What happens when practice is not delivered with fidelity

Set

When principals do not set the SIP, they are not using data needed to identify, analyse and evaluate areas for improvement within the teaching team’s practice and the school environment. They do not involve parents and the community in their analysis of the school culture.

Manage

When principals do not manage the SIP, they are not analysing and monitoring data to provide feedback, coaching and improvement actions taken by teachers or teaching assistants to improve, practice lacks the structure and guidance needed for them to achieve the desired result.Follow-up professional conversations are not conducted to verify the effectiveness of the improvement activities, which means that principals cannot be confident that they have been implemented or the efficacy of their implementation.

Review

When principals do not review the SIP, they are not evaluating data to identify areas to revise improvement actions within the teaching team’s practice and the school environment. They do not include the teaching team or community in reflections of the continuous improvement cycle or school culture.

What happens

Set
When principals do not analyse data to identify areas that need improvement and set goals for priority, they are not providing support to their teaching team. This results in a teaching team who are unaware of how to improve to maximise educational outcomes for students.

Manage
When principals do not analyse data and provide feedback or improvement actions, they are not providing professional learning, guidance or support to their teaching team. Teachers or teaching assistants are not provided with solutions to implementation problems or are unsure of what improvement actions to implement. This results in a teaching team who is unaware of what areas of their practice needs to be addressed, or how they are being successful. This teaching team feel unsupported and disconnected from the leadership team.

Review
When principals do not review the SIP goals at the end of each term or end of year, they are not providing feedback, school-wide data or guidance to their teaching team. Teachers or teaching assistants are not given opportunities to reflect and give feedback about the school improvement process. Over time, the lack of commitment to continuous improvement erodes the learning culture of a school.