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

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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
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