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Statement of your Leadership Challenge

Leadership Challenge Context

Currently, I am the Deputy Principal at St Alipius Parish School and have been in this role
since 2021. Prior to this, I was a lead teacher at another Catholic primary school in Ballarat.
I came to St Alipius after successfully applying for the advertised Deputy Principal position
which I saw as a great opportunity to develop my educational leadership skills.

The current enrolment of St Alipius sits at 242 primary school students (September, 2023).
The student population is relatively diverse, with a significant number of families, from both
Aboriginal and Indian backgrounds. We also welcome families from a diversity of
socio-economic backgrounds, with the recent Index of Community Socio-educational
Advantage (ICSEA) quartiles being reflective of this diversity.
(https://www.myschool.edu.au/school/45636).

Over the past 10 years, St Alipius has invested a significant amount of time and resources
into bolstering wellbeing and child safety - in part influenced by the Royal Commission into
Institutional Sexual Abuse. Whilst this intense focus has been beneficial for the social,
emotional and psychological safety of the students, it has come at the expense of academic
performance and growth. Past standardised testing scores are an example of this impact
as they show low performance, despite having an ICSEA profile that suggests potential for
greater academic success. See below for examples of National Assessment Program -
Literacy and Numeracy (NAPLAN) data from the MySchool website which are evidence of
this:

2017

2018

This academic languishing was also picked up in the 2020 External School Review,
conducted as part of a Five-Year School Improvement Cycle. This review was very
complimentary of the school’s inclusive and contemporary approach to schooling that
prioritised the wellbeing of both staff and students. However, the report also recommended
a more stringent approach towards teaching and learning, with an emphasis on improving
teacher capability - particularly in being able to use data. The review report also
recommended that the school embed a feedback culture to encourage continual
improvement practices.

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Consequently, after much research and discernment by the school leadership team, the
decision was made to engage Corwin Australia in order to adopt a Visible Learning
pedagogy at St Alipius. A three year partnership (2021-2023) was formed between the
school and Corwin, who would provide both ‘job-embedded’ professional development for
staff, as well as access to Corwin consultant Shane Crawford, who would give support and
guidance in the role of ‘critical friend’.

Given that my employment came after the formation of the partnership with Corwin, these
events would ultimately frame much of my role as Deputy Principal at St Alipius. In turn, this
has also shaped my leadership challenge for the Brown Collective program, which is “to
systematically embed a Visible Learning pedagogy at St Alipius”.

What is the significance of this leadership challenge?

For the school:

It was sensical to take on Visible Learning as part of my leadership challenge given the
considerable amount of time, money and resources that were to be invested in the Corwin
partnership. Strong leadership, sustained energy and clear focus would be required to
ensure the success and viability of Visible Learning at St Alipius. It would also be important
to establish robust processes and systems to ensure that Visible Learning is seamlessly
integrated into everyday educational practices at our school.

Additionally, taking on Visible Learning as part of my leadership challenge would assist the
school in addressing some of the recommendations from the aforementioned 2020 External
School Review. The Review identified the following key priorities to be the focus on the
2021-2025 school strategic plan:

ST ALIPIUS KEY PRIORITIES FOR 2021-2024:

- Improve student growth and achievement, engaging and challenging students at their
point of need
- Empowering students to have agency in their world
- Staff see themselves as learners on a journey of continuous improvement.

Overall, taking on Visible Learning as an educational leadership challenge is significant for

the school because it not only promises improved student outcomes but also aligns with
current educational trends, fosters a culture of growth and excellence, and positions the
school as a leader in evidence-based educational practices. The challenge offers a
transformative process that can positively impact the entire educational community.

For me as a leader:
This challenge is significant for me, as an aspiring principal, as it provides an opportunity to
develop and refine leadership skills, as specified by the Australian Institute for Teaching and
School Leadership (AITSL) Principal standards. These include:
- Articulate a clear vision;
- Develop and draw upon knowledge and understanding of researched-based
educational pedagogy to improve student outcomes;
- Lead teaching and learning through a positive culture of challenge and support;
- Build a professional learning community that seeks and responds to feedback;
- Lead improvement, innovation and change;
- Leading the management of the school;
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 - Engaging with the wider community to promote lifelong learning.

As an educational leader, I am committed to developing a school culture where academic

rigor is balanced with prosperous wellbeing for all. St Alipius already has a strong wellbeing
base to build from; I am excited about the opportunity this leadership challenge brings to
further enhance the parity between academic excellence and the holistic wellness of our
students and staff. This is a great opportunity!

Note: Please refer to my leadership credo for an overview of my commitment to education.

