The Compact – Consultation Draft - Department of Education and ...

The Compact –Consultation DraftAccompanying Towards Victoriaas a Learning Community

ContentsMinister’s Message 1Introduction 21. Improving school leadership and teacher 4quality is how Victoria will become top tierProfessional Practice 4NEED YOURPUBLISHINGDETAILSHERE2. Schools have the responsibility for transforming 7teaching and improving student outcomesCurriculum, assessment and reporting 7Curriculum 7Assessment 9Assessment 93. Accountability for outcomes 104. Supporting schools 135. Partnerships across the learning community 16Published Published by byCommunications Published by Division the Communications Division for Flagshipfor the Strategies Strategy Division & Review GroupDepartment Department of Education of Education & Early & Early Childhood Childhood DevelopmentLevel Level 3, 33 3, St 33 Andrews St Andrews Place PlaceMelbourne Melbourne VIC 3001 VIC 30016. Next steps 17Melbourne MelbourneSeptember November 2012 2012© State © State of Victoria of Victoria (Department (Department of Education of Educationand Early and Early Childhood Childhood Development) 2012 2012The copyright in this document is ownedis by owned the State by the of Victoria State of (DepartmentVictoria(Department of Education and of Education Early Childhood and EarlyChildhood Development), Development), or in the case or in of the somecase materials, of some by materials, third parties by (third partyparties materials). (third party No materials). part may be No reproduced part may be by reproducedany processby any except process in accordance except in accordance with the provisions with the provisions of the Copyrightof the Act Copyright 1968, the Act National 1968, the Education National Access Education Licence forAccess Schools Licence (NEALS) for Schools (see (NEALS) below) or (see with below) permission. or withpermission. An educational institution situated in Australia whichAn educational is not conducted institution for profit, situated or a in body Australia responsible whichis not for conducted administering for profit, such or an a body institution responsible may copy andfor administering communicate such the materials, an institution other may than copy third and partycommunicate materials, the for materials, the educational other than purposes third party of the institution.materials, for the educational purposes of the institution.Authorised by the Department of EducationAuthorised and Early by the Childhood Department Development, of Educationand Early 2 Treasury Childhood Place, Development,East Melbourne, Victoria, 3002.2 Treasury Place, East Melbourne, Victoria, 3002.ISBN 978-0-7594-0709-1ISBN xxxxxx1 The Compact – Consultation Draft

The responsibilities of schools and the Department relatingto each principle are outlined in the following pages. Thebroader application of these principles should be informedby each school’s vision, values and strategic planning. TheCompact will be updated regularly and through consultationto reflect future changes to autonomy.Changing RelationshipsIncreased professional trust and autonomy for schools willresult in fewer mandates and more targeted and responsivesupport from the Department. These changes will mean thatprincipals are expected to exercise their responsibility fordriving improvement at the local level.In this context, schools will be expected to:• act in the best interests of their students, families, localcommunities and peers being accountable to them foroutcomes, performance and improvement• actively and positively contribute to the educationsystem, for the broader benefit of all Victorian students• engage with local government, relevant communityorganisations and other providers, including the EarlyChildhood, Higher Education and Skills sectors.The Department will retain its obligation to intervene toenhance student outcomes where performance measuresclearly indicate that a school is not performing effectively,and support from the Department has been unable toaddress this.• work collaboratively and in partnership with otherschools, business and industryAccountability RequirementsThe Compact aims to empower schools to deliver theircore responsibilities in a locally relevant way. It does notreplace or remove any existing accountability arrangementsoutlined below.Schools are required to refer to and meetthe obligations:• Current legislative and regulatory requirementsand guidelines (including, but not limited to, thosecreated under: Education and Training Reform Act2006; Equal Opportunity Act 2010; Fair Work Act2009; Financial Management Act 1994; OccupationalHealth and Safety Act 2004; Accident CompensationAct 1985; Public Administration Act 2004 and theConstitution Act 1975)• VRQA minimum standards• ACARA and VCAA curriculum guidelines andmandated policies• School council responsibilities outlined in theCouncil Constituting Order of individual schoolsand the induction section of the Improving SchoolGovernance handbook• Principals Guide to School Council Elections• Commonwealth and Victorian policy requirementsincluding National Education Agreement andNational Partnership Agreements in which Victoria isa participant• School Accountability and Improvement Framework(currently under revision, to be replaced by SchoolPerformance Framework)• Student Engagement Policy Guidelines• DEECD Human Resources website• Schools Policy and Advisory Guide• Student Resource Package Guide• Out of Home Care Education Commitment 2011• Victorian Institute of Teaching requirements• Enterprise Bargaining Agreements• Principal contract accountabilities (ScheduleB), including performance management anddevelopment processes2The Compact – Consultation Draft

