Published: February 2016
Annual Implementation Plan: for Improving Student Outcomes – DRAFT School name: Tucker Road Bentleigh Primary School Year: 2017
School number: 4687 Based on strategic plan: 2015-2018
Endorsement:
Principal: Mrs Robyn Farnell February 2017
Senior Education Improvement Leader: Mr Stuart Andrews
School council: Mr John Moore February 2017
Section 1: The school’s Improvement Priorities and Initiatives
Report here the goals identified in the current School Strategic Plan and tick the Improvement Initiative/s that your school will address in this Annual Implementation Plan: for Improving Student Outcomes.
School Strategic Plan goals Improvement Priorities Improvement Initiatives
Achievement Goals: To improve student learning in English with particular emphasis on writing and spelling whilst maintaining the sustained focus on reading. To improve student learning in Mathematics with particular emphasis on using challenging (rich task) problems and differentiation so students can explore mathematical reasoning skills. Engagement Goals: To continue to build and promote behaviours and attitudes across the school community that supports the achievement of personal best and encourages a growth mindset. To optimise student capabilities with ICT to more effectively meet their needs as 21st century learners To ensure smooth transition through-out the school (P-6) particularly at pivotal years; year 2 to year 3 & year 4 to year 5. Wellbeing Goals: To maintain the strong, trusting relationships that have been built and to strengthen clear communication and positive regard for one another. To strengthen student social and emotional wellbeing. Productivity Goals: To improve the professional learning (PL) program and PDP process. To enhance whole school planning and program delivery, particularly through improved staff capacity and efficacy of Professional Learning Teams (PLTs).
Excellence in teaching and learning
Building practice excellence
Curriculum planning and assessment
Professional leadership Building leadership teams
Positive climate for learning
Empowering students and building school pride
Setting expectations and promoting inclusion
Community engagement in learning Building communities
Improvement Initiatives rationale:
Explain why the school, in consultation with the Senior Education Improvement Leader (SEIL), has selected the above Improvement Initiative/s as a focus for this year. Please make reference to the evaluation of school data, the progress against School Strategic Plan (SSP) goals and targets, and the diagnosis of issues requiring particular attention.
TRBPS have developed and implemented a number of key strategies in English with a specific focus on reading fluency and comprehension in past years .The new School Strategic Plan (15-18) goals focus on maintaining the emphasis on reading and includes a focus on the teaching of writing and mathematics, in accordance with the findings of the school review (2014). The school has implemented a new support program that focusses on literacy intervention for students in years P-2 and EAL.
Over the past 4 years NAPLAN results in Reading, Writing, Spelling, Grammar and Punctuation and Numeracy are for the most part above state-wide benchmarks. We will continue to use NAPLAN relative growth targets from Years 3-5 to measure school performance and teacher judgements Victorian Curriculum data.
After reviewing the 2016 AIP we have considered the following improvement elements:
Excellence in Teaching and Learning - Curriculum Planning and Assessment and Building Practice Excellence
Implementation of the Instructional Practice model for Literacy and Numeracy
Embedding an Inquiry Learning approach (Kath Murdoch) & conduct an audit of the curriculum against Victorian Curriculum F-10; including the development of an Inquiry scope and sequence
Revisit our Assessment Schedule to promote greater consistency of formative assessment tools used across years P-6: VCOP Criterion, MOLI, Fountas and Pinnell Reading Assessment and Pat Maths (investigate)
Continue to working alongside a Mathematics consultant (Sue Fine ) to improve mathematics capability of teachers for improved student learning
Embed VCOP - Big Write practices for teaching and assessing writing and continue to implement the Words Their Way – spelling approach P-6
Use Compass Reporting program to extract and analyse our educational assessment results
Published: February 2016
Key improvement strategies (KIS)
List the Key improvement strategies that enable the implementation of each Improvement Initiative. This could include existing strategies already being implemented as well as new ones identified through analysis of data, evaluation of impact of prior efforts, measurement of progress against targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.