(Please click here to access)

Purpose and impact of the leadership challenge

Ultimately, the purpose of the leadership challenge is to effect educational transformative

change at St Alipius so that Visible Learning becomes ingrained in the fabric of our
pedagogical approach. By working towards the achievement of change outcomes, we aim
to have the following positive impact:
- Enhance student engagement and agency;
- Empower students to be active, ‘assessment capable’ learners;
- Enhance teacher capacity by using data to provide learning that is at ‘point of need’;
- Enhance teacher capacity in using research based, explicit teaching methodologies;
- Develop a deeper understanding of “how learners learn” (including SOLO taxonomy);
- Skill teachers in planning for opportunities for surface, deep and transfer learning;
- Develop staff capacity to give, receive and respond to feedback;
- Develop a school-wide and consistent approach to teaching and learning (including
the development of a shared language of learning);
- Provide distributed leadership opportunities across the staff of St Alipius;
- Embed structures and systems that will ensure Visible Learning pedagogy becomes
common practice at St Alipius.

For a more comprehensive overview of change outcomes, their purpose and their impact,
please refer to the Appendix at the end of this document.

What are the success indicators? How will success be measured?

Success in addressing the Visible Learning challenge can be measured through both
quantitative and qualitative data. Quantitatively, improvements in student achievement data,
such as increased test scores and reduced achievement gaps, serve as tangible indicators
of success. Qualitatively, observations of enhanced classroom practices, greater teacher
collaboration, and increased student motivation provide deeper insights.

In determining the success of the challenge, the following data tools will be used as impact
measures:
- Visible Learning Mind Frames surveys
- Visible Learning Capability Assessments
- The Tell Them From Me (TTFM) survey (staff, students and parents)
- Standardised testing results - eg. NAPLAN, PAT
- Essential Assessment pre and post test data

(Please note: this is not an exhaustive list).

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What are the leadership requirements?

In order to successfully lead and achieve these change outcomes, it will be important to:
- Work collaboratively with the principal and leadership team to oversee strategic
directions and to develop a concise Annual Action Plan;
- Facilitate opportunities for staff professional development and goal setting;
- Promote a data-driven approach, supporting educators to regularly assess the impact
of their teaching strategies using data;
- Foster a collaborative environment that encourages educators to share best
practices and learn from one another;
- Work collaboratively with staff to develop collective teacher efficacy;
- Lead a team of impact coaches to embed a feedback culture;
- Develop the impact coach capacity and distribute leadership;
- Develop clear policies, procedures and guidelines to bring clarity and consistency for
staff around Visible Learning;
- Develop a meeting schedule that prioritises Visible Learning for whole staff;
- Develop and implement strong structures to provide a ‘system’ (eg Master schedule);
- Establish mechanisms for monitoring the process and impact of the Visible Learning
implementation;
- Provide support and resources to teachers to successfully implement Visible
Learning into classrooms.

In approaching this leadership challenge, I will be required to draw upon my leadership

strengths, as identified through my LEAP 360 profile. These include:
- Manages work activities in an organised, timely and clear manner
- Shows perseverance, patience, and resilience in handling challenges and change.
- Takes own initiative to broaden professional knowledge and practice
- Collaborates with and relates well with external stakeholders as relevant, building
trust and confidence.

Click here to access LEAP 360 profile report

Leadership Link
Evidence of aligning ‘the challenge’ outcomes to the Strategic Plan and Review
outcomes

As mentioned previously, there is a clear and direct link with my leadership challenge to the
2020 School Review. In turn, this has then fed into the school’s Strategic Plan and Annual
Action Plans. These documents clearly outline adopting a school-wide Visible Learning
pedagogy as a key strategy for addressing the key priorities of the School Review.

Additionally, my leadership challenge also addresses the broader priorities of the Ballarat
Catholic diocese, namely:
- Empowering all to flourish
- Building inclusive Catholic learning communities
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 - Achieving best practice
- Fostering inspiring leadership
- Enhancing family engagement, governance and stewardship.

This alignment between my leadership challenge, the School Review and the broader
priorities of the Ballarat Catholic diocese reinforces the strategic coherence and collective
commitment between the school and its governor.

Link to Theory and Research

Link to broader theory and research from the program

My leadership challenge is deeply rooted in John Hattie's Visible Learning research-based
framework. Hattie’s research is an influential body of work in the field of education,
particularly in Australia and the United States. Hattie’s meta-analysis synthesises thousands
of studies to identify the factors that have the most significant impact on student learning and
achievement. His research reveals that effective teaching strategies, feedback, and student
engagement play pivotal roles in fostering improved learning outcomes.

