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2020 Annual Implementation Plan (AIP)

Goal 1: To develop curious and resilient lifelong learners with strong academic skills in English, Mathematics (Maths), Science and

Metacognition.

Key Improvement Strategy No. 1

Actions Targets

Embed whole school

approaches in Reading

(CAFE), Writing

(VOICES) and Maths that

build a rich, challenging

and stimulating learning

environment that uses

contemporary pedagogy

and digital literacies for

deep learning and

metacognition.

Maths:

Teaching and Learning:

Complete the documentation of our whole school approach to teaching Maths

Continued reframing of the SURF menu to be inclusive of the Big Ideas

Develop a scaffolded menu for P- 2, 3 – 4 and 5 – 6 which correlates to the Big Ideas, Victorian Curriculum and the needs of our high performing learners

Continue providing resources for the effective teaching of Maths

Develop and facilitate a rigorous induction program for new staff

Review and redevelop (if necessary) whole school templates for Pacing Calendars and Unit Planners to ensure the Big Ideas are visible.

Further enhance whole school moderation tasks that assess curriculum content with explicit links to the Maths Big Ideas.

Teacher Assessed Targets:

English & Maths

100% of deemed capable students performing at the expect. Standard.

85% above the expected standard with 40% achieving 6 months above

and 45% achieving 12 months or more above the expected standard

25% of students to make 18 months progress within a calendar year.

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Staff and School Community Professional Learning:

Revise whole school approach to teaching Maths (Term One)

Develop understanding of Proportional Reasoning, Partitioning and Generalising

Learning Assistants to unpack Additive Thinking and Multiplicative Thinking

Continued building understanding of our parent families and wider school community, through the communication of newsletters, Twilight Tutorials, home learning and student learning.

English:

Teaching and Learning:

Continue building a whole school approach to Speaking and Listening which is aligned to the wider curriculum and teaches skills

Continue building a meaningful whole school approach to Handwriting through Assistant TaLLs that is embedded in daily teaching, providing learners with modelled handwriting approaches, suitable to the purpose for Handwriting in a developing digital age.

Build a structure around formulating thinking, writing from ‘brain to device’ for Years 2-6 learners.

Restructure the Writing Scope and Sequence to align with the new Inquiry units of learning, linking global goals and potential CAFÉ and VOICES strategies that align with genre.

Restructure literacy planning documentation to include the following; global links, EAL continuum links and cross curricular links.

Increase the utilisation of the VOICES Mentor text library to build learner capacity to transfer learning from modelled texts into writing.

Facilitating a rigorous induction program for new staff to build understanding of the whole school approach to Literacy.

NAPLAN TARGETS:

NAPLAN Relative Growth Targets:

1. To reduce the % of students making Low and Medium growth

and increase High growth as per the following table:

2. Percentage of Students in the top 2 bands:

To increase the % of students in the top 2 bands as per the

following tables:

Year 3’s

Assessment 2019

GWPS

Year 3

Similar

Schools

Monash

Network

State 2020

Target

G and P 81% 72% 76% 59% 83%

Low Medium High

Assessment 2019 2020

Target

2019 2020

Target

2019 2020

Target

G and P 29% 20% 51% 41% 29% 39%

Numeracy 16% 14% 50% 40% 34% 46%

Reading 25% 20% 36% 35% 39% 45%

Spelling 29% 20% 47% 39% 24% 41%

Writing 20% 15% 42% 37% 38% 48%

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Staff and School Community Professional Learning:

Provide staff with professional learning around the new EAL continuum, strategies for implementation in the classroom and strategies for effective planning and assessment.

Continued building understanding of our parent families and wider school community, through the communication of newsletters, Twilight Tutorials, home learning and student learning.

