Links exist with communities of The school has productive The school leadership team schools, other educational relationships with external makes deliberate and strategic providers and other agencies such as universities, use of its partnerships and organisations to support the business, industry and relationships to access school’s programs. community organisations to resources for the purpose of improve educational outcomes enriching the school’s standing and opportunities for students. within the local community and improving student outcomes and successful transitions. School Planning, Implementation and Reporting Delivering Sustaining and Growing Excelling The school plan aligns to local All staff can articulate the The school uses evidence-based and system priorities and school’s priorities and strategy and innovative ensures responsiveness to understand their role in thinking in designing a school emerging needs. implementing the plan. plan that delivers ongoing Staff, students, parents and the Clear processes, with improvements in student broader school community are accompanying timelines and outcomes. welcomed and engaged, when milestones, direct school possible, in the development of activity towards effective the vision, values and purpose implementation of the school for the school. plan. The school collects and Monitoring, evaluation and Planning and implementation analyses learning data to review processes are includes processes for resource review performance annually. embedded and undertaken allocation, professional routinely by the school. learning, performance monitoring and reporting. The school systematically and regularly monitors a range of indicators to gauge the success of its plan, and to inform changes to the implementation. The school articulates a All teachers promote high Teachers know exactly what commitment to equity and high expectations for student pace of learning will be needed expectations for learning for learning achievement and by each student to ensure that each student and is responsive school outcomes. Teachers performance gaps are closed. to changing needs. understand the important role High achieving students are they have in informing and extended; average students are supporting student aspirations, challenged; struggling students and are aware of the are provided the support aspirations of the students in required. their classes.
Links exist with communities of schools, other educational providers and other organisations to support the school’s programs. The school has productive relationships with external agencies such as universities, business, industry and community organisations to improve educational outcomes and opportunities for students. The school leadership team makes deliberate and strategic use of its partnerships and relationships to access resources for the purpose of enriching the school’s standing within the local community and improving student outcomes and successful transitions. School Planning, Implementation and Reporting Delivering Sustaining and Growing Excelling The school plan aligns to local and system priorities and ensures responsiveness to emerging needs. Staff, students, parents and the broader school community are welcomed and engaged, when possible, in the development of the vision, values and purpose for the school. All staff can articulate the school’s priorities and understand their role in implementing the plan. Clear processes, with accompanying timelines and milestones, direct school activity towards effective implementation of the school plan. The school uses evidence-based strategy and innovative thinking in designing a school plan that delivers ongoing improvements in student outcomes. The school collects and analyses learning data to review performance annually. Monitoring, evaluation and review processes are embedded and undertaken routinely by the school. Planning and implementation includes processes for resource allocation, professional learning, performance monitoring and reporting. The school systematically and regularly monitors a range of indicators to gauge the success of its plan, and to inform changes to the implementation. The school articulates a commitment to equity and high expectations for learning for each student and is responsive to changing needs. All teachers promote high expectations for student learning achievement and school outcomes. Teachers understand the important role they have in informing and supporting student aspirations, and are aware of the aspirations of the students in their classes. Teachers know exactly what pace of learning will be needed by each student to ensure that performance gaps are closed. High achieving students are extended; average students are challenged; struggling students are provided the support required.