John Hattie's Visible Learning research underscores the vital importance of relationships in
education. Through his extensive analysis, Hattie recognizes that positive teacher-student
relationships are a critical factor in enhancing student achievement. When students feel
valued, supported, and connected to their teachers, they are more likely to engage in the
learning process, take risks, and persevere through challenges. These relationships foster
trust and create an environment where students are comfortable seeking help and feedback,
ultimately leading to improved learning outcomes. Hattie's research serves as a powerful
reminder that beyond instructional strategies, the human connections formed within
classrooms significantly impact the educational journey and contribute to the holistic
development of students.

The emphasis on the importance of relationships in John Hattie's Visible Learning research
directly resonates with the core values and goals of the Brown Collective program, which
places a significant emphasis on relationships in educational leadership. Hattie's research
underscores the pivotal role that positive teacher-student relationships play in student
achievement. In a similar vein, the Brown Collective program recognizes that strong
relationships within the educational community are essential for effective leadership.
Educational leaders who prioritise relationships build trust, foster collaboration, and create a
supportive atmosphere where teachers and staff feel valued and motivated.

By embracing Hattie’s insights on the significance of relationships, and drawing upon

insights developed about leadership and relationships through the Brown Collective, I use
this knowledge to be a better leader throughout my leadership challenge. By focusing on
healthy relationships, I can promote a culture of collaboration and growth, where open
communication and trust serve as the foundation for effective leadership. Through fostering
these connections, I aim to inspire my team, encourage their professional development, and
ultimately contribute to an educational environment where every member feels empowered
to reach their full potential. In doing so, I believe that not only will I achieve my leadership
goals, but I will also create a positive ripple effect that benefits the entire educational
community.

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References:
1. Hattie, J. (2008). Visible learning. Routledge.
2. Fullan, M. (2006). Change theory: A force for school improvement. Center for Strategic
Education,

Individual Leadership Development

In reflecting on my own leadership development to identify leadership strengths and
capabilities, areas for development, and then subsequent coaching opportunities, I have
drawn on both the Principal standards and lead teacher stage of the AITSL Professional
Standards for Teachers. I have also taken into account my LEAP 360 profile, personal
profile (ENFJ), Personal Style Indicator (PSI), self-reflection and also feedback from
colleagues to assist in the process of discernment. These documents can be viewed in my
Brown Collective portfolio, accessed via https://jacicommons.weebly.com.

What leadership strengths and capabilities do you have to respond to this challenge?

As a leader, I believe that one of my strengths is developing positive working relationships -

with students, families, colleagues and other members of the leadership team. I feel that I
am approachable, responsive, and empathetic; these skills enable me to connect well with
others. Additionally, I bring other leadership strengths and capabilities that I can draw upon
in responding to my Visible Learning leadership challenge. These include:

- Having a strong vision about education that includes a balance between academic
achievement and prosperous wellbeing for all;
- Effective communications skills (both spoken and written);
- An ability to adapt to changing circumstances and make informed decisions in
dynamic situations (especially those requiring a calm, considered manner);
- Strong problem solving skills and an ability to analyse complex issues, identify
solutions and make decisions for the greater good of the team/school/community;
- Capacity to be creative, innovative and solution-focused.

What capability do you need to develop or require coaching in?

As a leader, I have had lots of experience at leading smaller teams that come with a deeper,
more intimate connection and deeper understanding of each other. I have always worked
well in paired situations and small groups. Whilst the skills of leadership may be similar, I
recognise that leading the whole staff team presents a different level of challenge. I cannot
help but feel a bit nervous about the prospect of stepping into this larger leadership role. The
dynamic of a larger team is undoubtedly more complex, and the responsibility feels greater.

These feelings of nervousness also seem to trigger a sense of Imposter Syndrome within
me. I find myself questioning whether I truly have what it takes to lead a larger team
effectively, despite my previous successes with smaller groups. It is almost as if I fear that
my past accomplishments were a stroke of luck, and that I might be exposed as an imposter
in this new, more significant role. However, I remind myself that Imposter Syndrome is a
common experience for many leaders, especially when transitioning to larger
responsibilities. It is important to acknowledge these feelings, but also to remember that my
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skills and experiences have prepared me for this challenge. By embracing this discomfort
and continuing to learn and grow, I can overcome these doubts and lead the staff team with
confidence and authenticity.

