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A School Review and Improvement Framework Adventist Schools Australia

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A School Review and Improvement Framework Adventist Schools Australia A School Review and Improvement Framework Adventist Schools Australia Adventist Schools Australia A PO Box 4368, Ringwood Victoria 3134 P +61 3 9871 7518 F +61 3 9870 7715 W http://asa.adventist.edu.au Published May 2013 © Adventist Schools Australia Contents A Message from the National Director ............................................... 3 The Special Character of Adventist Schools ................................................ 4 Rationale for Development of the QAS Framework ................................................ 5 Guiding Principles ................................................ 8 Quality Improvement Learning Culture Context Flexibility Student Achievement Honesty and Trust Alignment Empowered Leadership Improvement is Core Business 1 Practicality / Simplicity Reflective Culture Key Features of the Framework ................................................ 10 Identifies Best Practice Evidence Driven Role of Education Directors Language and Terminology The Process ............................................... 12 The Internal Review Process 5-Year Component Review Plan Annual Component Review Plan Component Review & Self-Assessment Process The External Review Process Component Review Validation Quality Adventist Schools Cyclic Review (QASCR) The Rating Scale Tips for Implementation Evidence Remember.. The Components ............................................... 27 Overview of Structure 2 Links to other Documents Details of 20 Components 3 Resources & Templates ............................................... 97 Appendices: ............................................... 104 1. Acknowledgements 4 2. References 3. The Development of the Quality Adventist Schools Project 4. An Adventist School – A Community of Faith and Learning 5 QAS Cyclic Review 6 School Records Contents A Message from the National Director A Message from the National Director ............................................... 3 The development of a school improvement framework for Adventist schools evolved from a desire to fulfil our vision statement: The Special Character of Adventist Schools ................................................ 4 ‘Authentic Adventist education through quality sustainable schools Rationale for Development of the QAS Framework ................................................ 5 supported by appropriate governance structures’. Guiding Principles ................................................ 8 Quality Flowing from this desire, the Quality Adventist Schools (QAS) project was initiated. The project brief was to develop Improvement Learning Culture a school improvement framework based on world’s best practice and provide a process for schools to engage in Context the further strengthening of their professional learning cultures. In addition, the QAS is designed to provide the Flexibility cornerstone for school-based review processes and meaningful professional conversations between schools and Student Achievement system leadership in relation to shared strategic goals. Honesty and Trust Alignment The QAS framework is comprised of four domains and twenty self-review Components. These Components reflect Empowered Leadership the professional voice of just over 100 people engaged in Adventist education – teachers, principals, directors of Improvement is Core Business education and consultants. It is my belief that, informed by the professional knowledge and contextual wisdom that Practicality / Simplicity already exists in our schools, these Components will serve to foster valuable professional dialogue in every Adventist Reflective Culture school. The quality of this dialogue and its basis in sound evidence will lead to a focus on improvement and, most importantly, to better learning outcomes for all students. Key Features of the Framework ................................................ 10 Identifies Best Practice The Quality Adventist Schools Reference Committee is to be commended for maintaining broad consultation and Evidence Driven engagement in the development and delivery of a simple, aligned and flexible school improvement framework. It has Role of Education Directors been a pleasure to witness the professional openness and generosity of our system directors and school communities Language and Terminology in the creation of the QAS framework. The successful implementation of the framework hinges on a continuing spirit of collaboration and professional openness and honesty. The Process ............................................... 12 The Internal Review Process 5-Year Component Review Plan It is my pleasure to commend the framework to you and I wish to thank you for your support on the journey to date. Annual Component Review Plan The strategic benefits of a shared system school improvement framework are not to be underestimated. However, the Component Review & Self-Assessment Process challenge is to now work constructively to embed this school improvement strategy in service to the Church and the The External Review Process families who entrust us with the educational and spiritual development of their children. Component Review Validation Quality Adventist Schools Cyclic Review (QASCR) The Rating Scale Tips for Implementation Evidence Remember.. Dr Daryl Murdoch National Director The Components ............................................... 27 Adventist Schools Australia Overview of Structure Links to other Documents Details of 20 Components Resources & Templates ............................................... 97 Appendices: ............................................... 104 1. Acknowledgements 2. References 3. The Development of the Quality Adventist Schools Project 4. An Adventist School – A Community of Faith and Learning QAS Cyclic Review School Records 3 The Special Character of Adventist Schools While every Adventist school is unique by virtue of its location and circumstances, all authentic Adventist schools share certain distinctive qualities. The atmosphere and ethos that is created can be experienced and observed at both the tangible and intangible levels. The term, ‘special character’ is used to describe that distinctiveness. The heart and soul of Adventist education stems from a worldview regarding the origin, meaning, purpose, and destiny of human life. These beliefs and assumptions are drawn from the Bible and are reflected in the logo which is central to this model. The writings of Ellen G White are also acknowledged as an inspired commentary and guide in applying these understandings in the context of the school. The outcome of this effort is a “special character” that reflects the reasons, the vision, the aspirations and the values that are important to Adventist educators. Each school is seen as a total learning environment, with careful attention to a balance between study, worship, labour and recreation. It is a community in which spirituality, industry, a spirit of cooperation, a sense of safety and security, and respect for the diversity of individuals and cultures are valued and nurtured. As cultural beings, teachers, students and others will participate in seeking, communicating and expressing the essence of that culture in language, story, symbolism, worship and acceptable standards of behaviour and lifestyle consistent with Adventist worldview. The culture and ethos of the school consistently reflect the practical endorsement of a biblical worldview and its implicit values. This culture seeks to be Christian generally, and Seventh-day Adventist in particular. Each school community will function in a complementary relationship with the family, the Church, and other schools in the system. Elements of Special Character Education’s Ultimate Purpose: ‘The restoration of human beings to the image of their Maker through a saving relationship with Jesus Christ, and the balanced development of the whole person’. Students: Students are viewed as multifaceted beings uniquely created in God’s image, but marred by sin. They are seen with need to develop comprehensive wholeness and integrity, to reach their highest potential in all human faculties, and to fulfil God’s purpose for their lives. The Role of the Teacher: The teacher-minister’s role is of central importance in the life of the Adventist school. Teacher-ministers are expected to be exemplary models of Seventh-day Adventist culture and Christian graces, and to demonstrate professional competence in teaching, pastoral nurture and ministry. The Curriculum: All learning areas are approached from the perspective of the biblical worldview within the context of the Cosmic Conflict theme. As a ‘balanced curriculum that promotes an integrated perspective of faith and learning, it addresses the major developmental needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It also reflects appreciation for Christian heritage, community building and citizenship, concern for social justice, and stewardship of the environment. Teaching and Learning: An appropriate emphasis is placed on all forms of true knowledge. There is sensitivity to the culture, typical methods and skills of the respective subject fields and their place within the scheme of learning from a Christian perspective. Teaching methods are sensitive to the diversity of the gifts and needs of all students and seek to actively engage them personally and collaboratively, and give opportunity to put into practice what has been learned. Excellence is encouraged and facilitated in all areas. 4 Rationale for the Development of the QAS Framework The
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