2018 annual implementation plan · 2018-09-04 · chelsea heights primary school (3341) - 2018 -...

Submitted for review by Jane Satchwell (School Principal) on 10 November, 2017 at 05:31 PM

Endorsed by Jennifer McCrabb (Senior Education Improvement Leader) on 12 December, 2017 at 08:07 AM

Endorsed by Phil Kimberlee (School Council President) on 12 December, 2017 at 07:14 PM

2018 Annual Implementation Plan for improving student outcomes

Chelsea Heights Primary School (3341)

Chelsea Heights Primary School (3341) - 2018 - Overall Implementation Plan.docx

Self-evaluation Summary - 2018


FISO Improvement Model Dimensions

The 6 High-impact Improvement Initiatives are

highlighted below in red.

Self-evaluation Level Evidence and Analysis


Ex

cell

en

ce

in

te

ac

hin

g a

nd

lea

rnin

g

Building practice excellence Embedding The PDP process is focused around building staff

capacity based on student learning needs.

Network well with other schools to find strong

programs to implement.

Structured mentoring around data analysis is done

through PLT.

Professional Learning sessions are aligned with the

AIP and are responsive to data

Teaching teams regularly observe each other and

provide focused feedback

Teachers use student learning data to diagnose their

own development priorities both internally and

externally

Major portfolio leaders are allocated additional time to

work on moving forward projects

Curriculum planning and assessment Embedding Assessment of learning mostly occurs through PLT

and Learning Log discussions when sharing CFAT

data

Formal and incidental data informs ongoing planning

Student voice minimal in moderation, beyond use of

proficiency scales

Need to share effective protocols, such as marking

pretest and using it immediately for students to

highlight on their proficiency scales (Middle School)

PLC approach to whole school curriculum planning

Planning is sequential and considerate of cohort

needs

Capabilities are integrated into the school’s curriculum

plan but some need greater emphasis

Evidence based teaching strategies and models are

non-negotiables at CHPS

A range of evidence is collected and evaluated from

all areas of the school to monitor the effectiveness of

programs


Evidence-based high-impact teaching

strategies

Embedding We have a system for collaboration, classroom

observations, the modelling of effective practice and

feedback

We are also exploring models of best practice

Structured mentoring programs are established

All PDP goals are based on school priorities

Teachers look at the evidence of student learning to

improve collective practice

The timetable supports consistent implementation of

strategies across all levels

Opportunities to observe colleagues

We have a clear instructional model that is research

based

All teachers expect their students to make 12 months

growth in a school year

Teachers set learning goals with students to support

them to see growth and to motivate future learning

Professional dialogue is rich, constructively critical

and always focused around learning

Evaluating impact on learning Embedding We still have work to do around giving students

targeted feedback and setting and supporting learning

goals.

Adapting pedagogical approach based on data

analysis.

We constantly evaluate the effectiveness of our

teaching practice.

We collaborate on designing high quality formative

and summative assessments.

Teams respond to ongoing student data - adjusting

and refining teaching programs

Daily 5 conferences enable teacher and student to

identify, articulate and explicitly identify the strategies

New practices are trialed and measured before they

become requirements


Pro

fes

sio

na

l le

ad

ers

hip

Building leadership teams Embedding Shared understanding of FISO and how they are

reflected in our targets/practice

Curriculum planning is clearly linked to the SSP, AIP

and FISO initiatives

Succession planning opportunities are happening

Communities of Practice are developing

Roles and Responsibilities allow all staff members to

develop their leadership capacity through a variety of

activities

Leaders encourage innovation and are provided with

timely feedback

Values and Wilson McCaskill philosophies drive the

development of respectful and constructive

relationships amongst all members of the school

community

Instructional and shared leadership Excelling Leaders demonstrate high level of knowledge and skill

around evidence based teaching strategies

Leaders align planning with the goals of the school-

key focus areas stem directly from SSP and AIP

targets

Teachers reflect regularly on the impact of their

teaching through Learning Logs, particularly the

question around using evidence of student learning to

improve collective practice.

The Principal’s PDP and AIP establish the staff PDP

goals- everyone is working towards common targets

The PDP process is structured and purposeful

The Principal team creates a culture of empowerment

and provides opportunities for growth through the

Roles and Responsibilities offered

Student input is beginning to be considered in the

school’s improvement agenda


Strategic resource management Embedding The principal uses a Socratic leadership model to

ensure resources are managed for continual school

improvement. Mentoring and induction can be

improved.

