strategic plan operational plan 2011 - waterford …...waterford west state school operational / one...

One Year Strategic Plan / Operational Plan 2011

Waterford West State School

South East Region

Vis ion

Context

Business

Systems

Technical

Actions

Vision

Department

Region

Strategy

Outcomes

EC

EC

Sc

hool

+ S

tude

nt

Perf

orm

ance

Tea

chin

g +

Le

arni

ng

Tra

inin

g an

d Sk

illin

g

Infr

astr

uctu

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Wor

kfor

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Polic

y R

enew

al

Stronger Q

Smarter Q

Fairer Q

Greener Q

Healthier Q

All Children will have access to quality early childhood education and care. Every young person will be well equipped with the educational foundations to achieve their individual potential. Queenslanders will be skilled to maximise their opportunities and help drive Queensland’s economy. We will manage our resources effectively to strengthen service delivery.

Leadership, governance and performance transparency to drive performance improvement Performance improvement through service integration, partnerships and networks Performance sustainability through relevance, alignment and a services orientation Re-engineer expectations, processes and structures to leverage the power of technology to improve systems and learning productivity on behalf of all customers.

Quality learning and teaching Student, family and community engagement. Positive schools that enhance student well-being, promote social inclusion and reduce educational disadvantage. Improved attainment and transitions from school to work and further study. Capable, agile and sustainable organisation.

Teaching and Learning Audit recommendations actioned with explicit school strategies focussed on improvement. Appropriate implementation of National Curriculum and LOTE. A comprehensive NAPLAN strategy that is transparent and focussed firmly on school improvement. Closing the Gap on indigenous and non indigenous student performance. Implementation of developing Performance Plans for administrators and teaching staff. Consolidation of Oneschool as the operational environment for school data, plans and financial operations.

Success - 100% of year 12 students graduate with OP or VET qualifications. - 100% Aboriginal and Torres Strait Islander

students Earning a living past year 12. Achievement - 100% of students above the NMS. - Double the percentage of students in the

top 2 bands. - Close the indigenous achievement gap. Confidence - Strong market share through improved

public confidence. - 100% of schools have successful financial

and Teaching and Learning Audits. - 100% of schools operating at 3oC or 2oC of

separation.

Literacy, Numeracy and Science Quality Teaching and Curriculum Attendance, Retention and Attainment Close the Gap between Indigenous and non-Indigenous students School Performance and Improvement

Goal: 1 school 1 plan

Performance Planning

People Planning

Financial Planning

Facility Planning

NAPLAN Planning

Al ignment Al ignment Al ignment

Waterford West State School Operational / One year Strategic Plan 2011

Our School Vision: Our vision is to produce a school that exhibits high standards in learning, attendance, and environment, where virtues are practiced and where learning is focused and supported.

2011 Strategic Objective – “Explicit Improvement Agenda”

1. Teaching and Learning Audit recommendations actioned with explicit school strategies focussed on improvement.

2. Appropriate implementation of National Curriculum and LOTE.

3. A comprehensive NAPLAN strategy that is transparent and focussed firmly on

school improvement.

4. Closing the Gap on indigenous and non indigenous student performance.

5. Implementation of developing Performance Plans for administrators and teaching staff.

6. Consolidation of One School as the operational environment for school data,

plans and financial operations.

7. Continued implementation of SWPBS

8. A reflective culture based on data analysis and student needs

Our School Values:

• Positive parent and school relationships • Social, emotional, and academic development and achievement for students • A culture based on reflection and responsibility in which rights are

coupled with responsibility • A positive learning environment in which people and property is

respected

The Plan : Who / How/ When / What

2011

TERM 1

TERM 2

TERM 3 TERM 4 A

Cul

ture

that

Pro

mot

es L

earn

ing

• SWPBS continues (DP Student engagement) – reward system revised

• Partial walls to be constructed in F, E and H Blocks

• Sustained attention to the analysis of behaviour data from Oneschool and the Peace room will drive focussed programs to build social skills in addition to classroom programs continued from 2010 (AVT Behaviour Management)

• Strong presence of Admin, AVT Behaviour Management in classrooms

• Parent programs run in partnership with QUT/ECC will continue to develop with a focus on parent needs (QUT/staff)