Principles and responsibilitiesPrinciple 1:All students can exercise educationchoices that meet their learningneeds, aspirations and interests,and will be supported to reachtheir full potentialAim• Provide teaching and learning programs, andimplement practices and resources, which allow youngVictorians to fully participate in education.• Develop the skills and abilities that will prepare allstudents, including vulnerable students and studentswith disabilities, for lifelong learning and success intheir chosen post-school pathway.ResponsibilitiesSchools will:• Provide equitable enrolment opportunities to all localstudents (subject to admission criteria policies definedby the Department).• Plan, document, implement and publish anexplicit, school-wide curriculum that providescore requirements (e.g. AusVELS, VCE, VCAL,VETiS; supports student choice, empowermentand engagement (e.g. through locally determinedspecialisations); reflects community priorities; andprepares students for life in the 21st century.• Develop or adopt an evidence-based instructionalmodel and ensure its use across the school.• Ensure a range of assessment practices are used tomonitor and evaluate each student’s progress, guideinstructional practice, identify learning and studentpathways, and report to students and families onprogress.• Establish networks and partnerships with otherschools, early childhood and further educationsettings, and community organisations, business andindustry to support student outcomes, strengthenstudent transitions and increase choice andcustomisation of offerings in local areas.• Provide all students and families with the skills,information and support they need to make informeddecisions about options and pathways through schooland post school.The Department will:• Provide schools with admission criteria policiesto support school enrolments and develop thesecollaboratively with schools where differentiatedpolicies are required (e.g. specialisation).• Provide evidence-based, validated curriculum,assessment, and instructional model resources.• Facilitate and broker networks and partnerships whereschools require additional support to form these.• Provide guidance and processes to support positivetransition from kindergarten to school.• Provide guidance and processes for effective studentpathways and exit processes into further education,training and employment for all students.• Ensure access to targeted and comprehensive supportfor schools facing exceptional challenges withoperational or curriculum planning.The Compact – Consultation Draft 3

