2018 Annual Implementation Plan · 2018-09-04 · Chelsea Heights Primary School (3341) - 2018 -...
Transcript of 2018 Annual Implementation Plan · 2018-09-04 · Chelsea Heights Primary School (3341) - 2018 -...
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Submitted for review by Jane Satchwell (School Principal) on 10 November, 2017 at 05:31 PM
Endorsed by Jennifer McCrabb (Senior Education Improvement Leader) on 12 December, 2017 at 08:07 AM
Endorsed by Phil Kimberlee (School Council President) on 12 December, 2017 at 07:14 PM
2018 Annual Implementation Plan for improving student outcomes
Chelsea Heights Primary School (3341)
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Self-evaluation Summary - 2018
Chelsea Heights Primary School (3341)
FISO Improvement Model Dimensions
The 6 High-impact Improvement Initiatives are
highlighted below in red.
Self-evaluation Level Evidence and Analysis
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Ex
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Building practice excellence Embedding The PDP process is focused around building staff
capacity based on student learning needs.
Network well with other schools to find strong
programs to implement.
Structured mentoring around data analysis is done
through PLT.
Professional Learning sessions are aligned with the
AIP and are responsive to data
Teaching teams regularly observe each other and
provide focused feedback
Teachers use student learning data to diagnose their
own development priorities both internally and
externally
Major portfolio leaders are allocated additional time to
work on moving forward projects
Curriculum planning and assessment Embedding Assessment of learning mostly occurs through PLT
and Learning Log discussions when sharing CFAT
data
Formal and incidental data informs ongoing planning
Student voice minimal in moderation, beyond use of
proficiency scales
Need to share effective protocols, such as marking
pretest and using it immediately for students to
highlight on their proficiency scales (Middle School)
PLC approach to whole school curriculum planning
Planning is sequential and considerate of cohort
needs
Capabilities are integrated into the school’s curriculum
plan but some need greater emphasis
Evidence based teaching strategies and models are
non-negotiables at CHPS
A range of evidence is collected and evaluated from
all areas of the school to monitor the effectiveness of
programs
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Evidence-based high-impact teaching
strategies
Embedding We have a system for collaboration, classroom
observations, the modelling of effective practice and
feedback
We are also exploring models of best practice
Structured mentoring programs are established
All PDP goals are based on school priorities
Teachers look at the evidence of student learning to
improve collective practice
The timetable supports consistent implementation of
strategies across all levels
Opportunities to observe colleagues
We have a clear instructional model that is research
based
All teachers expect their students to make 12 months
growth in a school year
Teachers set learning goals with students to support
them to see growth and to motivate future learning
Professional dialogue is rich, constructively critical
and always focused around learning
Evaluating impact on learning Embedding We still have work to do around giving students
targeted feedback and setting and supporting learning
goals.
Adapting pedagogical approach based on data
analysis.
We constantly evaluate the effectiveness of our
teaching practice.
We collaborate on designing high quality formative
and summative assessments.
Teams respond to ongoing student data - adjusting
and refining teaching programs
Daily 5 conferences enable teacher and student to
identify, articulate and explicitly identify the strategies
New practices are trialed and measured before they
become requirements
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Pro
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Building leadership teams Embedding Shared understanding of FISO and how they are
reflected in our targets/practice
Curriculum planning is clearly linked to the SSP, AIP
and FISO initiatives
Succession planning opportunities are happening
Communities of Practice are developing
Roles and Responsibilities allow all staff members to
develop their leadership capacity through a variety of
activities
Leaders encourage innovation and are provided with
timely feedback
Values and Wilson McCaskill philosophies drive the
development of respectful and constructive
relationships amongst all members of the school
community
Instructional and shared leadership Excelling Leaders demonstrate high level of knowledge and skill
around evidence based teaching strategies
Leaders align planning with the goals of the school-
key focus areas stem directly from SSP and AIP
targets
Teachers reflect regularly on the impact of their
teaching through Learning Logs, particularly the
question around using evidence of student learning to
improve collective practice.
The Principal’s PDP and AIP establish the staff PDP
goals- everyone is working towards common targets
The PDP process is structured and purposeful
The Principal team creates a culture of empowerment
and provides opportunities for growth through the
Roles and Responsibilities offered
Student input is beginning to be considered in the
school’s improvement agenda
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Strategic resource management Embedding The principal uses a Socratic leadership model to
ensure resources are managed for continual school
improvement. Mentoring and induction can be
improved.
