STRATEGIC PLAN 2018-21 - A Leading Learning Organisation - ACT Education Directorate
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STRATEGIC
PLAN 201 8-21
A Leading Learning Organisation.
GET STARTED ▶
OUR VISION
We will be a leading learning
organisation where people
know they matter.
OUR MISSION
We develop and deliver educational
services to empower each child
and young person in the ACT
to learn for life.
Our values Future of Education
>> Respect >> Place each student at the centre of
>> Integrity their learning
>> Collaboration >> Empower teachers and other professionals
to strengthen learning for all
>> Innovation
>> Create strong communities for learning
We pay respect to the United Ngunnawal Elders Council >> Strengthen the system to focus
and to the Elders both past and present of the Ngunnawal on equity and quality
Nation for they hold the hopes and dreams for the future of
the ACT and surrounding region. We also acknowledge and
pay respect to the Wreck Bay peoples as custodians of the
lands on which Jervis Bay School is located.
We value the diverse contributions that our Aboriginal and GOALS ▶
Torres Strait Islander colleagues make to the Directorate.
Goal: Schools PI CK A GOAL
where students
love to learn CORE PEOPLE
CAPABILITIES
>> Embrace diversity >> Leadership at all levels
>> Cultural integrity >> Know and share evidence of impact
Goal: Investing >> Personal effectiveness >> Collaboration and partnerships
in early childhood
CORE PEOPLE ACTIONS
>> Building capability for collaboration and partnership across the
directorate and with external partners
>> Building workforce capability in digital literacy and evaluation frameworks
Goal: Evidence- >> Implementing the Performance Development Framework for educators
informed decisions
>> Developing a workforce strategy to inform planning and decision making
>> Incorporating a focus on diversity and inclusion
>> Supporting school leaders and beginning teachers
>> Improving induction and performance reviews
Goal: Learning Strategic Indicators1
culture To promote greater equity in learning
outcomes in and across ACT public schools
To facilitate high quality teaching in ACT public
schools and strengthen educational outcomes
Goal: United To centre teaching and learning around
students as individuals
leadership 1. See ACT Budget Paper F for further information
◀ BACK
Through
• Developing organisational capacity to deliver
Schools where evidence-informed, flexible and innovative
pedagogy that provides a personalised learning
People
students love
pathway for each student
• Incorporating student voice into learning and giving
• Deliver learning that prioritises and enhances valuable and timely feedback to all students
to learn
21st century capabilities, such as collaboration,
responsibility, self-efficacy, critical thinking • Building expertise in case coordination and effective
and creativity support for transitions, including working with
families to resolve external issues that impact on a
• Using technology in new and innovative ways to student’s engagement with school
Results support learning
• Ensuring that everyone understands and recognises
We deliver world class, innovative and future • Evaluating programs to ensure innovations deliver the importance and impact of early intervention on
focused learning that is recognised as inclusive, positive impacts and building on existing models each child’s learning and wellbeing and that schools
highly equitable and high quality with proven results are well equipped to provide proactive support
• Ensuring all students feel welcome, respected, • Develop each person’s capability to support
We provide safe learning environments with a
supported, and valued in their school community children with complex needs and challenging
focus on wellbeing where students feel good at
and addressing social and psychological wellbeing behaviour as early as possible
school and have access to the support they need, concerns
when they need it • Developing agile, knowledgeable and reflective
• Creating physical environments that are safe and teams that can respond to changing needs
We ensure that each student has a inclusive
• Valuing and supporting the sharing of ideas and
personalised and meaningful education that • Collaborating to support seamless transitions practices and leveraging existing expertise across
allows them to thrive as global citizens from preschool through to year 12, checking in on the directorate
students post transition, and identifying warning
Students are confident, creative and signs as early as possible • Using data and information systems to support
collaborative, and they know they can be great early intervention, including ensuring information
learners • Strategically planning for future student demand is shared appropriately
and changing needs
MORE ▶
Indicators of success
Increase in students who strongly identify Increase in student reported
with school resilience
Increase in students who report they are Increase in schools accessing
respected, listened to and involved in decisions Education Support Office
services that align to their
school needs
Increase in students who report they feel
safe and supported at school
Increased equity in learning
outcomes in and across
Increase in parents and carers who strongly
ACT public schools
identify with school
Priority actions to achieve this goal
>> Support all schools to invest early in the >> Embed co-designed universal, selected and targeted strategies that
wellbeing of all students at all stages support student wellbeing and 21st century skills in every school.
