School

Improvement
Tool

Australian Council for Educational Research

The Australian Council for Educational Research Ltd
19 Prospect Hill Road
Camberwell VIC 3124
Phone: (03) 9277 5555
ABN 19 004 398 145

www.acer.org

ISBN 978-1-74286-699-4 (print)

ISBN 978-1-74286-700-7 (digital)

The School Improvement Tool is the second iteration of the National School Improvement Tool, initially developed
by Professor Geoff Masters of the Australian Council for Educational Research in partnership with the Queensland
Department of Education, Training and Employment.

Copyright © 2023 Australian Council for Educational Research. All rights reserved, except a copy may be
downloaded for personal, non-commercial use only. All other uses are subject to the prior written consent of ACER.

Recommended citation
Australian Council for Educational Research. (2023). School Improvement Tool.
https://doi.org/10.37517/978-1-74286-700-7
Contents

Introduction 1

Domain 1 Driving an explicit improvement agenda 2

Domain 2 Analysing and discussing data 4

Domain 3 Promoting a culture of learning 6

Domain 4 Targeting school resources 8

Domain 5 Building an expert teaching team 10

Domain 6 Leading systematic curriculum implementation 12

Domain 7 Differentiating teaching and learning 14

Domain 8 Implementing effective pedagogical practices 16

Domain 9 Building school-community partnerships 18

Introduction

Research shows the powerful impact that school The SIT does not describe everything that effective
leadership teams can have in improving the quality of schools do but focuses on those practices that are
teaching and learning. Effective leaders create cultures most directly related to school-wide improvements,
of high expectations, provide clarity about what teachers and thus outcomes for students. In this sense, the
are to teach and students are to learn, establish strong SIT can be thought of as a core element of more
professional learning communities, and lead ongoing comprehensive school improvement programs,
school-wide efforts to improve teaching practices. frameworks, and initiatives.

The School Improvement Tool (SIT) identifies practices The ultimate goal of school improvement is to improve
of highly effective schools, including schools that have outcomes for students, including levels of achievement,
undergone substantial improvement. The SIT is the engagement, and wellbeing. For this reason, direct
second iteration of the National School Improvement measures of student outcomes are essential to
Tool (NSIT). The NSIT was initially developed by all school improvement efforts. However, ‘school
Professor Geoff Masters of the Australian Council improvement’ fundamentally means improving what a
for Educational Research (ACER) in partnership with school does. The SIT provides evidence about a school’s
the Queensland Department of Education, Training day-to-day work to complement, and possibly shed light
and Employment. It was refined following a series of on, measures of student outcomes.
national consultations and subsequently endorsed by
the Standing Council on School Education and Early The SIT consists of 9 inter-related ‘domains’. Although
Childhood (SCSEEC) in 2012. The NSIT has been made it has been designed to enable a judgement in relation
available to all Australian schools for use in school to each domain separately, experience suggests
improvement planning and practice since 2013. that the most effective way to use the SIT is to make
observations and gather evidence broadly about
The NSIT has been used successfully in diverse a school’s practices before focusing on individual
contexts in Australia and internationally. Contemporary domains. Schools may then decide to give priority to
research supports the strong evidence underpinning particular domains in their improvement agenda.
the NSIT. The SIT, as the second iteration of the NSIT,
incorporates contemporary global research and draws A key feature of the SIT is the set of performance levels,
on a decade of application in the field. The SIT can be ‘Low’, ‘Medium’, ‘High’, and ‘Outstanding’. These levels
used in any school setting internationally. enable schools to make judgements about where they
are on their improvement journey, to set goals and
The School Improvement Tool describes the practices design strategies for improvement, and to monitor and
of highly effective schools and school leaders. The demonstrate school improvement over time.
SIT assists schools to review and reflect on their
strategies to improve the quality of classroom teaching The SIT is part of ACER’s suite of improvement tools.
and learning. It supports school-wide conversations These tools support structured self-evaluation with a
– including with families1, school governing bodies, view to inform ongoing improvement at all levels of the
local communities, and students themselves – about education system. ACER offers a range of school and
aspects of current practice, areas for improvement, and system improvement services using these tools.
evidence that progress is being made.

1
the term ‘families’ is used to capture parents, guardians, and caregivers.

1
1
DOMAIN

Driving an explicit
improvement agenda
The school leadership team and/or governing body have established
and are driving an explicit, coherent, and context-appropriate school
improvement agenda. The agenda reflects the school’s vision, values
and aspirations as well as the perspectives of students, families, teachers,
and the wider community. It is grounded in evidence from research and
analysis of school data, and expressed in terms of improvements in
measurable student outcomes. Targets for improvement have been set
with accompanying timelines and have been communicated to families,
teachers, and students. High expectations for student learning progress,
levels of engagement, and wellbeing underpin the school’s approach to
improvement.

The assessment of this domain includes consideration of the extent to which:

• the school has developed and is • staff communicate clearly that they
implementing a coherent and context- expect all students to make excellent
appropriate school improvement agenda progress and have high expectations
for students’ cognitive, social, and
• the governing body, principal, and school behavioural engagement, and wellbeing
leaders are united, committed to, and
explicit about, improving outcomes for all • the school has clearly articulated
students evidence-informed strategies for
improving student learning, engagement,
• the school has involved all stakeholders and wellbeing outcomes
in planning for school improvement
• initiatives and programs are
• the school’s improvement agenda is systematically evaluated for their
founded upon examination of data and effectiveness
trends in student outcomes over time,
including for students with a range of • improvement goals and targets are
different backgrounds, characteristics, monitored and the effectiveness of
interests, and needs improvement strategies is
systematically evaluated.
• school staff are united in their
commitment to improve the quality of
teaching and learning throughout the
school and to address obstacles to
school-wide improvement

