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FAIRFIELD PUBLIC SCHOOL EXTERNAL VALIDATION A REVIEW OF LEARNING TOGETHER 2017 Page 1
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FAIRFIELD PUBLIC SCHOOL
EXTERNAL VALIDATION
A REVIEW OF
LEARNING TOGETHER
2017
Page �1
INDEX
EXTERNAL VALIDATIONClick titles to navigate to the index. Click live Blue links to access websites.
EXECUTIVE SUMMARY 6SEF ELEMENT ANALYSES GRID AND OVERALL SUMMARY 9School Plan 2015-2017 Strategic Direction 1 10School Plan 2015-2017 Strategic Direction 2 11School Plan 2015-2017 Strategic Direction 3 12STRATEGIC DIRECTION ONE MILESTONING 2016 13STRATEGIC DIRECTION TWO MILESTONING 2016 15STRATEGIC DIRECTION THREE MILESTONING 2016 17STRATEGIC DIRECTION ONE MILESTONING 2017 19STRATEGIC DIRECTION TWO MILESTONING 2017 21STRATEGIC DIRECTION THREE MILESTONING 2017 23EVIDENCE SET 1 25REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 1 26THINKING ABOUT OUR PRACTICES - SET 1 26IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 1 27Artefact 1.1: SMART data excerpts 28Artefact 1.2: Tiered intervention model and implementation 31Artefact 1.3: Personalised Learning Plan and Behaviour Plan 32Artefact 1.4: LAST Rolling Meeting Minutes 33Artefact 1.5: Learning & Teaching Conversation agendas 35Artefact 1.6: Photographs of collaboration, mentoring and team teaching 37Artefact 1.7a: Professional Development Plan excerpts 39Artefact 1.7b: Professional Development Plan excerpt 40Artefact 1.7c: PDP mind map 41Artefact 1.8: PLAN data 42Artefact 1.9: Literacy program and notes from guided reading session 44Artefact 1.10: EAL/D Learning Progression data analysis 47FUTURE DIRECTIONS - SET 1 48EVIDENCE SET 2 50REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 2 51THINKING ABOUT OUR PRACTICES - SET 2 51IDENTIFYING, ANALYSING AND JUDGING OUR DATA -SET 2 52Artefact 2.1a: Screenshot of Professional Learning Plan 52Artefact 2.1b: Writing with Jo Professional Learning 53Artefact 2.2: Letter abstract 54Artefact 2.3a: Teaching and Learning Cycle Evaluation Proforma 55
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Artefact 2.3b: Professional learning report abstract 56Artefact 2.4: ’FIRE’ by Jackie French – Lesson Sequence 57Artefact 2.5: Student Work and Feedback 58Artefact 2.5c: Oral Transcript 59Artefact 2.6: Assessment Rubric 60Artefact 2.6: Pre - Assessment Sample 61Artefact 2.6: Post - Assessment Sample 62Artefact 2.7: Edited Lesson Observation Feedback 63Artefact 2.8a: Lesson Study process 65Artefacts 2.8b: Lesson Plan 66Artefact 2.8c: Lesson Observation Feedback 67FUTURE DIRECTIONS - SET 2 69REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 3 72THINKING ABOUT OUR PRACTICES - SET 3 72 IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 3 73Artefact 3.1: PBL meeting agenda and minutes, staff PL 74Artefact 3.2a: PBL Matrices and Flowchart 75Artefact 3.2b: Photos of behavioural expectations in different school contexts 76Artefact 3.3: PBL lesson plan, whole school lesson scope and sequence 77Artefact 3.4: PBL lessons in community languages 78Artefact 3.5a: Class Merit tracking sheet 79Artefact 3.5b: Playground incident slip 80Artefact 3.5b: Sentral recording of behavioural incidents 80Artefact 3.6: External SET data comparison 2016-2017 81Artefact 3.7: Behaviour Targets 82Artefact 3.8a: SRC Feedback to principal 83Artefact 3.8b Parent Feedback to PBL 84Artefact 3.9a: SRC Lesson 85Artefact 3.9b: Student mascot design and final mascots 85Artefact 3.10a: The Highly Effective Teacher Storify 86Artefact 3.10b: Reflection room data 86FUTURE DIRECTIONS - SET 3 87EVIDENCE SET 4 88REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 4 89THINKING ABOUT OUR PRACTICES - SET 4 89 IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 4 90Artefact 4.1a: Staff List 90Artefact 4.1b: EOI AP Wellbeing 91Artefact 4.2: Recognition certificates and letter 92Artefact 4.3a: SPARK Strengths@FPS 94
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Artefact 4.3b: COMPASS Little Hands 95Artefact 4.4a: Staffing Recruitment Questions 96Artefact 4.4b: Staffing list resource section 96Artefact 4.5a: Class Sizes and Negative Incidents 97Artefact 4.5b: Multicultural Education Conference Storify Link 98Artefact 4.6: Anti-bullying poster competition 98Artefact 4.7a: Wellbeing Support 99Artefact 4.7b: External agencies 100Artefact 4.7c: Spark Impact Report 101Artefact 4.8: LST Rolling meetings 102Artefact 4.9: Soccer Friendship Skill development 103Artefact 4.10: Wellbeing Activities 104FUTURE DIRECTIONS - SET 4 105EVIDENCE SET 5 106REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 5 107THINKING ABOUT OUR PRACTICES - SET 5 107 IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 5 109Artefact 5.1a: Twitter Storify of IR October 2016 110Artefact 5.1b: Twitter Storify of IR October 2016 111Artefact 5.2a: Recommendations from instructional rounds 112Artefact 5.2b: Recommendations from instructional rounds 113Artefact 5.3: Term 3 collaborative Staff Development Day workshop descriptions 114Artefact 5.4: EAL/D Connect and Refugee Support workshops / network meetings 115Artefact 5.5: BCQCOS website 116Artefact 5.6: Agendas and attendance data for EAL/D Connect meetings 117Artefact 5.7: Photo of @COSLead meeting 118Artefact 5.8: list of staff members in leadership roles 119Artefact 5.9: Storify of Executive Review Day 120FUTURE DIRECTIONS - SET 5 122EVIDENCE SET 6 123REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 6 124THINKING ABOUT OUR PRACTICES - SET 6 124IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 6 125Artefact 6.1a: Enrolment process notes 125Artefact 6.1b: Interview Questions For Parents / Caregivers 126Artefact 6.1c: STARTTS letter 127Artefact 6.2a: Kindergarten Interview Timetable 128Artefact 6.2b: Tracking of Enrolment Interviews for Successful Transition 129Artefact: 6.3: Three Way Goal Setting sheet Term 1 129Artefact 6.4: Three Way Goal Setting Attendance 131
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Artefact 6.5: Section of New Report 132Artefact 6.6: Section of Arabic / Vietnamese report translation 2017 133Artefact 6.7a: Interpeters 2016 134Artefact 6.7b: Interpeters 2017 134Artefact 6.8a: Coffee Club and Flyer Table 135Artefact 6.8b: SMORE 136Artefact 6.8c: Parent Forum Homework Survey 137FUTURE DIRECTIONS - SET 6 138EVIDENCE SET 7 139REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 7 140THINKING ABOUT OUR PRACTICES - SET 7 140IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 7 141Artefact 7.1a: iBook Student Work 141Artefact 7.1b: Movies embedded in books. Youtube Posts 142Artefact 7.1c: Live Link to The Gingerbread Man video on Youtube 143Artefact 7.2a: Stop Motion Animation Movies 143Artefact 7.2b: Stop Motion Animation MovieYoutube Live Link 144Artefact 7.3a: School data and PLAN reports 144Artefact 7.3b: SeeSaw Assessment 145Artefact 7.4a: Storified Twitter feed 146Artefact 7.4b: Building Capacity and Quality Community of Schools (BCQCOS) 147Artefact 7.4c: Planning Mind maps Effective school and Professional Learning 148Artefact 7.4d: #vipcos17 149Artefact 7.5a: Technology Budget 150Artefact 7.5b: Professional Learning and Leadership Development 151Artefact 7.6: PLN - Twitter- Review Our Progress 151Artefact 7.7: WHS Sentral 152Artefact 7.8: Look at Us 153Artefact 7.9: SeeSaw Admin Module 154FUTURE DIRECTIONS - SET 7 155ANNUAL REPORT 156
Page �5
EXECUTIVE SUMMARY
Fairfield Public School was officially opened in 1889 by Sir Henry Parkes. The school celebrated 125 years of education in 2014 with Her Excellency Professor Marie Bashir Governor of NSW.
Fairfield Public School’s motto is Learning Together and the school is committed to providing quality education for every student. The school aims to meet each student’s cognitive, physical, social, emotional and spiritual needs.
The school celebrates cultural diversity, with 95% of students from a Language Background Other Than English (LBOTE), of which 99% require English as an Additional Language or Dialect (EAL/D) support. Furthermore, 39% of students at the school come from a refugee background, many with significant trauma and some incidents of torture. This presents many challenges. In addition to this, the school’s FOEI (Family Occupation and Education Index) for 2017 is 169, indicating a high level of socio economic disadvantage in the community.
The staff at Fairfield Public School have a wide range of experience and expertise, with a large proportion of early career teachers. The school also has a large number of aspiring and substantive leaders whose roles are based on professional expertise. Currently there are 29 classes, 18 of which are staffed by temporary teachers. All of these factors impact on the delivery of teaching programs at the school.
Learning DomainThe gap between students commencing their formal education at Fairfield Public School is wider than in other settings. Many students are attending school for the first time, regardless of their age, or have had significant interruptions to their schooling. Teachers continue to have high expectations for students and continually strive to narrow this gap. The school's process in evaluating the Learning Domain within the School Excellence Framework, has led the school to rate its performance overall as sustaining and growing. The school’s significant and strategic commitment to improving student learning outcomes is evidenced in Strategic Direction One of the 2015-2017 School Plan.
Wellbeing is crucial to improving the learning outcomes of students. The programs and appointment of the AP Wellbeing, Wellbeing teacher and AP EAL/D, as described in Evidence Set 4, demonstrates the school’s strategic, planned and whole school approach to support students. The school is creating a positive teaching and learning environment through the adoption of the Positive Behaviour for Learning (PBL) approach, as evidenced in Set 3.
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EXECUTIVE SUMMARY FAIRFIELD PUBLIC SCHOOL
Systematic programs and processes are used to identify and address student learning needs. Instructional Leaders, mentors and the AP EAL/D support data analysis to inform planning, as outlined in Evidence Set 1 and Set 2. The tiered intervention model supports students K-2 in Literacy and Numeracy, as described in Evidence Set 1.
Evidence Sets 2, 6 and 7 demonstrate that assessment tools have been developed to enable students and teachers to track learning and set goals. Parents continue to gain an understanding of their children’s progress due to changes with the school’s assessment and reporting process.
Future Directions Learning DomainFurther work is required in Student Performance Measures, as highlighted in Evidence Set 1, to achieve good value-added results in all external and internal school performance measures through a consistent approach to data analysis across K-6 to inform teaching.
Teaching DomainStaff are committed to being the best practitioners possible in order to improve student outcomes and the school has a culture of professional learning that is collaborative and evidence-based. The school's process in evaluating the Teaching Domain within the School Excellence Framework, has led the school to rate its performance overall as sustaining and growing. The school’s significant and strategic commitment to improving student learning outcomes through quality professional learning is evidenced in Strategic Direction Two of the 2015-2017 School Plan.
The school’s work with Instructional Leaders (IL), mentors and the AP EAL/D and the continued development of quality and consistent practices, demonstrates the commitment to identifying, understanding and applying evidenced-based teaching strategies, as described in Evidence Sets 1, 2 and 3.
The professional learning of the school is driven by collaborative practices, as described in Evidence Sets 1, 2, 3 and 5. Every teacher is involved in weekly Learning and Teaching Conversations which involve analysing data, reflecting, planning and refining practice. The school has developed a strong suite of professional learning options, such as Instructional Rounds, lesson study, learning walks, shoulder to shoulder support, community of schools initiatives and Professional Development Plans (PDPs).
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EXECUTIVE SUMMARY FAIRFIELD PUBLIC SCHOOL
Future Directions Teaching DomainWhilst the evidence in this domain demonstrates that collaborative processes and data usage at a stage and network level is embedded, there is a need to further develop collaborative practices across stages to embed quality practice K-6.
Leading DomainThe leadership at Fairfield Public School aims to be strategic to address the specific needs of the school, through effective resource management, community engagement and leadership development to improve learning outcomes.
The school's process in evaluating the Leading Domain within the School Excellence Framework, has led the school to rate its performance overall as sustaining and growing. The school’s significant and strategic commitment to improving student learning outcomes through quality professional learning at a school and network level, is evidenced in Strategic Directions Two and Three of the 2015-2017 School Plan.
The school leadership program continues to foster the development of staff in a range of roles, which utilises their expertise. This is highlighted in Evidence Sets 1, 4 and 5. The establishment of additional leadership roles within the school have facilitated the employment of an AP EAL/D, AP Wellbeing, Literacy and Numeracy Mentors 3-6, Wellbeing teacher and LST Coordinator.
Community engagement has been a strong focus within the school, as demonstrated in Evidence Sets 4, 6 and 7. Reporting practices have been refined, communication between home and school has been streamlined and flexible processes exist to deliver a range of services and information to strengthen parental engagement.
Through strategic financial management the school is effectively structured and staffed to improve student outcomes. This has enabled the establishment of a variety of support programs at Fairfield PS, such as the Wellbeing program and technology use, as demonstrated in Evidence Sets 4 and 7.