The Principal collaborates with the Business Manager
and School Council for strategic planning and
accountability
Performance measures are established to assess the
impact of resource allocation (LT role)
Changes in staffing are anticipated and capacity is
built amongst other staff to ensure practice is
sustainable
Teacher needs are connected to the school
improvement priorities
Induction programs support beginning and new
teachers to understand the high expectations of
students, staff and the community
Professional learning supports school improvement
and goals (i.e. Dealing with Dissatisfied Parents to
support home/school connections )
Vision, values and culture Embedding All leaders articulate the school vision and values
Leaders work with staff to design policies, processes
and instructional programs
Leaders engage staff in goal monitoring and alignment
to ensure they reflect school vision and values
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Po
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Empowering students and building school
pride
Evolving The school is building its understanding of how to
recognise and respond to student voice
Student leaders have some influence around rules and
policies (uniform)
All teachers place huge emphasis on building positive
relationships with students and have regular two way
conversations around their learning and progress (open
doors at 8.50am, circle time, Daily 5 conferences, goal
setting using Proficiency Scales)
Teachers use some forms of self and peer assessment
to obtain feedback and adapt their approach to improve
student motivation and self-confidence
Teacher feedback to students is becoming more
targeted to the sequential learning process
Teachers assist students to become more self-directed
and to believe in their ability to complete tasks and
reach goals
Sharing and celebrating student and school
achievements are planned and take place at
assemblies, in newsletters and through classroom
presentations
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Setting expectations and promoting inclusion Embedding Diversity and understanding of others is promoted and
celebrated within the school
Evidence based high impact teaching practices are
used consistently to engage students in their learning
The school regularly reviews its data and evaluates
practices that promote and prioritise inclusion and
engagement across the school community
Values and vision are explicit in all policies and
guidelines and these are shared with the communities
and are evident in teacher students dispositions and
actions
Students set meaningful learning goals in most areas of
the curriculum and monitor and assess their progress
with support from their teacher
The school works with parents, carers and families to
develop student’s social and emotional skills in self-
managing their behaviour
Collective data shows evidence of improvement of
learning outcomes resulting from an environment where
student wellbeing is a priority
Whole school wellbeing and behaviour management
processes are evidence based and considerate of
student backgrounds and individual needs. The school
collaborates with parents/carers to implement these
consistently (Wilson parent night etc.)
All classes provide safe and welcoming learning
environments (processes, agreements etc.)
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Health and wellbeing Embedding Wellbeing, inclusion and engagement policies are
reviewed regularly with parent involvement
The curriculum plan includes social and emotional
health units which are explicitly taught
The school works with families and community groups
to develop students’ social and emotional health
The school implements programs to reinforce healthy
lifestyle messages (Life Ed, walk to school, walkathon,
breakfast club etc.)
The school establishes links with community services to
support delivery of the physical health curriculum
Staff are trained to recognise indicators of potential
mental health issues and in strategies to promote
positive behaviour and thinking
The school partners with parents/carers to develop
students’ cognitive strategies for self-management
The school works with parents/carers to ensure children
are supported to reach their full potential
Teacher support, encouragement and challenge is
increasingly helping build a culture of high expectations
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Intellectual engagement and self-awareness Evolving The school communicates high expectations about all
aspects of schooling- attendance, behaviour, learning
progress and school completion
Student’s learning growth is regularly measured and
informs goal setting
Teachers and students set individual learning goals
together and teachers help students see their progress
Teachers introduce students to a number of
differentiated learning strategies that may be applied to
complete a range of problems
Students are given strategies to set goals and monitor
their own progress
Teachers explain how to make informed choices about
which strategies to use in particular situations
Teachers support students to adopt a growth mindset
The school invests in time, tools and training to build all
teachers’ capability in student assessment and targeted
teaching
Teachers work together to develop lesson plans and
assessments that cater for different levels of ability (but
not interests)
Teachers build on prior knowledge, focus on learning
goals and scaffold new learning to engage students and
build confidence
Lessons are developed with different student abilities in
mind
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Co
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Building communities Embedding Schools, parents/carers work together to give
consistent support and reinforcement of expectations
about learning and behaviour and celebrate student
achievements
Inclusive school policies, programs and practices are
monitored and evaluated for effectiveness
Parents/carers have avenues to work with the school
to overcome barriers to family engagement in
supporting their child’s learning
The school ensures early intervention for students
who are at risk of disengagement. It collaborates with
community agencies to support specific learning,
health and wellbeing needs of these students
Global citizenship Emerging The school emphasises universal values such as
respect, inclusion and acceptance
Students are taught to respect diversity- Golden Rule
(PITW)
Integrated topics cover some learning about some
cultural understandings and practices
Teachers model fair and just processes for responding
to conflict- Chill out Room, Self-Mastery checklist etc.