Fortunately, the support I've found within my Brown Collective syndicate group has been
instrumental in alleviating the Imposter Syndrome that sometimes creeps in. Sharing my
feelings of self-doubt and vulnerability with my syndicate members has been a reassuring
experience. It turns out that many of my peers have faced similar doubts at various points in
their leadership journeys, and their insights and encouragement have been invaluable. The
sense of camaraderie and the opportunity to learn from one another's experiences has not
only normalised these feelings but has also provided practical strategies and a supportive
network to help combat them. Through this collective support, I've come to realise that
leadership growth often involves embracing moments of self-doubt and that it's okay to ask
for help and guidance from those who understand the challenges firsthand.

In addition to the support from my syndicate group, the opportunities for coaching within the
Brown Collective program have been instrumental in my journey to combat Imposter
Syndrome and grow as a leader. Working closely with coaches, like Sam and Amanda, has
been incredibly helpful. Their guidance, expertise, and personalised feedback have provided
me with a clear roadmap for self-improvement. Sam's deep understanding of leadership
dynamics and Amanda's insights into building confidence have been enlightening. Together,
they've not only validated my strengths but also helped me address specific areas where I
can enhance my leadership abilities. Their unwavering support and belief in my potential
have given me the confidence to face the challenges of leading a larger team with a
renewed sense of purpose and self-assurance.

Change Methodology & Approach

What theory of change are you adopting?

In completing this leadership challenge, I am drawing upon John Hattie's Visible Learning
and Michael Fullan's change theory, which share a common commitment to enhancing
education through evidence-based practices and meaningful transformation. Hattie's
research emphasises the importance of identifying high-impact teaching strategies and
continuously assessing their effectiveness to drive student achievement. Fullan's change
theory, on the other hand, focuses on the complexities of implementing educational change
and highlights the significance of strong leadership, collaborative cultures, and a deep
understanding of the change process. These two perspectives intersect when considering
that Visible Learning can serve as a valuable tool within Fullan's change framework. Hattie's
research can inform leaders about which instructional practices are most likely to drive
positive change, while Fullan's theory provides the framework for implementing those
practices effectively and sustainably, fostering a holistic approach to educational
improvement.

Central to Michael Fullan's change theory is the recognition that teachers are pivotal change
agents within schools. They are the individuals who directly interact with students on a daily
basis, and their instructional practices have a profound impact on student learning
outcomes. Empowering teachers to embrace and drive change is essential for the
successful implementation of any educational reform. When teachers are engaged,
motivated, and equipped with the necessary support and resources, they become
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enthusiastic advocates for change. Their expertise, insights, and buy-in are instrumental in
shaping the culture and practices of a school. Moreover, teachers serve as role models for
students, showcasing the importance of adaptability and lifelong learning. By acknowledging
and harnessing the potential of teachers as change agents, educational leaders can foster a
culture of continuous improvement and innovation that ultimately benefits both educators
and students alike.

How will you lead change?

To lead change effectively, I will adopt a multifaceted approach that combines the insights
from Visible Learning and Fullan's change theory. First and foremost, I will prioritise open
and transparent communication with all stakeholders, ensuring that they understand the
rationale behind the proposed changes and feel included in the decision-making process.
Building trust and fostering a collaborative culture within the educational community will be
paramount.

I'll also focus on providing the necessary support and resources to teachers, recognizing
their pivotal role as change agents. This includes professional development opportunities
tailored to the specific needs identified through Visible Learning research, which emphasises
evidence-based practices. I'll encourage continuous reflection and assessment of our
strategies, using data-driven insights to refine and adapt our approach.

Additionally, I'll promote distributed leadership, encouraging teachers to take ownership of

the change process within their classrooms. Impact coaches will also play a pivotal role in
leading change and distributing leadership at St Alipius. Fullan's theory highlights the
importance of leadership at all levels, and by empowering teachers to lead change within
their spheres of influence, we can foster a more comprehensive, sustainable and systematic
transformation.

Ultimately, my leadership approach will be grounded in the understanding that change is an

ongoing, evolving process. By combining the research-informed strategies from Visible
Learning with the change management principles of Fullan's theory, I aim to lead change
that not only drives positive outcomes but also creates a culture of trust, empowerment,
accountability and shared purpose.

What are your impact measures?

We will closely monitor the progress of our initiatives by tracking key performance indicators,
such as improvements in student achievement, teacher engagement, and stakeholder
satisfaction. Both quantitative and qualitative tools of measurement have been mentioned
previously in this document.

Indicators of successful change

The success of my leadership is inextricably linked to the success of both students and
teachers at St Alipius. It is also inherently linked to the success of the school in addressing
the three key priorities that were extracted from the 2020 School Review.

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What has happened?

