NATIONAL PARTNERSHIP AGREEMENTS FOR
LOW SOCIO-ECONOMIC STATUS SCHOOL COMMUNITIES LITERACY AND NUMERACY IMPROVING TEACHER QUALITY

BILATERAL AGREEMENT BETWEEN
THE COMMONWEALTH OF AUSTRALIA AND THE STATE OF QUEENSLAND

Contents

Contents ................................................................................................................................................. 2

Tables..................................................................................................................................................... 3

Purpose .................................................................................................................................................. 4

Key reform areas and indicative actions ................................................................................................ 4

Budget .................................................................................................................................................... 5

Monitoring and reporting arrangements................................................................................................. 7

Reward payments ................................................................................................................................ 20

Reward payment milestones................................................................................................................ 22

Non-government schooling sector participation................................................................................... 28

Indicative actions and performance indicators..................................................................................... 28

Publications and communications........................................................................................................ 33

Audit arrangements .............................................................................................................................. 34

Governance arrangements .................................................................................................................. 34

2

Tables

Table 1: Annual facilitation funding by sector for each National Partnership ............................................... 5

Table 2: Total facilitation funding and co-investment by sector for each National Partnership ................... 6

Table 3: Facilitation payment dates for each National Partnership .............................................................. 7

Table 4: Milestones and facilitation payments, Low Socio-Economic Status School Communities National
Partnership............................................................................................................................................. 9

Table 5: Milestones and facilitation payments, Literacy and Numeracy National Partnership .................. 14

Table 6: Milestones and facilitation payments, Improving Teacher Quality National Partnership ............. 15

Table 7: Reward payment dates for each National Partnership ................................................................. 20

Table 8: Milestones and reward payments, Literacy and Numeracy National Partnership........................ 22

Table 9: Milestones and reward payments, Improving Teacher Quality National Partnership .................. 22

Table 10: Overarching outcomes and performance indicators................................................................... 28

Table 11: Queensland Low Socio-Economic Status School Communities National Partnership Outcomes and Performance Indicators ................................................................................................................ 29

Table 12: Number of schools involved in the Literacy and Numeracy National Partnership ..................... 31

Table 13: National and Queensland Literacy and Numeracy National Partnership measures and targets: NAPLAN indicators .............................................................................................................................. 32

3

Purpose

1.	This Agreement articulates a shared commitment between the Commonwealth of Australia (“the Commonwealth”) and the State of Queensland (“Queensland”) to achieving high-level outcomes for schooling. It aims to give effect to the priorities agreed by all governments at the Council of Australian Governments (COAG) on 29 November 2008, as well as those expressed in the new National Declaration on Educational Goals for Young Australians launched in December 2008.

2.	The objective of this Agreement is to set out Queensland’s strategy in pursuit of the National Partnership Agreements for Low Socio-Economic Status School Communities, Literacy and Numeracy, and Improving Teacher Quality.

3.	This Agreement outlines the reforms under each of the National Partnerships as detailed in preliminary implementation plans for Low Socio-Economic Status School Communities (Attachment
1), Literacy and Numeracy (Attachment 2), and Improving Teacher Quality (Attachment 3).

Key reform areas and indicative actions

4.	Under the National Partnership Agreements for Low Socio-Economic Status School Communities, Literacy and Numeracy, and Improving Teacher Quality, this Agreement elaborates on Commonwealth and Queensland commitments in achieving the overarching COAG-agreed outcomes that:

(a)  all children are engaged in, and benefit from schooling

(b)  young people are meeting basic literacy and numeracy standards and that levels of achievement are improving

(c)   Australian students excel by international standards

(d)  schooling promotes the social inclusion and reduces the educational disadvantage of children, especially Indigenous children

(e)  young people make a successful transition from school to work and further study.

5.	The attached Queensland Preliminary Implementation Plans detail the proposed reform areas and specific actions, as well as the schools that have been selected to participate in the reforms.

6.	The roles and responsibilities of the Commonwealth and Queensland for the outcomes of this
Agreement are outlined in the corresponding National Partnership Agreements.

4

Budget

7.	The Commonwealth facilitation funding and Queensland’s co-investment to be made in support of the reforms are specified in the tables below.

Table 1: Annual facilitation funding by sector for each National Partnership

Partnership	
Sector	
2008-2009	
2009-2010	
2010-2011	
2011-2012	
2012-2013	
2013-2014	
2014-2015	
Total	
Low Socio-Economic	EQ	$1 610 893	$21 677 698	$27 595 268	$49 693 424	$51 208 895	$34 572 850	$28 287 821	$214 646 849	
Status School
Communities National	
ISQ	
$40 130	
$546 260	
$737 320	
$1 349 944	
$1 309 814	
$803 684	
$612 624	
$5 399 776	
	QCEC	$86 977	$1 183 954	$1 598 054	$2 925 844	$2 838 867	$1 741 890	$1 327 790	$11 703 376	
	Total	$1 738 000	$23 407 912	$29 930 642	$53 969 212	$55 357 576	$37 118 424	$30 228 235	$231 750 001	
Literacy and Numeracy	EQ	$16 039 147	$18 331 904	-	-	-	-	-	$34 371 051	
National Partnership
Funding	
ISQ	
$1 110 254	
$1 268 862	
-	
-	
-	
-	
-	
$2 379 116	
	QCEC	$2 258 599	$2 581 257	-	-	-	-	-	$4 839 856	
	Total	$19 408 000	$22 182 023	-	-	-	-	-	$41 590 023	
Improving Teacher	EQ	$874 023	$1 707 321	$4 619 247	$5 570 269	-	-	-	$12 770 860	
Quality National
Partnership Funding	
ISQ	
$176 081	
$381 510	
$997 795	
$1 203 224	
-	
-	
-	
$2 758 610	
	QCEC	$192 896	$417 942	$1 093 079	$1 318 124	-	-	-	$3 022 041	
	Total	$1 243 000	$2 506 773	$6 710 122	$8 091 616	-	-	-	$18 551 511	

Partnership Funding

EQ: Education Queensland
ISC: Independent Schools Queensland
QCEC: Queensland Catholic Education Commission

5

Table 2: Total facilitation funding and co-investment by sector for each National Partnership

Partnership	Sector	Total Facilitation	Total Co-investment	
Low Socio-Economic Status School Communities National Partnership	EQ	$214 646 849	$296,356,542	
	
ISQ	$5 399 776	$5 399 776	
	QCEC	$11 703 376	$13,229,000	
	Total	$231 750 001	$314 985 318	
Literacy and Numeracy
National Partnership	
EQ	$34 371 051	$55 613 514	
	
ISQ	$2 379 116	$2 380 000	
	
QCEC	$4 839 856	$4 830 000	
	Total	$41 590 023	$62 823 514	
Improving Teacher Quality National Partnership	
EQ	$12 770 860	$18 640 000	
	
