This may help you COPE?

The following template may help you in demonstrating how your school plan
aligns to the School Excellence Framework. It could be used to record what:

School
Excellence Frame

Currently is in place/business as usual at your school that addresses the

element?

Opportunities that may be considered for your school to address the

element?

Planned 5Ps for 2015-17 that address the element?

Evidence that can support your progress of the element of the

framework?

Remember that it is not possible to work on all elements at any one time.
The SEF is not entirely linear; it is possible, and probable, that a school could
move from delivering to excelling in any given timeframe.

School Excellence Framework - Learning Elements

LEARNING
CULTURE
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

All teaching staff

understand that
student engagement
and learning are
related, with the
school communicating
priorities for
strengthening both.
Expectations of
behaviour are explicitly
taught to students and
relate to the variety of
school settings such as
classroom, playground,
hallways, canteen and
assemblies.

There is
demonstrated
commitment within the
school community to
strengthen and deliver
on school learning
priorities.

There is school-wide,
collective responsibility
for student learning
and success, with high
levels of student, staff
and community
engagement.

Positive, respectful
relationships are
evident among
students and staff,
promoting student
wellbeing and ensuring
good conditions for
student learning.

Positive and
respectful relationships
across the school
community underpin a
productive learning
environment, and
support students
development of strong
identities as learners.

School programs
address the needs of
identified student
groups (eg. Aboriginal
students, gifted
students, students with
disability and students
for whom English is a
second language).
Attendance rates are
regularly monitored
and action is taken
promptly to address
issues with individual
students.

Well-developed and
current policies,
programs and
processes identify,
address and monitor
student learning
needs.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

School Excellence Framework - Learning Elements

WELLBEING
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Students, staff and

the broader school
community understand
the behaviours,
attitudes and
expectations that
enhance wellbeing and
lead to improved
student outcomes.

The school
consistently
implements a wholeschool approach to
wellbeing that has
clearly defined
behavioural
expectations and
creates a positive
teaching and learning
environment.

The school has

identified aspects of,
and factors
contributing to,
wellbeing in the
delivery of teaching
and learning.

Quality teaching and

professional practice
are evident in every
learning environment,
providing students
with opportunities to
connect, succeed and
thrive that are relevant
to their stages of
learning and
development.
Students care for
self, and contribute to
the wellbeing of others
and the wider
community.

Students are taught

to accept responsibility
for their own
behaviours as
appropriate to their
age and level of
understanding, as
expressed in the
Behaviour Code.
The school
encourages students
to recognise and
respect cultural
identity and diversity.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING
The school has in
place a comprehensive
and inclusive
framework to support
the cognitive,
emotional, social,
physical and spiritual
wellbeing of students,
which measurably
improves individual
and collective
wellbeing.
Individual learning is
supported by the
effective use of school,
system and
community expertise
and resources through
contextual decisionmaking and planning.

Students are selfaware, build positive

relationships and
actively contribute to
the school, the
community and the
society in which they
live.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

 School staff maintain

currency of knowledge
about requirements to
meet obligations under
Keeping Them Safe.

School Excellence Framework - Learning Elements

CURRICULUM
AND LEARNING
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

Curriculum provision
meets community
needs and
expectations and
provides equitable
academic
opportunities.
The school has an
effective plan for
student transitions in
place.

Curriculum provision
is enhanced by
learning alliances with
other schools and
organisations.

The school
establishes active
partnerships and works
collaboratively to
ensure continuity of
learning for students.

The school actively

collects and uses
information to support
students successful
transitions.

School plans
elaborate on what all
students are expected
to know, understand
and do.

Teachers involve
students and parents
in planning to support
students as they
progress through the
stages of education.

Curriculum programs
and teaching practices
effectively develop the
knowledge,
understanding and
skills of all students,
using evidence-based
teaching practices and
innovative delivery
mechanisms where
appropriate.
Extra-curricular
learning opportunities
are significant, support
student development,
and are strongly
aligned with the
schools vision, values
and priorities.

Curriculum delivery
integrates technology,
library and information
services.

There are systematic

policies, programs and
processes to identify
and address student
learning needs.

The school provides

a range of extracurricular offerings for
student development.
Teachers
differentiate
curriculum delivery to

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

meet the needs of

individual students.

