School plan 2018-2020Teven-Tintenbar Public School 4578

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School background 2018–2020

School vision statement School context School planning process

Our school motto, Respect–Responsibility–Results,ensures students are encouraged to continually raise thebar in all areas. This is reflected in our school vision:

We believe all children are unique.

We believe all children are entitled to a differentiatededucation program that meets their needs and parentalaspirations..

Our high quality teaching and learning programs willaddress this.

At Teven–Tintenbar Public School:

Students know their school is a safe, trusting and caringenvironment

Students are valued as individuals, taught by teachers whounderstand the process of how children learn and cater forthe variety of learning styles

Students are provided with a connected curriculum withmeaningful tasks, quality resources and caring assistancewhere all students can experience success as learners

Relevant informal and formal assessment processes areintegral to a productive teaching and learning cycle

Staff and student achievements are recognised andpublicised appropriately

Teven–Tintenbar Public School opened on its current sitein 1988 after the amalgamation of Teven and TintenbarSchools. 2018 will see an anticipated enrolment ofapproximately 160 students.

The school population reflects the diversity of theenrolment feeder area surrounding the school.Approximately 5% of our students come from anon–English speaking background, while approximately1% are of Aboriginal or Torres Strait Island background.The school promotes understanding and tolerance andprovides a happy and productive environment for itsdiverse student population.

Our school is a Kids Matter and Better Buddies school. Ourprograms include Growth Mindset and Visible Learning.Our school programs support a diverse range of learningneeds across the school. Parents are becomingincreasingly aware of the importance of engaging with ourschool to support their children.

Teven–Tintenbar Public School has undertaken anextensive school wide consultation process to support thedevelopment of our school plan. The consultation processincluded:

National Improvement Tool for Schools

School Excellence Framework– School Self Assessment

Results from 2017 School Validation Process

SMART data 2015–2017

SCOUT data 2017

School Planning Tool Milestones 2017

NESA Standards for Teachers

Performance & Development Framework

Anecdotal evidence gained from parents/teachers

Excellence in School Customer Service 360 Reflection Tool

Student voice

Peer Principal

Director, Public Education

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Learning– High expectations

STRATEGICDIRECTION 2

Teaching and Learning for theFuture

STRATEGICDIRECTION 3

Innovative Leadership

Purpose:

Our school will provide a high quality education that catersfor all students’ individual needs that is considered,planned and trackable to ensure student success andmaximise learning and teaching impact. We will provideexplicit, differentiated quality teaching in literacy andnumeracy.

By sharing information about learning development,teachers will be working in partnership with parents asactive participants in their children's education.

Our teachers aim to develop students who have strongliteracy & numeracy skills and strong content knowledge.Our students will leave us with the ability to learn, adaptand be responsible citizens.

Purpose:

Our teachers will demonstrate personal responsibility forimproving their teaching practice in order to improvestudent learning. All student learning will be underpinnedby High Quality Teaching. Teachers will demonstrate highlevels of professionalism and commitment.

All lessons and learning opportunities will be engaging andteaching strategies will be evidence based. There will be acollective teacher efficacy of responsibility for studentimprovement. All teachers will play an active role indeveloping a transparent learning culture.

Purpose:

School leaders will enable a self sustaining and selfimproving community of learning that will continue tosupport the highest levels of learning. Strong and effectiveleadership will be evident in all areas of school life. Leaderswill foster a school wide culture of high expectations and ashared responsibility for student engagement, learningdevelopment and success.

Operational issues throughout the school will serve theoverarching strategic vision of the school community.

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Strategic Direction 1: Learning– High expectations

Purpose

Our school will provide a high qualityeducation that caters for all students’individual needs that is considered,planned and trackable to ensure studentsuccess and maximise learning andteaching impact. We will provide explicit,differentiated quality teaching in literacyand numeracy.

By sharing information about learningdevelopment, teachers will be working inpartnership with parents as activeparticipants in their children's education.

Our teachers aim to develop students whohave strong literacy & numeracy skills andstrong content knowledge. Our students willleave us with the ability to learn, adapt andbe responsible citizens.

Improvement Measures

Growth in student outcomes using criteriabased assessments, Learning Intentions &Success Criteria.

100% of students can articulate theirlearning goals.

100% of students can self and peerevaluate and reflect on their learning.

Less students requiring LAST support forremediation.

Parents and teacher communicationindicate parents have a greaterunderstanding of school programs and newsyllabus requirements.