Improvement initiative: Key improvement strategies (KIS)
KIS ACHIEVEMENT Excellence in Teaching and Learning - Curriculum Planning and Assessment - Building Practice Excellence Mathematics:
To continue the relative growth of students in Numeracy (NAPLAN) so that low, medium and high groups achieve higher than the relative state-wide growth
English:
To continue to improve student writing as measured by the (NAPLAN) relative growth scores of students between Years 3 and 5 to above the state-wide benchmark score
To improve student spelling as measured by the (NAPLAN) relative growth scores of students between Years 3 and 5 to above the state-wide benchmark score
Full implementation of ‘VCOP- Big Write’ program P-6 - to build teacher capacity with explicit teaching of writing skills, spelling and punctuation and provide consistent criterion for assessment of writing Continue to use the diagnostic Words Their Way (WTW) spelling approach from years P-6 to for whole school consistency and differentiation Continue to provide Professional Learning delivered by consultants/experts to build teacher capacity with teaching writing and mathematics Full implementation of the whole school reading & assessment program (Fountas and Pinnell) focussing on explicit teaching of comprehension skills P-6 and accurate assessment of student reading capabilities Use effective diagnostic reading assessment tools for consistency across P-6 such as, Fountas and Pinnell and REAP (Melbourne University) that adequately assess student reading levels and comprehension abilities Align key data tools for the collection and analysis of student learning that will inform targeted and differentiated instructional practice:
ensure teaching and learning responds to student capacity beyond expected levels
ongoing team analysis of cohort, individual and whole school data for forward planning
utilise current research & data evidence to drive year level planning
document and implement an agreed whole school instructional practice model utilising the research work of John Hattie
develop the leadership capacity of staff to lead instructional practice
Create a culture of WOW - utilising both peer and instructional coaching and feedback Develop a TRBPS Instructional Model for consistency of practice P-6 and to ensure teaching and learning is differentiated to meet the needs of all learners especially highly able students Develop a targeted approach to identifying and addressing highly able students across the board particularly looking at learning growth gain from year 3-5 Review of NAPLAN 3-5 matched cohort gain and percentage of students achieving in the upper two bands at Year 5 –(maintain the growth of students within these bans over the 2 year period)
KIS ENGAGEMENT Excellence in Teaching and Learning - Curriculum Planning and Assessment - Building Practice Excellence
To maintain the high results in third –fourth quartile evident in the Student Attitudes to School Survey for:
- Student morale - Classroom behaviour - Teacher effectiveness - Teacher empathy - Stimulated learning - Student motivation - Student orientation - School connectedness
To fully embed the use of ICT into curriculum programs
To improve the score for transition variable (1ST Quartile) in the parent
Increase student voice opportunities through involvement and participation in decision making via an active SRC, student forums and student leadership opportunities Emphasise greater student led inquiry learning P-6 and build teacher capacity with using inquiry learning approach (Kath Murdoch) Review and expand the student led conferences P-6 as part of reporting to parents Further develop the use of student individual goal setting, self assessment, self-reporting and reflection on learning progress – Visible Teaching and Learning – John Hattie Build the capacity of staff to effectively and confidently integrate greater use of ICT across the curriculum Continue to refine the whole school transition program with particular emphasis on the inclusion of information evenings for parents for students moving from years 2-3 & 4-5 Using GradeXpert reporting system to record and track student achievement P-6, wellbeing and attendance GradeXpert system in full operation for parents, teachers and students to increase communication processes
Published: February 2016
opinion survey by 2018
To track all students throughout their life at the school
KIS Wellbeing –
Excellence in Teaching and Learning - Curriculum Planning and Assessment - Building Practice Excellence
To improve consistency between parent, student and staff perceptions of:
- Student morale - Teacher empathy - Effective discipline policy - Student safety - School connectedness - Student motivation
Continue with KidsMatter framework and embed Restorative Practices
Embed DET Social and Emotional Learning programs into the curriculum and investigate the Resilience Project Continue to implement restorative practices Inc., circle time Fully implementing and embed school wide agreed Social and Emotional Learning Skills Program (scope and sequence) across P-6 Continue to train Peer mediators from this year’s 5 cohort to act as peacemakers in year 6
KIS Productivity – Excellence in Teaching and Learning - Curriculum Planning and Assessment - Building Practice Excellence
School Staff Opinion Survey data to rank ‘Active Participation and Coherence’ (in the Professional Learning module), to be above the State Mean
School Staff Opinion Survey data to rank ‘Applicability of professional learning’ (in the Professional Learning module), to be above the state mean
Fully implement a formalised ‘Watching Others Work’ (WOW) program that includes peer coaching, observation and feedback opportunities for all staff – align objectives to PDPs Continue to foster and support Professional Learning Teams P-2, 3-4 & 5-6 including clear processes and protocols Continue to support succession training opportunities and development of leaders across the school- building middle leaders
Review and refine staff roles and responsibilities/ role descriptions to align with school SP goals and priorities and their PDPs
Continue to provide specific staff PL that aligns with School Strategic Plan priorities
To use PLT and whole school meeting structures to support teams to work greater consistency in planning and implementation of students learning programs
Develop a School Pedagogical Plan /instructional model to align teaching and learning in terms of, pedagogical theories / models, school philosophy and the Inquiry Learning Approach across the school P-6
Continue to refine the staff handbook and induction program for graduates, returning and new teachers to the school
Published: February 2016
Section 2: Improvement Initiatives Each table below is designed to plan for and monitor each Improvement Initiative. Add or delete tables – one for each Improvement Initiative from Section 1 on the previous page. You can also add or delete rows so that there is alignment and line of sight between the key improvement strategies, actions, success criteria and monitoring. The goals come directly from your School Strategic Plan (SSP) – you will find it helpful to keep them in the same order.
