mcdowall state school annual implementation plan 2016 · pdf file ·...

McDowall State School Annual Implementation Plan 2016

McDowall State School

Annual Implementation Plan 2016

School Context The McDowall State School delivers excellence in quality preparatory and primary education services.

The purpose of the McDowall State School is to implement the Australian preparatory and primary curriculum and deliver

effective professional teaching services within a supportive school learning environment facilitating achievement of personal

excellence.

Our vision is for all students to experience success and to assume increasing levels of self-responsibility in the

achievement of pre-determined learning outcomes within a supportive learning context strengthened by partnerships.

1. Focus on the Child

Our collective decision-making, goodwill and endeavour is to benefit enrolled children.

2. Quality Curriculum

Teachers being able to interpret, construct, implement and review the best curriculum possible.

3. Effective Teaching Resulting in Learning

Supporting highly skilled teaching practitioners to achieve the best outcomes for all students.

4. Partnerships – Staff, Students, Parents and Community

Parents and community actively supporting and complementing school operations, investing additional funding,

resources, time, facilities and opportunities to make ‘Our Great State School’ even better.

5. Best Outcomes for All Students

We aspire to achieve the best learning outcomes for all enrolled students. We acknowledge that parents should always

access the ‘most appropriate school programme’ at which-ever school location for the specific learning needs of their

child.

We will achieve the best outcomes for all students through an ongoing commitment towards:

SCHOOL RULES SCHOOL MOTTO

Respect for Yourself Courtesy in conduct

Respect for Others Honesty in judgement

Take Responsibility for Your Own Actions Knowledge on which to base informed decisions


School Targets for 2016

90% of students achieve a C or above rating in English.

75% of students achieve an A-B rating in English.

Referencing against the Literacy Continuum P-2 Indicators / Early Start Student Profile and Literacy Continuum 3-6 Indicators …. Examining how each individual student has improved over 12 months:

o 100% of P-6 students score improvement. o 75% of each cohort be scored within the above average range.

100% of Year 3 students are at/above NMS NAPLAN in Reading or have an evidence based plan.

65% of Year 3 students are in the U2B NAPLAN for Reading.

100% of Year 5 students are at/above NMS NAPLAN in Reading or have an evidence based plan.

65% of Year 5 students are in the U2B NAPLAN for Reading.

100% of Year 3 students are at/above NMS NAPLAN in Writing or have an evidence based plan.

75% of Year 3 students are in the U2B NAPLAN for Writing.

100% of Year 5 students are at/above NMS NAPLAN in Writing or have an evidence based plan.

75% of Year 5 students are in the U2B NAPLAN for Writing.

15% lift value expected for every student in writing (in excess of an expected 12 month progress value) measured by comparing Student Writing Sample proficiency (a) Spelling (b) Grammar and Punctuation (c) Language Conventions.

100% of Year 3 students are at/above NMS NAPLAN in Spelling or have an evidence based plan.

60% of Year 3 students are in the U2B NAPLAN for Spelling.

100% of Year 5 students are at/above NMS NAPLAN in Spelling or have an evidence based plan.

65% of Year 5 students are in the U2B NAPLAN for Spelling.

75% of students achieving at or above their age level in the annual Student Soundwaves Spelling Test.

15% lift value expected for every student in spelling (in excess of an expected 12 month progress value) measured by comparing Term 1 and Term 4 Soundwaves Spelling Test results.

100% of Year 3 students are at/above NMS NAPLAN in Grammar and Punctuation or have an evidence based plan.

75% of Year 3 students are in the U2B NAPLAN for Grammar and Punctuation.

100% of Year 5 students are at/above NMS NAPLAN in Grammar and Punctuation or have an evidence based plan.

75% of Year 5 students are in the U2B NAPLAN for Grammar and Punctuation.

100% of Year 3 students are at/above NMS NAPLAN in Number or have an evidence based plan.

60% of Year 3 students are in the U2B NAPLAN for Number.

100% of Year 5 students are at/above NMS NAPLAN in Number or have an evidence based plan.

60% of Year 5 students are in the U2B NAPLAN for Number.

Each Teacher Team will use the Australian Professional Standards (the Teaching Tool Kit is an optional resource) to identify their competency level – Proficient, Lead or Highly Accomplished.

All Teacher Teams have a Principal approved ‘Action Research Initiative and Performance Development Plan 2016-2017’.

All teachers collaboratively establish specific learning goals with students, leading to shared responsibility for student learning; and teacher / student experience of honest feedback.


