- the amount of progress made during the previous AIPs
- any specific barriers or enablers that may impact progress
- the number of students in the cohort – for example, shifting the perception of 5 students out of 20 would result in 25% growth
- where the school sits within the 4-year strategic planning cycle, and the bearing this may have on progress.
Schools should also consider how they might translate 4-year targets to be inclusive of priority cohorts which may require differentiated support. These cohorts differ from school to school depending on context, and may include students who:
- have a disability or additional needs
- are English as an Additional Language (EAL) learners or culturally and linguistically diverse learners
- are disengaged, or at risk of disengagement from school
- identify as Aboriginal and/or Torres Strait Islander.
Smaller schools can have particular challenges in setting targets due to year-to-year variation of data, and may wish to:
- identify a specific number of students rather than a percentage target
- use the 3-year average as their benchmark when developing 12-month targets, such as with the Attitudes to School Survey and School Staff Survey.
Schools should be mindful that student outcomes are unlikely to improve at a linear rate over the course of the 4-year SSP. Initially, there may be little change as the school introduces strategies that may take time to be reflected in improved student outcomes. Schools may plan for smaller changes in the first years of their SSP and plan for more significant changes in the final years.
The following example shows how a school may set 12-month targets based on the targets in their SSP.
Example: Link between SSP target and AIP targets
Increase the percentage of students working at or above level against the Victorian Curriculum in:
- Reading and Viewing from 76% (2021) to 83% (2025)
- Writing from 72% (2021) to 80% (2025).
Increase the percentage of students working at or above level against the Victorian Curriculum in:
- Reading from 78% (2023) to 80% (2024), and for EAL students from 72% (2023) to 75%
- Writing from 73% (2023) to 75% (2024), and for EAL students from 70% (2023) to 73%.
Increase the percentage of students with Individual Education Plans (IEPs) who achieve their Victorian Curriculum-based goals for reading from 70% (2023) to 90% (2024).
5.3 Selecting the key improvement strategies
The school selects the KIS from their SSP to focus on in achieving the 12-month targets. The school provides a rationale on why these KIS have been selected, reflecting on the self-evaluation against the FISO 2.0 continua of practice from the previous end-of-year assessment, current progress towards the SSP goals and targets, school data, and any other supporting evidence.
When selecting KIS for implementation, schools should consider:
- the logical sequencing of KIS, and whether certain KIS need to be implemented before others
- the likely impact of each KIS on student outcomes
- the school’s readiness for change, including barriers and enablers
- the strategic resourcing demands of each KIS
- whether there are any new KIS that were not originally identified in the SSP, such as strategies related to new programs or department initiatives. Schools can add KIS to their SSP and subsequent AIPs by editing the SSP in the Strategic Planning Online Tool (SPOT).
If the common priorities goal has been selected, the following KIS will be automatically populated into the AIP:
- learning – support both those who need scaffolding and those who have thrived to continue to extend their learning, especially in numeracy
- wellbeing – effectively mobilise available resources to support students' wellbeing and mental health, especially the most vulnerable.
5.4 Developing actions for each key improvement strategy
Schools develop the actions that they will take during the year to progress their KIS.
When developing actions, schools must consider:
- that only 1 to 3 actions should be developed per KIS, per year
- the steps or processes required to implement a KIS, and how these can be sequenced or prioritised
- the actions that have the greatest potential impact on student outcomes
- the changes in knowledge, skills and behaviours that should be seen in relation to students, teachers and leaders
- any organisational or structural changes that might be required
- their local context and resources that may be required to support the actions.
Example KIS
Develop and embed a whole-school approach to improving student attendance.
Example actions
- Develop a school attendance policy that involves staff, students and families.
- Design a tiered approach to attendance support and interventions.
- Develop and implement a professional learning plan for all staff to support implementation of the attendance policy and tiered approach to support and intervention.
5.5 Defining outcomes for each action
Outcomes identify the expected changes in knowledge, skills and behaviours that will be observed if the actions have been successfully implemented. Outcomes should be considered from the perspectives of students, teachers and leaders. Typically, schools will articulate at least 2 outcomes from each of these perspectives.
When developing outcomes, schools should consider:
- what is expected to be seen, felt or heard following the implementation of an action
- what knowledge, skills or behaviours are expected to change
- whether the focus of the action is leaders, teachers or students.
Developing outcomes – worked example
Develop and implement a peer coaching model to support consistent implementation of the school pedagogical model.