The Principal collaborates with the Business Manager

and School Council for strategic planning and

accountability

Performance measures are established to assess the

impact of resource allocation (LT role)

Changes in staffing are anticipated and capacity is

built amongst other staff to ensure practice is

sustainable

Teacher needs are connected to the school

improvement priorities

Induction programs support beginning and new

teachers to understand the high expectations of

students, staff and the community

Professional learning supports school improvement

and goals (i.e. Dealing with Dissatisfied Parents to

support home/school connections )

Vision, values and culture Embedding All leaders articulate the school vision and values

Leaders work with staff to design policies, processes

and instructional programs

Leaders engage staff in goal monitoring and alignment

to ensure they reflect school vision and values


Po

sit

ive c

lim

ate

fo

r le

arn

ing

Empowering students and building school

pride

Evolving The school is building its understanding of how to

recognise and respond to student voice

Student leaders have some influence around rules and

policies (uniform)

All teachers place huge emphasis on building positive

relationships with students and have regular two way

conversations around their learning and progress (open

doors at 8.50am, circle time, Daily 5 conferences, goal

setting using Proficiency Scales)

Teachers use some forms of self and peer assessment

to obtain feedback and adapt their approach to improve

student motivation and self-confidence

Teacher feedback to students is becoming more

targeted to the sequential learning process

Teachers assist students to become more self-directed

and to believe in their ability to complete tasks and

reach goals

Sharing and celebrating student and school

achievements are planned and take place at

assemblies, in newsletters and through classroom

presentations


Setting expectations and promoting inclusion Embedding Diversity and understanding of others is promoted and

celebrated within the school

Evidence based high impact teaching practices are

used consistently to engage students in their learning

The school regularly reviews its data and evaluates

practices that promote and prioritise inclusion and

engagement across the school community

Values and vision are explicit in all policies and

guidelines and these are shared with the communities

and are evident in teacher students dispositions and

actions

Students set meaningful learning goals in most areas of

the curriculum and monitor and assess their progress

with support from their teacher

The school works with parents, carers and families to

develop student’s social and emotional skills in self-

managing their behaviour

Collective data shows evidence of improvement of

learning outcomes resulting from an environment where

student wellbeing is a priority

Whole school wellbeing and behaviour management

processes are evidence based and considerate of

student backgrounds and individual needs. The school

collaborates with parents/carers to implement these

consistently (Wilson parent night etc.)

All classes provide safe and welcoming learning

environments (processes, agreements etc.)


Health and wellbeing Embedding Wellbeing, inclusion and engagement policies are

reviewed regularly with parent involvement

The curriculum plan includes social and emotional

health units which are explicitly taught

The school works with families and community groups

to develop students’ social and emotional health

The school implements programs to reinforce healthy

lifestyle messages (Life Ed, walk to school, walkathon,

breakfast club etc.)

The school establishes links with community services to

support delivery of the physical health curriculum

Staff are trained to recognise indicators of potential

mental health issues and in strategies to promote

positive behaviour and thinking

The school partners with parents/carers to develop

students’ cognitive strategies for self-management

The school works with parents/carers to ensure children

are supported to reach their full potential

Teacher support, encouragement and challenge is

increasingly helping build a culture of high expectations


Intellectual engagement and self-awareness Evolving The school communicates high expectations about all

aspects of schooling- attendance, behaviour, learning

progress and school completion

Student’s learning growth is regularly measured and

informs goal setting

Teachers and students set individual learning goals

together and teachers help students see their progress

Teachers introduce students to a number of

differentiated learning strategies that may be applied to

complete a range of problems

Students are given strategies to set goals and monitor

their own progress

Teachers explain how to make informed choices about

which strategies to use in particular situations

Teachers support students to adopt a growth mindset

The school invests in time, tools and training to build all

teachers’ capability in student assessment and targeted

teaching

Teachers work together to develop lesson plans and

assessments that cater for different levels of ability (but

not interests)

Teachers build on prior knowledge, focus on learning

goals and scaffold new learning to engage students and

build confidence

Lessons are developed with different student abilities in

mind


Co

mm

un

ity

en

gag

em

en

t in

lea

rnin

g

Building communities Embedding Schools, parents/carers work together to give

consistent support and reinforcement of expectations

about learning and behaviour and celebrate student

achievements

Inclusive school policies, programs and practices are

monitored and evaluated for effectiveness

Parents/carers have avenues to work with the school

to overcome barriers to family engagement in

supporting their child’s learning

The school ensures early intervention for students

who are at risk of disengagement. It collaborates with

community agencies to support specific learning,

health and wellbeing needs of these students

Global citizenship Emerging The school emphasises universal values such as

respect, inclusion and acceptance

Students are taught to respect diversity- Golden Rule

(PITW)

Integrated topics cover some learning about some

cultural understandings and practices

Teachers model fair and just processes for responding

to conflict- Chill out Room, Self-Mastery checklist etc.

