School-led Clusters

Forming a school-led cluster

Consider local need

When forming a school-led cluster, schools are encouraged to consider:

• What challenge or issue does the cluster aim to address?
• How many schools are needed to make shared initiatives worthwhile?
• Are there geographical or contextual factors to be considered?
• Are there existing cluster arrangements for the same or similar purposes?
• What are the commonalities and connection points, including strengths and existing informal networks?
• What areas of work would the cluster pursue, and what would that look like?

If the above points have been considered and multiple schools are interested in establishing a cluster, the next recommended step is to bring the school representatives together to develop a Cluster development plan (refer to the Resources tab for a template), to support cluster planning and implementation that can be reviewed at an annual general meeting.

Planning for success

Schools are required to complete an Annual Implementation Plan and to contribute to their School network plan (DOCX). As part of the school network plan, clusters of schools can document their actions and expected evidence of change.

For clusters wanting to develop a more formalised approach to their work, the Cluster development plan template, developed with Country Education Partnership (CEP), provides a structure for a group of schools to discuss, agree and document the arrangements of their cluster.

The Cluster development plan can be used to support schools to:

• establish the purpose of the cluster
• identify the needs, goals, actions, values and visions of their cluster
• understand the separate and combined strengths, challenges and resources of schools in the cluster
• reach agreement on cluster roles and responsibilities
• develop a 12-month (or more) action plan
• consider communication and engagement – who is responsible for communication and how the cluster will communicate
• consider and reach agreement on governance and administration
• establish a financial plan
• establish the key work areas which can include student focused initiatives, staff initiatives and strategic and whole school initiatives.

A Cluster development plan may not be necessary for a single event, such as a camp or excursion.

Refer to the Resources tab for the Cluster development plan template.

Commitment to the cluster

Initially, it is recommended that school principals are the lead representative for their school. They provide the authorising environment for cluster activities and are key to engaging and leading staff, students and the school community.

It is important that schools prioritise time and resources towards their cluster arrangements, if they are to remain sustainable and achieve desired outcomes. Seeking input from staff, lead teachers and students during the planning and implementation phase can promote engagement and secure commitment to the cluster.

Student input can play a critical role in developing and steering the cluster, particularly for clusters that seek to support and expand access to curriculum options and subject selection, incursions, excursions and other student activity-based clustering.

It is recommended that the cluster plans activities well ahead, and meets regularly (for example, termly) to support and ensure:

• strong communication across the cluster, so that any issues or challenges are addressed early
• schools share the cluster load by dividing and/or having a clear understanding of cluster roles and responsibilities
• regular opportunities to review, reflect on and plan cluster activities
• mutual agreement on what success looks like, in terms of measures and goals
• a strong sense of trust and collegiality within the cluster.

Once cluster activities become embedded in the school community, the cluster agreement and arrangements between the clustering schools will evolve, adapt and be better able to withstand significant changes across the schools, such as changes in school leadership.