Future Directions Leading DomainThe external validation process has identified that the school has addressed the majority of the 2015-2017 School Plan. Strategies to strengthen evaluative practices, throughout the implementation phase, must be further developed to deliver ongoing improvements in student outcomes.
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EXECUTIVE SUMMARY FAIRFIELD PUBLIC SCHOOL
SEF ELEMENT ANALYSES GRID AND OVERALL SUMMARY
Elements Evidence Sets
Personalised Learning for
all
Pathway to
WellbeingPBL
Technology Brings Us Together
We Are A Community
Connecting Home to School
Writing for
SuccessOverall Domain
Learning Culture D S&G S&G
S&G
Wellbeing S&G D S&G
Curriculum and Learning S&G S&G S&G S&G S&G
Assessment and Reporting S&G S&G S&G S&G
Student Performance
MeasuresD D
Effective Classroom
PracticeS&G S&G S&G
S&G
Data Skills and Use D D S&G D
Collaborative Practice E S&G S&G
Learning and Development S&G S&G S&G S&G
Professional Standards S&G S&G S&G
Leadership S&G S&G S&G
S&G
School Planning,
Implementation and Reporting
D D
School Resources S&G S&G S&G
Management Practices and
ProcessesD S&G D
Page �9
School Plan 2015-2017 Strategic Direction 1
Page �10
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Stra
tegi
c di
rect
ion
1: S
tude
nt L
earn
ing:
Eng
agin
g st
uden
ts in
lear
ning
for s
ucce
ss.
PUR
POSE
PEO
PLE
PRO
CES
SES
PRO
DU
CTS
AN
D P
RA
CTI
CES
IMPR
OVE
MEN
T M
EASU
RES
PUR
POSE
To e
mpo
wer
the
stud
ents
with
the
skill
s, c
apab
ilitie
s, k
now
ledg
e, v
alue
s an
d at
titud
es n
eces
sary
to b
ecom
e re
spon
sibl
e, li
fe-lo
ng le
arne
rs w
ho
take
risk
s an
d m
eet t
he c
halle
nges
of
thei
r pre
sent
and
futu
re.
How
do
we
deve
lop
the
capa
bilit
ies
of
our p
eopl
e to
brin
g ab
out
tran
sfor
mat
ion?
Stud
ents
•D
evel
op m
inds
ets
&
capa
bilit
ies.
Staf
f
•D
evel
op &
enh
ance
ski
lls to
de
liver
qua
lity
curr
icul
um a
nd
prom
ote
wel
l bei
ng.
Pare
nts/
Car
ers
•P
rovi
de s
trate
gies
to s
uppo
rt st
uden
t lea
rnin
g at
sch
ool a
nd
hom
e.
Com
mun
ity P
artn
ers
•B
uild
com
mon
lang
uage
and
su
ppor
t stru
ctur
es th
roug
h pr
ofes
sion
al n
etw
orks
.
Com
mun
ity A
genc
ies
•M
aint
ain
mul
ti-ag
ency
in
terv
entio
n an
d su
ppor
t.
Lead
ers
•D
evel
op a
cul
ture
of s
choo
l w
ide,
col
lect
ive
resp
onsi
bilit
y fo
r lea
rnin
g.
How
do
we
do it
and
how
will
we
know
?
We
will
insp
ire, s
uppo
rt a
nd im
prov
e st
uden
t lea
rnin
g th
roug
h st
aff:
Qua
lity
curr
icul
um d
eliv
ery
•en
gagi
ng in
ong
oing
cyc
les
of
refle
ctio
n, p
lann
ing,
impl
emen
ting
&
eval
uatin
g dr
iven
by
form
ativ
e as
sess
men
t dat
a
•de
sign
ing,
impl
emen
ting
&
eval
uatin
g qu
ality
cur
ricul
um &
en
gagi
ng le
arni
ng e
xper
ienc
es w
ith
the
expl
icit
teac
hing
of t
he la
ngua
ge
“of”,
“abo
ut” a
nd “f
or” l
earn
ing.
•
embe
ddin
g th
e ge
nera
l cap
abili
ties
of th
e A
ustra
lian
Cur
ricul
um
incl
udin
g ne
w s
ylla
bi &
the
MeE
Fr
amew
ork
with
in q
ualit
y te
achi
ng
and
lear
ning
exp
erie
nces
whi
lst
build
ing
skill
s in
cha
ract
er,
citiz
ensh
ip, c
olla
bora
tion,
crit
ical
th
inki
ng, c
omm
unic
atio
n an
d cr
eativ
ity.
Lear
ner w
ell b
eing
• p
rovi
ding
saf
e, q
ualit
y an
d co
llabo
rativ
e le
arni
ng e
nviro
nmen
ts,
expe
rienc
es a
nd re
sour
ces.
Ev
alua
tion
•S
choo
l bas
elin
e da
ta c
olle
cted
th
roug
h in
stru
ctio
nal r
ound
s,
lear
ning
and
teac
hing
dis
cuss
ions
, le
sson
stu
dy, c
ycle
s of
inqu
iry,
clas
sroo
m o
bser
vatio
ns, r
ollin
g le
arni
ng s
uppo
rt te
am m
eetin
gs a
nd
a ra
nge
of a
sses
smen
t pra
ctic
es.
Wha
t is
achi
eved
and
how
do
we
mea
sure
?
Prod
ucts
are
dev
elop
ed th
at
ensu
re
•Le
sson
s de
liver
ed s
end
pow
erfu
l mes
sage
s th
at
lear
ning
is re
leva
nt to
the
real
w
orld
inte
rest
s, n
eeds
and
ch
alle
nges
of s
tude
nts
•A
ll K
-6 c
lass
room
pro
gram
s ba
sed
on P
LAN
and
sch
ool
data
.
•S
TAR
S m
odel
is e
mbe
dded
ac
ross
the
scho
ol.
Wha
t are
our
new
ly e
mbe
dded
pra
ctic
es
and
how
are
they
inte
grat
ed a
nd in
syn
c w
ith o
ur p
urpo
se?
Prac
tices
dev
elop
ed th
roug
h
•D
esig
ning
K-6
less
ons
and
scho
ol p
rogr
ams
base
d on
st
uden
t nee
ds a
ttain
ed th
roug
h;
•su
rvey
dat
a,
•re
flect
ion
•fe
edba
ck to
teac
hers
.
•an
alys
is a
nd a
pplic
atio
n of
sc
hool
and
ext
erna
l dat
a
•su
ppor
t pro
gram
s su
ch a
s E
arly
Act
ion
for S
ucce
ss,
NA
P e
tc
•an
d ef
fect
ive
allo
catio
n of
hu
man
/phy
sica
l res
ourc
es
•P
rofe
ssio
nal l
earn
ing
goal
s in
lin
e w
ith th
e sc
hool
pla
n.
The
scho
ol e
nsur
es th
at
•10
0% o
f sta
ff ar
e de
liver
ing
and
eval
uatin
g le
sson
s an
d pr
ogra
ms
that
sen
d po
wer
ful m
essa
ges
that
le
arni
ng is
rele
vant
to th
e re
al
wor
ld in
tere
sts,
nee
ds a
nd
chal
leng
es o
f stu
dent
s.
•10
0% o
f K-6
sta
ff ar
e us
ing
P
LAN
, sch
ool a
nd e
xter
nal d
ata
to
driv
e te
achi
ng.
•10
0% o
f stu
dent
s su
rvey
ed a
bout
gr
owth
and
atta
inm
ent.
School Plan 2015-2017 Strategic Direction 2
Page �11
Publ
ic S
choo
ls N
SW |
Scho
ol P
lan
2015
-201
7 | F
airfi
eld
Publ
ic S
choo
l VC
12
April
201
5 10
:59
am |
ww
w.sc
hool
s.ns
w.ed
u.au
Ver
sion
_9
Stra
tegi
c di
rect
ion
2: S
taff
Lear
ning
: Eng
agin
g st
aff i
n le
arni
ng fo
r suc
cess
IMPR
OVE
MEN
T M
EASU
RES
PRO
DU
CTS
AN
D P
RA
CTI
CES
PRO
CES
SES
PEO
PLE
PUR
POSE
To e
mpo
wer
sta
ff w
ith th
e sk
ills,
ca
pabi
litie
s, k
now
ledg
e an
d m
inds
ets
nece
ssar
y to
bec
ome
inno
vativ
e,
resp
ectfu
l and
reso
urce
ful e
duca
tors
.
PUR
POSE
How
do
we
deve
lop
the
capa
bilit
ies
of o
ur p
eopl
e to
br
ing
abou
t tra
nsfo
rmat
ion?
St
uden
ts
•Im
prov
ed s
tude
nt
atte
ndan
ce a
nd w
ell b
eing
an
d al
low
for t
he p
rovi
sion
of
effe
ctiv
e fe
edba
ck to
sta
ff.
Staf
f •
Dev
elop
men
t of s
hare
d un
ders
tand
ings
and
ap
plic
atio
n of
lang
uage
, kn
owle
dge
and
prac
tice.
Pare
nts/
Car
ers
•In
crea
se o
ppor
tuni
ties
for
pare
nts
to b
e in
volv
ed in
le
arni
ng a
roun
d cu
rric
ulum
an
d pa
rtici
pate
in in
nova
te
and
effe
ctiv
e pe
dago
gy.
Com
mun
ity P
artn
ers
•S
hare
, dem
onst
rate
and
pa
rtici
pate
in p
rofe
ssio
nal
lear
ning
in C
OS
pa
rtner
ship
s an
d br
oade
r ne
twor
ks.
Com
mun
ity A
genc
ies
•M
aint
ain
mul
ti-ag
ency
in
terv
entio
n an
d su
ppor
t.
Lead
ers
•S
hare
, dem
onst
rate
and
pa
rtici
pate
in le
ader
ship
op
portu
nitie
s.
How
do
we
do it
and
how
will
we
know
?
We
will
insp
ire, s
uppo
rt a
nd
impr
ove
staf
f lea
rnin
g th
roug
h:
Prof
essi
onal
Lea
rnin
g
•C
onsi
sten
tly e
ngag
ing
in th
e cy
cle
of re
flect
ing,
pla
nnin
g,
impl
emen
ting
& e
valu
atin
g ag
ains
t im
prov
emen
t of
stud
ent l
earn
ing
& w
ell b
eing
, in
clud
ing
a ra
nge
of s
trate
gies
lik
e in
stru
ctio
nal r
ound
s, C
OS
ne
twor
ks e
tc.
•P
erso
nalis
ed le
arni
ng li
nked
to
pro
fess
iona
l lea
rnin
g go
als
& s
choo
l nee
d.
• L
eade
rshi
p
•de
velo
pmen
t of l
eade
rshi
p sk
ills,
min
dset
s an
d kn
owle
dge
at a
ny le
vel.
Eval
uatio
n
•S
elf /
pee
r ass
essm
ent a
nd
refle
ctio
n, s
urve
y of
stu
dent
s,
staf
f and
com
mun
ity a
nd
anal
ysis
of p
rofe
ssio
nal
dial
ogue
.
•S
taff
use
data
to in
form
st
rate
gic
scho
ol im
prov
emen
t ef
forts
.
Wha
t is
achi
eved
and
how
do
we
know
?
Wha
t are
our
new
ly e
mbe
dded
pra
ctic
es
and
how
are
they
inte
grat
ed a
nd in
syn
c w
ith o
ur p
urpo
se?
•C
ontin
ual a
pplic
atio
n of
le
arni
ng to
impr
ove
the
deliv
ery
of q
ualit
y cu
rric
ulum
an
d le
arne
r wel
l bei
ng.
•A
n em
pow
ered
pro
fess
iona
l co
mm
unity
that
pro
vide
s le
ader
ship
opp
ortu
nitie
s.
Prac
tices
dev
elop
ed th
roug
h •
Pro
fess
iona
l lea
rnin
g th
at is
ev
iden
t in
all a
spec
ts o
f te
achi
ng a
nd le
arni
ng in
the
scho
ol.
•O
ngoi
ng a
ctio
n re
sear
ch,
embe
dded
rela
tions
hips
with
co
mm
unity
of s
choo
ls.
We
will
insp
ire, s
uppo
rt an
d im
prov
e st
aff l
earn
ing
thro
ugh:
•100
% o
f sta
ff ap
ply
thei
r lea
rnin
g an
d m
ake
refin
emen
ts to
lear
ning
an
d te
achi
ng p
ract
ices
.
•Incr
ease
d nu
mbe
r of s
taff
wor
king
to
war
ds th
e le
vel o
f acc
redi
tatio
n at
‘le
ad' a
nd o
r ‘hi
ghly
acc
ompl
ishe
d’.
School Plan 2015-2017 Strategic Direction 3
Page �12
Publ
ic S
choo
ls N
SW |
Scho
ol P
lan
2015
-201
7 | F
airfi
eld
Publ
ic S
choo
l VC
12
April
201
5 10
:59
am |
ww
w.sc
hool
s.ns
w.ed
u.au
Ver
sion
_9
Stra
tegi
c di
rect
ion
3: C
omm
unity
Lea
rnin
g: E
ngag
ing
the
scho
ol c
omm
unity
in le
arni
ng fo
r su
cces
s.
IMPR
OVE
MEN
T M
EASU
RES
PRO
DU
CTS
AN
D P
RA
CTI
CES
PRO
CES
SES
PEO
PLE
PUR
POSE
To b
uild
col
labo
rativ
e an
d in
clus
ive
com
mun
ities
that
enh
ance
rela
tions
hips
an
d le
arni
ng.
PUR
POSE
How
do
we
deve
lop
capa
bilit
ies
of
our p
eopl
e to
brin
g ab
out
tran
sfor
mat
ion?