• Implementation of Kids Hope Mentoring program, after school tutoring and morning homework club

• Continuation of lunchtime activities funded by ECC

• Implementation of lunchtime leaders program

• New staff inducted in SWPBS

• Behaviour data analysed and individual students discussed at weekly student support (Admin team )meetings for targeted students

• Parent programs continue with support from Every Child Counts and Communities for Children

• Classroom walkthroughs continued to build data for year level sharing meetings in upper school re classroom practice

• Profile of improvement agenda maintained by Admin team

• Term by term monitoring of behaviour statistics and subsequent action with a goal of reducing high level behaviours

• Analysis of data to inform staff training in regard to SWPBS

• Behaviour data analysed and individual students discussed at weekly student support meetings (Admin team ) for targeted students

• Parent programs continue with support from Every Child Counts and Communities for Children

• Classroom walkthroughs continued to build data for year level sharing meetings in upper school re classroom practice (Admin team)

• Profile of improvement agenda maintained by Admin team

• Term by term monitoring of behaviour statistics and subsequent action with a goal of reducing high level behaviours (Admin team)

• Evaluation of SWPBS to analyse progress so far and determine future directions (DP + Behaviour Management teacher)

• Evaluation of parent programs to determine future directions (Admin team)

• Review of 2011 data to inform program implementation for 2012

• Celebrating successes with whole staff (Admin team)

Ana

lysi

s an

d D

iscu

ssio

n of

Dat

a

• Data analysis of Week 9 data through the line management structure (PACs – Planning and Assessment conversations) with individual teachers with a focus on subsequent pedagogical actions (Admin team)

• Development of a detailed NAPLAN Pedagogical strategy for years 3,5,7 (HOC, teachers)

• Data walls for reading levels and Maths baseline data (HOC/teachers)

• Early intervention process for absenteeism following processes developed in 2010 – monitored and actioned by DP (Student engagement) and Attendance officer

• Monitoring the use of the NAPLAN data across year levels

• Data wall meetings each term to ensure individual attention to student data

• Continued PACs – one per teacher this term

• Year level discussions of implementation of NAPLAN

• Torch data entered on data walls

• PLIP reading and writing data to be gathered each term (HOC and staff)

• Pat Maths to be gathered each semester

• Data wall meetings each term to ensure individual attention to student data and subsequent teaching strategies

• Continued PACs with subsequent identified actions and PD

• Year level discussions of implementation of NAPLAN

• Torch data entered on data walls • PLIP reading and PLIP writing data to

be gathered each term (HOC and staff)

• NAPLAN data distributed and analysed in year level meetings – shared with whole staff

• Constant tracking of term behaviour data to enable prompt responses to high frequency year levels and groups (DP SE and behaviour teacher)

• Teaching to the gaps – including NAPLAN information

• Analysis of PLIP writing data to assess success

• Data to inform review of curriculum plans

• Data used to determine class composition for next year

• Data to inform line management structure in 2012

• Data to inform decisions made regarding NPA funds for next year

An

Expl

icit

Impr

ovem

ent A

gend

a

• Implementation of draft English, Maths, Science and ICT Plans

• Implementation of Literacy and Numeracy Plans

• Key teachers appointed for Maths, Science and English

• Line management structure introduced to support the Developing Performance Framework (PACs) – Admin team with selected year levels

• Implementation of PLIP Writing • QUT team focus on planning • LL4LL literacy project continues

with HOC driving the Rolling Meetings structure

• Principal, Key teachers and HOC/DPs to develop readiness for national curriculum

• Monitoring of implementation of new plans by curriculum committees

• Monitoring of planning by HOC in year level meetings

• Identify students from term 1 and develop strategies for improvement and ensure appropriate support

• Staff meetings maximised for time efficiency DP (Curriculum)

• Sharing meetings weekly but led by HOC twice a term (and on a needs basis) to ensure commitment to improvement

• PLIP writing to be evaluated and adjusted based on student results (HOC and P)

• PD on PLIP writing strategies for follow up in classroom - (HOC and P)

• Monitoring of implementation of new plans by curriculum committees

• English and Maths curriculum committee to align documents with national curriculum in 2012 and start to develop plan to be ready by beginning of term 4

• Sharing meetings weekly led by HOC twice a term to ensure commitment to improvement

• PLIP writing to be evaluated and adjusted based on student results

• Continued individual tracking of students in PAC meetings (Teachers and Admin team) and data wall meetings

• English, Maths and Science PD for national curriculum (HOC)

• Preparation of draft curriculum documents for History by new curriculum committee

• Analysis of PLIP writing data to inform format of numeracy focus for 2012 – HOC and P

• Planning day for Admin team to address the big issues for next year.