For students:
The adoption of a more rigorous and explicit approach to teaching and learning yielded
significant improvements in student academic results. By emphasising clear learning
objectives, structured lesson plans, and a systematic delivery of content, educators have
created a more focused and efficient learning environment. Students were also explicitly
taught how to self- assess against success criteria, how to use test results to set specific
learning goals, and how to give, receive and act upon feedback. Consequently, students
were empowered in the learning process and developed into ‘assessment capable learners’
- a key element of the Visible Learning pedagogy.

For teachers:
For teachers participating in the Visible Learning challenge, this transformation in student
outcomes went hand in hand with a profound shift in their own roles and practices. Teachers
became more efficient and confident with using data to inform the next steps in learning.
Collegial conversations shifted to include discussions around data-driven insights and
improvement strategies. Teachers demonstrated a newfound openness to feedback, both
from their peers and from students, fostering an environment where constructive critique was
welcomed as a catalyst for growth. Vulnerable conversations about areas of improvement
became commonplace as educators recognized that these discussions were essential for
their own professional development.

For the school:

This comprehensive shift in pedagogical approaches did no't just impact individual teachers
and students; it also sparked remarkable changes in the overall school culture and
processes. The school witnessed a cultural shift towards a greater emphasis on
evidence-based practice and continuous improvement. Collaborative learning communities
emerged as a central feature, where educators regularly and openly shared best practices,
analysed data, and collectively brainstormed improvement strategies. Administrative
processes and decision-making became more data-informed, aligning with the school's
commitment to fostering an environment of transparency and accountability. Ultimately, this
created a more dynamic and effective learning community.

How have you grown as a leader?

Throughout this transformative journey, I too have grown as a leader. Witnessing the positive
impact of these changes on both students and teachers has reinforced my belief in the
power of evidence-based leadership, as well as the importance of strong, supportive
relationships. I've become more adept at facilitating open, data-driven discussions, fostering
collaboration, and creating a culture of trust and vulnerability. Embracing the role of a
learning leader, I have recognized the importance of adaptability and resilience in the face of
challenges. This experience has shaped me into a more reflective, responsive, and impactful
leader, who is committed to the ongoing pursuit of excellence in education and the
empowerment of both educators and students.

How do you know you have been successful?

As mentioned earlier in this document, a range of qualitative and quantitative measures were

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used to determine the success and effectiveness of my leadership challenge. An overview
of some of these measures is included below as evidence of this success:

Visible Learning Assessment Capability Report:

In 2020, 2021 and then again in 2022, St Alipius had an external review carried out by
Corwin consultant Shane Corwin. Over the course of a 3 hour visit to the school, Shane
evaluated and assessed our effectiveness in implementing the principles of Visible Learning.
The chart below is from a report prepared by Shane (October, 2022) in response to his visit,
and is based on discussions, observations, interviews and evidence gathered from staff and
students.

The blue line on the graph indicates the most recent Capability Assessment, compared with
previous reports. The graph shows significant growth, particularly from 2021 to 2022.

Naplan results
Following the introduction of Visible Learning principles into our educational approach, we
witnessed a rapid and remarkable transformation in our NAPLAN results. This can largely
be attributed to a more stringent, co-ordinated and explicit approach towards teaching and
learning.

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NAPLAN - 2017

NAPLAN - 2018

NAPLAN - 2019

NAPLAN - 2022

Please note: 2023 data is currently not available, but is further improved on the 2022 data.
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Essential Assessment
Similar to the story of NAPLAN, a more explicit approach in classrooms had a significant
positive impact on Essential Assessment results. By implementing clear learning objectives,
structured lesson plans, and data-driven insights, students exhibited notable improvements
in their Essential Assessment scores.

The charts below outline the improvements in student achievement, in both Numeracy and
Literacy. The first chart is helpful in determining a pre-challenge start point, with the second
chart showing the impact of the leadership challenge.

Chart 1: 12 month period of 2020, compared to 2021.

Chart 2: Growth over the 2022 to 2023 period.

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Tell Them From Me survey
In 2023, St Alipius engaged with the Learning Bar to implement the ‘Tell Them From Me’
surveys. This gave an opportunity to gather feedback from teachers, students and families
through three separate surveys. It also provided both qualitative and quantitative data that
could be used to gauge the success of the leadership challenge.

Below is a sample written feedback from teachers in response to “What brings you joy at St
Alipius?’

At the start of 2023, Impact Coaches were discussing implementing a peer-coaching model.
At this point, we felt that there was some hesitation/push back from staff about observations
and feedback. The Tell Them From Me survey was used at the end of Term 2, 2023, and the
response (below) to “What could make our school even better” showed readiness to engage
in feedback cycles. This was also indicative of the emergence of a feedback culture at St
Alipius - evidence of success!