School Excellence Framework - Learning Elements

ASSESSMENT
AND REPORTING
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

The school analyses

internal and external
assessment data to
monitor, track and
report on student and
school performance.

The school has

developed explicit
processes to collect,
analyse and report
internal and external
student and school
performance data.

Individual student
reports include
descriptions of the
students strengths
and areas of growth.

Student reports
contain detailed
information about
individual student
learning achievement
and areas for growth,
which provide the
basis for discussion
with parents.
Students use
assessment and
reporting processes to
reflect on their
learning.

Teachers set
transparent criteria for
student assessment
and have in place
principles of consistent
assessment and
moderation.
Parents are updated
on the progress of
their children.

The school has

analysed school
performance data and
a range of other
contextual information
and is aware of trends
in student
achievement levels.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING
The school has
aligned staff processes
and school systems for
collecting, analysing
and reporting local and
external data on
student and school
performance.
Students use
reflection on
assessment and
reporting processes
and feedback to plan
learning.

Assessment data to
monitor achievements
and gaps in student
learning are used
extensively to inform
planning for particular
student groups and
individual students.
Evaluating and
reporting student
performance data
underpins the whole
school assessment
strategy.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

 Parents have an
understanding of what
their children are
learning and receive
regular information to
support progression to
the next level.

Practices are
embedded for parents
to be engaged and
understand the
learning progress of
their children and how
to effectively support
them to learn.

School Excellence Framework - Learning Elements

STUDENT
PERFORMANCE
MEASURES
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

The school achieves

value-added results.

The school:
- achieves good valueadded results, and/or

The school:
-achieves excellent
value-added results,
and/or

Students are at or
above national
minimum standards on
external performance
measures.

- around 20 per cent of

students achieve at
high levels of
performance on
external performance
measures.

- most of its students

achieve at high levels
of performance on
external performance
measures.

Students are showing

expected growth on
internal school
performance measures

Students are showing

higher than expected
growth on internal
school performance
measures

Performance for
equity groups within a
school is comparable
to the performance of
all students in the
school.

Key quantitative measures will include, where relevant:

Value-added results
[Primary] Proportion at/above national minimum standard in Yea r 5 NAPLAN Reading and Numeracy
[Primary] Proportion of tracked students in top two NAPLAN bands at Year 7
[Secondary] Proportion at/above national minimum standard in Year 9 NAPLAN Reading and Numeracy
[Secondary] Proportion of students with 2+ Band 5-6 results at HSC
[Primary and Secondary] Internal school performance measures

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

School Excellence Framework - Teaching Elements

EFFECTIVE
CLASSROOM
PRACTICE
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

Teachers regularly
review and revise
teaching and learning
programs.

Teachers regularly
use student
performance data
and other student
feedback to
evaluate the
effectiveness of
their own teaching
practices.

The school
leadership team
demonstrates
instructional
leadership, promoting
and modelling
effective, evidencebased practice.

Teachers routinely
review previous
content and preview
the learning planned
for students in class.

Teachers provide
explicit, specific and
timely formative
feedback to students
on how to improve.

Teachers regularly
review learning with
each student, ensuring
all students have a
clear understanding of
how to improve their
learning.

All classrooms are

well managed, with
well-planned teaching
taking place, so that
students can engage in
learning productively,
with minimal
disruption.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

School Excellence Framework - Teaching Elements

DATA SKILLS AND
USE
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Teachers analyse and

use student
assessment data to
understand the
learning needs of
students.

Teachers
incorporate data
analysis in their
planning for
learning.

The schools
professional learning
builds teacher skills in
the analysis,
interpretation and use
of student
performance data.

Assessment
instruments are
used regularly to
help monitor
student learning
progress and to
identify skill gaps
for improvement.

Data analysis informs

the schools learning
goals and monitors
progress towards
them.

The school
leadership team
engages the school
community in
reflecting on
student
performance data.

School analysis of
student performance
data is provided to the
community on a
regular basis.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING
Teachers
demonstrate a
sophisticated
understanding and use
of student assessment
and data literacy
concepts (eg. valueadded, growth,
improvement,
statistical
significance).
Teachers clearly
understand and utilise
assessment for
learning, assessment
as learning and
assessment of learning
in determining
teaching directions,
school performance
levels and
effectiveness.
Teachers take
responsibility for
changes in practice
required to achieve
improved school
performance and are
using data on a regular
basis to monitor the
effectiveness of their
own efforts.
The school
leadership team builds
the collective capacity
of the staff and school
community to use data

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

to inform strategic
school improvement
efforts.
The school
leadership team
regularly uses data to
inform key decisions.

