Educational Reforms Content Common Features

Joining the dots: POD Research Group
The chain links

to pages in
this document
that outline
common
features
between
reforms.
Our reforms
The department is implementing a range of reforms to
improve the quality of teaching in schools, to improve
outcomes for all students, and to give schools greater
authority to meet the needs of their communities.
Click each
reform to see
a PDF version
of the
paperwork.
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links to pages
discussing
common features
between reforms.
Note: Select the

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links to pages
discussing
common features
between reforms.
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between reforms.
Great Teaching, Inspired Learning

links to
Local Schools, Local Decisions
Performance linked to school plan

Streamlined processes to deal with underperformance
Performance management and professional development linked to school plan and professional
standards
Working locally and sharing outstanding practice
Schools have control of their budget
Decisions made with individual school context & student need at forefront
Local decisions to improve teaching and learning are made by the school working with its local
community
The right decisions are made by people in schools and across the system, who are accountable to
manage resources and deliver a quality education for all students
Staffing to best meet the needs of the students
Community participation from staff to community
Schools directly manage an increased percentage of the total education budget, including the
budget for school-based staff
Funding allocations to schools reflect the complexity of the school and its students
Schools have the flexibility to respond to student needs by managing a single
overall budget rather than many small program budgets
TPL is driven by local needs, areas for development and with contextual knowledge

links to
Early Action for Success
High Expectations
Teaching Excellence: QT making the difference for students. Ensuring quality
classroom instruction
Intervention is in place in the early years
Learning relevant to students
Range of in-class strategies
Support student well-being and development
Teachers as excellent communicators
Compassion to work with struggling students
Deep understanding of teaching content
Teachers take responsibility for own professional learning and value and model
opportunities to improve their teaching practice and learn from others during
classroom-based TPL
Excellence in teaching and professional learning will be identified, shared and
developed through professional collaboration and learning

links to
Performance and Development
Framework
To support the ongoing improvement of student outcomes (teaching and learning)
Great teachers (continuously developed; are skilled, effective and professional)
Teachers need to collaborate with and learn from others, analyse own practice and
respond to feedback (Plan; Implement; Review PDF)
Teachers driven using information gained by self-reflection using the Australian
Institute of Teachers and Leadership and Australian Professional Standards for
Teachers
Data collection by teachers, for children and teachers to gauge areas for progress and
development
Teacher professional learning is pivotal and of utmost importance
High quality performance and development processes
School processes will be streamlined to encourage school-based classroom-focused
professional learning
Recognise and share outstanding practice
Teachers plan professional journey to achieve career goals (leadership
aspirations) with support of school structures, supervisors and opportunities

links to
Connected Communities Strategy
Outstanding practice is recognised and rewarded.

QT making the difference for students.
Focussed TPL at point of need.
Community participation from staff to community.
Quality teaching and leadership
Continued development of staff as contextually relevant.
Accountability

links to
School Excellence Framework
Focus on students
Excellence in learning Student assessment data used to identify student
achievement & performance & guide planning
Excellence in teaching QT making the difference for students. Strategic TPL to
ensure continuing improvements
Excellence in Leadership strong strategic leadership
Community participation
Sharing of information in the best interests of student learning
Ongoing cycle of review
Accountability
Data driven knowledge of areas within teaching practice across the whole school
that can be improved and built upon
Allowing for evidence-driven focus on defined, professional learning areas

links to
Rural and Remote Education
Rural and remote school staff will be provided with greater opportunities to work
collaboratively and develop greater connections to develop their teaching practice.
Schools in rural and remote settings provide greater incentives to attract more top line
candidates to their schools
Connections between Rural and Remote schools and universities increased, initial teacher
education programs highlight requirements for working in rural and remote schools
Outstanding practice is recognised and rewarded
QT making the difference for students
Providing better learning and support for students with disability, learning difficulties or
behaviour support needs
Giving public schools more authority to make local decisions
Needs-based funding
Authentic community participation
Contextual TPL especially in ATSI communities
Accountability
Great Teaching Inspired Learning

links to
Every Student, Every School
Special schools as centres of expertise are strongly linked with the GTIL area of recognising and
sharing outstanding practice
Developing and maintain professional practice and is strongly linked with ESES through the same
need to ensure the framework for learning and support within our schools that at ensures we are
building on the experience and high levels of expertise in our system by using appropriate
professional learning and support structures
Ensuring teacher quality through professional learning to meet the diverse needs of all students
within any school community
Providing better learning and support using flexible, needs-based funding for students with
disability, learning difficulties, or behaviour support needs
The principal and the school learning and support team will use the allocated resources to meet
the learning and support needs of their students and teachers
Quality Contextual TPL Students with disabilities and additional learning needs
supported in every classroom and every school
Accountability

links to
Performance linked to school plan

Streamlined processes to deal with underperformance
Performance management and professional development linked to school plan and professional
standards
Working locally and sharing outstanding practice
Schools have control of their budget
Local decisions to improve teaching and learning are made by the school working with its local
community
The right decisions are made by people in schools and across the system, who are accountable to
manage resources and deliver a quality education for all students
Schools directly manage an increased percentage of the total education budget, including the
budget for school-based staff
Schools have the flexibility to respond to student needs by managing a single
overall budget rather than many small program budgets
Local
Schools, Local Decisions

links to
Schools to meet local needs

Flexibility around the employment of teachers
Schools choose the number and roles of staff within their budget to
best meet local needs
More support for low socio-economic students
Comprehensive school plan linked to student learning outcomes and
budget
Local

links to
Framework
The culture of professional, quality teaching is enhanced because principals

have increased local authority to make decisions about teacher performance,
professional learning and program delivery
Tougher consequences and streamlined processes for underperformance
Align professional learning needs for all staff to the school management plan
Link school plan to professional learning to set and monitor achievement of
meaningful professional learning
Individualised professional learning plans
Professional learning needs to be available in a variety of forms, with flexible
modes of delivery to meet the many and varied needs of staff and schools
Performance management linked to school plan
Salary progression will be based on attainment of professional standards
Local

links to
Local decisions to improve teaching and learning are made by the school working with its
local community
The right decisions are made by people in schools and across the system, who are
accountable to manage resources and deliver a quality education for all students
Schools directly manage an increased percentage of the total education budget, including
the budget for school-based staff
Schools have the flexibility to respond to student needs by managing a single overall
budget rather than many small program budgets
Accountability
Local

links to
The school leadership team makes deliberate and strategic use of its partnerships
and relationships to access resources for the purpose of enriching the schools
standing within the local community and improving student outcomes
The school successfully fosters collaboration with key stakeholders in the
development of the school vision, strategic directions and annual plans
Longer-term financial planning is integrated with school planning and
implementation processes
The use of school facilities is optimised within the local community; to best meet
the needs of students and the local community
Practices and processes are responsive to school community feedback
Allows for a data analysis of Local Decisions and their impact upon the schools
ability to strive toward excellence.
Allows for Schools to more effectively allocate funding to areas where the school
can continue to improve
Local

links to
Incentive transfer to ensure teacher supply in rural and remote

schools
Schools can offer local incentives within their budgets
Staff in school determined by the school and its needs
Funding for schools reflects complexity as well as student numbers
Principals free to make more local decisions for purchases up to
$5000
Working locally /creating community hubs
Schools making most decisions
Resource Allocation Model of funding utilised to improve and focus
on local area decisions about requirements for students in rural and
remote schools.
Local

links to
Ability to manage staff and resources to support the Personalised

Learning Plans and individual needs of all students
Importance of community in creating PLP and working locally to
combine resources within communities of schools and across large
networks of schools
Reducing of red tape enables more focus on supporting teachers in
classroom to support students

links to
High Expectations
Teaching Excellence: QT making the difference for students. Ensuring quality
classroom instruction
Learning relevant to students
Support student well-being and development
Teachers as excellent communicators
Compassion to work with struggling students
Deep understanding of teaching content
Teachers take responsibility for own professional learning and value and model
opportunities to improve their teaching practice and learn from others during
classroom-based TPL
Excellence in teaching and professional learning will be identified, shared and
developed through professional collaboration and learning

links to
Schools to meet local needs
Flexibility around the employment of teachers
Schools choose the number and roles of staff within their budget to
best meet local needs
More support for low socio-economic students
Comprehensive school plan linked to student learning outcomes
and budget