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Personal satisfaction - an internal measure of success
Additionally, having a profound sense of pride in the positive changes and outcomes
resulting from my leadership challenge served as a deeply meaningful and personal
measure of success. This emotional connection to the impact of my efforts reinforces the
value of the journey and the sense of accomplishment in contributing to the betterment of
teaching and learning at St Alipius.

In conclusion

In conclusion, my leadership challenge to systematically embed a Visible Learning pedagogy

at St Alipius Parish School has addressed the school's key priorities identified through the
2020 School Review, aligning with the broader goals of the Ballarat Catholic diocese. By
adopting a multifaceted approach grounded in John Hattie's Visible Learning research and
Michael Fullan's change theory, I've led a transformation that enhanced student engagement
and agency, empowered teachers to excel, and reshaped the school's culture and
processes. The success indicators encompass improvements in academic results, teacher
efficacy, and stakeholder satisfaction, measured through a variety of quantitative and
qualitative data collection tools.

As a leader, I've grown by fostering a culture of evidence-based leadership and nurturing

strong relationships within St Alipius. Recognizing the significance of Imposter Syndrome,
I've embraced moments of self-doubt and sought support from colleagues and coaches,
reinforcing the importance of continuous learning and growth.

Ultimately, the success of my leadership challenge is evident not only through data and
indicators, but also in the positive impact felt by students, teachers, and the entire school
community. This journey has reaffirmed my commitment to educational excellence and the
holistic development of individuals within the learning environment, making me even more
passionate and dedicated as an educational leader.

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 Appendix 1: AN OVERVIEW OF CHANGE OUTCOMES 2021-2023
PRIORITY Change outcomes &
strategies to achieve
Priority One: All staff will use pre-test
In order to data to plan impactful
improve teaching and learning
student cycles for all students at
growth and point of need. Post data will
achievement, then be used to determine
engaging and success/impact.
challenging
students at All staff will participate in
their point of Visible Learning Professional
Development to understand
need
pedagogy
This
addresses
AITSL Impact Coaches will
Standard 1: participate in additional PD to
skill up coaching and
Know
Students and mentoring skill sets
How They - these staff members will
Learn work within their teams to
implement VL into
Standard 2: classrooms.
Know the
Teachers will educate
content and
students on data in order to
how to teach
become ‘assessment capable
it
learners’
Standard 3
Staff will commit to using
Essential Assessment (EA)
(particularly in Maths) and
using pre-testing to determine
points of need for each child.
Meeting schedules and
planning agendas will include
time for analysis of post tests
to determine success/impact
and continual improvement
cycle (e.g. using Hattie’s DIIE
model).
Success Indicators
This will be reflected in
planning documents and in
meeting agendas.
** It is anticipated there will
be a paradigm shift in the
way data is spoken about by need.
teachers **
Observable change in
planning to reflect surface,
deep and transfer learning.
Teachers selecting
strategies based on effect
size knowledge
ICs will meet Fridays to
share progress in learning
communities.
Walkthrough documents will
reflect non-negotiables in
plan (as per meeting
schedule document)
Students will be able to
articulate their growth and
achievement in Essential
Assessment.
(Videos to be taken to
document progress)
Planning documents will
reflect student grouping
according to EA data.
Students are provided with
learning that is at the point
of need identified in EA.
Meeting schedule
documents will show
allocated time for whole
staff discussions around
data
Intended impact
Staff will become more
skilled in analyzing and
interpreting data. In turn,
this will ensure students are
being taught at their point of
Focus on skill, will and thrill
(connected to surface, deep
and transfer) will ensure that
students are engaged and
challenged.
Teams meeting every Friday
allows support and
connection for ICs
(leadership and
attendance).
This also doubles as an
accountability measure.
Students will have a deeper
understanding of success,
achievement and growth,
using data to set goals, and
LISC to determine steps in
the learning process.
Essential Assessment data
will drive teaching and
learning in Maths - this will
provide a common platform
and common language to
discuss data.
Meeting schedules will
provide time to discuss
teaching and learning as a
priority.
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PRIORITY Change outcomes &
strategies to achieve
Priority Two: Students to be empowered
Empowering to take
students to ownership/responsibility for
have agency their learning (and
in their world subsequently to have
agency in their world)
Consultative process to be
used to determine Learning
Dispositions at St Alipius.
(Teachers, students and
families have a voice).
Emphasize relevance to
create engagement.
Communicate learning targets
and being explicit with
learning
Building of staff and student
capacity to give and receive
feedback
- student to student
- student to teacher
- teacher to student
- teacher to teacher
Opportunity for parent
feedback through formal
survey
Success Indicators
Students will be able to set
goals, give and receive
feedback, and use LISC to
inform next steps in learning
Learning Dispositions will be
visible in classrooms.
Students will be able to
articulate what they are and
how they help their learning.
Learning dispositions to be
reflected in LISC in
classrooms.
Professional development
on surface, deep, transfer
phase of learning (skill, will,
thrill); SOLO Taxonomy
Staff PD on use of Learning
Intentions and Success
Criteria, as well as SOLO
Taxonomy later in the
process to go deeper
Implementation of
professional learning plans
for staff
Walkthrough schedule
Use of surveys to gauge
student voice and to give
formal opportunity for
feedback (Tell Them From
Me survey)
Opportunities for staff to
explore different methods
for collecting feedback (both
informal and formal) from
students
Opportunities for peer
feedback from teachers
(feedback cycle)
Intended impact
Students become
assessment capable
learners who are able to
take ownership over their
own learning (therefore
having agency)
Consultative process used
to enhance student agency
and to create a culture of
inquiry and creativity.
Teachers to approach
planning using surface,
deep, transfer knowledge
Improve staff understanding
and capacity to plan and
teach using LISC -
enhanced clarity for
students through being
explicit.
Building of a feedback
culture at St Alipius that
focuses on continual
improvement and
enhancement.
Building of trusting
relationships that underpin a
feedback culture
Review process and
feedback procedures to
ensure the different
modalities of feedback are
evidence.
- student to student
- student to teacher
- teacher to student
- teacher to teacher
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PRIORITY Change outcomes & Success Indicators Intended impact
strategies to achieve (What does success look
like?