School Programme Management 2016

PROGRAMME: STUDIES MANAGER: V. Crowhurst

RESULT AREA MANAGER

Studies (School Curriculum Programmes P-6) Studies Committee

Swimming Paul Henderson

Sporting Schools Paul Henderson

School-based Itinerant Staff Donna Fredrickson

Student Council David Pedwell

PROGRAMME: CHILD NEEDS / LEARNING EXTENSION MANAGER: C. Pike

RESULT AREA MANAGER

Child Needs – Learning Extension Child Needs Committee

Special Education Janet Mogridge

Guidance Officer Lex Smith

Gifted and Talented Education Child Needs Committee

Indigenous Education Child Needs Committee

English as a Second Language Naomi Thistlethwaite

Refugee Support Child Needs Committee

International Students Vanessa Crowhurst

Behaviour Development Child Needs Committee

Getting the Basics Right … Literacy and Numeracy P-2 Child Needs Committee

Literacy and Numeracy Years 3-6 Child Needs Committee

PROGRAMME: INFORMATION COMMUNICATION TECHNOLOGIES MANAGER: D. Pedwell

RESULT AREA MANAGER

ICTs for Learning David Pedwell

One School Implementation Jan Saunders / Terese Cousar

PROGRAMME: HR SALARIES & WAGES MANAGER: D. Fredrickson

RESULT AREA MANAGER

Teacher Time (Leave, Sick, Emergent, Special) Bruce Fogarty

Teacher Units (Converted FTE) Bruce Fogarty

Teacher Aide Time Donna Fredrickson

Teacher Aide Time – Defence Donna Fredrickson

ICT – Support Wages Donna Fredrickson

Mentoring Beginning Teachers Nicki Brazzale and Deputy Principals

Investing for Success Nicki Brazzale and Deputy Principals

Great Teachers, Great Results – Master Teacher Arlene Smethurst

AAEP Wages Donna Fredrickson

Grounds Wages Donna Fredrickson


PROGRAMME: WORKFORCE TRAING AND DEVELOPMENT MANAGER: B. Fogarty

RESULT AREA MANAGER

Professional Development and Training Bruce Fogarty

PROGRAMME: SCHOOL ADMINISTRATION MANAGER: D. Fredrickson

RESULT AREA MANAGER

School Administration Donna Fredrickson

School Management Donna Fredrickson

Reprographics Donna Fredrickson

Stock – General Donna Fredrickson

Utilities (Including Sanitary Services) Donna Fredrickson

Cleaning – Non Labour Supplier / Equipment Repair Donna Fredrickson

Health and Hygiene Donna Fredrickson and Cleaners

Grounds Care Ben Basholi

Workplace, Health and Safety Donna Fredrickson

Media, School Promotions and Community Events Bruce Fogarty

PROGRAMME: SCHOOL FACILITIES AND EQUIPMENT MANAGER: D. Fredrickson

RESULT AREA MANAGER

Administration Technology Donna Fredrickson

Equipment Repair / Replacement Donna Fredrickson

Direct to Market – Planned Maintenance Donna Fredrickson and Bruce Fogarty

Direct to Market – Unplanned Maintenance Donna Fredrickson and Bruce Fogarty

Works Donna Fredrickson and Bruce Fogarty

Construction Donna Fredrickson and Bruce Fogarty

School Community Capital Improvement Grant Donna Fredrickson and Bruce Fogarty

PROGRAMME: PROVISION FOR FUTURE YEARS MANAGER: D. Fredrickson

RESULT AREA MANAGER

Equipment Replacement – Future Donna Fredrickson

Tractor Replacement Donna Fredrickson

PROGRAMME: STUDENT RESOURCE FUNDS MANAGER: D. Fredrickson

RESULT AREA MANAGER

Japanese Workbook Fee Gavin Turner-Moorcroft

Instrumental Music Instructional Fee Vanessa Crowhurst

Instrumental Music Programme Fee Vanessa Crowhurst

Instrumental Music Hire Fee Vanessa Crowhurst

Developmental Music Writing / Workbook Fee Alaine Woodruff

Religious Instruction Workbook / Sheets Fee Catherine Pike

Curriculum Workbook Fee Deputy Principals


PROGRAMME: VOLUNTARY FINANCIAL CONTRIBUTIONS MANAGER: D. Fredrickson

RESULT AREA MANAGER

Preparatory Year Contribution Nicki Brazzale

Years 1-5 Contribution Vanessa Crowhurst

Year 6 Contribution David Pedwell

E Learning Centre Contribution David Pedwell

School Leadership Team Responsibilities 2016

Refer to the McDowall SS Management Structure.

D. Fredrickson N. Brazzale C. Pike D. Pedwell V. Crowhurst A. Smethurst

Business Services

DP P-1 DP 2-3 DP 4-6 Head of Curriculum

Master Teacher (Pedagogy)

Defence TA School Photos Child Needs Sports / PE Concert Proof Pedagogy P-2 Assembly Student Teachers 3-6 Assembly Performing Arts Enrolments Enrolments Enrolments Library Progress Reports Progress Reports Progress Reports Curric. Centre Begin Teachers Students In Care One School Instrum Music Medical / Health E Learning Japanese Student Council Student Leaders


Priorities for 2016

School Priority: The Child “The Why” Students being placed at the centre of decision-making with a focus on improving literacy and numeracy outcomes and providing them with enriching

learning experiences to engage and inspire them to become creative thinkers and life-long learners. The unique learning needs of each student are

recognised, promoting high standards and scaffolding an inclusive, successful transition through each phase of schooling.

Strategy: To improve student attainment in core priority curriculum areas and NAPLAN.

Actions Responsible Officer/s

Engagement of experienced Speech Language Pathologist to work across P-2, to identify speech / communication / language issues, develop programmes and provide training for staff within the multi-disciplined Year Level team.

Deputy Principal P-1, 2-3. P-2 Year Level Teams.

