Joint Statement on School Reviews updated
Queensland Teachers' Journal, Vol 126 No 8, 12 November 2021, page no.8
The Joint Statement on School Reviews has been rewritten and updated to reduce unnecessary workload, as agreed during the workload review process in 2020.
The QTU and the department developed the joint statement in 2015, committing to working together to support continuous advancement in Queensland state schools.
The purpose of a school review is to provide schools with independent feedback to help them to continue to improve student outcomes. School reviews are conducted by the Education Improvement Branch (EIB) at least once every four years. The reviews play an important part in how the department supports schools’ development.
Under the joint statement, reviews are tailored to the context of each school and aim to provide quality feedback and inform school planning processes.
Types of review
There are three types of school reviews:
- Full school – which is the standard review type for Queensland state schools
- Priority support – for schools identified as needing additional support
- Self-determined – for schools identified as having a trajectory of sustained improvement.
Reviews are conducted by experienced educators trained in the use of the National School Improvement Tool, a framework for reviewing, teaching and learning practices.
Reviewers will analyse each school’s performance data, speak with a wide range of staff, parents, students and community to determine their key findings, and recommended improvement strategies to maximise student outcomes.
Schools should never be ranked or given a performance score, they should receive a comprehensive report for consideration. Principals are encouraged to share this information with their staff and school community to help shape the school’s strategic direction.
Feedback from teachers and school leaders is an important part of the school review, and interviews are voluntary for the people involved. It is not a requirement that those who volunteer present a portfolio.
These are professional conversations intended to give an opportunity for staff to talk about their school. Interviews with reviewers should not increase staff workload. Both the QTU and DoE recognise the Principles of Good Workload Management contained in schedule 6 of the certified agreement. Any change to the school’s work practices that have an impact on workload or staffing that may arise as an outcome of the school review will be subject to timely consultation with staff and endorsed by the school’s local consultative committee (LCC), or other established consultation mechanism.
Reviewers are interested in the classroom atmosphere, presentation, and student behaviour. The classroom visit is not an assessment of teaching practice.
The QTU and the department continue to work together to support the implementation of school reviews in Queensland state schools.