Please not that, in the progress status section, respectively indicate: not commenced or severely behind schedule, slightly behind schedule but remediation strategies are in place to get back on schedule and
on schedule and/or completed.
STRATEGIC PLAN GOALS Achievement Goals: To improve student learning in English with particular emphasis on writing and spelling whilst maintaining the sustained focus on reading. To improve student learning in Mathematics with particular emphasis on using challenging (rich task) problems and differentiation so students can explore mathematical reasoning skills.
IMPROVEMENT INITIATIVE Excellence in Teaching and Learning - Curriculum Planning and Assessment - Building Practice Excellence
STRATEGIC PLAN TARGETS KIS Achievement Targets
To continue the relative growth of students in Numeracy (NAPLAN) so that low, medium and high groups achieve higher than the relative state-wide growth
To continue to improve student writing as measured by the (NAPLAN) relative growth scores of students between Years 3 and 5 to above the state-wide benchmark score
To improve student spelling as measured by the (NAPLAN) relative growth scores of students between Years 3 and 5 to above the state-wide benchmark score
12 MONTH TARGETS At least 1 years growth for all able students evident in Victorian Curriculum F-10 Teacher Judgements data for English: Reading and Writing and Mathematics: Number and statistics and probability and verified by NAPLAN, PAT Maths, MOLI, On-Demand and F and P and VCOP criterion moderation practices.
KEY
IMPROVEMENT
STRATEGIES
ACTIONS WHO WHEN SUCCESS CRITERIA
MONITORING
Progress Status
Evidence of impact Budget
Estimate YTD
Full implementation of ‘VCOP- Big Write’ program P-6 - to build teacher capacity with explicit teaching of writing skills, spelling and punctuation and provide consistent criterion for assessment of writing
Develop non negotiables list for VCOP The Big Write – writing program Include on every Agenda of Team Planning meetings PLTs Leadership meetings – agenda Planning Blocks- focus Professional Learning budget
Leadership team LT and Team Leaders
Term 1 Ongoing
6 months: Use of VCOP language in all planning documentation
List of non negotiable created and distributed to all staff
$1000
12 months: The VCOP Big Write program being used by all teachers across P-6 as evident in team and individual classroom planning and timetable Improved School data for Writing –NAPLAN and Vic Curriculum
$1000
Build teacher capacity to focus on explicit teaching of writing skills and spelling using professional learning and peer and instructional coaching WOW
Continue to provide Professional Learning delivered by consultants/experts to build teacher capacity with teaching writing PL budget PL meeting schedule Timetable to support WOW program
Consultant
Leadership team
All staff
Term 1 Ongoing
6 months: PL meeting organised by LT to share each teams practice in VCOP by terms end
$20000
12 months: All teachers to have visited another classroom to WOW and to have been visited by someone for feedback /peer coaching each semester
$10,000
Continue to use the diagnostic Words Their Way (WTW) Spelling approach from Years P-6 to inform curriculum development and for whole school consistency.
