The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest. We know a comprehensive process of critical reflection, self-assessment and evaluation, along with a commitment to continuous quality improvement, is essential in contributing to and enhancing quality outcomes for children. But how often do we take time to reflect on the effectiveness and intent of our self-assessment and quality improvement practices?  In a sector that recognises the importance of high quality education and care and is driven by a focus on raising continuous quality improvement, it is appropriate that the changes to the National Law and Regulations* and the introduction of the 2018 National Quality Standard (NQS) merit an opportunity for services to reflect, review, update and enhance their self-assessment and quality improvement planning processes and arrangements. In this series, we explore five ideas to support and strengthen your self-assessment and quality improvement planning processes building on the ideas and the 2018 NQS self-assessment strategies discussed in the February ACECQA Newsletter.  This first instalment will provide a starting point,  and offer practical support to guide reflective practice, spark professional conversation and identify ‘where to next’ actions. *Changes to the National Law and Regulations came into effect on 1 October 2017 in all states and territories (except Western Australia, which will commence by 1 October 2018). The 2018 NQS and related changes commenced on 1 February 2018 across all states and territories.

Part 1: Critical reflection - Take a brief look back to pave a path forward

Rear Admiral and pioneering computing scientist, Grace Murray Hopper, stated that the most dangerous phrase in our language is: ‘We’ve always done it this way.’ A key strength of the NQS is the way it supports education and care services to commit to best practice and engage in ongoing critical reflection and self-assessment to inform professional judgements and drive continuous quality improvement. Educators are encouraged to stop, reflect and rethink the ‘what’ and ‘how’ of their practice and consider ‘why’ they do things in particular ways. This assists in assessing the effectiveness of current practices and analysing what might be changed or improved. It also has the potential to enrich decision making and provide opportunities to explore new ideas and approaches. The 2018 NQS represents an opportunity for education and care services to consider the efficiency and effectiveness of existing self-assessment and quality improvement practices. It is an opportunity to identify the implementation of successful strategies and celebrate the achievement of goals as well as acknowledge what has proved challenging and/or confronting. Reflecting on previous self-assessment and continuous improvement processes can provide the impetus for change and is an important step in paving an informed path towards continuous quality improvement and improved outcomes for children and families. Questions for consideration:

• How does your service undertake self-assessment, decide what is being done well and identify areas where quality improvements could be made? Is self-assessment an ongoing, regular and systematic process? If not, how could practice be adapted?
• How is feedback from children, families, community representatives and critical friends invited and incorporated?
• How does your service prioritise areas for quality improvement and identify goals that will enhance the quality of children’s and families’ experiences? What processes exist to monitor goals and regularly review progress?
• What information, resources and guidance currently inform and assist your service’s self-assessment and quality improvement practices? For example, how are the Guide to the National Quality Framework, National Law and Regulations, approved learning frameworks, and the Exceeding NQS guidance for standards being used in your service?
• Are there opportunities to streamline processes and integrate other service plans (such as the Strategic Inclusion Plan, Reconciliation Action Plan) into your service Quality Improvement Plan?

In my next instalment, I will explore how professional collaboration and ‘a lively culture of professional inquiry’ can strengthen and inform your self-assessment and quality improvement processes. Additional questions will be provided to further stimulate critical thinking and build on your professional conversations.

  Read the complete series: The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1 The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2 The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3 The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4 The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5