Engagement of 30hr/wk Teacher-Aides to work across P-6, in support of multi-disciplined Year Level Teams to improve student learning outcomes.

Deputy Principals. P-6 Year Level Teams.

Engagement of additional Administration time, to better release the School Leadership Team from publications, newsletters, recordkeeping, PD records.

Business Services Manager.

Instigate Student Challenges: (a) Spelling (b) Facts (c) Geography. Principal.

Implement ‘Reading Flying Gang’ focusing on student reading comprehension. Principal.

Provide Year Level Management Forum Rep release time. (a) Year level co-ordination. (b) Link with Tartan Network. (c) Innovate – Action Research.

Principal.

Allocate a Teacher-Aide to a minimum of Year Level Teams. Principal.

Identify “Key Mastery Points” within the Australian Curriculum. Head of Curriculum.

Implement Executive Functioning Skills Programme P-2. Deputy Principals P-1, 2-3.

Implement Executive Functioning Skills Programme 3-6. Deputy Principals 2-3, 4-6.

Implement Instrumental Music Programming 3-6. (a) Wind, Brass and Percussion (b) Strings.

Principal. Head of Curriculum.

Implement a PE Skills Programme. Deputy Principal 4-6.

Maintain a current Student Portfolio, for all students. Head of Curriculum. Year Level Teams.

Strategy: To improve student attendance and retention at school.


Teacher profiling of student attendance and reasons for absence. Deputy Principals. Class Teacher.

Teacher follow up with a parent when unexplained absence or repeated / irregular attendance occurs. Where necessary, referral to Deputy Principal.

Deputy Principals. Class Teacher.

Teacher knowing the child and ensuring that each child has a focus and purpose to attend school.


Strategy: Close the Gap between attainment of Indigenous and non-Indigenous students.


Teacher knowledge of A.T.S.I students within their Year Level. Deputy Principals. Class Teacher.

Teacher to promote a ‘personal’, ‘friendly’, ‘meaningful’ relationship with parents of A.T.S.I students.


Teacher profiling of A.T.S.I student achievement in literacy and numeracy. Deputy Principals. Year Level Team.

Teacher intervention of A.T.S.I student underachievement (challenge and extension) in literacy and numeracy.

Deputy Principals. Year Level Team.


Strategy: Close the Gap between attendance rates of Indigenous and non-Indigenous students.


Teacher knowledge of A.T.S.I students within their Year Level. Deputy Principals. Class Teacher.

Teacher to promote a ‘personal’, ‘friendly’, ‘meaningful’ relationship with parents of A.T.S.I students.


Teacher profiling of A.T.S.I student attendance and reasons for absence. Deputy Principals. Class Teacher.

Teacher follow-up with parent regarding A.T.S.I student irregular attendance. Referral to Deputy Principal for follow up as required.


Strategy: Professional team approach led by Child Needs Committee and Class Teacher to identify, prioritise, implement and review intervention programmes and effectively target resources to meet the needs of students.


Oversee the identification and register of enrolled children with disabilities. Deputy Principal 2-3.

Co-ordination and deployment of available specialist personnel. Deputy Principal 2-3.

Performance development of available specialist personnel. Deputy Principal 2-3.

Oversee the collaborative development of Learning Plans for the small percentage of students who are identified as requiring a different Year Level curriculum in some or all learning areas.

Deputy Principals.

Oversee the collaborative development of Differentiation Planning for students requiring adjustments to the curriculum.

Deputy Principals.

Co-ordination of itinerant and external specialist personnel in student centred service delivery.

Deputy Principals.

Strategy: Teachers gather and interrogate attendance, achievement and behaviour data (including positive and inappropriate behaviour) to develop behaviour plans which meet the differentiated needs of cohorts and individual students.


Review and refine the School Responsible Behaviour Plan for Students, to provide improved latest alignment with legislative & systemic policy changes.

Principal.

Review and refine the Student Leadership Programme. Principal.

Review and refine the Junior and Senior Badge Programme. Principal.

Provide improved Plan alignment with the You Can Do It Programme. Deputy Principal 4-6.

Tartan Network to provide Parent Information opportunities during this review. Principal. Tartan Network.

Strategy: Review and refine the School-wide Student Intervention Programmes. (2015)


Oversee the identification and register (database) of enrolled children with support and extension learning needs.

Deputy Principal 2-3.

Collaboration with class teachers to ensure that deployment of available specialist personnel best complements the class programme, best removes barriers to student learning within the class programme; and delivers heightened student learning outcomes.

Deputy Principal 2-3. Child Needs Specialist Team.




Strategy: Review and refine the School-wide EAL/D Student Intervention Programme. (2015)








Strategy: Review and refine the School-wide Student Extension Programmes. (2016)








Strategy: Establish and refine a “Early Start” P-2 diagnostic needs, tracking and intervention programme. (2014)


Provision of TRS (6 days) allocation to begin ‘Flying Start’ applications within the Preparatory Year in Term 1.

Principal.

Implementation and maintenance of ‘Flying Start’ applications within One School across P-2.

Head of Curriculum. P-2 Year Level Teams.

Use of ‘Flying Start’ applications to monitor student achievement and inform teacher intervention in removal of student barriers to further learning.

Head of Curriculum. P-2 Year Level Teams.