The school supports students to develop
communication, team building and leadership skills
(Leadership program)
Classrooms are inclusive
Programs are developed and implemented to model
fair and equitable treatment of all people (PITW)
The school models some environmentally sustainable
practices
The school encourages students to become
responsible local and global citizens. The school
involve students in recycling and other sustainable
practices.
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Networks with schools, services and
agencies
Embedding The school effectively uses partnerships to identify
and address specific needs (wellbeing, inclusion,
engagement etc.)
Parents /carers are key partners in decision making.
Staff health and wellbeing is regularly monitored and
supported
The school works with network partners to offer
resources and activities that support student academic
and social/emotional success for all students
Parents and carers as partners Embedding Parents/carers are welcomed as partners into the
school community and are involved in decision making
The school implements strategies and processes to
encourage/empower parents/carers to engage with
the school (concerns & complaints etc.)
Parents/carers have opportunities to provide input into
guidelines and expectations around learning and
behaviour
The school works with parents/carers to highlight the
importance of high expectations and setting
challenging goals for their children, and provides
advice on how they can support achievement of these
Teachers advise parents/carers of the importance of
what their child is learning at school
Teachers contact parents/carers regularly and connect
them into the learning process (phone calls, emails,
blogs etc.)
Teachers consult with parents/carers to develop
learning plans to support students’ learning needs.
Enter your reflective comments Plus:
- Strong understanding of the curriculum, models of teaching
- Staff recognise the broad range of expertise on staff and utilise this to build their own capacity
- Self-evaluation process has shown us the direction we need to take in 2018 particularly in areas we are emerging in
- When school targets are strategically aligned with teacher performance targets there is a strong impact on teacher
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capacity resulting in high levels of student growth
- A common approach to writing has been designed, implemented and has had whole school buy in
- Despite an influx proportionate to a third of our previous staff we have managed to achieve many of our AIP targets
Minus
- Digital Technologies developed needs to be built, understood, implemented and evaluated
- Build a school based understanding of student voice and what it would look like at CHPS
- Embedding of the 4 capabilities is not consistently understood or integrated
- Global Citizenship has not been a focus and needs to be addressed
- Consistent approach to linking the Proficiency Scales to the students ability to reflect metacognitively on their
learning and in turn drive SLCs
Interesting
- The framing of our targets needs to relevant to our setting i.e. sometimes maintenance is more important than
increasing
Considerations for 2019 Parameters of our targets need to be more realistic and recognise that we need to build in a level of maintenance rather
than continually moving the goal post.
WRITING:
Training Level 5 and 6 teachers to upskill to what is needed to extend our students working above level beyond grade six
(TEEL persuasive structure used in SC, essay writing).
Kingston Network to consult with Misty Adoniou where CHPS will be teamed up with our main feeder Secondary.
READING:
Analysis of NAPLAN will help to identify our Big 3 to implement in 2018
Refine the Cafe, Daily 5 model to ensure teacher consistency and that it is responsive to the data
NUMERACY:
Due to the successful trial in the Junior School, Flexible grouping to be a non-negotiable
Continue to embed the problem solving strategies
STUDENT AGENCY AND VOICE:
Needs to be a main focus within all areas of learning
Documents that support this plan
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Annual Implementation Plan - 2018
FISO Improvement Initiatives and Key Improvement Strategies
Chelsea Heights Primary School (3341)
Four Year Strategic Goals Four Year Strategic Targets Is this
selected for
focus this
year?
12 month target
Outline what you want
achieve in the next 12
months against your
Strategic Plan target.
FISO initiative
To improve learning outcomes and
achieve continuous learning growth
for all students in literacy and
numeracy.
To have all students deemed capable
make one year or more growth as
indicated by Victorian Curriculum and
NAPLAN in both Literacy and Numeracy
VICTORIAN CURRIULUM targets: •
Increase the % of students F-6 above
the expected level in Writing from 13%
to 25% • Increase the % of students F-6
above the expected level in Reading
from 27% to 35% • Increase the % of
students F-6 above the expected level
in Number & Algebra from 17% to 25%
NAPLAN relative gain targets: •
Increase the % of Year 3-5 students
making high relative growth in Writing
from 25% to 35% • Increase the % of
Year 3-5 students making high relative
growth in Reading from 25% to 35% •
Increase the % of Year 3-5 students
making high relative growth in
Numeracy from 30% to 40%
Yes Increase no of students
above expected level in:
Writing - 20%
Reading - Maintenance of
30%
Number & Algebra -
Maintain a minimum of 25%
Maintain a minimum of
students making relative
high growth:
Writing 25%
Reading 25%
Number & Algebra 30%
Curriculum planning and assessment
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To build collaborative teams that
support teachers to learn from and
with each other to develop high
impact teaching practices and shared
responsibility for school improvement.