2
Outstanding
The school leadership team is driving an explicit and detailed school improvement agenda. The improvement
agenda is sharp and narrow, and focuses the whole school’s attention on improving student outcomes. Staff,
students, families, and community partners are recognised as crucial contributors to the development and
implementation of the improvement agenda. The improvement agenda reflects the school’s vision for high-quality
teaching and learning, and a relentless focus on continuously improving student outcomes. Improvement plans
are based on systematic analyses of a range of relevant evidence, including student engagement and wellbeing.
The school sets challenging, yet achievable, measurable improvement goals and targets with accompanying
timelines that are rigorously actioned. A coherent set of tailored evidence-informed strategies is being systematically
implemented and evaluated. The school can demonstrate sustained improvement over time. There is a strong and
optimistic commitment by all staff and the wider community to the school improvement agenda and a clear belief
that further improvement is possible. Staff take collective responsibility for changes in practice required to achieve
school goals and targets.

High
School leaders have developed and documented an explicit agenda for improvement in consultation with staff,
students, families, and community partners. This agenda, and the school’s progress towards it, are communicated
to relevant stakeholders. The school makes explicit its vision and high expectations for student success. The
leadership team analyses school performance data over time and is aware of changes in contextual circumstances
and trends in student outcomes. Goals and targets for improvement, derived from analysis of data trends, are clear
and accompanied by timelines. Staff are eager to learn from research and from other schools that have significantly
improved. Leaders have articulated individual and collective roles in implementing improvement strategies.
Staff enact evidence-informed strategies to support the achievement of targets and there is evidence of their
effectiveness over time. Processes are in place to monitor and evaluate the impact of improvement strategies using
a range of data.

Medium
School leaders articulate a shared commitment to improvement and have identified priority areas in consultation
with some stakeholders. The school has articulated a vision, values and aspirations, and a school improvement
plan. Leaders are aware of how the school is performing through examination of key data sets. Goals and targets
may be evident, but it is unclear how these were derived and how progress is being monitored. Strategies in the
improvement plan may be unconnected and lack a rationale and/or evidence base. Improvement strategies are
not systematically evaluated, and/or draw on a limited range of evidence. Staff are unclear about their roles and
responsibilities in achieving school improvement goals and targets. There are no formal avenues for students
to contribute to the strategic direction of the school. The wider school community is largely unaware of school
priorities. The communication of performance data to the school community tends to be limited only to the
information that the school is required to report.

Low
The school’s plan for improving current levels of student achievement, engagement and/or wellbeing lacks
specificity, and is not widely understood. School leaders appear to be primarily focused on day-to-day operational
matters. The school may have a vision statement with associated values; however, these are not widely
communicated and understood. There is little evidence that analyses of data inform strategic decision-making or the
improvement plan. The effectiveness of initiatives is not systematically evaluated for impact. Expectations for school
improvement are low and staff tend to ‘explain’ current achievement levels in terms of students’ backgrounds or
individual characteristics. There is limited engagement with external sources to identify relevant evidence-informed
strategies for improvement.

3
2
DOMAIN

Analysing and
discussing data
A high priority is given to the school-wide analysis and discussion of a
broad range of systematically collected quality data on student learning,
engagement, and wellbeing outcomes. Data analyses consider overall
school, cohort, and individual performance, comparisons with similar
schools and contexts, and evidence of improvement and/or regression over
time. Analysis and discussion of data inform improvement goals, targeted
teaching and learning strategies, and progress monitoring across the school.

The assessment of this domain includes consideration of the extent to which:

• the principal and school leaders promote • arrangements are in place for the
the school-wide use of data to inform communication of school-wide data
school-level decisions, interventions, including to families and the wider
and initiatives, and its use for ongoing school community
monitoring, evaluation, and improvement
• opportunities for professional learning
• the school has developed and is are provided to build staff skills in
implementing a plan for the systematic analysing and interpreting data
collection and analysis of a range of
data, including feedback from students • school leaders regularly work with
and families, and student outcome data teams to review data and monitor the
from quality standardised and classroom effectiveness of interventions and
assessments practices

• a range of data is used to identify • time is set aside for in-depth staff
starting points for teaching and learning, discussions of achievement,
evaluate student learning, engagement engagement, wellbeing data, and
and wellbeing outcomes, monitor growth, strategies for the continuous
and inform school improvement planning improvement of student outcomes
and progress
• there is a school-wide culture of
continuous data-informed self-evaluation
• all teaching staff have access to a broad
range of student data and use it to and reflection.
analyse, discuss, and enhance individual
and cohort progress

4
Outstanding
School leaders champion a school-wide culture of evidence-informed decision-making. Practices and processes
at the whole-school, team, class, and individual staff level reflect a relentless focus on the purposeful use of data
to improve practice. A systematic plan for the ongoing collection, analysis, and use of multiple sources of data
across all levels of the school is being rigorously actioned. Well-integrated mechanisms enable centralisation of key
data sets, routine data entry, access, and complex analyses. The collaborative use of data is deeply embedded as
a school practice. All staff access and use data effectively and consistently to evaluate and enhance their impact.
A high priority has been given to professional learning aimed at building individual and collective expertise in data
analysis and use. A sophisticated understanding of data and how it is used to effect improvements in student
learning is evident across the school. The school’s strategies to engage students, families and the wider community
reflect a clear commitment to regular use of stakeholder feedback. Students routinely engage in discussions with
peers and staff to reflect on their learning using a range of data.