Stud
ents
•
Fost
er a
clim
ate
of
cont
inuo
us le
arni
ng w
ithin
th
e w
ider
sch
ool
com
mun
ity
Staf
f •
Bui
ld c
olla
bora
tive
rela
tions
hips
bet
wee
n pa
rent
s an
d st
aff t
o su
ppor
t and
enh
ance
the
who
le c
hild
. Pa
rent
s •
Par
ticip
ate
in a
var
iety
of
leve
ls o
f gov
erna
nce,
co
llabo
rativ
e di
scus
sion
s an
d su
ppor
t mee
tings
w
ith th
e sc
hool
on
enga
gem
ent a
nd
lear
ning
. C
omm
unity
Par
tner
s •
Bui
ld th
e co
llect
ive
effic
acy
acro
ss
educ
atio
nal c
omm
uniti
es
Com
mun
ity A
genc
ies
•B
uild
aw
aren
ess
and
acce
ss e
xter
nal p
rovi
ders
fo
r the
wid
er c
omm
unity
. Le
ader
s •
Enh
ance
cap
abili
ties
and
deve
lop
lead
ersh
ip s
kills
.
How
do
we
do it
and
how
will
we
know
?
Com
mun
ity L
earn
ing
•R
evie
w &
refin
e co
nver
satio
ns
and
mec
hani
sms
betw
een
vario
us e
xter
nal p
rovi
ders
, in
tern
al p
rogr
ams
and
key
stak
ehol
ders
. C
OS
Lear
ning
•C
onsi
sten
tly e
ngag
e in
the
cycl
e of
refle
ctin
g, p
lann
ing,
im
plem
entin
g &
eva
luat
ing
draw
ing
upon
exp
ertis
e w
ithin
th
e co
mm
unity
of s
choo
ls
netw
ork.
VIP
Con
fere
nce,
In
stru
ctio
nal R
ound
s, E
AL/
D
netw
orks
and
@Le
adC
OS
Ev
alua
tion
•A
sses
smen
t, da
ta c
olle
ctio
n an
d re
flect
ion,
sur
vey
of
stud
ents
, sta
ff an
d co
mm
unity
an
d an
alys
is o
f pro
fess
iona
l and
co
mm
unity
dia
logu
e.
Wha
t is
achi
eved
and
how
do
we
know
? •
A st
rong
col
labo
rativ
e ap
proa
ch
to p
rofe
ssio
nal l
earn
ing
with
in a
dy
nam
ic c
omm
unity
of s
choo
ls.
•A
supp
ortiv
e, c
olla
bora
tive
scho
ol e
nviro
nmen
t tha
t fos
ters
pa
rtner
ship
s be
twee
n pa
rent
s an
d th
e sc
hool
.
Prac
tices
dev
elop
ed th
roug
h •
Pro
fess
iona
l lea
rnin
g be
ing
appl
ied
with
all
lear
ners
to
fost
er a
clim
ate
of c
ontin
uous
le
arni
ng.
•S
uppo
rt pr
ogra
ms
and
oppo
rtuni
ties
to th
e co
mm
unity
th
roug
h S
LSO
, sta
ff, p
eer
men
tors
(hig
h sc
hool
stu
dent
s)
and
CLO
s.
•A
cces
s ex
tern
al p
rovi
ders
, in
tern
al p
rogr
ams
and
clas
sroo
ms.
E.g
. HIP
PY,
C
OM
PAS
S, c
omm
unity
la
ngua
ge, N
AP,
EA
LD, R
FF a
nd
LAS
T an
d C
OS
.
•E
ngag
e pa
rent
s in
sch
ool
activ
ities
and
acc
ess
supp
ort
thro
ugh
impr
oved
co
mm
unic
atio
n pr
oces
ses
e.g.
th
e es
tabl
ishm
ent o
f a p
aren
t ca
fé a
ftern
oon
teas
, ins
ide
clas
sroo
ms,
mee
t the
par
ent,
surv
eys.
We
will
insp
ire, s
uppo
rt an
d im
prov
e le
arni
ng th
roug
h:
•10
0% o
f sta
ff pr
ofes
sion
al
lear
ning
bei
ng a
pplie
d to
m
aint
ain
and
deve
lop
a cl
imat
e of
con
tinuo
us
lear
ning
.
•50
% g
row
th in
par
ent
parti
cipa
tion
& a
cces
s to
ex
tern
al p
rovi
ders
.
STRATEGIC DIRECTION ONE MILESTONING 2016
Page �13
1
Stra
tegi
c D
irect
ion
One
Stu
dent
Lea
rnin
gPr
oces
sSt
rate
gic
Dire
ctio
nTe
rm 1
Mid
(M) E
nd (E
nd)
Term
2 M
id (M
) End
(End
)Te
rm 3
Mid
(M) E
nd (E
nd)
Term
4 M
id (M
) End
(End
)To
tal C
ost
Fund
ing
Sour
ceEv
iden
ceEn
gagi
ng in
ong
oing
cyc
les
of re
flect
ion,
pla
nnin
g,
impl
emen
ting
and
eval
uatin
g dr
iven
by
form
ativ
e as
sess
men
t dat
a.
1.1
Empl
oy T
arge
tted
Supp
ort R
efug
ee
teac
her
Con
tinue
Con
tinue
Rev
iew
of p
rogr
am.
$102
,000
.00
TSR
S C
lass
/ELA
D/S
cho
ol d
ata
Enga
ging
in o
ngoi
ng c
ycle
s of
refle
ctio
n, p
lann
ing,
im
plem
entin
g an
d ev
alua
ting
driv
en b
y fo
rmat
ive
asse
ssm
ent d
ata.
1.1
Con
tinua
tion
of K
-2
men
tors
in L
itera
cy
and
Me
APs
Iden
tify
trend
s a
nd n
eeds
in
liter
acy.
Iden
tify
and
supp
ort s
tude
nts
Con
tinue
Con
tinue
Prov
ide
feed
back
at
Exec
utiv
e re
view
day
re
EAfS
. $2
50,0
00.0
0R
AM
PLAN
dat
a,
Rev
iew
mee
ting
min
utes
, Dat
a C
olle
ctio
n m
eetin
gs
Enga
ging
in o
ngoi
ng c
ycle
s of
refle
ctio
n, p
lann
ing,
im
plem
entin
g an
d ev
alua
ting
driv
en b
y fo
rmat
ive
asse
ssm
ent d
ata.
1.1
Iden
tify
stud
ents
who
re
quire
d ad
ditio
nal
supp
ort t
hrou
gh E
AFS
Num
erac
y on
goin
g pl
an d
ata
colle
ctio
n an
d pr
ovid
e ta
rget
ted
supp
ort t
hrou
gh
inte
rvio
nist
s.
Con
tinue
Con
tinue
Con
tinue
$240
,000
.00
EAFS
PLAN
dat
a,
Rev
iew
mee
ting
min
utes
, Dat
a C
olle
ctio
n m
eetin
gs
Enga
ging
in o
ngoi
ng c
ycle
s of
refle
ctio
n, p
lann
ing,
im
plem
entin
g an
d ev
alua
ting
driv
en b
y fo
rmat
ive
asse
ssm
ent d
ata.
1.1
Purc
hase
lit
erac
y/nu
mer
acy
reso
urce
s to
faci
litat
e th
ree
tiere
d m
odel
of
inte
rven
tion
for a
ll st
uden
ts.
Con
tinue
Con
tinue
Con
tinue
$40,
000.
00R
AMU
se o
f re
sour
ces
in
CR
T pr
ogra
ms
Des
igni
ng, i
mpl
emen
ting
and
eval
uatin
g qu
ality
cu
rricu
lum
and
eng
agin
g le
arni
ng e
xper
ienc
es w
ith
the
expl
icit
teac
hing
of
lang
uage
"of",
"abo
ut" a
nd
"for"
lear
ning
.
1.2
Purc
hase
of l
apto
ps
and
whi
tebo
ards
for
libra
ry a
nd
EAL/
D ro
oms
Rep
lace
men
t of I
WB
in
CR
Ts.
Con
tinue
Rev
iew
of I
CT
need
s fo
r 20
17.
$21,
000.
00R
AM
Surv
ey o
f use
of
IWB
use,
ipad
us
e, P
rinci
pal
Goo
gle
form
Des
igni
ng, i
mpl
emen
ting
and
eval
uatin
g qu
ality
cu
rricu
lum
and
eng
agin
g le
arni
ng e
xper
ienc
es w
ith
the
expl
icit
teac
hing
of
lang
uage
"of",
"abo
ut" a
nd
"for"
lear
ning
.
1.2
Prof
essi
onal
Lea
rnin
g fo
r new
sta
ff on
PL
AN, E
AL/D
pr
ogre
ssio
n an
d co
ntin
uum
s.
Eval
uate
sch
ool
syst
em fo
r co
llect
ing
inte
rnal
da
ta.
Com
men
ce tr
acki
ng o
f sam
ple
grou
p K-
2 fo
r pro
gres
s
Purc
hase
and
trai
n st
aff
on F
onta
s an
d Pu
rnel
l fo
r who
le s
choo
l co
nsis
tenc
y of
read
ing
data
Col
lect
and
reco
rd
who
le s
choo
l rea
ding
da
ta
Prov
idin
g sa
fe, q
ualit
y an
d co
llabo
rativ
e le
arni
ng
envi
rom
ents
, exp
erie
nces
an
d re
sour
ces.
1.4
Con
tact
AM
U to
es
tabl
ish
tend
ers
for
play
grou
nds.
Req
uest
tend
ers
for
new
pla
ygro
und
thro
ugh
AMU
Publ
ish
tend
ers
for n
ew
play
grou
nd
Com
men
ce p
layg
roun
d co
nstru
ctio
n$4
00,0
00.0
0R
AM
equi
ty/S
choo
l/Gra
nts
Red
uced
Se
ntra
l iss
ues
in 2
017
Page �14
2
Stra
tegi
c D
irect
ion
One
Stu
dent
Lea
rnin
gP
roce
ssS
trate
gic
Dire
ctio
nTe
rm 1
Mid
(M) E
nd (E
nd)
Term
2 M
id (M
) End
(End
)Te
rm 3
Mid
(M) E
nd (E
nd)
Term
4 M
id (M
) End
(End
)To
tal C
ost
Fund
ing
Sou
rce
Evi
denc
e
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
men
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Con
tinue
Beg
inni
ng
Sch
ool W
ell a
nd
eval
uate
E
mpl
oy S
LSO
s to
su
ppor
t tra
nsiti
on
Con
tinue
Con
tinue
Con
tinue
K
inde
rgar
ten
trans
ition
pr
ogra
m to
inco
rpor
ate
refu
gee
play
grou
p an
d st
reng
then
inte
rvie
w
proc
ess
.
$10,
000.
00B
egin
ning
S
choo
l Wel
l
NA
P s
urve
y,
EA
LD
prog
ress
ion
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
men
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Em
ploy
Wel
l Bei
ng
teac
her.
Iden
tify
stud
ents
K-6
for
inte
rven
tion
prog
ram
s. P
rogr
am
paus
ed fo
r 1 m
onth
du
e to
sta
ffing
issu
e.
Con
tinue
Ana
lyse
Sch
ool d
ata
to
revi
ew p
rogr
ams
Con
tinue
.
R
evi
ew m
eetin
gs w
ith C
RT,
to
set
futu
re d
irect
ions
&
revi
ew.
Eva
luat
e ef
fect
iven
ess
of th
e ro
le.
$48,
000.
00$2
8,00
0 fro
m
Wel
lbei
ng
$20,
000
RA
M
Dat
a se
ts,
Sen
tral,
staf
f su
rvey
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
men
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Form
PB
L le
ader
ship
te
am.
A
ttend
trai
ning
for
PB
L te
am P
BL
Con
tinue
pro
fess
iona
l le
arni
ng fo
r PB
L te
am
T
rain
who
le s
choo
l in
non-
viol
ent c
risis
in
terv
entio
n
E
valu
ate
who
le s
choo
l di
scip
line
and
rew
ard
syst
ems
Pro
fess
iona
l lea
rnin
g fo
r who
le s
choo
l
C
omm
ence
form
atio
n of
the
posi
tive
and
nega
tive
beha
viou
r m
atric
es a
nd e
stab
lish
core
val
ues
and
reco
gniti
on
Pre
sent
and
eva
luat
e co
re v
alue
s to
S
RC
.
Dev
elop
a w
hole
sc
hool
com
mon
un
ders
tand
ing
of P
BL
proc
esse
s an
d ex
plic
it le
sson
s to
teac
h de
sire
d be
havi
ours
.
In
trodu
ce th
e co
re
valu
es a
nd ru
n M
asco
t de
sign
com
petit
ion
to
the
who
le s
choo
l by
SR
C.
$5,0
00.0
0R
AM
Sen
tral,
Sta
ff su
rvey
s
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
nmen
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Em
ploy
3 a
dditi
onal
cl
assr
oom
teac
hers
Con
tinue
Con
tinue
Eva
luat
e fu
ture
co
ntin
uatio
n of
st
ruct
ure.
$240
,000
.00
RA
M E
quity
Sur
vey
stud
ents
, sta
ff,
pare
nts
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
nmen
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Res
truct
ure
EA
L/D
su
ppor
t and
Sta
ge
3 La
ngua
ge c
lass
es
and
impl
emen
t
Con
tinue
Con
tinue
Rev
iew
and
con
tinue
in
2017
for s
econ
d ye
ar
trial
EA
LD/N
AP
/fund
ing
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STRATEGIC DIRECTION TWO MILESTONING 2016
Page �15
1
Stra
tegi
c D
irect
ion
Two
Staf
f Lea
rnin
g
Pro
cess
Stra
tegi
c D
irect
ion
Term
1 M
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) End
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Mid
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nd)
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plem
entin
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ting
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clud
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stra
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OS
net
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2.1
Inpu
t K-2
PLA
N d
ata
Wee
ks 5
&
10.
