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Holistic School Improvement: The Journey in Australian Adventist Schools

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avondale-bepress-to-dspace.peer_review_statusPeer reviewed
avondale-bepress.abstract<p>This organisational journey traces transition from an initial recognition of an archaic ‘inspectorial model’ of school evaluation to an encompassing holistic school improvement process. A description of how the world’s best practice informed this challenge for schools to engage in further strengthening of their professional learning cultures includes the development of consultation, structures, procedures, policy and process. Key changes emerged that have resulted in a self evaluation process that is internally driven, focused on a culture of improvement and excellence (The Community of Faith and Learning), but supported by the whole system. This support is represented within A Model of Aligned Cultural Change in Adventist Schools. Three supporting development pillars—the Quality Adventist Schools Framework (QASF), Data Driven Decision-making and Quality Adventist Schools Cyclic Reviews (QASCRs)—build upon the foundational elements of purpose and resources, to support the ultimate goal of Christfocused, service-orientated, excellent student outcomes. In the rapidly changing educational context within Australia and internationally, Christian schools need to ensure they are delivering the very best educational program possible. System implementation by Adventist Schools Australia (ASA) predicts schools can successfully evaluate the extent to which they are meeting stakeholder expectations, delivering on system priorities and implementing strategic initiatives to optimise their success.</p>
avondale-bepress.articleid1307
avondale-bepress.authorsDaryl Murdoch
avondale-bepress.context-key8872864
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/teach/vol10/iss1/6
avondale-bepress.document-typeed_admin
avondale-bepress.field.custom_citationMurdoch, D. (2016). Holistic school improvement: The journey in Australian Adventist schools. <em>TEACH Journal of Christian Education, 10</em>(1), 18-26. doi:10.55254/1835-1492.1307
avondale-bepress.field.doi10.55254/1835-1492.1307
avondale-bepress.field.embargo_date2016-07-24T00:00:00Z
avondale-bepress.field.peer_reviewedtrue
avondale-bepress.field.publication_date2016-07-25T00:00:00Z
avondale-bepress.field.publisherAvondale Academic Press
avondale-bepress.field.reviewedPeer-Reviewed
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1307&amp;context=teach&amp;unstamped=1
avondale-bepress.keywordscollaborative
avondale-bepress.keywordsdata driven
avondale-bepress.keywordsholistic
avondale-bepress.keywordsinternal
avondale-bepress.keywordsschool improvement
avondale-bepress.label6
avondale-bepress.publication-date2016-07-25T00:00:00Z
avondale-bepress.publication-titleTEACH Journal of Christian Education
avondale-bepress.statepublished
avondale-bepress.submission-date2016-07-24T21:49:28Z
avondale-bepress.submission-pathteach/vol10/iss1/6
avondale-bepress.titleHolistic School Improvement: The Journey in Australian Adventist Schools
avondale-bepress.typearticle
dc.contributor.authorMurdoch, Daryl
dc.date.accessioned2023-11-01T00:23:45Z
dc.date.available2023-11-01T00:23:45Z
dc.date.issued2016-07-25
dc.date.submitted2016-07-24T21:49:28Z
dc.description.abstract<p>This organisational journey traces transition from an initial recognition of an archaic ‘inspectorial model’ of school evaluation to an encompassing holistic school improvement process. A description of how the world’s best practice informed this challenge for schools to engage in further strengthening of their professional learning cultures includes the development of consultation, structures, procedures, policy and process. Key changes emerged that have resulted in a self evaluation process that is internally driven, focused on a culture of improvement and excellence (The Community of Faith and Learning), but supported by the whole system. This support is represented within A Model of Aligned Cultural Change in Adventist Schools. Three supporting development pillars—the Quality Adventist Schools Framework (QASF), Data Driven Decision-making and Quality Adventist Schools Cyclic Reviews (QASCRs)—build upon the foundational elements of purpose and resources, to support the ultimate goal of Christfocused, service-orientated, excellent student outcomes. In the rapidly changing educational context within Australia and internationally, Christian schools need to ensure they are delivering the very best educational program possible. System implementation by Adventist Schools Australia (ASA) predicts schools can successfully evaluate the extent to which they are meeting stakeholder expectations, delivering on system priorities and implementing strategic initiatives to optimise their success.</p>
dc.identifier.citationMurdoch, D. (2016). Holistic school improvement: The journey in Australian Adventist schools. <em>TEACH Journal of Christian Education, 10</em>(1), 18-26. doi:10.55254/1835-1492.1307
dc.identifier.doihttps://doi.org/10.55254/1835-1492.1307
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/08872864
dc.language.isoen_us
dc.publisherAvondale Academic Press
dc.subjectcollaborative
dc.subjectdata driven
dc.subjectholistic
dc.subjectinternal
dc.subjectschool improvement
dc.titleHolistic School Improvement: The Journey in Australian Adventist Schools
dc.typeJournal Article
dspace.entity.typePublication
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