Continue to share practice WTW at meetings: team PLT and whole school
Discussions at Leadership meetings and agreement on how many WTW sessions per week
Leadership Team
All staff
Term 1 Ongoing
6 months: WTW in operation 4-5 sessions a week (as agreed) across the entire school
Evident in individual class work program/timetable
$1000
12 months: Embedded in TRBPS Instructional Model Improved Spelling Data evident in NAPLAN and Vic Curriculum data
$0
Published: February 2016
Fully implement the use of F&P reading assessment to adequately assess student reading levels and comprehension abilities consistently across P-6
F and P to be used by all levels to confirm PM reading level, Judgements at least twice yearly at reporting time P-2 and 3-6 confirming termly PROBE reading assessments
All staff
Team Leaders
Term 2 and 4
6 months: Use of F and P by all teaching staff for June reports
PL delivered by key trained staff members to all teachers
$600
12 months: F and P used by all staff to confirm Vic Curriculum teacher judgements for reading May and October
Align key data tools for the collection and analysis of student learning that will inform targeted and differentiated instructional practice:
ensure teaching and learning responds to student capacity beyond expected levels
ongoing team analysis of cohort, individual and whole school data for forward planning
utilise current research & data evidence to drive year level planning
document and implement an agreed whole school instructional practice model utilising the research work of John Hattie
develop the leadership capacity of staff to lead instructional Practice
Develop an Instructional Practice model to encompass all non negotiables and programs of Practice
LT and TLs Work with EiIL consultants to audit the curriculum and create a scope and sequence for inquiry units of work that is inline with the Victorian Curriculum F-10
PL readings research of Hattie
Data spread sheets /tracking system for student learning entered on GradeXpert and collated by Team Leaders on their cohort with assistance of LT (by end each Term)
Individual class data collected and entered on spread sheets according to the school assessment schedule
Data shows
Analysis of student data at team, PLT and whole school level
Program planning to be monitored by team leaders and LT
Team leaders and LT professional development sourced at Bastow Uni course to assist the development of IP Model and for leadership growth or John Hattie Visible Teaching PL
Prin, AP & LT &Team Leaders
DET EILLs
Level teams
TL and teams
All teachers
All staff
TLs
Principal, LT and TLs
Term 1-2
Term 1
Term 1
Ongoing
Ongoing
Twice yearly
Ongoing
Ongoing
Term 1
6 months: Copy of Hattie’s Visible Learning And Teaching and Meta Analysis bought for Leadership Team
Model commenced as a focus in leadership team meetings
$7000
12 months: Whole school Instructional Practice Model developed, documented and shared with staff at PL meeting
Bastow course or Hattie PL completed by leadership team
Team leaders sharing Hattie knowledge and learning with their level team
Data for students achieving well above the level in NAPLAN (top 2 bands) growth to be maintained from years 3-5
Published: February 2016
Section 2: Improvement Initiatives STRATEGIC PLAN GOALS Engagement Goals:
To continue to build and promote behaviours and attitudes across the school community that supports the achievement of personal best and encourages a growth mindset To optimise student capabilities with ICT to more effectively meet their needs as 21st century learners To ensure smooth transition throughout the school (P-6) particularly at pivotal years; year 2 to year 3 & year 4 to year 5
IMPROVEMENT INITIATIVE Excellence in Teaching and Learning: Curriculum Planning and Assessment and Building Practice Excellence
STRATEGIC PLAN TARGETS KIS Engagement Targets To improve the results of the Student Attitudes to School Survey for:
- Student morale - Classroom behaviour - Stimulated learning - Student motivation - Student orientation - School connectedness
To fully embed the use of ICT into curriculum programs To improve the score for transition variable (1ST Quartile) in the parent opinion survey by 2018 To track all students throughout their life at the school To embed the use of inquiry Learning – Kath Murdoch Student voice in inquiry learning unit development
12 MONTH TARGETS Use school data to track progress of student engagement Program documentation to have ICT activities, programs etc., clearly highlighted A TRBPS Scope and Sequence for ICT Completed ICT staff survey –like ePotential
KEY
IMPROVEMENT
STRATEGIES
ACTIONS WHO WHEN SUCCESS CRITERIA
MONITORING
Progress Status
Evidence of impact Budget
Estimate YTD
Increase student voice opportunities through involvement and participation in decision making via an active SRC, student forums, student leadership and inquiry learning opportunities
PL for staff in understanding and applying Hattie’s meta-analysis and teaching approaches – ‘Visible Learning, Visible teaching’ -PL budget Students to be provided with increased responsibility for setting learning goals, monitoring and tracking their own learning and assessment P-6 –LT and TLs to lead this initiative The Inquiry Learning approach (Kath Murdoch) continues to be the focus of design to create units of work in-line with the Victorian Curriculum F-10 by teaching teams – PL budget to provide resource of a The Power Of Inquiry (Kath Murdoch) book for teaching staff - approximately $40 a book x 26