Numeracy 69% 60% 67% 43% 75%

Reading 78% 70% 73% 57% 82%

Spelling 78% 69% 73% 52% 82%

Writing 75% 71% 74% 57% 80%

Year 5’s

Assessment 2019

GWPS

Year 5

Similar

Schools

Monash

Network

State 2020

Targets

G and P 53% 54% 59% 39% 61%

Numeracy 57% 52% 60% 32% 62%

Reading 57% 54% 59% 40% 60%

Spelling 57% 54% 60% 34% 60%

Writing 39% 31% 36% 19% 45%

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Goal 1: To develop curious and resilient lifelong learners with strong academic skills in English, Mathematics (Maths), Science and

Metacognition.

Key Improvement Strategy No. 2 Actions Targets

To develop a robust whole school assessment and reporting approach which is supported by high level of data literacy that is connected to the Guiding Statements and the school’s definition of interculturalism. (CIS recommendation)

Data Literacy Vertical Team Teacher Practice:

- Develop a Glen Waverley PS Data Literacy Manual which includes:

- Data Literacy expectations for different levels of experience across the school

- Expectations pertaining to data entry and analysis in GradeXpert and how student achievement and attitudinal data is to be used to drive teaching and learning

- A defined set of guidelines for how Data Literacy is implemented across the school such as Data Walls and NAPLAN investigations Staff and School Community Professional Learning

- Employ the services of an external provider or the Regional Data Coach to develop a deeper understanding of the new NAPLAN data sets available through NAPLAN online and the SSSR

- Continue with 1:1 data coaching - Revisit the Data Wise Improvement Process to improve the

speed and efficiency of delivery of inquiry loops through 2020 - Deliver a robust Data Literacy Component within the Staff

Induction Process - Continued building understanding of our parent families and

wider school community, through the communication of newsletters, Twilight Tutorials, home learning and student learning.

Teacher Assessed and NAPLAN targets as per

above.

School Staff Survey:

To improve the Teaching and Learning Evaluation

module as per the following table:

Criteria 2019

Result

2020

Target

Believe evaluating

impact improves practice

80% 85%

Monitor Effectiveness

Using Data

83% 84%

Professional Learning to

Improve Practice

87% 90%

Skills to measure impact 73% 80%

Understand how to

analyses data

77% 85%

Use evidence to inform

teaching practice

83% 88%

Use student feedback to

improve practice

83% 88%

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Goal 2: To increase learner’s capacity for high levels of cognitive engagement, challenge and deep thinking through the

development of social and emotional skills and understanding.

Key Improvement Strategy Actions Targets Student Engagement in Learning Vertical Team: To further develop a school culture of deep learning, student self regulation and a clearly articulated vision of quality learning and the defined practices that underpin this. (CIS recommendation).

Student Engagement in Learning Vertical Team Teacher Practice: Student Perspectives Survey

- Continue implementation of Student Perspectives Survey – Term One and Term Three.

- Expand the Student Perspectives Survey to include Specialist programs having set questions. Staff Collegiate Program

- Staff Collegiate program to incorporate Coding Templates to promote teacher reflection and shift of practice through goal setting. Content is to be linked to the Student Perspectives Data and types of Feedback (self, task, process, self-regulation) Teaching and Learning:

- Build a definition of self-regulation for consistent understanding and use for all stakeholders

- To continue and deepen the Science of Learning strategies (e.g. The Learning Pit, Growth Mindset and Self-Regulation) in learning

- Review newly developed 2-year Inquiry Scope and Sequence

Attitudes to School Survey Targets:

Variable Overall % Positive

2019 Results

2020 Targets

Effective Teaching Time 92% 94%

Differentiated Learning Challenge

93% 94%

Stimulated Learning 90% 94%

High Expectations for Success

95% 97%

Effort 90% 93%

Sense of Confidence 86% 90%

Resilience 89% 92%

Motivation and interest 91% 93%

Self-regulations and goal setting

91% 93%

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Staff and School Community Professional Learning

- Continue to deepen LI/Steps to Success across the school

- Deliver a robust Data Literacy Component within the Staff Induction Process

- Continued building understanding of our parent families and wider school community, through the communication of newsletters, Twilight Tutorials, home learning and student learning.

