School plan 2018-2020John Palmer Public School 4648

Printed on: 13 April, 2018Page 1 of 6 John Palmer Public School 4648 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

John Palmer Public School is dedicated to delivering thevery best education possible through developing a lifelonglove of learning and inspiring students to aspire beyondwhat they thought possible. We do this by:

•   supporting all students and teachers to aim forexcellence in all that they do;

•   learning as individuals and as an organisation, skills thatwill prepare us for the future;

•   building resilience and a growth mindset as a school andcommunity.

John Palmer Public School was established in 2008 with astudent group of 44 children. The last ten years has seensignificant growth in the student population and the numberof classes. We now have 33 classes and over 880students. We also have 16 students in our EarlyIntervention support class.

Fifty–seven percent of our students have a languagebackground other than English, with 41 different languagegroups represented. Almost 20% of our students speakeither Hindi or Punjabi at home. Significant numbers ofother students regularly speak Indonesian, Dari, andArabic. 

This rapid growth has begun to stabilise, with 2017 seeingonly a 6% increase in student numbers and 2018 seeing a3% decrease.

Our 2015–2017 School Plan was the first step in a six yearprocess to transform learning based around the EvidenceBased Teaching strategies. This 2018–2020 plan will seethe consolidation of these strategies into a sustainableschool wide system.

As this is the second phase of a six year plan, we havecontinued to build upon the gains made during the2015–2017 School Management Plan.

In preparation for this 2018–2020 plan, we utilised the TellThem From Me student and parent survey data. We alsodiscussed the school directions with the Parents & Citizenscommittee and sought their input regarding the range ofinitiatives we could focus upon as a school community.

Staff have had a number of opportunities to respond to thedevelopment of the school plan via surveys,communication meetings, and through the results ofself–assessments identifying areas of strengthand opportunities for capacity building.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

LEARNING

STRATEGICDIRECTION 2

TEACHING

STRATEGICDIRECTION 3

LEADING

Purpose:

To enhance strategies that strengthen student learningwithin the class in ways that enable them to becomeincreasingly capable of engaging in their academic, socialand emotional growth. 

Purpose:

For all staff to engage in continuous improvements in theircapacity to individualise learning and adapt strategiesbased upon quality assessments and data analysis.

Purpose:

To improve systems and practices that support a sharedresponsibility for instructional leadership, development ofaspiring leaders and educational transparency.

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Strategic Direction 1: LEARNING

Purpose

To enhance strategies that strengthenstudent learning within the class in waysthat enable them to become increasinglycapable of engaging in their academic,social and emotional growth. 

Improvement Measures

Increased proportion of students meet orexceed NSW Govt. norms for both girls andboys in sense of belonging, positiverelationships and interested/ motivated.

Increased Value–add data results.

People

Students

Students are supported to reflect upon theirprogress, assessment data and learningneeds. These reflections will be used todevelop goals and actions that will beshared with parents and used to developwritten comments on their reports.

Staff

Staff will develop their capacity for dataanalysis and guiding goal setting withstudents. They will also utilise the dataanalysis process to self–reflect upon theirprogress towards meeting theirprofessional goals. Staff will also participatein the review and refinement of wellbeingpractices.

Leaders

Leaders will facilitate staff development indata literacy and data analysis, as well asimproving the range and quality ofassessment practices that support studentfeedback.

Parents/Carers

Parents/ Carers will support student goalsetting processes through communicatingstudent learning needs and aspirations toteachers via the Student Goals sheet.

Processes

Wellbeing practices are refined,consistently implemented andcommunicated, and support all studentsdeveloping a stronger sense ofconnectedness through which they cangrow academically, socially andemotionally.

Assessment, Data and Goal Settingpractices refined and more closelyintegrated within the Teaching andLearning Cycle.

Evaluation Plan

Tell Them From Me surveys.

Internal and external student performancedata, including student growth.

SEF data reports.

School behaviour policies and procedures.

Lesson plans

Internal Assessment instruments.

Student goal setting plans

Practices and Products

Practices

Data analysis of behaviour referrals closelyaligned with targeted lessons supportingimproved student understanding of positivevs negative interactions/ behaviours andpersonal resilience. 

Teachers consistently utilise data from avariety of assessment strategies to measure student progress, guide teachingand learning, articulate student learninggoals and reflect upon progress towardsthese goals.

Products

All students K–6 have Student Goal sheetsthat show student, parent and teacherinvolvement.

Data is transparent and used for analysis atstudent/ class/ stage and school levels. Italso forms a part of teacher evidence ofprofessional growth.

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Strategic Direction 2: TEACHING

Purpose

For all staff to engage in continuousimprovements in their capacity toindividualise learning and adapt strategiesbased upon quality assessments and dataanalysis.

Improvement Measures

Increased proportion of students in the toptwo NAPLAN bands for reading andnumeracy.

People

Students

Students will utilise explicit teaching andfeedback to focus their efforts toconsolidate and extend their learning.

Staff

Staff will be active participants in trainingopportunities that support the refinement ofevidence based teaching strategies,implement research based programs andshare expertise and learning througheffective collaboration.

Leaders

Leaders will ensure practices beingdeveloped are implemented across allclasses in a consistent manner. They willsupport staff development at all levelsthrough mentoring and coaching. 

Processes

Teacher capability to effectively implementevidence based teaching strategiesincreased through collaboration andmentoring.

Research based  professional developmentto support the delivery of literacy andnumeracy programs.

Evaluation Plan

Classroom observations and feedback.

Lesson plans.

Professional Learning evaluations.

Student performance data.

Teacher Professional Development Plansand reviews.

Tell Them From Me surveys.

Internal Assessment instruments.

Practices and Products

Practices

Teachers utilise mentoring, coaching,feedback and self–reflection to continuallyrefine their skills in the delivery of evidencebased strategies.

L3 (Literacy, Language and Learners), TEN(Targeting Early Numeracy) and VisibleLearning pedagogies are embedded indaily practice.

Products

100% of teaching/ learning programs aredifferentiated for students at all levels andachievement is measured by a range ofquality assessment strategies.

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Strategic Direction 3: LEADING

Purpose

To improve systems and practices thatsupport a shared responsibility forinstructional leadership, development ofaspiring leaders and educationaltransparency.

Improvement Measures

All staff are able to evidence improvementsin the implementation of evidence basedteaching strategies through their onlineprograms.

People

Leaders

Leaders will implement systems andprocesses that enable executive staff toaccess up–to–date documentation anddata so that decision making is wellinformed and data driven.

Staff

Staff will engage with modified systems andprocesses to ensure greater transparencyof, and access to, school–widedocumentation and assessment data. forcollaboration and improved programdevelopment.

Processes

Implement systems that promote greateropportunities for Instructional Leadershipand Leadership Development.

Digital transformation for transparency inteaching and learning for enhancedcollaboration.

Evaluation Plan

Evidence of workplace planning andleadership development.

Staff Professional Development.

Teacher Professional Development Plansand reviews.

Lesson plans and program reviews.

Collaboration meeting minutes.

Online programs.

Practices and Products

Practices

The school leadership team improvesdistributed leadership practices to enableall school leaders to focus on instructionalleadership as a key part of their role.

All teachers utilise online programming in amanner that promotes collaboration,transparency and evaluation.

Products

All members of the school leadership teaminvolved in observing staff teaching practiceand providing documented feedback.

All teacher programs and student academicdata accessible online at all times.

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