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Signposts Report

Signposts Report

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Published by Mark Gillies

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categoriesTopics, Art & Design
Published by: Mark Gillies on May 25, 2011
Copyright:Attribution Non-commercial

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Signposts: Researchpoints to howVictorian governmentschools have improvedstudent performance
Paper No. 16 May 2009
 
 Published by theEducation Policy and Research DivisionOffice for Policy, Research and InnovationDepartment of Education andEarly Childhood Development
MelbourneMay 2009 © State of Victoria (Department of Educationand Early Childhood Development) 2009The copyright in this document is owned by the State ofVictoria. No part may be reproduced by any process exceptin accordance with the provisions of the Copyright Act 1968,NEALS (see below) or with permission.An educational institution situated inAustralia which is not conducted forprofit, or a body responsible foradministering such an institution, maycopy and communicate the materials,other than third-party materials, for theeducational purposes of the institution.Authorised by the Department of Education andEarly Childhood Development,2 Treasury Place, East Melbourne, Victoria, 3002.This document is also available on the internet athttp://www.education.vic.gov.au/ ISBN 978-0-7594-0553-0
 
 
Foreword
The Victorian Government is committed to ensuring that all children inVictoria, regardless of the school they attend, have access to qualityteaching and learning opportunities that promote mastery of a broadrange of skills, behaviours and knowledge.As there are significant variations in school performance state wide,the 2003
Blueprint for Government Schools 
and the 2008
Blueprint for Education and Early Childhood Development 
set out a plan to promoteexcellent learning opportunities for children in every school across thestate by improving school performance.Data from Victorian government schools show that many of themdisplay year by year improvement on a range of indicators, includingstudent outcomes. Some of these schools achieve this in spite offactors such as the low socio-economic status of many of theirstudents, which is often related to lower performance.However, there are many schools in Victoria that have demonstratedgreat success in improving student outcomes, despite challengingcircumstances. This publication is based on field research into thebehaviours exhibited by selected Victorian schools that have showngains in student achievement over a sustained period. The findingsprovide an opportunity for school leaders to learn from the realexperiences and successes of the Victorian education community.They may be the catalyst for change, provide new direction and nextsteps for developing schools, and provide reassurance that schools indifficult circumstances have pathways to success.Both locally and internationally, there is much interest in how schoolsachieve and sustain high performance, and in particular how theyovercome significant obstacles to raise levels of student achievement.This research has the advantage of being grounded in the particularsocial, economic, political and educational policy framework unique toVictoria, making the results highly relevant to Victorian schools.I am pleased to present these reports to stimulate discussion andgenerate action for school improvement.Dr Dahle SuggettDeputy SecretaryOffice for Policy, Research and Innovation

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