Endorsement by School Council Signed………………………………………. Name Ros McPherson Date…………………………………………… School Council President’s endorsement represents endorsement of School Strategic Plan by School Council Endorsement by the delegate of the Secretary Signed………………………………………. Name…………………………………………. Date…………………………………………… Legislative context for endorsement Section 2.3.24, subsection (2) of the act states that “A school plan prepared under subsection (1) must be signed by both the president of the school council and the principal and must be submitted to the Secretary for approval within the period specified in a Ministerial Order.” Ministerial Order 470 states that “the requirements for the school plan are set out in guidelines produced by the Department of Education and Early Childhood Development.” This template forms the guidelines.
Achievement Achievement refers to both the absolute levels of learning attainment and growth in student learning that schools strive to support. While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements. Improve individual student learning outcomes in Literacy and Numeracy Increase the percentage of students making 1.00 growth, Semester 2 to Semester 2 Increase the percentage of student in the top two bands in NAPLAN as follows Increase the percentage of students achieving high relative growth on NAPLAN Reduce the percentage of students achieving low relative growth on NAPLAN Create a culture of high expectations for all students and staff Enhance student learning capacity by building the capacity of teachers and ESS staff
Engagement Engagement refers to the extent to which students feel connected to and engaged in their learning and with the broader school community. Engagement spans students’ motivation to learn, as well as their active involvement in learning. Engagement also refers to students engagement as they make critical transitions through school and beyond into further education and work. Increase individual student engagement in and ownership of their learning Improve the mean scores, Years 5 & 6 in the Students Attitude to School Survey Embed student voice in learning tasks and wellbeing structures Improve Student Attendance data to be commensurate with state wide averages. Wellbeing Students’ health, safety and wellbeing are essential to learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining students’ positive learning experiences. Enhance the well being of all students within the school Improve the mean score, Years 5 & 6 in the Students Attitude to School Survey Improve Parent Opinion Survey variables Growth on the Staff Opinion Survey on the dimensions of Parent and Community Involvement Build the capacity and efficacy of all the staff
Sustain Performance of Parent Satisfaction with School Improvement and General Satisfaction at or greater than 75th percentile School Strategic Plan 2014- 2017: Indicative Planner Purpose: the purpose of the indicative planner is to assist the school to prioritise key improvement strategies to support resource allocation and to describe the changes in practice and behavior that might be observable at the school if the key improvement strategies are being implemented as intended. Key Improvement Strategies Actions Achievement Milestone Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail. Achievement milestones are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Achievement milestones often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of achievement milestones should be set. Achievement Create a culture of high expectations for all Year 1 Review and document a whole school curriculum plan Whole school line of sight curriculum planning completed and being consistently implemented Review and improve feedback structures (including classroom observations) and Staff Performance and Development processes Classroom observations seen as a powerful form of feedback and professional learning (staff survey) Develop and clearly articulate a pedagogical vision and strategic direction around teaching and learning The documentation of a clear pedagogical vision to inform instructional practices and curriculum resource management over the next 3 years Develop and document behavioural expectations for staff, based around the school’s values and pedagogical vision Documentation of behavioural expectations for staff based around the school’s values and pedagogical vision
Engagement Embed student voice in learning tasks Year 1 Develop and document a whole-school instructional model that empowers students by giving them choice and ownership of their learning and opportunities to be analytic, curious, creative and reflective thinkers Curriculum planning reflects and demonstrates student voice in learning Students feeling more empowered and being learners. Student surveys and classroom observations Build staff capacity in personalised and inquiry learning and the use of engaging and current technologies Teacher Professional Learning Program and Team Meeting Minutes, showing time allocated to personalised learning; inquiry / discovery learning and ICT skills development Improve Student Attendance data to be commensurate with state wide averages. Analyse the 2014 attendance data by year level, cohort and individual to identify explicit issues and foci for a school attendance plan to be developed Leadership / Staff Meeting and PLT’s minutes reflect the work is concentrating on improvement of student attendance Year 2 Implementation of agreed attendance strategies Review attendance data PLT’s planning against whole school attendance strategies Year 3 Review attendance data Plan updated to include any refinements Wellbeing Build the capacity and efficacy of all the staff Year 1 Develop and document whole staff workshops that build staff capacity to understand and support Students with additional needs Implement a school-based professional learning and accreditation program for Educational Support Staff Meeting schedule and minutes to reflect opportunities for staff development Analysing appropriate data to inform planning and instruction.