links to
Performance and Development Framework
Collaborative and supportive workplace committed to a positive culture of ongoing learning by
individuals and teams
Ongoing improvement of student outcomes through continuous development of a skilled, effective
and professional teaching workforce
Plan-Implement- Review approach to professional Learning
Dynamic professional learning goals
Well- resourced and timely professional learning that meets the needs of teachers
Further develop knowledge, skills and capabilities
Build on teachers existing strengths
Reflecting on ones skills, knowledge and experiences
Use of evidence to guide professional learning
Self reflect on the impact of professional learning
Regular feedback and reflection of professional learning
Acknowledgement of success
Effective features of instructional leadership occur in a targeted way; including classroom
observation, shoulder to shoulder support, feedback and reflection
Professional learning to be relevant, collaborative and evidence based
Regular opportunities for shoulder to shoulder support that includes regular coaching
and feedback between instructional leaders and teachers
Flexible professional learning that supports the needs of the staff
Teachers develop skills of personalised learning

links to
QT making the difference for students. Ensuring quality classroom instruction

Focussed TPL -focusing on classroom-based PL for teachers
Support student wellbeing and development
Personalised learning
Accountability
Use of data to inform practices

links to
The focus is on students

Collect and use of data to inform practice
Evaluation of professional learning activities to promote effective teaching strategies
Students individual potential developed
Planning of individual learning paths
Teachers take shared responsibility for student improvement and contribute to a transparent learning culture, including through the
observation of each others practices
Students use reflection on assessment and reporting processes and feedback to plan learning
Assessment data to monitor achievements and gaps in student learning are used extensively to inform planning for particular student groups
and individual students
The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence based practice
Teachers regularly review learning with each student, ensuring all students have a clear understanding of how to improve their learning
a school-wide culture of high expectations and a shared sense of responsibility for student engagement, learning, development and success
Positive and respectful relationships across the school community underpin a productive learning environment, and support students
development of strong identities as learners
Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students, using evidence-based
teaching practices and innovative delivery mechanisms where appropriate
Teachers clearly understand and utilise assessment for learning, assessment as learning and assessment of learning in determining teaching
directions, school performance levels and effectiveness
Teachers take responsibility for changes in practice required to achieve improved school performance and are using data on a regular basis to
monitor the effectiveness of their own efforts
The school has embedded and explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to
drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes
Teachers draw on and implement evidence-based research to improve their performance and development
Ability to use a data driven assessment of improvements across early childhood education and focus on continuing to
improve areas for further student development

links to
All students have access to Early Childhood education programs.
Transition programs are given higher priority focusing on
collaboration between preschool, school and parents/carers.
Focus on early childhood education
Teachers are able to access mentoring and coaching programs

links to
Personalised Learning and support plans developed and
implemented in collaboration with students/parents and with the use
of data
Sustaining high quality professional learning and support for
teachers and their school community to understand and address the
diverse learning needs of students
Having high expectations of every student
Accountability
Use of expertise of IL or Special Schools to support teaching and
learning

Framework
links to
To support the ongoing improvement of student outcomes (teaching and learning)
Great teachers (continuously developed; are skilled, effective and professional)
Teachers need to collaborate with and learn from others, analyse own practice and
respond to feedback (Plan; Implement; Review PDF)
Teachers driven using information gained by self-reflection using the Australian
Institute of Teachers and Leadership and Australian Professional Standards for
Teachers
Data collection by teachers, for children and teachers to gauge areas for progress and
development
Teacher professional learning is pivotal and of utmost importance
High quality performance and development processes
School processes will be streamlined to encourage school-based classroom-focused
professional learning
Recognise and share outstanding practice
Teachers plan professional journey to achieve career goals (leadership
aspirations) with support of school structures, supervisors and opportunities
Performance and Development Framework
links to
Collaborative and supportive workplace committed to a positive culture of ongoing learning by

individuals and teams
Ongoing improvement of student outcomes through continuous development of a skilled, effective
and professional teaching workforce
Plan-Implement- Review approach to professional Learning
Dynamic professional learning goals
Well- resourced and timely professional learning that meets the needs of teachers
Further develop knowledge, skills and capabilities
Build on teachers existing strengths
Reflecting on ones skills, knowledge and experiences
Use of evidence to guide professional learning
Self reflect on the impact of professional learning
Regular feedback and reflection of professional learning
Acknowledgement of success
Effective features of instructional leadership occur in a targeted way; including classroom
observation, shoulder to shoulder support, feedback and reflection
Professional learning to be relevant, collaborative and evidence based
Regular opportunities for shoulder to shoulder support that includes regular coaching
and feedback between instructional leaders and teachers
Flexible professional learning that supports the needs of the staff
Teachers develop skills of personalised learning