High
School leaders view timely access to reliable data as essential to their effective leadership of the school. There
is a widely understood plan for the systematic, ongoing collection of data on student learning, engagement,
and wellbeing, including for priority groups and individual students. This plan makes clear the full range of data
to be collected, its purpose and how it is to be used. It includes data from standardised and quality classroom
assessments and data gathered from students, families and the wider community using a range of strategies. Staff
members have been assigned responsibility for implementing elements of the plan, analysing, displaying, discussing,
using, and communicating data. Processes are in place to optimise a breadth of data collection and in-depth
analysis over time. Staff access, collect, and use a broad range of data to monitor student progress and respond to
student needs. Time has been prioritised for focused discussions of data at the whole-school, team, and individual
staff level to evaluate the effectiveness of strategies. Leaders set clear expectations for how data should be used
to inform effective teaching. Targeted strategies are in place and time is set aside to build teachers’ knowledge and
skills in data use. Students engage in data-informed discussions about their own learning.

Medium
School leaders pay attention to some data sets about student learning, engagement, and wellbeing, and identify
areas in which the school is performing relatively poorly or well. There is a data plan in place that shows the range
of data to be collected. However, the purpose and use of each data set is not explicit or widely understood across
the school. Data analyses tend to be limited to high-level summaries of performance, which may be specific to
priority groups of students. These summaries are communicated to the wider community as required and presented
to staff. Infrastructure to support the collection, analysis, visualisation, and storage of data is in place. Systematic
processes for data entry, centralisation of records, access, use and/or deep analyses are not evident. Teachers use
some assessment data to establish where students are in their learning, but this tends to be at an individual or team
level rather than a whole-school approach. There is some teacher collaboration in data use to target teaching to
student needs. Opportunities to engage in professional learning to build skills in analysing and interpreting data are
provided for some staff. Feedback is sought from stakeholders, including students; however, it is unclear how this
information is systematically integrated into school improvement strategies.

Low
School leaders make little use of data as the basis for decision-making. Engagement with data tends to be
infrequent and limited to accountability requirements. There is either no data plan or it is being implemented in a
minimalist fashion. Leaders do not prioritise the use of available infrastructure to support data collection, access,
discussions, and analyses. There are no explicit expectations in relation to staff use of data. Teachers do not
systematically gather or analyse a range of quality data, and make little use of evidence to reflect on their teaching.
School leaders rarely use data to work with staff to monitor and evaluate the effectiveness of strategies. There are
few planned opportunities for staff to be actively engaged in conversations with their colleagues about data or to
engage in professional learning to build expertise in data analysis and use. Stakeholder involvement in data-informed
discussions is limited. Leaders are unable to demonstrate how judgements of student performance and strategies
for improvement are underpinned by analysis and discussion of data.

5
3
DOMAIN

Promoting a culture
of learning
The school is driven by a deep belief that every student is capable of
successful learning. A high priority is given to building and maintaining
positive and caring relationships between staff, students, and families.
Diversity is valued and celebrated. There is a strong collegial culture of
mutual trust and support among teachers and school leaders, and families
are treated as partners in their child’s education. The school works to create
a culture of continuous improvement for both staff and students. Staff build
and maintain a safe, supportive, and orderly learning environment that
promotes intellectual rigour.

The assessment of this domain includes consideration of the extent to which:

• the culture in the school is reflective • staff recognise and value students’
of a shared belief that all students will varying individual characteristics and
learn successfully and, together, school backgrounds, and work to implement
staff can make a difference to student practices responsive to their diverse
outcomes needs

• school staff demonstrate an • student and staff wellbeing are high

understanding of the importance of priorities in the school and processes
positive, caring, and trusting relationships are in place to provide both academic
to student success, and work to build and non-academic support to address
mutually respectful relationships across individual needs
the school community
• leaders promote a school-wide culture
• leaders have articulated and are of learning, collective responsibility, and
implementing clear school-wide continuous improvement for both staff
strategies to establish and maintain an and students
orderly environment that supports and
encourages learning • inquiry, creativity, and innovation are
encouraged and the school works to
• interactions between staff, students, create an attractive and stimulating
families, and the wider community are environment that supports and
caring, respectful, and inclusive encourages learning

• families are viewed as integral members • all students, staff, and families have
of the school community and partners in a sense of belonging to the school
student learning community.

6
Outstanding
The principal and other leaders nurture a school-wide culture of quality learning and continuous improvement. The
school ethos is built around high expectations and a commitment to excellence. All staff take collective responsibility
for optimising student outcomes. There is a clear sense of optimism that every student will experience success.
Collaboration drives continuous refinement in teaching and learning. Staff morale is consistently high. Teachers set
high academic standards and place an unrelenting focus on quality learning. Learning environments are focused and
vibrant. Instructional time is used effectively. Attendance rates are consistently high. High levels of trust and mutual
respect are apparent across the entire school community. Families are valued as partners in student learning.
Practices responsive to students’ diverse needs are collaboratively planned, proactively implemented, and deeply
embedded across the school community. Student voice is actively sought and acted upon and the school values and
celebrates a wide range of students’ successes. Evidence-informed, impactful strategies are rigorously implemented
to optimise wellbeing. There is a happy, optimistic feel to the school and all school community members express a
strong sense of belonging and pride.

High
The principal and school leaders promote a belief that staff collectively make a difference to student outcomes.
Strategies are in place to support a school-wide shared responsibility for successful student learning. Staff
collaborate in the pursuit of continuous improvements to teaching and learning. Staff morale is generally
high. Evidence-informed strategies in support of an orderly learning environment are well known and actioned
consistently. There is a strong focus on the creation of a culture in which all students are expected to learn
successfully, in their own ways and at their own pace. Learning time is valued, attendance rates are high, and
instructional environments are productive. Interactions between staff, students, families, and community members
are consistently caring and respectful. The school values and celebrates the diverse backgrounds, strengths, and
aspirations of its students and embeds practices responsive to student needs. A range of mechanisms is used to
capture and action student voice. Families are welcomed as partners in their child’s learning. Targeted strategies
are in place to further strengthen students’ and families’ connections to the school. The school has proactively
implemented school-wide, evidence-informed processes and structures to promote wellbeing.