In
put
Kin
derg
arte
n, Y
r 3 a
nd
new
stu
dent
s on
to E
AL/
D
prog
ress
ion
Con
tinue
C
ontin
ue
Con
tinue
Con
sist
ently
eng
agin
g in
a c
ycle
of r
efle
ctin
g,
plan
ning
, im
plem
entin
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alua
ting
agai
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ovem
ent o
f stu
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ellb
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in
clud
ing
a ra
nge
of
stra
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ke
inst
ruct
iona
l rou
nds,
C
OS
net
wor
ks e
tc
2.1
Par
ticip
ate
in p
rofe
ssio
nal
lear
ning
with
Joh
n C
allo
w
on le
arni
ng v
isua
l lite
racy
S
DD
T1
and
teac
hers
im
plem
ent i
nto
thei
r pr
actic
e
Con
tinue
C
ontin
ue
Con
tinue
$1
,600
RA
M
Con
sist
ently
eng
agin
g in
a c
ycle
of r
efle
ctin
g,
plan
ning
, im
plem
entin
g an
d ev
alua
ting
agai
nst
impr
ovem
ent o
f stu
dent
le
arni
ng a
nd w
ellb
eing
in
clud
ing
a ra
nge
of
stra
tegi
es li
ke
inst
ruct
iona
l rou
nds,
C
OS
net
wor
ks e
tc
2.1
Pro
fess
iona
l lea
rnin
g w
ith
focu
s on
writ
ing
with
Jo
Ros
sbrid
ge P
L w
ith Y
r 2,
teac
hing
and
lear
ning
di
scus
sion
s an
d un
it w
ritin
g S2
& S
3, a
naly
sis
of
writ
ing
sam
ples
.
Con
tinue
with
less
on
stud
y ap
proa
chC
ontin
ue w
ith le
sson
st
udy
appr
oach
Eva
luat
e pr
ogra
m to
set
pr
ofes
sion
al le
arni
ng
focu
s w
ith J
o R
ossb
ridge
in 2
017.
$170
00 J
o $3
6,00
0 ca
sual
sR
AM
Con
sist
ently
eng
agin
g in
a c
ycle
of r
efle
ctin
g,
plan
ning
, im
plem
entin
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d ev
alua
ting
agai
nst
impr
ovem
ent o
f stu
dent
le
arni
ng a
nd w
ellb
eing
in
clud
ing
a ra
nge
of
stra
tegi
es li
ke
inst
ruct
iona
l rou
nds,
C
OS
net
wor
ks e
tc
2.1
Hol
d w
eekl
y Le
arni
ng a
nd
Teac
hing
Dis
cuss
ions
for
all s
taff
K-6.
Con
tinue
C
ontin
ue
Rev
iew
for c
ontin
uatio
n in
201
7$1
01,5
74.0
0E
quity
Pers
onal
ised
lear
ning
lin
ked
to p
rofe
ssio
nal
lear
ning
goa
ls a
nd
scho
ol n
eed.
2.2
Rel
ease
exe
cutiv
e te
ache
rs o
ne d
ay a
w
eek
for t
each
er
obse
rvat
ions
and
teac
hing
an
d le
arni
ng d
iscu
ssio
ns.
Con
tinue
P
rovi
de fe
edba
ck
topr
inci
pal f
rom
ex
ecut
ive
re s
tage
s
Rev
iew
of e
xecu
tive
rele
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H
old
Exe
cutiv
e R
evie
w
Day
with
crit
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frie
nd
$81,
600
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M
Page �16
2
Stra
tegi
c D
irect
ion
Two
Staf
f Lea
rnin
g
Pro
cess
Stra
tegi
c D
irect
ion
Term
1 M
id (M
) End
(End
)Te
rm 2
Mid
(M) E
nd (E
nd)
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id (M
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(End
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rm 4
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nd (E
nd)
Tota
l Cos
tFu
ndin
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ourc
eE
vide
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Per
sona
lised
lear
ning
lin
ked
to p
rofe
ssio
nal
lear
ning
goa
ls a
nd
scho
ol n
eed.
2.2
Sta
ff at
tend
sel
f ide
ntifi
ed
prof
essi
onal
lear
ning
in
line
with
thei
r PD
P a
nd
scho
ol n
eeds
, with
a fo
cus
on b
egin
ning
teac
hers
Con
tinue
Con
tinue
Con
tinue
$87,
969
RA
M
Per
sona
lised
lear
ning
lin
ked
to p
rofe
ssio
nal
lear
ning
goa
ls a
nd
scho
ol n
eed.
2.2
Con
tinue
add
ition
al K
-2
men
tors
Lite
racy
and
Me
AP
s w
ith c
ritic
al
conv
ersa
tions
aro
und
data
in
lit
erac
y.
Com
men
ce
L3 in
Kin
derg
arte
n,
incl
udin
g st
aff t
rain
ing
Con
tinue
Con
tinue
Con
tinue
$200
,000
RA
M
Per
sona
lised
lear
ning
lin
ked
to p
rofe
ssio
nal
lear
ning
goa
ls a
nd
scho
ol n
eed.
2.2
Em
ploy
AP
EA
LD to
up
skill
EA
LD
team
.
U
nder
take
TR
IMC
pro
fess
iona
l le
arni
ng fo
r new
teac
hers
AP
EA
L/D
sup
ports
im
plem
enta
tion
in
clas
sroo
m
Spe
cial
ist t
eam
pa
rtici
pate
in T
each
ing
Eng
lish
Lang
uage
Le
arne
rs a
nd T
RIM
C
AP
EA
L/D
sup
port
impl
emen
tatio
n in
cl
assr
oom
Eva
luat
e A
P E
AL/
D ro
le fo
r fut
ure
dire
ctio
n
$130
,000
RA
M
Per
sona
lised
lear
ning
lin
ked
to p
rofe
ssio
nal
lear
ning
goa
ls a
nd
scho
ol n
eed.
2.2
Teac
hers
par
ticip
ate
in th
e G
ram
mar
and
Tea
chin
g C
ours
e.C
ontin
ueR
evie
w im
plem
enta
tion
of P
L
Eva
luat
e P
L to
de
term
ine
cont
inua
tion
into
201
8$7
,700
RA
M
Per
sona
lised
lear
ning
lin
ked
to p
rofe
ssio
nal
lear
ning
goa
ls a
nd
scho
ol n
eed.
2.2
Sta
ff at
tend
sel
f ide
ntifi
ed
prof
essi
onal
lear
ning
in
line
with
thei
r PD
P a
nd
scho
ol n
eeds
, with
a fo
cus
on b
egin
ning
teac
hers
Con
tinue
Con
tinue
Con
tinue
$87,
969
RA
M
Dev
elop
men
t of
lead
ersh
ip s
kills
, m
inds
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know
ledg
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r all
staf
f.
2.3
Iden
tify
teac
hers
to
parti
cipa
te in
Cla
ssro
oms
of P
ossi
bilit
y R
esea
rch
proj
ect.
Con
tinue
C
ontin
ue
Pre
sent
Cla
ssro
om o
f P
ossi
bliit
es fi
ndin
gs a
t ev
alua
tion
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m$1
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AM
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elop
men
t of
lead
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ip s
kills
, m
inds
ets
and
know
ledg
e fo
r all
staf
f.
2.3
Con
tinue
Sys
tem
s Le
ader
ship
G
rant
.
PL
on le
sson
stu
dy,
clas
sroo
m a
nd w
ikis
.
Inst
ruct
iona
l rou
nds,
le
sson
stu
dy a
nd
clas
sroo
m w
alks
acr
oss
the
BC
QC
OS
net
wor
k.
Con
tinue
Con
tinue
7,50
0G
rant
STRATEGIC DIRECTION THREE MILESTONING 2016
Page �17
1
Stra
tegi
c D
irect
ion
Thre
e C
omm
unity
Lea
rnin
gP
roce
ssS
trate
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Dire
ctio
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Mid
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Mid
(M) E
nd (E
nd)
Term
4 M
id (M
) End
(End
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tal C
ost
Fund
ing
Sou
rce
Evi
denc
e
Rev
iew
and
refin
e co
nver
satio
ns a
nd
mec
hani
sms
betw
een
vario
us
exte
rnal
pro
vide
rs, i
nter
nal
prog
ram
s an
d ke
y st
akeh
olde
rs.
3.1
Eva
luat
e M
eet t
he P
aren
t m
eetin
g.
In
vest
igat
e Th
ree
Way
Goa
l Set
ting
Mee
tings
Dra
ft Th
ree
Way
Goa
l S
ettin
g sh
eet.
C
omm
ence
Th
ree
Way
Goa
l Set
ting
Mee
tings
.
Hol
d Th
ree
Way
Goa
l S
ettin
g M
eetin
gs.
Eva
luat
e an
d de
term
ine
futu
re
dire
ctio
n.
$26,
100
Ana
lysi
s of
dat
a co
llect
ion
on
pare
nt
atte
ndan
ce a
nd
use
of
inte
rpre
ters
Rev
iew
and
refin
e co
nver
satio
ns a
nd
mec
hani
sms
betw
een
vario
us
exte
rnal
pro
vide
rs, i
nter
nal
prog
ram
s an
d ke
y st
akeh
olde
rs.
3.1
Stre
ngth
en li
nks
with
ex
tern
al a
genc
ies,
suc
h as
S
TAR
TTS
, S
PA
RK
.
Run
Kid
s an
d D
ads
Pro
gram
thro
ugh
SP
AR
K
Con
tinue
Trai
n pa
rent
s on
Litt
le
Han
ds
Ru
n W
elco
me
Din
ner t
hrou
gh
SP
AR
K
Con
tinue
Com
men
ce p
aren
t su
ppor
t in
clas
ses
with
Li
ttle
Han
ds.
Met
ropo
litia
n O
rche
stra
per
form
ed
Con
tinue
$1,0
00
Dat
a an
alys
is o
f st
uden
ts
acce
ssin
g ag
enci
es
Rev
iew
and
refin
e co
nver
satio
ns a
nd
mec
hani
sms
betw
een
vario
us
exte
rnal
pro
vide
rs, i
nter
nal
prog
ram
s an
d ke
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akeh
olde
rs.
3.1
Con
tinue
Cof
fee
Clu
b
Tria
l SM
OR
E a
nd S
EE
SA
W
Con
tinue
of S
kool
bag,
S
choo
l web
site
, Tw
itter
and
Fa
cebo
ok fo
r par
ents
to
acce
ss in
form
atio
n.
Con
tinue
Con
tinue
Re
view
of C
LO p
rogr
am
Com
men
ce
empl
oym
ent p
roce
ss fo
r S
aCC
pos
ition
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000
plus
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aCC
faci
litat
or
sala
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& S
choo
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dat
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pa
rent
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cess
ing
coffe
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ub a
nd
help
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k.
Mon
itorin
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from
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MO
RE
, SE
E
SA
W e
tc
Rev
iew
and
refin
e co
nver
satio
ns a
nd
mec
hani
sms
betw
een
vario
us
exte
rnal
pro
vide
rs, i
nter
nal
prog
ram
s an
d ke
y st
akeh
olde
rs.
3.1
Intro
duce
info
rmat
ion
to
pare
nts
arou
nd P
BL
prog
ress
, via
Soc
ial M
edia
an
d C
offe
e C
lub
Con
tinue
Con
tinue
Pre
sent
cor
e va
lues
for
thei
r eva
luat
ion
at a
pa
rent
foru
m
Ana
lysi
s of
dat
a re
asp
ects
of
PB
L as
re
cord
ed o
n S
EN
TRA
L.
S
urve
y fe
edba
ck. D
ata
for P
ATC
H
parti
cpan
ts
Con
sist
ently
eng
age
in th
e cy
cle
of re
flect
ing,
pla
nnin
g,
impl
emen
ting
and
eval
uatin
g,
draw
ing
upon
exp
ertis
e w
ithin
th
e C
OS
Net
wor
k.
3.2
Iden
tify
any
new
aps
iring
le
ader
s
Cur
rent
and
asp
iring
lead
ers
atte
nd @
CO
SLe
ad N
etw
ork
mee
tings
and
coa
chin
g se
ssio
ns
Con
tinue
Con
tinue
Con
tinue
$30,
000
Equ
ity
Rec
omm
enda
tion
from
coa
ch,
data
on
staf
f ac
hevi
ng
accr
edita
tion
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high
ly
acco
mpl
ishe
d or
lead
Con
sist
ently
eng
age
in th
e cy
cle
of re
flect
ing,
pla
nnin
g,
impl
emen
ting
and
eval
uatin
g,
draw
ing
upon
exp
ertis
e w
ithin
th
e C
OS
Net
wor
k.
3.2
Par
ticip
ate
in IR
ound
s w
ithin
C
OS
Con
tinue
Con
tinue
Con
tinue
$15,
000
Gra
nt/S
choo
l
Ana
lysi
s of
st
orifi
ed T
witt
er
feed
s.
Sum
mar
y of
V
IP fe
edba
ck.
Page �18
2
Stra
tegi
c D
irect
ion
Thre
e C
omm
unity
Lea
rnin
gP
roce
ssS
trate
gic
Dire
ctio
nTe
rm 1
Mid
(M) E
nd (E
nd)
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id (M
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rm 3
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nd (E
nd)
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) End
(End
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ost
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rce
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denc
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sist
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uatin
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exp
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th
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wor
k.