The school supports students to develop

communication, team building and leadership skills

(Leadership program)

Classrooms are inclusive

Programs are developed and implemented to model

fair and equitable treatment of all people (PITW)

The school models some environmentally sustainable

practices

The school encourages students to become

responsible local and global citizens. The school

involve students in recycling and other sustainable

practices.


Networks with schools, services and

agencies

Embedding The school effectively uses partnerships to identify

and address specific needs (wellbeing, inclusion,

engagement etc.)

Parents /carers are key partners in decision making.

Staff health and wellbeing is regularly monitored and

supported

The school works with network partners to offer

resources and activities that support student academic

and social/emotional success for all students

Parents and carers as partners Embedding Parents/carers are welcomed as partners into the

school community and are involved in decision making

The school implements strategies and processes to

encourage/empower parents/carers to engage with

the school (concerns & complaints etc.)

Parents/carers have opportunities to provide input into

guidelines and expectations around learning and

behaviour

The school works with parents/carers to highlight the

importance of high expectations and setting

challenging goals for their children, and provides

advice on how they can support achievement of these

Teachers advise parents/carers of the importance of

what their child is learning at school

Teachers contact parents/carers regularly and connect

them into the learning process (phone calls, emails,

blogs etc.)

Teachers consult with parents/carers to develop

learning plans to support students’ learning needs.

Enter your reflective comments Plus:

- Strong understanding of the curriculum, models of teaching

- Staff recognise the broad range of expertise on staff and utilise this to build their own capacity

- Self-evaluation process has shown us the direction we need to take in 2018 particularly in areas we are emerging in

- When school targets are strategically aligned with teacher performance targets there is a strong impact on teacher


capacity resulting in high levels of student growth

- A common approach to writing has been designed, implemented and has had whole school buy in

- Despite an influx proportionate to a third of our previous staff we have managed to achieve many of our AIP targets

Minus

- Digital Technologies developed needs to be built, understood, implemented and evaluated

- Build a school based understanding of student voice and what it would look like at CHPS

- Embedding of the 4 capabilities is not consistently understood or integrated

- Global Citizenship has not been a focus and needs to be addressed

- Consistent approach to linking the Proficiency Scales to the students ability to reflect metacognitively on their

learning and in turn drive SLCs

Interesting

- The framing of our targets needs to relevant to our setting i.e. sometimes maintenance is more important than

increasing

Considerations for 2019 Parameters of our targets need to be more realistic and recognise that we need to build in a level of maintenance rather

than continually moving the goal post.

WRITING:

Training Level 5 and 6 teachers to upskill to what is needed to extend our students working above level beyond grade six

(TEEL persuasive structure used in SC, essay writing).

Kingston Network to consult with Misty Adoniou where CHPS will be teamed up with our main feeder Secondary.

READING:

Analysis of NAPLAN will help to identify our Big 3 to implement in 2018

Refine the Cafe, Daily 5 model to ensure teacher consistency and that it is responsive to the data

NUMERACY:

Due to the successful trial in the Junior School, Flexible grouping to be a non-negotiable

Continue to embed the problem solving strategies

STUDENT AGENCY AND VOICE:

Needs to be a main focus within all areas of learning

Documents that support this plan


Annual Implementation Plan - 2018

FISO Improvement Initiatives and Key Improvement Strategies


Four Year Strategic Goals Four Year Strategic Targets Is this

selected for

focus this

year?

12 month target

Outline what you want

achieve in the next 12

months against your

Strategic Plan target.

FISO initiative

To improve learning outcomes and

achieve continuous learning growth

for all students in literacy and

numeracy.