To have all students deemed capable
make one year or more growth as
indicated by Victorian Curriculum and
NAPLAN in both Literacy and Numeracy
VICTORIAN CURRIULUM targets: •
Increase the % of students F-6 above
the expected level in Writing from 13%
to 25% • Increase the % of students F-6
above the expected level in Reading
from 27% to 35% • Increase the % of
students F-6 above the expected level
in Number & Algebra from 17% to 25%
NAPLAN relative gain targets: •
Increase the % of Year 3-5 students
making high relative growth in Writing
from 25% to 35% • Increase the % of
Year 3-5 students making high relative
growth in Reading from 25% to 35% •
Increase the % of Year 3-5 students
making high relative growth in
Numeracy from 30% to 40%
Yes Increase no of students
above expected level in:
Writing - 20%
Reading - Maintenance of
30%
Number & Algebra -
Maintain a minimum of 25%
Maintain a minimum of
students making relative
high growth:
Writing 25%
Reading 25%
Number & Algebra 30%
Building practice excellence
To deepen and strengthen students’
learning motivation and sense of
engagement in their learning
• By 2020 all variables on the Student
Attitudes to School Survey to be at or
above the 50th percentile range – focus
on lowest variables; Teacher
Effectiveness, Stimulating Learning, and
Teacher Empathy • By 2020 the Student
Attitude to Schools data will show a
greater gender balance in the response
Yes Maintain:
Teacher effectiveness and
stimulating learning at
above 90%
Increase:
Teacher concern into the
4th quartile
High expectations for
success into the 4th quartile
Reduce the discrepancy
between female and male
students in school
connectedness
Empowering students and building school
pride
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Improvement Initiatives Rationale
Our learning data is showing us that:
1. In Maths 25% of students are being marked above the expected level. The target was to get from 17% to 22% so we have exceeded our target.
2. In Reading 30% of students are being marked above the expected level. The target was to get from 27% to 3%0 so we have achieved our target
3. In Writing 16% of students are being marked above the expected level. The target was to get from 13% to 20% so there an improvement gain but further work is
needed.
The above has clearly indicated to us that in the FISO initiatives of Building Practice Excellence and Curriculum Planning and Assessment we are on the right track in
Maths and Reading and a year of consolidation and refinement would be highly beneficial. Writing needs further work and as such is a main focus of the 2018 AIP. What
we are seeing across the board is that a common understanding of student agency in learning is what will give us leverage in all areas.
Goal 1 To improve learning outcomes and achieve continuous learning growth for all students in literacy and numeracy.
12 month target 1.1 Increase no of students above expected level in:
Writing - 20%
Reading - Maintenance of 30%
Number & Algebra - Maintain a minimum of 25%
Maintain a minimum of students making relative high growth:
Writing 25%
Reading 25%
Number & Algebra 30%
FISO Initiative Curriculum planning and assessment
Key Improvement Strategies
KIS 1 Curriculum is designed and planned as a continuum and teachers recognise that students can be anywhere along this
continuum and all have the ability to grow, therefore student learning must reflect personalisation.
KIS 2 Students are involved in developing the curriculum plan by reflecting on their own learning and the use of assessment
strategies such as self and peer evaluation, goal setting and monitoring and the development of portfolios of evidence to
demonstrate learning
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Goal 2 To build collaborative teams that support teachers to learn from and with each other to develop high impact teaching practices
and shared responsibility for school improvement.
12 month target 2.1 Increase no of students above expected level in:
Writing - 20%
Reading - Maintenance of 30%
Number & Algebra - Maintain a minimum of 25%
Maintain a minimum of students making relative high growth:
Writing 25%
Reading 25%
Number & Algebra 30%
FISO Initiative Building practice excellence
Key Improvement Strategies
KIS 1 Use communities of practice to build capability beyond the individual school and to provide professional challenge to reflect on
and extend current practice.
Goal 3 To deepen and strengthen students’ learning motivation and sense of engagement in their learning
12 month target 3.1 Maintain:
Teacher effectiveness and stimulating learning at above 90%
Increase:
Teacher concern into the 4th quartile
High expectations for success into the 4th quartile
Reduce the discrepancy between female and male students in school connectedness
FISO Initiative Empowering students and building school pride
Key Improvement Strategies
KIS 1 Teachers listen to student voice to build relationships that are respectful and supportive. They also gain valuable insights into
how to support student engagement and build more positive and collaborative relationships with all students.
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Define Evidence of Impact and Activities and Milestones - 2018
Chelsea Heights Primary School (3341)
Goal 1 To improve learning outcomes and achieve continuous learning growth for all students in literacy and numeracy.
