Evidence-driven strategic planning
If we use evidence-driven decision making to improve student achievement and enhance teaching practice, it follows that strategic planning across the school should also be evidence-driven.
The diagram below indicates one way to think of evidence-driven strategic planning.
INDICATORS FROM DATA
asTTle scores show a high proportion of yr 9 achieving below curriculum level
NCEA results show high non-achievement in transactional writing
Poor results in other language NCEA standards, etc.
STRATEGIC GOAL
To raise the levels of writing across the school
STRATEGIC ACTION
Develop a writing development plan which addresses writing across subjects and levels , including targets, professional development, and other resourcing needs, etc.
ANNUAL PLAN
Develop and implement a plan to raise levels of writing at year 9
Development plan to be based on an analysis of all available data and to include a range of shared strategies, etc.
YEAR TARGET
Raise writing asTTle results yr 9 boys from 3B to 3A , etc.
EVALUATION DATA
asTTle writing results improve by …
Perception data from yr 9 staff indicates …
Evaluation of effectiveness of range of shared strategies, barriers and enablers … etc.
Appraisal
P D
Self-review
School charter
In this model, data from a range of sources provide ‘indicators’ of a problem. One aspect of student achievement stands out across the school as an area that could be improved. In this case it is writing.
This leads the board to establish a strategic goal. They then add an appropriate aim and a target (with measurable outcomes) to the school’s annual plan.
School leaders then create a development plan. To do this they need to go back to the indicator data and analyse these data alongside other data and evidence. Then the development plan is implemented.
At the end of the year, other data and evidence are analysed to evaluate the success of the development plan as a whole and the various strategies that were used. The data used for evaluation will probably be different from those used to identify the problem and develop the action plan. In this case, the current NCEA results were not relevant for year 9 students, and other data was collected to evaluate some of the actions taken.
Other examples:
A three-dimensional model has been developed as a way of looking at evidence-based strategic planning for the whole school.
Planning for Better Student Outcomes is a resource that aims to help boards and principals develop and undertake programmes for improvement. The resource has been designed to provide a self-assessment tool for boards that are getting started with planning, as well as schools that have already implemented strategic planning processes. It provides key questions, examples and resources to assist in the process of thinking, planning, and managing strategically for school improvement and supports charter development.
Strategic planning case studies can be found on Te Kete Ipurangi.