The capacity for schools to critically and honestly self-reflect is integral to continuous school improvement and a key component of the School Improvement Framework (SIF) cycle.
This self-reflection process involves schools using tools including the self-assessment rubric and self-reflection report, as well as meeting and working in consultation with Catholic Education Melbourne personnel.
In the year prior to scheduled external review, principals are provided with a short Self-Assessment Rubric that assists them in their preparation. The rubric is designed to promote dialogue with the leadership team of the school and assist schools to determine where the school is located on a School Improvement Continuum in each sphere of schooling.
Meeting with Catholic Education Melbourne Regional Manager
Once the Self-Assessment Rubric is completed the principal and a representative of the Church authority are invited to meet with the relevant Catholic Education Melbourne Regional Manager and Principal Consultant to discuss issues pertinent to the school’s preparation for the review year. Such a meeting assists in determining the school’s readiness for the review process and any specific requirements. As a consequence resources are able to be more strategically managed to ensure ongoing support for schools in their school improvement journey.
The SIF cycle includes a self-reflection component, which requires schools to monitor and evaluate the extent to which they are achieving the standards to which they aspire. The school Self-Reflection Report consists of the following sections:
In the Reflection on Performance section schools are asked to address a series of questions relating to the five spheres of schooling:
A template is provided to assist in the completion of the Self-Reflection Report. Reports are intended to be concise, with a recommended length of 20–25 pages, written in plain language.
Schools are required to show evidence of the use of data from CEVN School Improvement Reports (SIR), NAPLAN, Literacy Reports and Numeracy data. In addition, Catholic Education Melbourne provides support to schools to gather, interpret and analyse attitudinal data from a range of staff , student and parent surveys. Schools are encouraged to supplement these with additional qualitative data collected at a school level.
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