ISQ	$2 758 610	$870 000	
	
QCEC	$3 022 041	$950 000	
	Total	$18 551 511	$20 460 000	

6

Facilitation payments

8.	The Commonwealth facilitation funding payments and the milestones triggering them are specified in the tables below.

Table 3: Facilitation payment dates for each National Partnership

Improving	Low SES Report due to	Literacy and	Teacher		School
DEEWR	Date of payment	Numeracy	Quality	Communities	Total	
May 20091	26 June 2009	$19 408 000	$1 243 000	$1 738 000	$22 389 000	
1 November 20092	7 December 2009	$5 546 013	$1 223 956	$11 703 956	$18 473 925	
1 February 2010	7 March 2010	$16 636 010	$1 282 817	$11 703 956	$29 622 783	
1 August 2010	7 September 2010	-	$3 355 061	$14 965 321	$18 320 382	
1 February 2011	7 March 2011	-	$3 355 061	$14 965 321	$18 320 382	
1 August 2011	7 September 2011	-	$4 045 808	$26 984 606	$31 030 414	
1 February 2012	7 March 2012	-	$4 045 808	$26 984 606	$31 030 414	
1 August 2012	7 September 2012	-	-	$27 678 788	$27 678 788	
1 February 2013	7 March 2013	-	-	$27 678 788	$27 678 788	
1 August 2013	7 September 2013	-	-	$18 559 212	$18 559 212	
1 February 2014	7 March 2014	-	-	$18 559 212	$18 559 212	
1 August 2014	7 September 2014	-	-	$15 114 117	$15 114 117	
1 February 2015	7 March 2015	-	-	$15 114 118	$15 114 118	
1 August 2015	-	-	-	-	-	
1 February 2016	-	-	-	-	-	
Total	$41 590 023	$18 551 511	$231 750 001	$291 891 535	
1   Preliminary Implementation Plans and Bilateral Agreement
2   Final Implementation Plans and Bilateral Agreement

DEEWR: Department of Education, Employment and Workplace Relations

Monitoring and reporting arrangements

9.	Reporting under this National Partnership will comply with the requirements of Schedule C to the
Intergovernmental Agreement on Federal Financial Relations.

7

10.  Queensland will provide reports to the Commonwealth against the reform milestones and timelines specified previously in this Agreement. The reports will be provided to the Commonwealth within four months of the end of the relevant period, or as otherwise agreed by the Parties.

11.  A website has been created education.qld.gov.au/nationalpartnerships/ [accessed 30 September
2009] that provides information on many major initiatives funded through the National Partnerships. In addition to summary progress reports, action research case studies will also be published on the website for everyone to access.

12.  As specified in the National Partnership Agreements, the Commonwealth will provide funding to evaluate the progress of reforms through this Agreement. The evaluation will support program management and monitoring and continuous improvement efforts and will inform COAG on the success of the reforms and how best to sustain them.

13.  Queensland and the Commonwealth will work together, in conjunction with relevant participating schools, to ensure that evaluation reports are accessible to non-participating schools.

14.  In addition, Queensland will undertake its own evaluation across the education National Partnerships, particularly focusing on initiatives that are being implemented for the first time in Queensland, such as Literacy and Numeracy Coaches, Summer Schools, Performance Agreements with principals tied to incentive payments, Turnaround Teams and Teaching and Learning Audits.

15.  There are major strategies within the Partnerships that require in-depth evaluation and research methods applied to ensure schools and sectors learn about:

Which strategies are most cost effective in bringing about measurable school improvement? Which strategies can be effectively applied across a range of contexts?
What systemic and contextual factors create barriers to effective implementation? What systemic and contextual factors support the success of strategies?
16.  From 2011 annual evaluation reports will be published to inform schools and sectors of the learnings so far. Information collected directly from schools through their six-monthly reporting will be used as part of the evaluation process as well as data analysis of indicators outlined in the Partnership. Schools will also contribute to the evaluation through their own action research case studies undertaken at an individual or cluster level.

17.  These reforms will be monitored by the COAG Reform Council and any other body the Parties agree to task with assessing the effectiveness of these reforms.

8

Table 4: Milestones and facilitation payments, Low Socio-Economic Status School Communities
National Partnership

NB Strategies that are new or recent initiatives for low socio-economic status schools in each sector are identified by their sector code appearing in ‘bold’ font. Those that are an enhancement or extension of an established initiative that is already operating to some extent in one or more low socio-economic status schools are identified by their sector code appearing in ‘regular’ font.

Report due to	Milestone	Facilitation	Date of
DEEWR	payment	payment	
June 2009	Signing of bilateral agreement and preliminary State	$1 738 000	26 June 2009
Implementation Plan for Phase 1	
1  November	Submission of Final Implementation Plan	$11 703 956	7 December
2009	Milestones to be reported on in the February 2010 report:	2009

Completed school plans [26 State (S), 4 Independent (I), 1
Catholic (C)]

Principals recruited and appointed under Performance
Agreement conditions [26 (S)]

Principals participated in professional development [26 (S), 4 (I), 10 (C)]

Schools receive funding [26 (S), 4 (I), 1 (C)]

Schools will have access to online forums and discussion groups [131 (S), 4 (I), 10 (C) principals]

All state school teachers accessing classroom-level National Assessment Plan – Literacy and Numeracy (NAPLAN) data electronically (S)

National Partnerships website launched (S) (I) (C)	
1 February 2010	20 (S) additional principals recruited and appointed under	$11 703 956	7 March 2010
Performance Agreement conditions

20 (S) ≥ 10 (C) additional principals participated in tailored professional development

Teachers from 46 (S) and ≤ 10 (C) schools participate in teacher induction program

20 (S), 9 (C) additional schools receive funding	
1 August 2010	20 (S), 2 (I), 9 (C) additional completed school plans	$14 965 321	7 September
131 (S) schools participated in teaching and learning audit	2010

Teachers from 10 (I) and 10 (C) schools participate in teacher induction program
Customised support for rural and remote schools in place (S) Regional and School Action Research commenced (S) (I)
(C)

Support for staff wellbeing and resilience developed(S) (I)

Social and Emotional Learning professional development (S) (I) (C)
Overview of evaluation strategy completed(S) (I) (C) Event held to celebrate effective parent, community and
school partnerships (S) (I) (C)

Turnaround Teams commence trial in 10 (S) schools

Item-level analysis of NAPLAN data by cohort available in all schools (S)	

9

Report due to	Milestone	Facilitation	Date of
DEEWR	payment	payment	
1 February 2011	19 (S) additional principals recruited and appointed under	$14 965 321	7 March 2011
Performance Agreement conditions

19 (S), 2 (I), 7 (C) additional principals participated in tailored professional development

Teachers from 65 (S) schools participate in teacher induction program

19 (S), 2 (I), 7 (C) additional schools receive funding

46 (S), 4 (I), 10 (C) schools implementing parent and community engagement strategies

46 (S), 2 (I), ≤ 10 (C) schools implementing teacher incentive and workforce planning strategies

46 (S), 2 (I), 10 (C) schools implementing student wellbeing and engagement strategies

12 (S) , 1 (I), 2 (C) schools implementing strategies to improve transition from school to work and further study

46 (S), 4 (I), 10 (C) schools implementing strategies to improve literacy, numeracy and science performance

46 (S), 4 (I), 10 (C) schools implementing strategies to Close the Gap between Indigenous and non Indigenous student achievement	
1 August 2011	19 (S), 1 (I), 7(C) additional completed school plans	$26 984 606	7 September
Event held to celebrate effective parent, community and	2011 school partnerships (S) (I) (C)
Regional and School Action Research published (S) (I) (C) Customised support for rural and remote schools
implemented (S)