Priority Staff will be provided with
Three: opportunities for
Staff see professional development
themselves through Corwin and ReLate,
as learners on and will participate in
a journey of feedback cycles to improve
continuous professional practice
improvement.
At the start of Term One, staff
complete a Professional
Development Plan that
specifies a SMART goal
related to our Annual Action
Plan.
Staff show a change in
teaching practice that
indicates a willingness to
take on new learning
Professional learning plans
show goals that are aligned
to the AAP - teachers
indicate interest and
commitment to helping the
school achieve its strategic
plan goals
Developing deeper
knowledge and
understanding in staff that
informs better decisions
around teaching and
learning
Development of collective
teacher efficacy - united
efforts to drive towards
same goals

Staff participate in Visible
Learning professional
development (whole school
closures)
Staff are observed engaging Improving practice through
in robust conversations collective teacher efficacy
during the VL PD, and then and a culture of
can be seen taking key
collaboration and trust
learnings and implementing
in the classrooms (eg.
through walkthroughs)

Staff participation in a Developing a school culture Developing trust and

feedback cycle with an Impact
Coach
where teachers feel open to
giving/receiving feedback
from their peers.
(Underlying trusting
relationships)
vulnerability where staff
share ideas, respectful
challenge each other and
are open to feedback

Impact coach to participate in
further professional
development to develop
coaching skills
Impact coaches will engage Developing capacity of staff
in feedback cycles, members to distribute
observing their peers and leadership across the staff
providing feedback in order
to improve practice
Impact coaches are
confident in their role and
use skills developed through
PD opportunities

Leadership to participate in Leadership to plan, prepare Using EIA days to

Evidence into Action (EIA) day
to refine school approach to
Visible Learning
and implement considered
responses to feedback from
staff and through analysis of
data
strategically plan and
remain focused to the goals
of Visible Learning

Meeting schedule to reflect
opportunities for teaching and
learning, sharing of ideas and
to provide feedback
Meeting schedule show
teaching and learning and
reflection are prioritised for
staff
Providing whole staff time
for teaching and learning as
a priority
Keeping Visible Learning
visible and in focus

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 Appendix 2: AN OVERVIEW OF AITSL AND CHECS
Standard 1: Know students and how they learn
Standards ● 1.1: Physical, social and intellectual development and characteristics of students
addressed ● 1.2: Understand how students learn
● 1.3: Students with diverse, linguistic, cultural, religious and socioeconomic backgrounds
Australian ● 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
Institute for ● 1.5: Differentiate teaching to meet the specific learning needs of students across the full range of
Teaching and abilities
School ● 1.6: Strategies to support full participation of students with disability
Leadership As part of Visible Learning, we explored how students learn, SOLO Taxonomy, surface/deep/transfer, LISC -
(AITSL) teachers were able to implement this into their practice.

Standard 2: Know the content and how to teach it

● 2.1: Content and teaching strategies of the teaching area
● 2.2: Content selection and organisation
● 2.3: Curriculum assessment and reporting
● 2.5: Literacy and numeracy strategies
● 2.6: Information and Communication technology (ICT)
With teachers, we refine practices by using Essential Assessment (EA) data to select activities at point of
need. We also reviewed and changed our assessment schedule to be more impactful.