People

Students

Develop the capacity to access informationglobally, work collaboratively and applyinnovative solutions to problems.

Staff

Staff engage in professional learning tounderstand current and future focusedpedagogy. Staff analyse and reviewstudent learning data to inform teachingand learning, using the Literacy andNumeracy Continua and PLAN.

Leaders

Research best practice and innovation,integrating within school systems andenergising staff through collaborativeteams.

Parents/Carers

Parents develop a greater understanding ofschool programs and new syllabusimplementation through communication.

Processes

MATHS PROJECT–2018

2018– review 2017 NAPLAN and schoolbased results. Create whole school abilitybased maths groups. Start whole schoolmaths program.

2019– review results and teacherprograms. Make adjustments and continueprogram.

2020– make modifications to gaugechanges in NAPLAN and school basedresults. 

WRITING PROJECT–2019

2018– Development of literacy team.Professional learning in all areas of thewriting task. Develop a school scope andsequence for a spiral continuum oflearning.

2019– Implementation and evaluation ofthe writing scope and sequence.

2020– make modifications and use S&S forsecond year to gauge changes in NAPLANresults. 

SPELLING PROJECT–2018

2018– Develop and implement group andwhole school  programs to explicitly teachspelling, grammar and punctuation.

2019– Evaluate pre and post tests andteacher programs. Modify program asneeded.

2020– trial modified program and reviewpre/posts tests and NAPLAN results forimprovement measures.

Practices and Products

Practices

Professional collaborations across theschool including feedback and observationcultures.

Innovative teaching pedagogy is used byteachers to engage students in theirlearning through an integrated curriculum.

Students set, evaluate and reflect uponlearning goals to thrive as learners.

Quality, differentiated learning for allstudents that includes highly engagingteaching and learning, personalisedprograms, rich assessment tasks, studentand teacher feedback and reflectionculminating in celebrations of success withour school community.

Products

Evidence of differentiation in all teachers’programs. Teachers can articulate how andwhy they are differentiating for students.

Increased number of students whodemonstrate greater than or equal toexpected growth in NAPLAN betweenYears 3 and 5 in reading, writing andnumeracy and expected growth.

In each of the PLAN literacy and numeracyaspects 80% of students will achieve at orabove grade / stage expectations.

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Strategic Direction 1: Learning– High expectations

ProcessesEvaluation Plan

Monitoring of milestones for the strategicdirection.

Executive team leader evaluation.

Outcome monitoring achievement ofimprovements by systematically collectingand analysing and discussing evidence ofprogress.

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Strategic Direction 2: Teaching and Learning for the Future

Purpose

Our teachers will demonstrate personalresponsibility for improving their teachingpractice in order to improve studentlearning. All student learning will beunderpinned by High Quality Teaching.Teachers will demonstrate high levels ofprofessionalism and commitment.

All lessons and learning opportunities willbe engaging and teaching strategies will beevidence based. There will be a collectiveteacher efficacy of responsibility for studentimprovement. All teachers will play anactive role in developing a transparentlearning culture.

Improvement Measures

100% of teachers use innovative teachingpractice and future focused learningstrategies of collaboration, critical thinking,communication, character education,citizenship and creativity reflected inobservations, programs and student worksamples.

Differentiated learning activities are evidentin all teaching programs.

Well–equipped classrooms featuringinnovative practice – reflected inprogramming and observed in peerreviews.

People

Students

Visible Learning principles are engaged inthe school setting to develop assessmentcapable learners. Student leadershipopportunities enrich the curriculum andpromote development and growth ofindividuals. Proactive wellbeing programsunderpin learning.

Staff

The use of data to drive decision makingand program development. Research andevidence informed Professional Learninginforming effective pedagogy.

Leaders

Build executive capacity to lead andsupport stage teams in the implementationof curriculum, use of data and whole schoolinitiatives and programs.

Leaders

Build capacity of leaders with targetedprofessional learning focusing on changemanagement, data analysis anddifferentiation.

Community Partners

Newcastle university to provideprofessional learning and support withAction research for IPLAY program.

Parents/Carers

Parents develop a greater understanding ofschool programs and new syllabusimplementation through communication.

Processes

FUTURE FOCUSSED PEDAGOGY

2018– Provide professional learning andstructured opportunities for staffcollaboration around new curriculum,current pedagogy, literacy and numeracyand differentiation.

