annual implementation plan: for improving student outcomes ... · ementation of ‘vcop -big...

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


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


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


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


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


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


MONITORING

Progress Status


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


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


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


MONITORING

Progress Status


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


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


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


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


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


Evaluating impact on learning Select Select status

Pro

fess

ion

al

lead

ers

hip

Building leadership teams Select Select status

Instructional and shared

leadership


Strategic resource

management


Vision, values and culture Select Select status

Po

siti

ve c

limat

e f

or

lear

nin

g

Empowering students and

building school pride


Setting expectations and

promoting inclusion


Health and wellbeing Select Select status

Intellectual engagement and

self-awareness


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


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:

annual implementation plan: for improving student outcomes ... · ementation of ‘vcop -big...

Documents