- Leaders will:
- use multiple sources of evidence to track peer coaching and implementation of the pedagogical model including barriers and enablers
- invite teachers to observe their classes
- develop their own peer coaching skills.
- understand the structure of the pedagogical model
- establish/improve peer coaching skills
- use the pedagogical model regularly to plan and deliver lessons.
5.6 Identify success indicators for each action
Success indicators support schools to measure whether the outcomes have been achieved. Different evidence will be required depending on what the outcome is, and whether the outcome is displayed by a student, teacher or leader. Typically, schools will identify 5 to 6 success indicators per action.
The information captured through success indicators should support schools in their monitoring efforts. By collecting and reflecting on this evidence schools will also be able to track progress towards their 12-month targets. Schools should consider the time at which different success indicators will be available to ensure that they will be able track their progress across the year and can identify this through including ‘early’ and ‘late’ indicators in their planning.
Success indicators might include relevant data sources such as:
- Student Attitudes to School Survey (AtoSS) factors or Victorian Curriculum judgements
- local sources of evidence such as formative assessments or surveys
- artefacts such as notes from meetings, lesson plans, observation notes, notes from peer coaching or learning walks.
Developing success indicators – worked example
Example success indicators based on the example outcomes above:
- Leaders:
- artefacts and evidence: notes from leadership team meetings, staff meeting minutes; lesson plans, observation notes, peer coaching notes, staff surveys
- data sources: School Staff Survey (SSS) factor ‘instructional leadership’
- artefacts and evidence: lesson plans, peer coaching notes, observations notes, staff surveys
- data sources: AtoSS factor ‘effective teaching time’
- artefacts and evidence: notes from conversations with students and classroom observations, student surveys
- data sources: school-run student survey
5.7 Identify activities for each action
Schools identify the specific activities necessary to complete actions and reach their outcomes. Activities are the most granular level of detail in the AIP. For each activity, schools identify planned timing and document responsibility, as well as identify if the activity is a professional learning priority or will use available funding.
- schedule professional learning on Respectful Relationships
- launch Professional Learning Community (PLC) processes
- recruit Learning Specialist: Inclusion
- plan and implement careers showcase
- schedule and conduct learning walks
- schedule youth mental health first aid training
- purchase equipment and adaptive technology to support teaching and learning of students with disabilities
- review and update IEPs
(staff login required) on the resources tab for additional worked examples of KIS, actions, outcomes and activities.
5.8 Completing the funding planner
The funding planner supports schools to plan their expenditure of Equity funding, Disability Inclusion Tier 2 funding, and their Schools Mental Health Fund allocation in support of their AIP activities.
Equity funding
Equity funding is provided to schools as part of the Student Resource Package (SRP) to enable support students who face more barriers to success than their peers. Equity funding is provided through 2 different funding lines: equity (social disadvantage) and equity (catch up).
For further information on Equity funding, schools can refer to:
Disability Inclusion Tier 2 funding
Disability Inclusion Tier 2 funding provides funding to schools to strengthen school-wide capacity and capability to provide inclusive education environments and adjustments for students with disability.
For further information on Disability Inclusion Tier 2 Funding, refer to the following Policy and Advisory (PAL) topics:
- Disability Inclusion Funding and Support model
- Requirements for reporting of Tier 2 expenditure
Schools Mental Health Fund and Menu
The Schools Mental Health Fund and Menu provides additional funding and guidance to give schools confidence and make informed choices on how to spend their funding on programs and interventions that will meet their students’ health and wellbeing needs. The AIP funding planner allows schools to identify which Menu items they plan to implement using their Schools Mental Health Fund allocation or another funding source.
For detailed information on the Schools Mental Health Fund and Menu, refer to the department’s policy on Mental Health Fund and Menu .
Completing the funding planner
To complete the funding planner:
- tick the appropriate funding stream box if activities in the actions, outcomes and activities tab will be using Equity funding, Disability Inclusion Tier 2 funding, or the Schools Mental Health Fund items. The funding planner tab will then automatically pre-populate with the activities that were selected
- in the funding planner tab, enter the total values of Equity funding, Disability Inclusion Tier 2 funding, and the Schools Mental Health Fund items that the school is expected to receive in their School Resource Package in the summary of funding table
- allocate the funding source for each activity across the funding streams using the planning tool – where relevant, select the appropriate category and subcategory against which the funds will be spent
- schools can identify any additional activities that will utilise funding that do not fit under the planned AIP activities in the additional spend section of the planner.
(staff login required).
