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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
Community participation from staff to community
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
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
Outstanding practice is recognised and rewarded
Providing better learning and support using flexible, needs-based funding for students with
disability, learning difficulties, or behaviour support needs
Giving public schools more authority to make local decisions
Authentic community participation
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
Local
Local
Local
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
Accountability
Local
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
Local
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
Community participation from staff to community
links to
Early Action for Success
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
Evaluation of professional learning activities to promote effective teaching strategies
Students individual potential developed
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
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
Outstanding practice is recognised and rewarded
Providing better learning and support using flexible, needs-based funding for students with
disability, learning difficulties, or behaviour support needs
Giving public schools more authority to make local decisions
Authentic community participation
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