12 month target 1.1 Increase no of students above expected level in:
Writing - 20%
Reading - Maintenance of 30%
Number & Algebra - Maintain a minimum of 25%
Maintain a minimum of students making relative high growth:
Writing 25%
Reading 25%
Number & Algebra 30%
FISO Initiative Curriculum planning and assessment
Key Improvement Strategy 1 Curriculum is designed and planned as a continuum and teachers recognise that students can be anywhere along this continuum
and all have the ability to grow, therefore student learning must reflect personalisation.
Actions Rigorous analysis of student achievement data to inform a sequential curriculum plan
Based on student achievement data teachers adjust the pace within lessons and the pace students move along the continuum
Frequent updating of achievement of the Power Standards on the Sentral Continuum, in conjunction with students
Flexible grouping of students in ALL Number & Algebra units that reflect skill based learning, informed by the CFAT data obtained at
the beginning of a unit
Identify and document prerequisite skills required when beginning a unit of work to support early intervention where deficits are
recognised
Continue to develop a whole school tiered response to intervention
Identify the 'Big 3' areas for improvement in Reading from 2017 NAPLAN data and begin to develop a plan for whole school
response to these
Learning Capabilities and the Digital Technologies Curriculum to be integrated into all learning areas
Evidence of impact Curriculum planning analyses and addresses the full range of learning needs of individual students providing coherence and
continuity across all learning areas, and capabilities and stages of practice
Formal avenues exist for students to regularly have input into curriculum planning, teaching and assessment
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The school's curriculum plan fully integrates learning areas and capabilities, pedagogy and assessment into a coherent, sequential
and developmental program of learning
Teachers pinpoint and build from point of need for individuals, student cohorts and groups of students
There is a clear relationship between the curriculum standards, learning goals, learning activities and assessment strategies,
enabling teachers to capture students' knowledge and skills to quantify learning progress and to identify next steps
The school has established processes for ongoing evaluation and modification of its curriculum plan based on a cycle of review and
comprehensive stakeholder feedback.
Activities and Milestones Who Is this a
Professional
Learning
Priority
When Budget
The Power Standards within Sentral reflect annual updating and
colour coding by teachers which can be viewed in the Parent Portal
as students demonstrate proficiency
Students can identify where they are working on the continuum and
show evidence within their learning that supports this
Intervention sessions are occurring in a systematic way to address
the deficits in pre requisite skills to enable students to access the
agreed curriculum
All staff have clarity of the 'Big 3' Reading improvement areas and
these will be evidenced in planning documentation. They will be
measured each Semester and adjusted if necessary
Teacher(s) Yes from: Term 1
to: Term 4
$0.00
Equity funding will
be used
PLT minutes reflect the discussion of planning for flexible grouping
A CHPS agreed model for Number units that involves flexible
grouping structures during the 'new learning' phase
PLC Leaders Yes from: Term 1
to: Term 2
$0.00
Equity funding will
be used
Increased teacher understanding of the Capabilities and the Digital
Technologies Curriculum, as well as evidence of these in planning
and use of agreed assessment protocols
Learning Specialist(s) Yes from: Term 1
to: Term 4
$10,000.00
Equity funding will
be used
A timeline and protocol has been developed and implemented for
parents and carers to access the learning continuums on
SENTRAL
KLA Leader Yes from: Term 1
to: Term 4
$1,600.00
Equity funding will
be used
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Goal 1 To improve learning outcomes and achieve continuous learning growth for all students in literacy and numeracy.
12 month target 1.1 Increase no of students above expected level in:
Writing - 20%
Reading - Maintenance of 30%
Number & Algebra - Maintain a minimum of 25%
Maintain a minimum of students making relative high growth:
Writing 25%
Reading 25%
Number & Algebra 30%
FISO Initiative Curriculum planning and assessment
Key Improvement Strategy 2 Students are involved in developing the curriculum plan by reflecting on their own learning and the use of assessment strategies
such as self and peer evaluation, goal setting and monitoring and the development of portfolios of evidence to demonstrate learning
Actions Teachers discuss the Power Standards and skill sets with students and negotiate learning tasks that would support them towards
achieving these
Teachers work with students to formulate a selection of avenues to demonstrate their proficiency of a Power Standard or skill
Provision of Professional Learning around metacognitive behaviours and how these are integral to all parts of a lesson or sequence
of learning
Strengthen teacher understanding of how to make Learning Intentions purposeful and relevant so that students are constantly in a
state of self-assessment/inquiry
PLC focus on creating an agreed approach to student learning journals and provide Professional Learning to all staff around how to
utilise these as part of the learning process
Establish a shared understanding of the purpose of student led conferences, and develop a common format to support students in
facilitating these
Evidence of impact Formal avenues exist for students to give voice to their interests and needs, and to regularly have input into curriculum planning,
teaching and assessment
Teachers work with students to reflect on student perspectives and the progress of their learning
Teachers facilitate student negotiations to develop challenging learning opportunities, relevant to their learning potential
Students can track and celebrate their own learning growth.
