Effective Practice Project Frame the Conversation School name: - Strathmore Secondary College HOW DO YOU ENSURE CONSISTENCY OF THESE AREAS WITHIN EVERY CLASSROOM / ACROSS THE SCHOOL? Key Questions Achieved Evidence Key Question: Tell me about your Numeracy Strategies. Instructional Model Measuring individual student growth Interventions and extension Professional learning COMPASS used to sore and record student data across the school. Maths Apps used as a tool– ‘Maths Space Online’, ‘explain everything’ app- and these are accessible at home Maths Help sessions offered 7 – 9 (Tuesday afternoons) Pyramid Response to Intervention – year 7 Planners are hyperlinked to overviews Parent access to some aspects of COMPAS with reference to their child High Yield Strategies used BRB Units of work Jane Pollock PL Key Question: Tell me about your Literacy Strategies Instructional Model Measuring individual student growth Interventions and extension Professional learning Instructional model – uniform across the school COMPASS used to sore and record student data across the school Faculty meetings used to look at data Marking activities in meetings using NAPLAN criteria. Identify areas of need and imbed into planning VCE data used to identify trends at ‘top’ and ‘bottom’ ends (differentiated support, intervention sessions offered) ‘Live Scoring’ to standards – break down into proficiency scales – students set goals, students reflect on goals at beginning and end of process. High Yield strategies used SAMR model used PD for all staff (collaboration, engagement, data) VCE ‘Hurdle Tasks’ - students given assistance to ‘reset’ tasks to allow achievement (students provided with feedback) Assessment Schedule PLC minutes
Line of sight of SSP, AIP Community engagement Periods 0 and 7 offered to maintain variability in subjects offered. Wellbeing Engagement framework Multidisciplinary team Restorative practices Positive Education (from 2008) Teachers select one aspect for PDP All docs (planning and data) stored on Google Docs – visible to all staff. Key Question: Tell me about your journey to achieve the outcomes Challenges Barriers Insights Getting staff and community on board Faculty alignment Victorian Curriculum alignment Change in leadership – required major structural changes than needed handling sensitively and respectfully Some staff feel they do not have the time for PLCs (x1hr/wk) No HG in 2017 – may reintroduce in 2018 APs have wide ranging portfolios (roles) – can be a distractor to core business Key Question: Tell me about your journey to achieve the outcomes Enablers Insights Getting staff and community onboard External supports CITW: Instructional Model at school. Lots of PD during the past 7 years. Individual teachers use various aspects of the model AIP: Examined by Leadership team annually. All PDPs linked to targets and goals Data: Used to tweak Curriculum programs annually Strong Leadership Structure. Clear policies, known, shared purpose. Pathways of communication are strong amongst the staff Policies with clear processes – less inconsistencies Leadership aware of ‘change cycle’ Instructional coaches Coaching – Terri Cambell – to support writing Jane Pollock Key Question: Tell me about the role of PLC / PLT in school improvement PLCs (PLC culture started in 2010 - gradually): DuFour Model – use of critical questions ‘Collaborative Teams That Transform Schools’ Hatti Meet weekly (within timetable-time protected-all inclusive) PLC – use of PP