Collective theory of change and plan of action

The process of clarifying purpose and focus provides a foundation for further investigation and collaborative sense making that leads to priorities for action.

Identifying achievement challenges may be relatively easy; understanding them and how to address them is likely to take some investigation. At this point the community needs to research the evidence about ‘what works’ and what ‘good’ looks like with a view to determining possible actions based on their demonstrated effectiveness.

Planning effectively will mean that the community:

> is clear about which students it needs to focus on to ensure equity and excellence of outcomes

> understands what aspects of practice need to improve and how they might be improved

> considers and selects options in light of the evidence about what will make the most difference

> knows where the capability and capacity to improve lies and identifies what external expertise is needed

> identifies what actions should be taken, and why, and what success looks like

>   allocates resources to support the chosen actions.


Leadership ensures that the structures, processes and resources to support the implementation of the community’s planned actions are in place.


Examples of effective practice

> The community’s action plan reflects an integrated theory of improvement: problem definition, rationale for and alignment of solutions, targets and success indicators, monitoring and evaluation.

> The community has identified and selected improvement actions based on evidence about their likely effectiveness.

> The community has identified, put in place and communicated structures and practices that will enable shared ways of working.

>   Sufficient resources are allocated to support the goals and actions.

> All members of the community are engaged in and show ownership  of the plan to address the identified achievement challenges.