Types of School Reviews
Towards Victoria as a Learning Community clearly outlines the Government’s commitment to building on the existing accountability model, with a strong focus on peer-led accountability and review, to strengthen the internal accountability within schools and leading to improved educational outcomes for students. The type of review a school undertakes will be dependent on the performance of the school against a set of clearly articulated performance indicators determined by the Department of Education and Training (DET) and applied consistently across the State. There are three types of School Reviews: Peer Review, Priority Review and Intervention Services.
Peer reviews are undertaken by schools meeting the performance thresholds and facilitated by an accredited school reviewer. Peer learning will be at the centre of peer performance reviews, providing an opportunity for principals to build their professional knowledge and capacity, foster collegial support, and share knowledge and experience of successful school practices to improve students’ achievement, engagement and wellbeing.
Where schools are performing below clearly articulated thresholds, support will be initiated through the provision of a priority review. These schools will benefit from a thorough diagnosis of their performance by an independent review team, which will provide the evidence needed to determine the requisite level of support.
Following priority reviews, intervention services and support may be initiated based on the specific needs and requirements of the school. Tailored interventions will be determined by a design team made up of members from the school, regional and central offices. Interventions will remain in place until the school can return to effective autonomous operations.
Victoria as a Learning Community (pdf) - DET (formerly DEECD) 2013-17 strategic plan