Annual Implementation Plan 2014 Billanook Primary School 5193 Based on Strategic Plan developed for

Transcription

1 Annual Implementation Plan 2014 Billanook Primary School 5193 Based on Strategic Plan developed for Endorsement by School Principal Signed. (Principal s signature) Name Julie Legione. Date 19/ 03/ 14 Endorsement by School Council Signed. (School Council President s signature) Name Michael Cossey. Date 19/ 03/ 14 Endorsement by Regional Director or nominee Signed. (Regional Director or nominee s signature) Name Date 1

2

3 Strategic Intent Goals Targets One Year Targets Student Learning Student Engagement and Wellbeing Student Pathways and Transitions To improve student learning outcomes in literacy, numeracy and science from prep to year 6. To have all students feel connected to school and engaged in stimulating learning. To enhance the transition of students into, within and out of the school in order to realise their full academic and social By 2016 each student, deemed capable, to improve more than one VELS level over each two year period from year one to six, and all preps to achieve level one as a minimum. By 2016 improve the percentage of students in years P-6 achieving at or above their indicative levels in reading to 97%, writing to 95% and mathematics to 95%. By 2016 improve the percentage of students in years P-6 achieving above their indicative levels in reading to 40%, writing to35% and mathematics to 35%. By 2016 the growth of the matched cohort for NAPLAN reading, writing and numeracy will exceed 85. By 2016 reduce the percentage of students deemed capable below national minimum standard to zero. Raise the achievement of girls to at least the level of boys in numeracy. Variable scores on the attitudes to school survey for teacher empathy to be at least 4.51 (currently 4.31). Stimulating learning to be at least 4.11 (currently 3.91). School connectedness to be at least 4.42 (currently 4.22). Student safety to be at least 4.6 (currently 4.4). Average days absent across the school to be 10 days or less. (Currently 12.7). By 2016 the mean for the transition variable on the parent opinion survey to be 5.9 or greater. (current 5.84) All preps deemed capable to achieve level one as a minimum. All students deemed capable to improve one AusVELS level each year. The percentage of students in years P-6 achieving at or above their indicative levels to improve in reading to 97%, writing to 95% and mathematics to 95%, with both genders represented equally in all subjects. The percentage of students in years P-6 achieving above their indicative levels to improve in reading to 35%, writing to32% and mathematics to 32%. The growth of the matched cohort for NAPLAN reading, writing and numeracy will be at least 85. No student deemed capable will score below the national minimum standard. Variable scores on the attitudes to school survey for teacher empathy to be at least Stimulating learning to be at least School connectedness to be at least Student safety to be at least Average days absent to be 11 days. The mean for the transition variable on the parent opinion survey to be The mean for the general satisfaction 3

4 potential. By 2016 the mean for the general satisfaction variable on the parent opinion survey to be 6.0 or greater. (current 5.93) Establish student satisfaction benchmarks/targets with students new to the school. Increasing improvement on school based transition survey with the benchmark year set at variable on the parent opinion survey to be Develop a Tribals response sheet for new students, identifying areas of strength and weakness in the transition program. The 2012 transition response sheet will be followed up.

5 Implementation Key Improvement Strategies and Significant Projects Embed a whole school approach to teaching, learning and assessment that ensures purposeful and explicit learning for every student. What (Actions) the activities and programs required to progress the key improvement strategies Further develop an agreed format for teaching and learning plans that include the learning focus, high level cognitive challenge, differentiated tasks, assessment (success) criteria, ICT approaches, and identifying students for specific focus. How (Resources) the budget, equipment, IT, learning time, learning space PD session Kristy Ratten Day 1, 2014 Curriculum Organiser Team planning meetings Who the individuals or teams responsible for implementation Curriculum Innovators team. Teaching staff When the date, week, month or term for completion Term 1 Achievement milestones the changes in practice or behaviours Curriculum Organiser online system adopted by class teachers. Agreed planner format implemented by teaching staff. Documented use of data with evidence of informing teacher practice. Develop a common pedagogy for the explicit teaching of writing p-6. Develop further knowledge of the Australian National Curriculum - English, mathematics, science and geography Provide regular opportunities for cross level moderation of student work in both writing and measurement. Staff meetings Staff PD- extend training as required Exemplary writing shared via Skype or over the PA at lunch eating time. Pauline Teaching staff Term 2 Staff use 7 steps to writing. Writing is documented in planners. Exemplary writing is shared at assembly. Writing is displayed in the library and shared during library sessions. Staff meetings Team coordinators Staff planners show understanding of AusVELS, ensuring the cross curricula priorities of Sustainability, Asian studies and Indigenous studies are evident on documentation. Resources are aligned with new curriculum. Staff meetings Team meetings e5 process Glenda Hills School leaders All staff Teaching teams use data to inform their teaching practice. Expert staff coach and mentor less experienced staff. Moderation times are noted on the term planner and regularly on staff meeting agenda. 7 Steps of Writing is developed school 5