Teachers from 20 (I) and 17 (C) schools participate in teacher induction program

Support for staff wellbeing and resilience implemented(S) (I)

Social and Emotional Learning professional development (S) (I) (C)

Social and Emotional Screening Tool development and professional development (S) (I)

Turnaround Teams in three Regions (S)

Corporate reporting enhancements to OneSchool system (S) Interim evaluation report published (S) (I) (C)	
1 February 2012	66 (S) additional principals recruited and appointed under	$26 984 606	7 March 2012
Performance Agreement conditions

66 (S), 3 (I), 13 (C) additional principals participated in tailored professional development

66 (S), 3 (I), 13 (C) additional schools receive funding

Teachers from 131 (S) schools participate in teacher induction program

65 (S), 3 (I), 17 (C) schools implementing parent and community engagement strategies

65 (S), 2 (I), ≤ 17 (C) schools implementing teacher incentive and workforce planning strategies	

10

Report due to	Milestone	Facilitation	Date of
DEEWR	payment	payment	
65 (S), 5 (I), 17 (C) schools implementing student wellbeing and engagement strategies

17 (S), 2 (I), ≤ 6 (C) schools implementing strategies to improve transition from school to work and further study

65 (S), 7 (I), 17 (C) schools implementing strategies to improve literacy, numeracy and science performance

65 (S), 7 (I), 17 (C) schools implementing strategies to Close the Gap between Indigenous and non Indigenous student achievement	
1 August 2012	66 (S), 13 (C) additional completed school plans	$27 678 788	7 September
Event held to celebrate effective parent, community and	2012 school partnerships (S) (I) (C)
Regional and School Action Research published (S) (I) (C) Customised support for rural and remote schools
implemented (S)

Teachers from 20 (I) and 30 (C) schools participate in teacher induction program

Support for staff wellbeing and resilience implemented (S) (I)

Social and Emotional Screening Tool development and professional development (S) (I)
Interim evaluation report published (S) (I) (C) OneSchool Business Intelligence pilot conducted and
evaluated (S)

Turnaround Teams in five Regions (S)	
1 February 2013	Teachers from 131 (S) schools participate in teacher	$27 678 788	7 March 2013 induction program

131 (S), 30 (C) schools implementing parent and community engagement strategies

131 (S), 2 (I), ≤ 30 (C) schools implementing teacher incentive and workforce planning strategies

131 (S), 9 (I), 30 (C) schools implementing student wellbeing and engagement strategies

30 (S), 3 (I), 6 (C) schools implementing strategies to improve transition from school to work and further study

131 (S), 9 (I), 30 (C) schools implementing strategies to improve literacy, numeracy and science performance

131 (S), 9 (I), 30 (C) schools implementing strategies to Close the Gap between Indigenous and non Indigenous student achievement	
1 August 2013	Event held to celebrate effective parent, community and	$18 559 212	7 September school partnerships (S) (I) (C)		2013
Regional and School Action Research published (S) (I) (C) Customised support for rural and remote schools
implemented (S)

Teachers from 20 (I) and 30 (C) schools participate in teacher induction program	

11

Report due to	Milestone	Facilitation	Date of
DEEWR	payment	payment	
Turnaround Teams in five Regions (S)

Interim evaluation report published (S) (I) (C)	
1 February 2014	Teachers from 85 (S) schools participate in teacher induction	$18 559 212	7 March 2014 program

131 (S), 2 (I), 30 (C) schools implementing parent and community engagement strategies

131 (S), 2 (I), ≤ 30 (C) schools implementing teacher incentive and workforce planning strategies

131 (S), 2 (I), 30 (C) schools implementing student wellbeing and engagement strategies

30 (S), 6 (C) schools implementing strategies to improve transition from school to work and further study

131 (S), 2 (I), 30 (C) schools implementing strategies to improve literacy, numeracy and science performance

46 principals receive end-of-agreement final incentive payments (S)

Professional development incentive accessed by nine principals (S)

131 (S), 9 (I), 30 (C) schools implementing strategies to Close the Gap between Indigenous and non Indigenous student achievement	
1 August 2014	Event held to celebrate effective parent, community and	$15 114 117	7 September school partnerships (S) (I) (C)		2014
Regional and School Action Research published (S) (I) (C) Customised support for rural and remote schools
implemented (S)

Teachers from 20 (I) and 30 (C) schools participate in teacher induction program

Turnaround Teams in four Regions (S) Interim evaluation report published (S) (I) (C)	
1 February 2015	Teachers from 85 (S) schools participate in teacher induction	$15 114 118	7 March 2015 program

85 (S), 1 (I), 20 (C) schools implementing parent and community engagement strategies

85 (S), 1 (I), ≤ 20 (C) schools implementing teacher incentive and workforce planning strategies

85 (S), 2 (I), 20 (C) schools implementing student wellbeing and engagement strategies

18 (S), 2 (I), 4 (C) schools implementing strategies to improve transition from school to work and further study

85 (S), 2 (I), 20 (C) schools implementing strategies to improve literacy, numeracy and science performance

85 (S), 2 (I), 20 (C) schools implementing strategies to Close the Gap between Indigenous and non Indigenous student achievement

19 principals receive end-of-agreement final incentive payments (S)	

12

Report due to	Milestone	Facilitation	Date of
DEEWR	payment	payment	
Professional development incentive accessed by four principals (S)	
1 August 2015	Event held to celebrate effective parent, community and school partnerships (S) (I) (C)
Regional and School Action Research published (S) (I) (C) Customised support for rural and remote schools
implemented (S)

Teachers from 20 (I) and 20 (C) schools participate in teacher induction program

Turnaround Teams in three Regions (S)	
1 February 2016	13 (S), 2 (I), ≤ 4 (C) schools implementing strategies to improve transition from school to work and further study

66 (S), 2 (I), 13 (C) schools implementing strategies to improve literacy, numeracy and science performance

66 principals receive end-of-agreement final incentive payments (S)

66 (S), 2 (I), 13 (C) schools implementing strategies to Close the Gap between Indigenous and non Indigenous student achievement

Professional development incentive accessed by four principals (S)

Final evaluation report published (S) (I) (C)	

13

Table 5: Milestones and facilitation payments, Literacy and Numeracy National Partnership

Report due
date	Milestone

Facilitation payment

Date of payment

May 2009	Signing of bilateral agreement and preliminary State
Implementation Plans

$19 408 000	26 June 2009

1 November
20092

Strong Leadership – Effective Teams

Materials and communications strategy developed (June
2009)

Development and approval of Business Requirement specification for information technology infrastructure (June
2009)

Forums for curriculum leaders in targeted schools implemented (Semester 2, 2009)

Principals as Literacy Leaders’ programs (Semesters 1 and
2, 2009)

Appoint project officers to coordinate reforms (Semester 1,
2009)

Professional development and implementation strategies developed (Semester 2, 2009)

Develop plan based on needs of target schools (Semester 2,
2009)

Building and testing of school and systemic infrastructure complete  (September 2009)

High Expectations – Focussed Teaching

Literacy and numeracy training, Years 4-7 teachers and catch up for P-3 (Semester 2, 2009)