3.2
Pre
sent
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Res
earc
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roje
ct fr
om 2
015
at s
tate
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d in
tern
atio
nal
leve
l.
C
omm
ence
Act
ion
Res
earc
h on
Le
ader
ship
in E
AL/
D
educ
atio
n.
Con
tinue
Act
ion
Res
earc
hC
ontin
ue A
ctio
n R
esea
rch
Pre
sent
Act
ion
Res
earc
h P
roje
ct o
n Le
ader
ship
in E
AL/
D
educ
atio
n
Con
sist
ently
eng
age
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flect
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ting
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uatin
g,
draw
ing
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exp
ertis
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ithin
th
e C
OS
Net
wor
k.
3.2
Con
tinue
Sys
tem
s Le
ader
ship
Gra
nt.
PL
on le
sson
stu
dy,
clas
sroo
m a
nd w
ikis
.
Par
ticip
ate
in o
ngoi
ng
less
on s
tudy
and
cl
assr
oom
wal
ks a
cros
s th
e B
CQ
CO
S n
etw
ork.
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tinue
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tinue
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00G
rant
STRATEGIC DIRECTION ONE MILESTONING 2017
Page �19
1
Stra
tegi
c D
irect
ion
One
Stu
dent
Lea
rnin
gP
roce
ssS
trate
gic
Dire
ctio
nTe
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ctio
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lann
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plem
entin
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d ev
alua
ting
driv
en b
y fo
rmat
ive
asse
ssm
ent d
ata.
1.1
Pur
chas
e iP
ads
and
See
Saw
for o
ngoi
ng
asse
ssm
ent f
or
lear
ning
and
re
porti
ng.
Mon
itor S
eeS
aw u
sage
Hol
d P
aren
t For
um o
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aw u
sage
Rev
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use
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d S
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men
t pur
pose
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DE
TRE
F &
R
AM
PE
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AP
Dat
a of
par
ents
vi
ews
in
See
Saw
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agin
g in
ong
oing
cyc
les
of re
flect
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pla
nnin
g,
impl
emen
ting
and
eval
uatin
g dr
iven
by
form
ativ
e as
sess
men
t dat
a.
1.1
Em
ploy
in
terv
entio
nist
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supp
lem
ent
EA
fS.
Id
entif
y st
uden
ts w
ho re
quire
ad
ditio
nal s
uppo
rt th
roug
h on
goin
g pl
an
data
col
lect
ion
and
anal
ysis
and
pro
vide
ta
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ed s
uppo
rt.
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tinue
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tinue
Con
tinue
$101
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ity
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asel
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col
lect
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PLA
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Eng
agin
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cyc
les
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flect
ion,
pla
nnin
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impl
emen
ting
and
eval
uatin
g dr
iven
by
form
ativ
e as
sess
men
t dat
a.
1.1
Incr
ease
Inst
ruct
iona
l Le
ader
s fro
m 1
to 2
in
Lite
racy
and
N
umer
acy.
O
ngoi
ng P
LAN
dat
a co
llect
ion.
Con
tinue
in
terv
entio
n. O
ngoi
ng
data
col
lect
ion
&
anal
ysis
.
Con
tinue
Con
tinue
$310
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EA
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ver
PLA
N d
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tra
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eets
fo
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ed
stud
ents
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enda
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s tim
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Eng
agin
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flect
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ting
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eval
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ativ
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men
t dat
a.
1.1
Pla
nnin
g da
y fo
r all
teac
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P
lann
ing
day
for a
ll te
ache
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Pla
nnin
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teac
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P
lann
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day
for a
ll te
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rs
$54,
000.
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quity
Age
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from
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anni
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pr
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as
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bric
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ning
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plem
entin
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alua
ting
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icul
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ning
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erie
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plic
it te
achi
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f la
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ge "o
f", "a
bout
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"fo
r" le
arni
ng.
1.2
Con
tinue
AP
EA
L/D
po
sitio
n fro
m 2
016
Con
tinue
as
a su
bsta
ntiv
e po
sitio
n th
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rric
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xper
ienc
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icit
teac
hing
of
lang
uage
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ning
.
1.2
Upg
rade
and
mai
ntai
n te
chno
logy
for
teac
hing
and
lear
ning
Con
tinue
Con
tinue
Rev
iew
of I
CT
need
s fo
r 20
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$61,
749.
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quity
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F/S
choo
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mpl
emen
ting
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eval
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ality
cu
rric
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eng
agin
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arni
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the
expl
icit
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of
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1.2
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chas
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mer
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urce
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sup
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qual
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liver
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347.
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l & R
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of
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achi
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prog
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Page �20
2
Stra
tegi
c D
irect
ion
One
Stu
dent
Lea
rnin
gP
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trate
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Dire
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Mid
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nd)
Term
4 M
id (M
) End
(End
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tal C
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Fund
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Sou
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denc
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Des
igni
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mpl
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eval
uatin
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ality
cu
rric
ulum
and
eng
agin
g le
arni
ng e
xper
ienc
es w
ith
the
expl
icit
teac
hing
of
lang
uage
"of",
"abo
ut" a
nd
"for"
lear
ning
.
1.2
Em
ploy
two
men
tors
Y
ears
3-6
to w
ork
colla
bora
tivel
y w
ith
teac
hers
to
achi
eve
this
pro
cess
.
Con
tinue
Con
tinue
Eva
luat
e ef
fect
iven
ess
of M
ento
ring
role
s on
st
uden
t out
com
es.
$203
,148
.00
QTS
S, E
quity
, R
AM
and
RS
S
Dat
a co
llect
ed
from
lear
ning
an
d te
achi
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disc
ussi
ons,
le
sson
stu
dy,
clas
sroo
m
obse
rvat
ions
, P
LAN
dat
a
Em
bedd
ing
the
gene
ral
capa
bilit
ies
of th
e A
ustra
lian
Cur
ricul
um w
ithin
qua
lity
teac
hing
and
lear
ning
ex
perie
nces
whi
lst b
uild
ing
skill
s in
cha
ract
er,
citiz
ensh
ip, c
olla
bora
tion,
cr
itica
l thi
nkin
g,
com
mun
icat
ion
and
crea
tivity
.
1.3
Eng
age
in
prof
essi
onal
lear
ning
fo
cuss
ing
on th
e ro
le
of c
urio
sity
thro
ugh
Cur
iosi
ty a
nd
Pow
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l Lea
rnin
g.
Cre
ate
reso
urce
s ar
ound
The
orie
s of
A
ctio
n on
S
DD
.
C
ontin
ue
prof
essi
onal
lear
ning
re
role
of c
urio
sity
in
stud
ent l
earn
ing.
Eng
age
in "H
ighl
y E
ffect
ive
Teac
her"
pr
ofes
sion
al le
arni
ng
sess
ion
for a
ll st
aff,
focu
s on
bui
ldin
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ills
in c
hara
cter
and
ci
tizen
ship
.
Eva
luat
e st
uden
t le
arni
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co
llabo
ratio
n,
com
mun
icat
ion,
cr
eativ
e an
d cr
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inki
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roug
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stru
ctio
nal r
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s
Set
futu
re d
irect
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fro
m re
com
men
datio
ns.
Equ
ity
Dat
a co
llect
ed
from
In
stru
ctio
nal
Rou
nds
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
nmen
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Em
ploy
3 a
dditi
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cl
assr
oom
teac
hers
Em
ploy
3 A
dditi
onal
cl
assr
oom
teac
hers
. E
valu
atio
n of
sm
all
clas
s si
zes.
Con
tinue
Det
erm
ine
futu
re
cont
inua
tion
of
stru
ctur
e. $
304,
722.
00E
quity
Sur
veys
of
stud
ents
, sta
ff an
d pa
rent
s,
PLA
N d
ata,
P
BL
data
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
nmen
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Con
tinue
EA
L/D
su
ppor
t K-6
Lan
guag
e cl
asse
s in
Sta
ge 3
Con
tinue
Con
tinue
Rev
iew
to d
eter
min
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ure
for 2
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LD/N
AP
fu
ndin
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urve
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EA
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prog
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Pro
vidi
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afe,
qua
lity
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colla
bora
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lear
ning
en
viro
nmen
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Com
men
ce p
lans
for
libra
ry u
pgra
de,
incl
udin
g qu
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Con
tinue
.
Pur
chas
e 20
add
ition
al
iPad
s.
Eva
luat
e lib
rary
usa
ge,
stud
ent b
orro
win
g, s
taff
use
of li
brar
y sp
ace.
Com
plet
e lib
rary
up
grad
e $8
0,00
0.00
Sch
ool
Dat
a co
llect
ion
of s
tude
nts
acce
ssin
g lib
rary
Pro
vidi
ng s
afe,
qua
lity
and
colla
bora
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lear
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men
ts, e
xper
ienc
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and
reso
urce
s.
1.4
Rev
ise
who
le s
choo
l tra
nsiti
on
proc
ess.
Com
me
nce
Ref
ugee
P
layg
roup
for E
S1
stud
ents
. S
uppl
eme
nt e
xcur
sion
s an
d un
iform
s to
sup
port
stud
ents
.
Mon
itor t
rans
ition
pr
oces
s.
Con
tinu
e R
efug
ee
Pla
ygro
up.
Pro
fess
iona
l Lea
rnin
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egin
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Sch
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Wel
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r CR
T an
d S
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fa
cilit
ator
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R
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Ru
n pl
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oup
for r
efug
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stud
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Exp
ansi
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f K
inde
rgar
ten
orie
ntat
ion
prog
ram
to in
corp
orat
e re
fuge
e pl
aygr
oup
and
othe
r pla
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up.
$40,
000.
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ETR
EF
&
RA
M P
ER
CA
P
Dat
a on
par
ent
atte
ndan
ce fo
r tra
nsiti
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play
grou
ps a
nd
inte
rvie
ws.
Pro
vidi
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afe,
qua
lity
and
colla
bora
tive
lear
ning
en
viro
men
ts, e
xper
ienc
es
and
reso
urce
s.
1.4
Est
ablis
h A
P
Wel
lbei
ng p
ositi
on
Con
tinue
Con
tinue
Rev
iew
of p
rogr
am.
$133
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Rol
love
rA
P W
ellb
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tim
etab
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role
des
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tion
STRATEGIC DIRECTION TWO MILESTONING 2017
Page �21
1
Stra
tegi
c D
irect
ion
Two
Staf
f Lea
rnin
g
Pro
cess
Stra
tegi
c D
irect
ion
Term
1 M
id (M
) End
(End
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Mid
(M) E
nd (E
nd)
Term
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(M) E
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nd)
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plem
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dent
le
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of
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2.1
Em
ploy
two
men
tors
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3-6
to w
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colla
bora
tivel
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ith te
ache
rsC
ontin
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valu
ate
effe
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s of
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torin
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on
stud
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utco
mes
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03,1
48.0
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TSS
, Equ
ity,
RA
M a
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Dat
a co
llect
ed fr
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lear
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and
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di
scus
sion
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sson
st
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cla
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rvat
ions
, PLA
N
data
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sist
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2.1
Lear
ning
and
Tea
chin
g D
iscu
ssio
n he
ld w
eekl
y fo
r al
l sta
ff K
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Con
tinue
Con
tinue
Rev
iew
for c
ontin
uatio
n in
201
8$1
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74.0
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quity
Dat
a co
llect
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lear
ning
and
teac
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N d
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Con
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stra
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iona
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nds,
C
OS
net
wor
ks e
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2.1
Eng
age
in p
rofe
ssio
nal
lear
ning
with
Jo
Ros
sbrid
ge re
writ
ing
3-6
Con
tinue
s w
ith le
sson
st
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appr
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Con
tinue
s w
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sson
st
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appr
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Rev
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for c
ontin
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n in
201
8$1
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0
Dat
a an
alys
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teac
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eval
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port
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litat
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lin
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rofe
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nal
lear
ning
goa
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2.2
Teac
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par
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2.2
Sta
ff at
tend
sel
f ide
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prof
essi
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lear
ning
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thei
r PD
P a
nd
scho
ol n
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a fo
cus
on b
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ning
teac
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Con
tinue
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tinue
Con
tinue
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969.
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AM
Per
sona
lised
lear
ning
lin
ked
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rofe
ssio
nal
lear
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scho
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2.2
Iden
tifie
d st
aff t
o at
tend
Te
achi
ng S
tude
nts
from
a
Ref
ugee
Bac
kgro
und.
AP
EA
L/D
to s
uppo
rt im
plem
enta
tion
in
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tifie
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achi
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nts
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kgro
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trai
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ATC
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prog
ram
AP
EA
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to s
uppo
rt im
plem
enta
tion
in
clas
sroo
m.
Sta
ff en
gage
in p
rofe
ssio
nal
lear
ning
on
STA
RS
in
Sch
ools
.
Evi
denc
e of
ap
plic
atio
n in
pr
ogra
m, w
ritte
n fe
edba
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f les
son
obse
rvat
ions
Page �22
2
Stra
tegi
c D
irect
ion
Two
Staf
f Lea
rnin
g
Pro
cess
Stra
tegi
c D
irect
ion
Term
1 M
id (M
) End
(End
)Te
rm 2
Mid
(M) E
nd (E
nd)
Term
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id (M
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(M) E
nd (E
nd)
Tota
l Cos
tFu
ndin
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nce
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sona
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ning
lin
ked
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nal
lear
ning
goa
ls a
nd
scho
ol n
eed.