Framework
links to
The culture of professional, quality teaching is enhanced because principals
have increased local authority to make decisions about teacher performance,
professional learning and program delivery
Tougher consequences and streamlined processes for underperformance
Align professional learning needs for all staff to the school management plan
Link school plan to professional learning to set and monitor achievement of
meaningful professional learning
Individualised professional learning plans
Professional learning needs to be available in a variety of forms, with flexible
modes of delivery to meet the many and varied needs of staff and schools
Salary progression will be based on attainment of professional standards

Framework
links to
Providing professional development opportunities
Improve teaching practices and learning outcomes

Framework
links to
Excellence in teaching to improve student learning outcomes
High levels of professionalism and commitment
Individually and collaboratively, teachers evaluate the effectiveness of their teaching
practices
Observations of each others teaching practices
Leaders enable a self-sustaining and self-improving to support the highest levels of learning
Quality teaching and professional practice are evident in every learning environment
School leaders demonstrate instructional leadership, promoting and modelling effective,
evidence based practice
Explicit systems for collaboration and feedback are evident to sustain quality teaching
Professional learning is aligned with the school plan, which impacts the quality of teaching
Teachers are actively engaged in planning their own professional development
Teachers demonstrate and share expertise
Workforce planning designed to drive whole-school improvement
Practices and processes are responsive to feedback

Framework
links to
Quality learning for all

High expectations, local solutions
Strategies that connect teachers from different schools to wider
opportunities for professional learning
Great teachers and inspired leaders
Build capacity of teachers and leaders
Supporting teaching through strategies and processes that allow for
professional collaboration and conversations about their teaching practice
Quality professional learning, mentoring and coaching
Teachers and school leaders have access to professional learning and
expert advice so they can meet the learning and support needs of every
student

Framework
links to
The achievement of successful educational outcomes for every student is supported

through high quality teaching and learning
Sustaining high quality professional learning and support for teachers to address the needs
of students
Develop and implement strategies that provide a strongly integrated framework for
learning
Professional learning for skilled and knowledgeable teachers
Information to support teaching and learning and expert support
Build on experience and the high levels of expertise available in our system
Effective teachers are the key to achieving educational outcomes
Quality professional learning is vital to extend the knowledge and skills of teachers
Professional learning delivered in a range of ways to meet needs of personnel
Teaching and learning accredited by NSW Institute of Teachers
Use of goals to support the ongoing improvement of student outcomes through continuous
professional learning and development at all stages of a teaching career
Use of expertise to guide professional growth
A tool to understand and support individual student/teacher learning needs

links to

Focussed TPL at point of need
Quality teaching and leadership
Continued development of staff as contextually relevant
TPL improves teacher practice & student outcomes
Accountability

links to
QT making the difference for students. Ensuring quality classroom instruction

Focussed TPL -focusing on classroom-based PL for teachers
Support student wellbeing and development
Personalised learning
Accountability
Use of data to inform practices

links to
Framework
Providing professional development opportunities
Improve teaching practices and learning outcomes

links to
Local decisions to improve teaching and learning are made by the school working with its
local community
The right decisions are made by people in schools and across the system, who are
accountable to manage resources and deliver a quality education for all students
Schools directly manage an increased percentage of the total education budget, including
the budget for school-based staff
Schools have the flexibility to respond to student needs by managing a single overall
budget rather than many small program budgets
Accountability

links to
Focus on students
Excellence in learning Student assessment data used to identify
student achievement & performance & guide planning
Excellence in teaching QT making the difference for students
Accountability
Schools are able to utilise data to determine effectiveness of local
decisions across the school and allow for focus on improvements
through the use of community and provide a framework
for school reference groups to utilise.