of schooling These strategies:
>> Implement the whole of system school • reflect both the knowledge and skills of students and staff
improvement strategy that includes: • focus on personalised learning (student agency), and
• systematised approach to whole of • differentiation (strong pedagogy).
system improvement (using the National
School Improvement Tool as the primary >> Implement and embed high quality professional learning
organiser contextualised for the ACT) communities at every school, ensuring:
• clarity on the roles and responsibilities • school annual learning plans reflect system goals
for executives, school leaders and staff • plans are developed in consultation with staff
• a strong focus on cultural integrity • the Professional Learning Communities methodology is consistent
and inclusion with system expectations for student outcomes, and there is regular
• high quality responsive universal, evaluation of impact
selected and targeted services for >> Extend capability to implement contemporary pedagogy that includes:
schools, school leaders, staff and
• inclusion and high expectations for every student
students
• a focus on student agency
• evidence-informed practice that is
regularly reviewed and assessed >> Deliver Schools for a Growing Community with a focus on
21st century learning environments
• quarterly scoping design and execution
of school improvement initiatives
through engagement with School
Leaders
◀ BACK TO GOALS NEXT ▶
Through
• Supporting preschools to meet the
Investing National Quality Framework and raise
National Quality Standard ratings
People
in early • Building a culture of sharing knowledge
across sectors and services, including
• Growing leadership in early
childhood education in schools
childhood
the government and non-government
early childhood education sector, • Ensuring understanding
playgroups, preschools, specialist and recognition of the
schools, health services and family importance and impact of early
childhood education on each
Results support programs
child’s learning
We acknowledge and support families • Playing an active role in engaging with
the community through events • Building collaborative
as every child’s first teachers partnerships with early
• Implementing evidence-informed childhood services
Every child and family is known before models for early childhood education,
they arrive in preschool or kindergarten including play based models for • Working with families to
developing learning dispositions address external factors
We value and validate a child’s learning that could impact on early
from early childhood education and care • Enabling teams of early childhood childhood development
educators to demonstrate their
through to preschool and into schooling
professional expertise
MORE ▶
Indicators of success
All primary schools have a preschool Quality Improvement Increase in the number of
Plan as part of their School Improvement Plan schools that apply the Early
Years Learning Framework
learning outcomes when
The comparative improvement of preschools’ rating documenting the assessment
against the National Quality Framework of the learning of each
preschool child
Increase in the number of schools where the nominated
supervisor, educational leader, preschool teachers and Increase the number of early
relevant learning support assistants attend two or more childhood qualified educators
sessions of early childhood professional development in each school network
per calendar year
Priority actions to achieve this goal
>> Develop a suite of universal and targeted services >> Extend collaboration between schools, families, community
to support schools to capably deliver high quality organisations, and early education and care providers through
and compliant preschool education whole of government service integration and a revamp of the
>> Develop an instructional leadership and quality early childhood school model, to ensure that young children
teaching strategy for early childhood professional (3-7 year olds) have the best start to their education journey
development >> Develop school capability and commence mapping and
>> Establish mechanisms for showcasing and sharing analysis of data about incoming cohort families
best practice aligned to the Early Years Learning >> Provide families with formal and informal opportunities to
Framework and National Quality Standards learn about interactions that maximise childhood development
>> Implement a whole of Directorate Early Childhood >> Review the model of preschool and school integration,
Education improvement response that includes: including the relationship between the Early Years Learning
• Improving Education Support Office capability Framework and the Australian Curriculum
to support preschools to meet the requirements >> Enable preschool educators to access early childhood
of the National Quality Framework and improve communities of practice to enable best practice and quality
the National Quality Standards ratings improvement
• Improving communications and understanding >> Include early childhood infrastructure capacity in every new
of roles and responsibilities between ACT public school, including early childhood service capacity for both
schools, Education Support Office and the Long Day Care and Out of School Hours Care
ACT regulator >> Develop a policy framework for fostering proactive
