Case management for high risk students by all those involved with the social emotional well-being of the student. Improved attendance and behaviour data Behaviour reviewed at PBL meetings Attendance: 5 weekly SSS Team PBL Executive Principal Strategic deployment of staff: Implementation of electives/additional programs (e.g. supported play, social and emotional, musical, e-learning, programming, coding, robotics, engineering, dance, STEM) through use of specialist staffing. School Opinion Survey Data Improvement Parent and student satisfaction PE teacher full time supported play Lead Teacher Innovation appointed for 2018 working alongside teachers. Bridge Builders Online Program purchased for identified year levels Leadership Team Alison Lead Teacher Innovation Heidrich: PE Teacher School Curriculum, Assessment and Reporting Framework founded on the Australian Curriculum with a local context perspective, an inquiry focus and inclusive of cross curricula capabilities with a clear scope and sequence. Framework completed Increase HOC position to to assist monitoring of framework implementation Year level leadership structure Term 1 Leadership Team HOC Identification and referral of students to Student Support Services, provision of differentiated tasks and assessment; personalised learning plans, individualised curriculum plans for those working above year level; targeted resources (human and material) and organisation of external opportunities in which students can participate. Improvement of numbers of students in the Upper 2 Bands. Year 3 Reading: 39.7 to 49 Year 3 Writing: 35.9 to 38 Yr 3 Numeracy 37.5 to 40% Year 5 Reading: 41 to 42% Year 5 Writing: 15/7 to 19% Yr 5 Numeracy: 31.7 to 33% Term 1: Identification for Bright Young Scholar’s and school based Programs Term 1: Lead Teacher Innovation working in classroom with teachers to increase intellectual rigour for able learners. Leadership team Existing GEMS Lead Teacher Innovation
Strategies Targets Timelines Responsible Officer/s Attract and retain a quality Japanese teacher in order to consider the expansion in the teaching of Japanese from Prep to 6. Increase from 0.5 to 0.6 Term 1-4 Yrs 4 to 6 LOTE Teacher Continue the implementation of a school attendance action plan Improved attendance data Ongoing Deputy Principal
Strategies Targets Timelines Responsible Officer/s Use of National school improvement tool to develop and deliver a school explicit improvement agenda using Cycles of Inquiry. Action Plans with associated cycles of inquiry prepared each term Ongoing Leadership Team Annual Professional Development Plan: Target and coordinate professional development for teachers and aligned to the school improvement priorities and individual Performance Development Plans/AITSL Standards. Staff Opinion Survey: Professional devt and training satisfaction. Ongoing Review Plans mid year and end of year. Leadership Team Professional development in STEM and Digital Technologies (Science, Technology, Engineering and Maths) Staff Opinion Survey: Professional devt and training satisfaction. Ongoing Teachers work alongside Lead Teacher Innovation in the implementation of digital technologies curriculum. Leadership Team Lead Teacher Innovation Classroom Teachers Professional development and planning processes will focus on the creation of pre and post-test opportunities; Differentiated assessment and learning tasks with clear learning intentions and success criteria; Learning ladders based on marking guides and goals related to the literacy continua and ACARA numeracy progressions. Staff Opinion Survey: Professional devt and training satisfaction Effect size and relative gain of and systemic data. Ongoing Teachers released once per term for planning. HOC Classroom teachers Target leadership for instructional leadership through additional staffing allocation to support instructional leadership, coaching, curriculum development, implementation and monitoring. Staff opinion survey data improvement Peer Coaching cycles each term Expansion of HOC role from 0.5 to 1.0 Ongoing Coaching once per term. Coaches HOC Strategies Targets Timelines Responsible Officer/s Use the school staffing allocation (Investing for Success, Curriculum Coordination time, Non-Contact Time, Library and flexible staffing allocations) to maximise the quality of teaching within the school (class, SEP and specialists) and the use of all staff experiences, skills and interests. School Opinion Survey increase in satisfaction relevant items. Term 1 to 4 Release of teachers to planning and data meetings. Pedagogical coaching. Principal Deputy Principal
