GROUPS
IMPLEMENTATION TEAMS
What are the key curriculum components that support student voice and agency?
What processes are used for planning, implementation, assessment, monitoring voice and agency?
Data analysis, review, monitoring
DISCUSSIONS WITH STAFF
How do you know what’s happening in student voice/agency and if it is working?
What has been available to staff as a whole and to individual to support integration of voice and agency?
What feedback have you had in relation to your classroom practice in this area – from leadership, students, parents?
CLASSROOM OBSERVATIONS CLASSROOM PRACTICE
What is happening in classrooms <
Is it consistent within and between teams?
Does it follow school guidelines and procedures?
Is it engaging? Does it build voice and agency?
STUDENTS Opportunities for student voice/agency? Individual goal setting; teacher feedback?
How does SRC work? Tell us about school captains – how selected? What works/doesn’t work with SRC/captains?
Can anyone be a school captain, be on SRC? What does it take?
Does everyone in your class get a say in things e.g. developing class rules, individual choice of projects, providing feedback to teachers on class activities? Do you have student-led forums? Who gets to talk at assemblies; who doesn’t?

26. Touchpoint 3: fieldwork activities
Student voice and agency allows all students to engage, participate, lead and learn. School review panel members can set activities to observe/explore:
What does the school understand by the terms student voice and agency? What does it look like in practice?
Where does the school encourage student voice and agency; where is it inhibited?
What does the school understand as student leadership? What does this look like in practice?
What are the key considerations to take into account in helping student voice, leadership and agency to become a significant part of school culture?
Pre-review
During review
After review

27. Touchpoint 4: Developing draft goals, targets and KIS for the school community to consider in developing its new draft strategic plan
Pre-review
During review
After review