To have all students deemed capable

make one year or more growth as

indicated by Victorian Curriculum and

NAPLAN in both Literacy and Numeracy

VICTORIAN CURRIULUM targets: •

Increase the % of students F-6 above

the expected level in Writing from 13%

to 25% • Increase the % of students F-6

above the expected level in Reading

from 27% to 35% • Increase the % of

students F-6 above the expected level

in Number & Algebra from 17% to 25%

NAPLAN relative gain targets: •

Increase the % of Year 3-5 students

making high relative growth in Writing


Year 3-5 students making high relative

growth in Reading from 25% to 35% •


making high relative growth in

Numeracy from 30% to 40%

Yes Increase no of students

above expected level in:

Writing - 20%

Reading - Maintenance of

30%

Number & Algebra -

Maintain a minimum of 25%

Maintain a minimum of

students making relative

high growth:

Writing 25%

Reading 25%

Number & Algebra 30%

Curriculum planning and assessment


To build collaborative teams that

support teachers to learn from and

with each other to develop high

impact teaching practices and shared

responsibility for school improvement.

To have all students deemed capable

make one year or more growth as

indicated by Victorian Curriculum and

NAPLAN in both Literacy and Numeracy

VICTORIAN CURRIULUM targets: •

Increase the % of students F-6 above

the expected level in Writing from 13%

to 25% • Increase the % of students F-6

above the expected level in Reading


students F-6 above the expected level

in Number & Algebra from 17% to 25%

NAPLAN relative gain targets: •


making high relative growth in Writing


Year 3-5 students making high relative

growth in Reading from 25% to 35% •


making high relative growth in

Numeracy from 30% to 40%

Yes Increase no of students

above expected level in:

Writing - 20%

Reading - Maintenance of

30%

Number & Algebra -

Maintain a minimum of 25%

Maintain a minimum of

students making relative

high growth:

Writing 25%

Reading 25%


Building practice excellence

To deepen and strengthen students’

learning motivation and sense of

engagement in their learning

• By 2020 all variables on the Student

Attitudes to School Survey to be at or

above the 50th percentile range – focus

on lowest variables; Teacher

Effectiveness, Stimulating Learning, and

Teacher Empathy • By 2020 the Student

Attitude to Schools data will show a

greater gender balance in the response

Yes Maintain:

Teacher effectiveness and

stimulating learning at

above 90%

Increase:

Teacher concern into the

4th quartile

High expectations for

success into the 4th quartile

Reduce the discrepancy

between female and male

students in school

connectedness

Empowering students and building school

pride


Improvement Initiatives Rationale

Our learning data is showing us that:

1. In Maths 25% of students are being marked above the expected level. The target was to get from 17% to 22% so we have exceeded our target.

2. In Reading 30% of students are being marked above the expected level. The target was to get from 27% to 3%0 so we have achieved our target

3. In Writing 16% of students are being marked above the expected level. The target was to get from 13% to 20% so there an improvement gain but further work is

needed.

The above has clearly indicated to us that in the FISO initiatives of Building Practice Excellence and Curriculum Planning and Assessment we are on the right track in

Maths and Reading and a year of consolidation and refinement would be highly beneficial. Writing needs further work and as such is a main focus of the 2018 AIP. What

we are seeing across the board is that a common understanding of student agency in learning is what will give us leverage in all areas.

Goal 1 To improve learning outcomes and achieve continuous learning growth for all students in literacy and numeracy.

12 month target 1.1 Increase no of students above expected level in:

Writing - 20%

Reading - Maintenance of 30%

Number & Algebra - Maintain a minimum of 25%

Maintain a minimum of students making relative high growth:

Writing 25%

Reading 25%


FISO Initiative Curriculum planning and assessment

Key Improvement Strategies

KIS 1 Curriculum is designed and planned as a continuum and teachers recognise that students can be anywhere along this

continuum and all have the ability to grow, therefore student learning must reflect personalisation.

KIS 2 Students are involved in developing the curriculum plan by reflecting on their own learning and the use of assessment

strategies such as self and peer evaluation, goal setting and monitoring and the development of portfolios of evidence to

demonstrate learning


Goal 2 To build collaborative teams that support teachers to learn from and with each other to develop high impact teaching practices

and shared responsibility for school improvement.


Writing - 20%




Writing 25%

Reading 25%


FISO Initiative Building practice excellence


KIS 1 Use communities of practice to build capability beyond the individual school and to provide professional challenge to reflect on

and extend current practice.