Strategy: Maintain a current Student Folio, for all students.


Review and refine the School Year Level Assessment Programme. Head of Curriculum.

State key student assessment data (diagnostic / formative) to be captured (How & When) and state how this data is to be stored and used by Year Level Teams: Target setting, Student tracking, Evaluation of teacher effectiveness.

Head of Curriculum.

Use student data to identify trends and issues relating to student performance. Head of Curriculum.

Use student data for Year Level Teams to draft performance targets. Deputy Principals. Year Level Teams.

Use student data for students to draft performance targets and monitor their personal achievement toward these targets.

Deputy Principals. Year Level Teams.

Use student data to inform parent reporting. Deputy Principals. Year Level Teams.

Strategy: Implement the You Can Do It Programme.


Review held You Can Do It Kits and Resources – Update as required. Head of Curriculum.

Teacher and Teacher-Aide refresher training in You Can Do It Programme. Deputy Principal 4-6.

Promotion and monitoring of You Can Do It Programme implementation P-6. Deputy Principal 4-6.


Strategy: Match classes to implement peer buddying in reading and group work.


Formally match Senior Years classes with Junior Years classes (Buddies). Deputy Principal 4-6.

Buddy classes assist their junior peers with reading and group work. Deputy Principal 4-6.

Senior Years students earn their Junior & Senior Badge through Service within the Junior School. Eg. Games umpiring, Organised activities, etc.

Deputy Principal 2-3, 4-6.

Strategy: Operate a Student Council with membership drawn from Years 3-6.


Election of two Student Councillors from each Years 3-6 class. Deputy Principal 4-6.

Principal approved fundraising to: Undertake Student Council Project/s. Deputy Principal 4-6.

Principal approved fundraising to: Donate to endorsed Childrens’ Charities. Deputy Principal 4-6.

School Priority: School Curriculum “The What” Implementation of the Australian Curriculum (Preparatory Year to Year 6) with a school commitment to core learning priorities through application or

refinement of the Education Queensland ‘Curriculum To Classroom’ (C2C) tool and compliance with the P-12 Curriculum, Assessment and Reporting

Framework and associated policies. A coherent, sequenced, quality curriculum based on the assumption that every student can learn and that

responding to the particular learning needs of students is central to teaching, is established to optimise learning for all students. Curriculum is inclusive

of student assessment, capturing student achievement, programme evaluation, setting high expectations for each student while responding effectively

to current levels of achievement and rates of learning; and reporting to students and parents.

Strategy: Implement the Australian Curriculum (adapt C2C) in English, Mathematics, Science, History and Geography.


Induct new/refresh staff on how to use/teach the School Reading Programme. Head of Curriculum.

Induct new/refresh staff on how to teach Australian Curriculum – English. Head of Curriculum.

Induct new/refresh staff on how to teach Australian Curriculum – Mathematics. Head of Curriculum.

Induct new/refresh staff on how to teach Australian Curriculum – Science. Head of Curriculum.

Induct new/refresh staff on how to teach Australian Curriculum – History. Head of Curriculum.

Induct new/refresh staff on how to teach Australian Curriculum – Geography. Head of Curriculum.

Strategy: Implement Queensland Curriculum, Assessment and Reporting (QCAR) Framework Essential Learnings where Australian Curriculum is yet to be developed.


Continue to implement QCAR Framework Essential Learnings where the Australian Curriculum is yet to be developed.

Head of Curriculum. Year Level Teams.

Draft and implement a PE Skills Programme. Deputy Principal 4-6.

Provide equipment to implement a PE Skills Programme. Deputy Principal 4-6.

Strategy: Review and refine the School Curriculum Framework. (2016)


As school curriculum is reviewed, amended and adopted, the School Curriculum Framework is to be reviewed, amended and updated.

Head of Curriculum.

Strategy: Review and consolidate the School English Programme. (2014-2015)


Significant review of what, when and how English is being taught P-6. Reading, Spelling, Grammar & Punctuation, Writing (genre), Handwriting, etc.

Head of Curriculum.

Drafting an Action Plan in response to findings. Head of Curriculum.

Initiate a teacher refresher in the effective teaching of English and use of a consistent pedagogical approach.

Master Teacher.


Strategy: Review and consolidate the School Reading Programme. (2014-2015)


Significant review of what, when and how Reading and Reading Comprehension is being taught P-6.

Head of Curriculum.


Initiate a teacher refresher in the effective teaching of Reading and Reading Comprehension and use of a consistent pedagogical approach.

Master Teacher.

Strategy: Review and consolidate the School Mathematics Programme. (2015)


Significant review of what, when and how Mathematics is being taught P-6. Head of Curriculum.


Initiate a teacher refresher in the effective teaching of Mathematics and use of a consistent pedagogical approach.

Master Teacher.

Strategy: Review and consolidate the School Science Programme. (2016)


Significant review of what, when and how Science is being taught P-6. Head of Curriculum.


Initiate a teacher refresher in the effective teaching of Science and use of a consistent pedagogical approach.

Master Teacher.

Strategy: Review and consolidate the School Geography Programme. (2014)


Significant review of what, when and how Geography is being taught P-6. Head of Curriculum.


Initiate a teacher refresher in the effective teaching of Geography and use of a consistent pedagogical approach.