Requirements for reporting Disability Inclusion Tier 2 funded and Schools Mental Health Fund expenditure in CASES21 are additional to the funding planner and remain unchanged.
5.9 Completing the professional learning plan
The professional learning plan (PLP) is used by the school to identify professional learning priorities. This supports school leaders to strategically plan for staff professional learning and development across the year.
To complete the PLP, the school must:
- tag professional learning and development priorities by using the PLP priority toggle when planning activities in SPOT, which automatically populates the PLP
select up to 3 key professional learning strategies that will be adopted to promote collaborative and inquiry-based processes - nominate organisational structures that will be used to support professional learning, including student-free days
- indicate whether the training will occur internally or at an external venue.
The expertise the school intends to access is also identified in the PLP, which may include:
- support provided through the Differentiated Support for Schools Initiative, including Teaching Partners, Leadership Partners and School Improvement Partnerships
- other department initiatives such as Learning Specialists or the Professional Learning Community (PLC) Initiative External Link
For further information on professional learning, refer to the following Policy and Advisory Library (PAL) topics:
- Performance and Development for Teacher Class Employees
- Performance and Development for Principal Class Employees
- Performance and Development for Education Support Class Employees
- Professional Practice Days
6. Engaging staff and the school community in the Annual Implementation Planning process
6. Engaging staff and the school community in the Annual Implementation Planning process
Some example activities for engaging staff and students in the Annual Implementation Planning (AIP) process include:
- working in groups, each allocated one key improvement strategies (KIS) selected for focus in the AIP, staff review the success indicators that relate to actions and outcomes and discuss whether the expected changes have been achieved, and whether these have led to improvements in student outcomes
- creating a display of the KIS selected for focus in the staff room, with student data, lesson plans, and staff meeting minutes attached to the display as evidence
- creating an ‘evidence wall’ for the illustrations of practice in the staff room where staff can attach evidence to the practices identified, such as photos, policies, sticky notes and learning artefacts
- printing out and displaying the illustrations of practice for each of the core elements, with staff working in small groups to identify three practices that they regularly observe in the school, and three practices they think that the school could focus on improving next year
- nominating different staff members to go on a ‘seek and find’ mission for a nominated core element, visiting classrooms, reviewing policies and analysing data, and report back findings at the following meeting
- dividing staff into table groups and allocating each group one of the KIS selected for focus. Using the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice, professional practice notes or other departmental resources, develop a list of possible actions, outcomes and success indicators
- dividing staff into groups representing students, teachers and leaders and asking them to consider how implementation of the actions would be expected to change their knowledge, skills or behaviours.
7. Endorsement and communication of the Annual Implementation Plan
7. Endorsement and communication of the Annual Implementation Plan
The principal submits the Annual Implementation Plan (AIP) by the end of Term 4 using the ‘review and endorse’ tab on the Strategic Planning Online Tool (SPOT).
The senior education improvement leader (SEIL) will review the AIP and may provide feedback.
Once endorsed by the SEIL, the AIP is presented to the school council for discussion and endorsement by the end of March.
Following these endorsements, the focus of the AIP should be communicated to the school community.
Schools may choose to communicate their AIP via information sessions, the school newsletter, school website updates, or any other platform the school uses to provide information to its community.
8. Implementing the Annual Implementation Plan
8. Implementing the Annual Implementation Plan
To ensure effective implementation of the Annual Implementation Plan (AIP) and strengthen distributed leadership, schools should consider establishing systems and processes for staff to regularly work together to progress elements of the current AIP.
As these processes will vary based on school context and staffing profiles, some different options for distributed leadership of AIP implementation and monitoring are outlined below.
Led by school leadership or the school improvement team members
- Each member of the school improvement team (SIT) is responsible for aspects of the AIP implementation that link to their role.
- Team members regularly meet, analyse data and report on progress.
- The SIT is responsible for running regular professional development sessions, collecting data, and gaining feedback from staff, students, and parents.
Led by AIP working groups
- Specific working groups are created in response to AIP key improvement strategies (KIS), for example, a numeracy working group and a Respectful Relationships working group.
- The AIP working groups meet regularly and are responsible for overseeing the implementation and monitoring for their AIP area. They report back to leadership/SIT once a term.
- Working groups are responsible for delivering professional development, collecting data and gaining feedback from students and parents.
Led collaboratively across schools
- In circumstances where schools are not able to distribute implementation efforts across staff within the school (such as in very small schools), AIP development and implementation can be distributed across schools in a network or cluster.