Goal 3 To deepen and strengthen students’ learning motivation and sense of engagement in their learning

12 month target 3.1 Maintain:

Teacher effectiveness and stimulating learning at above 90%

Increase:

Teacher concern into the 4th quartile

High expectations for success into the 4th quartile

Reduce the discrepancy between female and male students in school connectedness

FISO Initiative Empowering students and building school pride


KIS 1 Teachers listen to student voice to build relationships that are respectful and supportive. They also gain valuable insights into

how to support student engagement and build more positive and collaborative relationships with all students.


Define Evidence of Impact and Activities and Milestones - 2018




Writing - 20%




Writing 25%

Reading 25%



Key Improvement Strategy 1 Curriculum is designed and planned as a continuum and teachers recognise that students can be anywhere along this continuum

and all have the ability to grow, therefore student learning must reflect personalisation.

Actions Rigorous analysis of student achievement data to inform a sequential curriculum plan

Based on student achievement data teachers adjust the pace within lessons and the pace students move along the continuum

Frequent updating of achievement of the Power Standards on the Sentral Continuum, in conjunction with students

Flexible grouping of students in ALL Number & Algebra units that reflect skill based learning, informed by the CFAT data obtained at

the beginning of a unit

Identify and document prerequisite skills required when beginning a unit of work to support early intervention where deficits are

recognised

Continue to develop a whole school tiered response to intervention

Identify the 'Big 3' areas for improvement in Reading from 2017 NAPLAN data and begin to develop a plan for whole school

response to these

Learning Capabilities and the Digital Technologies Curriculum to be integrated into all learning areas

Evidence of impact Curriculum planning analyses and addresses the full range of learning needs of individual students providing coherence and

continuity across all learning areas, and capabilities and stages of practice

Formal avenues exist for students to regularly have input into curriculum planning, teaching and assessment


The school's curriculum plan fully integrates learning areas and capabilities, pedagogy and assessment into a coherent, sequential

and developmental program of learning

Teachers pinpoint and build from point of need for individuals, student cohorts and groups of students

There is a clear relationship between the curriculum standards, learning goals, learning activities and assessment strategies,

enabling teachers to capture students' knowledge and skills to quantify learning progress and to identify next steps

The school has established processes for ongoing evaluation and modification of its curriculum plan based on a cycle of review and

comprehensive stakeholder feedback.

Activities and Milestones Who Is this a

Professional

Learning

Priority

When Budget

The Power Standards within Sentral reflect annual updating and

colour coding by teachers which can be viewed in the Parent Portal

as students demonstrate proficiency

Students can identify where they are working on the continuum and

show evidence within their learning that supports this

Intervention sessions are occurring in a systematic way to address

the deficits in pre requisite skills to enable students to access the

agreed curriculum

All staff have clarity of the 'Big 3' Reading improvement areas and

these will be evidenced in planning documentation. They will be

measured each Semester and adjusted if necessary

Teacher(s) Yes from: Term 1

to: Term 4

$0.00

Equity funding will

be used

PLT minutes reflect the discussion of planning for flexible grouping

A CHPS agreed model for Number units that involves flexible

grouping structures during the 'new learning' phase

PLC Leaders Yes from: Term 1

to: Term 2

$0.00

Equity funding will

be used

Increased teacher understanding of the Capabilities and the Digital

Technologies Curriculum, as well as evidence of these in planning

and use of agreed assessment protocols

Learning Specialist(s) Yes from: Term 1

to: Term 4

$10,000.00

Equity funding will

be used

A timeline and protocol has been developed and implemented for

parents and carers to access the learning continuums on

SENTRAL

KLA Leader Yes from: Term 1

to: Term 4

$1,600.00

Equity funding will

be used




Writing - 20%




Writing 25%

Reading 25%



Key Improvement Strategy 2 Students are involved in developing the curriculum plan by reflecting on their own learning and the use of assessment strategies

such as self and peer evaluation, goal setting and monitoring and the development of portfolios of evidence to demonstrate learning

Actions Teachers discuss the Power Standards and skill sets with students and negotiate learning tasks that would support them towards

achieving these

Teachers work with students to formulate a selection of avenues to demonstrate their proficiency of a Power Standard or skill

Provision of Professional Learning around metacognitive behaviours and how these are integral to all parts of a lesson or sequence

of learning

Strengthen teacher understanding of how to make Learning Intentions purposeful and relevant so that students are constantly in a

state of self-assessment/inquiry

PLC focus on creating an agreed approach to student learning journals and provide Professional Learning to all staff around how to

utilise these as part of the learning process

Establish a shared understanding of the purpose of student led conferences, and develop a common format to support students in

facilitating these

Evidence of impact Formal avenues exist for students to give voice to their interests and needs, and to regularly have input into curriculum planning,

teaching and assessment

Teachers work with students to reflect on student perspectives and the progress of their learning

Teachers facilitate student negotiations to develop challenging learning opportunities, relevant to their learning potential

Students can track and celebrate their own learning growth.