P-9 Literacy and Numeracy Indicators completed (Semester
2 2009)
Literacy/Numeracy coaches selected (September 2009) Develop a model for vacation professional development for
teachers (July 2009)

Professional development and training of coaches
(Semester 2 2009)

Commence professional development in targeted schools
(Semester 2 2009)

Rolling schedule of developed resources (commencing
November 2009)

Rollout of professional development to occur during spring and summer vacations (September 2009 and January 2010)

Differentiated Intervention – Improved Learning

Engage additional teachers to support intensive literacy and numeracy programs for students (July 2009)

Commence implementation of literacy and numeracy indicators in targeted schools (Semester 2, 2009)

Support the use of English as a Second Language (ESL) Band scales in targeted schools (Semester 2, 2009)

Establish systems and school curriculum data teams

$5 546 013	7 December
2009

14

Report due
date	Milestone

Facilitation payment

Date of payment

(Semester 2, 2009)

Targeted intervention to support students (Semester 2,
2009)

Implement rollout of summer schools (September 2009 and
January 2010)

1 February 2010	Strong Leadership – Effective Teams

Development of teaching/learning audit tool (Semester 2,
2009)

Audit tool framework developed, trialled and implemented
(Semester 1, 2010)

High Expectations – Focussed Teaching

Rollout of teacher professional development to occur during spring and summer vacations (September 2009 and January
2010)

Assessments and annotated student samples completed
(March, 2010)

Communication strategy detailing successful and existing good practice (March, 2010)

Differentiated Intervention – Improved Learning
Project planning and scoping (Semester 2, 2009) Targeted intervention to support students (Semester 1,
2010)

Implement rollout of summer schools (September 2009 and
January 2010)

Expand initiatives to support targeted groups of students
(March  2010)

$16 636 010	7 March 2010

Table 6: Milestones and facilitation payments, Improving Teacher Quality National Partnership

Report due
date	Milestone

Facilitation payment

Date of payment

June 2009	Signing of bilateral agreement and preliminary State
Implementation Plan

$1 243 000	26 June 2009

15

Report due
date	Milestone

Facilitation payment

Date of payment

1  November
2009

Provision of Final Implementation Plan for approval

Attract the best entrants to teaching

Location of first new RATEP centre identified and announced

Location of first Centre of Excellence identified and announced

More effectively prepare teachers, school leaders and principals

2009 data for practicum placements from all universities collected and aggregated

$1 223 956	7 December
2009

1 February 2010	Attract the best entrants to teaching

New RATEP centre active

Trades-to-Teaching initiative (Phase 1) pilot commenced

QCEC Indigenous Pathways program active

QCEC strategies, guidelines and policies developed

More effectively prepare teachers, school leaders and principals

First Centre of Excellence active

Targets for practicum placements released

Field studies grants announced

Supported tutoring scheme active (QCEC) Mentor Training program active (QCEC) Sister/partner school guidelines developed (QCEC)

Develop teachers and school leaders

Phase 1 mentoring commences. Schools and teachers for program expansion are identified and the Professional Learning Communities researched and discussed by school leaders (QCEC)

Pathways to Principalship program active:

o new recruitment and selection processes in pilot

o Leadership PD & Mentor program available

o Structured induction program in pilot

$1 282 817	7 March 2010

16

Report due
date	Milestone

Facilitation payment

Date of payment

1 August 2010	Attract the best entrants to teaching

2011 Step into Teaching scholarships launched

2 new Remote Area Teaching Education Program (RATEP)
centre locations identified and announced

Diocese directed programs advertised (QCEC)

More effectively prepare teachers, school leaders and principals

Additional 4 locations for Centres of Excellence identified and announced

First Beyond the Range program completed Expert Teacher Panels established (QCEC) Sister/partner schools operationalised (QCEC)
Induction PD (ISQ)

Develop teachers and school leaders

Principals and School leaders professional development available in identified areas of need

Phase 1 mentoring commences and additional schools identified (QCEC)
Succession management programs active (QCEC) Leadership Modules for Beginning Leaders and Future
Principals available (ISQ)

Pathways to Principalship program continues:

o new recruitment and selection processes in pilot

o Beyond the Range program for principals active

Retain and reward quality principals, teachers and school leaders

Statewide accreditation process for Accomplished/Leading
Teachers agreed to across sectors

Review of current incentive programs completed (QCEC)

$3 355 061	7 September
2010

17

Report due
date	Milestone

Facilitation payment

Date of payment

1 February 2011	Attract the best entrants to teaching

Teach for Australia pilot participants provided with initial training and placed in Queensland schools

2011 Step into Teaching scholarship recipients begin studies

Trades-to-Teaching initiative (Phase 2) pilot commenced

3 new RATEP centres active

QCEC Indigenous Pathways program active and expanded

More effectively prepare teachers, school leaders and principals

5 Centres of Excellence active

2010 Field studies grants allocated

2010 Beyond the Range program completed

2010 data for practicum placements from all universities collected and aggregated

2010 school mentoring awards provided

PD best practice policies, tools and resources are available via DET, ISQ and QCEC websites

Supported tutoring scheme continues (QCEC)

Develop teachers and school leaders

Links to Queensland College of Teachers Continuing
Professional Development Framework formalised

Pathways to Principalship program active:

2011 structured induction program active

2010 Internship program implemented

Phase 2 mentoring program commences. (QCEC)

School-based induction programs for beginning teachers active (QCEC)

Staff wellbeing PD (ISQ)

Literacy and Numeracy modules from the pilot project Sustainable interventions in Literacy and Numeracy provided to schools (ISQ)

Retain and reward quality principals, teachers and school leaders

Cross-sectoral accreditation process for accomplished and leading teachers in pilot

Improve the quality and availability of teacher workforce data

Jurisdictional agreement regarding data requirements and collection processes

$3 355 061	7 March 2011

18

Report due
date	Milestone

Facilitation payment

Date of payment

1 August 2011	Attract the best entrants to teaching

2012 Step into Teaching scholarships launched

More effectively prepare teachers, school leaders and principals

2011 data for practicum placements from all universities collected and aggregated

Principals and School leaders professional development available in identified areas of need (ISQ)

Induction PD (ISQ)

Develop teachers and school leaders

Pathways to Principalship program active:

o 2011 structured induction program completed

Improve the quality and availability of teacher workforce data

DET Teaching Workforce Supply and Demand Report revision completed

$4 045 808	7 September
2011

19

Report due
date	Milestone

Facilitation payment

Date of payment

1 February 2012	Attract the best entrants to teaching

Teach for Australia participants commence second year of placement.

2011 Step into Teaching scholarship participants placed in schools

2012 Step into Teaching scholarship recipients begin studies

More effectively prepare teachers, school leaders and principals

2011 Field studies grants allocated

2011 school mentoring awards provided

2011 Beyond the Range program completed

Supported tutoring scheme continues (QCEC)

Develop teachers and school leaders

Pathways to Principalship program active

o 2011 Beyond the Range program for principals completed

o 2012 structured induction program active

o 2011 internship program completed

Phase 3 mentoring program commences. Goals for schools as professional learning communities align with school renewal plans and are reviewed annually in BCEO diocese. (QCEC)

Staff wellbeing PD (ISQ)

Literacy and Numeracy modules from the pilot project Sustainable interventions in Literacy and Numeracy provided to schools (ISQ)

Retain and reward quality principals, teachers and school leaders

Cross-sectoral accreditation process for accomplished and leading teachers confirmed

$4 045 808	7 March 2012

Reward payments

18.  The maximum allocation available to Queensland subject to the achievement of agreed reward milestones is provided below.