Medium
The principal and school leaders have articulated explicit expectations in relation to creating and maintaining an
orderly learning environment. Staff, students, and families are aware of these expectations and, in the main, agreed
strategies are being implemented. Learning environments are mostly orderly with some interruptions to planned
teaching time. A small minority of students have high rates of absenteeism. Some students appear to be minimally
engaged in productive learning. Staff express optimism about the difference they can make to student outcomes.
Staff morale is generally positive. Staff are open to working cooperatively to refine teaching and learning. Interactions
between staff, students, families, and community members are generally caring and respectful. The school provides
opportunities for families to participate in organised events, including scheduled time to meet with teachers about
their child’s learning. There are opportunities for recognition of students’ successes and for students to have a voice.
Staff recognise students’ diverse backgrounds, interests and needs and are supported to implement responsive
practices. Some processes and structures for supporting wellbeing across the school are in place.

Low
School-wide strategies to foster an orderly learning environment may not be evident or effectively implemented. A
deliberate focus on continuous improvement in teaching and learning is not apparent. Staff often work in isolation
from colleagues. They are not convinced that their efforts are making a difference to student outcomes. Morale
is low and staff turnover is high. A significant proportion of students are disengaged, may not consistently attend
school, and/or exhibit behaviours that are not conducive to a productive learning culture. Interruptions to planned
teaching time are frequent. Staff spend a considerable amount of their time responding to behavioural problems.
There are few strategies in place to actively strengthen home–school partnerships, including drawing upon families’
in-depth knowledge of individual learners. Staff do not consistently recognise and cater to students’ diverse
backgrounds, interests and needs. Planned opportunities for students to have a voice in the school and/or have their
successes acknowledged are infrequent. There is a limited sense of belonging to the school community. Strategies
to support staff and/or student wellbeing are generally reactive, and/or lack an evidence base.

7
4
DOMAIN

Targeting school
resources
The school applies its resources (staff and school time, expertise, funds,
facilities, materials) in a targeted manner to maximise outcomes for all
students. It has school-wide policies, practices, and approaches in place to
assist in identifying and addressing student needs. Flexible structures and
processes enable the school to respond appropriately to the needs
of individual students.

The assessment of this domain includes consideration of the extent to which:

• the school has processes in place to • resources are prioritised towards school-
identify student needs and allocates wide approaches for students requiring
financial, human, and physical resources additional or specialist support
accordingly
• resources are flexibly deployed and
• decisions about resource allocations are monitored to target identified needs
informed by ongoing analyses of need
using a range of quality data • staff and school time is used efficiently
and effectively, and instructional time is
• resources are prioritised towards prioritised
evidence-informed strategies aimed at
improving outcomes for students • available resources are allocated to
ensure the physical environment,
• leaders make the best possible use of facilities, and technologies are used to
available staff expertise, experience, maximise student learning.
aspirations, and interests to meet the
learning needs of all students

8
Outstanding
School resources are strategically and equitably allocated to provide the conditions needed for sustainable school
improvement. Systematic and ongoing data analyses are used to identify student needs, allocate resources,
and monitor their impact. Creative school-wide solutions for addressing student needs are in place and there is
evidence of positive impact. Strategic planning, rigorous monitoring, and flexible deployment ensures resources are
used optimally. Staff time is used efficiently and effectively. Leaders preserve and privilege teaching and learning
time. Targeted resourcing enables equitable access to learning for all students. Systematic early identification of
students requiring additional support drives flexible resource allocations. The school can demonstrate how resource
allocations have led to significant improvements in student outcomes. Resources have been committed over time
to maintain and enhance the school’s physical environment. Learning spaces are designed and used to support the
school’s vision for teaching and learning. Available technology is seamlessly and creatively integrated to support
teaching and learning across the school.

High
Systematic analyses of student needs inform the allocation of resources. Priority is given to evidence-informed
strategies to improve student outcomes. Roles, responsibilities, and expectations regarding the allocation of
resources have been articulated and widely shared. The school monitors the impact of its resourcing including
school and staff time. Monitoring informs decisions about the ongoing flexible deployment of resources. School-
wide resourced approaches are in place to meet the needs of students who may require additional or specialist
support. Strategies are evaluated for impact. The school’s physical learning environment is maintained and
enhanced to support equitable access and effective learning. There is a planned approach to the integration of
available technology and its purposeful use across the school.

Medium
The school uses its resources to maintain the effective operation of the school although systematic analyses of
student needs may not consistently drive resourcing decisions. Some strategies are in place to monitor the impact
of resourcing allocations. Roles and responsibilities in relation to resource management are defined. Leaders plan
staff and school time, although consistent monitoring and management may not be evident. Resources are targeted
to provide additional or specialist support for identified students. Support interventions are primarily stand-alone
initiatives. The school allocates resources to maintain its physical environment. Some learning spaces are used
creatively to facilitate student learning. There are some articulated strategies for the use of available technology. Its
targeted use varies across the school.

Low
There is lack of clarity/consistency in school processes, expectations, and responsibilities for identifying student
needs and allocating resources accordingly. Decisions about how school resources are allocated are not driven by
systematic analyses of student needs. Access to resources may not be equitable across the school. There is little
strategic oversight as to how school and staff time is managed. Resourcing decisions concerning students requiring
additional or specialist support tend to be reactive. Resources and staff expertise are not always directed to support
students with the highest needs. The school’s physical environment, facilities and available technologies are not
utilised effectively and/or maintained in a way that enhances learning.

