Key Improvement Strategies and Significant Projects What (Actions) the activities and programs required to progress the key improvement strategies How (Resources) the budget, equipment, IT, learning time, learning Who the individuals or teams responsible for implementation When the date, week, or term for completion Achievement milestones the changes in practice or behaviours Student Learning Establish collective accountability for the assessment and monitoring of progress of individual students, cohorts of students, and the school as a whole Establish a Data Literacy Team to build teacher capacity to understand and analyse data. Allocate appropriate people CLT Term 1 A data team will be established Analyse transition documents, including range of assessment outcomes to identify every student by name performing above or below expectations Comparing and contrasting multiple sources of data – NAPLAN, PAT, transition data. Literacy & Numeracy Coordinators End of term 1 Students performing in top two and bottom two bands will be identified by name and all teachers will be made aware of this list. Build teacher capacity to create differentiated curriculum that caters to different learning needs with focus on Literacy and Numeracy. Provision of PD to pilot group of English and Maths teachers & incorporation of differentiation into curriculum documentation CLT, learning domain leaders and all teachers. Term 2 & 3 English & Maths teachers in a pilot program will have written ILPs. eUP will have evidence of units incorporating specific strategies for different learning needs. Establish protocols and accountabilities for the work of PLCs and ensure each teacher is included with a focus on developing, delivering and reviewing differentiated curriculum. Through curriculum implementation teams, targets/ goals/protocols are established and later disseminated at domain meetings. CLT, curriculum implementation team and teachers Commences in Term 1 and continues throughout year. Teachers in PLCs will be following protocols and documenting curriculum in eUP. Continue to build teacher capacity to understand and present VCE data service analysis for discussion amongst VCE teacher and to other teacher teams Deliver workshops on analysing and using previous VCE and GAT data CLT and VCE team Terms 1 & 2 Teachers are using data to identify areas of the course that they need to improve.
Strengthen the effectiveness of moderation of assessment either at the college or with schools Teachers’ collaboration in school and through the VCE teachers’ network CLT, VCE team, VCE teachers and curriculum implementation team. Commences in term 1 and continues through the year. Teachers work in teams to share strategies about teaching the course. Review reporting process to determine if assessment outcomes and feedback to parents meet student needs Consultation with staff, students and parents. CLT Commences in term 2 is a list of suggestions for the improvement of reports after the review. These suggestions optimise student outcomes and learning. Student Learning Support student engagement and learning through the continued implementation of a 1-to-1 Learning Program for students in 7-11 Arrange for the distribution of iPads to students in Years 7 & 8, along with parent ICT PD to involve the broader school community in the initiative Equipment ordered in Dec for Jan delivery Parent Presentations Teacher PD presentations designed and delivered by eLearning team. eLearning and Innovation Coordinator, IT Manager, Assistant Principal Term 1, Wk 2 Term 1, Wk 5 Terms 1-4 All iPads distributed in the second week of Term One. Two parent PD nights focussed on iPads presented during Term One. All teachers attend one or more PD sessions and apply skills learnt in class Introduce and establish an LMS to support online learning Build a PD program to support teachers to incorporate the use of ICT across the curriculum Sharepoint LMS setup completed and data imported ready for use by staff, students and parents Interested staff invited to use platform with selected classes. Supported by targeted PD Introduce the LMS facility for all teachers to use during Semester 2 eLearning and Innovation Coordinator, IT Manager, Assistant Principal End of Term 1 Beginning of Term 2 Beginning of Term 3 All teachers attend one or more PD sessions and apply skills learnt in class Sharepoint LMS ready to use Invited staff using Sharepoint LMS during Term 2 for assessment, feedback and course management All teachers using and exploring Sharepoint LMS with students in class Build and deliver a PD program to support teachers to incorporate the use of ICT across the curriculum focussing on the following areas: Digital Literacy; Independent Learning; Collaboration, Communication Offer PD targeting different competency levels of teachers eLearning and Innovation Coordinator, Curriculum Coordinator, IT Manager, Assistant Principal Terms 2, 3, 4 PD presentations run at Staff Workshops, Domain level and on demand throughout the year Beginner workshops offered on Thursday afternoons on a voluntary basis