Table 7: Reward payment dates for each National Partnership

Report due to		
Literacy and	
Improving Teacher		
DEEWR	Date of payment	Numeracy	Quality	Total	
1 February 2011	7 March 2011	$48 521 695		$48 521 695	

20

1 February 2012	7 March 2012	$48 521 695	$34 537 387	$83 059 082	
1 February 2013	7 March 2013		$34 537 387	$34 537 387	
Total		$97 043 390	$69 074 774	$166 118 164	

19.  In order to achieve the objectives of the National Education Agreement and to sustain the significant national reforms under the schooling National Partnerships, Queensland agrees that reward
funding will be used for education purposes and the distribution of reward funding will be agreed with
the non-government sectors.

21

Reward payment milestones

Table 8: Milestones and reward payments, Literacy and Numeracy National Partnership

Report due to
DEEWR	Milestone

Reward payment

Date of payment

1 February 2011	Phase 1 - A report of the performance of the sample of schools against the agreed Literacy and Numeracy targets. The performance against the targets is comprised of 40% for NAPLAN indicators and 60% for Local Measure indicators.

$48 521 695	7 March 2011

1 February 2012	Phase 2 - A report of the performance of the sample of schools against the agreed targets. The performance against the
targets is comprised of 70% for NAPLAN indicators and 30%
for Local Measure indicators.

$48 521 695	7 March 2012

Table 9: Milestones and reward payments, Improving Teacher Quality National Partnership

Report due to
DEEWR	Milestone

Reward payment

Date of payment

1 February 2012	Improved pay dispersion to reward quality teaching

65 Principals in Phase 1 & 2 schools on performance- based contracts (annual)

80 FTE literacy and numeracy coaches supporting state schools (annual)

Improved reward structures for teachers and leaders
who work in disadvantaged Indigenous, rural/remote and hard-to-staff schools

65 Schools participating in the Low SES School Communities NP managed by a principal who is a signatory to a performance-based contract (annual)

50 Participants in the Pathways to Principalship program
(cumulative)

Recommendations from the RAIS Review and endorsed through Steering Group are prioritised

1600 Teachers supported through RAIS (annual)

$9 million invested by Queensland Government to implement RAIS (annual)

20 Schools participating in the Low SES Status Schools NP
implementing incentive programs for teachers (annual)

15% increase in Indigenous teachers (QCEC Townsville)

2 Scholarships for Cairns (QCEC)

2 scholarships and cadetships (QCEC Rockhampton)

Improved in-school support for teachers and leaders, particularly in disadvantaged Indigenous, rural/remote and hard-to-staff schools

$34 537 387	7 March 2012

22

Report due to
DEEWR	Milestone

Reward payment

Date of payment

Townsville diocese established a secondary staffing committee (QCEC)

5 Additional hours of support in Cairns (QCEC)

10 000 Additional hours of teacher aide assistance provided across all P-7 state schools (annual)

4 Workshops providing professional development in staff well-being (I) (annual)

80 Literacy and numeracy teaching coaches in state schools (FTE) (annual)

100 Additional teachers placed in primary schools to allow experienced science teachers to be released (annual)

100 Additional science teachers providing PD for primary schools (annual)

10 Participants in the Grey Nomads Employment Program
(annual)

3 Cluster support services pilots active (annual)

6 Participants in the Grow Your Own Leaders program
(annual)

2 Schools implementing general parenting programs (I) (annual)

5 Schools with reconciliation plans and/or school community partnership agreements with local indigenous communities (QCEC) (annual)

15 Schools participating in Turnaround Team trials (annual)

20 Indigenous staff participating in programs through
RATEP to gain AQF qualifications (annual)

Increased school-based decision-making about recruitment, staffing mix and budget

65 Principals provided with greater flexibility to plan their own staffing mix through the Low SES School Communities NP (annual)

65 Principals provided with greater flexibility to maximise the use of their global budget through the Low SES School Communities NP (annual)

25 Participants in the Enhancing our Leaders program
(cumulative)

Continual improvement program for all teachers

40 % of state schools using performance developing processes to drive high staff performance (annual)

131 schools conducting Teaching and Learning Audits

100 participants in QELI programs (annual)
One teacher panel operating in schools (QCEC) (annual) Flying Start Induction Processes provided for all beginning
teachers in state schools

40 participants in induction programs for graduates and newly appointed ISQ teachers (cumulative)

40 participants in targeted induction programs for teachers

23

Report due to
DEEWR	Milestone

Reward payment

Date of payment

entering state schools participating in the Low SES School
Communities NP (annual)

80% retention rate for teachers and school leader positions in Indigenous school communities (annual)

20 participants in targeted induction for teachers and school leaders entering small rural and remote state schools

One School Centre of Excellence at which learning accounts are available for teachers (annual)

8 workshops for using modules from Sustainable interventions in Literacy and Numeracy (I ) (annual)

Professional development resources available on DET, ISQ
and QCEC websites

50 participants in eLearning Principal Program (annual)

40 participants in 1-1 Leading the way practicum program
(annual)

40 participants in eLearning Master Classes (annual)

40 participants in Mentoring programs for aspiring, new and experienced principals in ISQ schools

Online PD operational

100 hours of professional development provided through
Online PD (annual)

20 participants in dedicated leadership and professional development programs for school leaders focussed on building their capacity aligned to national leadership program (ISQ) (annual)

4 partner’ or ‘sister’ school relationships operational (ISQ) (annual)

10 seeding grants provided to school clusters and higher education providers (cumulative)

30 participants in Professional Development Pathways programs (annual)

20 school leaders and teachers supported to incorporate effective practices and address issues pertaining to whole school approaches for effective literacy and numeracy instruction (I) (annual)

30 Professional Development Scholarships recipients
(annual)

10 Primary Science Scholarships recipients (annual)

25 teachers at Centres of Excellence undertaking PD
delivered by higher education (annual)

Increase the number of Indigenous specialist teachers and school leaders

5 participants in RATEP programs (annual)

5% of Indigenous teachers in training supported through
RATEP compared to 2009

1.2% of DET teachers reporting as Indigenous (annual)

24

Report due to
DEEWR	Milestone

Reward payment

Date of payment

1 February 2013	Improved pay dispersion to reward quality teaching

131 Principals in Phase 1 & 2 schools on performance- based contracts (annual)

80 FTE literacy and numeracy coaches supporting state schools (annual)

Improved reward structures for teachers and leaders
who work in disadvantaged Indigenous, rural/remote and hard-to-staff schools

131 Schools participating in the Low SES School Communities NP managed by a principal who is a signatory to a performance-based contract (annual)

110 Participants in the Pathways to Principalship program
(cumulative)

Recommendations from the RAIS Review and endorsed through Steering Group are prioritised

2200 Teachers supported through RAIS (annual)

$9.4 million invested by Queensland Government to implement RAIS (annual)

80 Schools participating in the Low SES Status Schools NP
implementing incentive programs for teachers (annual)

15% increase in Indigenous teachers (QCEC Townsville)