9
5
DOMAIN

Building an expert
teaching team
The school has found ways to build a school-wide, professional team of
highly capable teachers. There is a strong focus on continuous professional
learning for all staff and shared responsibility for students’ progress
in learning. Explicit processes are in place to encourage school-wide
collaboration and effective networking with other schools and learning
organisations, as well as leadership development opportunities for staff.

The assessment of this domain includes consideration of the extent to which:

• the principal and school leadership team • teachers in the school are experts in
work to build a professional learning the fields in which they teach and eager
community characterised by ongoing to expand their disciplinary knowledge
collaboration and teamwork to learn how to improve their current
teaching practices
• a school-wide plan for professional
learning is in place and monitored for • leaders expect all teachers to be
impact reflective practitioners and be individually
and collectively committed to the
• the plan aligns with school improvement continuous improvement of teaching to
priorities and individual staff needs enhance student learning
• school leaders place a high priority on
• the principal and school leaders lead and
attracting, retaining, and developing the model professional learning and build
best possible teachers networks with other schools and learning
organisations
• teachers continuously work to develop
deep understandings of how students
• mechanisms are in place to support
learn within particular curriculum areas, internal leadership development
including common misconceptions and
effective interventions • school leaders ensure that ongoing
opportunities are created for teachers
to work together and to learn from each
other’s practices.

10
Outstanding
School leaders enact their commitment to a school-wide, self-reflective culture focused on continuously improving
teaching practices. The school systematically implements a coherent professional learning plan which is tightly
aligned to improvement priorities and monitored for impact. Leaders have worked strategically over time to attract,
retain, and professionally grow their teaching team, addressing any identified gaps in expertise. All staff collaborate
as part of a professional learning community and are deeply committed to the continuous refinement of practice,
regardless of their level of experience. Collaboration time is prioritised and spent wisely. Teachers regularly
spend time together planning for and assessing learning, engaging in collective professional inquiries as well as
participating in and learning from peer observations, mentoring, and coaching opportunities. All teachers have an
in-depth understanding of curriculum areas they teach, as well as typical student developmental pathways. They
are eager to keep up-to-date with new developments in their fields, share expertise with others within and across
schools and learning networks, and are supported to continue further study. Leaders prioritise staff involvement in
planning for and leading professional learning. Opportunities for professional learning are differentiated according to
individual staff aspirations, interests, and levels of experience and expertise. Leaders implement targeted strategies
to nurture and develop staff leadership capabilities in authentic contexts, supported by opportunities for reflection.

High
School leaders see the development of a school-wide, professional team of highly capable staff as central to
improving outcomes for all students. They regularly lead and model professional learning. There is a planned
approach to professional learning, aligned with improvement priorities and the individual needs of teachers.
Professional learning is evaluated for impact. Strategies are in place to attract, retain and develop staff with specific
expertise and to address identified school needs. Leaders intentionally build a professional learning community.
Teams meet regularly and purposefully to learn from each other. Mentoring, coaching, peer observation, and the
purposeful building of professional networks are prioritised. Staff are engaged in collaborative reflections with
their peers. Leaders encourage staff to pursue further study. Teachers regularly participate in tailored professional
learning designed to expand their disciplinary knowledge and deepen understandings of how students learn. Leaders
foster internal leadership development. Targeted strategies are in place to support capability building for staff
undertaking leadership responsibilities.

Medium
There is a planned approach to professional learning. Staff are encouraged to work in teams and learn from each
other. Leaders are supportive of staff networking with other schools and learning organisations. Staff regularly
undertake professional learning activities. These are not necessarily aligned to school priorities and individual needs
or monitored for impact. Leaders work to attract, retain, and develop staff suited to the school context. Recruitment
strategies tend to address short-term needs. There are some opportunities for staff to lead professional learning
and participate in peer observation, coaching and mentoring. Processes are in place to identify and address teacher
professional learning needs specific to how students learn in curriculum areas as well as disciplinary knowledge. The
school provides opportunities for staff with potential to take on leadership responsibilities. Leaders in acting roles
are supported to build their capability.

Low
The school’s approach to professional learning is not centrally coordinated, driven by strategic direction, or evaluated
for impact. Stand-alone professional learning activities are undertaken by some teachers. There is little evidence
that school leaders are proactive in the recruitment, retention, and development of staff. The development of a
professional learning community with planned opportunities for regular teamwork, professional discussion and
reflection does not appear to be a driving consideration of leaders. Leaders are rarely involved in leading and
modelling professional learning. Staff may have some involvement in determining their professional learning foci,
although this is primarily through personal reflections in isolation. Opportunities for staff to receive feedback
on their practice via peer observations, mentoring, and coaching are incidental and predominantly initiated by
individual teachers. Teachers may experience barriers to accessing tailored professional learning to deepen their
understanding of how students learn in curriculum areas and/or expand their disciplinary knowledge. Staff tend to
be given opportunities to undertake leadership responsibilities when a need arises.

11
6
DOMAIN

Leading systematic
curriculum
implementation
The school has a coherent and comprehensive plan for implementation of
the prescribed curriculum that ensures consistent teaching and learning
expectations and a clear reference for monitoring and communicating
learning progress over time. The plan embeds evidence-based teaching,
learning, and assessment practices. It focuses on building students’
disciplinary knowledge and skills, as well as broader capabilities and
dispositions. It has been designed through consultation with the school
community and is flexibly implemented to ensure responsiveness to
individual student and contextual needs. The curriculum implementation
plan is regularly evaluated and refined to maximise student outcomes.