Master Teacher.

Strategy: Review and consolidate the School Physical Education and Sport Programme. (2015)


Significant review of what, when and how Physical Education and Sport is being taught P-6.

Head of Curriculum. Deputy Principal 4-6.


Initiate a teacher refresher in the effective teaching of Physical Education and Sport and use of a consistent pedagogical approach.

Master Teacher.

Strategy: Review and consolidate the School Visual Arts Programme. (2016)


Significant review of what, when and how Visual Arts is being taught P-6. Head of Curriculum.


Initiate a teacher refresher in the effective teaching of Visual Arts and use of a consistent pedagogical approach.

Master Teacher.

Strategy: Review and consolidate the School Performing Arts Programme. (2015)


Significant review of what, when and how Performing Arts is being taught P-6. Head of Curriculum.


Initiate a teacher refresher in the effective teaching of Performing Arts and use of a consistent pedagogical approach.

Master Teacher.


Strategy: Continue to implement Year Level Work Unit Moderation.


Year Level Teams peruse C2C Work Units and adapt as appropriate, to construct Year Level Work Units to be implemented.

Deputy Principals. Year Level Teams.

Year Level Teams schedule resource availability across the Year Level. Deputy Principals. Year Level Teams.

Year Level Teams document Work Unit evaluation for following school year. Deputy Principals. Year Level Teams.

Strategy: Continue to implement Year Level Assessment Moderation.



Year Level Teams moderate assessment at end of Work Units. Deputy Principals. Year Level Teams.

Year Level Teams moderate assessment to prepare summative ratings. Deputy Principals. Year Level Teams.

Strategy: Review and refine the School Assessment Programme. (2014)



State key assessment data (diagnostic / formative) to be captured (How & When) and state how this data is to be stored and used by Year Level Teams: Target setting, Student tracking, Evaluation of teacher effectiveness.

Head of Curriculum.


Strategy: Review and refine the School Reporting Policy. (2016)


Review and refine the School Reporting Policy. Head of Curriculum.

State key assessment data (diagnostic / formative) to be captured (How & When) and state how this data is to be stored and used by Year Level Teams: Target setting, Student tracking, Evaluation of teacher effectiveness.

Head of Curriculum.


Strategy: Review and refine the School You Can Do It Programme (2014)


Review and refine the School You Can Do It Programme. Deputy Principal 4-6.

Review and update teacher resources and materials. Deputy Principal 4-6.

Establish a Student Standards Referenced Tracking document. Deputy Principal 4-6.

Strategy: Implement Minimum Curriculum Time Requirements for Qld Schools.


Access current recommended Curriculum Time Requirements for Qld Schools. Head of Curriculum.

Update Curriculum Time Requirements for McDowall SS teachers. Head of Curriculum.

Strategy: Review and implementation of Qld Modern Cursive Script in Handwriting P-6.


Establish a Qld Modern Cursive Script in Handwriting P-6 Programme, including (a) Sequencing (b) Time lines (c) Methodology.

Head of Curriculum.

Train and skill teachers in implementing the Qld Modern Cursive Script P-6. Deputy Principals.


Strategy: Establish an Executive Functioning Skills Programme. (2014-2016)


Research Executive Functioning Skills P-6. Deputy Principals.

Draft an Executive Functioning Skills Programme P-6. Deputy Principals.

Draft a pedagogically sound Executive Functioning Skills implementation strategy for P-6.

Deputy Principals. Master Teacher.

Draft Executive Functioning Skills Teaching Aids P-6. Deputy Principals.

Strategy: School based curriculum is staircase or spiralling in design.


Review School Curriculum Work Units for all Year Levels to ensure that curriculum is structured in a staircase or spiral design.

Head of Curriculum.

Review Class Teaching Programmes within all Year Level Teams to ensure that teaching is structured in a staircase or spiral design.

Deputy Principals.

School Priority: Teaching Practice “The How” Supporting and acknowledging professional, dedicated teachers focused on each student’s learning and achievement. A skilled and committed

workforce focused on achieving the best learning outcomes for all students, maintaining an unrelenting focus on continuous improvement, every day, in

every classroom, by every student within a safe, supportive, inclusive and disciplined learning environment. Pedagogy is underpinned by consistently

effective teaching practices, professional collaboration and evidence-based decision-making.

Strategy: Provide teachers with meaningful supervisory and collegial feedback on their performance to build professional capacity and acknowledge teacher effectiveness.


Year Level visits, collaborations and co-operative teaching. School Leadership Team.

Performance Development Plan implementation. School Leadership Team.

Innovative project / Action research project implementation. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Collegial visits, mentoring, learning and observation. School Leadership Team. Year Level Teams.

Strategy: Provide professional mentoring opportunities for all staff.


All staff requested to establish a mentor relationship with a colleague. Principal. Staff.


Beginning Teacher Mentoring Programme. Teachers.

Collegial visits, mentoring, learning and observation. School Leadership Team. Year Level Teams.

Strategy: Provide coaching opportunities in core learning priorities to build teacher and teacher-aide capacity and heighten effectiveness.


All staff encouraged to engage within coaching a relationship with a colleague. Principal. Staff.


Collegial visits, coaching, mentoring, learning and observation. School Leadership Team. Year Level and Staff Teams.