2.2
Atte
nd E
AL/
D C
onne
ct
Mee
tings
and
R
efug
ee M
eetin
gs fo
r Fa
irfie
ld N
etw
ork,
as
faci
litat
ed b
y E
AL/
D A
P
for S
peci
alis
t Tea
m
Con
tinue
Con
tinue
Con
tinue
Evi
denc
e of
ap
plic
atio
n in
pr
ogra
m, w
ritte
n fe
edba
ck o
f les
son
obse
rvat
ions
Dev
elop
men
t of
lead
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ip s
kills
, m
inds
ets
and
know
ledg
e fo
r all
staf
f.
2.3
Cur
iosi
ty a
nd P
ower
ful
Lear
ning
team
atte
nd
ongo
ing
prof
essi
onal
le
arni
ng.
Stro
nger
Sm
arte
r Tea
m
atte
nd in
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pr
ofes
sion
al le
arni
ng
Cur
iosi
ty a
nd P
ower
ful
Lear
ning
team
atte
nd
ongo
ing
prof
essi
onal
le
arni
ng.
Com
men
ce
Pro
fess
iona
l Lea
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FAIRFIELD PUBLIC SCHOOL
EVIDENCE SET 1
PERSONALISED LEARNING FOR ALL
Page �25
REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 1
THINKING ABOUT OUR PRACTICES - SET 1
The students of Fairfield Public School come from diverse backgrounds, with a high percentage of 95% coming from a Language Background Other Than English (LBOTE), with 99% of these students requiring English as an Additional Language or Dialect (EAL/D) support. Furthermore, 39% of students at the school come from a refugee background. The school’s FOEI (Family Occupation and Education Index) for 2017 is 169, indicating a high level of socio economic disadvantage in the community. The school celebrates diversity, and aims to meet each student’s cognitive, physical, social, emotional and spiritual needs through personalised learning.
As part of the National Partnerships Strategy, 2011- 2014, the school engaged in targeted professional learning and collaborative practice. This strategy was informed by current research around the direct impact that quality teaching has on student outcomes. School mentors engaged with staff in a review and audit of practice. This evaluative practice led to professional learning in Focus on Reading, Technology, Numeracy and EAL/D pedagogy, in order to address the needs of the students at Fairfield PS.
The strong professional learning culture at Fairfield Public School enabled the Instructional Leaders (IL), appointed under the Early Action for Success strategy, to provide timely, effective additional support to K-2 staff and reduce the gap in student learning. In response to the success of the professional learning model and tiered intervention strategies implemented, two teacher mentors were appointed for the 2017 school year to initiate change and improvement in Literacy and Numeracy in the primary years.
PERSONALISED LEARNING FOR ALL
Personalised Learning for
allWriting for success PBL Pathway to
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Home to School
Technology Brings Us Together
LEARNING TEACHING LEADING SCHOOL PLAN LINKS
• Student Performance Measures
• Curriculum and Learning
• Effective Classroom Practice
• Data Skills & Use• Learning & Development• Professional Standards
• School Planning, Implementation and Reporting
SD1:Student LearningSD2: Staff Learning
Page �26
The school has also initiated the employment of a permanent above establishment Assistant Principal English as an Additional Language/Dialect (AP EAL/D). This role is to provide professional support for teachers in response to the learning needs of EAL/D students, including those from a refugee background.
Ongoing data analysis, and the use of this data in collaborative planning, aims to meet the needs of individual students. The tiered intervention model, and its implementation by specialised interventionists employed above establishment, ensures equitable support is provided to students based on their needs.
The school’s professional learning model has been established to address the needs of teachers to improve student learning outcomes. Collaborative planning, use of formative and summative assessment data to inform teaching and learning, and an increased understanding of effective pedagogy are high priorities in professional learning. Teachers' application of this professional learning is evident in classroom practice.
IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 1
In the Learning Element of Student Performance Measures, the evidence indicates that the school is delivering. The SMART data gathered over a two year period, Artefact 1.1, indicates that at this stage Fairfield PS is working towards achieving value-added results on all school external performance measures. The school is using personalised learning, particularly in the areas of Literacy and Numeracy, based on student need in order to achieve value-added results. While the current in-school evidence shows growth, evidence of this growth on external measures, such as NAPLAN, shows improvement. However, moving students to the top two NAPLAN bands continues to be challenging.
PERSONALISED LEARNING FOR ALL
Page �27
Artefact 1.1: SMART data excerpts
Artefact 1.1 is a collection of excerpts from SMART data that represent the student achievement levels of Years 3 and 5 in Reading, Writing and Numeracy in the 2016 NAPLAN test. It highlights that 71% of students in Year 3 and 55% of students in Year 5 are achieving national minimum standard (NMS) in Reading and 94% of Year 3 students and 64% of Year 5 students are achieving at NMS in Writing. In Numeracy, 71% of Year 3 students and 58% of Year 5 students achieved at NMS.
PERSONALISED LEARNING FOR ALL
Page �28
PERSONALISED LEARNING FOR ALL
Page �29
In the Teaching Element of Data Skills and Use the evidence indicates that the school is sustaining and growing. The school’s 2015-2017 School Plan identifies the use of data to inform teaching practice as a key element in Strategic Directions 1 and 2. The professional learning at the school has developed teachers’ ability to use assessment data to understand the needs of their students. Additionally, this professional learning has embedded the practice of understanding, analysing and using PLAN, as well as other internal data, to inform classroom programs. Artefacts 1.2, 1.3, 1.4 and 1.5 all demonstrate that teachers incorporate data analysis in their planning for learning and the school leadership team engages the school community to reflect on student performance data.
The school’s leadership team has excelled in building the collective capacity of staff in the use of data to inform strategic school improvement efforts. The team’s skills in data analysis and usage, to inform classroom practice, has formed the core of the school’s improvement efforts across all stages. The impact of this explicit system of professional learning, in the area of data skills and usage, is evident in the teachers’ use of data to inform classroom practice and individualise learning for all students.
PERSONALISED LEARNING FOR ALL
Page �30
Artefact 1.2: Tiered intervention model and implementation
Artefact 1.2, a numerical summary of students in K-2, highlights the tiered intervention model in practice. Under the tiered intervention model, Tier 1 intervention provides quality classroom practice and pedagogy for all students in the class. Tier 2 intervention (orange students, working a cluster below expectation on the Literacy & Numeracy Continuums) is additional small group work that targets the specific needs of these students. Tier 3 intervention (red students who are working towards clusters that are well below stage outcome) occurs with an interventionist on a 1:1 basis.
The annotated School Assessment Summary from PLAN, shows how students are identified for tiered intervention and the number of students receiving this for a particular five week period.
PERSONALISED LEARNING FOR ALL
Page �31
Artefact 1.3: Personalised Learning Plan and Behaviour Plan
Artefact 1.3 comprises two personalised learning plans, one for a student in Stage 1 in relation to additional learning needs, and the other for a student in Early Stage 1 in relation to behaviour. Both documents highlight strategies that are employed in the classroom to support the additional learning needs of the student, as well as a list of interventions that have already occurred. In the case of the Behaviour Plan, it highlights ways in which the risk of harm can be minimised for the student and others. Both plans allow the teacher to assess the achievement of the student in relation to these personalised goals and are reviewed on a regular basis in response to this level of achievement.
PERSONALISED LEARNING FOR ALL
Page �32
Artefact 1.4: LAST Rolling Meeting Minutes
Artefact 1.4 is an example of meeting minutes taken during the Learning and Support Team (LAST) Rolling Meeting process, which occurs twice yearly to offset regular and ongoing meetings, to discuss student progress and development. Classroom teachers meet with the Learning Support Team Coordinator, LAST team, AP Wellbeing and other members of the Learning Specialist team (eg EAL/D, support, ILs, 3-6 mentors) to discuss individual students who may require additional support in learning, language, wellbeing and behaviour. This process allows the school to monitor how support is used within the school, and to ensure that the individual needs of all students are met.
PERSONALISED LEARNING FOR ALL
Page �33
In the Teaching Element of Effective Classroom Practice the evidence indicates that the school is sustaining and growing. The Learning and Teaching Conversations, as evidenced in Artefact 1.5, demonstrate that teachers are given the opportunity to regularly review and revise teaching programs in a collaborative environment. Student performance data from internal and external measures is used to analyse the effectiveness of teacher practice.
The 2015-2017 School Plan prioritised the application of professional learning into delivery of curriculum through the use of evidence-based teaching strategies. The commitment of the school to Learning and Teaching Conversations is evidenced by resourcing that supports weekly, hour long meetings to occur within each stage or specialist team. It is through this strategy that teachers are able to collaborate, develop their knowledge of content and pedagogy, engage in rich discussion and analysis of student data, and reflect upon the effectiveness of implementation of this professional learning in classrooms.
The school leadership team is working within classrooms, side by side with teachers, modelling evidence-based teaching strategies that positively impact upon student outcomes, as evidenced by Artefact 1.6. This shoulder to shoulder support strongly demonstrates how instructional leadership promotes and models effective evidence-based practice.
PERSONALISED LEARNING FOR ALL
Page �34
Artefact 1.5: Learning & Teaching Conversation agendas
Artefact 1.5 includes two agendas for stage based professional learning and collaborative planning. The meetings, called Learning and Teaching Conversations, take place on a weekly basis for each stage, and three times per term for the Learning Specialist Team. These meetings are led by a combination of the executive team including the ILs, 3-6 mentors, Assistant Principals (including Stage APs and AP EAL/D) and address the professional learning needs of staff in response to student needs, as evidenced by data.
PERSONALISED LEARNING FOR ALL
Page �35
PERSONALISED LEARNING FOR ALL
Page �36
Artefact 1.6: Photographs of collaboration, mentoring and team teaching
The photographs in Artefact 1.6 highlight the collaborative planning process facilitated by mentors, ILs and the AP EAL/D. These photos demonstrate a small sample of mentoring that promotes collaborative planning leading to team teaching and improved pedagogical practices, supported by evidence-based teaching strategies.
PERSONALISED LEARNING FOR ALL
Page �37
In the Teaching Element of Learning and Development the evidence indicates that the school is sustaining and growing. The school’s significant and strategic commitment to learning and development is evidenced in the 2015-2017 School Plan.
The plan states that there is a strong link between professional learning goals and school priorities, and that the skills, knowledge and understanding from this professional learning is evident in classroom practice. The professional learning goals of staff members and the leadership team, reflect the school plan and prioritise quality teaching to improve student outcomes.
The school’s process for the implementation of the Professional Development Framework, as shown in Artefact 1.7, illustrates that teachers are actively engaged in planning their professional learning to improve their performance and positively impact upon student learning outcomes. The diverse needs of staff from beginning teachers to senior executive, is reflected in the range of professional learning identified in PDP’s to support the achievement of professional goals.
In the Teaching Element of Professional Standards the evidence indicates the school is sustaining and growing. The school supports staff in the maintenance of professional standards through a rigorous PDP process. As evidenced in Artefact 1.7, there is a clear link between the standards and staff goals. These goals reflect various levels of attainment in relation to the professional standards but each of these plans demonstrate the teacher’s opportunity to develop professional understanding in content knowledge and teaching practice.
In drafting goals, staff demonstrate responsibility and adaptability in working towards whole school goals by directly linking them to school priorities. Professional learning opportunities are provided at school and in the wider network, as displayed in Evidence Set 5, to support the achievement of these goals including teachers working towards achieving higher levels of accreditation.
PERSONALISED LEARNING FOR ALL
Page �38
Artefact 1.7a: Professional Development Plan excerpts
Artefact 1.7a and Artefact 1.7b, are samples of Professional Development Plans (PDP) for a group of staff at Fairfield PS. The group represents classroom teachers, executive, senior executive and learning specialist team members. These excerpts highlight the embedding of whole school and stage goals, in line with the school plan and Australian Professional Standards for Teachers, as well as goals based on individual needs. They also outline the professional learning required to achieve these goals, as well as evidence that is required to demonstrate achievement.
PERSONALISED LEARNING FOR ALL
Page �39
Artefact 1.7b: Professional Development Plan excerpt
PERSONALISED LEARNING FOR ALL
Page �40
Artefact 1.7c: PDP mind map
Artefact 1.7c is an excerpt of a mind map that outlines the diversity of staff goals as identified in the PDPs. Mapping out the goals of staff has enabled the school to strategically plan a range of diverse and individualised professional learning within strategic directions of the school plan.
PERSONALISED LEARNING FOR ALL
Page �41
In the Learning Element of Curriculum and Learning the evidence indicates that the school is sustaining & growing. There are processes in place to identify and address specific student learning needs by analysing PLAN and other data by the executive and classroom teachers.
The evidence in Artefacts 1.8 and 1.9 clearly demonstrate planning for the use of evidence-based teaching strategies, as part of the teaching and learning cycle. Critical conversations based on data at an individual, class, stage and school level, utilising quality assessment practices, informs planning and programming to address student learning needs. The literacy program, as described Artefact 1.9, demonstrates differentiation of curriculum delivery to personalise learning and develop the knowledge, skills and understanding for all students.
The systematic process that the school undertakes bi-annually, to place each EAL/D student on the EAL/D Learning Progression, strongly demonstrates the school’s ability to use assessment data to respond to the specific needs of all students as evidenced in Artefact 1.10. During this data collection, classroom teachers collaboratively work with members of the Learning Specialist Team to collect, analyse and evaluate data. This data is subsequently used as the basis of teaching. The process by which this data is collected also shows the school’s broader commitment to allocating resources to school improvement practices in relation to specialist teachers.
Artefact 1.8: PLAN data
Artefact 1.8 is a collection of Class Analysis Reports from PLAN for a sample of K-2 classes in Literacy and Numeracy which highlights the diverse needs of students in each class.
PERSONALISED LEARNING FOR ALL
Page �42
The colour coding on the sheets represent the level of tiered intervention, as previously mentioned in Artefact 1.2, required for students based on their achievement in each of these areas. The School Assessment Summary from PLAN allows executive (ILs and mentors) to plan for professional learning that further develops the skills and knowledge of teachers in curriculum and pedagogy.