Prin, AP LT and TLs LT & TLs All teachers
TLs and all teachers
Term 1 and 2 Ongoing
6 months: Hattie PL – attended by Leadership Team
Inclusion of students views/interests in curriculum obvious in planning documentation
Goals setting and clear learning intentions obvious in all classrooms for all lessons
$0
12 months: PL delivered to all teachers by leadership team Creation of Instructional Practice model including clear consistent lesson structure according to the research of John Hattie
Inquiry Learning model used by teams to plan units of work for students and there is evidence of student voice in the curriculum through incorporation of independent inquiries in team planning documentation
$1000
Design a year school event plan, audit extra curriculum and school events to ensure scheduled events are monitored against target of maximising time spent on core –curriculum.
Leadership team, in consultation with staff, to design a year plan for key school events that allows maximum time to be spent on core curriculum
Discussion with School Events SC team convenor for community input
Leadership team
Principal
Term 1
Term 1
6 months: Yearly plan to be presented to school community
$0
12 months:
Revise plan each year make sure a balance is maintained
Published: February 2016
Student s to complete surveys about transition and pathways.
Groups of students complete survey monkey about the 2016 transition program from years 1-6
LT and AP Term 1 6 months: Create survey to gauge parents and students views and present to key groups of parents for feedback about the 2016 transition process
$100
12 months: Refine school transition program ready for 2018
$0
Published: February 2016
Section 3: Other Improvement Model Dimensions STRATEGIC PLAN GOALS Wellbeing Goals:
To maintain the strong, trusting relationships that have been built and to strengthen clear communication and positive regard for one another. To strengthen student social and emotional wellbeing.
OTHER IMPROVEMENT MODEL DIMENSIONS
Positive Climate for learning and Health and Wellbeing
STRATEGIC PLAN TARGETS To improve consistency between parent, student and staff perceptions of: - Student morale - Teacher empathy - Effective discipline policy - Student safety - School connectedness - Student motivation
12 MONTH TARGETS Use school survey data to track progress of Student Wellbeing To improvements the results of variables of student safety, classroom behaviour connectedness and morale from 2016 survey data
KEY
IMPROVEMENT
STRATEGIES
ACTIONS WHO WHEN SUCCESS CRITERIA
MONITORING
Progress Status
Evidence of impact Budget
Estimate YTD
Fully implement the new Student Engagement and Wellbeing Policy to enhance whole school consistency to student behaviour management practices and support collective responsibility
SWT members implement module 3 - KidsMatter Included in the PL meeting schedule
Fully implementing and embed school wide agreed Social and Emotional Learning Skills Program (scope and sequence) across P-6.
Train new Peer mediators from this year’s 5 cohort to act as peacemakers. PL budget
PL schedule and budget
SWL SWT Year 5/6 TL
Term 1 Ongoing Term 1
6 months: Agreed practices as listed in SWEP in operation and embedded in the school Instructional Practice model Student Wellbeing PL delivered Peacemakers trained and operational in playground
$300
12 months: Student SEL program evident in team planning documents and individual l classroom programs Student Engagement and Wellbeing Policy used to guide teacher consistency of practice when managing classroom and behaviour situations
$200
Use relationships as the basis for building safe and stimulating classroom learning communities, where class expectations based on our school values are co-constructed with the children
Fully embed the school values as a basis to building all classroom and teacher relationships, to set classroom/school expectations and tone as well as supporting development of collective responsibility for all students
Use school values to underpin the child safe standards, school commitment and Community Code of Conduct policies and procedures; PL for staff for revision of these at commencement of year Hit The Road Running Program – school resource School administration Budget used to create School Information display folders
All staff Ongoing 6 months: School values and class expectations will be displayed in every classroom as part of Hit The Road Running program implementation
Child Safe Standards, policy, TRBPS Code of Conduct, school commitment and procedures given to all staff and kept in school display folder and used as a continual point of reference
$500
12 months: All teachers understanding their role in creating collective responsibility for all students, utilising a positive common language around student wellbeing practices and student behaviour expectations – consistently heard across the school
$100
To source a Social and Emotional Learning framework, which will align the school’s philosophy, values, current and future social and emotional wellbeing programs i.e. KidsMatter.