Key Improvement Strategies and Significant Projects What (Actions) the activities and programs required to progress the key improvement strategies How (Resources) the budget, equipment, IT, learning time, learning space Who the individuals or responsible for implementation When the date, week, month or term for completion Achievement milestones the changes in practice or behaviours Restorative Practice Restorative practice implemented for the whole school community through teacher training and students All teachers with assistance from Heads of Sub School s, Student Wellbeing Coordinator, AP (Wellbeing), Staff Development Coordinator On-going All teachers implement the principles of Restorative Practice in their work with students, parents and colleagues Conflicts are commonly resolved through negotiation and mediation Students are using the essential elements of restorative practice and treat others with respect Thinking Skills and Social Competencies Investigate which elements of teaching thinking and social skills are being developed explicitly in our feeder primary schools and how best to introduce them at East Doncaster. Student Wellbeing and Engagement Team, Transition Coordinator Term 3 Proposal for incorporating the teaching of thinking skills and social competencies presented to Curriculum and Student wellbeing teams and Learning Domain Leaders for approval Student Pathways and Transition Develop and implement systems and protocols to support the transitions of each student to provide a framework for sustained connectedness Investigate which social and emotional developmental programs are being used in our feeder primary schools Establish Team to oversee strategy development and implementation Coordinate visits to feeder Primary Schools. Review and establish preferred models Student Well-being Team Pathways & Transition Team End of Term 1 End of Term 2 Document outline of each program
Complete an audit of current programs and activities which provide developmental and educational programs at East Doncaster Audit undertaken from Middle School, Senior School and Student Wellbeing Coordination teams. PE & Health domain leader to assist with program identification Senior & Middle School Coordination teams, Student Wellbeing Coordinator and PE/Health domain leader End of Term 2 Audit document reviewed and identification of further program needs undertaken Design a sequential framework of activities for the development of student learning, social competencies and pathways preparation Allocate planning time to develop a whole-school program. Middle School and Senior School , Student Well-Being and Engagement, and Curriculum Implementation Team End of Term 4 Documentation of programs complete. Establish and implement protocols for transmission of student information to Year Level Coordinators as students progress through each year level Identify range of information required Undertake risk analysis of use of available data guidelines for use Use LMS to record and transmit student data. E-Learning Team. Members of Curriculum Implementation and Student Well-Being and Engagement teams Term 2 Student information is accessed by teachers on the LMS Use of student data is governed by the protocols implemented. Strengthen and broaden community partnerships – local and international. EAL for Mainstream – conduct training program for all teachers on teaching EAL in context of our 40% student population; and explore the possibility of targeted professional learning for teachers, PD Budget, Professional Learning Workshops Incorporate EAL strategies and planning in eUP curriculum Curriculum Leadership Team. Guest instructor Develop strategy plan by end of Term 1 Provide PD support for teachers in catering for EAL students during Term 2. Internationalising Education Agenda Teachers complete EAL training and adopt practices in teaching in mainstream classes LBOTE Students have increased confidence in accessing the literacy of different subjects
teachers learning Mandarin and learning to develop cultural understanding, documentation during domain meeting times. Continue Mandarin Lessons with Internationalising Education group at a local primary school Focus in domain meeting times for curriculum documentation Weekly sessions beginning early term 2. Seminars conducted and relationships developed between teachers engage Languages teachers in establishing a Cultural Theme Day, and promoting Cultural Diversity through visual presentations across the school Domain Meeting Time for planning. Publicity budget. Languages teachers & students. Terms 1 & 2 Student Leaders are active promoters of cultural diversity activities Cultural Diversity established as an ongoing cause for celebration further developing our partnerships with local primary schools in building common goals and approaches to this agenda Regional support PD participation in Manningham Languages network. Chinese Languages teachers Languages teachers from Primary Schools. Languages Network PD during Terms 1 - 3. Sets of agreed goals for ongoing relationships developed Investigate establishing partnerships with University of Melbourne, AEF, Confucius Institute to review teaching practices in Mandarin; engage our Languages Mandarin teachers in this venture PD budget Curriculum Leadership Team Mandarin Languages teachers. On-going Languages Mandarin teachers embrace challenges and are contributing to sustaining partnerships Plan for Exchange in 2012 and Student Exchange in 2013 – identify target audience (Mandarin/ESL or cross learning domain for cultural understanding); International visits to partner school in 2012 International Coordinator and Head of Senior School 1 member of previous visits and other teacher applicants. May 2012 Begin selection process and applications Term 2; Visit in Sept 2012 Sister school partnership further establishment and development Exchange conducted within sister school partnership Agreements made on details of student exchange with sister school