links to
Providing better learning and support for students with disability, learning
difficulties or behaviour support needs
Needs-based funding
Accountability
Equitable access and personalised learning plans created for all students. Access to
early childhood education increased for Aboriginal and low socio economic families
Schools develop effective community partnerships through connections in
professional learning and access to specialist assistance within the local
community and areas

links to
Needs-based funding
The principal and the school learning and support team will use the allocated
resources to meet the learning and support needs of their students and teachers
Quality Contextual TPL Students with disabilities and additional learning
Needs supported in every classroom and every school
Flexible funding
Accountability
Personalised Learning Plans
School advisory council part of connecting community to learning and forming
genuine community partnerships

links to
Focus on students
Excellence in learning Student assessment data used to identify student
achievement & performance & guide planning
Excellence in teaching QT making the difference for students. Strategic TPL to
ensure continuing improvements
Accountability
Data driven knowledge of areas within teaching practice across the whole school
that can be improved and built upon
Allowing for evidence-driven focus on defined, professional learning areas

links to
The focus is on students
Collect and use of data to inform practice
Planning of individual learning paths
Teachers take shared responsibility for student improvement and contribute to a transparent learning culture, including through the
observation of each others practices
Students use reflection on assessment and reporting processes and feedback to plan learning
Assessment data to monitor achievements and gaps in student learning are used extensively to inform planning for particular student groups
and individual students
The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence based practice
Teachers regularly review learning with each student, ensuring all students have a clear understanding of how to improve their learning
a school-wide culture of high expectations and a shared sense of responsibility for student engagement, learning, development and success
Positive and respectful relationships across the school community underpin a productive learning environment, and support students
development of strong identities as learners
Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students, using evidence-based
teaching practices and innovative delivery mechanisms where appropriate
Teachers clearly understand and utilise assessment for learning, assessment as learning and assessment of learning in determining teaching
directions, school performance levels and effectiveness
Teachers take responsibility for changes in practice required to achieve improved school performance and are using data on a regular basis to
monitor the effectiveness of their own efforts
The school has embedded and explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to
drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes
Teachers draw on and implement evidence-based research to improve their performance and development
Ability to use a data driven assessment of improvements across early childhood education and focus on continuing to
improve areas for further student development

links to
Framework
Excellence in teaching to improve student learning outcomes
High levels of professionalism and commitment
Individually and collaboratively, teachers evaluate the effectiveness of their teaching
practices
Observations of each others teaching practices
Leaders enable a self-sustaining and self-improving to support the highest levels of learning
Quality teaching and professional practice are evident in every learning environment
School leaders demonstrate instructional leadership, promoting and modelling effective,
evidence based practice
Explicit systems for collaboration and feedback are evident to sustain quality teaching
Professional learning is aligned with the school plan, which impacts the quality of teaching
Teachers are actively engaged in planning their own professional development
Teachers demonstrate and share expertise
Workforce planning designed to drive whole-school improvement
Practices and processes are responsive to feedback

links to
Focus on students
Excellence in learning Student assessment data used to identify
student achievement & performance & guide planning
Excellence in teaching QT making the difference for students
Accountability
Schools are able to utilise data to determine effectiveness of local
decisions across the school and allow for focus on improvements
through the use of community and provide a framework
for school reference groups to utilise.

links to
The school leadership team makes deliberate and strategic use of its partnerships
and relationships to access resources for the purpose of enriching the schools
standing within the local community and improving student outcomes
The school successfully fosters collaboration with key stakeholders in the
development of the school vision, strategic directions and annual plans
Longer-term financial planning is integrated with school planning and
implementation processes
The use of school facilities is optimised within the local community; to best meet
the needs of students and the local community
Practices and processes are responsive to school community feedback
Allows for a data analysis of Local Decisions and their impact upon the schools
ability to strive toward excellence.
Allows for Schools to more effectively allocate funding to areas where the school
can continue to improve

links to
Schools across similar backgrounds can be compared to see areas
requiring improvement and areas of strength so that students are
given a data driven school striving for excellence through a
designated framework.
Use of data to determine effectiveness of local decisions and
improvement in quality teaching programs

links to
Each key area of the framework of ESES can be seen in many areas of the School Excellence Framework. Below are some very specific links to
the Excelling section of the SEF
Allows schools to identify and assess the areas where they are improving results for every students and address areas where there is a deficit
Allows every student to be able to access the curriculum and improve their knowledge of school based education.
The focus is on the students
Collection and use of data to inform best practice
planning of individual learning paths
There is a school-wide, collective responsibility for student learning and success with high levels of student, staff and community
engagement
The school has in place a comprehensive and inclusive framework to support the cognitive, emotional, social, physical and spiritual wellbeing
of students, which measurably improves individual and collective wellbeing
Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students, using evidencebased teaching practices and innovative delivery mechanisms where appropriate
The school has aligned staff processes and school systems for collecting, analysing and reporting local and external data on student and
school performance
Performance for equity groups within a school is comparable to the performance of all students in the school
The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence-based practice
Teachers regularly review learning with each student
School-wide and/or inter-school relationships provide mentoring and coaching support to ensure the ongoing development of all staff
The school evaluates professional learning activities to identify and systemically promote the most effective strategies
The teaching staff of the school demonstrate and share expertise, have very high levels of contemporary content knowledge
and teaching practices, and rely on evidence-based teaching strategies
The school leadership team makes deliberate and strategic use of its partnerships and relationships to access
resources for the purpose of enriching the schools standing within the local community and improving student
outcomes