- In these instances, schools may share priorities (identified through actions) and implement them differently in response to context (identified through activities).
- Very small schools can support each other with monitoring and critically reflecting on implementation efforts.
- They may also draw on additional resourcing (part-time staff and regional staff or school council members as appropriate).
9. Annual Implementation Plan monitoring
9. Annual Implementation Plan monitoring
Regular monitoring and reflection are crucial to the Framework for Improving Student Outcomes (FISO) 2.0 improvement cycle and underpin the successful implementation of the Annual Implementation Plan (AIP).
By reviewing their AIP, the school will be able to leverage implementation successes, respond to challenges and maintain a sharp focus on their targets for improvement.
Schools should complete their mid-year monitoring activities by mid-July. Term 1 and 3 monitoring is optional.
Schools may wish to draw on the following examples of monitoring activities:
- At a staff meeting, teachers can gather in table groups led by a member of the school improvement team (SIT) or equivalent leadership team to contribute to monitoring one key improvement strategy (KIS) from the AIP.
- In a series of staff meetings, key staff can present on each of the KIS selected for focus in the AIP. The presenters discuss AIP actions related to the KIS and present evidence of their impact. Depending on the KIS selected and the FISO 2.0 core elements they are linked to, schools may wish to consider inviting student representatives for a portion of the meeting.
- In faculties or year-level groups, teachers can meet to discuss each KIS selected for focus in the AIP. They can share any contributions they have personally made to the implementation of the KIS, and present evidence of impact within their classrooms. One member of each group records reflections and reports back to the SIT.
Based on the results of monitoring, schools may adjust their plans across the remainder of the year.
Senior education improvement leaders (SEILs) have a key role in supporting school leaders and other school staff to undertake monitoring in the Strategic Planning Online Tool (SPOT) and provide feedback on implementation progress throughout the year.
Actions to complete in SPOT
To complete the monitoring tab for a given term on SPOT External Link
- reflect on the implementation of the AIP
- analyse any new data to monitor progress towards 12-month targets
- provide commentary on progress and impact to date, identifying any evidence or data used to assess progress and impact
- identify any enablers and barriers to achieving the outcomes
- identify any future actions to be undertaken as a result, and document these for future reference.
10. Updating the School Strategic Plan
10. Updating the School Strategic Plan
During the process of developing an Annual Implementation Plan (AIP), and over the life of the 4-year School Strategic Plan (SSP), the school may identify a need to adapt the SSP.
Such changes may be required if the school becomes involved in a new major initiative, if a new problem of practice is identified through analysis of evidence, or if the school determines through end-of-year assessment that a new key improvement strategies (KIS) is necessary in order to improve the student outcomes identified in targets.
To modify the SSP:
- the senior education improvement leader (SEIL) must be consulted and a rationale for the changes presented
- the school council must be consulted on the changes.
When modifying the SSP:
- the KIS should not be deleted but modified or added to
- targets should be edited only where there has been a change in dataset, or when a new dataset has become available.
To modify the SSP following approval from the SEIL and school council, contact improvement.support@education.vic.gov.au to unlock the SSP on the Strategic Planning Online Tool (SPOT) for editing.
11. Advice and timelines for schools in review
11. Advice and timelines for schools in review
The Annual Implementation Plan (AIP) operationalises the 4-year School Strategic Plan (SSP) created through the review process. During the year of their review, schools may have different timelines for their next AIP.
To streamline planning, schools who are either completing their pre-review self-evaluation (PRSE), undertaking review, or completing their new SSP during Term 4 of the current year are not required to develop an AIP for the following year until their new SSP is endorsed. This will apply to schools who are in review in Term 4 of the current year or Term 1 of the following year. This will mean that some schools in this situation may not finalise their AIP before the end of the current school year.
Depending on the timing of their review, schools in review may have 2 AIPs in a year, one before their new SSP – the ‘pre-review AIP’ – and one after their new SSP, the ‘post-review AIP’.
Schools scheduled to undertake review from Term 2 to Term 4 should plan their pre-review AIP to extend until their SSP is expected to be endorsed. For example, if a school’s review is in Term 2, their SSP will most likely be endorsed in Term 3, at which point they can commence planning their post-review AIP against their new SSP goals. As such, their pre-review AIP should be planned until Term 3.
Schools in review are encouraged to work collaboratively with their senior education improvement leader (SEIL) to determine how much detail needs to be provided in the AIP prior to review. A similar approach should be taken following the review, when a post-review AIP will be created for the remainder of the year based on the next SSP.
