school plan 2015-2017 - laguna street public school€¦ · school plan 2015-2017 laguna street...

School plan 2015-2017Laguna Street Public School 4230

Printed on: 29 May, 2017 of 10 Laguna Street Public School 4230 (2015-2017)

School background 2015–2017

School vision statement School context School planning process

“The best predictor of health, wealth and happiness in adultlife is not achievement at school, but the number of yearsof schooling. As such, making schools inviting places forall students is critical.” John Hattie

“Teaching is the only profession on this planet whose job itis to change the human brain every single day.” David ASousa

Laguna Street Public School’s vision is to:

• Challenge,inspire and support every child to reachtheir potential and embrace learning as an active andcreative life–long pursuit.

• Equip students with the skills, values, understandingsand efficacy to have choice and opportunity in futureeducation, employment and life and be happy andsuccessful in an ever–changing and complex world.

• Nurture confident, informed and community–mindedcitizens with a strong sense ofidentity, belonging andsocial responsibility.

Laguna Street Public School provides rich and broadlearning experiences in academia, the arts, civics and sportfor students from Kindergarten to Year 6 in a safe andnurturing environment. The school is located in a quietresidential area of southern Sydney, Australia. Its motto,Pursuing excellence in a hidden sanctuary aptly describesboth the school’s purpose and leafy locale overlooking thepristine Port Hacking River.

Laguna Street values and celebrates diversity, cognisantthat students are unique individuals with different talents,needs and backgrounds.

The school is experiencing a period of growth, with acurrent enrolment of 450 (Feb 2016). 19% of studentscome from a background where English is an additionallanguage or dialect.

Laguna Street educators are highly qualified, passionateand research–informed practitioners and life–longlearners. The team comprises beginning, early career andhighly experienced teachers. The leadership team hasundergone significant change in the past 12 months, andconsists of four assistant principals, anabove–establishment deputy principal and a relievingprincipal.

Laguna Street Public School experiences high–level parentand community support led by a highly dedicated P&C andfundraising team.

The school offers a number of extracurricular programs tocater for a range of student interests and talents. Laguna

The school plan has continued to evolve as a result of:

• ongoing consultation with staff, students, parents andcommunity

• collectionand analysis of baseline data around studentengagement and achievement,teaching quality,systems and organisation, resources

• evaluation of programs

• significant changes within the leadership team

The school plan has been informed by a range of evidence,research and feedbackincluding:

• Interviews between the relieving principal and everymember of staff

• Staff, student and parent surveys

• P&C consultation and feedback

• Feedbackfrom the leadership team

• Feedback from the Student Representative Council

• Studentperformance data

• Parent forums and workshop feedback

• Teachers’ programs, assessment practices, feedbackto students and parents, and learningand teachingresources

• Classroom environment surveys

• Melbourne Declaration on Educational Goals forYoung Australians 2008

• NSW Department of Education’s School ExcellenceFramework

• The work of Professor Dylan Wiliam, Professor JohnHattie, Michael Fullan,Professor Stephen Dinham,Professor Viviane Robinson, Jay McTighe,GrantWiggins, David Sousa, Sir Ken Robinson, AndyHargreaves, Geoff Munns, WayneSawyer and


School background 2015–2017

School vision statement School context School planning process

students and parents give their best in all endeavours andwork in partnership to provide students with a world classeducation.

Professor Stephen Heppell


School strategic directions 2015–2017

STRATEGICDIRECTION 1

High cognitive, affective andoperative responses of learners

supported by pedagogies ofengagement and reflection


Increased human, social anddecisional capital to empowerlearning, teaching and leading


Collaborative and informedcommunities that enhance

wellbeing and learning

Purpose:

For students to reach their potential, they must becognitively and emotionally invested in their learning aswell as ‘in–task’ rather than ‘on–task’. The school and itsteachers strive to create a learning culture and experiencesthat support intellectual challenge and high participation, aswell as activate students as resources and owners of theirlearning. Reflection is a vital part of this learning process.

Purpose:

The school works towards empowering teachers with themindsets, capabilities, skills, understandings and resourcesto know their impact and adapt learningand teachingaccordingly. This isachieved by capitalising on the talentsof individuals, the collaborative power of the group and thewisdom and expertise to make sound judgments aboutlearners and learning.

Purpose:

Responsibility for student learning, school decision–makingand leading school improvements is shared. The school isresponsive to families’ aspirations, needs and values anddelivers outstanding parent education programs, enhancedcommunication and reporting. Productive partnerships withother schools, universities, business, communityorganisations, local media and families enrich studentlearning and wellbeing and help to achieve schoolexcellence.


