The members of effective communities are clear about what they want to achieve and how they will recognise progress. This means they can recognise what is and is not working, and for whom, and can adjust their actions or strategies accordingly. They have access to evaluation leadership and are developing data literacy and technical evaluation expertise. They use appropriate tools and methods.
Effective communities have systems, processes and tools in place to generate timely information about progress towards goals and the impact of actions taken. This infrastructure supports data gathering, sense making, decision making and knowledge building.23
As in effective schools, evaluation, inquiry and knowledge building processes are purposeful and coherent, enabling the generation of new knowledge and ensuring that it is used at every level and across the community to promote improvement. These processes increase accountability for learner outcomes and strengthen professional capital.24
Examples of effective practice25
> Members of the community own the change process and seek evidence of impact.
> The community uses a range of evidence from evaluation, inquiry and knowledge building activities for the purposes of selecting, developing and reviewing strategies for improvement.
> Low-performing schools in the community improve their performance.
> Collaboration and involvement in decision making enhance the self- efficacy and collective resolve of leaders and teachers to drive improvement across the community.
> The community is characterised by strong group norms and behaviours and a strong sense of responsibility for outcomes (internal accountability).