Self Review and
Validation Workshop
19 March 2013
The DIAf – Improvement Cycle
The DECS Improvement and Accountability framework states that
“validation verifies the quality of the self review process, outcomes
reported and actions proposed”.
Validation is part of an ongoing improvement process and
should reflect the information gathered over the 3 years.
It brings together your site’s learning
and work to achieve STANDARDS,
address SELF REVIEW findings,
actions from IMPROVEMENT PLANNING,
outcomes of INTERVENTION & SUPPORT
and provides a PERFORMANCE REPORT
on your progress and directions.
Purpose of Validation in Schools
Validation provides the formal opportunity
for:
School leaders and their communities to….
 Reflect on practices and present their
school’s improvement journey from the
past three years, and
 Gain feedback, confirmation and
recommendations on future directions
Purpose of Validation in Schools
Validation provides the formal opportunity for:
Regional leaders to….
 Support, affirm and challenge a school’s
improvement journey (using the DIAf)
 Apply an external perspective and moderation
 Support the achievement of agreed standards
Principles of Validation in schools
Validation:
 Requires each school to reflect on their learning
and improvement based on their ongoing self
review processes
 Requires schools to accept responsibility for
presenting their information accurately and
frankly
 Is an open, evidence based process focused on
improvement
 Is an appreciative process, identifying strengths,
providing feedback and recommendations
 Recommendations arise from what is presented
during the validation process
Validation Processes
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In our region the Validation process involves:
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A one day on-site visit, (as per the 2012 – 2014 Regional
Self Review Validation Schedule)
A team including Site Leader, RD/ARD, a Regional
Leadership Team Member, a Peer Site Leader (optional)
and GC Chairperson (optional)
May also include Site Leadership Team members, other
staff members
A schedule that includes a presentation of data and
evidence, discussion and possibly a tour of the school
Reference – Limestone Coast Region self Review
Position Paper
Limestone Coast Self Review
Position Paper
What stays the same
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The importance of Self Review Processes and an
Improvement Cycle over the past 3 years to
inform validation processes
A focus on learner outcomes and data analyses
The report format including:
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Commendations and Recommendations
The section of panel feedback in regards to:
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the school’s ongoing self-review processes meet the
standards outlined in the DIAf guidelines and
effective plans and processes are in place to address the
findings of self-review
Self Review Standards
Revisions for 2012-14
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Previously we have asked for a scan of the nine DIAf
principles of improvement and effectiveness
To strengthen the centrality of the DIAf Focus on
Learning principle, four key focus areas have been
identified:
– Quality Teaching and Learning,
– Curriculum Coherence,
– Learner Outcomes and
– Leading Improvement
A revised report template
Focus on Learning
2012-14 Criteria
2007-11 Criteria
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Learner Achievement and Wellbeing
Curriculum Coherence
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High expectations for ALL learners
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Learner Outcomes
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Shared beliefs and understandings
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Leading Improvement
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Plans, processes and practices for
T&L
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Quality Teaching and Learning
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Focus On Learning strands
TASK:
 Using the strategic level of the Validation
rubric
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Highlight key words
Summarise the focus of each sub-strand
Where are you up to – current improvement
priority, (on your SIP), past improvement
priority (achieved/embedded), future priority
(yet to cover)
Example of task
High Expectations
Performance Indicators –
Quality Teaching and Learning
(Strategic level)
Most staff have high expectations and
these are communicated to students
and parents. Opportunities are in place
to promote consistency between staff
and to moderate standards. Consistent
assessment practices as, of and for
learning are used by staff to support
planning and to identify strategies to
assist individuals and groups to work
towards or exceed agreed standards.
Focus
STANDARDS
High expectations
known by all
Staff consistency
& moderation of
standards
All students
supported to work
towards or exceed
agreed standards
Current/ Past/
Future
Improvement
Priority
Focus on Learning
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Changes reflect:
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Recent school improvement research
Strengthened focus on OUTCOMES
Alignment with Australian Curriculum
Language and concepts of TfEL and the Literacy
Secretariat e.g. whole school approach, learning design,
explicit and systematic
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Role of the leader in establishing the environment
and conditions for learning
Self Review Validation
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Preparation
Program for the day
Scaffold for Self Review Validation
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DIAf
Validation Rubrics
Data/Evidence
Where to from here
Resources and support
PREPARATION
Prior to the Validation Day
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Negotiate the date with your director and other team
members
Identify your validation panel / team
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Including Site Leader, RD/ARD, and a Regional
Leadership Team Member
May also include Site Leadership Team members, other
staff members &/or Peer Site Leader
Send your director two page summary of your Self
Review, including site context, two weeks prior to
Validation – template available on LC website
Self Review Summary (2 pages)
Possible Validation Day Program
When
Activity
Who
8.45am – 9.00am
Validation Team meeting with Principal & Validation Team
Leadership Team –
to discuss program for the day
9.00 – 11.00am
Presentation
Tour of school, (optional)
Principal &/ Leadership
Team
11.00am – 11.20am
RECESS with staff
All
11.20am – 12.50pm
Meetings with / presentations by:
Validation Team
Student Focus Groups
Parent focus group
Staff group
12.50pm – 1.20pm
LUNCH
Validation Team
1.20pm – 2.45pm
Share data and information
Draw conclusions and document
Validation Team
2.45pm – 3.30pm
Share outcomes with Leadership Team
Validation Team
3.30pm – 4.00pm
Share commendations &
recommendations with staff (&
Governing Council?)
Validation Team
THE VALIDATION DAY
Useful documents to have available …
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Site Improvement Plan
Annual Reports – or summary of past three years
Operational Plans/Management Plans
Action Plans
Parent, Staff and Student Surveys
Documented Policies and Processes
Site Data Overview
Level 2 scans of DIAf principles
Scaffolding Self Review Validation
Process
Limestone Coast Region
Examples of Standards:
Self Review and Validation 2012 - 2014
DECD English Standard:

