Research and implement Character Strengths program – students must be able to utilise their strengths frequently. Aim to increase use of Neuroplasticity and Growth Mindset language and concepts. Sport program to be deepened – engagement and excellence – possible ‘academy-like’ approach? PERMA used to evaluate progress. Identify what markers we are looking for to determine improvement and full take-up by the school community. Section 3: Other Improvement Model Dimensions STRATEGIC PLAN GOALS [Drafting Note these are the goals in your SSP related to this Dimension. Sometimes a goal in the SSP can be related to more than one Dimension/Initiative. They are recorded here exactly as they are in the SSP] OTHER IMPROVEMENT MODEL DIMENSIONS [Drafting Notes Use this section for the dimension identified as an area of focus in the SSP (e.g. Positive climate for learning and Health and wellbeing)] STRATEGIC PLAN TARGETS [Drafting Note these are the targets in your SSP related to this Dimension. Sometimes a target in the SSP can be related to more than one Dimension/Initiative. They are recorded here exactly as they are in the SSP] 12 MONTH TARGETS [Drafting Notes the measures of progress may be a breakdown of the 4 year targets, however, where this is not possible due to availability of data (e.g. NAPLAN), schools may use alternative data sets (e.g. OnDemand data)] KEY IMPROVEMENT STRATEGIES ACTIONS WHO WHEN SUCCESS CRITERIA MONITORING Progress Status Evidence of impact Budget Estimate YTD [Drafting Notes report here the KIS from the previous summary page] [Drafting Notes report here what the school will do and how - including financial and human resources] [Drafting Notes report here the person responsible] [Drafting Notes report here the timeframe for completion] 6 months: [Drafting Notes report here the tangible markers or indicators of success reflecting observable changes in practice, behaviour, and measures of progress] [Drafting Notes report here the quantifiable school and student outcomes and/or qualitative information about the change in practice] 12 months: 6 months: 12 months: 6 months: 12 months: 6 months: 12 months: 6 months: 12 months:
Section 4: Annual Self-Evaluation [Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available] Priority Improvement model dimensions – note Improvement Initiatives are bolded Is this an identified initiative or dimension in the AIP? Continuum status Evidence and analysis Excellence in teaching and learning Building practice excellence [Drafting note For current AIP improvement initiatives and/or dimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This statement can refer to the progress status and/or make reference to the achievement of the appropriate goals, targets and success criteria.] Curriculum planning and assessment Evidence-based high impact teaching strategies Evaluating impact on learning Professional leadership Building leadership teams Instructional and shared leadership Strategic resource management Vision, values and culture Positive climate for learning Empowering students and building school pride Setting expectations and promoting inclusion Health and wellbeing Intellectual engagement and self-awareness Community engagement in learning Building communities Global citizenship Networks with schools, services and agencies Parents and carers as partners Reflective comments: [Drafting Note Please use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings] Confidential cohorts analysis: [Drafting note This section is not for public distribution. Report here the extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students] Considerations for 2018: