2018-2020 glenfield public school school plan · positive, respectful and safe behaviours that...

School plan 2018-2020Glenfield Public School 2001

Printed on: 13 April, 2018 of 7 Glenfield Public School 2001 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

To inspire and empower resilient, self–motivated students,teachers and leaders to be collaborative, creative, criticalthinkers who productively contribute to our globalcommunity.

Glenfield Public School was established in 1882 and issituated on Dharawal land in the Campbelltown CityCouncil area. It serves a school community of 409 studentenrolments from 43 different nationalities. 73.8% ofstudents are from backgrounds other than English and3.9% of students are Aboriginal. The school is over ahundred years old and many generations of families haveattended the school over this time. The school is held inhigh regard within the community. Since 2010, studentenrolments have increased with the continuingdevelopment of a new housing estate. The school hasgrown from 10 to 17 classes in seven years.

The school holds high expectations of both teachers andstudents and prides itself on its quality learning programs,dynamic teaching environments and welfare initiatives.Strong and effective welfare policies and proceduresensure a safe and happy environment where studentspresent as confident, cooperative and respectfullearners. The school aims to provide a quality educationwhere innovative programs and future focusedapproaches are supported by modern technology.

There is a strong focus on literacy and numeracy,developing 21st century capabilities and teacherprofessional learning. Additional teaching support staffwork in collaboration with class teachers to supportstudents from language backgrounds other than English aswell as assisting students with learning difficulties. Theschool is committed to promoting and supporting itsmulticultural community. Special multicultural events arehighly valued and attended by parents.

The student body is well represented through the StudentRepresentative Council, school and sport house captains,vice captains, a school ambassador and class captains.

The school motto "Strive to Achieve" reflects thefundamental ethos of Glenfield Public School as teachers,students, parents and the wider community work togetherto create a school climate in which everyone will thrive.

Trish Hagan (Principal)

This school plan is a framework that describes the directionof the school through three strategic directions across athree year period. The plan is designed to be ongoing andflexible in responding to current and emerging schoolneeds and government priorities.

The school plan has been cooperatively developed toreflect the Department of Education's vision "To beAustralia's best education system and one of the finest inthe world". In reflecting this vision, the school through arigorous process of self reflection against the schoolexcellence framework and other evaluative measures hasidentified key areas for improvement.

In the area of Learning, these include enhancing studentwellbeing, engagement and motivation, improving studentattendance, increasing parental interest and input into theirchild's education and improving literacy and numeracyoutcomes for students.

In the Teaching and Leading domains, we aim to build thecapacity of teachers to use technology as a teaching tool tostimulate learners and to provide effective and immediatefeedback. Most teachers are accredited at proficient leveland need to be encouraged to advance themselvesthrough career levels towards "Lead" status. Within thisgoal, the school will focus on building leadership capacityand density through peer mentoring and leadershipopportunities.

This school plan reflects the identified school needs andthe recommendations of all teachers, in consultation withthe parent body through forums and surveys. Professionallearning and consultation with the school community hassupported both the understanding and development of theschool vision, strategic directions and its implementationmeasures. The school will share with parents andcommunity the ongoing progress made towards ourstrategic directions at the conclusion of each term.


School strategic directions 2018–2020

STRATEGICDIRECTION 1

Engaged, Empowered andProgressive Learners


Quality School Wide TeachingPractices


Exemplary Leadership, Systemsand Service

Purpose:

Provide optimum conditions for learning wherestakeholders articulate high educational aspirations andwork in partnership to ensure all students are supported inreaching their potential.

Purpose:

Establish a school learning culture where teachers arereflective and responsive in delivering quality educationalpractices and hold high expectations of themselves andtheir students as progressive learners.

Purpose:

To build leadership capacity, strong channels ofcommunication and service delivery to ensure school widemanagement practices are flexible, responsive andsustainable.


Strategic Direction 1: Engaged, Empowered and Progressive Learners

Purpose

Provide optimum conditions for learningwhere stakeholders articulate higheducational aspirations and work inpartnership to ensure all students aresupported in reaching their potential.

Improvement Measures

Improvement measures may include butnot be limited to the following:

Evidence from school self evaluationregarding students well–being, shifts from “Sustaining and Growing” to "Excelling" bythe end of 2020.

Continued growth in positive survey ratingsrelating to student engagement and utilisingtechnology.