Students from Year 1 to Year
10 achieve an A,B or C
against the Australian
Curriculum

Students achieve an A,B or C
in English or recognised
literacy course at SACE
Stage 1 or 2
To whom, and how, do we
report improvements and
progress towards the
achievement of standards
and/or targets
How is the plan implemented
and monitored ?
• Data schedule
• Staff meeting/Student Free
days schedule
• Who is responsible?
• Ongoing self review?
What processes are in place to
ensure all learners achieve
successful outcomes?
• Intervention and Support
processes – Wave 1,2 and 3
Regional Reading Standard:

Students’ reading ages
should match chronological
ages
When is the Self Review held?
Who is involved in the review?
Describe the process used.
Improvement priorities decided as a result of the Self
Review (and with reference to the region’s improvement priorities)
• Present and discuss Site Improvement Plan
including priorities, SMARTA targets, strategies
and evaluation measures, (see LC Site Improvement Plan
position paper for more information)
Data/Evidence:
(Use multiple measures of data)
• Perception Data
• Process Data
• Demographic Data
• Learner Achievement Data
Multiple Measures of Data
• Demographic
• Perception
• Learner Achievement
• Processes
* Recommendations from
previous self review
validation, SSI diagnostic
review, (if applicable)
Warning: Avoid Death by Data
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As a site you need to identify the key data sets
that enable you to best reflect your site and
progress made over time in the quality of
teaching and learning
The data sets suggested are POSSIBLE data sets
for you to consider
As a site it is best for your staff to collaboratively
identify which data sets best support you to
monitor progress
Improvement - Evidence
Focus on Learning Rubric
Suggested approach
 Use the Focus On Learning rubric as a guide to
describe improvements/changes that have occurred
 For example - development of a whole school
literacy agreement (improvement strategy in SIP)
 What has this meant for teachers and what has it
meant for students
 What evidence do you have that supports the
improvement or change to teacher/student learning
Where to Next?
FOLLOW-UP
Following the Validation Day
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Regional Office will send draft Validation
Report to all team / panel members
Once agreed, two copies of the report will be
sent to sites for signing – RD/ARD, Site
Leader & Governing Council Chair, (an
electronic version of the final report will also
be emailed to site leaders)
Resources and Support
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Self Review Folder
– Four steps to self review
– Level 2 and 3 tools from QIE
– Rubrics for each of the principles including the
Validation FOCUS ON LEARNING rubric
QIE website www.decs.sa.gov.au/quality
– The Full Self Review Guide
Limestone Coast website
Support for Sites –
workshops & website