2019– Provide professional learning andstructured opportunities for staffcollaboration around future–focusedlearning opportunities and skills. Upgradeinfrastructure and provide a variety oftechnologies. 

2020– Future focused learning includingProject Based Learning, Flipped Learning,robotics, SOLE implemented in all classesK–6.

IPLAY

2018– Professional learning for all staffprovided by Newcastle University.Pre–program surveys completed by staffand Stage 2 students.

2019– professional learning with regards tonew PDHPE syllabus and Implementationof IPLAY lesson plans. Develop a wholeschool S&S.

2020– Continue implementation of S&S.Post surveys from staff and students.

Evaluation Plan

Monitor milestones for the strategicdirection.

Executive team leader evaluations.

Monitoring of outcomes and  achievement

Practices and Products

Practices

Professional learning and data drivenaction research developed with NewcastleUniversity

Research based sustained professionallearning drives the development of highquality educational practices.

Teaching programs and practice reflectfuture–focused learning skills. with staffusing data to differentiate teaching andstudents setting their goals for learning.

Products

Teachers use innovative teaching practice,deep learning and 6 key competenciesreflected in observations,  programs andstudent work samples.

Increased health, physical activity,academic performance and well–being ofstudents.

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Strategic Direction 2: Teaching and Learning for the Future

Processes

of improvements by systematicallycollecting, analysing and discussingevidence.

Future focused learning strategiesembedded across strategic directions.

Evaluate students ability to think criticallyand assess communication skills.

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Strategic Direction 3: Innovative Leadership

Purpose

School leaders will enable a self sustainingand self improving community of learningthat will continue to support the highestlevels of learning. Strong and effectiveleadership will be evident in all areas ofschool life. Leaders will foster a schoolwide culture of high expectations and ashared responsibility for studentengagement, learning development andsuccess.

Operational issues throughout the schoolwill serve the overarching strategic vision ofthe school community.

Improvement Measures

Teachers successfully meet personal goalsas supported by evidence and thePerformance Development Framework.

Increased attendance at P&C and numbersof parents working within the school.

Increased attendance at parent workshopson student wellbeing, literacy andnumeracy.

People

Students

Will increase and grow in their learningoutcomes as staff are more effectiveteachers and students will be moreengaged as learners.

Staff

Involve parents in student learning andgoal setting through improvedcommunication procedures.

Leaders

Community engagement team led byexecutive member to coordinateinformation and news to parents and widercommunity, improving overall schoolmarketing and communication.

Parents/Carers

Improved proactive parent engagement inboth the practice and progress of students'learning and the educational priorities ofthe school.

Parents/Carers

Will join in their child’s learning journey andsupport school initiatives through parentworkshops and support opportunities.Parents will be well informed and work as ateam with staff to ensure student success.

Processes

PERFORMANCE AND DEVELOPMENTCULTURE PROJECT

Staff will establish professional andpersonal goals. They will engage in Self &Peer assessment & observations, withformative feedback to improve qualityteaching practice in line with professionalteaching standards. Individuals/Teams willengage in interest projects, driven bymotivation and passion.

Teachers supported to obtain ProficientTeacher Status and in maintenance ofAccreditation. Leaders provide activeencouragement to pursue accreditation athigher levels.

COMMUNITY RELATIONSHIPSPROJECT

Increase parent engagement in learning.

Develop process for introduction of studentled conferences.

Hold more learning expos, daysand conventions.

Build internal relationships that will thenimprove teacher–parent relationships.

Evaluation Plan

Monitoring of milestones and executivereporting and evaluation. Monitoringachievement of improvements bysystematically collecting and analysing anddiscussing evidence.

Practices and Products

Practices

All staff complete NESA accreditation asneeded. Class programs show evidence ofall NESA teaching standards.

School practices and procedures arereviewed/align in preparation for schoolaccreditation.

Data drives Teaching & Learning Programswhich have high expectations of bothteachers and students.

Staff  complete the Principal CoreCredentials. Collaborative practice evidentamong staff.

Staff seek to engage in professionaldevelopment to attain professional andpersonal goals and improve studentattainment of success.  

Products

All staff to conduct a personal assessmentof skill level across Teacher ProfessionalStandards.

Staff effective use of technology forlearning, programming and recordmaintenance will increase.

Well–equipped 21st Century classroomsfeaturing innovative practice – reflected inprogramming and observed in peerreviews.

Student engagement and learning showsimprovement as a result of innovativepractice.

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