School Improvement Tools

Good to Great Schools Australia’s improvement framework has a range of systems and tools that are built on international evidence so schools can get the most out of their improvement efforts. Our web-based teaching and learning instruments enable schools to plan and deliver their improvement journey and ensure their improvements are sustained.

Continuous Improvement

The Continuous Improvement Framework enables schools to:

  • harness student, school and community capabilities towards their improvement efforts through engagement and planning
  • give team members individual and team targets for teaching and student progress
  • track improvement progress and analyse results through regular leadership and team reviews
  • identify and mitigate emerging priority issues and replicate and embed improvements.

School Improvement tools are available for free use by schools.

Targeting Instruction to Meet Student Needs

The GGSA education model features internationally acknowledged best practices in instruction to meet the needs of all students.

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Personalised Learning

Students are taught at their learning level so they master the content of each lesson and progress at their mastery rate.

Learning Progression

Presentation of the material allows for the correct interpretation of each concept. Lessons present the sequence of skills so learners master all skills before moving on to more complex tasks. Only 10 per cent of the material in a lesson is new, with 90 per cent being revision.

Mastery Learning

Lessons provide a clear explanation of what it means to ‘master’ the material. Students must correctly answer 90 per cent of the test before moving to the next set of lessons. Where students score less than 90 per cent, the teacher will reteach lessons to ensure mastery. Individual learners are regrouped as necessary.

Targeted Intervention

Students undertake a placement test to accurately place them on the learning staircase, so they receive lessons at their skill level. The teacher administers a mastery test every five to 10 lessons.

Targeted Teaching Tiers

The GGSA education model enables the head–middle–tail of the student cohort to be clustered into three tiers of targeted support.

Tier 1: Learning Level Instruction

Whole-class instruction: Students travelling at the required pace and regularly achieving the required level of mastery. Instruction includes all students in practices (e.g. check for understanding, listen to responses, and provide effective feedback). Students may be pulled out of the group throughout the instruction to complete one-on-one lessons.

Tier 2: Small Group Revision

Small group revision: Students who require short-duration revision to catch up because they have fallen behind due to irregular attendance or development delays. This requires additional assessment to determine students’ specific needs and higher frequency monitoring to assess interventions. It may involve co-teaching or revision with a teaching assistant. Students are integrated back into whole-class instruction once they reach the target level.

Tier 3: One-on-One Intervention

One-on-one intervention: Students who are below their year level due to infrequent attendance or developmental delays require one-on-one intervention to catch up to the class. This requires a diagnostic analysis to identify students’ specific needs and often the involvement of external agencies. Students are placed on an individual learning plan with specific support and goals. Students approaching year level are integrated back into the main class and may not require further one-on-one intervention.