0. Trust School Programme Standards
Staff Training
Elmarie Potgieter
8 January 2015

1. The Trust School Programme is a transformational programme which aims to provide equitable access to excellent education for all Malaysian children and enhances school excellence through raising standards of existing school leadership, learning and teaching practices as well as the implementation of a wide range of curricular and co-curricular programmes.
(Potgieter, Johnston and Lee, 2014)

2. The Trust School Standards Document
Standards and Practices document provides a framework which is both explicit and transparent for all schools so that there is no confusion about the requirements at each stage. The framework acts in a number of ways to drive and support school improvement, for example by: raising expectations through criteria and grade descriptors that illustrate the standards of performance and effectiveness expected of schools, offering a sharp challenge and the impetus to act where improvement is needed, clearly identifying strengths and weaknesses and by promoting rigour in the way that schools evaluate their own performance, thereby enhancing their capacity to improve.

3. Trust School Vision
‘The vision for Trust Schools is to transform schools in Malaysia into beacons of excellence for all public schools where the unique learning needs of each student is met in order to maximise their potential and to equip them with the necessary competencies, knowledge and understanding needed to be successful as a Malaysian citizen living in the 21st century.’
(Potgieter, Johnston and Lee, 2014)

4. Student Aspirations (MoE 2013)
National identity
Thinking
skills
Knowledge
Bilingual proficiency
Ethics and spirituality
Leadership skills
Ask Participants to think about which of the Student Aspirations link to this Module – it will be a question at the end of this session.

5. Strategic Goals
The vision to transform Malaysian public schools defines four strategic goals for holistic transformation.
Develop high quality leadership and management
Improve the quality of teaching and learning
Maximise student achievement and potential
Strengthen the involvement of parents and the broader community in order to achieve effective student outcomes

6. From Vision to Action The vision to transform Malaysian Public schools
Programme Standards Performance Matrix
20 Indicators
5 Performance Levels: Foundation (L1,L2, L3), Accredited TS & Model TS
Level Descriptors
Measurable and evidence based
Inform TOV and KPT
4 Programme Standards
Indicator Criteria
The vision defines Four Strategic Goals for Holistic Transformation
Identify specific behaviours, systems and practices for all Trust Schools
Provides descriptors to measure a Trust School’s progress from TOV towards achieving the Programme Standards
4 Strategic Goals
The vision to transform Malaysian Public schools
Trust School Vision

7. Programme Standards
The Programme Standards Document provides a framework for the implementation of the Trust School programme
It ensures quality and sustainability in the implementation of the programme
The programme standards are derived from the four strategic goals
Standard indicators have been identified within each standard, and are represented in the Programme Performance matrix.
The Programme Standard Indicators inform the setting of Key Performance Targets outlined in the approved Designated Instrument (DI) with defined targets for School and Student progress.

8. The Gradual Release Model
Foundation 1 2 3
Accredited
Trust School
Model
Trust School Programme Standards
Programme Standards Performance Matrix: Level Progression
Pre
Post
Pre-Implementation
Transforming Phase
Theory, Modelling, New Systems Introduced
Solidifying Phase
Embed Practices
Monitoring, Selective support, prepare for graduation
Post-Graduati-on
The Gradual Release Model (GRM)
LeapEd
School

9. Accredited Trust School
Outstanding achievement benchmarked against international standards.
Model Trust School 1
Reached the expected standards of a Trust School. Expected to sustain these systems and develop continuously.
Accredited Trust School 2
More evidence of the implementation of Trust School methodologies and systems.
Foundation 3 3
Some evidence of the implementation of Trust School methodologies and systems.
Foundation 2 4
Little evidence of standards of good practice expected in a Trust School.
Foundation 1 5

10. Programme Standard Overview
School Improvement Planning
Distributed Leadership
Leadership CPD & Learning
Financial planning and integration
Performance management
Effective Staff Utilisation
Teaching pedagogy embedded
Student Engagement and collaboration
The Learning Environment
Teacher CPD & Learning
Innovative Assessment & Learning
Students Learning Strategies
Standard 2:
Trust Schools provide high quality teaching and learning
Parents are well informed and involved.
Parents actively participate in the school’s planning.
School has a community, district and state engagement programme.
Standard 4:
There are strong relationships with Parents and the Broader Community including the local District Office and State Education Department to support effective
student outcomes
Student Development
Holistic Co-Curriculum development
Positive Behaviour strategies
Promote Communication Skills and Bilingualism
Student Key Performance Targets
Standard 3:
Student achievement and potential is maximised
Standard 1:
There is high quality leadership and management
Ask participants to think, during the activities, where The Strategic Goals link to this Modules Learning Objectives and Success Criteria
Slide will be changed
(Potgieter, Johnston & Lee, 2014)

11. School Self Evaluation Framework
Baselining
(Pre programme)
Key Performance Target Setting
(Year 1)
Annual TSIP
Implementation
Tracking & Monitoring
School Self Evaluation Framework

12. Programme Performance Matrix
4 Programme Standards
5 Performance Levels:
5 – Model TS
4 – Accredited TS
3 – Foundation 3
2 – Foundation 2
1 – Foundation 1
85 criteria across 20 indicators for Accreditation
Indicators

13. Accreditation
In order for a school to become an Accredited Trust School it has to demonstrate the successful achievement of ALL performance descriptors under 20 indicators across four Programme Standards at level 4. Once a school reaches this level, it is deemed to be equipped with the necessary skill sets and related systems to allow it to maintain its accreditation status and to continually improve towards becoming a Model Trust School.

14. KPT Process
Four Programme Standards with related Programme Indicators and Descriptors
Operationalised through KPTs set in Year 1 of the programme to be achieved in Year 5
Targets for School and Students are expressed in the Designated Instrument (DI)
Student Targets are Mostly Academic Performance targets, influenced by performance in the National Exams (UPSR and SPM), as well as LINUS (for Grade 1-3), with additional targets set for High Performing Schools.
School targets are aligned with Programme Standard Indicators and criteria at 5 Programme Levels in the Programme Standards Performance Matrix

15. Progress Mapping Chart

16. Progress Mapping Chart
The Progress Mapping Chart is used to guide Education Leads and other stakeholders in pinpointing, with a good degree of accuracy, the progress of their schools against the Key Performance Targets. Progress against the Key Performance Targets is measured quarterly, against the Progress Mapping Chart. Revision of these documents will be done in accordance to a process determined in the Working Guidelines Document.
The Progress Mapping Chart is based on a formula that provides key progress targets over a period of 5 years. This is then used to determine whether a school is ahead of schedule, on track, below target and thus needing remedial or interventional strategy or at risk of not achieving the outcome.

17. Accreditation in Five Years
The Trust Schools Programme accommodates schools with different starting points. The programme incorporates a differentiated support mechanism which gives additional support for schools that need it during their five-year journey towards accreditation. There is a minimum expectation that all schools, regardless of their starting point, will achieve accreditation level, and if at a higher starting point, will progress at least two levels to Model School Standard. A school deemed to be at foundation level at the start of the programme should reach Accreditation Level by the end of the five years programme.