Strategy: Implement whole school strategies that provide feedback to students on their learning. (2016)


All students are provided with meaningful, specific feedback on how they may heighten personal mastery and achievement.

Deputy Principals.

Students know why they are learning (goals/targets), what they are learning (stepping stones toward goals/targets) and what they need to produce/demonstrate to provide evidence of mastery and achievement.

Deputy Principals.

Teachers are provided with strategies and methodology in how to best deliver feedback to students on their learning.

Master Teacher.

Strategy: Professional sharing during Staff Meetings – Pedagogical approaches used in teaching core learning priorities.


Staff Meeting Agenda established for the full school year. Principal.

Staff Meeting roles and sharing topics established for full school year. Principal.

Year Level Meetings formally scheduled for full school year. Principal.

Strategy: Extend teachers’ capacity to improve classroom teaching, by developing more sophisticated data literacy skills and teachers’ ability to take action and monitor the progress of students over shorter intervention cycles. (2015)


All staff requested to establish a mentor and/or coaching relationship with a suitably skilled colleague.

Principal. Staff.


Implementing Action Research Initiatives. Year Level and Staff Teams.

Collegial visits, coaching, mentoring, learning and observation. School Leadership Team. Year Level and Staff Teams.

Strategy: Teachers use OneSchool Data (Dashboard) to establish annual Year Level Performance Targets and to establish student improvement targets.


Developing Performance Plan implementation. School Leadership Team.

Informed decision-making in Class Configuration by Year Level Teams. Deputy Principals. Year Level Teams.

Teachers establish Year Level Performance Targets and Student Improvement Targets.

School Leadership Team. Year Level Teams.

Year Level Teams (and students) know targets and how they plan to achieve them. Eg. Action Research.


Strategy: Implement consistent and effective teaching and learning practices that include a focus on enhancing students’ digital capability. (2015)


Developing Performance Plan implementation. School Leadership Team.

Professional self-reflection against professional standards and benchmarks. Staff.

Establishment of professional development and improvement targets by all staff.


Year Level Teams (and students) know targets and how they plan to achieve them by the end of the school year. Eg. Action Research.



Strategy: Improve learning outcomes through high expectations and routine analysis of student data to inform whole of school and individual improvement strategies. (2014, 2016)


High expectations maintained for all students. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Deep knowledge of curriculum areas. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Deep knowledge of effective pedagogical practices. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Targeted teaching in response to students’ specific needs and context. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Differentiated teaching. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Continuous monitoring of student achievement. Deputy Principals. Head of Curriculum. Master Teacher. Year Level teams.

A safe, supportive, disciplined learning environment. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Strategy: Evidence based Class Configuration for improved learning outcomes.


Teachers use OneSchool Data to inform Class Configuration. Deputy Principals. Year Level Teams.

Teachers use School-based Assessment Data to inform Class Configuration. Deputy Principals. Year Level Teams.

Teachers use Student Profiles / Database to inform Class Configuration. Deputy Principals. Year Level Teams.

Teachers establish Year Level Performance Targets and Student Improvement Targets.


Strategy: Continue refining and enacting the School Pedagogical Framework to inform and document the school’s position on research validated teaching.


Review and refine the School Pedagogical Framework. Head of Curriculum. Master Teacher.

School Council to endorse the School Pedagogical Framework. Principal.

School Pedagogical Framework placed on the school website. Master Teacher.


Strategy: Review the role of Curriculum Leaders to ensure consistency of curriculum delivery and preferred pedagogical practices throughout the school. (2016)


Review the School Management Structure and Leadership Team roles. Principal.

Head of Curriculum is to maintain a strong focus on the School Curriculum Plan and curriculum related responsibilities.

Head of Curriculum.

Master Teacher is to maintain a strong focus on the School Pedagogical Plan and pedagogical responsibilities.

Master Teacher.

Strategy: Teacher specific training programmes.


Effective, productive teaching pedagogy – Refresher. Master Teacher.

Australian Curriculum implementation – Refresher. Head of Curriculum.

Self-reflection against Australian Professional Standards for Teachers. Principal. Master Teacher.

Evidence informed, meaningful target setting. School Leadership Team.

Providing professional feedback to colleagues. School Leadership Team. Staff.

Self-directed action research. Team tutoring and team learning. Deputy Principals. Head of Curriculum. Master Teacher. Year Level Teams.

Engagement with the research of Prof. John Hattie. (Productive pedagogies) Head of Curriculum. Master Teacher. Year Level Teams.

Modelling and coaching students (a) Emotional development (b) Self-control (c) Goal and target setting (d) Executive functioning skills.

Master Teacher.

Executive functioning skills P-6. Deputy Principals.

Strategy: Teacher Aide specific training programmes.


Complementing the work of Year Level Teams of teachers. Year Level Teams.

Modelling and coaching students. Year Level Teams.

Executive functioning skills P-6. Year Level Teams.

Strategy: Professional development linked to Developing Performance Plans.


Performance Development Plan implementation. School Leadership Team

Implementation of Year Level Action Research. Principal. Year Level Teams.

Staff requests for PD event funding are required to highlight link to their Developing Performance Plan on the proforma.

Principal. Staff.