Standard 3: Plan for and implement effective teaching and learning

● 3.1: Establish challenging learning goals
● 3.2: Plan, structure and sequence learning programs
● 3.3: Use teaching strategies
● 3.4: Select and use resources
● 3.5: Use effective classroom communication
● 3.6: Evaluate and improve teaching programs
● 3.7: Engage parents/carers in the educative process
Students were explicitly taught how to set goals using LISC and EA data. We also looked at High Impact
Teaching strategies and effect size to make better discernment about learning activities.

Standard 4: Create and maintain supportive and safe learning environments

● 4.1: Support student participation
● 4.2: Manage classroom activities

Standard 5: Assess, provide feedback and report on student learning

● 5.1: Assess student learning
● 5.2: Provide feedback to students on their learning
● 5.3: Make consistent and comparable judgements
● 5.4: Interpret student data
● 5.5: Report on student achievement
Teachers participated in writing moderation and whole staff data sessions to improve capacity with data.

Standard 6: Engage in professional learning

● 6.1: Identify and plan professional learning needs
● 6.2: Engage in professional learning and improve practice
● 6.3 Engage with colleagues and improve practice
● 6.4: Apply professional learning and improve student learning
All teachers completed professional learning plans and teacher feedback cycles. There were high levels of
connection with colleagues that focused on teaching and learning.

Standard 7: Engage professionally with colleagues, parents/carers and the wider community
● 7.1: Meet professional ethics and responsibilities
● 7.3: Engage with the parents/carers
● 7.4: Engage with professional teaching networks and broader communities
As part of our strategy, there were multiple opportunities to engage with families. We were also in a
‘learning cluster’ (network) with St Brigid’s, Ballan and St Michael’s, Daylesford.

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Aspects 2. Community Engagement
addressed ● 2.1: Partnering with Families
● 2.2: Community Partnerships
Characteristics
Some of the observable practices that indicate we were addressed this component:
of a ● Promotion of home-school partnerships
Highly ● There are open and effective communication strategies, policies and practices on student
Effective learning
Catholic ● School documents reflect Tier 1- Tier 3 supports and interventions (these are developed with
School consultation from families)
(CHECS) ● The school builds the capacity of staff and families to work collaboratively for school
document improvement and improved student learning
● The school has extensive knowledge of students and their families, including support
requirements
● The school systematically plans for the collective, analysis and use of data and feedback to
improve family engagement
● The school has arrangements in place for communicating student learning and growth to
parents and caregivers.

3. Leadership and Stewardship

● 3.1: Shared Leadership
● 3.2: Building Staff Capability
● 3.3: A Culture of Continuous Improvement
● 3.4: Stewardship of Resources

Some of the observable practices that indicate we were addressed this component:
● Teams meetings every Friday with Impact Coaches - distributed leadership practices
● Professional development to build staff capacity around Visible Learning
● The school has in place practices to engage staff in coaching/mentoring and feedback (impact
cycles)
● Development of staff capacity to give, receive and respond to feedback (from colleagues,
students and also families/carers
● Use of data (and clear processes/protocoles around collection) to improve teaching
effectiveness (guided by Maths and Literacy Leaders)

4. Learning and Teaching

● A Guaranteed and Viable Curriculum
● Effective Teaching
● Engaging Students In Their Own Learning
● Analysis and Use of Data
● Coordinated Strategies for Intervention
●
Some of the observable practices that indicate we were addressed this component:
● Teaching plans show clear expectations around LISC etc (non-negotiables)
● Victorian Curriculum Capabilities are embedded across all key learning areas
● Curriculum is differentiated and at point-of-need, using individualised data (EA)
● Students are provided with opportunities to give feedback to teachers, and to set goals for their
learning pathways (some choice where appropriate)
● Lesson plans reflect SOLO Taxonomy and surface/deep/transfer learning
● The school differentiates and intervenes for students who are well below or well above the
expected standards - introduction of Gifted and Talented (or extension) program in Maths and
Literacy.

5. Wellbeing
● Quality Relationships
● Wellbeing practice
● Safe Learning Environment

Some of the observable practices that indicate we were addressed this component:
● Social Emotional needs are also part of the teaching/learning program
● Wellbeing is incorporated into every classroom’s daily schedule
● Growth and achievement are celebrated
● Each learning space is welcoming and provides for every child’s point-of-need
● Staff and students are engaged in the learning process and motivated to learn
● The school supports the diversity of needs of all learners

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