Professional

When Budget


Learning

Priority

There will be evidence of variation in learning tasks within planning

documentation and students will have developed an increased

understanding of how they learn best

Teachers will have an increased understanding of students' levels

of proficiency, and students will have more choice about how to

best demonstrate this to their teachers (Ie. One student may

choose to write a poem featuring similes and metaphors, whilst

another student may prefer to create an interactive quiz using an

iPad app to demonstrate the same understanding)

Learning Intentions are reflected throughout all stages of learning

and students can refer to these in an 'organic' way when they

explain why the learning is important, and what the next step might

be


to: Term 4

$0.00

Equity funding will

be used

All students have a Learning Journal containing documented goals

and reflections, evidence and artefacts of learning, and anecdotes

that support the significance of the items included. These are used

throughout the learning process to support metacognition

Teachers and students have a clear understanding of how to run a

Student Led Conference and these have been trialed in the Middle

and Senior School in place of Parent Teacher Interviews.

Curriculum Coordinator (s) Yes from: Term 1

to: Term 2

$0.00

Equity funding will

be used

Goal 2 To build collaborative teams that support teachers to learn from and with each other to develop high impact teaching practices and

shared responsibility for school improvement.


Writing - 20%




Writing 25%


Reading 25%


FISO Initiative Building practice excellence

Key Improvement Strategy 1 Use communities of practice to build capability beyond the individual school and to provide professional challenge to refelct on and

extend current practice.

Actions Allocation of Writing Portfolio Leader through expression of interest within the Roles and Responsibilities Process

Curriculum Leader attending 2017 Primary Literacy Leader Induction Workshop with Principal

Timetabling to support the Sub School Leaders to attend the two teacher PD sessions with Misty Adoniou on 23rd Feb and 2nd

March 2018 through the Kingston Network

Timetabling to support the Literacy Leader to attend Kingston Network Literacy meetings in 2018

Funding to support the Literacy Leader to attend Kingston Network Literacy meetings in 2018

SIT to discuss our school based focus of need in relation to the Literacy Communities of Practice within the Kingston Network

PLC Support used as a forum for sharing

Whole school PD schedule provides time for attendees from the Misty Adoniou PD to share their learnings

Collection of data re teacher knowledge and confidence in writing

Evidence of impact The Writing Leader actively participates in Regional and network support forums relating to the Literacy Strategy

The school and its community incorporates evaluative practices and continuous improvement into its improvement cycle

The school trials and evaluates professional learning practices from international and local contexts which are known to have an

impact

School leaders facilitate opportunities for staff to learn from each other and model continuous learning in their own practice


Professional

Learning

Priority

When Budget

Writing portfolio leader will have coordinated writing moderation

sessions and produced a CHPS moderated set of writing samples

to support teacher judgement and to enable reference to a worked

sample for students


to: Term 4

$1,600.00

Equity funding will

be used


Twice yearly evaluation and refinement of the CHPS writing

program to align with the work being done in the Kingston Network

Representation of CHPS at Kingston Network Literacy meetings

and information is shared with PLC Support Team as appropriate


to: Term 4

$1,600.00

Equity funding will

be used

Increase in teacher confidence and ability to engage students in

writing lessons through implementation of the High Impact

Teaching Strategies (HITS) with a key focus on metacognition and

feedback


to: Term 4

$0.00

Equity funding will

be used

Goal 3 To deepen and strengthen students’ learning motivation and sense of engagement in their learning

12 month target 3.1 Maintain:

Teacher effectiveness and stimulating learning at above 90%

Increase:

Teacher concern into the 4th quartile

High expectations for success into the 4th quartile

Reduce the discrepancy between female and male students in school connectedness

FISO Initiative Empowering students and building school pride

Key Improvement Strategy 1 Teachers listen to student voice to build relationships that are respectful and supportive. They also gain valuable insights into how to

support student engagement and build more positive and collaborative relationships with all students.