Parent Opinion Survey Targets:

Variable Overall % Positive

2019 Results

2020 Targets

Effective Teaching 93% 95%

Stimulated Learning Environment

95% 97%

Student motivation and support

90% 93%

School Staff Survey Targets:

Variable Overall % Positive

2019 Results

2020 Targets

Discuss problems of practice

73% 80%

Professional learning through peer observation

73% 80%

Seek feedback to improve practice

83% 88%

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Goal 3: To apply the Council of International Schools (CIS) recommendations

Key Improvement Strategy Actions Targets To increase community involvement in achieving the school’s vision. (CIS Recommendation) Develop a process to record, analyse and report how the school achieve success in the measurement of their effectiveness of purpose and vision. (CIS recommendation) Engage more deeply with past students to determine the effectiveness of a range of school programs. (CIS recommendation)

CIS Vertical Team Teaching and Learning

- Continue to develop staff capacity to implement global perspectives (Education) in all curriculum areas and programs across the school, including specialist programs

- Work with Dr Niranjan Casinader (Monash University) to provide professional learning in order to build staff capacity to understand the implications of and implement Intercultural Literacies in all programs

- Continue to develop the GWPS Service Learning program by building partnerships with organisations within and beyond our local community. Guiding Statements

- Revise the Guiding Statements and develop a statement of purpose which aligns with the school’s new motto

- Develop a method to document and track the effectiveness of the Guiding Statements in:

Teaching practice

Decision making

Learning outcomes

GWPS graduated students

Ensure the Guiding Statements are a pivotal component in the 2020 induction program Alumni Program

- Develop and implement an inaugural Alumni program in Term One 2020 by inviting 2019 students graduates, their parents, siblings and peers to a BBQ evening. The date is to be set in 2019 and distributed to all families prior to the children exiting the school. Every effort will also be made to contact alumni’s from previous years.

School Staff Survey Targets:

Variable 2019 Results

Overall % Positive

2020 Targets

Collective Efficacy 85% 88%

Guaranteed and viable curriculum

88% 91%

Parent and community involvement

82% 86%

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- Utilise the first Alumni meeting to develop:

A purpose

Timeline

Implementation expectations

Motto

Name

Banner

Display board

Website page etc and

Use the initial gathering to obtain information pertaining to transition to secondary school and how GWPS could improve this process for the children. Information to be sought from the children and their parents.

Measuring Effectiveness of Purpose:

- Use Transitional Growth NAPLAN Data of Years 5 to 7 with staff and analyse the implications of the data.

- Create a database of student who:

Are successful in obtaining scholarships to private schools

Are enrolled in elite Victorian schools such as John Monash Science School, Melbourne High School and Presbyterian Ladies College (PLC) Staff and School Community Professional Learning

- Continued building understanding of our parent families and wider school community, through the communication of newsletters, Twilight Tutorials, home learning and student learning.

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Goal 4: To enrich the leadership structure to maximise staff capacity to lead and implement high levels of accountability for the school’s Guiding Statements and a data rich culture.

Key Improvement Strategy Actions Targets

Target, refine and enhance the development of highly effective leadership skills across the entire school.

Executive Team

- Further enhance the leadership opportunities throughout the

school by continuing to incorporate an assistant Vertical Team (Curriculum) leader

- Continued 1:1 coaching sessions with the school's leadership coach for all members of the Executive Team, TaLL’s and AT’s

- Continued with leadership development workshops for all staff in leadership positions

- Continue with the Executive Team strategically engineering a Professional Learning and Meeting schedule

- Continued developing the Teaching and Learning Leaders

(TaLL's) capacity to drive data analysis in their levels through workshops

- Two or three staff to complete the INSPIRE Program

- Learning Specialists (x 3) to complete Bastow programs as they

become available

- AP and/or LT to completed the Unlocking Potential program

School Staff Survey Targets:

Domain 2019 Data - % of Positive Endorsement

2020 Target

Professional Learning –

Applicability of Professional

Learning

72

77

Professional Learning – Renewal of

Knowledge and Skills

77

82