The use of the class analysis reports during collaborative planning, allows teachers to target the needs of each student, based on their current level of achievement in relation to syllabus expectations in English and Mathematics.
PERSONALISED LEARNING FOR ALL
Page �43
Artefact 1.9: Literacy program and notes from guided reading session
Artefact 1.9 is an example of a literacy program for a Kindergarten class. It links the outcomes to be explicitly taught in Reading, Writing and Comprehension from the English syllabus, in Early Stage 1, with the students’ assessment results on the Literacy Continuum. It provides for small group learning based on specific student needs. The outline of this program was collaboratively designed and modified for the needs of the class, based on PLAN data. The teacher’s anecdotal notes taken during guided reading, support this personalised learning by providing formative assessment data to inform the planning for the next lesson.
PERSONALISED LEARNING FOR ALL
Page �44
PERSONALISED LEARNING FOR ALL
Page �45
PERSONALISED LEARNING FOR ALL
Page �46
Artefact 1.10: EAL/D Learning Progression data analysis
Artefact 1.10 is a class list that indicates the EAL/D Learning Progression phase for each student from one of three intensive English language classes. These Stage 3 classes have been formed to provide targetted, intensive, explicit support across curriculum areas, including bilingual support.
As students have significant gaps in their content knowledge due to disrupted or no schooling, the language and content demands of the curriculum must be identified. Classroom teachers and the Learning Specialist Team apply their understanding of the EAL/D Learning Progression to identify student language needs. Lessons are carefully scaffolded and differentiated to enable all students to access the curriculum. This data indicates the level of support that is required for students to access learning area content, which determines the allocation of support staff.
PERSONALISED LEARNING FOR ALL
Page �47
In the Leading Element of School Planning, Implementation and Reporting the evidence indicates that the school is delivering. The 2015-2017 School Plan identifies the use of PLAN, school and external data to inform teaching practice as a key element in Strategic Direction 1. The school plan focused on achieving identified improvements in student outcomes through effective data collection, analysis and use for teaching and learning. This is evidenced in Artefacts 1.2 and Artefact 1.3, as previously mentioned, which highlight personalised learning and targetted interventions for students based on data that demonstrate what students know, do and understand. These artefacts demonstrate that the school is responsive to the needs of students through the allocation of resources for personalised learning.
Artefact 1.7, as previously mentioned, demonstrates professional learning is at the core of continuous school improvement efforts. Strategic Direction 2 in the school plan, focuses on the planning and delivery of professional learning for staff to improve student performance.
FUTURE DIRECTIONS - SET 1
Fairfield Public School is committed to improving student learning outcomes and recognises that achievement is impacted by quality teaching.
Planning for the next level of work around Personalised Learning for All at Fairfield Public School will include the following directions:
For the Learning Domain in the elements of
Curriculum & Learning
Teachers successfully use PLAN data to inform teaching and learning, particularly in K-2. A consistent approach to the use of all data (PLAN, EAL/D Learning Progression, NAPLAN etc) across K-6 in planning for learning is a future goal and will be achieved with ongoing professional learning and moderation of student assessment.
Student Performance Measures
The school demonstrates growth through internal data. In order to achieve good value-added results in all performance measures, the school will continue to develop consistent practice to incorporate personalised learning in every classroom.
PERSONALISED LEARNING FOR ALL
Page �48
For the Teaching Domain in the elements of
Effective Classroom Practice
Teachers regularly use student performance data to monitor achievement and identify areas for development. The school will provide professional learning opportunities for teachers to use data to monitor the effectiveness of their practice and to take responsibility for changes. Ongoing professional learning will further develop teachers’ understanding of effective, evidence-based teaching strategies.
Data Skills and Use
Due to the success of K-2 teachers incorporating data analysis in their planning, the school will provide professional learning for all staff around the use of data as a tool to evaluate the effectiveness of teaching strategies.
Learning and Development
Professional learning goals are linked to school priorities and demonstrate that teachers are actively engaged in planning their professional development. The school needs to undertake an evaluation of how professional learning is applied to classroom practice and its impact on student learning outcomes. Targetted professional learning is provided to support beginning teachers, however a more streamlined, strategic approach is required to strengthen this support.
Professional Standards
Professional learning will continue to be provided to ensure that staff have a high level of contemporary content knowledge and teaching practices. The school will continue the practice of sharing of expertise to develop teachers’ understanding and application of the Professional Standards. The school will continue to support staff who aim to achieve higher levels of accreditation.
For the Leading Domain in the element of
School Planning, Implementation and Reporting
The school plan aligns to school and system priorities and is responsive to student needs. The 2018-2020 school plan will embed and routinely undertake monitoring, evaluation and review processes to ensure that assessment links to teaching and is at the core of school improvement efforts.
PERSONALISED LEARNING FOR ALL
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FAIRFIELD PUBLIC SCHOOL
EVIDENCE SET 2
WRITING FOR SUCCESS
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REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 2
THINKING ABOUT OUR PRACTICES - SET 2
95% of students at Fairfield Public School are from a Language Background Other Than English, of which 99% require English language support. 39% of students are of a refugee background and 108 of those students are in the Beginning Phase on the English as an Additional Language or Dialect Learning Progression. Many students at the school have developed the Basic Interpersonal Communication Skills (BICS) as described by Jim Cummins (1984), however, to be successful at school in Australia, students must develop academic language skills in English, the Cognitive Academic Language Proficiency (CALP). Students must, additionally, be able to write for a variety of purposes and audiences across all key learning areas, using appropriate language choices.
The school’s assessment data indicated that students were reluctant writers and students’ writing was like their spoken language. The analysis of Years 3, 5 and 7 NAPLAN writing, PLAN data and the EAL/D Learning Progression in writing, clearly demonstrated that students needed explicit teaching of language, grammar and writing across the curriculum.
Through professional dialogue and reflection, teachers had expressed that they were not confident in teaching writing and some had stated that they lacked the required explicit skills. To improve student learning outcomes and develop teacher knowledge, understanding and pedagogy, the school engaged Joanne Rossbridge, an independent educational consultant to lead a professional learning initiative across Years 2 to 6.
Teachers were encouraged, and supported with funding, to complete the external ‘Grammar in Teaching’ course, through the Primary English Teachers Association, to extend and complement this learning. Thirty five teachers who completed this 12 week course have developed a deeper knowledge and understanding of grammar which has strengthened their skills to teach writing.
WRITING FOR SUCCESS
Personalised Learning for
allWriting for success PBL Pathway to
WellbeingWe are a
communityConnecting
Home to School
Technology Brings Us Together
LEARNING TEACHING LEADING SCHOOL PLAN LINKS
• Assessment & Reporting• Curriculum & Learning• Learning Culture
• Collaborative Practice• Data Skills & Use• Effective Classroom
Practice• Learning and Development
SD1:Student LearningSD2: Staff Learning
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IDENTIFYING, ANALYSING AND JUDGING OUR DATA -SET 2
In the Learning Element of Learning Culture the evidence indicates that the school is sustaining and growing. All professional learning at Fairfield Public School is informed by the significant learning needs of EAL/D students, including those from a refugee background, many of whom have had disrupted or no schooling. Artefacts 2.1a, 2.1b and 2.2 demonstrate the commitment to improve student writing outcomes for students through professional learning. This artefact set highlights the quality, rigorous, evidence-based professional learning that teachers are engaged in to achieve this. This evidence demonstrates the commitment at Fairfield PS to strengthen and deliver on school learning priorities, through identifying, addressing and monitoring student learning needs in this initiative.
The following artefacts clearly demonstrate the depth of professional learning teachers are engaged in.
Artefact 2.1a: Screenshot of Professional Learning Plan
Artefact 2.1a includes evidence of professional learning in Writing for Success. The Professional Learning Plan for Year 2, Stage 2 and Stage 3 teachers at Fairfield Public School, 2016 was developed by Joanne Rossbridge in collaboration with the school executive.
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Artefact 2.1b: Writing with Jo Professional Learning
Artefact 2.1b shows an example of the professional learning conducted with Stage 3 teachers in 2017 which includes planning, the lesson study model, readings and reflection. The professional learning utilises syllabus documents, quality modelled texts and collaborative practice with a focus on metalanguage.
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Artefact 2.2: Letter abstract
Artefact 2.2 is an abstract from a letter written to the school, from Associate Professor Jenny Hammond of the University Technology Sydney. Jenny Hammond led the “Classrooms of Possibility” research project, with the NSW Department of Education, at the school in 2016. The letter reflects her observations and insight into the efficacy and impact of professional learning at Fairfield Public School, including the explicit teaching of
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language and grammar to enhance student writing skills and the learning culture of the school.
In the Learning Element of Curriculum and Learning the evidence indicates the school is sustaining and growing. Through the Writing for Success initiative, Artefacts 2.1a, 2.1b, 2.3a and 2.3b highlight that the school has established an active partnership with Joanne Rossbridge and works collaboratively to ensure continuity of learning for teachers and students.
Artefact 2.4 demonstrates that curriculum programs and teaching practices effectively develop the knowledge of students, through explicit pedagogy and evidence-based teaching practices. Artefacts 2.5a, 2.5b, 2.5c and 2.5d demonstrate that the school is effectively developing the knowledge, understanding and skills of students and highlights the quality of student work. This evidence set strongly demonstrates that the quality teaching, curriculum planning and partnership practices at Fairfield PS are responsive to the learning needs of students.
Artefact 2.3a: Teaching and Learning Cycle Evaluation Proforma
The Teaching and Learning Cycle Evaluation proforma, in Artefact 2.3a, was devised by Joanne Rossbridge and completed by teachers to reflect upon the teaching and learning cycle in writing. This evaluation tool was ongoing and occurred during Learning and Teaching meetings and in professional learning sessions. It demonstrates an aspect of the integrated approach required of this element, which ensures continuity of learning for students.
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Artefacts 2.1a and 2.1b, as previously mentioned, are exemplary pieces of evidence for Curriculum and Learning, as they demonstrate the school’s approach to quality teaching, curriculum planning, lesson delivery and assessment which is responsive in meeting the learning needs of students.
Artefact 2.3b: Professional learning report abstract
Artefact 2.3b is a professional learning report abstract written by Joanne Rossbridge and provided to the Senior Executive. This report evaluated and provided future direction on the professional learning that Stage 2 and Stage 3 classroom teachers and specialist staff were engaged in. The teacher survey indicated that staff had greater confidence in teaching aspects of writing.
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Artefact 2.4: ’FIRE’ by Jackie French – Lesson Sequence
Artefact 2.4 is a strong example of how quality programs and practices effectively develop the knowledge, understanding and skills of students. It is an abstract of a collaboratively planned lesson sequence developed by Stage 3 teachers, including mainstream and Learning Specialists.
The lesson sequence was part of a broader English/Geography unit of work on Natural Disasters. The text “Fire” by Jackie French was used as a model text for this lesson sequence. The lessons are part of the deconstruction phase of the teaching and learning cycle. Teachers and students are deconstructing text, identifying language choices made by the author and developing metalanguage.
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Artefact 2.4 ‘FIRE’ by Jackie French – Lesson Sequence
Artefacts 2.5a, 2.5b, 2.5c and 2.5d contain a range of exemplars that highlight how Writing for Success promotes learning excellence.
Artefact 2.5: Student Work and Feedback
Artefact 2.5a is a small sample of student work from a Stage 3 class, demonstrating the quality of their work. Students’ writing was inspired by Jackie French’s picture book “Fire”. This text was chosen as a model to demonstrate the language choices made by the author, which evoke an emotional response from the reader.
Students’ work was sent to Ms French and she provided feedback to every student in the class as evidenced in Artefact 2.5b. The feedback provided was one more layer in developing student’s knowledge, understanding and skills in writing.
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Artefact 2.5a: Student Work Poem
Artefact 2.5b: Jackie French letter to students
Artefact 2.5c: Oral Transcript
Artefact 2.5c, an oral transcript, demonstrates an effective assessment tool. The transcript provides the teacher with evidence to plan for students’ continuity of learning in writing.
Artefact 2.5d: Email Feedback to Teachers
Artefact 2.5d is an email sent to the teachers from Joanne providing feedback around the quality of students’ writing which was a result of teachers working collaboratively to plan and deliver lessons. Student work samples were used by Joanne Rossbridge at a seminar at the University of Technology, Sydney for 55 EAL/D teachers across NSW.
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In the Learning Element of Assessment and Reporting the evidence indicates that the school is sustaining and growing. There is a strong alignment to Strategic Directions 1 and 2 of the school plan.
As mentioned previously, the school identified the need for this initiative due to the analysis of school performance data and a range of other contextual information, therefore throughout Writing For Success, assessment tools have been designed. This has provided data for Stage 2 and 3 teams to enable the monitoring of achievement and gaps in student learning.
Artefact 2.6: Assessment Rubric
Artefact 2.6 is an example of the use of an assessment process that enables students and teachers to reflect upon learning. The rubric was collaboratively developed by all teachers working with Stage 3 students, using the syllabus outcomes and ESL scales. The rubric in conjunction with pre and post work samples, enabled the students to reflect upon their learning to set goals in their writing.
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Artefact 2.6: Pre - Assessment Sample
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Artefact 2.6: Post - Assessment Sample
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In the Teaching Element of Effective Classroom Practice the evidence indicates that the school is sustaining and growing. This evidence set demonstrates that teachers in Stage 2 and 3 are committed to identifying, understanding and implementing the most effective teaching methods in the area of writing. A high priority to evidence-based teaching strategies is a strong focus through professional learning with Joanne Rossbridge.