3 Scholarships for Cairns (QCEC)

Improved in-school support for teachers and leaders, particularly in disadvantaged Indigenous, rural/remote and hard-to-staff schools

Flexible staffing arrangements to provide additional support for schools piloted in schools (QCEC)

Townsville diocese established a secondary staffing committee (QCEC)

10 Additional hours of support in Cairns (QCEC)

15 000 Additional hours of teacher aide assistance provided across all P-7 state schools (annual)

4 Workshops providing professional development in staff well-being (I) (annual)

80 Literacy and numeracy teaching coaches in state schools (FTE) (annual)

2 Boarding school transition programs (QCEC Townsville)

20 Participants in the Grey Nomads Employment Program
(annual)

5 Cluster support services pilots active (annual)

8 Participants in the Grow Your Own Leaders program
(annual)

15% increase in number of Indigenous teachers employed in remote schools in the QCEC Townsville Diocese

4 Schools implementing general parenting programs (I) (annual)

30 Schools with reconciliation plans and/or school

$34 537 387	7 March 2013

25

Report due to
DEEWR	Milestone

Reward payment

Date of payment

community partnership agreements with local indigenous communities (QCEC) (annual)

100 Schools participating in Turnaround Team trials
(annual)

24 Indigenous staff participating in programs through
RATEP to gain AQF qualifications (annual)

Increased school-based decision-making about recruitment, staffing mix and budget

131 Principals provided with greater flexibility to plan their own staffing mix through the Low SES School Communities NP (annual)

131 Principals provided with greater flexibility to maximise the use of their global budget through the Low SES School Communities NP (annual)

60 Participants in the Enhancing our Leaders program
(cumulative)

Continual improvement program for all teachers

100% of state schools using performance development processes to drive high staff performance (annual)

Graduate testing established

150 participants in QELI programs (annual)
9 teacher panels operating in schools (QCEC) (annual) Flying Start Induction Processes provided for all beginning
teachers in state schools

60 Beginning and future leaders’ leadership professional development programs (QCEC)

15 Aspiring leaders (QCEC Cairns)

20 Aspiring leaders (QCEC Rockhampton)

20 Aspiring leaders (QCEC Townsville)

60 Beginning teachers undertaking induction programs
(QCEC – Rockhampton)

80 participants in induction programs for graduates and newly appointed ISQ teachers (cumulative)

60 participants in targeted induction programs for teachers entering state schools participating in the Low SES School Communities NP (annual)

85% retention rate for teachers and school leader positions in Indigenous school communities (annual)

40 participants in targeted induction for teachers and school leaders entering small rural and remote state schools

2 School Centres of Excellence at which learning accounts are available for teachers (annual)

16 workshops for using modules from Sustainable interventions in Literacy and Numeracy (I ) (annual)

Professional development resources available on DET, ISQ
and QCEC websites

26

Report due to
DEEWR	Milestone

Reward payment

Date of payment

80 participants in eLearning Principal Program (annual)

60 participants in 1-1 Leading the way practicum program
(annual)

60 participants in eLearning Master Classes (annual)

80 participants in Mentoring programs for aspiring, new and experienced principals in ISQ schools

Online PD operational

200 hours of professional development provided through
Online PD (annual)

40 participants in dedicated leadership and professional development programs for school leaders focussed on building their capacity aligned to national leadership program (ISQ) (annual)

8 partner’ or ‘sister’ school relationships operational (ISQ) (annual)

2 Partner’ or ‘sister’ school relationships operational
(QCEC) (annual)

20 Partner’ or ‘sister’ school relationships operational (S) (annual)

15 seeding grants provided to school clusters and higher education providers (cumulative)

60 participants in Professional Development Pathways programs (annual)

40 school leaders and teachers supported to incorporate effective practices and address issues pertaining to whole school approaches for effective literacy and numeracy instruction (I) (annual)

30 Professional Development Scholarships recipients
(annual)

10 Primary Science Scholarships recipients (annual)

60 teachers at Centres of Excellence undertaking PD
delivered by higher education (annual)

100 Teachers involved in mentoring program (QCEC)

Increase the number of Indigenous specialist teachers and school leaders

10 participants in RATEP programs (annual)

15% of Indigenous teachers in training supported through
RATEP compared to 2009

1.3% of DET teachers reporting as Indigenous (annual)

20 Indigenous teachers and paraprofessionals in schools
(QCEC) (annual)

27

Non-government schooling sector participation

20.  Officers of the Queensland Catholic Education Commission and Independent Schools Queensland have been engaged through regular meetings and communications to develop this plan.

21.  The non-government sector in Queensland includes Catholic and Independent schools, represented by Queensland Catholic Education Commission (“QCEC”) and Independent Schools Queensland (“ISQ”). QCEC and ISQ have been engaged as partners in the development of this Agreement and the Queensland Implementation Plans. Representatives from the sector have been integral to the development of the reform areas and specific actions contained in the Implementation Plans. Governance during this development period has occurred through the Queensland Schooling Sector CEOs Committee, which is chaired by the Director-General of the Department of Education and Training and has as members the respective heads of the government, Catholic and Independent schooling sectors. The Queensland Schooling Sector CEOs Committee will continue as the overarching governance forum between the schooling sectors for the life of this Agreement.

22.  The agreement of the non-government sector to this Agreement, the Implementation Plans and any other necessary governance arrangements will be achieved through an exchange of letters between the Queensland Minister for Education and Training and the respective heads of the QCEC and ISQ.

23.  Queensland will continue to work collaboratively with the non-government sector, both systemically and with individual schools as required, in implementing reforms under this Agreement.

24.  It has been agreed between Queensland and the non-government sector that Queensland will distribute facilitation funding provided by the Commonwealth to the non-government sector and/or directly to participating schools, as agreed in the exchange of letters between the sectors. Specific allocations of funding have been agreed. Any co-investment contributions and payments will be determined in agreement between Queensland and non-government sector or schools.

25.  It has been agreed between Queensland and the non-government sector that Queensland will distribute reward funding provided by the Commonwealth to the non-government sector and/or directly to participating schools, as agreed in the exchange of letters between the sectors.

26.  Additional details are articulated in the Queensland Implementation Plans which will be subject to periodic review as agreed by the Commonwealth and State.

Indicative actions and performance indicators

27.  This Agreement will contribute to the outcomes which are set out in the National Education Agreement. Progress against these outcomes will be measured by the performance indicators as follows.

Table 10: Overarching outcomes and performance indicators

Outcomes	Performance indicators

All children are engaged in and benefiting from schooling.

The proportion of children enrolled in and attending school.

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Outcomes	Performance indicators	
Young people are meeting basic	Literacy and numeracy achievement of Year 3, 5, 7 and 9 students in national literacy and numeracy standards,	testing.
and overall levels of literacy and numeracy achievement are improving.	
Schooling promotes the social	The proportion of Indigenous and low socio-economic status children enrolled in inclusion and reduces the	and attending school.
education disadvantage of	Literacy and numeracy achievement of Year 3, 5, 7 and 9 Indigenous and low children, especially Indigenous	socio-economic status students in national testing.
children.	The proportion of the 19-year-old Indigenous and low socio-economic status population having attained at least Year 12 or equivalent or Australian Quality Framework (AQF) Certificate II.