Improvement in NMS and U2B Literacy and Numeracy Data Improvement in percentages of students obtaining a Working with or Better report card grading. Additional learning support and intervention teachers. Expansion of HOC role from 0.5 to 1.0. Full time PE teacher 0.6 LOTE Teacher Lead Teacher Innovation. EALD 0.8 Music 0.7 Use of Investing For Success to enhance teacher-aide time available to individual classrooms for student support and extension as outlined in differentiation, personalised learning and individual curriculum plans. Improvement in school and systemic data: literacy and numeracy Ongoing: Additional aide time to support Literacy and Numeracy Blocks; Mini-Lit and Macqlit Programs. Principal Deputy Principal P to 2 Coach HOC Establish leadership structures which are representative across the school to manage school programs and activities including a year level leadership structure. Improvement in staff satisfaction survey. Term 1 and ongoing Leadership Team. ‘ School Improvement Priority: School Community Partnerships SUCCESS INDICATORS: Schools ensuring community needs are central to decision making processes, autonomy and accountability. Strategies Targets Timelines Responsible Officer/s
Implementation of school infrastructure plan School survey Facilities satisfaction increase Ongoing Principal BSM P and C Leadership Team Intensive maintenance and minor works action plan e.g. painting and replacement of paving a priority Replacement and refurbishment of playgrounds, spaces and learning areas, furniture e .g: Yr 1 Playground, Top oval project Explore opportunities for murals and other installations to beautify the site. E.g.: garden, art, environment clubs etc. Effective technical support, e-pedagogy coaching, professional development and ICT equipment replacement schedule across the school as well as for the BYOD program. Student and Parent Opinion Survey ICT satisfaction increases Lead Teacher Innovation 1.0 0.6 ICT Tech Lead Teacher Innovation ICT Tech Parent, student and community engagement through Cuppa Morning catch-ups at least twice per term, Showcase Days, Celebration Days, Cultural Days, suggestion box, assembly structure reviewed, ATSI committee, charities and local business groups linked with student council and senior leaders, lunchtime clubs such as sporting, science, computer, chess, IPad, cooking etc. Student and Parent Opinion Survey satisfaction increases. Ongoing Leadership Team Student Council (Annette Stevens) Teachers Prep to 3 Class Parent Reps role to improve school-home information sharing and communication. Student and Parent Opinion Survey satisfaction increases. Term 1: Parent Class Reps P to 2 organised by the P and C P and C School Council to provide input to and feedback on school strategic direction. Meeting once per term Nominations and voting process for renewed school council completed Term 1 Principal Parent Workshops covering topics such as Social/Emotional Learning, Parenting, Literacy, Numeracy, ICTs. 3 per term Ongoing Leadership Team Strategies Targets Timelines Responsible Officer/s Partnership with Craigslea SHS enhanced including the transition program. 1 reciprocal visit each term to develop and implement action plans. Ongoing Principal Deputy Principal Improved transitions through the establishment of an early childhood network, Professional development and visits to and from pre-Prep setting; development of delayed and early entry policies; liaisons with other settings around split placements. Use of AEDC data to plan joint programs such as Social/Emotional Learning, Oral Language Programs, Pre-Prep Literacy and Numeracy experiences for school success. 1 reciprocal visit each term Ongoing P-2 Coach Prep Teachers
Engage with clusters of schools to share programs, activities and resources to further enhance school capability. Establishment of cluster for feeders to Aspley SHS and Craigslea SHS to develop a shared strategic plan to build cluster capability amongst our staff, students and families. Staff Opinion Survey Satisfaction Increases Term 1-4 Moderation: Stafford and Northgate Term 4 Cluster Strategic Planning Powerful Learning Schools Leadership Team Positive Behaviour for Learning: Enhance the work of Tier 1 and 2 teams, Functional Behaviour Analysis Training, Non Violent Crisis Intervention Training and participation in regional behaviour support. PBL executive and general meetings; embedding of Responsible Behaviour Plan and implementation of a positive recognition strategy. Improved behaviour data Term 1-4 PBL Team Flexible staffing utilised to purchase staffing for a Social/Emotional Learning Program to work with students, parents and teachers around proactive teaching of school values, strategies to deal with anxiety, conflict, bullying and cyber-bullying and promote resilience, positive thinking and relationships including peer mediation, school leadership and parent education programs. sporting, science, computer, chess, IPad, cooking. Student, Staff and Parent Survey Satisfaction Increases Behaviour Data Term 1-4 PBL Team Staff well-being action plan developed and implemented Staff satisfaction increases Term 1 to 4 Workplace Health and Safety Committee. Endorsement This plan was developed in consultation with the school community and meets identified school needs and systemic requirements for 2018.