Fully embed KidsMatter framework for delivering Social and Emotional Learning (SEL) and DET respectful relationships and resilience programs
Wellbeing Resources purchased to support program implementation PL and Wellbeing budgets to support this initiative Review of Student Attitudes to School Data results and discuss with staff
SWL SWT
Ongoing 6 months: Explicit social and emotional learning happening in each classroom everyday Teachers following the new Student Wellbeing and Engagement Policy (to be ratified by school council) commonality of practice seen across the school
$500
12 months: Review revised Student Wellbeing and Engagement Policy annually in line with SEL and KidsMatter PL and DET guidelines
Published: February 2016
Investigate and implement Restorative Practices, including circle time and the training of student peacemakers (5-6) to develop risk taking, mutual respect, trustworthiness and self-responsibility.
Fully embed Restorative Practices through additional PL with a consultant and feedback on practice Continue to implement restorative practices including circle time in classroom for explicit teaching of social skills and discussing emotions Train and coach year 6 peacemakers for students in years P-4 to assist in the playground
Peacemakers badges and folders set up and fluoro coats organised
All staff TL year 5/6
“
Term 1 Term 1
6 months: PL for staff delivered, staff using the restorative chat in the playground Clear class expectations and school values displays evident in every classroom
.
$100
12 months: Peacemakers in operational in playground from term 1 Circle time happening every day in every classroom as part of the instructional Practice Model at TRBPS
$100
Increase promotion and celebration of student behaviours that demonstrate the school values
Awards at assembly given by all teachers across the school Student rewards in classroom related to promoting the school/class values TRBPS Think sheets that pertain to values used with students for reflection time after an incident
All staff
“ “
Ongoing
“ “
6 months: Students knowing and enacting the school values in the classroom and playground Teachers modelling the set up of classroom expectations and setting the class climate through implementation of The Hit The Road Running’ agreed start up program.
$200
12 months: Less classroom behaviour issues, students referring to school values in discussions about behaviour
Teachers using values as basis for behaviour moderating and staff modelling and promoting school values
$200
Develop a ‘Student Wellbeing Team’ that meets regularly to:
review current wellbeing programs,
establishing a SEL framework,
develop collective responsibility and consistency of approach to wellbeing across the school
Continue the established SWT to promote school values, model Restorative Practice, circle time and promote collective responsibility and drive KidsMatter KidsMatter promoted on wrist bands worn by students SWT driving collective responsibility for all students Meeting schedule and PL budget to support these initiatives PL for wholes school on Resilience Project (consultant Hugh van Cuylenburg)
Staff duty in Mindfulness Room scheduled as part of the regular yard duty TT
SWTL All staff SWT Leadership Team SWTL TLs
Ongoing
“ “
Term 2
Ongoing
6 months: SWT in full operation meeting regularly each fortnight SWT rostered to operate the mindfulness room
$0
12 months: Teams discussing wellbeing as a part of every meeting agenda PL sessions to focus regularly on student wellbeing
PL delivered to students, staff and Parents as part of the Resilience focused Student Wellbeing Program
$5000
Published: February 2016
Section 4: Other Improvement Model Dimensions STRATEGIC PLAN GOALS Productivity Goals:
To improve the professional learning (PL) program and PDP process. To enhance whole school planning and program delivery, particularly through improved staff capacity and efficacy of Professional Learning Teams (PLTs).
