The Quality Catholic Schooling (QCS) Project
was established in late 2008 to create and implement a whole-school
planning and improvement framework for all Catholic schools in Western
Reporting to the Executive through the Deputy Director, the project
brief is administered by a Project Leader, a Consultant with
international standing in similar work and a working party drawn from
schools and CEWA personnel. QCS has two significant work strands.
Work Strand 1
To devise a whole-school review and improvement framework for all schools to use inself-review.
In addition to focusing on school improvement initiatives, the data
obtained from the review will assist the system to better respond to the
needs of schools and to meet its external accountabilities.
Work Strand 2
To support and deepen leadership capacity at all levels with a view to
the further development of reflective professional cultures in our
Five Guiding Propositions
The project group has developed five propositions to guide the
framework design. These propositions are central to an understanding of
the project and have been drawn from research and experience to capture
what we know about how organisations such as schools grow and learn.
Proposition 1: The quality of a school cannot exceed the quality of its teachers and staff
This proposition reminds us that the work of school improvement is the
work of developing people. Schools don’t change until people do and of a
good improvement framework will always be focused on staff development
Proposition 2: The quality of an organisation is determined by the willingness and capacity of its people to learn
This proposition reminds us that organisations improve by reflecting on
experience and by a shared commitment to professional learning at all
levels. It also reminds us that we need to protect the capacity of
people to learn by ensuring that they have the energy and motivation to
engage in honest improvement.
Proposition 3: An organistion is made up of conversations and
the quality of these conversations is an indicator of the strength of
This proposition reminds us that all action is guided by a set of
assumptions and beliefs (mental models) about what has happened or needs
to happen in any given circumstance. Good professional conversation and
structures that promote it ensure that action is guided by intelligent,
reflective and shared mental models.
Proposition 4: The map is not the territory
This proposition reminds us that all frameworks, policies, processes
etc (‘maps’) need to be flexible and sensitive to the initial conditions
of schools. Schools are complex organisations and will always need the
flexibility to adapt frameworks like QCS to their local context.
Proposition 5: In the soil of this, trust and enlightened leadership are the key nutrients
The philosophy of QCS is unashamedly optimistic about our schools and
believes that no one cares more about our schools than the people who
work in them. With trust and a supportive culture of leadership at all
levels within our system, real and sustainable improvements in our
schools will be achieved.
Key Developments To-Date
A framework of review components has been developed and the process
piloted in 16 schools in late 2009.
The framework in full began operating in Western Australian
Catholic schools in 2011 and involves all 24 components being
reviewed in a six-year cycle.
During 2013 the framework has been reviewed.
For further information about the QCS Project, please contact Marnie
Platt, QCS Administrative Assistant, on 08 6380 5116 or email email@example.com
Enquiries from within the Catholic Education system can also access up to date
project information via the Intranet.