Activities and Milestones Who Is this a
Professional
When Budget
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Learning
Priority
There will be evidence of variation in learning tasks within planning
documentation and students will have developed an increased
understanding of how they learn best
Teachers will have an increased understanding of students' levels
of proficiency, and students will have more choice about how to
best demonstrate this to their teachers (Ie. One student may
choose to write a poem featuring similes and metaphors, whilst
another student may prefer to create an interactive quiz using an
iPad app to demonstrate the same understanding)
Learning Intentions are reflected throughout all stages of learning
and students can refer to these in an 'organic' way when they
explain why the learning is important, and what the next step might
be
Teacher(s) Yes from: Term 1
to: Term 4
$0.00
Equity funding will
be used
All students have a Learning Journal containing documented goals
and reflections, evidence and artefacts of learning, and anecdotes
that support the significance of the items included. These are used
throughout the learning process to support metacognition
Teachers and students have a clear understanding of how to run a
Student Led Conference and these have been trialed in the Middle
and Senior School in place of Parent Teacher Interviews.
Curriculum Coordinator (s) Yes from: Term 1
to: Term 2
$0.00
Equity funding will
be used
Goal 2 To build collaborative teams that support teachers to learn from and with each other to develop high impact teaching practices and
shared responsibility for school improvement.
12 month target 2.1 Increase no of students above expected level in:
Writing - 20%
Reading - Maintenance of 30%
Number & Algebra - Maintain a minimum of 25%
Maintain a minimum of students making relative high growth:
Writing 25%
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Reading 25%
Number & Algebra 30%
FISO Initiative Building practice excellence
Key Improvement Strategy 1 Use communities of practice to build capability beyond the individual school and to provide professional challenge to refelct on and
extend current practice.
Actions Allocation of Writing Portfolio Leader through expression of interest within the Roles and Responsibilities Process
Curriculum Leader attending 2017 Primary Literacy Leader Induction Workshop with Principal
Timetabling to support the Sub School Leaders to attend the two teacher PD sessions with Misty Adoniou on 23rd Feb and 2nd
March 2018 through the Kingston Network
Timetabling to support the Literacy Leader to attend Kingston Network Literacy meetings in 2018
Funding to support the Literacy Leader to attend Kingston Network Literacy meetings in 2018
SIT to discuss our school based focus of need in relation to the Literacy Communities of Practice within the Kingston Network
PLC Support used as a forum for sharing
Whole school PD schedule provides time for attendees from the Misty Adoniou PD to share their learnings
Collection of data re teacher knowledge and confidence in writing
Evidence of impact The Writing Leader actively participates in Regional and network support forums relating to the Literacy Strategy
The school and its community incorporates evaluative practices and continuous improvement into its improvement cycle
The school trials and evaluates professional learning practices from international and local contexts which are known to have an
impact
School leaders facilitate opportunities for staff to learn from each other and model continuous learning in their own practice
Activities and Milestones Who Is this a
Professional
Learning
Priority
When Budget
Writing portfolio leader will have coordinated writing moderation
sessions and produced a CHPS moderated set of writing samples
to support teacher judgement and to enable reference to a worked
sample for students
KLA Leader Yes from: Term 1
to: Term 4
$1,600.00
Equity funding will
be used
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Twice yearly evaluation and refinement of the CHPS writing
program to align with the work being done in the Kingston Network
Representation of CHPS at Kingston Network Literacy meetings
and information is shared with PLC Support Team as appropriate
KLA Leader Yes from: Term 1
to: Term 4
$1,600.00
Equity funding will
be used
Increase in teacher confidence and ability to engage students in
writing lessons through implementation of the High Impact
Teaching Strategies (HITS) with a key focus on metacognition and
feedback
KLA Leader Yes from: Term 1
to: Term 4
$0.00
Equity funding will
be used
Goal 3 To deepen and strengthen students’ learning motivation and sense of engagement in their learning
12 month target 3.1 Maintain:
Teacher effectiveness and stimulating learning at above 90%
Increase:
Teacher concern into the 4th quartile
High expectations for success into the 4th quartile
Reduce the discrepancy between female and male students in school connectedness
FISO Initiative Empowering students and building school pride
Key Improvement Strategy 1 Teachers listen to student voice to build relationships that are respectful and supportive. They also gain valuable insights into how to
support student engagement and build more positive and collaborative relationships with all students.