Actions Student Leaders' Induction Program in the first 2 weeks of school

Working with the Student Leaders to build their roles and the timeline of their activities throughout the year

Allocate staff leaders for each student Leadership team i.e. Fundraising, Organisation, Promotions and Sustainability

Build the role description/ expectations for staff leaders of Student Leadership Teams

Create a cross school SRC with representation from Foundation to 6

Continue to build teacher understanding of how to support students with traumatic or difficult backgrounds

Investigate a medium that will enable celebration of school achievements in 'real time'

In Sub Schools teachers to develop self-assessment tools that are appropriate to the age of the students they are teaching to gain

feedback on their practice (Utilise ATSS questions)

Evidence of impact Students are involved in formal and informal decision making processes within a school context and the wider community

The school actively develops students' leadership skills, and works with a variety of community stakeholders to provide opportunities


for students to practise these

Teachers focus on building positive and mutually respectful relationships with students. They have regular two way conversations

reflecting on the effectiveness of the students' learning and showing interest in their progress

Teachers use self-assessment tools, peer and student feedback to evaluate their relationships with students and determine how they

can adapt their approach to improve student motivation and self-confidence

Staff, students and parents regularly share and celebrate school achievements within and beyond the school using a broad range of

opportunities

The school practices and promotes democratic values, active citizenship and inclusion

The school provides authentic opportunities for active citizenship for all students

Teachers model fair and just processes for responding to conflict


Professional

Learning

Priority

When Budget

Student Leaders can show physical evidence of the main projects

they have undertaken throughout the year and explain how this has

increased their leadership capacity

Student Leaders have had the opportunity to attend School

Council/PFA meetings to open lines of communication with the

wider school community

Student leaders have utilised data obtained from internal student

surveys to increase the level of cross school student voice within

whole school issues/events

Student leadership team meetings are more purposeful and

minutes can be accessed by everyone on Google Drive

A model for a whole school Student Representative Council has

been developed

Principal Yes from: Term 1

to: Term 4

$1,000.00

Equity funding will

be used

Sensory Space including the 'Nurture Room' are being utilised on a

regular basis and improving the self-management of targeted

students

Teachers are actively adapting their practice to ensure students

with traumatic backgrounds and difficult situations can achieve

success at school

Assistant Principal Yes from: Term 1

to: Term 4

$10,000.00

Equity funding will

be used


Various mediums for sharing 'real time' information have been

investigated and evaluated so that an agreed approach can be

implemented

Leadership Team No from: Term 1

to: Term 4

$0.00

Equity funding will

be used

Teachers show evidence in their PDPs of adjusted practice based

on feedback gathered from students


to: Term 4

$0.00

Equity funding will

be used

Professional Learning and Development Plan - 2018


Professional Learning

Priority

Who

When

Key Professional Learning

Strategies

Organisational Structure Expertise Accessed Where

The Power Standards within

Sentral reflect annual

updating and colour coding

by teachers which can be

viewed in the Parent Portal

as students demonstrate

proficiency

Students can identify where

they are working on the

continuum and show

evidence within their learning

that supports this

Intervention sessions are

occurring in a systematic way

to address the deficits in pre

requisite skills to enable

students to access the

agreed curriculum

All staff have clarity of the

'Big 3' Reading improvement

Teacher(s) from: Term 1

to: Term 4

Moderated assessment

of student learning

Collaborative

Inquiry/Action Research

team

Formalised PLC/PLTs

Formal School Meeting /

Internal Professional

Learning Sessions

Timetabled Planning

Day

Communities of Practice

PLC/PLT Meeting

Literacy expertise

PLC Initiative

Internal staff

Literacy Leaders

External consultants

Kingston Network PD -

Misty Adoniou

On-site


areas and these will be

evidenced in planning

documentation. They will be

measured each Semester

and adjusted if necessary

PLT minutes reflect the

discussion of planning for

flexible grouping

A CHPS agreed model for

Number units that involves

flexible grouping structures

during the 'new learning'

phase

PLC Leaders from: Term 1

to: Term 2

Planning

Curriculum development

Formalised PLC/PLTs

Professional Practice

Day

Timetabled Planning

Day

PLC/PLT Meeting

Primary Mathematics

and Science specialists

PLC Initiative

Internal staff

On-site

Increased teacher

understanding of the

Capabilities and the Digital

Technologies Curriculum, as

well as evidence of these in

planning and use of agreed

assessment protocols

Learning

Specialist(s)