The assessment of this domain includes consideration of the extent to which:

• the school has an explicit, coherent, • assessment processes are aligned

and sequenced whole-school plan for with the school’s curriculum plan and
curriculum implementation that is widely designed to establish where students
shared with stakeholders are in their learning and monitor learning
progress over time
• school leaders and teachers understand
and work within the school’s shared • strategies and processes are in place to
curriculum expectations, participating provide students and their families with
in collaborative processes to ensure information about curriculum intentions,
alignment between curriculum, teaching, student achievement, and progress over
learning, and assessment time

• curriculum is developed in consultation • opportunities for professional learning

with students, families, and the wider are provided to build staff capability in
community to ensure flexibility, relevance, curriculum implementation and review
meaningful adaptation to local contexts,
and responsiveness to students’ learning • the school has processes in place to
needs, interests, and backgrounds review and refine curriculum to maximise
outcomes for all students.
• the school’s curriculum implementation
plan focuses on building students’
disciplinary knowledge and skills, as well
as broader capabilities and dispositions

12
Outstanding
The school has a coherent and comprehensive plan for implementing the prescribed curriculum that reflects
the school’s vision. There are structures and processes in place which enable continuity of learning across the
years of schooling. Curriculum expectations are well understood by key stakeholders. Leaders and teachers plan
collaboratively to ensure alignment between the school’s curriculum implementation plan, teaching, learning,
assessment, and reporting. Students’ learning needs, interests, and aspirations are at the centre of curriculum
implementation practices. Contextual needs are considered in consultation with students, families, and the wider
community, driving responsive and flexible curriculum implementation. Planned learning experiences reflect a
sustained emphasis on developing students’ conceptual understandings and skills in transferring and applying
disciplinary knowledge to meaningful contexts and problems. Assessment practices enable teachers to routinely
draw on quality evidence of student learning and progress to optimise achievement of curriculum outcomes.
School-wide processes are in place that support consistency in professional judgements. Teachers and school
leaders regularly engage in rich discussions with students and their families about achievement and progress over
time. School leaders work alongside teachers to coordinate and review curriculum implementation and professional
learning to ensure alignment with evidence-informed practice and enhanced student outcomes.

High
The school’s documented plan for implementing the prescribed curriculum reflects shared values about teaching,
learning, and assessment. The plan is communicated widely to stakeholders. There are well-established structures
and processes that support collaborative planning. School leaders play an active role in monitoring alignment of
the curriculum across learning areas and continuity of learning across the years of schooling. Teachers regularly
draw on their knowledge of individual students to ensure that learning experiences respond to students’ starting
points, learning needs, and backgrounds. Curriculum planning is regularly informed by consultation with key
stakeholders to be flexible and responsive to contextual needs. Planned learning experiences prioritise the building
of students’ conceptual understandings and disciplinary skills, as well as capabilities and dispositions. Assessment
practices reflect intended curriculum outcomes and are used to monitor and enhance student progress. Staff
regularly communicate with students and their families about achievement and progress over time. Conversations
focus on how families can actively support learning. Professional learning opportunities that support curriculum
implementation and review are ongoing and accessible to all leaders and teachers. Leaders and teachers regularly
review and refine curriculum implementation.

Medium
The school has a documented plan for implementing the prescribed curriculum. There are emerging structures and
processes that support teachers to plan collaboratively and leaders to monitor curriculum alignment across learning
areas, as well as the continuity of learning across the years of schooling. Teaching plans allow some flexibility
for students and reference their starting points, learning needs, interests, and backgrounds. When localisation of
curriculum occurs, it is generally not informed by consultation with students, families, and the wider community.
Planned learning experiences focus predominantly on the acquisition of disciplinary knowledge, with some
opportunity for application. Teachers regularly use assessment to make judgements against curriculum outcomes
and monitor student progress. Formal and informal processes are used to communicate achievement to families
and students with some guidance for families on actions they might take. Professional learning opportunities
are provided to support curriculum implementation and review. Leaders encourage teachers to review and refine
curriculum implementation.

Low
School leaders and teachers have limited familiarity with prescribed curriculum documents. Planning occurs at
the level of the individual teacher and teaching team. Teaching plans lack flexibility and consideration of students’
starting points, learning needs, interests, and backgrounds. Students, families, and the wider community have limited
input into curriculum implementation planning. Planned learning experiences largely focus on coverage of specified
content. Assessment is mainly used to make judgements about student achievement of curriculum intentions.
Reporting of achievement is infrequent and comprises high-level summaries of performance with little guidance
on how families might assist learning. Teachers have limited opportunities for professional learning to support
curriculum implementation and review. Few processes are in place to review and refine curriculum implementation.

13
7
DOMAIN

Differentiating
teaching and learning
The school places a high priority on differentiated teaching and learning to
ensure that students are learning successfully. Teaching practices across
the school reflect the belief that all students can make excellent progress
regardless of their starting points, if they are given appropriate learning
opportunities and necessary support. Teachers closely monitor individual
student progress and tailor classroom practices to best meet student
needs. Targeted interventions are in place for students identified as requiring
additional support.  