Actions Student Leaders' Induction Program in the first 2 weeks of school
Working with the Student Leaders to build their roles and the timeline of their activities throughout the year
Allocate staff leaders for each student Leadership team i.e. Fundraising, Organisation, Promotions and Sustainability
Build the role description/ expectations for staff leaders of Student Leadership Teams
Create a cross school SRC with representation from Foundation to 6
Continue to build teacher understanding of how to support students with traumatic or difficult backgrounds
Investigate a medium that will enable celebration of school achievements in 'real time'
In Sub Schools teachers to develop self-assessment tools that are appropriate to the age of the students they are teaching to gain
feedback on their practice (Utilise ATSS questions)
Evidence of impact Students are involved in formal and informal decision making processes within a school context and the wider community
The school actively develops students' leadership skills, and works with a variety of community stakeholders to provide opportunities
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for students to practise these
Teachers focus on building positive and mutually respectful relationships with students. They have regular two way conversations
reflecting on the effectiveness of the students' learning and showing interest in their progress
Teachers use self-assessment tools, peer and student feedback to evaluate their relationships with students and determine how they
can adapt their approach to improve student motivation and self-confidence
Staff, students and parents regularly share and celebrate school achievements within and beyond the school using a broad range of
opportunities
The school practices and promotes democratic values, active citizenship and inclusion
The school provides authentic opportunities for active citizenship for all students
Teachers model fair and just processes for responding to conflict
Activities and Milestones Who Is this a
Professional
Learning
Priority
When Budget
Student Leaders can show physical evidence of the main projects
they have undertaken throughout the year and explain how this has
increased their leadership capacity
Student Leaders have had the opportunity to attend School
Council/PFA meetings to open lines of communication with the
wider school community
Student leaders have utilised data obtained from internal student
surveys to increase the level of cross school student voice within
whole school issues/events
Student leadership team meetings are more purposeful and
minutes can be accessed by everyone on Google Drive
A model for a whole school Student Representative Council has
been developed
Principal Yes from: Term 1
to: Term 4
$1,000.00
Equity funding will
be used
Sensory Space including the 'Nurture Room' are being utilised on a
regular basis and improving the self-management of targeted
students
Teachers are actively adapting their practice to ensure students
with traumatic backgrounds and difficult situations can achieve
success at school
Assistant Principal Yes from: Term 1
to: Term 4
$10,000.00
Equity funding will
be used
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Various mediums for sharing 'real time' information have been
investigated and evaluated so that an agreed approach can be
implemented
Leadership Team No from: Term 1
to: Term 4
$0.00
Equity funding will
be used
Teachers show evidence in their PDPs of adjusted practice based
on feedback gathered from students
Teacher(s) Yes from: Term 1
to: Term 4
$0.00
Equity funding will
be used
Professional Learning and Development Plan - 2018
Chelsea Heights Primary School (3341)
Professional Learning
Priority
Who
When
Key Professional Learning
Strategies
Organisational Structure Expertise Accessed Where
The Power Standards within
Sentral reflect annual
updating and colour coding
by teachers which can be
viewed in the Parent Portal
as students demonstrate
proficiency
Students can identify where
they are working on the
continuum and show
evidence within their learning
that supports this
Intervention sessions are
occurring in a systematic way
to address the deficits in pre
requisite skills to enable
students to access the
agreed curriculum
All staff have clarity of the
'Big 3' Reading improvement
Teacher(s) from: Term 1
to: Term 4
Moderated assessment
of student learning
Collaborative
Inquiry/Action Research
team
Formalised PLC/PLTs
Formal School Meeting /
Internal Professional
Learning Sessions
Timetabled Planning
Day
Communities of Practice
PLC/PLT Meeting
Literacy expertise
PLC Initiative
Internal staff
Literacy Leaders
External consultants
Kingston Network PD -
Misty Adoniou
On-site
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areas and these will be
evidenced in planning
documentation. They will be
measured each Semester
and adjusted if necessary
PLT minutes reflect the
discussion of planning for
flexible grouping
A CHPS agreed model for
Number units that involves
flexible grouping structures
during the 'new learning'
phase
PLC Leaders from: Term 1
to: Term 2
Planning
Curriculum development
Formalised PLC/PLTs
Professional Practice
Day
Timetabled Planning
Day
PLC/PLT Meeting
Primary Mathematics
and Science specialists
PLC Initiative
Internal staff
On-site
Increased teacher
understanding of the
Capabilities and the Digital
Technologies Curriculum, as
well as evidence of these in
planning and use of agreed
assessment protocols
Learning
Specialist(s)
from: Term 1
