Implement and monitor 1. Emerging 2. Evolving 3. Embedding 4. Excelling Schools encourage teachers Teachers regularly check in Schools help teachers Teachers embed formative to monitor the impact they systematic and planned develop skills in collecting, assessment as part of the have on student progress ways to see how new and interpreting assessment learning program, and practices are developing, evidence from multiple continually capture feedback Teachers review and and how they are impacting sources, and in making from students determine whether new student learning appropriate judgements initiatives are positively Teams use moderation on the evidence impacting on student Schools allow time for against continua and worked progress teachers to discuss their Schools create space for examples to assess and findings and how they could teachers to collaborate, record the impact of Teachers share what they be used observe peers, and discuss different approaches on have learned with other findings students' progress teachers in their department Staff determine what they or grade level will do differently, how they Leaders and staff discuss Teachers collectively will implement changes, for what practice changes are document approaches taken, future teaching and learning needed, and what and evidence of their cycles professional development is impact, to build an evidence required to improve base of effective, individual and team developmentally targeted effectiveness teaching strategies. The school a range of Teams have honest and opportunities for staff to robust conversations about learn from each other, and the impact of their to facilitate the transfer of interventions and decisions, new learning into practice using student data Schools start to share Schools use external input evidence-based successes to ensure that the evidence with other schools in their generated, and the networks conclusions drawn, are valid Evidence-based learnings are shared within and between schools, to foster effective practice School leaders, students and community partners regularly review the changes in practice and their impact on students
Implement and monitor 1. Emerging 2. Evolving 3. Embedding 4. Excelling Schools encourage teachers to monitor the impact they have on student progress Teachers review and determine whether new initiatives are positively impacting on student progress Teachers share what they have learned with other teachers in their department or grade level Teachers regularly check in systematic and planned ways to see how new practices are developing, and how they are impacting student learning Schools allow time for teachers to discuss their findings and how they could be used Staff determine what they will do differently, how they will implement changes, for future teaching and learning cycles Schools help teachers develop skills in collecting, and interpreting assessment evidence from multiple sources, and in making appropriate judgements on the evidence Schools create space for teachers to collaborate, observe peers, and discuss findings Leaders and staff discuss what practice changes are needed, and what professional development is required to improve individual and team effectiveness The school a range of opportunities for staff to learn from each other, and to facilitate the transfer of new learning into practice Schools start to share evidence-based successes with other schools in their networks Teachers embed formative assessment as part of the learning program, and continually capture feedback from students Teams use moderation against continua and worked examples to assess and record the impact of different approaches on students' progress Teachers collectively document approaches taken, and evidence of their impact, to build an evidence base of effective, developmentally targeted teaching strategies. Teams have honest and robust conversations about the impact of their interventions and decisions, using student data Schools use external input to ensure that the evidence generated, and the conclusions drawn, are valid Evidence-based learnings are shared within and between schools, to foster effective practice School leaders, students and community partners regularly review the changes in practice and their impact on students
ContinuaImprovementCycle.docx