Using FISO 2.0 to plan school improvement
The FISO 2.0 improvement cycle depicts the improvement process that Victorian government schools use to implement strategies and actions to improve students’ learning and wellbeing outcomes. The cycle embodies global best-practice research on school improvement and teacher professional learning.
The stages of the improvement cycle are:
- Evaluate and diagnose education challenges and areas for improvement based on the learning and wellbeing needs of every student.
- Prioritise and set goals for improvement strategies and initiatives that have the greatest impact on student learning and wellbeing.
- Develop and plan improvement strategies and initiatives to ensure successful implementation.
- Implement and monitor selected improvement strategies and initiatives, including the impact these have on student learning and wellbeing, to adapt and respond accordingly.
The improvement cycle supports school review and school strategic planning, annual implementation planning, and regular cycles of inquiry. It can be used at different levels, from the whole-of-school to the classroom, and over different time periods, from 4-week cycles to annual cycles.
Using FISO 2.0 to plan school improvement has been developed to assist school leaders and School Improvement Teams (SITs) to apply this cycle as part of the development of the Annual Implementation Plan . The guide provides a step-by-step approach to the use of data to determine priority areas for action to improve student learning and wellbeing.
Step 1: Gather and analyse data
This links to the Evaluate and diagnose stage of the improvement cycle.
Step 2: Examine current processes and practices
This links to the Prioritise and set goal stage of the improvement cycle.
Step 3: Identify and plan actions
This links to the Develop and plan stage of the improvement cycle.
Step 4: Implement and monitor impact
This links to the Implement and monitor stage of the improvement cycle.
When implementing the improvement cycle, schools should consider the following:
- The improvement process is not always linear – it requires schools to move back and forwards to check, learn and adjust practice as necessary.
- The success of improvement strategies depends on how well they are implemented.
- Implementation is an iterative process of actioning what is planned, identifying and celebrating what is working, and adapting when barriers are encountered.
Reviewed 20 December 2024