Targ

eted

Use

of S

choo

l Res

ourc

es

• PLIP to be implemented with targeted students – 2 teachers focussing on G & P and spelling through small group workshops while PLIP reading continues with the remaining teacher-aides

• The implementation of the ICT plan will continue (ICT facilitator and staff)

• Implementation of mandated literacy and numeracy blocks

• Key teachers in English, Maths and Science will lead implementation of curriculum plans

• Facilities improvement continued with covered ways and classroom equipment

• Learning Support staff focussing on NAPLAN strategies numeracy intervention based on last year’s net results in lower school and writing for upper school

• Continued tracking of special project students – PLIP reading, PLIP writing, G & T processes, impact of key teachers and implementation of Indigenous languages

• Monitoring of literacy and numeracy blocks through classroom learning walks

• Tracking of the use of digital multi-literacies in year 5

• Learning Support staff focussing on NAPLAN strategies numeracy intervention based on last year’s net results in lower schools and writing for upper school

• Continued tracking of special project students – PLIP reading, PLIP writing, G & T processes, impact of key teachers and implementation of Indigenous languages

• Monitoring of literacy and numeracy blocks through classroom learning walks

• Tracking of the use of digital multi-literacies in year 5

• Learning support teacher in lower school to target students identified in the net

• Upper school learning support to target other students as per need with PLIP writing

• Admin team to decide how best to deliver on numeracy targets ready for 2012

• Review of PLIP writing to determine direction for 2012

• Review of learning extension program to determine action plan for next year

• Review of resourcing processes to inform processes for next year

An

Expe

rt T

each

ing

Team

• Mentoring time factored into the timetable as it was in 2010

• Curriculum conversations construct continued with a focus on pedagogical development which includes a feedback loop – individual learning plans for teachers developed through the PACs

• Workforce capacity enhanced with employment of quality teachers on contract

• PD agenda focussed on the key reform areas of the NPA strategic plan using personnel from Griffith and Queensland

• Learning extension program developed by a working party to develop effective school G&T practices linked in with Marsden SHS exceptional learners program

• Monitoring of mentoring time to ensure effective use of time – targeting specific pedagogies

• Building leadership capacity through year level team leaders and key teachers

• Implementation of learning extension program with Marsden State High School and develop on-site program linked to higher order thinking


• Monitoring of mentoring time to ensure effective use of time – targeting specific pedagogies

• Building leadership capacity through year level team leaders and key teachers

• Implementation of learning extension program with Marsden State High School and develop on-site program linked to higher order thinking


• Evaluate effectiveness of high school curriculum links programs for action for 2012

• Review roles of key teachers and year level leaders for alteration for 2012

• Curriculum conversations construct continued with a focus on pedagogical development which includes a feedback loop – individual learning plans for teachers developed through the PACs – develop plan for next year

Syst

emat

ic C

urric

ulum

Del

iver

y

• Moderation processes will be more systematically developed and applied

• QUT will lead PD in the application of higher order thinking strategies

• Year level rubrics will continue to be developed along with further development of our baseline data collection and analysis

• Curriculum expectations set for homework and student showcases

• Classroom delivery monitored through learning walks in years 5,6,7 during Literacy blocks to determine effective high impact teaching strategies

• PD developed according to needs identified through PACs


• Collection and monitoring of unit plans by HOC each term

• Learning walks extended to include years 3 and 4

• PD developed according to needs identified through PACs


• Development planning documents aligned with ACARA

• Learning walks extended to include years 1 and 2


• Development planning documents aligned with ACARA

Evid

ence

Bas

e d

Teac

hing

• QUT digital multi-literacies project will continue with year 4

• QUT support for year level planning from Prep to year 4

• Targeted PD identified through PACs

• PD for staff new to LL4LL • Individual learning plans for staff • Training for relevant staff in

