Strategic Direction Goals Targets One Year Targets Achievement To improve student learning by 12 weeks in 10 learning growth in literacy and numeracy by increasing teacher capacity to monitor and inform in quality instruction. The Student Learning Data will reflect at least 12 weeks in 10 growth. (NAPLAN) NAPLAN data will show the following Reading Growth Targets: 2014 Year 3 335.29 points (average): Targeted growth 127 points 2016 Year 5 should score between 456 - 462 Writing Growth Targets: 2014 Year 3 335.29 points (average): Targeted growth 126 points 2016 Year 5 should score between 458-468 Numeracy Growth Targets: 2014 Year 3 335.64 points (average): Targeted growth 146 points 2016 Year 5 should score between 482- 489 AusVELS data will show the following gains: Student learning data will reflect an increase by 20% in Numeracy and Reading AusVELS data for students deemed capable at or above level. Reading growth Target: – The Student Learning Data will reflect at least 12 weeks in 10 growth. (NAPLAN) NAPLAN data will show the following gains: Reading Growth Targets: 2013 Year 3 357.72 points (average): Targeted growth 117 points 2015 Year 5 should score between 472 – 478 Writing Growth Targets: 2013 Year 3 374.97 points (average): Targeted growth 108 points 2015 Year 5 should between 480 Growth Targets: 2013 Year 3 352.84 points (average): Targeted growth 138 points 2015 Year 5 should between 489 - 497 AusVELS data will show the following Student learning data will reflect an increase by 7% in Numeracy and Reading AusVELS data for students deemed capable at or above level. Reading growth Target:
Student Learning – teachers motivate students to learn & persist with their learning. Target: To move to the second quartile – 40% School Staff Survey: Professional Learning Collective participation -Staff seek advice from colleagues and participate in collaborative discussion to improve learning and teaching. Target: To be 80% for all Feedback-Feedback is seen as crucial to the professional learning process. Target: To be above 80% for all staff School climate; in students and parents -Staff trust the students and parents of the school community. Target: To increase school score mean to all primary school mean score. (School 42% to State 72% Attendance: Reduce the whole school average student absence rate to from 22.3 to 18 by 2018 Student Learning – teachers motivate students to learn & persist with their learning. Target: To move to the second quartile – 40% School Staff Survey: Professional Learning Collective participation -Staff seek advice from colleagues and participate in collaborative discussion to improve learning and teaching. Target: To be 80% for all staff. Feedback-Feedback is seen as crucial to the professional learning process. Target: To be above 80% for all staff School climate; Trust in students and parents -Staff trust the students and parents of the school community. Target: To increase school score mean to all primary school mean score. (School 42% to State 72% Attendance: Reduce the whole school average student absence rate to … days by 2016 Wellbeing To improve student wellbeing by empowering teachers to manage a range of diverse student behaviours and improving teacher understanding of the whole child to create a calm orderly learning environment. Attitude To School Survey Teaching and Learning Teacher empathy – the extent to which teachers listen and understand student needs and assist with student learning. Target: To increase to 70%. School Survey: School Climate Collective efficacy: Attitude To School Survey Teaching and Learning Teacher empathy – the extent to teachers listen and understand student needs and assist with student learning. Target: To increase to 70%. School Staff Survey: School Climate Collective efficacy:
School staff believe they have the necessary skills, expertise and resources to successfully educate students. Target: To increase school score mean to all primary school mean score – School 59% to State 77%. School staff believe they have the necessary skills, expertise and resources to successfully educate students. Target: To increase school score mean to all primary school mean score – School 59% to State 77%. Productivity Senior Leadership Group to make effective decisions and allocate resources that result in sustained improvement to student learning, engagement and wellbeing. Resources monitored to ensure the facilitation of the 2015 -2018 SSP Resources monitored to ensure the facilitation of the 2015 -2018 SSP Implementation Key Improvement Strategies What the activities and programs required to progress the key improvement strategies How the budget, equipment, IT, learning time, learning space Who the