independent public school targets - samford · whole school evaluative practices for measuring ‘a...

Samford State SchoolINDEPENDENT PUBLIC SCHOOL

Targets

• All teachers effectively implement the Australian Curriculum using evidence based decisions to target teaching

• Collaboratively develop and document a quality assured, rigorous process for Year Level Unit Planning reflecting the intent of school based pedagogical practices

• Whole School Curriculum, Assessment and Reporting Framework updated and embedded consistently across the school including quality assured planning and moderation processes

• ICP and TTPs for identified students enacted in classrooms

A Year of Growth

• Responsible Behaviour Plan revised and School Council approved

• 15% reduction in school disciplinary absences

• Implement a whole school approach of inclusive learning which provides a years’ worth of growth for all students

• An observable increase in inclusive practices for students in classrooms based on 2017 student data

• Documented processes, protocols and shared understandings of school wide inclusive education practices

Diverse Learners

• Development of a whole school approach to STEM• Teachers report on at least one Design Technologies unit by the end of 2018 • Students engage in opportunities to actively shape and lead their learning

Creativity and Innovation

• Teach, assess and report on Digital Technologies Curriculum in Sem 1 and 2

• Above 94% satisfaction in School Opinion Survey data around ICT from students, staff and parents

• Increase in student ICT capabilities to a minimum of 75% in all areas of the ICT capabilities assessment for students in year 2 and year 5

• Develop Makerspaces in DISC and have at least three year levels accessing it

Digital Technologies

• A documented plan detailing whole school practices for collection, analysis and communication of data, that informs how this is used to inform practice and guides decisions

• Digital Markbooks utilised to monitor and track student learning progression as identified in desktop audits each term

• Collaborative development of whole school evaluative practices for measuring ‘A Year’s Worth of Growth’ including targets, trigger points and school benchmarks

Behaviour

Literacy

• Develop, document and implement a consistent whole school approach to spelling and a consistent approach to reading in the early years

• All Prep and Year 1 students to meet school benchmarks for reading as outlined in school data plan

• All Prep and Year 1 teachers implementing a consistent early phase literacy program

Targeted Teaching

Evidenced Based Decision Making

Connected Learning

2018


Students• I am actively engaged in my learning

• I strive to stretch myself as a lifelong learner

• I actively use learning goals to support my learning

• I celebrate when I achieve my learning goal

• I use feedback to monitor my learning and work towards my learning goal

• I can explain what I am learning (success criteria)

A Year of Growth

• I belong

• I engage in learning and stretch myself every day

Diverse Learners

• I solve authentic and real-life STEM based problems in the classroom and during optional extra curricula activities

• As a STEAM Leader I will create and plan STEM activities across the school• I have a voice in my learning• I feel valued and I belong


• I engage with and provide feedback and input into the trial of 1-1 device class

• I actively participate with Digital Technologies in extra-curricular activities such as robotics competitions, Minecraft interschool competition, lunchtime robotics and coding clubs

• I explore and learn aspects of the Music Curriculum through Digital Technologies (Year 2, 3 & 4 students)

• I use Digital Technologies to remove barriers to my learning

• I provide feedback and design input into our Makerspace


• I set my learning goals based on feedback from my teacher

• I act on feedback from my teachers

• I play an active role in shaping my learning pathway

• I monitor my own progress

• I know how to improve

• I can see the progress I have made

Behaviour

• I provide input into shaping the Responsible Behaviour Plan

• As a role model and student leader, I aim to play an active role in maintaining high expectations of all students

• I follow rules and help maintain a safe, supportive learning environment

Targeted Teaching

Evidenced Based Decision Making

Connected Learning

• I set learning goals in reading and monitor my progress

• I actively seek to close my learning gap by acting on feedback received and taking the next step towards my learning goals

• I provide feedback to staff on my learning progression

Literacy

2018


• Develop and trial whole school planning protocols and quality assurance processes

• Planning days for all year levels to deepen shared understandings of curriculum intent and to ensure cohesion and rigor of curriculum

• Pre-assessments created, implemented, analysed and actioned to inform teaching and learning pathways

• Student case team accurately document ICP’s and TTP’s targeting individual student’s needs to build shared understanding and clarity of accountabilities

• Various moderation opportunities scheduled to deepen knowledge and shared understandings of the curriculum

• Year level participation in Feedback for Learning Project to deepen knowledge and Learning Project to deepen knowledge and refine pedagogical practice.

