Territory Stories

2009 Structural Review of the Northern Territory Department of Education and Training : delivering the goods

Details:

Title

2009 Structural Review of the Northern Territory Department of Education and Training : delivering the goods

Other title

Ladwig and Sarra

Creator

Ladwig, James; Sarra, Chris

Collection

E-Publications; E-Books; PublicationNT

Date

2009-03-25

Notes

Cover title. Report includes Northern Territory Government Media Release -" Education Restructure – Next Building Block for Excellence" by Paul Henderson.

Language

English

Subject

Northern Territory -- Education

Publisher name

Northern Territory Government

Place of publication

Darwin

Format

66 p. : col. ill. ; 30 cm.

File type

application/pdf

Use

Attribution International 4.0 (CC BY 4.0)

Copyright owner

Northern Territory Government

License

https://creativecommons.org/licenses/by/4.0/

Parent handle

https://hdl.handle.net/10070/216675

Citation address

https://hdl.handle.net/10070/709129

Page content

. . . . . . .. . . 2009 Structural Review of NT DET Delivering the Goods 25 March 2009 38 PBS 2c: Strengthen system technical and statistical capacity (to capture, quality assure and analyse student participation and achievement data). In addition to the on-going development of its information systems, DET requires substantial further support in developing expertise among its personnel for the analysis and use of its data systems. The review supports current endeavours by DET to develop its systems, but would also suggest advancement of the expertise needed to make timely, intelligent use of this data. Particular emphasis can be placed on this endeavour with the professional development of regional officers, and could be augmented by the experiences of similar systems developed in other states. This would include data based systems across all sections of DET, inclusive of student performance data, personnel data, and budget data systems. PBS 2d: Continue development of the data analysis and reporting tool of the Business Intelligence Centre. Much of the necessary work in developing and delivering the performance based system and its required information has begun in the development of the Business Intelligence Centre. The review simply notes this and supports its further development. Performance Based System Recommendation 3 (PBS3): Developing and implement organisational structures to support regular School Performance Reviews For a substantial shift toward a performance based system to develop, it is vital the school based mechanisms are established and built to work in a professional manner that is both evaluative and supportive. This approach needs to balance competing sides of a performance based culture. On the one hand, there is a need for rigorous adherence to high expectations and centrally determined standards. On the other hand, any review must also be professionally supportive and encouraging of locally adoptive approaches. To support this approach, four structural recommendations have been identified for DET. PBS 3a: Establish independent school review teams at a regional level (as part of a system level strategic research and policy development function). The establishment of school review teams and the necessary composition of expertise within teams have been noted above. Here it is important to further explain the envisioned role these teams would have within regions. To maintain their necessary independence, it is important that review teams are line-managed by and report to a central Performance Review office, independent of the Regional Office and Director. At the same time, each review team will need in-depth knowledge of strong working relationships with local contexts and personnel. Thus, the role of the review teams embodies the needed balance between adhering to central standards with flexible local adaptation. Within regions, as noted above, all schools would require review in a three year cycle. This time frame is strongly recommended due to high turn-over rates of staff within schools. Reviews would be informed by performance data and reports developed by schools themselves, building from the annual reports outlined in the current APIF. Priority for scheduling reviews would be given to schools identified by the following serial criteria: 1. Schools known to be in crisis or severe under-performance;


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