Develop and plan

In this stage of the improvement cycle, schools develop and plan their school improvement strategies through annual implementation planning. Schools identify what they will do (including specific improvement strategies and initiatives), how, when and by whom and what success looks like.

Schools should develop and plan by:

  • determining specific actions and methods aligned to their improvement strategies and initiatives from the improvement model and the evidence base
  • determining roles and responsibilities
  • developing a whole-school teaching and learning program
  • agreeing and communicating their plan/s.

Annual implementation plan for improving student outcomes

Aligned to the school strategic planning process, annual implementation planning elaborates on how key improvement strategies and other significant projects will be put into operation, monitored and evaluated.

In the annual implementation plan (AIP) for improving student outcomes, schools develop a detailed plan encompassing actions, roles, responsibilities, timelines and success criteria for the next 12 months, leading to the achievement of the four-year goals.

Principals, with their leadership teams, staff and the school community, develop this plan considering the full pool of resources (human, financial etc.) available through their student resource package (SRP).

Learn more about annual implementation planning on the Department's intranet
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Critical decision point: professional learning

Supporting the implementation of evidence-informed strategies, and teachers as evaluators of the impact of their practice, requires ongoing professional learning. Teachers build professional skills and knowledge around curriculum, pedagogy and assessment to continuously improve their practice and improve student learning.

To examine instructional practices, develop new practices and innovate, teachers and leadership teams need ongoing professional learning, which can be facilitated and fostered in collaborative settings such as professional learning communities.

For school leaders

  • Discuss with your leadership team and staff, 'what professional learning do we need?'
  • Prioritise student and teacher learning in planning and decision-making through the development of a whole-school professional learning plan.
  • Engage actively as an instructional leader by focusing on students outcomes and be knowledgeable about, and directly involved in the work of teachers.