School Review

4. What happens during a school review

The minimum number of review days is 2, with most schools being allocated 3 review days (including a review day 1, a fieldwork day, and a final panel day).

Review day 1

The first formal day of a school review is known as 'review day 1' and is where the panel will:

• review and discuss the information and evidence presented in the pre-review self-evaluation (PRSE), and any other data or evidence presented to the review panel, to form a shared understanding of current student learning and wellbeing outcomes
• undertake classroom observations to assist the panel in forming a deeper understanding of school practices
• review a small, targeted sample of lesson plans provided by the principal (for example, a sequence of 4 lesson plans from Year 1 reading, Year 3 or 8 mathematics, Year 5 literacy, Year 10 English, Unit 2 VCE English or mathematics (methods), or a Vocational Major (VM) applied learning sequence)
• identify specific areas of the school’s practices, particularly related to the Framework for Improving School Outcomes (FISO) 2.0 core elements, that require further investigation and analysis through fieldwork
• plan the approach to fieldwork. This can be developed in advance for shorter (2-day) reviews.

For review day 1, the principal is the chair, the reviewer facilitates, and other panel members actively participate throughout the day.

Fieldwork

Fieldwork is undertaken to gather further evidence about school practices and identifies:

• practices against the FISO 2.0 core elements, including the implementation of professional learning communities (PLC)
• supports for priority cohorts
• where needed, evidence to support the Curriculum and Student Learning Minimum Standard and department policy requirements compliance assessment.

Fieldwork includes observation and interviews/focus groups. Each school review must include the following fieldwork activities:

• focus groups for staff, students and parents/carers (generally one of each)
• classroom observations (English and mathematics recommended). When planning for classroom observations, panels should consider how to best gather a valid and reliable observed sample of classroom practice. For secondary schools, where possible, observation of VCE English and/or mathematics, and VCE VM classes is recommended
• observation of meeting(s) of Professional Learning Communities (PLC) (one recommended).

When the above minimum requirements for fieldwork are met, schools may choose what to focus on for the remaining fieldwork time based on the length of the review and school context.

The reviewer will lead fieldwork activities, supported by panel members, including the senior education improvement leader (SEIL) and challenge partners where available. The reviewer will synthesise and report fieldwork findings back to the panel.

To preserve independence of the fieldwork, principals and other school leaders do not usually participate in focus groups and interviews but can participate in classroom observations.

It is recommended all fieldwork is completed by the morning of the final panel day so the panel has sufficient time to develop key directions for the next School Strategic Plan (SSP).

Final panel day

The final panel day is when panels:

• reflect on data and findings from the review process
• come to a shared understanding of the schools’ strengths and areas for growth
• finalise any outstanding discussion of the school’s performance against the past SSP and other significant outcomes or findings
• agree on the FISO 2.0 continua of practice ratings for each outcome and core element
• agree on next steps, and collaboratively develop the key directions for the new SSP, which articulate the most appropriate goals, targets and key improvement strategies, and support the school to plan for implementation of department priorities.

For further advice, refer to the Developing key directions for the next School Strategic Plan guidance chapter.