Schools in review during Term 1
Pre-review self-evaluation to be completed
Term 4, previous yearSchool Strategic Plan developed and endorsed
Term 1/Term 2, depending on when school review falls in the term and the time taken to develop the SSP following review
Annual Implementation Plan
- Not required to develop an AIP until the next SSP is endorsed
- Schools are encouraged to focus on the finalisation of their SSP, and relevant preparatory work
- Develop post-review AIP for remainder of the year following endorsement of the new SSP
Schools in review during Term 2
Pre-review self-evaluation to be completed
School Strategic Plan developed and endorsed
Term 2/Term 3, depending on when school review falls in the term and the time taken to develop the SSP following review
Annual Implementation Plan implications
- Develop pre-review AIP for Terms 1 to 3
- Develop post-review AIP for remainder of the year following endorsement of the new SSP
- As noted above, schools in review should consult with their SEIL to determine how much detail is appropriate to include in their pre- and post-review AIP
Schools in review during Term 3
Pre-review self-evaluation to be completed
School Strategic Plan developed and endorsed
Term 3/Term 4, depending on when school review falls in the term and the time taken to develop the SSP following review
Annual Implementation Plan implications
- Develop full AIP for the year
- In Term 4, develop AIP for the following year based on new SSP
Schools in review during Term 4
Pre-review self-evaluation to be completed
School Strategic Plan developed and endorsed
Term 4/Term 1, following year, depending on when school review falls in the term and the time taken to develop the SSP following review
Annual Implementation Plan implications
Develop full AIP for the year once the new SSP is endorsed in Term 112. Annual Implementation Planning for new schools
12. Annual Implementation Planning for new schools
When developing an Annual Implementation Plan (AIP), established schools draw on their 4-year goals, targets and key improvement strategies (KIS) as outlined in their School Strategic Plan (SSP). As schools in their first year of operation, as well as newly merged schools, will not yet have completed school review and developed an SSP through the process, they take a modified approach to school improvement planning.
During this initial year, a stand-alone AIP guides the school improvement cycle in lieu of a SSP. This stand-alone AIP is automatically generated in the Strategic Planning Online Tool for new schools and contains an additional tab where new schools can write their goals, targets and KIS. This AIP articulates the school community’s broad goals and targets and identifies KIS that will guide the first 12 months of operation.
A new school will focus on establishing the core elements of the Framework for Improving Student Outcomes (FISO 2.0).
To support this, the first AIP should establish broad goals and targets relating to student learning and wellbeing outcomes. These goals and targets consider the school vision and establish a clear direction for improving student outcomes.
Endorsement of the school’s first AIP by the principal, senior education improvement leader (SEIL) and school council should be obtained within the first term of the school’s operation.
New schools can expect to take part in their first school review at the conclusion of their inaugural year of operation, and following review will create their next SSP. Depending on the timing of their review, some new schools will need to develop a stand-alone AIP for their second year of operation, to be used until the school’s first SSP has been developed following their first school review. For further detail on how the timing of review affects AIP planning, see Advice and timelines for schools in review .
Data available to new schools
As it is their first year of operations, new schools will not have access to the same data sources as established schools to inform their planning. However, there are a variety of data sources available that can inform initial annual planning efforts and provide insight into incoming student cohorts.
Census data from profile.id.com.au can provide local government area demographic information about student cohorts. A comprehensive community profile can be downloaded from the site.
Useful data sets include:
- population summary
- culturally diverse population statistics
- Aboriginal and Torres Strait Islander population
- proficiency in English
- disability statistics
- household type
- Socio-Economic Indexes for Areas (SEIFA) index of disadvantage.
Schools will collect data on their incoming students via the School Entrant Health Questionnaire (Primary only) and Student Family Occupation Education (SFOE) information during enrolment.
Secondary schools can collect transition data from feeder schools to gain information about incoming student cohorts. This data is available in CASES21.
Further student, teacher and parent data will become available as it is collected throughout the year. Newly established schools can also use the FISO 2.0 illustrations of practice and continua of practice to identify areas of focus for the coming year.
School planning timelines for new schools
- Year 1 of operation: Schools complete a stand-alone AIP
- Year 2 of operation: Schools complete a stand-alone AIP for the period up to their first review, undergo school review, and develop their first SSP
- Year 3 of operation: Schools develop an AIP as informed by their SSP, using the standard approach