School Excellence Framework - Teaching Elements

COLLABORATIVE
PRACTICE
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

Executive, staff,
faculty/stage, team
and other meetings
are used to review the
curriculum and to
revise teaching and
learning programs.

Teachers work
together to improve
teaching and
learning in their
year groups,
stages, faculties, or
for particular
student groups.

Teachers collaborate
within and across
stages and faculties to
ensure consistency of
curriculum delivery,
including strategies for
differentiation and
consistency of teacher
judgement.

Staff regularly
evaluate teaching and
learning programs
including the
assessment of student
outcomes.

Teachers provide
and receive
planned
constructive
feedback from
peers, school
leaders and
students to improve
teaching practice.

The school has

embedded and explicit
systems for
collaboration,
classroom observation,
the modelling of
effective practice and
feedback to drive and
sustain ongoing,
school-wide
improvement in
teaching practice and
student outcomes.
School-wide and/or
inter-school
relationships provide
mentoring and
coaching support to
ensure the ongoing
development of all
staff.

Processes are in
place to provide
formal mentoring or
coaching support to
improve teaching
and leadership
practice.
The school
identifies expertise
within its staff and
draws on this to
further develop its

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

professional
community.

School Excellence Framework - Teaching Elements

LEARNING AND
DEVELOPMENT
DELIVERING
Teachers participate
in professional learning
targeted to school
priorities and their
professional needs.
The school has
effective professional
learning for induction,
teaching quality,
leadership preparation
and leadership
development.

The school has

processes in place for
teachers performance
and development.

Beginning and earlycareer teachers are

provided with targeted
support in areas of
identified need.
Analysis of the
teaching team
identifies strengths
and gaps, with

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING
Teachers actively
share learning from
targeted
professional
development with
others.
There is a
particular focus on
improved teaching
methods in literacy
and numeracy, with
professional
learning activities
focused on building
teachers
understandings of
effective teaching
strategies in these
areas.
Teachers are
actively engaged in
planning their own
professional
development to
improve their
performance.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING
The school evaluates
professional learning
activities to identify
and systemically
promote the most
effective strategies.
Teachers draw on
and implement
evidence-based
research to improve
their performance and
development.

The school is
recognised as expert in
the provision of
support to beginning
and early career
teachers.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

succession planning in
place to build staff
capabilities and recruit
staff with particular
expertise to deliver
school improvement
targets.

School Excellence Framework - Teaching Elements

PROFESSIONAL
STANDARDS
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Teachers understand
and implement
professional standards
and curriculum
requirements.

Teachers
demonstrate
responsibility,
adaptability and
ethical practice in
working towards
the schools goals.

Staff attainment of
professional learning
goals and teaching
requirements are part
of the schools
performance and
development
processes.
The school has a
culture of supporting
teachers to pursue
higher-level
accreditation.
Teachers are
committed to their
ongoing development
as members of the
teaching profession.

Teachers work
beyond their
classrooms to
contribute to
broader school
programs.

Teachers
demonstrate currency
of content knowledge
and teaching practice
in all their teaching
areas.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING
The teaching staff of
the school
demonstrate and share
expertise, have very
high levels of
contemporary content
knowledge and
teaching practices, and
rely on evidence-based
teaching strategies.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

School Excellence Framework - Leading Elements

LEADERSHIP
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

Parents and
community members
have the opportunity
to engage in a wide
range of school-related
activities.
The school
community is positive
about educational
provision.

The school solicits

and addresses
feedback on school
performance.

Staff have purposeful

leadership roles based
on professional
expertise.

Leadership
development is
central to school
capacity building.

The school is
committed to the
development of
leadership skills in staff
and students.

The school has

productive
relationships with
external agencies
such as
universities,
business, industry
and community
organisations to
improve
educational
opportunities for
students.

The school
community is
committed to the
schools strategic
directions and
practices to achieve
educational priorities.
The school is
recognised as
excellent and
responsive by its
community as a result
of its effective
engagement with
members of the local
community such as
parents, families, local
media and business
organisations.

