The core purpose of School Review & Improvement (SRI) is to ensure our students are achieving their academic and personal potential in a learning environment underpinned by a clear vision and mission.

School Review & Improvement is a shared leadership responsibility at both school and system level, and is most effective in a climate of mutual respect that has as its focus the achievement of the best outcomes for students. The effectiveness of the leadership required to ensure the desired outcomes will inform the Performance and Development Process (PDP). 

 DOWNLOAD SCHOOL REVIEW & IMPROVEMENT FRAMEWORK

Underlying Principles

The Framework and implementation processes are informed by the best of contemporary practice and research, both nationally and internationally. The call for any system of schools to deepen the capacity for school improvement through the School Review & Improvement Framework is based on the following underlying principles:

• Improved learning outcomes and life opportunities for students are the main goals of the processes comprising the School Review & Improvement Framework. This places students at the centre of the School Review & Improvement processes.
• One size does not fit all, so the School Review & Improvement Framework is designed to allow individual schools the flexibility of determining how they will take forward their responsibility for maintaining quality and continuing improvement. With this responsibility comes accountability and this requires Principals to work closely with their Head of School Services.
• In implementing the School Review & Improvement Framework, schools engage in evidence-based self-reflection about current practices and critical discernment of sustainable quality and improvement priorities. In so doing schools identify and plan for the skills and resources required to improve quality and build improvement capacity.
• Insightful leadership, intellectual rigour and a new professional language are required to underpin this Framework.
• School Review & Improvement processes are inclusive and collegial, and are characterised by an effective partnership between school and Catholic Education Office personnel.