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Abstract

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.

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