The Goollelal vision Goollelal Primary School provides all students with a quality education; one that promotes a respect for self and others, embraces the pursuit of personal excellence and inspires a love of lifelong learning. Our school motto Sharing: shared ownership, shared accountability and shared responsibility Caring: empathy for others, care and compassion Learning: high expectations, seeking greater knowledge Our objectives 1. For all students to be successful in achieving their potential academically, socially and emotionally. 2. To provide a safe, inclusive and welcoming environment which engages, challenges and supports all students. 3. To develop positive and trusting relationships between the school and its community. 4. To provide professional development opportunities for all staff so they approach their work with confidence, enthusiasm and commitment. 5. For all staff to be accountable for the progress of our students and our school performance. 6. To promote confidence in public schooling. Achieving our goals Goollelal Primary School adopts the goals that guide Australian Education Melbourne Declaration on Educational Goals for Young Australians as follows: 1. Goollelal Primary School promotes equity and excellence 2. All Goollelal Primary School students become: successful learners; confident and creative individuals; active and informed citizens In order to achieve these goals there is no more important endeavor than further improving the quality of teaching at our school. Evidence clearly indicates that the quality of the teacher is the most significant in- school factor affecting student outcomes. As such, everything that our teachers do, and that is done to support them, is linked to increasing the positive impact of our student achievement. At Goollelal Primary School we actively model a professional learning community, aimed at maintaining and extending high quality teaching standards from all staff. Successful students are the centre of our school improvement. Everything we do is evaluated in relation to the impact on student learning. Our school planning cycle has three elements: we assess data and other evidence related to student achievement and school operations; we plan improvement strategies; and we action them. The Goollelal Primary School Business Plan 2015 2017 forms part of a suite of documents including our Operational Plans, Workforce Plan, Annual Report and the Delivery and Performance Agreement.
x High Quality Teaching, Learning and Leadership Aspirations Strategies Evidence Goollelal Primary School attracts and retains innovative educators who provide excellence in teaching so that students are provided the opportunity to reach their potential. Professional excellence is demonstrated by a shared commitment and responsibility from all staff, active sharing of professional knowledge, willingness to work in a team based culture, high personal performance and mutual respect and support for colleagues. Build staff capacity to meet the diverse and changing needs of our students. Embed the Australian Curriculum (Western Australian School Curriculum and Standards Authority version) in planning, teaching and assessment.» School based selection for all teaching and nonteaching positions.» Align performance and development to the AITSL 1 Professional Standards.» Adherence from all staff to the Goollelal Staff Conduct Agreement.» Share teacher expertise, through collaborative team meetings and co-coaching to extend teaching and learning capabilities across the school.» 2015 Full implementation for English, Mathematics, Science and HASS 2 (History / Geography only)» 2016 Familiarisation of Health and Physical Education, HASS, Technologies and The Arts.» 2017 Full implementation for Health and Physical Education and HASS.» Implement and embed General Capabilities and Cross Curricular priorities in planning, teaching and assessment as appropriate.» Performance of staff employed through school-based selection processes.» Staff surveys» Improved longitudinal student performance data (stable cohort) when starting from a similar first assessment score.» Maintain or increase the % of students at or above the Australian Mean (Year 3 and 5 NAPLAN 3 data)» Collaborative meeting minutes and co-coaching records» All staff self-reflect on their professional practice for continuous improvement (eg AITSL professional standards and evidence-based research)» Classroom planning is connected to both the School Business Plan and Operational Plan and measured by self-reflection and accountability meetings.» School Development Days.» Teacher moderation in reported areas of the curriculum.» 2015 All teaching staff report against Australian Curriculum Achievement Standards as per implementation schedule.» ACARA 4 General Capabilities and Cross-Curricular priorities are evident in teaching and student learning. 1 AITSL: Australian Institute for Teaching and School Leadership 2 HASS: Humanities and Social Sciences 3 NAPLAN: National Assessment Program Literacy and Numeracy 4 ACARA: Australian Curriculum, Assessment and Reporting Authority