links to
Rural and remote school staff will be provided with greater opportunities to work
collaboratively and develop greater connections to develop their teaching practice.
Schools in rural and remote settings provide greater incentives to attract more top line
candidates to their schools
Connections between Rural and Remote schools and universities increased, initial teacher
education programs highlight requirements for working in rural and remote schools
Providing better learning and support for students with disability, learning difficulties or
behaviour support needs
Needs-based funding
Accountability

links to
All students have access to Early Childhood education programs.
Transition programs are given higher priority focusing on
collaboration between preschool, school and parents/carers.
Focus on early childhood education
Teachers are able to access mentoring and coaching programs

links to
Framework
Quality learning for all

High expectations, local solutions
Strategies that connect teachers from different schools to wider
opportunities for professional learning
Great teachers and inspired leaders
Build capacity of teachers and leaders
Supporting teaching through strategies and processes that allow for
professional collaboration and conversations about their teaching practice
Quality professional learning, mentoring and coaching
Teachers and school leaders have access to professional learning and
expert advice so they can meet the learning and support needs of every
student

links to
Needs-based funding
Accountability
Equitable access and personalised learning plans created for all students. Access to
early childhood education increased for Aboriginal and low socio economic families
Schools develop effective community partnerships through connections in
professional learning and access to specialist assistance within the local
community and areas

links to
Incentive transfer to ensure teacher supply in rural and remote

schools
Schools can offer local incentives within their budgets
Staff in school determined by the school and its needs
Funding for schools reflects complexity as well as student numbers
Principals free to make more local decisions for purchases up to
$5000
Working locally /creating community hubs
Schools making most decisions
Resource Allocation Model of funding utilised to improve and focus
on local area decisions about requirements for students in rural and
remote schools.

links to
Schools across similar backgrounds can be compared to see areas
requiring improvement and areas of strength so that students are
given a data driven school striving for excellence through a
designated framework.
Use of data to determine effectiveness of local decisions and
improvement in quality teaching programs

links to
Provide students with quality teaching and a broad and rigorous
curriculum
Effective and appropriate professional learning
Establish strong relationships with community and using connections
within the community
Collaboration across schools and within school communities to
improve teaching practice
Each student considered on an individual basis.
All students have personalised learning plans to determine and
individual pathway to success.
Reliable collaborative methods to allow specialist assistance for
students with identified extra needs

links to
Special schools as centres of expertise are strongly linked with the GTIL area of recognising and
sharing outstanding practice
Developing and maintain professional practice and is strongly linked with ESES through the same
need to ensure the framework for learning and support within our schools that at ensures we are
building on the experience and high levels of expertise in our system by using appropriate
professional learning and support structures
Ensuring teacher quality through professional learning to meet the diverse needs of all students
within any school community
Providing better learning and support using flexible, needs-based funding for students with
disability, learning difficulties, or behaviour support needs
The principal and the school learning and support team will use the allocated resources to meet
the learning and support needs of their students and teachers
Quality Contextual TPL Students with disabilities and additional learning needs
supported in every classroom and every school
Accountability

links to
Personalised Learning and support plans developed and
implemented in collaboration with stu/parents and with the use of
data
Sustaining high quality professional learning and support for
teachers and their school community to understand and address the
diverse learning needs of students
Having high expectations of every student
Accountability
Use of expertise of IL or Special Schools to support teaching and
learning.