Principle 3:Schools provide inclusive, safeand orderly environments for allmembers of the school communityAim• Support the engagement and wellbeing of all staff andstudents, including vulnerable students and studentswith disabilities, by providing a climate of fairness,trust and mutual respect.ResponsibilitiesSchools will:• Demonstrate sustained improvement in studentengagement and wellbeing.• Create an inclusive and respectful environment, takingaccount of the physical, intellectual, cultural, moraland social needs of students, families and carers.• Build partnerships in local areas to maximise studentinclusion, engagement and re-engagement in highquality learning experiences.• Document, communicate and implement schoolpolicies and strategies relating to student safety,wellbeing and engagement, including addressingdiscrimination and the impact of disadvantage, andsupporting students facing complex challenges.• Ensure student consultation and voice in thedevelopment of policies that contribute to providing aninclusive, supportive and orderly school environment.• Establish clear policies and strategies to managechallenging behaviour, including appropriateprofessional learning for teachers, the developmentof curriculum experiences to meet the needs of allstudents, and the development and communication ofstudent referral processes for rare instances when theneeds of the student cannot be met within the school.• Apply appropriate discipline and behaviourprocedures, including suspension and expulsion, inline with system level policies, recognising the needto ensure that all young people have an appropriatepathway in education.• Provide school health programs that build life skills andresilience and promote general health and wellbeing.• Ensure that a duty of care is provided to all studentsenrolled at the school for all school programs.• Report data on suspensions, expulsions and thenumber of students that move to different settings.The Department will:• Provide practical guidance and resources for managingchallenging behaviour, bullying, discipline, cybersafetyand wellbeing.• Ensure access to professional learning relating tostudent welfare and discipline, and access to specialistexpertise in exceptional, complex cases.• Broker partnerships with youth, community and healthservices where a school is facing particular challengesand needs support.• Ensure access to resources, strategies and approachesrelating to student safety, wellbeing and engagement,including addressing discrimination and the impact ofdisadvantage, and supporting students facing complexchallenges.• Conduct research and identify best practice in relationto optimal school environments.• Provide quality assured surveys for staff, studentsand parents so that schools can assess engagement,wellbeing and safety of staff and students, and thegeneral climate of the school.The Compact – Consultation Draft 5

Principle 4:Resources are managed effectively,efficiently and fairly to deliver thebest possible education experiencesand outcomes for all studentsAim• Plan, allocate and share resources in ways that usethem to the greatest effect, and that demonstratevalue, equity and responsiveness to local needs.ResponsibilitiesWorkforceSchools will:• Attract and retain 39a high quality school workforce,ensuring clear role expectations and flexiblemanagement of workload and deployment, to achieveschool strategic aims and goals.• Conduct principal selection processes that supportselection of the right candidate to drive schoolperformance and represent the needs and expectationsof the school community.• Organise high-performing teachers to support otherstaff (e.g. through peer observation and coaching),develop best practice models, and lead professionaldevelopment.• Demonstrate proactive and robust management ofstaff performance, including capacity-building andevidence-based progression against agreed targets.• Include student feedback in workforce planning anddevelopment, (e.g. student survey data on teacherperformance).• Regularly review, adapt and improve school workforcemanagement practices, including practices related tothe maintenance and enhancement of staff wellbeing.• Focus on performance and capacity-building of all staff(e.g. teachers, support staff, specialists), recognisinggood performance and taking appropriate action whenstaff are underperforming.• Ensure an appropriate level of staff input into schoolpolicy, through the use of open and consultativedecision making processes.• Comply with National Employment Standards,legislative requirements, and the principles ofemployment and conduct that apply in the publicsector (e.g. merit-based selection, equal opportunity,dispute resolution).The Department will:• Provide guidance and resources that support the fullHR management lifecycle (recruitment, selection,performance management and recognition, exitprocedures).• Provide workforce planning data and analysis tosupport schools in the management and developmentof their own workforce.• Develop and implement programs and initiatives toincrease supply of high quality entrants into teaching,particularly where shortages exist.• Implement a defined principal performancemanagement cycle and accompanying processes.• Provide access to specialist expertise and support forschools facing exceptionally challenging workforceissues.• Provide advice in relation to school management ofpayroll and leave functions.6The Compact – Consultation Draft• Ensure support for new, acting and transitioningprincipals.