to: Term 4
Curriculum development
Peer observation
including feedback and
reflection
Whole School Student
Free Day
Professional Practice
Day
Formal School Meeting /
Internal Professional
Learning Sessions
PLC/PLT Meeting
PLC Initiative
Learning Specialist
On-site
A timeline and protocol has
been developed and
implemented for parents and
carers to access the learning
continuums on SENTRAL
KLA Leader from: Term 1
to: Term 4
Planning
Preparation
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
There will be evidence of
variation in learning tasks
within planning
documentation and students
will have developed an
Teacher(s) from: Term 1
to: Term 4
Planning
Preparation
Professional Practice
Day
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
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increased understanding of
how they learn best
Teachers will have an
increased understanding of
students' levels of
proficiency, and students will
have more choice about how
to best demonstrate this to
their teachers (Ie. One
student may choose to write
a poem featuring similes and
metaphors, whilst another
student may prefer to create
an interactive quiz using an
iPad app to demonstrate the
same understanding)
Learning Intentions are
reflected throughout all
stages of learning and
students can refer to these in
an 'organic' way when they
explain why the learning is
important, and what the next
step might be
Collaborative
Inquiry/Action Research
team
All students have a Learning
Journal containing
documented goals and
reflections, evidence and
artefacts of learning, and
anecdotes that support the
significance of the items
included. These are used
throughout the learning
process to support
metacognition
Teachers and students have
Curriculum
Coordinator
(s)
from: Term 1
to: Term 2
Planning
Moderated assessment
of student learning
Formalised PLC/PLTs
Whole School Student
Free Day
Timetabled Planning
Day
PLC/PLT Meeting
PLC Initiative
Teaching partners
Internal staff
On-site
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a clear understanding of how
to run a Student Led
Conference and these have
been trialled in the Middle
and Senior School in place of
Parent Teacher Interviews.
Writing portfolio leader will
have coordinated writing
moderation sessions and
produced a CHPS moderated
set of writing samples to
support teacher judgement
and to enable reference to a
worked sample for students
KLA Leader from: Term 1
to: Term 4
Moderated assessment
of student learning
Collaborative
Inquiry/Action Research
team
Formalised PLC/PLTs
Formal School Meeting /
Internal Professional
Learning Sessions
Timetabled Planning
Day
Network Professional
Learning
PLC/PLT Meeting
PLC Initiative
Bastow
program/course
Literacy Leaders
On-site
Twice yearly evaluation and
refinement of the CHPS
writing program to align with
the work being done in the
Kingston Network
Representation of CHPS at
Kingston Network Literacy
meetings and information is
shared with PLC Support
Team as appropriate
KLA Leader from: Term 1
to: Term 4
Planning
Moderated assessment
of student learning
Collaborative
Inquiry/Action Research
team
Network Professional
Learning
Literacy expertise
External consultants
Misty Adoniou
Off-site
PD for
Leadership
and staff
through the
Kingston
Network
Increase in teacher
confidence and ability to
engage students in writing
lessons through
implementation of the High
Impact Teaching Strategies
(HITS) with a key focus on
metacognition and feedback
KLA Leader from: Term 1
to: Term 4
Collaborative
Inquiry/Action Research
team
Peer observation
including feedback and
reflection
Individualised Reflection
Formal School Meeting /
Internal Professional
Learning Sessions
Network Professional
Learning
PLC/PLT Meeting
Literacy expertise
Internal staff
Bastow
program/course
On-site
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Student Leaders can show
physical evidence of the main
projects they have
undertaken throughout the
year and explain how this has
increased their leadership
capacity
Student Leaders have had
the opportunity to attend
School Council/PFA meetings
to open lines of
communication with the wider
school community
Student leaders have utilised
data obtained from internal
student surveys to increase
the level of cross school
student voice within whole
school issues/events
Student leadership team
meetings are more
purposeful and minutes can
be accessed by everyone on
Google Drive
A model for a whole school
Student Representative
Council has been developed
Principal from: Term 1
to: Term 4
Planning
Preparation
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Sensory Space including the
'Nurture Room' are being
utilised on a regular basis
and improving the self
management of targeted
students
Teachers are actively
adapting their practice to
ensure students with
Assistant
Principal
from: Term 1
to: Term 4
Collaborative
Inquiry/Action Research
team
PLC/PLT Meeting Internal staff On-site
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traumatic backgrounds and
difficult situations can achieve
success at school
Teachers show evidence in
their PDPs of adjusted
practice based on feedback
gathered from students
Teacher(s) from: Term 1
to: Term 4
Planning
Peer observation
including feedback and
reflection
Individualised Reflection
Formal School Meeting /
Internal Professional
Learning Sessions
PLC/PLT Meeting
Internal staff On-site
Documents that support the plan
The school has uploaded the following documents to support the self-evaluation.