• Communicating clear expectations that each collaborative relationships in early childhood education,
School Network is to be represented at each including implementation of the ‘Growing Preschool Expertise’
early childhood sector meeting project using the network model
◀ BACK TO GOALS NEXT ▶
Through
• Maintaining high quality and up to date data
Evidence- that provides a holistic view of student’s
educational achievement and wellbeing
People
informed
to support decision makers, including
educators and other professionals • Understanding and sharing
evidence of impact, including
decisions
• Improving access to transparent and open developing data literacy
data that meaningfully tracks trends over
time and provides school and community • Collecting, interpreting and
profiles translating data to positively impact
growth in student achievement
Results • Improving functionality of existing systems and wellbeing
We combine student agency, professional and ensuring all areas have the systems they
need to collect and use data in a timely way • Gathering qualitative feedback from
expertise, and the best evidence diverse sources, including students
to make decisions • Combining data with the expertise of and families with complex needs
professional staff members, students,
We apply an agreed standard of evidence families and the broader community to • Using evidence to inform best
to the decisions we need to make ensure a holistic understanding of issues practice approaches for policy,
and impacts programs/service delivery and
We have line of sight between student targeting of resources at all levels
• Promoting action research and peer reviews
agency, evidence and impact at multiple • Evaluating, planning and analysing
to enable staff to build their own evidence
levels (student, school, program, system) for impact information, including through
action learning
Our people are using evidence based practices • Foster innovation and creativity through
to demonstrate impact on student learning action learning
MORE ▶
Indicators of success
Proportion of schools reviewed that achieve Increased evidence of impact informing
high or outstanding in National School future investments
Improvement Tool domains, in particular:
>> An explicit improvement agenda
Increased number of reform initiatives
>> Analysis and discussion of data formally evaluated and the proportion
>> Differentiated teaching and learning of recommendations implemented
(School Improvement)
Increased proportion of initiatives with
Increased usage of key datasets evaluation inbuilt into the planning phase
Priority actions to achieve this goal
>> Develop and implement ‘Evidence and Inquiry >> Develop and implement contemporary measures of student
in School Improvement’ to build capability in achievement and school improvement, including but not
school improvement, data literacy and the school limited to literacy and numeracy gain, equity, and school
improvement cycle of inquiry of school leaders at a climate.
range of levels >> Develop and implement agreed student achievement
>> Implement endorsed school-based assessment tools and school improvement measures appropriate to early
>> Streamline the school review process to be more childhood schools, colleges and specialist schools
focused on school improvement and ensure >> Develop and embed new Strategic Plan performance
all elements of high performing schools are measures (such as supplementing existing staff surveys) to
incorporated ensure measurement suite is fit for purpose
>> Develop and implement multi-level data literacy >> Design and implement an evaluation framework and
elements of ‘Strengthening Leadership Capability’ guidelines with a particular focus on planning for evaluation
>> Improve access to key performance data to inform at the commencement of a reform or improvement
school review and improvement processes (using intervention, and establish an annual evaluation program
the National School Improvement Tool), particularly >> Commence targeted evidence-based presentations to the
leveraging off Schools Administration System and Education Governance Committee on organisational health
associated data warehousing and performance
>> Develop and implement a broader range of >> Align performance measures in Budget Papers, Annual
achievement data (with a particular emphasis on Reports, Future of Education, Education Directorate
skills and attributes such as general capabilities Strategic Plan, School and Education Support Office
and work readiness), leveraging off national and Annual Plans
international initiatives and existing practices in
schools and networks
◀ BACK TO GOALS NEXT ▶
Through
• Fostering physically and psychologically
Learning safe and respectful environments for our
people to learn
People
culture • Implementing a coordinated suite of
targeted and practical learning pathways
that are tailored to different needs,
• Embracing and valuing
diversity of ideas,
backgrounds and
based on sound research, delivered experiences
Results collaboratively and by credible experts
• Strengthening cultural
Every individual is empowered • Recruiting and supporting highly integrity
to learn and help others to do so skilled, qualified and capable staff
• Working with agility
We value leadership that • Learning from others, including those and flexibility to meet