Students enrolled at the school for 2consecutive years, demonstrate expectedliteracy and numeracy performance asevidenced through learning progressionsand NAPLAN. One year's growth for oneyear's learning.

Average percentage of students inNAPLAN proficiency bands over 3 years forliteracy and numeracy increases in Year 3from 48% to 54% and in Year 5 from 34%to 40%.

People

Staff

Staff develop an open mind in exploringpossibilities to enrich learning. They willdemonstrate knowledge, skills andconfidence in better utilising technology forteaching and in providing immediatefeedback to students as to where they areand where they are heading. There will bea collective focus to move towardsproviding individualised learning intentions,success criteria and differentiated learning.

Students

Students will demonstrate knowledgeregarding rights and responsibilities to besafe, respectful learners. Students willrequire a growth mindset and takeresponsibility for their learning bymeasuring their progress against personalgoals. They will understand and strivetowards the next stage in theirdevelopment.

Parents/Carers

Parents will show an awareness andappreciation of curriculum, learningprogressions and current pedagogy topartner teachers in education.

Leaders

Leaders will use current knowledge ofeducational trends, NESA and DoErequirements and research based practiceto support professional learning to improvestudent learning outcomes. Leaders willconduct regular data analysis to monitorschool progress and ensure budgets arecarefully prepared to enact plans.

Processes

1. Wellbeing:

Support each student’s academic andwellbeing needs to enable them to connect,succeed, thrive and learn.

2. Engagement:

Establish stimulating future focussedlearning environments that motivatestudents to engage and take ownership oftheir learning.

3. Academic Performance Enhancers:

Develop effective home/schoolpartnerships where student learning isregularly discussed, co–planed andreported to ensure academic achievementis progressive for each student.

Evaluation Plan

The following measures may be used forevaluating the school plan:

TTFM and school surveys

Stage team reflections re planning,teachingand student progress

Scout attendance data

PLAN 2 data monitoring and analysis

NAPLAN analysis

SEF self assessment comparison acrossyears re wellbeing, learning culture,reporting and student performancemeasures.

Practices and Products

Practices

Regular explicit teaching of PBLexpectations with students consistentlyfollowing the matrix.

Students regularly using their owncomputer device to support their learning.

Teachers, students and parents articulatethe growth expected for each student inliteracy and numeracy and the learningrequired to ensure that academicachievement is progressive.

Students exhibit a growth mindset bydemonstrating resilience and perseveranceto improve their learning.

Products

Positive, respectful and safe behavioursthat contribute to optimum conditions forlearning.

Learning and assessment strategies areenriched by the use of technology.

Termly reports on student progress againstlearning progressions, forwarded toparents.

Improved student attendance, engagementand learning outcomes.


Strategic Direction 2: Quality School Wide Teaching Practices

Purpose

Establish a school learning culture whereteachers are reflective and responsive indelivering quality educational practices andhold high expectations of themselves andtheir students as progressive learners.



An increase in positive responses fromstudents in relation to skill level andchallenge from 45 % (2017) to the statenorm of 53% by the end of 2020 (TTFMsurvey).

An increase in rating from 7.9 to the statenorm of 8.2 where students indicate theyare given clear instructions and immediatefeedback to improve learning. (TTFMsurvey).

Teachers provide evidence of growthagainst the focus areas of the professionalstandards for teachers and PDPs.

100% of teachers are using learningprogressions to map student progress.

People

Staff

Teachers will develop a growth mindsetand collegiality in exploring, sharing ideasand expertise, planning and growingtogether. They will identify their capabilitiesagainst career levels within the Australianprofessional standards for teachers.Performance and development plans willbe strategically targeted to prioritisedneeds. Staff will seek and commit toopportunities for relevant and authenticprofessional learning and reflect on andshare their learning with colleagues.

Students

Students will demonstrate positivebehaviour for learning, self regulation andcritical reflection strategies to support apositive teaching and learningenvironment. Students will work withteachers to understand where they are intheir learning and the next progression.

Parents/Carers

Parents will hold high expectations, anappreciation of curriculum and pedagogyand a willingness to work with teachers tosupport and improve student outcomes.

Leaders

Leaders will effectively identify and plan forprofessional learning that is reflective ofschool priorities and individual teacherperformance goals. They identify staff withexpertise to drive program implementationand pedagogical change.

Processes

1. Effective Classroom Practice

Respond to student needs and interests byimplementing innovative programs andapproaches that actively engage,challenge, support and extend students intheir learning.