Strategic Direction 1: High cognitive, affective and operative responses of learnerssupported by pedagogies of engagement and reflection

Purpose People Processes Practices and Products

For students to reach their potential, theymust be cognitively and emotionallyinvested in their learning as well as‘in–task’ rather than ‘on–task’. The schooland its teachers strive to create a learningculture and experiences that supportintellectual challenge and highparticipation, as well as activate studentsas resources and owners of their learning.Reflection is a vital part of this learningprocess.

Improvement Measures

• TTFM survey indicates increase indesirable quadrant for skills–challengeto match or better state average

• TTFM survey shows improved paritybetween boys and girls’ responsesacross all measures

• TTFM survey indicates increase ininterest and motivation to match and/orbetter state average

• Improved attendance and reducedpartial attendance

• 100% Kindergarten achieve perceptualin EAS by end of 2017

• 100% Year 2 students are facile atcounting on and back and PV level 0 byend of 2017

• Percentage of Year 5 cohort achievingexpected or greater than expectedgrowth in NAPLAN numeracy is 50% in2016 and 60% in 2017 (52.4% 2015)

• Percentage of 2017 Year 5 cohort in toptwo bands in NAPLAN numeracy is 50%Year 5 and 60% in Year 7 2019 (35%Year 3 2015)

Students

Equip students with the language ofreflection, and the skills to be resources forone another, owners of own learning andgoals, feedback to teachers.

Staff

Expertise in evidence–based, high impactlearning and teaching

Parents/Carers

Informed about pedagogies of engagementand reflection and the demands of the newsyllabuses

Leaders

Instructional leadership at all levels throughsharing and responding to research,feedback and expertise

• Employment of Curriculum Leader,Numeracy and a focus on mathematics

• Provision of resources to support richlearning experiences in mathematics

• Development of skills in the generalcapabilities

• Improving assessment tools andcollection of evidence in order to designlearning basedon student need

• Improve student to teacher feedback inorder to be more responsive to theneeds,understandings and interests ofstudents

• BYOD iPad implementation Years 3 – 6and redeployment of school ownediPads to K–2 classrooms

• Implementation of apps that supportengagement and reflection and generalcapabilities

• Extracurricular programs to broadenand extend students’ interests andtalents

• Assessment and reporting is designedto improve learning throughresearch–informed andevidence–based

Evaluation Plan

Assessment tasks and results, engagementmeasured through teacher–developedsurveys, reflection questions and Martin’smotivation tool, Tell Them From Mesurveys, parent and student focus groups,participation and attendance data, NAPLANresults.

Practices

• Working mathematically is evident in allteaching and learning programs inmathematics K–6

• Higher order thinking questions andsubstantive conversations dominateclassroom talk

• Learning experiences are rich, allowingfor investigation, exploration and deepunderstanding of concepts

• Teacher practice is founded uponevidence and research

• Assessment practices promotedifferentiated, individualised learning,quality feedback andstudent reflection

• Learning and teaching is driven bystudent need and syllabus demands toensure highcognitive challenge for allstudents

• Students can articulate what they arelearning and why it matters

• Students see education and this schoolas a valuable resource that challengeand support their learning

• Classroom spaces are organised toenhance learning

• PLAN is used accurately to tracklearning and support development

Products

• Increase in desirable quadrant forskills–challenge to match or better stateaverage

• Improved parity between boys and girls’


Strategic Direction 1: High cognitive, affective and operative responses of learnerssupported by pedagogies of engagement and reflection

Improvement Measures People Processes Practices and Products

• Percentage of 2016 Year 5 cohort in toptwo bands in NAPLAN numeracy is 50%Year 5 and 60% in Year 7 2018(46%Year 3 2014)

• Percentage of 3–6 students participatingin BYOD is 100% by 2017

100% staff incorporate reflection time andfeedback allowing students to evaluate andimprove their learning.

Higher Order Thinking Questions andsubstantive conversations dominateclassroom talk

Classroom resources support rich learningexperiences in mathematics

100% students take ownership and monitortheir learning through the implementation ofPersonalised Learning Goals.

A positive learning culture is evident with allparents, students and staff aware of theimportance of a growth mindset and whymistakes matter in learning.

TTFM indicates decrease in the number ofstudents in the school who were confidentin their skill set but did not find classeschallenging.

