School Improvement - FISO

At Chelsea Primary School, we implement and follow the Victorian Education Department FISO model.


Framework for Improving Student Outcomes (FISO 2.0)

The improvement cycle depicts the improvement process that Victorian government schools use to implement strategies and actions to improve every student’s learning and wellbeing. The cycle embodies the leading research and global best-practice research on school improvement and teacher professional learning.


Using FISO 2.0 to plan school improvement (DOCX) is now available to help schools use the improvement cycle effectively. It will do this by providing a common understanding and approach for school improvement, highlighting the specific decisions and actions that will make a real difference for student learning and wellbeing. It provides a process for school leaders and teachers to work through each stage of the improvement cycle.


By using the improvement cycle, schools engage in staged and continuous inquiry processes. The stages of the improvement cycle are as follows:

  • Evaluate and diagnose education challenges and areas for improvement based on the learning and wellbeing needs of every student.
  • Prioritise and set goals for improvement strategies and initiatives that have the greatest impact on student learning and wellbeing.
  • Develop and plan improvement strategies and initiatives to ensure successful implementation.
  • Implement and monitor selected improvement strategies and initiatives, including the impact these have on student learning and wellbeing, to adapt and respond accordingly.

The improvement cycle supports school review and school strategic planning, annual implementation planning, and regular cycles of inquiry. It can be used at different levels, from the whole-of-school to the classroom, and over different time periods, from 4-week cycles to annual cycles.

When implementing the improvement cycle, schools should consider the following:

  • The improvement process is not always linear – it requires schools to move back and forwards to check, learn and adjust practice as necessary.
  • The success of improvement strategies depends on how well they are implemented.
  • Implementation is an iterative process of actioning what is planned, identifying and celebrating what is working, and adapting when barriers are encountered.