all have the opportunity to flourish Using the Parent Opinion Survey increase: Each of the elements of Student Safety ‘Approachability ‘Transitions Using the Attitudes to School Survey – Factor Mean Scores – Year 5-6 increase each of the elements within the Student Relationships and Wellbeing Domains to ‘Equal to’ or ‘Above’ the state mean Productivity To optimise the use of all available resources across the school Using the School Staff Survey % Endorsement Measure increase Parent and Community Involvement Using the Parent Opinion Survey increase: Parent Input General Satisfaction Staff Survey Reports Parent Opinion Survey Reports KIS What How Who When Achievement milestones Achievement Build a school-wide professional team of highly able teachers Leadership continues to place high priority on the ongoing effective professional development Strategically recruit, retain, induct, support and develop the most qualified staff School leaders participate in professional learning activities alongside teachers The school supports formal Budget allocation Timetables established to support release for PD that has minimal impact on student learning Formal and informal professional learning opportunities Observations school pd Leadership and SIT Teachers Ongoing Professional learning shows differentiated growth for staff Staff, parent and student survey improve Showcasing best practice Power Walk Through App used in classrooms and feedback improves practice
Build networked school relationships Consolidate of conduct and behavioural expectations that engender collegiality and professionalism Salary progression is not automatic and ATSIL standards in line with classification School visits Access to and opportunities provided to analyse data Rigorous PDP process to identify for growth ATSIL Standards are met Teachers have very high levels of pedagogical knowledge and skill and expert knowledge Self-reflective culture focused on improving teacher effectiveness Staff achieve a successful performance reviews Systematic, viable, guaranteed curriculum Review and modify curriculum plans Identify and communicate expectations with staff and provide PD opportunities to support a whole school curriculum Document and align assessment and reporting with the curriculum Build staff skills in curriculum planning Continue to protect the instructional time available for teachers Develop procedures for essential content Time release Staff/Team meetings One on one discussions PDPs feedback and performance meetings Embedded into culture Planning and Assessment documentation Internal and external PD opportunities One on one communication with stakeholders working party All staff use the curriculum plan for what (and when) they teach and students learn Assessment plans documented Mid-year and final reports issued to parents are aligned with essential learnings PDP mid-term review comments reflect growth in skills in curriculum planning and development Ongoing analysis and discussion of data Communicate targets to parents, staff and school community Develop and implement a plan for the systematic collection of a range of student outcomes data Newsletter Website Annual Report MySchool Website Information evenings Assessment Plans All staff Ongoing School Strategic Plan, AIP and other communication means demonstrate the schools commitment to data analysis
Use data to identify starting points for improvement and to monitor progress Summarise, display and communicate key data sets to the community Build data literacy skills of staff Systematically monitor performance Use data to inform school-level decisions and initiatives Provide access to technology to optimise the use of data Facilitate public analysis of data Progress towards targets is monitored and initiatives and programs are systematically evaluated for effectiveness in producing desired improvements NAPLAN AusVELs data shows growth Reports to parents indicate growth Focus of Professional Learning Community conversations is on data analysis Staff conversations and language reflect an understanding of student assessment and data concepts Culture of self-reflection is evident Targets are achieved All staff use high quality, low variability, effective pedagogical practices Leadership keeps abreast of research on effective teaching practice Classroom observations and feedback on instructional practice Continue to implement and develop CITW model for all staff CITW Power Walk Throughs Professional reading PD Introduce and use the Power Walk Through App All staff include a goal around improving instructional practice in PDP Leadership Staff PD Team PD External PD PDP meeting CITW Planning tool F-6 NAPLAN, Teacher Judgements, Student, Teacher, Parent Surveys data indicate growth Teachers have an openness to critique by colleagues Improvement in Walk through data Engagement Ensure that every student is engaged and challenged High expectations academic rigour Ensure and make visible ongoing success for all student Moderate assessment Track student learning Display learning intentions Display success criteria All staff Teams Absence data improves Student, Parent Surveys show growth
and a strong culture of trust and support and respectful Continually reflect on and improve the schools ability to meet the needs of the students Build cultural competence of staff Ensure that the school is inclusive Build a strong sense of belonging and pride in the school Continue to build a strong collegial culture Parents, school leaders and teachers work together Conduct and analyse Parent opinion survey and other forms of feedback from parent and respond accordingly Provide opportunities for parent involvement in learning School Council is an effective purposeful community students and parents speak highly of BSPS Staff demonstrate an understanding of the importance to successful learning of positive and caring relationships Interactions between staff, students, parents and families are caring polite and inclusive Interactions with parents are focused on learning and the wellbeing of students Embed Character Strengths into every aspect of the curriculum Provide professional learning, using a strengths-based approach to teaching and building communities Provide parent forums All staff use a strengths-based approach when interacting with students both formally and informally Immerse the curriculum Showcase our work Monitor and continually identify opportunities to use character strengths Employ Mario Roberto to conduct parent workshop for existing parents and for 2016 parents Include a Character Strength goal in PDP Provide PD for staff All Ongoing Staff use Character Strengths as part of their everyday language Students and parents are using Character Strengths language more frequently Student/Parent/Staff Surveys show improvement and optimistic feel within and about the school Support students through critical educational transitions Identify staff member/s to coordinate transitions Plan for transitions first term Support staff – to support families during transition - reciprocal visits Provide families information Provide time for transitions coordinators to plan Information home to parents Information sessions for parents Provide time at transition for Marg Shaun Ongoing Parent and student survey results show improvement in the areas relating to transition Parent and student forums for feedback are conducted indicating greater
(in, through, out of school) Opportunities for families to get to know each other Opportunities to transition into OSHC Set up a buddy system relationships and between stakeholders Help the children feel secure new parents to socialise Use the parent carer network to engage new parents socially Ensure that all staff are aware of expectation and organisation of transition satisfaction with transition processes Productivity Targeted use of school resources to meet the learning and wellbeing of all students Seek ways to increase the resources Resources committed to partnerships Deploy staff effectively Discretionary school funds available Flexible and creative curriculum Continue to improve the physical learning environments Align the school budget with school and system priorities Undertake a rigorous PDP process Follow explicit Improvement Agenda Succession Plan Continue to focus on the ‘right work’ Seek opportunities for external funding that supports and not impedes the school curriculum Communicate to staff the dynamic nature of organisational structure to support change as needed PDP plans in place for all staff and meeting schedule organised as part of this process Use the SSP, AIP, PDP ongoing data analysis to our work Leadership School Council All staff Sept – Dec Ongoing Strategic Partnership MOU’s, Agreements and Commitments are fulfilled and the impact on student learning is apparent Confirmed SRP aligns with the Staffing Profile Income and expenditure is aligned with the school budget Mid-year and end of cycle review process provides evidence of the growth AIP and SSP targets met Strengthen School – Community Partnerships Communicate the new Strategic Plan and the shared Vision, Mission Values Continue to actively seek ways to partner with families, education and training institutions and community organisations Identify, use and share the skills, Website Assembly Launch Newsletter New school pledge Information for parent sessions Leadership All School Council Executive Officer Ongoing Strategic Partnership MOU’s, Agreements and Commitments are fulfilled and the impact on student learning is apparent Confirmed SRP aligns with the Staffing Profile Income and expenditure is