State Schools Improvement Strategy 2021–2025 Every student succeeding

Priorities Improvement measures Improvement focus • Success and wellbeing for all children and students as they transition • Achievement through each stage of learning in an inclusive education system. • Engagement and wellbeing • Continuous improvement in the access to, and teaching, learning and • Transitions assessment of, the Queensland Kindergarten Learning Guideline, the Australian Curriculum and the senior syllabuses. Principles Alignment — our shared understanding of the Queensland Kindergarten Learning Guideline, the Australian Curriculum, the senior syllabuses and the policies that govern our work. Precision — how we use evidence to identify the ‘right work’ and do the ‘work right’ by planning, implementing, monitoring and reviewing.

Intentional collaboration — the deliberate actions we take to work together, learn together and improve together.

School Improvement Model School Improvement Hierarchy Inquiry Cycle Standards of Evidence Where we are How we learn What impact we have

Design Investment Guiding questions Develop Differentiated Prioritise teaching and School-community partnerships and plan learning 1. How are all students engaged and improving in their learning? Scan and Systematic Effective Expert Act curriculum pedagogical teaching assess 2. How do we know? delivery practices team An explicit improvement agenda Monitor 3. What adjustments are we making to ensure every Targeted use of school resources or review student is improving in their learning? Analysis and A culture that discussion of data promotes learning Impact Scalability 4. How do we know what is working? School governance

State Schools are governed by the Education (General Provisions) Act 2006, and Regulation 2017, the Disability Discrimination Act 1992, the Financial Accountability Act 2009, Financial and Performance Management Standard 2019, Public Sector Ethics Act 1994 and the Human Rights Act 2019. Whole of government Standards and Directives and the department’s policies and procedures set clear expectations and accountabilities and document how we deliver and monitor our services. Queensland state schools commit to providing opportunities for every Aboriginal and Torres Strait Islander child and student to achieve success by walking with First Nations people to

210187 teach and celebrate local histories and cultures. State Schools Improvement Strategy 2021–2025 Every student succeeding

Informing our planning and practices Teaching

We are governed by: We are supported by: Performance • P−12 curriculum, assessment • Early Start We are governed by: We are supported by: and reporting framework • P–10 Literacy continuum • The School performance policy • Standards of Evidence We are guided by: • Assessment and Moderation and procedure • The school improvement planning • Queensland Kindergarten Hub We are guided by: guide Learning Guideline • Implementing the Australian • Intentional Collaboration website Curriculum Hub • Performance Improvement and ance Teach • Early Years Learning Framework Accountability Framework • School review resources rm in • QCE and QCIA attainment • Curriculum into the Classroom fo g materials • Data Literacy Framework • Investing for Success r • The Australian Curriculum e • Reading and Writing Centre • School reviews • Department of Education P Precisio • Age-appropriate pedagogies • National Quality Framework n International Strategic Plan • Schools of the future: A strategy • Foundations for Success for STEM in Queensland state • Global opportunities schools • STEM hub for Schools C a n p

Inclusion o A a Capability

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We are governed by: We are supported by: Students l We are governed by: We are supported by:

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• Disability Standards for • Inclusive education resources y • Employee performance, • Queensland state schools

n o Education • Every student with a disability I e i professional development induction resource n t • Inclusive education policy succeeding resources a and recognition • Autism Hub t r • Students with diverse needs o • Reading and Writing Centre • Human Rights Act 2019 b We are guided by: resources lla • Australian Professional • Centres for Learning and We are guided by: • Indigenous education In co Wellbeing tentional Standard for Principals • Every student with disability resources • Australian Professional • Take the Lead succeeding W • Youth engagement resources Standards for Teachers • Principal Induction • Every Aboriginal and Torres e • Culturally-responsive l s • Ways of Working: Assistant l r • Teacher Learning Centres Strait Islander student pedagogies b e Regional Directors and succeeding ei n • Data-informed practice • Early Years Connect ng Part Lead Principals • Support for rural and remote • Annual performance schools and students review process • Advancing rural and remote education in Queensland state schools Wellbeing • Leadership strategy We are governed by: We are supported by: • Student Learning and Wellbeing policies • Student health, safety and wellbeing and procedures resources Partners We are guided by: • Supporting student behaviour resources We are guided by: We are supported by: • Student Learning and Wellbeing • Transition to school Framework • Centres for Learning and Wellbeing • Parent and Community • Partners in Learning program Engagement Framework • Staff Wellbeing Framework • Respectful relationships education • Every Student with Disability • School community policies Succeeding Parent and • Australian Early Development Census • Supporting students’ mental health and and procedures Community Engagement wellbeing Factsheet • Student discipline procedure • School decision-making tool • Youth Engagement Strategy action areas