The proportion of Indigenous students completing Year 10.	

Australian students excel by	The proportion of students in the bottom and top levels of performance in international standards.	international testing (e.g. Program for International Student Assessment, Trends in
International Mathematics and Science Study).	

Young people make a successful	The proportion of the 19-year-old population having attained at least a Year 12 or transition from school to work and	equivalent or AQF Certificate II.

further study.	The proportion of young people participating in post-school education or training six months after school.

The proportion of 18-24 year olds engaged in full-time employment, education or training at or above AQF Certificate III.	

28.  In addition, each school participating in the Low Socio-Economic Status School Communities National Partnership will set local annual targets and develop a four year School Strategic Plan that identifies explicit strategies that will work towards the following additional performance indicators.

Table 11: Queensland Low Socio-Economic Status School Communities National Partnership
Outcomes and Performance Indicators

Outcomes	Performance indicators

Young people are meeting basic literacy and numeracy standards, and overall levels of literacy and
numeracy achievement are improving.

Percentage of Year 3, 5, 7 and 9 students at or above the National Minimum
Standard for Reading and Numeracy by:
All students
Indigenous students
Non Indigenous students
Mean scale scores of Year 3, 5, 7 and 9 students for Reading and Numeracy by: All students
Indigenous students
Non Indigenous students

Schooling promotes the social inclusion and reduces the education disadvantage of children, especially
Indigenous children.

The percentage of Indigenous students completing Year 10.

The proportion of young people participating in post-school education or training six months after leaving school

29

All students are successfully engaged in learning.

Average student attendance rate

All students
Indigenous students
Non Indigenous students

Apparent retention rates for Years 8 -10 1
All students
Indigenous students
Non Indigenous students

Apparent retention rates for Year 10 – 12 1
All students
Indigenous students
Non Indigenous students

Percentage of Year 12 students who are completing/completed a school based apprenticeship or traineeship (SAT) or were awarded one or more of the following: Queensland Certificate of Education (QCE), International Baccalaureate Diploma (IBD), Vocational Education and Training (VET) qualification.
All students
Indigenous students
Non Indigenous students

Level of student wellbeing at the school 2
All students
Indigenous students
Non Indigenous  students

Student cohort (Indigenous, students with disabilities, ESL students, refugee students, students with additional learning needs, students at educational risk
including homeless students) achievements via action research case studies.

Community confidence in the
capability of schools	Level of satisfaction of parents and students 3  (see Note 3)

1  Apparent Retention Rates are derived annually from aggregate enrolment data. The rate represents the proportion of full-time students in Year 12 divided by the same cohort’s number of full-time students when in Year 10 (e.g. the number of full-time Year 12 students in
2008 divided by the number of full-time Year 10 students in 2006). Given that the rates are derived from enrolment totals, they are treated
as indicative or apparent only.   Apparent retention rates are a broad indicator of young people’s participation in secondary school education. However school retention is only one measure of positive engagement for young people who may choose to participate in a range of school, training or work options..
2  Student wellbeing at school: This is a temporary solution that will be used until a national indicator is agreed to.  To inform this indicator two measures are derived: one from the student survey the other from the parent survey.

Students: The related questions of the school opinion survey seeks responses to the level of student satisfaction with the following: “That teachers help you do your best?” “That you are treated fairly?” “That you are safe at school?” “That you are happy to go to school?” (These questions may be different for school in the Independent and Catholic sectors.)

Parents: The related questions of the school opinion survey seeks responses to the level of parent satisfaction with the following: “With the encouragement given to your child?” “Your child is treated fairly at this school?” “Your child is safe at this school?” “Your child is happy to go to school?” (These questions may be different for school in the Independent and Catholic sectors.)
3  Satisfaction: Responses from the School Opinion Survey in relation to the following: Students: Percentage of students satisfied with the proposition, “getting a good education.” Parents: Percentage parents satisfaction with the proposition, “that this is a good school.”
(These questions may be different for schools in the Independent and Catholic Sectors)

30

Literacy and Numeracy National Partnership Performance Indicators

29.  In addition to those indicators outlined in the Education Agreement, Queensland schools
participating in the Literacy and Numeracy National Partnership will set targets and school plans that work towards the following national and Queensland indicators in an effort to access the total available reward funds for the Queensland Department of Education and Training.

Literacy and Numeracy National Partnership - NAPLAN measures

30.  Four sets of targets were proposed by DEEWR for reporting performance against NAPLAN measures (% Students At or Above Minimum Standard, % Students Above Minimum Standard, Mean Scale Score and % Indigenous Students At or Above Minimum Standard). For each measure the comparisons will aggregate chronological data for schools participating in the Literacy and
Numeracy National Partnership program. Improvement is calculated relative to the change projected for the state for the same period of time using 2008 and prior data.

31.  Each of the sets of targets will comprise 10% of the total reward funding calculation (e.g., % Students At or Above Minimum Standard targets – 10%, % Students Above Minimum Standard targets – 10%, Mean Scale Score targets 10% and Indigenous Students At or Above Minimum Standard targets – 10%). NAPLAN targets will, therefore, account for 40% of the total reward funding.

32.  To limit the total number of measures used to a manageable number, only the Reading and Numeracy domains will be used to comprise these targets. As part of school participation schools have been asked to nominate an area of special focus (reading or numeracy). Schools selected for reporting will be allocated based on their nominated area of specialisation.

Table 12: Number of schools involved in the Literacy and Numeracy National Partnership

EQ Sample	QCEC Sample	ISQ Sample	Total No. Qld Schools in Sample

175	36	28	239

33.  In Queensland a very large sample of schools has been identified for inclusion in the Literacy and Numeracy plan. This is an ambitious and significant commitment that signals Queensland’s commitment to the process. In total, 239 schools have been nominated. Currently Year 7 is not identified as an area of special focus. This does not suggest that work is not being conducted in this area but rather that early intervention is a key aspect of Queensland focus. This early years focus is consistent with other strategies being initiated in Queensland such as those relating to the Closing the Gap goals. Therefore reporting in Queensland will be conducted using Year 3 and 5 samples.

34.  After the NAPLAN 2010 results become available, the results will be compared to the targets.
Proportion of the funding allocated will be based on each year level and domain.

35.  For example, the 10% allocated to NAPLAN mean scale score measures can be split into 5% for Reading and 5% Numeracy. Funding is then allocated based on the performance against the targets.  The breakdown of weightings for NAPLAN targets along with the targets for schools are
provided in the following table.