outside the education sector that support changing needs
promotes and models inquiry
our students and their families
and creativity • Supporting each person
• Establishing forums and mentoring to understand their role
We have a future focused opportunities to share impacts and and responsibilities in
workforce with the capability to effective practice the organisation
achieve outcomes for each student • Involving all staff in planning processes
MORE ▶Indicators of success
Increased retention of beginning Increase in staff reporting that their leaders
teachers and new staff are able to build capability in others
Increase in mentors and Increase in staff who understand and work
mentees who report high levels towards future focused skills
of confidence and satisfaction
with mentoring supports
Increase in staff reporting support for
professional development
Increase in staff reporting
strong leadership in schools
Priority actions to achieve this goal
>> Establish coaching and mentoring programs that are >> Investigate development of baseline and
available for staff at career transition points for new targeted cultural integrity programs for all staff
teachers, aspiring leaders and new principals >> Conduct a review of transfer round processes
>> Engage initial teacher education providers to influence with a strong focus on delivering equitable
the quality and effectiveness of graduates outcomes for students and supporting
>> Implement a system level, multi-layered leadership staff wellbeing
development strategy that has an emphasis on >> Develop a new induction program
instructional leadership and enterprise skills with a deep >> Embed a performance management
embedding of inclusion, cultural integrity, collaboration framework to be utilised consistently
and adaptive leadership throughout the Directorate with a focus
>> Implement a Learning Management System that will on capability development for all staff
provide improved access to development and provide >> Introduce a Human Resources Portal
a capability profile for every employee to provide staff access to learning
>> Establish a career and capability pipeline that supports opportunities and resources
each staff member in the Directorate, including a
capability framework that outlines expectations
for every role
◀ BACK TO GOALS NEXT ▶Through
United • Effectively communicating and
developing strategy together
People
leadership • Improving the governance
arrangements, policies and processes
• Increasing personal
effectiveness
team
that help us to be accountable for
equitable education • Developing leadership
capability and effective
• Defining and embedding the behaviours management
that reflect our values
Results • Supporting staff wellbeing, inclusion,
• Embracing diversity
Ownership of the Strategic Direction is shared in strategies, staffing
and collaboration through effective, and leadership
between Schools and the Education Support Office sustainable and positive relationships
• Working with multidisciplinary
We have community confidence in our ability • Creating opportunities for school leaders teams and collaborating
to deliver quality and equitable education to be active and visible leaders across across Schools and Education
the directorate Support Office
Education Support Office and School Plans
are aligned with our strategic direction • Embedding participatory • Enabling a culture of trust
management approaches that involve and continuous learning
and are coherent
students and staff in decisions and
We trust and support each other during challenges feedback processes
MORE ▶Indicators of success
Increase in positive perceptions of the Increase in staff reporting
Directorate high levels of collaborative
practice between colleagues
and leaders
Increase in staff reported confidence
in understanding and communicating
organisational direction, and seeing it Increase in leadership
in the way we work capability reported through
the 360 degree feedback
process
Increase in staff reporting confidence
and trust in their colleagues and
leaders
Priority actions to achieve this goal
>> Launch the Governments’ Future of Education Strategy >> Establish a forum for sharing problems,
and Directorate Strategic Plan, involving all Executive practice and strategic discussions at
and School Leaders leadership meetings
>> Embed Strategic Plan implementation roles, >> Establish United Leadership behaviours,
responsibilities and behaviours into all Leadership rituals and self-assessment approaches,
Professional Development Plans including ensuring Corporate Executives
>> Implement biannual reviews of progress against the build relationships with school leaders and
strategic plan, involving Corporate Executives and the a working knowledge of our schools
Principals Advisory Group >> Establish a 360 degree feedback process,
>> Establish an organisational planning and reporting including explicitly seeking feedback
process in collaboration with the Senior Governance from schools
Committee >> Build the Executive Leadership Team using
>> Develop a joint collaboration rubric between the Senior the DISC profile methodology or other team
Governance Committee, Principals Advisory Group building exercises
and Business Managers Advisory Group to be applied
to all key projects and considered in Professional
Development Plan feedback
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