SWPBS

• Data walls to inform changes in pedagogy – reading, Pat Maths

• Rolling meetings and data wall meeting continue to provide opportunities for reflective conversations and pedagogy sharing and reform

• Survey results from learning walks shared, analysed and addressed in year level meetings

• Data walls to inform changes in pedagogy– reading, Pat Maths

• Rolling meetings and data wall meeting continue to provide opportunities for reflective conversations and pedagogy sharing and reform

• Survey results from learning walks shared, analysed and addressed in year level meetings

• Review data collection processes and templates for use in 2012

• Survey results to inform decisions around PD plan and staffing allocation for 2012

• Review of QUT program to inform decision making for 2012

• Review success of PAC meetings

• Prepare and plan for autonomy in the delivery of the LL4LL project in consultation with the LL4LL team

Tailo

red

Cla

ssro

om L

earn

ing

• Ability groups will continue in year 1 for literacy and numeracy and in year 5 for numeracy

• Learning extension program will be developed in conjunction with Marsden State High School year 7/8 with an enquiry based project

• Student data driven pedagogical interventions identified, implemented and monitored through the line management structure

• A learning extension program will be developed in conjunction with Loganlea State High School with an agriculture related enquiry project in year 6

• Student data driven pedagogical interventions identified, implemented and monitored through the line management structure – individual teachers with Admin team

• Use of diagnostic testing in reading levels and Pat Maths and a writing sample grade to be provided to Admin each term

• Term Planning documents submitted to HOC/Admin team for quality control each term

• A learning extension program will be developed with a Queensland Health/QUT/WWSS partnership with year 5 in relation to ethnography

• Student data driven pedagogical interventions identified, implemented and monitored through the line management structure – individual teachers with the Admin team

• Term Planning documents submitted to HOC for quality control each term

• Review of streaming trials to assist the composition of classes for next year – relevant year level teams with appropriate DP

• Review of projects with feeder high schools to inform future planning – year level teams with Admin team

• Full review of individualised learning programs to inform future decisions – Admin team

• Pat Maths used again this term to assess progress years 3-7 in numeracy

MEA

SUR

ING

TO

OLS

• School based tracking device • One School • NAPLAN results • School Opinion Survey • Year 4 and Year 6 QCATs

• Torch test for comprehension years 5/6/7 – LL4LL

• Pat Maths • Probe in upper school and PM in

the lower school for reading • Words Their Way for spelling • Week 9 data – reading, writing

and maths • Tracking of PLIP data (HOC)


• Pat Maths • Probe in upper school and PM in the

lower school for reading • Words Their Way for spelling • Week 9 data – reading, writing and

maths • Tracking of PLIP data (HOC)


• Pat Maths • Probe in upper school and PM in

the lower school for reading • Words Their Way for spelling • Week 9 data – reading, writing

and maths • Tracking of PLIP data (HOC)

Assistant Regional Director Feedback Endorsement (NB. On a one-year cycle, this plan is to be endorsed by the P&C / School Council and the principal’s supervisor) Timelines: This Strategic Plan / Operational Plan was developed in consultation with the school community. It includes the Plan focusing on the key improvement strategies and outcomes for the next 12 months and is accompanied by a copy of the Annual Financial Report (AFR) and a copy of the Budget Overview Report (BOR).

o Template distributed to schools – November 2010 Operational Plan (for four-year review cycle): o Initial draft of OP lodged on RIS by 10th December 2010*

o If this is of concern please contact your PEOSI o Feedback provided to principal by 31 January 2011 o Final version of OP lodged on RIS – 24 February 2011 Strategic Plan (for one-year review cycle): o Initial draft of OP lodged on RIS by 8th December 2010 o Feedback provided to principal by 31 January 2011 o Endorsement by ARD completed – 20 February 2011 o Final version of OP lodged on RIS – 24 February 2011

__________________________

___________________________

____________________________

Name Principal / / 2011

Name P&C President / School Council Chair

/ / 2011

Name Assistant Regional Director

/ / 2011

strategic plan operational plan 2011 - waterford …...waterford west state school operational / one...

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