Multiple sources of information will enable a school to make better decisions about how to improve its performance. It is important not to draw conclusions from one set of data, but to try to use a range of sources to understand the various factors that are contributing to an aspect of the performance. school’s Understandably, many councillors will not have experience in analysing this kind of data. The principal will explain to councillors the relevance of each set of data to school performance and will help councillors make sense of some specialised data, such as NAPLAN results. The key points to remember with data analysis are that: absolute scores are useful for specifying targets and measuring increase or decrease in scores relative scores are useful for comparing one performance with schools with students from a school’s similar background. Councillors also need to be aware of the importance of maintaining confidentiality in respect of the data they may examine during the school self-evaluation process. Engaging the school community When considering how best to consult with its community, a school might consider what form of consultation has worked well before, the resources available to the school for consultation and the geographic spread and diversity of the community. Opportunities for face-to-face consultations include: inviting the community to participate in forums to discuss the performance and its directions, school’s ensuring interpreters are available if necessary holding small group discussions with parents/guardians, where performance data is presented and responses sought forming working groups to undertake a particular evaluation task. Other considerations Small group discussions might also be an option if the school community is geographically dispersed, or has significant numbers of people who speak languages other than English. In these cases, the principal working with school councillors could: convene small group discussions in places, at times and in languages that suit participants talk to community organisations (such as cultural groups or local aboriginal education consultative groups in the case of Koorie families). Other opportunities for consultation include: surveys of parents/guardians, asking for comments and opinions providing information about the self-evaluation in the school newsletter with an invitation to readers to comment suggestion boxes where people can leave their comments. Endorsing the pre-review self-evaluation The principal presents the pre-review self-evaluation report to council for endorsement. Councillors should be satisfied that: the report provides a valid explanation of the practice and performance school’s
Multiple sources of information will enable a school to make better decisions about how to improve its performance. It is important not to draw conclusions from one set of data, but to try to use a range of sources to understand the various factors that are contributing to an aspect of the school’s performance. Understandably, many councillors will not have experience in analysing this kind of data. The principal will explain to councillors the relevance of each set of data to school performance and will help councillors make sense of some specialised data, such as NAPLAN results. The key points to remember with data analysis are that: absolute scores are useful for specifying targets and measuring increase or decrease in scores relative scores are useful for comparing one school’s performance with schools with students from a similar background. Councillors also need to be aware of the importance of maintaining confidentiality in respect of the data they may examine during the school self-evaluation process. Engaging the school community When considering how best to consult with its community, a school might consider what form of consultation has worked well before, the resources available to the school for consultation and the geographic spread and diversity of the community. Opportunities for face-to-face consultations include: inviting the community to participate in forums to discuss the school’s performance and its directions, ensuring interpreters are available if necessary holding small group discussions with parents/guardians, where performance data is presented and responses sought forming working groups to undertake a particular evaluation task. Other considerations Small group discussions might also be an option if the school community is geographically dispersed, or has significant numbers of people who speak languages other than English. In these cases, the principal working with school councillors could: convene small group discussions in places, at times and in languages that suit participants talk to community organisations (such as cultural groups or local aboriginal education consultative groups in the case of Koorie families). Other opportunities for consultation include: surveys of parents/guardians, asking for comments and opinions providing information about the self-evaluation in the school newsletter with an invitation to readers to comment suggestion boxes where people can leave their comments. Endorsing the pre-review self-evaluation The principal presents the pre-review self-evaluation report to council for endorsement. Councillors should be satisfied that: the report provides a valid explanation of the school’s practice and performance
9272_DET_2018_2_Strategic_Planning_accessible_A.docx