OTHER IMPROVEMENT MODEL DIMENSIONS
Excellence in Teaching and Learning Professional Leadership – building leadership teams
STRATEGIC PLAN TARGETS School Staff Opinion Survey data to rank ‘Active Participation and Coherence’ (in the Professional Learning module), to be above the State Mean
School Staff Opinion Survey data to rank ‘Applicability of Professional Learning’ (in the Professional Learning module), to be above the State Mean 12 MONTH TARGETS Staff Survey data to show growth in variables of ‘Applicable Participation’ and ‘Coherence and Applicability of Professional Learning’ from 2015
Role Clarity variable on Staff Survey to show improvement
KEY
IMPROVEMENT
STRATEGIES
ACTIONS WHO WHEN SUCCESS CRITERIA
MONITORING
Progress
Status Evidence of impact
Budget
Estimate YTD
Establish clear goals for the professional learning strategy that enables people to connect their learning to the school’s improvement agenda
Continue to implement the ‘Watching Others Work’ (WOW) program that includes peer coaching / observation opportunities for all staff – align objectives to PDPs
Review and refine staff roles and responsibilities/ role descriptions to align with school SP goals and priorities and staff PDPs.
Continue to provide specific staff PL that aligns with School Strategic Plan priorities.
Prin, AP LT All staff Prin, AP LT
Term 1 - 4 Term 1
Term 1
6 months: Handbook revised presented to staff at start of 2017 Staff to be given clear roles and responsibilities descriptions Create 2017 PDPs which align with SSP/AIP school goals PL presented on SSP/AIP and level PDP goals created
School Meeting Schedules to reflect team planning block allocation
$5000
12 months: PDP process – mid cycle and end of year cycle completed PL achievements staff review- SSP/AIP
$100
Build the instructional capacity of teachers through PL, teacher observation, use of student achievement data, strong and ongoing induction, mentoring and coaching and the PDP process
Continue to foster and support Professional Learning Teams P-2, 3-4 & 5-6 to analyse and discuss data for forward planning
Continue Team Leaders development through the leadership team meeting structures and through PL at Bastow or with John Hattie To use PLT and whole school meeting structures and processes to support teamwork toward achieving greater consistency of practice across the school
Leadership Team All staff Leadership Team Prin/LT
Ongoing
Ongoing
Ongoing
6 months: Set up clear meetings protocols to guide operation of meetings
Clear agendas which list Teaching and Learning, engagement and wellbeing as a permanent feature
$0
12 months: Creation of an agreed Instructional Practice Model for the school
Team meetings attended: Leadership, Level Team and PLT and whole school and briefings
$10000
Build teacher leadership capacity across the school to support professional growth and improve student learning outcomes for all children
Continue to support succession training opportunities and development of leaders across the school
Maintain level coordinators to assist Team Leaders with the operational/administrative level tasks Create an intensive Graduate induction program
Prin/AP LT &TLs
Ongoing Ongoing
6 months: Staff having a defined leadership role or responsibility
$7000
12 months: Survey leaders for feedback
Staff PDP reflections
Induction program established and trialled with new Graduate teachers
$100
Published: February 2016
Section 4: Annual Self-Evaluation [Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any
risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available]
Priority Improvement model
dimensions – note state-
wide Improvement Initiatives
are bolded
Is this an
identified
initiative or
dimension
in the AIP?
Continuum
status
Evidence and analysis
Exce
llen
ce in
te
ach
ing
and
lear
nin
g
Building practice excellence Select Select status [Drafting note For current AIP improvement initiatives and/or dimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This
statement can refer to the progress status and/or make reference to the achievement of the appropriate goals, targets and success criteria.]
Curriculum planning and
assessment
Select Select status
Evidence-based high impact
teaching strategies
Select Select status
Evaluating impact on learning Select Select status
Pro
fess
ion
al
lead
ers
hip
Building leadership teams Select Select status
Instructional and shared
leadership
Select Select status
Strategic resource
management
Select Select status
Vision, values and culture Select Select status
Po
siti
ve c
limat
e f
or
lear
nin
g
Empowering students and
building school pride
Select Select status
Setting expectations and
promoting inclusion
Select Select status
Health and wellbeing Select Select status
Intellectual engagement and
self-awareness
Select Select status
Co
mm
un
ity
en
gage
me
nt
in
lear
nin
g
Building communities Select Select status
Global citizenship Select Select status
Networks with schools,
services and agencies
Select Select status
Parents and carers as partners Select Select status
Reflective comments: [Drafting Note Please use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings]
Confidential cohorts analysis: [Drafting note This section is not for public distribution. Report here the extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care
students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students]
Next Steps: