3. Pre-review self-evaluation
The pre-review self-evaluation (PRSE) on the Strategic Planning Online Tool must be completed by schools, endorsed by the SEIL and shared with panel members at least 4 weeks before the first day of the review.
How to complete the PRSE
The PRSE includes the following sections, where schools plan their PRSE, and analyse and upload data and supporting evidence on performance, practices and processes:
- summary of school context and approach to completing the PRSE, including identifying challenge partners
- analysis of learning and wellbeing outcomes, including School Strategic Plan (SSP) performance and outcomes for all students and priority cohorts, and self-evaluation against the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice
- self-evaluation against the FISO 2.0 continua of practice for the 5 core elements, reflecting on current practices and opportunities for improvement
- self-assessment of compliance against the Curriculum and Student Learning Minimum Standard and department policy requirements. For more information, refer to Assessing compliance with the Curriculum and Student Learning Minimum Standard and department policy requirements.
Evaluating targets with new NAPLAN assessment data
The 2023 changes to NAPLAN assessment and reporting have implications for how schools assess against NAPLAN-related targets.
Changes to NAPLAN reporting mean that schools will not be able to assess progress against NAPLAN targets in their School Strategic Plan set under the previous reporting process. Schools should therefore select the ‘not able to assess’ option on the PRSE for any NAPLAN targets.
Schools are encouraged to continue to consider their pre and post-2023 NAPLAN data as part of a holistic approach to reflecting on school performance in the PRSE.
For more information on the changes to NAPLAN, refer to the resources available on .
Changes to the calculation of data from the Attitudes to School Survey, School Staff Survey and Parent, Caregiver and Guardian Opinion Survey
As outlined in the November 2023 School , the department has made a minor change to the calculation of results in the Attitudes to School Survey (AToSS), School Staff Survey (SSS) and Parent, Caregiver and Guardian Opinion Survey (PCGOS), such that the 'percentage positive endorsement' may increase a little, compared to previously available 2019 to 2022 data.
For most schools, the changes will have a minimal impact on results. Where there is a more notable change to the data, schools can use the percentage increment (that is, growth) specified in the targets to assess whether the target is fully achieved, mostly achieved, partially achieved or not achieved.
For further information on the changes to perception survey reporting, refer to Update to the calculation of student, staff and parent opinion survey results and (staff login required).
Evaluating targets using new secondary certificates and pathways data
New datasets are now available in (staff login required) to support secondary school leaders to understand how their students are being supported with pathways through secondary school to their post-school destination.
Within the Senior Secondary domain, data on VCE, VCE Vocational Major (VCE VM) and Victorian Pathways Certificate (VPC) Enrolments and Completions can now be found alongside the Exit Destinations dashboard (launched in 2023 to replace the School Information Portal).
These datasets identify a school’s VCE VM cohort for detailed trend analysis and include historical data for VCAL students, where it is available.
Schools are encouraged to consider these new datasets as part of a holistic approach to reflecting on school performance in the PRSE.
Reflecting on FISO 2.0 learning and wellbeing outcomes
As part of the PRSE the school undertakes a comprehensive analysis of student learning and wellbeing outcomes. This includes consideration of performance against goals and targets from the SSP, including the outcomes of all students and priority cohorts.
To support this process, schools can download the FISO 2.0 Continua of Practice self-evaluation tool on the Resources tab.
In the PRSE on SPOT, schools should:
- summarise performance against the SSP goals, and targets and key improvement strategies (KIS). Schools should comment on contextual enablers and barriers to SSP achievement and whether KIS had the intended impact on student learning and wellbeing outcomes. Schools can report on achievement of priorities goals separately or as part of the most relevant SSP goal
- summarise their analysis of current learning and wellbeing outcomes for all students and priority cohorts, including Koorie students. This should include a focus on literacy and numeracy, and other key learning areas as appropriate (for example, outcomes related to the secondary certificates and pathways, such as student post-school pathways via the Exit Destinations dashboard in Panorama)
- self-evaluate against the FISO 2.0 continua of practice for learning and wellbeing outcomes
- upload supporting evidence (for example, supplementary school report and school data).
Data sources to be explored for each outcome are identified in the FISO 2.0 system measures .
Examples of learning and wellbeing data and evidence schools can analyse
- Panorama, including the dashboards and supplementary schools report, noting reports for priority cohorts and new datasets available for exit destinations and VCE, VCE VM and VPC Enrolments and Completions
- School performance data report
- Annual Implementation Plan (AIP) mid-year monitoring and end-of year assessments over the last SSP period
- School level data identified in SSP targets (if relevant)
- Monitoring of individual learning or education plan goals
- Monitoring of the school’s implementation of the Marrung Aboriginal Education Plan 2016–2026
- Strategies implemented at the school to establish a culturally safe environment
- Other data from local assessments or surveys
Reflection on FISO 2.0 core elements
Schools self-evaluate their practices against the FISO 2.0 continua of practice for each of the 5 core elements, briefly describing current practices and their effectiveness, and identifying changes needed to improve impact on outcomes. This will also include reflection on the implementation of professional learning communities (PLC) and other department priorities.
Schools can refer to the Resources tab for the FISO 2.0 continua of practice self-evaluation tool.
Data sources to be explored for each core element are identified in the FISO 2.0 system measures . Refer to the FISO 2.0 PAL topic under practice tools guidance.
Examples of additional school level data sources
- Formative and summative assessments
- Classroom observations or learning walks
- Observations of PLC meetings
- Documentation of practices, for example, documented instructional model, curriculum resources, planning documents, assessment resources
- Data relating to perceptions and experiences collected through interviews, focus groups or pulse-check surveys
Engaging the school community when preparing the PRSE
Principals can involve their school improvement team, school leadership team or other nominated staff.
It is recommended that the school community, including staff, students, families and school council members are engaged to support the preparation of the PRSE.
Further advice for small schools and specialist schools regarding the PRSE can be found in the Advice for small schools and Advice for specialist and specific purpose school settings guidance chapters.
Examples of PRSE activities
- Planning meetings with the school improvement team, school leadership team, and/or SEIL, and including other regional staff if needed
- Seeking input from the school community through focus groups, surveys or other forums to gather feedback, analyse evidence and/or validate findings
- Forming working groups to undertake specific tasks or activities related to the PRSE
- Hosting an event, facilitated by students, to engage with their families and community and gather ideas and feedback in an informal setting, such as Campfire Conversations with Koorie students and families
- Identifying the most important school community highlights from the last 4 years. This can include programs or initiatives the school has successfully implemented, capital works upgrades, or major events such as school productions or concerts
Accessing the PRSE on SPOT
The school's PRSE template is available on SPOT 2 terms before the review.
The PRSE will be linked to the most recent SSP (or AIP for new schools), and can be accessed by the principal, SEIL and school council president. The department will grant reviewers access as needed. The principal can provide access to other school leaders or staff if needed using the 'Delegate editing rights' section at the top of the My School page on SPOT.
Finalising the PRSE
When the PRSE is complete, the principal can use the 'attest and submit' button in the 'Review and endorse' tab to submit the PRSE for SEIL approval. The SEIL can revert the PRSE to draft if changes are needed, in discussion with the principal.
Upon SEIL approval, the PRSE must be shared with panel members 4 weeks before the review.
For further information or questions regarding SPOT, refer to the SPOT troubleshooting guide (staff login required) or contact the School Planning, Review and Annual Reporting Unit via SPOT.Support@education.vic.gov.au
Reviewed 20 December 2024