19 March 2013

Self Review and Validation Workshop

The DIAf – Improvement Cycle

The DECS Improvement and Accountability framework states that “validation verifies the quality of the self review process, outcomes reported and actions proposed”.

Validation is part of an ongoing improvement process and

should reflect the information gathered over the 3 years.

It brings together your site’s learning and work to achieve STANDARDS, address SELF REVIEW findings, actions from IMPROVEMENT PLANNING, outcomes of INTERVENTION & SUPPORT and provides a PERFORMANCE REPORT on your progress and directions.

Purpose of Validation in Schools

Validation provides the formal opportunity for:

School leaders and their communities to…. Reflect on practices and present their

school’s improvement journey from the past three years, and

Gain feedback, confirmation and recommendations on future directions

Purpose of Validation in Schools

Validation provides the formal opportunity for:

Regional leaders to…. Support, affirm and challenge a school’s

improvement journey (using the DIAf) Apply an external perspective and moderation Support the achievement of agreed standards

Principles of Validation in schools

Validation: Requires each school to reflect on their learning

and improvement based on their ongoing self review processes

Requires schools to accept responsibility for presenting their information accurately and frankly

Is an open, evidence based process focused on improvement

Is an appreciative process, identifying strengths, providing feedback and recommendations

Recommendations arise from what is presented during the validation process

Validation Processes

In our region the Validation process involves:– A one day on-site visit, (as per the 2012 – 2014 Regional

Self Review Validation Schedule) – A team including Site Leader, RD/ARD, a Regional

Leadership Team Member, a Peer Site Leader (optional) and GC Chairperson (optional)

– May also include Site Leadership Team members, other staff members

– A schedule that includes a presentation of data and evidence, discussion and possibly a tour of the school

– Reference – Limestone Coast Region self Review Position Paper

Limestone Coast Self Review Position Paper

What stays the same

The importance of Self Review Processes and an Improvement Cycle over the past 3 years to inform validation processes

A focus on learner outcomes and data analyses The report format including:

– Commendations and Recommendations– The section of panel feedback in regards to:

the school’s ongoing self-review processes meet the standards outlined in the DIAf guidelines and

effective plans and processes are in place to address the findings of self-review

Self Review Standards

Revisions for 2012-14

Previously we have asked for a scan of the nine DIAf principles of improvement and effectiveness

To strengthen the centrality of the DIAf Focus on Learning principle, four key focus areas have been identified:– Quality Teaching and Learning, – Curriculum Coherence, – Learner Outcomes and – Leading Improvement

A revised report template

Focus on Learning

2012-14 Criteria Quality Teaching and Learning

Curriculum Coherence

Learner Outcomes

Leading Improvement

2007-11 Criteria Learner Achievement and Wellbeing

High expectations for ALL learners

Shared beliefs and understandings

Plans, processes and practices for T&L

Focus On Learning strands

TASK: Using the strategic level of the Validation

rubric – Highlight key words– Summarise the focus of each sub-strand– Where are you up to – current improvement

priority, (on your SIP), past improvement priority (achieved/embedded), future priority (yet to cover)

Example of task

Performance Indicators – Quality Teaching and Learning (Strategic level)

Focus Current/ Past/ Future

Improvement Priority

Hig

h E

xpec

tati

on

s

Most staff have high expectations and these are communicated to students and parents. Opportunities are in place to promote consistency between staff and to moderate standards. Consistent assessment practices as, of and for learning are used by staff to support planning and to identify strategies to assist individuals and groups to work towards or exceed agreed standards.

STANDARDS

High expectations known by all

Staff consistency & moderation of standards

All students supported to work towards or exceed agreed standards

Focus on Learning

Changes reflect:– Recent school improvement research– Strengthened focus on OUTCOMES– Alignment with Australian Curriculum – Language and concepts of TfEL and the Literacy

Secretariat e.g. whole school approach, learning design, explicit and systematic

– Role of the leader in establishing the environment and conditions for learning

Self Review Validation

Preparation Program for the day Scaffold for Self Review Validation

– DIAf– Validation Rubrics– Data/Evidence– Where to from here

Resources and support

PREPARATION

Prior to the Validation Day Negotiate the date with your director and other team

members Identify your validation panel / team

– Including Site Leader, RD/ARD, and a Regional Leadership Team Member

– May also include Site Leadership Team members, other staff members &/or Peer Site Leader

Send your director two page summary of your Self Review, including site context, two weeks prior to Validation – template available on LC website

Self Review Summary (2 pages)

Possible Validation Day Program

When Activity Who

8.45am – 9.00am Validation Team meeting with Principal & Leadership Team – to discuss program for the day

Validation Team

9.00 – 11.00am Presentation Tour of school, (optional)

Principal &/ Leadership Team

11.00am – 11.20am RECESS with staff All

11.20am – 12.50pm Meetings with / presentations by:Student Focus Groups Parent focus groupStaff group

Validation Team

12.50pm – 1.20pm LUNCH Validation Team

1.20pm – 2.45pm Share data and informationDraw conclusions and document

Validation Team

2.45pm – 3.30pm Share outcomes with Leadership Team Validation Team

3.30pm – 4.00pm Share commendations & recommendations with staff (& Governing Council?)