6 wide. Key Improvement Strategies and Significant Projects Enhance purposeful teaching practices by building staff capacity within a framework of collaborative teams. What -activities and programs Promote a culture of high expectations for student learning and challenge students to perform above expected levels. Use the e5 model to fully develop a whole school professional learning plan with a pedagogical focus. How Resources Support staff- Ray ARCOTS testing Moderation Individual performance plans Who When Achievement milestones the changes in practice or behaviours Class teachers Curriculum Innovators team Glenda/ Pearl Targets as listed are achieved Goal setting from students is apparent and visible with evidence of progress. Rigorous, challenging learning and assessment tasks at all levels are devised. Staffs participate in focused learning walks at Billanook and in exemplary schools. A designated area is set up to display writing. Develop our peer feedback system that supports reflection on effective teaching and learning practices using a school based reflection tool. Individual performance plans APT Glenda/ Pearl Teachers engage in high level professional conversation and incorporate new elements of best practice into their teaching. Peer feedback using the e5 framework is utilised on a planned timeline. Research, extend and utilise an investigative learning approach. Increase teachers confidence and competence for teaching science and maths - focus on developing students knowledge, skills, understanding and capacities. Curriculum Innovators team Series of Maths PD with Charles Lovitt PLT ongoing discussion on Maths Science resources Science room Science lessons planned Support for science All staff Staff implement elements of an investigate approach to learning in their level.. Charles Lovitt Staff coaches All class teachers Use of Curriculum Organiser Updated two year planners available Staff share their science knowledge and teaching at a whole school level Staff use best practice models to improve teaching of numeracy, measurement an writing.

7 room setup. Key Improvement Strategies and Significant Projects What -activities and programs Ensure information communication technologies (ICT) are used by all staff and are fully integrated across all areas of the curriculum. How Resources Laptops in all classes. IWBs serviced to ensure good working order Staff planners Staff meetings Who When Achievement milestones the changes in practice or behaviours School technician Staff Teacher skills in ICT use are evident in planning and teaching. Teachers expand their knowledge of ICT use for effective teaching and learning utilising peers, students and online systems. Surround sound systems used to their full advantage. Develop the capacity of teachers to engage students in stimulating learning that ensures a greater level of personal learning opportunities, improved problem solving and creative thinking and increased independence and interdependence. Extend the staff capabilities to reflect on their practice against a common template for teaching and learning. Staff work in Tribes Ensure planning for student learning has a personalised focus by engaging students in setting learning goals, selfreflection and evaluation of their learning. E5 model Teacher led research Team planners using Curriculum Organiser Team discussion Tribes morning PD Team planners Student feedback ideas shared Classroom display Glenda/ Pearl Adam Kump Teaching staff Staff and students Curriculum innovators The learning intention and success criteria of each lesson are highlighted for students and are visible in the classroom. Research document completed with ideas utilised by all staff. Gender based programs developed in needed areas. Tribes collaboration when required in staff meetings. Teachers use student feedback to improve student engagement in learning. Utilise feedback from DEECD and school student opinion surveys. Enhance the expression of student voice utilising this as feedback to inform teaching. Student feedback methods Staff display board Staff forums Student leaders lunches All staff Regular student forums are conducted, ( JSC meetings, Year 4 Forum and Leader Lunch each term) to explore student opinion. Survey results 7

8 Commit to the consistent behaviour system based on positive relationships and high expectations. Establishment program Term Focus 1.Learning intentions 2.Goal setting 3. Student feedback Mission statements displayed Tribes activities in planners. Attendance focus each term Posters Semester reports Information Nights All staff Lauren Tribes leaders Glenda Term 1 Mission statements completed. Beginning Term 3 Tribes established. Mission statements and behaviour management plans are developed at the beginning of the school year for each class and reviewed each term. The Tribes trail for each class shows progress, with Tribes formed in each class. Develop cyber safety programs such as Super clubs/ esmart. Every Day Counts program highlighted Review and update the school based Thinking Planner Planning days Staff meetings Curriculum Innovators Higher order thinking skills are reflected in each teams planning documents. Weekly planner checked by senior staff Develop and implement transition programs specific to student needs. Develop closer relationships with local pre-school and childcare centres through student/ staff involvement. Research the prep transition processes to ascertain possible increase in enrolments. Review common procedures for the induction of students new to Transition budget Care Groups Transition program Transition budget Staff meeting School Council discussion Staff meetings New students lunch Heather S- prep transition leader Pearl- Yr 6 transition leader Chris, Julia, Gaye Yr. 6 students Heather S Julie Rhonda/ Jenny Glenda New students Term 3 1 month after High demand for school tours and high attendance at information sessions. Specialist teachers, students and transition coordinator visit pre-schools. Pre-school to prep transition program and communications trialled. Moderation of student work within and across levels takes place regularly. RISC is used, updated and accessed by all staff Increase in enrolments. Induction plan developed for new students Survey staff regarding requirements when

9 the school at Years 1-6. meeting Parent survey Julie transition receiving new students. Key Improvement Strategies and Significant Projects What -activities and programs Utilise the RISC system to provide vital student welfare information for staff and hence enhance the school philosophy of collective responsibility. Develop activities that provide a high profile of the school with continued emphasis on parent involvement and community participation. Promotion of school by staff media representative How Resources RISC system updated at beginning of current year. PD on RISC use for all staff. Staff meeting updates Radical readers program Transition budget Postcards and posters to place in day-care centres, cafes, kindergartens etc. Purchase of banners to display on highly visible streets. Promote activities and programs at the school. Harmony Day event for families. Carols Community Evening. School Council Transition budget Who When Achievement milestones the changes in practice or behaviours Julie Staff use and update system. Staff utilise system to check student history. Office staff Heather S Julie Di Pearl Eleanor Julie Heather S Elle Teesdale Office staff Kirsty Edwards Parent support programs operating. Pre service teachers, Community service students and mentors regularly welcomed into the school. Community invited to Information evenings, Tribes evening and Carols night. Participation in high profile community events such as Mooroolbark Festival, Lilydale Show, Shopping Centre displays. Visits to kinders 9

10