Home' Teacher : May 2011 Contents 12 TEACHER MAY 2011
institutions, which develop new ideas into
original practices. The second is by closing
the gap between the least and most effec-
tive schools, or departments within them, as
transferred innovation. Transformation thus
combines 'moving ahead' with 'levelling up.'
To achieve such a lateral strategy for
transferred innovation requires the follow-
ing strategic components:
It must become clear what is meant by
'good' and 'best' practice among teachers.
There needs to be a method of locating
good practice and sound innovations.
Innovations must be ones that bring real
advantages to teachers.
Methods of transferring innovation effec-
tively need to be devised.
This is the approach being developed
in the northern metropolitan region by
regional network leaders, with the increas-
ingly intelligent use of information and
School support and review
The school review is a key component of the
Accountability and Improvement Frame-
work in Victorian government schools, and
is designed to provide an expert, independ-
ent analysis of current school performance
and practice, and to advise on the goals
for student outcomes and appropriate key
improvement strategies that will help shape
the school's new strategic plan.
Schools undertake different types of
review to reflect their particular needs. The
types of review are as follows:
Negotiated review This flexible and
focused review enables the school to use
a critical friend to examine a specific
area for improvement identified from
the school self- evaluation. This type of
review is typically used for schools with
student outcomes and other key indi-
cators that are above expected levels,
although the school's capacity to manage
such a review is also considered.
Continuous improvement review This
involves a pre-visit from the reviewer, a
day-long review panel meeting with the
principal, school council president, key
staff and a student focus group, plus a
report to staff and the school council.
This type of review is usually for schools
with satisfactory student outcomes and
other key indicators, but with scope for
Diagnostic review This follows a simi-
lar structure to continuous improvement
review but provides additional fieldwork
time totalling two days. It is used for
schools with some student outcomes and
other key indicators below expected levels,
or where the circumstances of the school
are complex, such as a multi- campus
school, a Prep to Year 12 school, a school
with a large number of students with disa-
bilities, or a recently amalgamated school.
Extended diagnostic review This follows
a similar structure to diagnostic review,
with additional fieldwork time totalling
Regional network leaders are using this
statewide strategy in adaptive ways to meet
the differential needs of the schools in their
networks and sharing these adaptations
to build capacity and precision in regional
challenge and support.
Powerful learning is an idea that has its
roots in the best practices of the teaching
profession, and it has the potential to make
every young person's learning experience
stretching, creative, fun and successful. It
reflects the current drive to tailor schooling
to individual need, interest and aptitude, so
making it increasingly personalised.
This emphasis provides a bridge from
prescribed forms of teaching, learning skills,
curriculum and assessment to an approach
to classroom practice that is predicated on
enabling every student to fulfil their poten-
Personalisation is a significant element in
what the region is calling powerful learning.
In order to sustain system-wide improvement,
societies are increasingly demanding strate-
gies characterised by diversity, flexibility
and choice, hence the focus in the region on
powerful learning. However, it is moral pur-
It is part of the teachers'
concern to touch hearts as
well as minds, to nourish
a hunger for learning and
help equip the student
with a proficiency and
confidence to pursue
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