Validation Team

Useful documents to have available …

Site Improvement Plan Annual Reports – or summary of past three years Operational Plans/Management Plans Action Plans Parent, Staff and Student Surveys Documented Policies and Processes Site Data Overview Level 2 scans of DIAf principles

THE VALIDATION DAY

Scaffolding Self Review Validation

Process

Examples of Standards: Regional Reading Standard: Students’ reading ages

should match chronological ages

 DECD English Standard:

Students from Year 1 to Year 10 achieve an A,B or C against the Australian Curriculum

Students achieve an A,B or C in English or recognised literacy course at SACE Stage 1 or 2 

Examples of Standards: Regional Reading Standard: Students’ reading ages

should match chronological ages

 DECD English Standard:

Students from Year 1 to Year 10 achieve an A,B or C against the Australian Curriculum

Students achieve an A,B or C in English or recognised literacy course at SACE Stage 1 or 2 

When is the Self Review held?Who is involved in the review?Describe the process used. Data/Evidence:(Use multiple measures of data)• Perception Data• Process Data• Demographic Data• Learner Achievement Data

When is the Self Review held?Who is involved in the review?Describe the process used. Data/Evidence:(Use multiple measures of data)• Perception Data• Process Data• Demographic Data• Learner Achievement Data

Improvement priorities decided as a result of the Self Review (and with reference to the region’s improvement priorities)

• Present and discuss Site Improvement Plan including priorities, SMARTA targets, strategies and evaluation measures, (see LC Site Improvement Plan position paper for more information)

Improvement priorities decided as a result of the Self Review (and with reference to the region’s improvement priorities)

• Present and discuss Site Improvement Plan including priorities, SMARTA targets, strategies and evaluation measures, (see LC Site Improvement Plan position paper for more information)

How is the plan implemented and monitored ?

• Data schedule• Staff meeting/Student Free

days schedule• Who is responsible?• Ongoing self review?What processes are in place to ensure all learners achieve successful outcomes?• Intervention and Support

processes – Wave 1,2 and 3  

How is the plan implemented and monitored ?

• Data schedule• Staff meeting/Student Free

days schedule• Who is responsible?• Ongoing self review?What processes are in place to ensure all learners achieve successful outcomes?• Intervention and Support

processes – Wave 1,2 and 3  

 To whom, and how, do we report improvements and progress towards the achievement of standards and/or targets

 To whom, and how, do we report improvements and progress towards the achievement of standards and/or targets

Limestone Coast RegionSelf Review and Validation 2012 - 2014Limestone Coast RegionSelf Review and Validation 2012 - 2014

Multiple Measures of Data

• Demographic• Perception• Learner Achievement• Processes* Recommendations from previous self review validation, SSI diagnostic review, (if applicable)

Warning: Avoid Death by Data

As a site you need to identify the key data sets that enable you to best reflect your site and progress made over time in the quality of teaching and learning

The data sets suggested are POSSIBLE data sets for you to consider

As a site it is best for your staff to collaboratively identify which data sets best support you to monitor progress

Improvement - Evidence

Focus on Learning Rubric

Suggested approach Use the Focus On Learning rubric as a guide to

describe improvements/changes that have occurred For example - development of a whole school

literacy agreement (improvement strategy in SIP) What has this meant for teachers and what has it

meant for students What evidence do you have that supports the

improvement or change to teacher/student learning

Where to Next?

FOLLOW-UP

Following the Validation Day Regional Office will send draft Validation

Report to all team / panel members Once agreed, two copies of the report will be

sent to sites for signing – RD/ARD, Site Leader & Governing Council Chair, (an electronic version of the final report will also be emailed to site leaders)

Resources and Support

Self Review Folder– Four steps to self review– Level 2 and 3 tools from QIE– Rubrics for each of the principles including the

Validation FOCUS ON LEARNING rubric QIE website www.decs.sa.gov.au/quality

– The Full Self Review Guide Limestone Coast website

Support for Sites – workshops & website