2009 Structural Review of the Northern Territory Department of Education and Training : delivering the goods
Ladwig and Sarra
Ladwig, James; Sarra, Chris
E-Publications; E-Books; PublicationNT
Cover title. Report includes Northern Territory Government Media Release -" Education Restructure – Next Building Block for Excellence" by Paul Henderson.
Northern Territory -- Education
Northern Territory Government
66 p. : col. ill. ; 30 cm.
Attribution International 4.0 (CC BY 4.0)
Northern Territory Government
25 March 2009 39 2. Schools known to be high achieving; 3. Schools implementing locally developed trials and innovations; and, 4. School involved in centrally developed trials and innovations. 5. Any schools of particular interest to Regional Office. For this identification to occur, annual regional reviews of school performance would be required, and annual identification of review schedules would be developed in collaboration between Regional Offices, the central Performance Review unit, and the CEO. Review results would inform a) the local school in its development of future strategic plans, b) the regional strategic school support plans, and c) the DET central office. Review results would also provide a valuable basis for individual performance reviews of a) teachers, b) principals, c) regional directors and offices, and d) DET. Review results would also provide valuable feedback beyond DET, identifying inter-agency concerns to be reported across NT government agencies. Primary focus of the reviews would mirror systems goals, with flexibility to include locally determined goals and priorities. Central among these would be, a) student performance results, b) the quality of planned and enacted curriculum (pedagogy and assessment inclusive), c) school performance results (attendance, retention, engagements), and d) community engagement. Each of these would be monitored relative to both Indigenous and mainstream population, significant Non-English Speaking populations where present in the school community and student population, and Special Needs students. PBS 3b: Develop stronger feedback mechanisms from performance review information systems to support delivery decision making at school, regional and Territory levels. Formal feedback mechanisms for making effective use of the data and information developed for school reviews would include: 1. Central housing of common data reports; 2. Aggregation of data to School, Region and Territory level; 3. Annual analysis of results at School, Region and Territory level; 4. Inclusion of that analysis in annual strategic plans at School, Region and Territory level. At the Territory level, it is vital the results of these school reviews strongly inform strategic planning, and any collaboration with other government programs and / or agencies (including Australian Government programs). PBS 3c: Develop stronger monitoring of the quality of teaching and learning programs at school level (as part of a strengthened performance management initiative). School review results specifically relating to curriculum, pedagogy and assessment would inform: 1) the selection of future curriculum development for the State, Region and Territory level, 2) the development of teacher professional development programs at State, Region and Territory level; and 3) allocation of teacher support resources at State, Region and Territory level.