High Quality Teaching, Learning and Leadership Aspirations Strategies Evidence Reinforce Connected Practice* approach to quality teaching and learning, so that teachers are instructionally intelligent, resulting in improved student outcomes. * Connected Practice is a whole school approach placing an emphasis on a common shared language and teaching methodology between and across all areas of the school. Strengthen digital fluency* across all year levels and learning areas, as appropriate. * Digital fluency involves learning to make the most of the digital technologies available, adapting to new ways of doing things as technologies evolve and limiting the risks in a digital environment. A contemporary, high quality Early Years Education program. Teachers provide high quality learning opportunities where students are fully engaged. Leadership opportunities, via a distributed leadership model, for staff and students at Goollelal Primary School.» Continue the sequential implementation of the Australian Curriculum and ensure it is embedded in all teachers planning, lesson delivery and assessment.» Maintain whole school curriculum initiatives in literacy and numeracy.» Consolidate the use of the istar 1 model to underpin pedagogy across the school.» Provide opportunities for professional development to enhance pedagogy.» Promote intentional teaching to develop skill, competency and application of technologies across all year levels and all learning areas.» Embed the ICT 2 general capability across all year levels and all learning areas.» Plan for sustainability of ICT to meet future needs.» Embed the five Early Years Learning Framework for Australia Outcomes and Quality Area 1: Education Program and Practice from the National Quality Standards.» Promote differentiation of curriculum delivery, via istar methodology, and student assessment.» At-risk students are identified through early intervention and data analysis in order to reach their potential.» Staff leadership opportunities.» Sustainable leadership with succession planning.» Student leadership roles across the school and engagement in leadership programs.» Assessment of students and reporting to parents against Phase 1 Australian Curriculum Achievement Standards, and Phase 2/3 as appropriate.» Whole school initiatives in mathematics, spelling and reading.» Planning of explicit literacy and numeracy teaching blocks.» Evidenced in Collaborative Team plans through ACARA scope and sequence.» Embedded in teaching and evident in student learning.» Increased student access to and availability of ICT.» Meet National Quality Standards.» SAIS 3 data / NAPLAN data analysis.» On-Entry assessment in PrePrimary Student surveys.» Chaplaincy data and anecdotal records.» Open Night» Community, staff and student surveys.» AITSL 360 degree feedback» Availability and take-up rate of leadership opportunities for staff and students. 1 istar teaching methodology: inform/inspire, show, try, apply, review 3 SAIS: Student Achievement Information System 2 ICT: Information and Communication Technology
Successful Students Aspirations Strategies Evidence Pursuit and celebration of personal excellence.» Celebrate individual success in academic and nonacademic achievements via assemblies, school website and within the classroom.» Student National School Opinion Survey results are positive. Implement differentiated curriculum to meet student needs.» Clear SAER identification processes are in place.» SEN planning implemented, monitored and reported on. Students adopt increasing responsibility and accountability for learning. Provide a safe, inclusive school environment with the promotion of resilience and optimism to assist students cope in a changing world. 1» Develop documented plans and monitor their effectiveness to address individual learning needs of students performing outside expected levels.» A case conference model is in place to manage all SAER. SAER: Students at Educational Risk» Longitudinal records to monitor student progress.» Teachers provide explicit instruction and authentic opportunities for student accountability in learning, including engagement in self-reflection and goal setting.» Students are engaging in self-reflection and goal setting to identify their strengths and focus areas.» Specific whole school programs (BounceBack, Growing and Developing Healthy Relationships, Protective Behaviours).» Student National School Opinion Survey.» Promotion of Friendship Area in the school grounds.» Chaplaincy program to assist all students. 1 2 2» Students engaging in positive playground behaviours.» Annual Chaplaincy school survey. SEN: Special Educational Needs
Community, Culture and Care Aspirations Strategies A strong commitment to maintaining positive, genuine school-community relationships.» Provide formal and informal involvement of our community in the identification and implementation of the future directions of Goollelal Primary School.» Parent National School Opinion Survey.» Use a range of relevant and contemporary mediums to communicate to parents.» School Board meeting minutes.» Promote consistency of key messages. Value student diversity and demonstrate inclusivity. Create a contemporary, safe and stimulating environment.» Timely and ongoing communication of relevant class, school and community events.» Develop and maintain our links and support for local and world charitable, cultural and community organisations.» Identify cultural considerations, as applicable, when planning learning experiences.» Plan and implement improvements to the learning environment to meet current and future student needs.» Clear processes and procedures for individual and whole of school to ensure student health and safety. Evidence» Survey data is analysed and actions planned and implemented to address areas of concern.» Annual Report summary» ACARA General Capabilities and Cross-Curricular Priorities are evident in teaching and student learning.» National Quality Standards Area 2: Children s Health and Safety» National Quality Standards Area 3: Physical Environment
30 Cadogan Street KINGSLEY WA 6026 (09) 9409 8432 goollelal.ps@education.wa.edu.au www.goollelalps.wa.edu.au