School Priority: School and Community Partnerships “The Who” Parents, community and business actively supporting, complementing and working in partnership with teachers and the school, building capability in

support of improved learning opportunities, delivering high achievement, and promoting community confidence and pride in the school’s ability to meet

the learning needs of all students and enhance performance. Eg. Additional funding, resources, time, improved facilities, enhanced opportunities and

mutual responsibility.

Strategy: Develop productive partnerships with parents and community to support improved student learning opportunities.


Implement “Flying Gang” with a reading comprehension focus across P-6. Principal. Year Level Teams.

Implement a School Library focus on whole school reading comprehension. Teacher Librarian.

Implement Grandparents’ Morning Tea in August. Principal. P&C Association.

Implement Celebration of Childhood Open Morning – Preparatory Year. Principal.

Implement PE Skills Programme. Deputy Principal 4-6.

Implement Recess Games Programme. Deputy Principal 4-6.

Parent Information – You Can Do It Programme. Deputy Principal 4-6.

Strategy: Realign the Tartan Network purpose to better complement the purpose and objective of the Association. (2014)


Promote the purpose of the Tartan Network within the school and community. Principal. Tartan Network Chairperson.

Induct new Tartan Network Reps into the Tartan Network. Eg. Protocols. Principal. Tartan Network Chairperson.

Tartan Network Rep meets with Management Forum Year Level Rep monthly. Principal. Management Forum Rep.

Strategy: Parents seen as critical partners in meeting milestones / standards within the teaching / learning programme.


Implementation of Tartan TAPS P-1 Programme. Deputy Principal P-1.

Implementation of Tartan TADPOLES Programme. Deputy Principal P-1.

Implementation of Tartan TAPS 3-4 Programme. Deputy Principal 2-3.

Implementation of Tartan TAPS 5-6 Programme. Deputy Principal 4-6.

Continue implementing educational, informative opportunities for parents. School Leadership Team. Staff.

Implementation of School Reporting Policy. (a) Information (b) Interviews. Principal.

Strategy: Incorporate the P&C Association Forward Plan 2014-2017 within the School Budget and where possible, collaboratively implement and achieve as many initiatives as possible.


The P&C Association Forward Plan 2014-2017 is documented within the School Budget so that (a) When funding is provided, projects may be implemented; and (b) Should similar projects be undertaken by the school, it may be financially prudent to link projects.

Principal.


School Priority: Principal Leadership and School Capability “The Capacity” An empowered Principal and school leadership team making decisions that matter about teaching and learning in their schools. Eg. Instructional

leadership, developing workforce capability and performance, differentiated supervision and professional development. Increased school autonomy,

supported by Education Queensland, ensuring that schools have better access to the right resources and information to make the best decisions about

how to improve student learning outcomes. Building school capability through evidence informed collaboration with parents, community and business,

resulting in innovation and improvement in services and outcomes.

Strategy: Principal and his leadership team are to maintain an unrelenting focus on school improvement in addressing student learning needs.


Establish a narrow, sharpened explicit improvement agenda focusing on what are the most immediate priorities including clear targets and timelines.

Principal.

Communicate the explicit improvement agenda to the school community. Principal.

Strategy: School leaders engage with teachers to strengthen and support teaching practice and contribute toward improved student outcomes.


Focus on: (a) Core learning priorities, (b) Quality curriculum, (c) Student achievement and improvement, (d) Pedagogical practice, (e) Provision of teacher feedback; and (f) Quality assessment.

School Leadership Team.

Construct effective teaching service delivery around multi-disciplined Year Level Teams.

Deputy Principals. Head of Curriculum. Master Teacher.

Align and allocate resources to identified strategies to meet student needs and the core learning priorities.

Head of Curriculum. Master Teacher.

Strategy: While strategic planning, School Council is to maintain a focus on school improvement in addressing student learning needs.


Maintain a focus on School Plan 2014-2017 implementation. Principal.

Maintain a focus on School Improvement Plan implementation. Principal.

Conduct business according to the School Council Constitution. Principal. School Council Chairperson.

Ensure that all newly elected members are inducted into the School Council. Principal. School Council Chairperson.

Strategy: Promote academic excellence and high expectations for learning with the whole school community, in a similar way to what has been done for student behaviour and engagement. (2015)


Implement a Student Leadership Badge Presentations Assembly. Principal. Deputy Principal 4-6.

Implement a Public Speaking Competition. Teacher Co-ordinator.

Implement a Year 6 Presentations Assembly. Principal. Deputy Principal 4-6.

Implement a Poetry Writing Competition. Teacher Librarian.

Implement a Student Council Spell-a-thon. Deputy Principal 4-6.

Implement Performing Arts Celebration Concerts. Head of Curriculum. Music Teachers.

Implement an Art Competition. Head of Curriculum.


Strategy: Principal Performance and Development Plan based on identified leadership and capability needs in leading the school agenda.


Drafting / implementation of a Principal Performance and Development Plan. Principal.

Plan linked to the leadership / capability needs in leading the school agenda. Principal.

Plan referenced against the Principal’s Leadership Framework. Principal.

Strategy: A Developing Performance Plan is developed and implemented for all school staff, based on school priorities and individual development needs.