individuals or teams responsible for implementation Achievement milestones the changes in practice or behaviours Achievement To improve student learning by 12 weeks in 10 learning growth in literacy and numeracy by increasing teacher capacity to monitor and inform in quality instruction. I will implement assessments as documented in the whole school assessment schedule (PAT, Fountas & Pinnell, teacher designed assessments, NAPLAN) and refer to the data on the Student Performance Analyser/SPAMarkbook to discuss/track student growth. Implementation and analysis of the Reading and Maths PAT test in term one, two and four Implementation and analysis of Fountas and Pinnell benchmarking assessment in two and four Upload teacher made assessments and data onto SPA (Student Performance Analyser) Actively participate in professional development with Phillip Holmes Smith and the School Leadership Team Principal, AP Student Learning, Leading teacher s Numeracy/Literacy, Team Leaders, teachers & teachers Assessments completed and uploaded to SPA - Reading and Maths PAT test in term one, two and four; Implementation of Fountas and Pinnell in term two and four Professional Development delivered Data Wall to track growth at the end of semester 1 & at the end of semester 2 Use of SPAmarkbook to track growth ICT Learning Leader to oversee and support staff
At the beginning of each ‘unit of work’, I will develop and implement assessment tasks in numeracy and literacy to measure growth. By the end of term 1, I will use data to differentiate the learning tasks in numeracy and literacy so that I can meet student learning needs and measure growth. By the end of each term, I will participate in giving and receiving professional feedback. Teaching partners differentiate learning tasks based on student point of need by establishing instructional groups based on the pre-assessment for literacy and numeracy. Embed consistent approach to documentation & planning using AusVELS, pre & post assessment and learning tasks at students ZPD. Provision of feedback from peers/colleagues & leaders assist teachers to continually improve their practice/teacher capacity Leading teacher s Numeracy/Literacy, Team Leaders, teachers & teachers Leading teachers Numeracy/Literacy, Team Leaders, teachers & teachers Leading teachers Numeracy/Literacy, Team Leaders, teachers & teachers with technical issues with SPA Bank of Assessments on T:Drive Ongoing monitoring of MHPS Protocols during Planning Session Professional Learning on differentiation presented to staff Classroom observation and feedback have been provided according to the schedule To improve student engagement through meeting the diverse needs of students by: By the end of term 1, I will know and embed Early and/or Middle Years methodology with a consistent approach to planning and teaching so as Embedding of documentation consistent with Early and Middle Years methodology which demonstrates a common Leading teachers Numeracy/Literacy, Team Leaders, teachers & teachers Early Years and Middle Years Teaching and Learning Policy and Planning Guidelines
- pre and post assessment at students point of need - providing inclusive whole school sequenced teaching and learning programmes & -providing engaging classroom practices. to engage students in their learning. By the end of term 1 I will use AUSVELS to plan and differentiate learning tasks based on my knowledge of students ZPD to engage students in class By the end of the year I can articulate and have implemented the school-wide selected techniques so that we can better engage students By the end of term 1 I will have actively participated in approach to planning, teaching and assessing Evidence of AUSVELS to plan and link to learning tasks Knowledge of students ZPD Ability to differentiate tasks at student ZPD Growth Books on differentiation to be purchased & professional learning provided. A whole School Forum to unpack differentiation to develop a shared understanding delivered by Learning Leaders Classroom observation based on techniques Student Learning AP , Learning Leaders, Team Leaders Student Learning AP , Learning Leaders, Team Leaders developed and documented by the end of term 1 Assessment, planning & work program documentation accessible (T:Drive) and demonstrates clear link from assessment to planning to differentiated teaching (instructional groups) when audited at the end of terms 2, 3, and 4. Policy and Guidelines on Differentiation developed and shared Frequency of fortnightly planning meetings with learning leaders Classroom observation on questioning techniques to be conducted Evidence through biannual reports, teachers P&D reviews and evident through planning and classroom delivery.