Number of classroom iPads in K–2classrooms is at least 8 per room byDecember 2017

All students' learning is supported bytechnologies that leverage rich learningexperiences.

responses across all measures ofengagement and learning

• Increase in interest and motivation tomatch and/or better state average

• Improved attendance and reducedpartial attendance

• 100% Kindergarten achieve perceptualin EAS by end of 2017

• 100% Year 2 students are facile atcounting on and back and PV level 0 byend of 2017

• Percentage of Year 5 cohort achievingexpected or greater than expectedgrowth in NAPLAN numeracy is 60% in2016, 65% in 2017 (52.4% 2015)

• Percentage of cohort in top two bands inNAPLAN numeracy is 50% Year 52017, 60% Year 7 2019 (35%Year 32015)

Percentage of cohort in top two bands inNAPLAN numeracy is 50% Year 5 2016,60% Year 7 2018 (46% Year 3 2014)


Strategic Direction 2: Increased human, social and decisional capital to empowerlearning, teaching and leading


The school works towards empoweringteachers with the mindsets, capabilities,skills, understandings and resources toknow their impact and adapt learningandteaching accordingly. This isachieved bycapitalising on the talents of individuals, thecollaborative power of the group and thewisdom and expertise to make soundjudgments about learners and learning.


100% staff engaged in a cycle ofperformance and development byidentifying goals aligned to ProfessionalTeaching Standards and School Plan,participating in professional learning toachieve these goals and reflecting onevidence of impact to drive continualimprovement

100% of teachers sharing their learning,practice and impact with colleagues,supporting and challenging each other froma research–informed evidence base

Increased number of teachers at all levelsof staffing leading professional learningwithin and across teams and schools

100% staff demonstrate increasedconfidence in their understanding of thenew syllabuses, curriculum, K–6 learningprogression and high impact learningand teaching practices

100% of classrooms use technologies tocapture students’ thinking and buildportfolios of learning

100% staff engage in on–going school andself–directed professional learning todevelop strategies in formativeassessment, trialling and sharing various

Students

Mastery of key skills and improved generalcapabilities in order to enhance learning

Staff

Equipped with the skills to achieve thegoals of the Melbourne Declaration. Growth mindset in their own highexpectation of practice, those of theirstudents and colleagues

Parents/Carers

Encourage students to be educationalrisk–takers who are passionate about theirown learning. Parents value theprofessionalism and capabilities ofeducators to support learners

Community Partners

Community of Schools targets leadershipdevelopment. Feeder high schoolpartnership develops continuity inengagement, numeracy and STEMpractices from Stage 3 to 4

Leaders

Equipped with skills in coaching andperformance development to build thecapacity of their team. Build school culturewhere staff seek self–improvement byexploring and responding to currenteducational research

Sustained, ongoing professional learningwith Curriculum Leader, Numeracy andexternal providers that centres ondeepening teachers’ understanding of theNSW Syllabus, numeracy continuum,Australian Curriculum and how thesedocuments work together

Supporting teachers to develop studentunderstanding and fluency in mathematicsthroughinquiry, exploring and connectingmathematical concepts, choosing andapplyingproblem–solving skills andmathematical techniques, communicationand reasoning

Cycles of inquiry linked to PDP

Using technologies to capture students’thinking and build portfolios of learning

Development of research–based giftedand talented policy and practices

Participation in external professionallearning and action research projects

Improved use of embeddedformativeassessment strategies

Develop regular team meetings focused onstudent learning andconsistent teachervalidation

Teacher reflection and collegialfeedback isembedded in regularpractice to enhanceteaching andlearning

Evaluation Plan

Programs, surveys, assessment data,teacher feedback to school leadershipteam, communication to parents, artefactsof learning, teacher reflection tools

Practices

Programs, plans and assessment datareflect a focus on pedagogies ofengagement and reflection

Expert educators work collaboratively todesign student–driven, engaging learningexperiences

Teachers individualise learningexperiences to support students’ needsand interests

Teachers receive, reflect on and respondto feedback to drive continual improvement

Evidenceand research based practiceswhich meet the needs of the syllabus andgoals ofthe Melbourne Declaration

School leaders support the development oftheir team and instructional leadership isevident at all levels of staffing

Collaborative practices are evident withinand across teams

Pedagogies that balance student choice,voice and inquiry with explicit,targeted teaching.