Links exist with

communities of
schools, other
educational providers
and other
organisations to
support the schools
programs.

The school
leadership team makes
deliberate and
strategic use of its
partnerships and
relationships to access
resources for the
purpose of enriching
the schools standing
within the local

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

community and
improving student
outcomes.
The schools
leadership strategy
promotes succession
planning, distributed
leadership and
organisational best
practice.

School Excellence Framework - Leading Elements

SCHOOL
PLANNING,
IMPLEMENTATION
AND REPORTING
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

Staff, students,
parents and the
broader school
community are
welcomed and
engaged, when
possible, in the
development of the
vision, values and
purpose for the school.

There is broad
understanding of,
and support for,
school expectations
and aspirations for
improving student
learning across the
school community.

The school uses

evidence-based
strategy and
innovative thinking in
designing a school
plan that delivers
ongoing improvements
in student outcomes.

The three-year
school plan has annual
iterations focused on
achieving identified
improvements.

Staff are
committed to, and
can articulate the
purpose of, each
strategic direction
in the school plan.

The school
articulates a
commitment to equity
and high expectations
for learning for each
student and is
responsive to changing

Monitoring,
evaluation and
review processes
are embedded and
undertaken
routinely.

The school
successfully fosters
collaboration with key
stakeholders in the
development of the
school vision, strategic
directions and annual
plans.
Established
processes build the
capacity of the school
community to use data
and evidence for
strategic school
improvement.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

needs.
The school plan
aligns to local and
system priorities and
ensures
responsiveness to
emerging needs.

An evidence base,
drawn from the
collection and analysis
of learning and
development data, is
used to review
performance annually.

Clear processes,
with accompanying
timelines and
milestones, direct
school activity
towards effective
implementation of
the school plan.

Shared school-wide
responsibility is
evident through
leadership, teaching,
learning, and
community evaluations
to review learning
improvements.
The school uses
collaborative feedback
and reflection to
promote and generate
learning and
innovation.

SCHOOL
PLANNING,
IMPLEMENTATION
AND REPORTING
DELIVERING
Planning and
implementation
includes processes for
resource allocation,
professional learning,
performance
monitoring and
reporting.
The school
acknowledges and
celebrates a wide
diversity of student,
staff and community
achievements.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

School Excellence Framework - Leading Elements

SCHOOL
RESOURCES
DELIVERING

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING

School staffing
ensures that full
curriculum
implementation and
delivery requirements
are met.

Workforce planning
supports curriculum
provision and the
recruitment of high
quality staff.

Systematic annual
staff performance and
development reviews
are conducted.

Strategic financial
management is
used to gain
efficiencies and to
maximise resources
available to
implement the
school plan.
Physical learning
spaces are used
flexibly, and
technology is
accessible to staff
and students.

The schools financial

and physical resources
and facilities are well
maintained, within the
constraints of the
school budget, and
provide a safe
environment that
supports learning.
School and other
facilities are used
creatively to meet a
broad range of student
learning interests and
needs.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING
Succession planning,
leadership
development and
workforce planning are
designed to drive
whole-school
improvement.
Longer-term financial
planning is integrated
with school planning
and implementation
processes.

The use of school

facilities is optimised
within the local
community, to best
meet the needs of
students and the local
community.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

School Excellence Framework - Leading Elements

MANAGEMENT
PRACTICES AND
PROCESSES
DELIVERING
The school
leadership team
communicates clearly
about school priorities
and practices.

Administrative
practices effectively
support school
operations and the
teaching and learning
activity of the school.
Accountability
practices are tied to
school development
and include open
reporting to the
community.
The school
leadership team
creates an
organisational
structure that enables
management systems,
structures and
processes to work
effectively and in line
with legislative
requirements and
obligations.
All school staff are
supported to develop

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

SUSTAINING &
GROWING
There are
opportunities for
students and the
community to
provide
constructive
feedback on school
practices and
procedures.
Streamlined,
flexible processes
exist to deliver
services and
information and
strengthen parental
engagement.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

EXCELLING
Practices and
processes are
responsive to
school community
feedback.

Administrative
practices provide
explicit information
about the schools
functioning to
promote ongoing
improvement.

Currently in place
Opportunities to
consider
Planned 5Ps 15-17
Evidence sources

skills for the successful

operation of
administrative
systems.