School Renewal and Improvement (SRI cycle)

Schools use the SRI cycle to evaluate, review and identify areas that require attention, plan for and act to make improvements and report to their communities in their plans, activities and outcomes. Evidence that is gathered throughout the four-year cycle is linked to the school’s strategic priorities and improvement agenda and is analysed and shared to demonstrate improvement and/ or further areas for priority action. Each stage of the cycle is guided by a key question, with specific actions and outcomes as described below. 
Evaluate and identify – Where are we now?
  1. A TCS quadrennial school review is undertaken.
  2. After the review, schools monitor progress of student learning by using a range of data and measures; school satisfaction surveys and student learning data are key data sources.
  3. Information is gathered from a wide range of sources, both external and internal, focusing on ways to improve learning and student achievement.
  4. Data gathering and monitoring inform an integrated overview of progress and preparation for the next stages of the SRI cycle.
  5. Schools reflect on the extent to which they have achieved the goals set in the four-year school strategic plan and the annual action plans. 
Data is to include…
  • student attendance records
  • standardized student assessments eg NAPLAN, PROBE, PM Benchmarks
  • satisfaction surveys (conducted annually)
  • A to E percentages from student learning
  • enrolment trends
  • Year 12 attainment and post-school destination
  • student behavior records
  • staff performance and development priorities 
Prioritise and Set Goals – Where do we want to go?
The school’s leadership team ensures that the entire school community knows the strategic plan is being developed and that the invitation to contribute extends to all stakeholders.
  1. Drawing from the TCS quadrennial school review, the leadership team in conjunction with the school community prioritises and confirms the main areas for improvement.
  2. A small number of improvement strategies, and expected targets aligned to the improvement priorities are set.
  3. Goals, key improvement strategies, and expected targets aligned to the improvement priorities are set.
  4. The number of goals set is to be realistic; no more than three or four in a given year.
  5. Goals are set suit the specific context and current level of practice, being clear about what success or impact looks like and having written indicators that are used to evaluate improvement.
  6. Schools document their goals, improvement strategies and targets in a four-year strategic plan.