The assessment of this domain includes consideration of the extent to which:

• there is a school-wide shared • the perspectives of students, families,

understanding of, and commitment to, and relevant professionals inform
differentiated teaching and learning adjustments to teaching, learning, and
assessment to best meet student needs
• teaching practices across the school
reflect the belief that, although students • teachers continuously monitor individual
are at different stages in their learning student progress and adjust their
and may be progressing at different teaching in response to evidence of
rates, all students are capable of learning student progress and feedback
successfully if given appropriate learning
opportunities with the necessary support • teachers encourage and assist students
to monitor their own learning and to set
• teachers use evidence from a range of goals for future learning
assessments to establish where students
are in their learning as a starting point for • targeted interventions are in place for
differentiating their teaching students identified as requiring additional
support.
• teachers design learning experiences
that reflect students’ learning needs,
levels of readiness, interests, aspirations,
and motivations to ensure that all
students are appropriately engaged,
challenged, and extended

14
Outstanding
There is a school-wide commitment to all students making excellent progress, irrespective of their starting points
for learning. A shared vision for differentiated teaching and learning drives classroom practices. Creating accessible,
engaging, and challenging learning experiences for all students is an embedded way of working in the school.
Teachers proactively plan their teaching approaches based on in-depth and ongoing analyses of a range of evidence,
including input from students, families, and professional staff. Assessment is accessible to all students and used
effectively to monitor individual progress over time and to make adjustments in response to identified needs.
Students continuously engage in cycles of goal setting, monitoring their progress and setting new and challenging
goals. Rigorous and impactful strategies for supporting students that require targeted interventions are embedded.
The perspectives of students, families, and relevant professional staff shape timely adjustments to best meet
student needs.

High
Clear expectations and agreed ways of working to differentiate teaching and learning are evident. Staff act on the
premise that for students to learn successfully, teachers must tailor learning to students’ learning needs, interests,
characteristics, and backgrounds. Evidence from a range of accessible assessment methods is used as a starting
point for differentiation and to measure progress. Ongoing monitoring of individual student progress and student
feedback informs adjustments to teaching. Teacher planning is responsive to students’ varying needs. Student
work reflects differentiated learning and assessment tasks where appropriate. Students regularly determine and/
or co-construct individualised goals, reflect on progress towards these, and set new goals based on progress and
success. Students who require additional support are systematically identified using a range of evidence. Staff
regularly consult with specialists, families, and students to inform implementation of a range of evidence-informed
adjustments and/or interventions.

Medium
School leaders articulate an expectation that teachers differentiate teaching and learning. Whole-school agreed
ways of working have not been established. Staff recognise that students differ in many ways and seek to respond
to their varying learning needs, interests, characteristics, and backgrounds. Teacher planning includes the use of
some differentiated strategies to respond to observable learning needs. Some teachers use assessment data to
establish where students are in their learning, monitor progress, and inform adjustments to teaching. Students are
given opportunities to reflect on their own progress and aspirations, but do not routinely engage in personalised goal
setting. Processes are in place to identify students who require additional support, and efforts are made to respond
to their needs. Consultation with families about adjustments is predominantly limited to when required.

Low
There does not appear to be a school-wide shared vision or approach for differentiated teaching and learning.
Information about students may not be readily provided, easily accessed, and/or utilised as starting points for
differentiated teaching. Planned learning experiences are uniform, with little or no flexibility to respond to students’
learning needs, interests, and backgrounds. Instructional approaches and learning experiences are mainly designed
to cater for students performing at the minimum expected level. There tends to be an acceptance that some
students will not be successful learners. Students are provided with some opportunities to choose topics for
assessment tasks. Interventions for students requiring additional support are often devised by teachers without
consultation, guidance, or assistance and are rarely evaluated for impact.

15
8
DOMAIN

Implementing
effective pedagogical
practices
The principal and other school leaders recognise that highly effective
teaching is the key to improving student learning throughout the school.
They take a strong leadership role and establish and communicate clear
expectations concerning the use of evidence-informed teaching practices
in all classrooms. All teachers understand and use effective teaching
strategies to ensure that every student is engaged, challenged, and learning
successfully. Implementation of effective pedagogical practices is facilitated
through purposeful collaboration. Leaders work alongside teachers to draw
on a range of evidence to evaluate and continuously refine pedagogical
practices to maximise their impact on student learning.

The assessment of this domain includes consideration of the extent to which:

• the principal has clearly articulated their − fostering students’ beliefs in their own
expectations for the school-wide use of capabilities to learn successfully and
effective, evidence-informed teaching their understanding of the relationship
strategies between effort and success

• school leaders and teachers keep abreast − creating classroom and applied
of research on effective teaching practices learning environments in which all
students are engaged, challenged, feel
• school leaders and teachers purposefully safe to take risks, and are supported
collaborate in discussing, modelling, to learn
observing, and providing constructive
feedback on teaching practice − explicit and guided instruction

• teachers use a range of evidence- − questioning to gauge and stimulate

informed teaching strategies, including: students’ thinking

− setting high expectations for every − promoting deep learning by

student’s progress and ambitious emphasising underlying principles,
goals for improvement concepts, and big ideas

− supporting student understanding of − deliberately building on previous

learning goals and what it means to learning and assisting students to see
be successful the continuity in their learning over time

− engaging in regular improvement- • school leaders and teachers draw on a

focused teacher–student and range of evidence to regularly evaluate
student–student feedback the effectiveness of teaching and make
interactions enhancements to practice.

16
Outstanding
The principal promotes a shared responsibility for continuously driving improvements in pedagogical practice
throughout the school. School leaders and staff demonstrate a strong conviction that improved pedagogical practice
is the key to improved student learning. School leaders and teachers are committed to identifying, understanding,
and implementing effective teaching practices. Teaching strategies that have been demonstrated through research
and practice to be highly effective are prioritised. There is an explicit expectation that all students are actively
engaged, appropriately challenged, and prepared to take risks in their learning. Deep learning is enabled through a
shared understanding of learning intentions and what quality looks like, progressively building students’ conceptual
understanding, effective questioning to gauge and stimulate student thinking, and feedback-informed dialogues.
Leaders and teachers regularly engage in evidence-informed discussions about practice. Teachers routinely draw on
feedback from students and colleagues to critically reflect on and continuously refine their practice. School leaders
and staff collaboratively evaluate the impact of pedagogical practices on student learning, and share findings and
recommendations across their networks.