Teachers are fluid and flexible in theirresponse to student needs, knowing whento increase and decrease challenge andsupport

Teachers share expertisewith externaleducators

Products

School is a centre of excellence


Strategic Direction 2: Increased human, social and decisional capital to empowerlearning, teaching and leading


methods in monitoring student progress.

including MeE framework, EmbeddedFormative Assessment checklist and AITSLstandards, physical changes in the waylearning spaces are organised, used andcontrolled, technology usage, Performanceand Development Plans

100% staff demonstrate Increasedconfidence in their understanding of thesyllabuses, curriculum, learningprogression and high impact learning andteaching practices

100% staff engaged in a cycle ofperformance and development byidentifying goalsaligned to ProfessionalTeaching Standards and School Plan,participating inprofessional learning toachieve these goals and reflecting onevidence ofimpact to drive continualimprovement

100% of teachers sharing their learning,practice and impact withcolleagues,supporting and challengingeach other from a research–informed

Increased number of teachers at all levelsof staffing leading professionallearning within and across teams andschools

Lesson observationfeedback demonstrates 100% staff haveimproved practices aligned to School Planand Professional Teaching Standards


Strategic Direction 3: Collaborative and informed communities that enhancewellbeing and learning


Responsibility for student learning, schooldecision–making and leading schoolimprovements is shared. The school isresponsive to families’ aspirations, needsand values and delivers outstanding parenteducation programs, enhancedcommunication and reporting. Productivepartnerships with other schools,universities, business, communityorganisations, local media and familiesenrich student learning and wellbeing andhelp to achieve school excellence.


100% classes demonstrate increasedvisibility of student learning and progressfor parents and carers

Increased number of teachers collaboratingand sharing practice with externaleducators through personal and schoolprofessional learning networks

Increased number of parents participatingin extra–curricular programs, parenteducation, school decision making andresourcing

Improved community communication,education and partnerships through theimplementation of technologies that makeschool life and student progress visible andaccessible

100% staff confident in using Learning andManagement Business Reform software tomanage and track student attendance,wellbeing, health and behaviour.

Students

Students are supported in being evaluatorsand designers of learning and learningspaces

Staff

SASS and teachers trained in LMBR tosupport learning and management andteachers working in partnership withparents to enhance learning and wellbeing

Parents/Carers

Develop skills and knowledge in subjectareas and in current DoE andschool–based priority areas. Awarenessand advocacy for the school’s strategicdirections

Community Partners

Stronger links and communication withexternal agencies that enablecollaborativeplanning and decision makingto benefit the school community

• Provisionof parent workshops to supportparents in understanding currentsyllabuses andeducation research

Training for parents to contribute aslearning resources in classrooms andhome

• Accessing expertise within parent bodyand broader community to enhancestudent wellbeingand learning

Improve community communication andeducation through technologies that makeschoollife visible and accessible

Educational partnerships with externalorganisations, universities and business

Participating and building networks andcommunities of schools

Leadership team development throughcommunity of schools project

Students contribute to the design of indoorand outdoor spaces to improve qualitylearning environments

• Improved assessment and reportingpractice and policy so that feedback tostudents andparents is meaningful andcontributes to further learning

• Build parent participation and leadershipthrough P&C initiatives

• Establish and maintain highly effectiveadministrative practices andcommunicationbetween SASS,principal, teaching staff and widerschool community

• Professional learning and training ofstaff in Learning and Management

Practices

Parents,teachers and students participatein initiatives based on student learning andareas of interest that allow them to makeconnections within and beyond thecommunity

Reports provide meaningful, personalisedinformation to parents about studentprogress

• SASS are highly trained in LMBR andcustomer service and assist parents,staff,students and visitors in aprofessional and friendly manner

P&C establish Grants Committee tosupport school improvement

P&C establish Media Strategy to engagecommunity in school life and celebratethecommunity’s achievements

• Establishment of a mathematicsnetwork K–10

Products

• School developed mathematics blogand mental computation websitesupports students,parents, teachers andthe broader education community

100% classes with increased visibility ofstudent learning and progress for parents

Increased number of teachers collaboratingand sharing practice with externaleducatorsthrough personal and schoolprofessional learning networks

• Increased number of parentsparticipating in extra–curricularprograms, parent education,


Strategic Direction 3: Collaborative and informed communities that enhancewellbeing and learning


Business Reformsoftwareimplementation

Evaluation Plan

Teacher collaboration with a broader rangeof colleagues, teachers sharing learning,experiences and expertise with colleaguesand broader community, parent levels ofengagement in school programs, parentsurveys

schooldecision making and resourcing

Increased parent participation in forums,workshops, volunteer programs, P&Cmeetingsand P&C showcases


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