Developing Performance Plans drafted / implemented by all school staff. Principal. Leadership Team.

Developing Performance Framework implemented. Principal. Leadership Team.

Reflection against meeting work requirements of school demands, role description, work profile and industrial agreements.

Principal. Staff.

Staff share and celebrate performance development achievements / success. Principal. Staff.

Strategy: Refine and embed the Responsible Behaviour Plan for Students systematically across the school ensuring effectiveness in developing a safe, supportive and disciplined learning environment that focuses on student engagement. (2016)


Review and redrafting of Responsible Behaviour Plan for Students. Principal. Deputy Principals.

Implementation of Student Enrolment Interviews. Deputy Principals.

Tartan Times newsletter articles published. Principal. Staff.

School website documents, articles, policies and procedures. Principal.

Strategy: Ensure students and their parents understand school expectations and their responsibilities as members of the school community in maintaining a safe and disciplined school environment. (2014)


Review and redrafting of Responsible Behaviour Plan for Students. Principal.

Implementation of Student Enrolment Interviews. Deputy Principals.

Tartan Times newsletter articles published. Principal. Staff.

School website documents, articles, policies and procedures. Principal.

Strategy: Implementation of Seed Innovation Programmes and Action Research Projects highlighting new innovative approaches that will improve student learning outcomes, remove learning barriers and ceilings to student learning and achievement; and adopt a problem-solving approach. Eg. Academic extension.


PD funding available via submission for Seed Innovation Programmes. Principal.

Management Forum Reps assigned 5 x TRS Days for Year Level use. Principal.

TRS funding available via submission for Action Research Projects. Principal.


School Priority: Other Requirements These plans are included in the School Implementation Plan to facilitate line-of-sight with the School Plan.

Strategy: Annually implement seven of the Education Queensland 15 Control Self-Assessment Modules relating to the key compliance areas within State Schools.


Focus on Control Self-Assessment Module each month for seven months. Business Services Manager

Strategy: Smart Choices – Healthy Food and Drink Supply Strategy for Qld Schools.


Pre-plan RED Food Days within the School Calendar. Principal.

Pre-plan RED Food Days within P&C Association Event Calendar. Principal. P&C Assoc. President.

Smart Choices implementation within Tartan Tuckerbox Menu. Principal. Tuckerbox Sub-Committee

Strategy: Enrolment Management Policy.


Implement Enrolment Management Policy. Principal.

Strategy: Review Homework Policy. (2014)


Review, draft and implement the School Homework Policy. Deputy Principals.

Endorsement sought through School Council. Principal.

Strategy: Review Student Dress Code (2016)


Review, draft and implement the Student Dress Code. Principal.


Strategy: Review Sun Safety Policy. (2015)


Review Sun Safety Policy. Principal.

Research check against Education Queensland current policy. Principal.


Strategy: Review School Facilities & Works Planning.


Review of School Facilities and Works completed in recent years. Principal.

Update the School Facilities & Works Register (History) including $value. Principal.

List proposed School Facilities and Works to be completed in future years. Principal.


Parents’ & Citizens’ Association Priority “When” and “Extent” An aspirational school community, seeking to promote the interests of, and facilitate the development and further improvement of the school, by

promoting parent participation, encouraging close co-operation between parents, students and staff, and promoting positive community support. A

school community anticipating best learning outcomes for all enrolled students. Parents expecting, and staff aspiring to deliver a more extensive and

improved educational programme than could be delivered, should this productive support, partnership and mutual ‘goodwill’ not be afforded.

Strategy: Delivery and construction of play equipment (including sun protection).


Establish a Primary Teacher Committee to propose equipment design. Principal.

Refer play equipment design and location to the P&C Association. Principal.

Construct a large all weather structure over provided play equipment. Business Services Manager.

Strategy: Installation of school signage.


Principal and P&C Assoc. Rep ascertain school signage needs and design. Principal.

P&C Association decide to progress / Place orders / Funds available. Business Services Manager.

Signage installed. Business Services Manager.

Strategy: Encourage close co-operation between parents, students and staff.


Parent Information Evenings scheduled in February. Principal. P&C Association.

Parent Information Morning Tea held in February. P&C Association.

Tartan Network purpose aligned to Objective of P&C Association. Principal. Tartan Network Chairperson.

Implementation of “Flying Gangs” with a focus on reading comprehension. Principal.

Strategy: Increase the number of active P&C Association members.


P&C Association news and events updates in Tartan Times. P&C Association.

Promotional event held for each facility or major equipment acquisition. Principal. P&C Association.

Tartan Network purpose aligned to Objective of P&C Association. Tartan Network.

Strategy: Developing and fostering partnerships with the local community and business to further support school curriculum, benefit the school and improve student learning outcomes.


Celebration of Childhood Open Morning – Preparatory Year. Principal.

Accessing and engaging with local business fundraising opportunities. Principal. P&C Association.

Submitting grant submissions for projects that complement school direction. Eg. Sports Centre.

Principal. P&C Association.

Endorsement This plan, drawn from the School Plan 2014-2017, with consideration of Education Queensland Priorities, was developed in consultation with the School Council and P&C Association and meets school needs and systemic requirements.

Principal School Council Chairperson

mcdowall state school annual implementation plan 2016 · pdf file ·...

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