from: Term 1

to: Term 4

Curriculum development

Peer observation

including feedback and

reflection

Whole School Student

Free Day


Day



Learning Sessions

PLC/PLT Meeting

PLC Initiative

Learning Specialist

On-site

A timeline and protocol has

been developed and

implemented for parents and

carers to access the learning

continuums on SENTRAL

KLA Leader from: Term 1

to: Term 4

Planning

Preparation



Learning Sessions

Internal staff On-site

There will be evidence of

variation in learning tasks

within planning

documentation and students

will have developed an


to: Term 4

Planning

Preparation


Day



Learning Sessions



increased understanding of

how they learn best

Teachers will have an

increased understanding of

students' levels of

proficiency, and students will

have more choice about how

to best demonstrate this to

their teachers (Ie. One

student may choose to write

a poem featuring similes and

metaphors, whilst another

student may prefer to create

an interactive quiz using an

iPad app to demonstrate the

same understanding)

Learning Intentions are

reflected throughout all

stages of learning and

students can refer to these in

an 'organic' way when they

explain why the learning is

important, and what the next

step might be

Collaborative


team

All students have a Learning

Journal containing

documented goals and

reflections, evidence and

artefacts of learning, and

anecdotes that support the

significance of the items

included. These are used

throughout the learning

process to support

metacognition

Teachers and students have

Curriculum

Coordinator

(s)

from: Term 1

to: Term 2

Planning


of student learning

Formalised PLC/PLTs

Whole School Student

Free Day

Timetabled Planning

Day

PLC/PLT Meeting

PLC Initiative

Teaching partners

Internal staff

On-site


a clear understanding of how

to run a Student Led

Conference and these have

been trialled in the Middle

and Senior School in place of

Parent Teacher Interviews.

Writing portfolio leader will

have coordinated writing

moderation sessions and

produced a CHPS moderated

set of writing samples to

support teacher judgement

and to enable reference to a

worked sample for students


to: Term 4


of student learning

Collaborative


team

Formalised PLC/PLTs



Learning Sessions

Timetabled Planning

Day

Network Professional

Learning

PLC/PLT Meeting

PLC Initiative

Bastow

program/course

Literacy Leaders

On-site

Twice yearly evaluation and

refinement of the CHPS

writing program to align with

the work being done in the

Kingston Network

Representation of CHPS at

Kingston Network Literacy

meetings and information is

shared with PLC Support

Team as appropriate


to: Term 4

Planning


of student learning

Collaborative


team


Learning

Literacy expertise

External consultants

Misty Adoniou

Off-site

PD for

Leadership

and staff

through the

Kingston

Network

Increase in teacher

confidence and ability to

engage students in writing

lessons through

implementation of the High

Impact Teaching Strategies

(HITS) with a key focus on

metacognition and feedback


to: Term 4

Collaborative


team

Peer observation


reflection

Individualised Reflection



Learning Sessions


Learning

PLC/PLT Meeting

Literacy expertise

Internal staff

Bastow

program/course

On-site


Student Leaders can show

physical evidence of the main

projects they have

undertaken throughout the

year and explain how this has

increased their leadership

capacity

Student Leaders have had

the opportunity to attend

School Council/PFA meetings

to open lines of

communication with the wider

school community

Student leaders have utilised

data obtained from internal

student surveys to increase

the level of cross school

student voice within whole

school issues/events

Student leadership team

meetings are more

purposeful and minutes can

be accessed by everyone on

Google Drive

A model for a whole school

Student Representative

Council has been developed

Principal from: Term 1

to: Term 4

Planning

Preparation



Learning Sessions


Sensory Space including the

'Nurture Room' are being

utilised on a regular basis

and improving the self

management of targeted

students

Teachers are actively

adapting their practice to

ensure students with

Assistant

Principal

from: Term 1

to: Term 4

Collaborative


team

PLC/PLT Meeting Internal staff On-site


traumatic backgrounds and

difficult situations can achieve

success at school

Teachers show evidence in

their PDPs of adjusted

practice based on feedback

gathered from students


to: Term 4

Planning

Peer observation


reflection

Individualised Reflection



Learning Sessions

PLC/PLT Meeting


Documents that support the plan

The school has uploaded the following documents to support the self-evaluation.