Focus on student outcomes in new school improvement tool

Each and every ACT public school wants to see improved learning and wellbeing outcomes for their students.

Regular opportunities to reflect on what is going well and what can be done even better are an important part of ensuring every school improves every year.

To assist ACT public schools in continuing to grow, over the last 18 months the ACT Education Directorate has been co-designing a new tool to track school improvement, in partnership with international experts and ACT public school principals.

School improvement is about self-assessing where a school is at with respect to student outcomes, teaching and leadership practices, and identifying strengths and areas for improvement.

“Today’s announcement is about ensuring our ACT public schools are equipped with the tools, support and data they need to strengthen our overall student, school and system performance,” Minister for Education Yvette Berry said.

To assist in the adoption of the new school improvement tool, schools have access to a suite of new data dashboards. These dashboards will provide schools greater access to information on student learning outcomes and school climate.

“These dashboards will be capturing more student, staff and community voice than ever before, placing student needs and outcomes at the centre of everything we do,” Minister Berry said.

Initially being trialled and tested in 18 public schools in 2024, the Student-Centred Improvement Framework will be rolled out across the entire ACT public school system in 2025.

“This will ensure schools are focused on implementing the right strategies, and adjusting more rapidly if the data suggests there is room for improvement,” Minister Berry said.

Helen Timperley PhD, Professor Emeritus of Education at the University of Auckland, has described the Student-Centred Improvement Framework as “an ambitious world-leading system of student-centred school review and improvement”, and that the review policy, processes and architecture “are based on research that makes the most difference in high-performing schooling systems, like in the ACT”.

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