31

Table 13: National and Queensland Literacy and Numeracy National Partnership measures and targets: NAPLAN indicators

Local
measures	2011 target methodology

Target
group    Targets

% of reward funding to be paid under this target (January
2011 payment)

Students At or Above Minimum Standards (All) (Reading)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	81.5% at or above NMS	3%

5	77.6% at or above NMS	2%

7	87.7% at or above NMS	-

Students At or Above Minimum Standards (All) (Numeracy)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	85.9% at or above NMS	3%

5	84.0% at or above NMS	2%

7	91.6% at or above NMS	-

Students Above Minimum Standards (All) (Reading)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	56.0% at or above NMS	3%

5	59.6% at or above NMS	2%

7	65.5% at or above NMS	-

Students Above Minimum Standards (All) (Numeracy)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	66.5% at or above NMS	3%

5	57.5% at or above NMS	2%

7	68.7% at or above NMS	-

Mean Scale Score (All) (Reading)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	mean scale score of	3%
348.6

5	mean scale score of	2%
445.8

7	mean scale score of	-
506.9

Mean Scale Score (All) (Numeracy)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	mean scale score of	3%
348.0

5	mean scale score of	2%
439.0

7	mean scale score of	-
517.5

Students at or Above Minimum Standards (Indigenous - Reading)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	67.2% Indigenous	3%
at/above NMS

5	56.2% Indigenous	2%
at/above NMS

7	73.5% Indigenous	- at/above NMS

Students at or Above Minimum Standards (Indigenous - Numeracy)

For target group, there is a 50 % greater improvement than trends observed from historical testing data. Historical data is based upon the years 2006-08

3	70.4% Indigenous	3%
at/above NMS

5	68.5% Indigenous	2%
at/above NMS

7	82.3% Indigenous	- at/above NMS

Total NAPLAN Measures

40%

32

Literacy and Numeracy National Partnership - local measures

36.  The essential feature of the local measures is the ability to provide more sensitive indicators of student improvement in literacy or numeracy. It is also recognised that greater exposure to literacy and or numeracy is an important factor for students. Sectoral differences in testing have meant that appropriate aggregation methods will be required. To this end each school will be evaluated against the targets and then the proportion of schools achieving the targets will be reported.  It has been agreed that, for each indicator, 20 schools across the sectors will be sampled.

37.  Three sets of targets were proposed by DEEWR for reporting performance against local measures (Diagnostic, Achievement and Indigenous). Different schools in Queensland apply different local measures of Reading with three tests commonly used, namely, Progressive Achievement Tests in Reading Comprehension [PAT-R], Developmental Reading Assessment 2 [DRA 2], and First Steps in Reading [FS – R]. These tests will form the basis of local measure reporting. All teachers using these instruments will have been given training in how to administer them prior to use.

38.  Each of the sets of targets will comprise 20% of the total reward funding calculation (e.g., Diagnostic targets – 20%, Achievement targets – 20%, and Indigenous targets – 20%). Local targets will, therefore, account for 60% of the total reward funding.

39.  After the Term 4 2010 results become available, the results of the sample schools will be cumulated.
Proportion of the funding allocated will be based on the proportion of sample schools that have met their target. For example, if 10 of 20 sample schools across the sectors have met their targeted proportions of students who have achieved an improvement using Measure 1. Then 50% of the target will have been deemed to have been achieved. Whilst this methodology is relatively simple there is a difficulty in combining results from different sectors using different tests in any other way.

40.  The timing of Pre-Test and Post-Test occasions varies somewhat by school and will be at least Term
1 2010 – Term 4 2010, for a smaller proportion of schools is Term 4 2009 – Term 4 2010 (particularly with regard to DRA2).

Improving Teacher Quality National Partnership Performance Indicators

41.  In addition to those indicators outlined in the Education Agreement, Queensland will work with the Department of Education, Employment and Workplace Relations (DEEWR) to finalise indicators for the Improving Teacher Quality National Partnership that will be used to secure reward payments for the Queensland Department of Education and Training.

Publications and communications

42.  All publications, promotional and advertising materials, public announcements and activities, or any products processes or inventions developed as a result of the implementation of the Agreement should acknowledge this Agreement as a joint Commonwealth and Queensland initiative.

33

Audit arrangements

43.  During the term of this Agreement, Queensland will, upon 7 days’ notice from the Commonwealth during normal business hours or as otherwise agreed, permit and provide persons ("Auditors") nominated by Queensland supervised access to relevant information to verify compliance with the obligations under this Agreement. The Commonwealth is not entitled to use this right of access for purposes that are not related to this Agreement.

44.  Audit arrangements may also be applied by Queensland to the non-government sector, as documented in separate agreements between Queensland and the participating sectors and schools.

Governance arrangements

45.  A cross-sector governance committee, the Queensland Schooling Sector CEOs Committee, chaired by the Director-General, Department of Education and Training is the authorising environment for the final endorsed implementation plan. The membership of this committee includes the Executive Director, Queensland Catholic Education Commission (QCEC); the Executive Director, Independent Schools of Queensland; and the Deputy Director-General Education Queensland.

46.  The CEO governance committee will play an ongoing role in monitoring the success of the National Partnerships and overseeing progress reports to DEEWR throughout the various stages of implementation. Ongoing improvements will be made in the planning and design of the strategies as we learn about what works from each phase. The committee will provide advice on future directions as each phase-in of schools commences.

47.  In accordance with the corresponding National Partnership Agreements, the governance arrangements between the Commonwealth and Queensland are as follows.

Term of the Agreement

48.  This Agreement continues to be of effect until the earlier of:

(a)  Termination of the Agreement in accordance with clause 32; or

(b)  One year after cessation of all National Partnership Agreements.

Dispute resolution

49.  Any Party may give notice to other Parties of a dispute under this Agreement.

50.  The relevant delegates will attempt to resolve any dispute in the first instance.

51.  If a dispute cannot be resolved it may be escalated to COAG for consideration.

Variation of the Agreement

52.  This Agreement may be amended at any time by agreement in writing by the Parties and under terms and conditions as agreed by the Parties.

34

53.  A Party to the Agreement may terminate their participation in this Agreement by notifying the other Party in writing. To minimise disruption to participating schools, at least 12 months’ notice should be given in these circumstances.

54.  The termination of this Agreement, by either Party, will also terminate the Parties’ involvement with each other in any agreements directly related to the provisions of this Agreement.

Review of the Agreement

55.  The Parties recognise that the ambitious nature of the National Partnership reforms will require this Agreement and the Implementation Plans to be reviewed before its expiry. This review will assess progress in achieving these National Partnerships’ objectives and outcomes and consider options for the future of the National Partnerships, including extension of their life or rolling a portion of the National Partnerships’ facilitation funding into funding provided under the Specific Purpose Payment under the National Education Agreement. The review will draw on the findings from the independent evaluation of the reforms implemented under this National Partnership.

56.  In the event of inconsistency between this Agreement and the Intergovernmental Agreement on Federal Financial Relations, the Intergovernmental Agreement on Federal Financial Relations will take precedence over any clauses contained in this Agreement.

Intellectual property

57.  The parties agree that Queensland will retain its intellectual property rights (including copyright, trade mark, design, patent, trade, or other proprietary rights, or any to registration of such rights existing in Australia, or elsewhere) in all information and other material provided by Queensland to the Commonwealth under this Agreement.

58.  Queensland consents to the use within Australia of that information and material by the Commonwealth and the Commonwealth’s sharing with, and the use within Australia by, Australian states, territories and schools as part of the National Partnership program including where it is to facilitate the sharing of information regarding successful school reform interventions and best
practice.

35

		59. The Parties have executed this agreement as follows:

Signed for and on behalf of the
Commonwealth of Australia by

……………………………………….
The Hon Julia Gillard MP
Minister for Education, Employment and Workplace Relations

Date	
			
Signed for and on behalf of the
State of Queensland by

……………………………………………	
The Hon Geoff Wilson MP
Minister for Education and Training Qld

Date