High
The principal is committed to and communicates expectations regarding continuous improvement in teaching
practices throughout the school. The principal and other school leaders have established an environment where staff
regularly engage in modelling, observing, and providing constructive feedback on colleagues’ pedagogical practices.
High expectations for all students’ learning and what students are expected to learn and be able to do are explicitly
communicated across the school. Teachers foster deep learning by emphasising concepts, underlying principles,
and big ideas. Instruction is differentiated and students are provided with timely opportunities for feedback to guide
next steps and learning progress. Staff keep abreast of research on effective practices. Teachers regularly engage in
collaborative reflection about the effectiveness of pedagogical practices.

Medium
The principal is explicit about their desire to see the use of effective pedagogical practices across the school but
is less clear about the nature of these practices. Staff discussion of effective and evidenced-informed pedagogical
practices is contained within teaching teams. Some leaders and colleagues observe and provide informal feedback
on teaching practice. High expectations for students’ progress in learning are not explicitly communicated across
the school. Teachers identify learning goals when planning, although these are not routinely reflected in teaching
or made clear to students. There is an over-reliance on certain pedagogical practices, with limited tailoring of
pedagogical strategies to suit the student cohort. There is some use of feedback to guide teaching and learning.
Staff and teams may consider the evidence base of different pedagogical strategies but do not collaboratively
evaluate the effectiveness of selected strategies.

Low
The principal does not appear to have strong views on the characteristics of effective teaching or seek to improve
pedagogical practices across the school. There is no obvious school-wide discussion or consideration of effective
pedagogical practices. The principal and other school leaders spend little time modelling, observing, or providing
feedback on teaching practice. Pedagogy is viewed largely as the responsibility of teachers. Teaching staff use
pedagogical practices that are not necessarily evidence informed. There is a lack of clarity about what students are
expected to know and be able to do, minimal explicit and guided instruction, limited aspirations for student progress,
and little attention to individual learning needs. There is limited use of feedback or evaluation of the effectiveness of
teaching strategies to guide teaching and learning.

17
9
DOMAIN

Building
school-community
partnerships
The school actively seeks ways to build a strong connection with its
local and wider community to enhance student learning, engagement,
wellbeing, and opportunity. Partnerships with a range of stakeholders
including education and training institutions, businesses, and community
organisations are strategically established to address identified student
needs. These arrangements provide access to experiences and/or physical
or virtual support and resources not available within the school. Families are
recognised as integral members of the school community and partners in
their child’s education. Partnerships are actively monitored to ensure they
achieve intended outcomes and are embedded in the school’s operation.

The assessment of this domain includes consideration of the extent to which:

• the school builds physical and/or virtual • appropriate resources are committed to
partnerships with families, community ensure the effectiveness and success of
stakeholders and organisations, local partnerships
businesses, and service providers
including allied health and social support • partners have clarity about roles and
to improve opportunities and outcomes responsibilities and are involved in
for all students ongoing collaborative decision-making
and regular evaluation of joint initiatives
• the school identifies community partners
based on their potential to contribute to • goals, progress, and achievements are
improved student learning, engagement systematically and regularly monitored
and/or wellbeing and refined as required

• the school and identified partner(s) are • partnerships have become embedded in
committed to the purpose and objectives the culture of the school community and
of the partnership and collaborate to plan partner organisations.
joint activities

18
Outstanding
The school strategically draws upon, as well as contributes to, the local and wider community. Staff work
intentionally in close and trusted partnerships with families, institutions, businesses, and community organisations
to enrich student learning experiences and outcomes. Partnerships are deliberately curated, goal-oriented, reciprocal
and an integral part of the school’s operation. Partnerships are driven by in-depth analyses of student needs.
Careful consideration has been given to planning the details of partnership initiatives including clarifying roles
and responsibilities and ensuring that there is ongoing and effective communication. All parties have committed
resources to ensure the sustainability of initiatives. School-community partnerships are successfully implemented
and there is clear evidence that they are having the intended impact. Robust evaluation of initiatives drives ongoing
planning.

High
The school has established mutually beneficial partnerships with the local and wider community with the
express purpose of improving outcomes for students. Families are considered as integral members of the school
community. Partners have a high level of understanding of, and commitment to, the purpose of the partnership
and its objectives. Roles and responsibilities have been clearly defined. There is evidence that partnerships are
being implemented as intended. Staff collaborate effectively with partners to plan, implement, resource, and
sustain partnership initiatives. Trust, respect, and reciprocity between parties enables partnership success. Regular
monitoring and evaluation of progress towards goals inform future partnership plans and activities.

Medium
The school has local and wider community partnerships, but these tend to be initiated by individuals, driven
by mutual convenience and/or limited to one-off events and initiatives rather than part of a coherent, jointly
planned program. Individual staff seek and establish partnerships with families, community stakeholders and
organisations to access resources that can enhance student outcomes. Some connections with local businesses
and organisations are providing students with access to specific expertise and opportunities not available within the
school. There is little evidence that partnership arrangements are regularly monitored and evaluated for impact.

Low
The school operates in relative isolation from its local and wider community. There is no evidence of strategically
planned partnerships with other institutions or organisations. Contacts with families or community members, other
education and training institutions, local businesses, and community organisations, when they occur, are limited to
isolated events. There is little evidence that the school draws upon the available resources within the local or wider
community to support student learning, engagement, and wellbeing. Individual staff members may have established
connections with community organisations.

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