2. Professional Teaching Standards

Support each teacher’s individual growthagainst the professional standards thatmove them towards lead status.

3. Learning and Development

Utilise expertise within the school andcommunity to support teachers inimplementing innovative approaches andbest practice to enhance literacy andnumeracy outcomes.

Evaluation Plan


Student and teacher Tell Them From Mesurveys

Lesson observations

Pre/post teacher self assessment againstteaching standards focus areas acrosscareer stages and competencies relating toprofessional learning.

Monitoring of the regular use of registeredcomputer devices

PLAN 2 data collection and analysis every5 weeks to inform teaching


Practices

Teachers are actively involved indemonstration lessons and team teachingto collaboratively develop a repertoire ofteaching strategies. They are engaged indifferentiated professional learninginclusive of mentoring sessions to improveteaching practice.

Teachers are continually buildingcapacities that align to the teachingstandards and register training in MyPLwhere hours are transferred to NESA.

Teachers demonstrate a commonunderstanding of student achievement andcooperatively plan in stage teams using“Agile Sprints” to shift students forward intheir learning. Students receive explicitfeedback and targeted teaching at the pointof need.

Products

Structured and innovative learningenvironments where student progress isaligned to expected improvement.

Embedded innovative teaching practices.

The school has sufficient technologicaldevices that are utilised to support bestteaching practice. Flexible learning spacesin classrooms reflect student choice.

Demonstrated progression of teachersthrough career stages towards lead levels.

A school culture of collaboration where allteachers plan, teach, mentor, provide andreceive constructive feedback to improvetheir teaching practice.


Strategic Direction 3: Exemplary Leadership, Systems and Service

Purpose

To build leadership capacity, strongchannels of communication and servicedelivery to ensure school widemanagement practices are flexible,responsive and sustainable.



100%of school leadership team membersindependently develop, monitor, amendand evaluate milestones within a strategicdirection and construct elements of theannual report via SPaRO.

All substantive assistant principals of morethan 3 years experience complete at least 6modules of the NSW Leadership andManagement Credentials.

90% of parents/carers access informationvia electronic modes of communication.

Increase in positive ratings and commentsrelating to school communication andservice.

People

Staff

Assistant principals and aspiring schoolleaders will develop knowledge and haveaccess to new school management andadministrative tools and practices.

Staff will broaden technology skills to shareand access information via Microsoft Office365 and G suite.

Parents/Carers

Parents and carers will ensure contactdetails including email addresses arecorrect and that correspondence is readand acted upon where necessary.

Leaders

The school principal is to ensure time ismade available to coach and mentoraspiring leaders in undertaking school leadership and managementresponsibilities.

The school principal will ensure the schoolhas the finance, resources and processesin place to support improvement plans.

The school administration manager is tolead and support administration officers intransferring knowledge and skills to furtherimprove service delivery.

Processes

1. Capacity Building

Develop instructional leadership attributesand management practices that areexemplary and sustainable.

2. Effective Communication and ServiceDelivery

Improve administrative practices to ensurecommunication and service is accessible,high in quality and effective for both staff,parents and the wider community.

Evaluation Plan


Pre/post "in school" surveys

TTFM parent and teacher surveys

Collect data re number of parents/teachersaccessing information via email

Progress monitoring of leadershipresponsibilities


Practices

Assistant principals and aspiring schoolleaders independently access and analysereports through SCOUT and other datasources to monitor progress and informfuture directions. They show initiative inleading strategic directions as they plan,monitor and report on progress usingSPaRO.

Assistant principals respond to keymandatory requirements and emergingissues as required.

All staff follow streamlined schoolprocesses to communicate and accessinformation.

Administrative staff share tasks to ensurethe smooth operation of the office.

Parents regularly access importantinformation via electronic communicationmodes to enhance participation andengagement in school activities. NESBfamilies access school information viatranslated texts.

Products

Designated leveled roles andresponsibilities create sustainableleadership.

Well devised school plans and accurateannual reports constructed by assistantprincipals and aspiring school leaders.

Permanent assistant principals attainleadership credentials and/or Lead teacherstatus.


Strategic Direction 3: Exemplary Leadership, Systems and Service


High quality electronic communicationmodes including school communitynewsletters, daily staff memos andcollaborative planning..

Multi skilled school administration staff.Efficient and effective management andadministration processes.


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