links to
Framework
The achievement of successful educational outcomes for every student is supported

through high quality teaching and learning
Sustaining high quality professional learning and support for teachers to address the needs
of students
Develop and implement strategies that provide a strongly integrated framework for
learning
Professional learning for skilled and knowledgeable teachers
Information to support teaching and learning and expert support
Build on experience and the high levels of expertise available in our system
Effective teachers are the key to achieving educational outcomes
Quality professional learning is vital to extend the knowledge and skills of teachers
Professional learning delivered in a range of ways to meet needs of personnel
Teaching and learning accredited by NSW Institute of Teachers
Use of goals to support the ongoing improvement of student outcomes through continuous
professional learning and development at all stages of a teaching career
Use of expertise to guide professional growth
A tool to understand and support individual student/teacher learning needs

links to
Needs-based funding
The principal and the school learning and support team will use the allocated
resources to meet the learning and support needs of their students and teachers
Quality Contextual TPL Students with disabilities and additional learning
Needs supported in every classroom and every school
Flexible funding
Accountability
Personalised Learning Plans
School advisory council part of connecting community to learning and forming
genuine community partnerships

links to
Each key area of the framework of ESES can be seen in many areas of the School Excellence Framework. Below are some
very specific links to the Excelling section of the SEF
The focus is on the students

Collection and use of data to inform best practice
planning of individual learning paths
There is a school-wide, collective responsibility for student learning and success with high levels of student, staff and community
engagement
The school has in place a comprehensive and inclusive framework to support the cognitive, emotional, social, physical and
spiritual wellbeing of students, which measurably improves individual and collective wellbeing
Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students, using
evidence-based teaching practices and innovative delivery mechanisms where appropriate
The school has aligned staff processes and school systems for collecting, analysing and reporting local and external data on
student and school performance
Performance for equity groups within a school is comparable to the performance of all students in the school
The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence-based practice
Teachers regularly review learning with each student
School-wide and/or inter-school relationships provide mentoring and coaching support to ensure the ongoing development of all
staff
The school evaluates professional learning activities to identify and systemically promote the most effective strategies
The teaching staff of the school demonstrate and share expertise, have very high levels of contemporary content
knowledge and teaching practices, and rely on evidence-based teaching strategies
The school leadership team makes deliberate and strategic use of its partnerships and relationships to access
resources for the purpose of enriching the schools standing within the local community and improving
student outcomes

links to
Provide students with quality teaching and a broad and rigorous
curriculum
Effective and appropriate professional learning
Establish strong relationships with community and using connections
within the community
Collaboration across schools and within school communities to
improve teaching practice
Each student considered on an individual basis.
All students have personalised learning plans to determine and
individual pathway to success.
Reliable collaborative methods to allow specialist assistance for
students with identified extra needs

links to
Ability to manage staff and resources to support the
Personalised Learning Plans and individual needs of all
students
Importance of community in creating PLP and working
locally to combine resources within communities of schools
and across large networks of schools
Reducing of red tape enables more focus on supporting
teachers in classroom to support students

Educational Reforms Content Common Features

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Educational Reforms Content Common Features

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Joining the dots: POD Research Group

The chain links

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Great Teaching, Inspired Learning

Performance linked to school plan

Great Teaching, Inspired Learning

Great Teaching, Inspired Learning

Great Teaching, Inspired Learning

Outstanding practice is recognised and rewarded.

Great Teaching, Inspired Learning

Great Teaching, Inspired Learning

Great Teaching Inspired Learning

Local Schools, Local Decisions

Performance linked to school plan

Schools, Local Decisions

Schools to meet local needs

Schools, Local Decisions

The culture of professional, quality teaching is enhanced because principals

Schools, Local Decisions

Schools, Local Decisions

Schools, Local Decisions

Incentive transfer to ensure teacher supply in rural and remote

Schools, Local Decisions

Ability to manage staff and resources to support the Personalised

Early Action for Success

Early Action for Success

Early Action for Success

Early Action for Success

QT making the difference for students. Ensuring quality classroom instruction

Early Action for Success

The focus is on students

Early Action for Success

Early Action for Success

Performance and Development

Performance and Development Framework

Collaborative and supportive workplace committed to a positive culture of ongoing learning by

Performance and Development

Performance and Development

Performance and Development

Performance and Development

Quality learning for all

Performance and Development

The achievement of successful educational outcomes for every student is supported

Connected Communities Strategy

Outstanding practice is recognised and rewarded

Connected Communities Strategy

QT making the difference for students. Ensuring quality classroom instruction

Connected Communities Strategy

Connected Communities Strategy

Connected Communities Strategy

Connected Communities Strategy

Connected Communities Strategy

School Excellence Framework

School Excellence Framework

School Excellence Framework