• Participation in regional Pillar Days to stay connected to the region

• Update Whole School Curriculum, Assessment and Reporting Framework to include all AC learning areas taught – including audit of English assessment tasks assessment tasks against V8 of the Australian Curriculum

• Develop planning templates for unit planning recording to ensure vertical and horizontal alignment and consistency

• Develop and document pre-assessments and use data to determine students’ entry points on learning progression to inform flexible groupings, and to develop personal learning goals and unit goals

A Year of Growth

Targeted Teaching

• Develop a team of school representatives (inc OSHC) to lead the review, revision and implementation of the school Responsible Behaviour Plan (RBP)

• Grow capacity of staff to embed Positive Behaviour for Learning in our school through Professional Development, Coaching and Mentoring

• Employ Behaviour Coach to lead RBP agenda and support staff to develop consistent whole school approach to RBP

• Consult with broader school community to provide feedback and input into the review and redevelopment of the RBPSchool Strategies

Behaviour

• Enact and embed the vision of Inclusivity at Samford State School

• Work collegially with other schools focused on inclusivity through professional learning conversations and school visits

• Co-create and document inclusive practices in the school in the Inclusivity Framework

• Engage with the inclusivity coach for the region to build school wide capabilities

• Individually negotiated classroom observation/ feedback cycles to build capability, enhance line of sight to shape whole school professional learning needs

• Monitor the progress of our most vulnerable learners through desktop audits, line of sight reviews and data snapshots

• Build the capability of staff to develop a shared understanding of inclusive practices that will enable students to achieve their potential through engagement with the inclusion teachers and sectional leaders, planning conversations focused on inclusivity and differentiation, engagement with the Differentiation Coach, HOC and Master Teacher and the development of targeted teaching plans

• Conduct audit to ensure school signage, communication and branding is consistent with the inclusivity agenda

• Provide professional learning and coaching to teachers to support inclusivity and targeted teaching for our most vulnerable learners

• Classroom and Inclusivity Teachers work collaboratively demonstrated through strong working relationships in relation to curriculum, assessment, moderation and reporting

Diverse Learners


• Lead regular opportunities for professional conversations including PD, coaching/mentoring, learning walks for teachers to deepen their understanding of the teaching of reading and spelling

• Develop spelling framework in consultation with spelling committee to support consistent practices across the school

• Track and monitor student progress through assessment tools to inform teaching practice

• Collaboratively review whole school reading framework to provide clarity, alignment and consistency

• Lead teachers to deepen their knowledge of effective evidence-based practices in reading and spelling

• Upskill parents through regular literacy workshops, including early literacy development to help build their role as partners in learning

• Implement and document consistent whole school use of the data cycle for case management, year level learning programs and whole school decisions to embed evidence based decision making

• Implement and document scheduled processes for cohort analysis of progress in writing, reading and numeracy to evaluate effectiveness of programs and practice

• Development of trigger points for individual students to ensure early intervention in literacy and numeracy

• Enhance use of digital mark books across all year levels to: track student growth, monitor cohort progress and inform teaching and learning

• Actively develop teachers’ data literacy and use of the data cycle through professional conversations with sectional leaders, year level and planning meetings

• Engage with critical friends from outside school to provide constructive, objective feedback

• Develop and implement quality assurance processes to maximise and protect the reliability and integrity of data

• In consultation with year level teams, develop short and long term NAPLAN targets to build shared ownership of literacy and numeracy outcomes

• Build knowledge and understanding of higher order thinking and its application to teaching and learning through planning sessions and professional learning

• Identify teachers to train as GEMS through online course to be able to better respond to the needs of all students

• Continue to develop and build knowledge and understanding of STEM through planning of STEM based units

• STEM committee to revise and enact whole school approach to STEM and update plan

• Continue to develop connections with wider school community including Samford Commons and partners

• Develop and plan for whole school STEM opportunities eg Science week

• School continues to participate in Age Appropriate Pedagogies project

• Classroom teachers visit neighbouring schools to explore other techniques of incorporating AAP and build collegial relationships within the cluster

• In house classroom walkthroughs continue for new and established teachers

• Continue to provide opportunities for students to have a voice within various aspects of their school life/journey


Evidenced Based

Decision Making

Literacy

School Strategies

Targeted Teaching

Connected Learning

• School ICT scope and sequence finalised and provided to teachers to improve integration of ICT capabilities across a range of learning areas

• Support teachers implement Australian Curriculum Design Technologies by working with HOC and Tech Ambassador

• Create Tech Ambassador role to develop and support Digital Technologies agenda

• Map coding and robotics expectations, technologies and resources for P-6

• Create a renewal 5-year cycle of iPads to ensure current technology is available

• 1-to-1 device trial 2xYr 4 classes (Mon-Wed) to provide insight into context demands of BYOD approach

• 1-to-1 device trial of Music classes (Thurs-Fri) to provide students with broader, more relevant learning opportunities

• 85%+ of classes completed cybersafety lessons by end of Week 3

• Develop teacher capabilities of Year Level DigiTech Ambassadors through ongoing professional conversations and coaching

• Encourage staff to access MOOC (Massive Online Open Courses) to support their professional learning

• Support Inclusivity Team and teachers to use digital technologies to remove barriers to learning for all students

• Develop partnership with Microsoft Education to expand professional learning network

• Weekly check-ins and consultation with teachers to promote ICT integration

• Introduce, model, use the DET, school critical and creative thinking strategies program

• Create Makerspaces to assist reshaping the way students learn and provide them greater agency and activity of the learning

• Collaborate with local school Technology and STEM Ambassadors


independent public school targets - samford · whole school evaluative practices for measuring ‘a...

Documents