FundingSchools will:• Demonstrate equity and transparency in the useof funding and resources, including appropriatecommunication and decision making processes relatedto the partnership role of the principal and schoolcouncil and appropriate governance and controls overfinancial assets.• Ensure that the interests and needs of students areparamount when making decisions regarding thepurchase of programs from external providers.• Ensure that any arrangements a school enters into witheducation and training providers to provide all or partof a school program are consistent with departmentalpolicies and guidelines and represent value for moneyin the use of government funds.• Allocate resources and monitor efficiency in order toachieve strategic plan targets and ensure the sustainedoperation and financial independence of the school.• Ensure the budget is aligned and integrated withlearning priorities.The Department will:• Undertake fair, appropriate and transparent allocationof all Commonwealth and Victorian governmentfunding.• Provide an inclusive Student Resource Package (SRP)that maximises discretionary funding.• Provide clear processes for accessing centrallymanagedsources of funding outside the SRP (e.g.workforce bridging, capital funding).• Provide technical and policy advice, professionaldevelopment, guidance and benchmarking on financialmanagement and procurement.• Monitor high-risk school-level expenditure (defined byvolume and value).• Facilitate larger-scale partnerships and shared servicearrangements that reduce administrative costs oroverheads (e.g. Local Administration Bureaus).• Provide appropriate advice and support on the role ofthe school council.• Choose suppliers, and opt in and out of Department’sservice provision as best meets local needs.InfrastructureSchools will:• Maintain safe and secure environments, includingmeeting regulatory requirements.• Align infrastructure planning and management withschool strategic planning, ensuring appropriate inputfrom the school council.• Opt in to the model for capital works management thatmeets the capacity of the school and correspondingsupport needed from the Department.• Maintain ICT systems, data storage (including CASES21) and transfer processes that support school, regionand system-wide monitoring, reporting and studenttransitions.• Seek opportunities to share sites, facilities and ICTsystems with early childhood providers, communitylearning organisations, local government and otherschools.The Department will:• Strategically manage its portfolio of infrastructure,including demographic, provision and capacityplanning.• Provide capital works project management andsupport, at the level requested by individual schools.• Undertake targeted investment for maintenanceprojects, in line with audit priorities.• Monitor maintenance requirements through conditionassessments.• Provide access to a central internet service provider.• Broker partnership arrangements that support localplanning, development, sharing and maintenance ofinfrastructure and ICT.• Provide appropriate advice and support on the role ofthe school council.• Undertake a sustainable, transparent and needs basedapproach to asset management and investment.The Compact – Consultation Draft 7

Principle 5:Schools and the Departmentare open and responsive toschool communities and are heldaccountable for outcomesAim• Work together to promote and build public confidencein government schools by consulting and reporting onactivities and achievements.• Engage the active participation and support of families,businesses, and local communities; promote feedbackand dialogue; and foster innovation and best practiceacross the system.• Be accountable for working within the legislative andregulatory framework for Victorian government schools,while exercising flexibilities to meet the needs ofstudents and the expectations of local communities.ResponsibilitiesSchools will:• Implement planning, monitoring, and reviewingprocesses (including developing a Strategic Plan andengaging in periodic reviews) that support schoolimprovement.• Report these dimensions of performance regularlyand in plain English to the school council, schoolcommunity and the Department.• Report regularly to families and students on studentachievement, progress and plans for improved learning.• Administer system-wide surveys and data collection(e.g. staff, student and parent surveys), and participatein core national and international assessmentprograms (e.g. NAPLAN, PISA, TIMSS, PIRLS).• Provide the Department with quality student andschool level data (including student attendance,assessment and destination survey data) in a timelyand accurate manner.• Operate locally-appropriate governance models andprocesses that engage the school council, families/carers and the community as active participants ineducation and development.The Department will:• Provide governance and policy frameworks that areconsistent with legislated responsibilities of schools/school councils and which support local flexibility anddecision-making.• Implement guidance and capacity building forschool councillors, and support and intervene wheresignificant failures of governance arrangements occur.• Provide timely, accurate and functional performancedata that enables school-level benchmarking, andwhich provides feedback from system surveys andsample assessments.• Provide access to core performance indicators,transparent performance standards for schools, andclear expectations/triggers of graduated support andintervention.• Monitor school performance against a range ofcore indicators, and provide targeted responses todemonstrated issues related to school performanceand student outcomes.• Maintain a pool of trained and accredited schoolreviewers (including practising principals), and provideguidance and resources for school review activities.8The Compact – Consultation Draft