Artefact 2.4, a collaboratively planned lesson sequence, as previously mentioned, and 2.7, an abstract of written feedback of a lesson observation, clearly show how effective teaching methods and evidence-based teaching strategies are applied across Stage 2 and 3. This is a result of the professional learning in writing, the ‘Grammar in Teaching Course’, as well as the reflective practice of teachers.
Artefact 2.7: Edited Lesson Observation Feedback
Artefact 2.7 highlights that the feedback provided to the teacher is specifically targetted to the focus of professional learning and that the teacher has implemented effective evidence-based teaching strategies.
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In the Teaching Element of Data Skills and Use the evidence indicates that the school is sustaining and growing. Student assessment data is regularly used to identify student achievements and progress, in order to inform future school directions.
Artefact 2.6, as previously described, demonstrates that teachers use data analysis in their planning for learning and provide explicit and timely formative feedback to students, through the use of rubrics. Additionally, this artefact provides evidence to highlight that assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps for improvement.
In the Teaching Element of Collaborative Practice the evidence indicates that the school is sustaining and growing. Explicit systems for collaboration and feedback are applied in Writing for Success. The following artefacts demonstrate how the school has embedded explicit systems for collaboration, classroom observation, the lesson study model and feedback to drive school wide improvement.
The teachers who have completed the ‘Grammar in Teaching’ course, have been able to support and mentor their colleagues, using the expertise gained as part of this professional learning.
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Artefact 2.8a: Lesson Study process
Artefact 2.8a and Artefact 2.8b highlight the collaboration of teachers in the lesson study process to drive quality teaching practice. This lesson study, from Stage 2, commences with the lead teacher presenting the outline of the lesson study and explaining the focus of the lesson observation to their colleagues.
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Artefacts 2.8b: Lesson Plan
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Artefact 2.8c: Lesson Observation Feedback
Following the lesson, each observing teacher, including school leaders, provided feedback based on the focus and all aspects of the lesson delivery. Artefact 2.8c is an example of lesson observation notes provided to the lead teacher.
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In the Teaching Element of Learning and Development the school is sustaining and growing. All the artefacts in this evidence set, Writing for Success, clearly demonstrate the school’s commitment to quality teaching and the impact it has on student learning outcomes due to its alignment with Strategic Directions 1 and 2 of the school plan.
Writing for Success has strongly focused on improved teaching methods in writing, drawing on evidence-based research, to develop and refine teaching practice. This model of professional learning has built teachers’ understanding of effective teaching strategies in writing. This has led to teachers actively planning their professional learning, through undertaking the ‘Grammar in Teaching’ course, to further enhance their ability to teach writing. This highly valued model of professional learning has enabled teachers involved to actively share and implement their learning. Artefact 2.2, as described previously, confirms the quality of professional learning at Fairfield Public School.
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FUTURE DIRECTIONS - SET 2
Fairfield Public School is committed to improving student learning outcomes. The Writing for Success initiative has resulted in students having greater enthusiasm for writing and teachers’ skills have improved through quality professional development.
Planning for the next level of work around Writing for Success at Fairfield Public School will include the following directions:
For the Learning Domain in the elements of
Learning Culture As a school, Fairfield reviews its practices with the intent of refining them to ensure a focus on improving student performance. The school needs to develop strategies which enable students to take responsibility for their ongoing learning in this area.
Curriculum & LearningThe active partnership with Joanne Rossbridge, has developed the knowledge, understanding and skills of Stage 2 and 3 students in the area of writing. Extra-curricular learning opportunities need to be provided to students to sustain this level of engagement.
Assessment & Reporting The assessment tools, developed as a part of this initiative, enabled students and teachers to track learning and set goals in writing. Parents are gaining an understanding of their children’s writing ability through the school’s assessment and reporting process. There is a need to engage parents in effectively supporting their children in this area.
For the Teaching Domain in the elements of
Effective Classroom Practice Stage 2 and 3 teachers are committed to identifying and implementing effective teaching methods, with an emphasis on evidence-based teaching strategies. There is a need to develop a consistent whole-school approach to identifying and implementing effective teaching methodology and evaluative practices.
Data Skills and Use The strength of this initiative has been the regular, collaborative analysis of data that has driven planning for student learning. The school leadership team needs to build the collective capacity of the staff to strengthen the analysis of data usage.
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Collaborative Practice Writing for Success has provided an explicit system for collaboration and feedback within the stage. There needs to be a collaborative approach that is across stages to enable the consistency of curriculum delivering, further strengthen strategies for differentiation and increase consistency of teacher judgement.
Learning and DevelopmentThe quality of the professional learning has strengthened the commitment of Stage 2 and 3 teachers to applying effective teaching strategies in writing. The school needs to evaluate professional learning activities to identify and systematically promote the most effective strategies.
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FAIRFIELD PUBLIC SCHOOL
EVIDENCE SET 3
POSITIVE BEHAVIOUR FOR LEARNING
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REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 3
THINKING ABOUT OUR PRACTICES - SET 3
Fairfield Public School celebrates a culturally diverse community of learners with differing educational experiences and understandings of the Australian schooling system. Many students, despite their age, are entering a school environment for the very first time. In previous years, there had been systems in place for managing behavioural expectations and consequences, but due to the transience of staff it was difficult to maintain consistency across the school. Due to this and the changing nature of the school community, the school identified an urgent need to implement a consistent whole school approach to behaviour to support student wellbeing. Positive Behaviour for Learning (PBL) was the model decided upon by the school.
PBL is an evidence-based whole school process, supported by the NSW Department of Education (DoE), to improve the learning outcomes for all students. This approach to student behaviour and wellbeing addresses the diverse academic and social needs of every student and supports them to be successful. The establishment of positive social expectations for all has provided a framework for the school and its community to collectively support the wellbeing of every student. (http://www.pbl.schools.nsw.edu.au/about-pbl)
The school began its PBL journey by forming a PBL leadership team to support staff and the school community in the effective implementation of procedures and practices, which will lead to an updated student welfare policy. The PBL leadership team attended professional learning opportunities to ensure they possessed the knowledge and skills to lead the school wide implementation. The team worked in consultation with teachers, students and parents, to establish a positive and consistent approach to student behaviour and wellbeing. The school has established a set of core values and developed procedures and practices to enable the consistent, explicit teaching of behavioural expectations and social skills across different school settings.
POSITIVE BEHAVIOUR FOR LEARNING
Personalised Learning for
allWriting for success PBL Pathway to
WellbeingWe are a
communityConnecting
Home to School
Technology Brings Us Together
LEARNING TEACHING LEADING SCHOOL PLAN LINKS
• Learning Culture • Wellbeing
• Data Skills and Use SD1:Student LearningSD2: Staff Learning
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This has provided opportunities for students and their families to develop the knowledge and skills necessary to experience success within the school context.
IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 3
In the Learning Element of Learning Culture the evidence indicates that the school is delivering.
There is evidence of explicit teaching in relation to student behaviour expectations across a variety of settings, and positive respectful relationships exist between students and staff. As the PBL approach is in its infancy, it is anticipated that embedding it will lead to growth and sustainability.
Throughout 2016 and 2017 staff were provided with professional learning opportunities to ensure a consistent and collaborative approach in the establishment of PBL, as evidenced in Artefact 3.1. The staff have developed an understanding that student engagement, behaviour and learning are related. The school has developed a set of core values with programs and processes implemented to reflect these and allow staff to identify, address and monitor student behaviours and learning needs.
These include a behaviour and consequence matrix, as well as a school wide recognition system, as shown in Artefact 3.2a. Relevant aspects of the school’s behaviour matrix are displayed in areas around the school to provide students and staff with a constant reminder of the expected behaviours in that specific area. Artefact 3.2b is a collection of temporary signage around the school which reflects this.
Behaviours are explicitly taught by staff through weekly lessons informed by a whole school scope and sequence, as described in Artefact 3.3. Lessons and resources have also been created in students’ home languages to ensure all students are able to access the content and skills, as represented in Artefact 3.4. This demonstrates the school's ability to implement programs that address the learning needs of LBOTE and refugee students.
Each of the processes and practices evidenced in the artefacts demonstrate that students at Fairfield PS are developing their ability to take responsibility for their own learning enabled through a school culture that builds educational aspiration and ongoing performance improvement. Artefact 3.5 strongly supports this, through the feedback summary provided by the state PBL team.
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Artefact 3.1: PBL meeting agenda and minutes, staff PL
Artefact 3.1, which includes an example of the PBL leadership team’s meeting agendas and minutes, demonstrates the clear direction and focus of the team when planning professional learning opportunities for staff. The graph depicts that 84.2 % of staff attended ongoing professional learning opportunities, in regard to PBL in 2016. Due to this, the school was able to launch PBL in 2017 with the majority of staff possessing the knowledge and skills necessary to ensure its initial implementation was successful.
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Artefact 3.2a: PBL Matrices and Flowchart
Artefact 3.2a shows the school’s core values, student expectations matrix, consequence matrix and acknowledgement system flowchart. These documents were developed in consultation with staff, students and parents. The student expectations matrix describes a common understanding of the school’s values and behavioural expectations to support consistency of teacher judgement and language across school settings.
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Artefact 3.2b: Photos of behavioural expectations in different school contexts
Artefact 3.2b is a range of photos showing temporary signage in a variety of school settings used to pre-correct and remind students of the expected behaviours. This has provided consistent models of language to be used across the school.
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Artefact 3.3: PBL lesson plan, whole school lesson scope and sequence
Artefact 3.3 is an example of PBL lessons collaboratively created by staff. They were responsible for planning lessons to explicitly teach each of the behavioural expectations in the behaviour matrix. These lessons have been collated and shared with all staff through Google Suite. Staff are able to modify and adapt lessons to suit the learning needs of their class. The scope and sequence for delivering these lessons has been developed in response to data which is analysed on a fortnightly basis by the leadership team. These lessons provide staff with an explicit and common focus and allow for the continual reinforcement of behavioural expectations.
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Artefact 3.4: PBL lessons in community languages
Artefact 3.4 depicts a screen capture of a video created during community language classes, where PBL lessons were explicitly taught in the students’ first language. Community Language teachers created PBL resources in Arabic and Assyrian to support students in exhibiting the expected behaviours set out in the behaviour matrix. This resource enables students to develop a stronger understanding of social skills in their first language.
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Artefacts 3.5a, 3.5b and 3.5c are examples of the procedures the school has in place to monitor positive and negative student behaviours.
Artefact 3.5a: Class Merit tracking sheet
All staff are responsible for tracking their students’ progress on the class merit tracking sheet. This information is then provided to the PBL leadership team to ensure all staff are reinforcing the desired positive behaviours. Merits are awarded to students who exemplify the school’s core values for academic and social behaviour. Students are then recognised with the presentation of certificates at stage or school assemblies.
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Artefact 3.5b: Playground incident slip
The playground incident slip, Artefact 3.5b, provides a clear and consistent guideline for staff to refer to and utilise when responding to and recording specific student behaviours on Sentral.
Artefact 3.5b: Sentral recording of behavioural incidents
The school's use of Sentral to record and keep track of student behaviour has enabled ongoing data analysis. This has resulted in a more accurate representation of trends across all school contexts, enabling the school to develop appropriate courses of action.
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Artefact 3.6: External SET data comparison 2016-2017
Artefact 3.6 is the School Wide Evaluation Tool (SET) feedback summary which was collected by the state PBL team in 2016 and again in 2017. The SET aims to determine how accurately PBL is being implemented school wide. In the area of ‘Teaching Expected Behaviours’ the data indicated 90% of teachers were explicitly teaching expected behaviours in 2017 compared to 10% in 2016. Overall analysis of both summaries indicates that the school had exhibited an overall growth of 29.3% in twelve months (55% in 2016 to 84.3% in 2017) in relation to staff, student and parent understanding of the school’s core values, behavioural procedures and practices and reward systems.
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In the Learning Element of Wellbeing the evidence indicates that the school is delivering. In order to enhance wellbeing and improve student outcomes, the PBL leadership team has a strategic and planned approach to develop a consistent understanding of the school’s behaviours, attitudes and expectations.
Through the continual analysis of data, the school is able to identify factors that contribute to student wellbeing. The PBL team responds by setting behavioural targets for the school. These targets inform the strategies that teachers need to apply, as described in Artefact 3.7. These strategies teach students to accept responsibility for their behaviour through the application of the school’s core values.
Artefact 3.7: Behaviour Targets
Artefact 3.7 shows the collection and analysis of data from the PBL leadership team collected from numerous sources, such as records on Sentral, playground behaviour incident slips and teacher feedback forms. Data gathered throughout Term 2, 2017, indicated a high number of minor incidents occurring in the classroom. This data informed behaviour targets.
The school’s strategic and planned approach to wellbeing is further evidenced by student and parent consultation during PBL planning and implementation stages, as shown in Artefacts 3.8a and 3.8b. This has developed a sense of ownership and understanding of the behaviours, attitudes and expectations at Fairfield PS.
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Artefact 3.8a: SRC Feedback to principal
Artefact 3.8a demonstrates students’ involvement in the implementation stages of PBL at Fairfield PS. The student representative council (SRC) were given a draft copy of the core values, created by the staff, to evaluate whether they were student friendly. The SRC brainstormed ideas indicating what these would look like in the school environment and presented them to the principal.
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Artefact 3.8b Parent Feedback to PBL
Artefact 3.8b is a sample of how Fairfield Public School supports the involvement of parents in their child’s education. Parents have been encouraged to be active participants in the planning and implementation of PBL. Information sessions, parent forums, surveys and translated notes were sent home to ensure optimal parent involvement. The number of participants attending these forums, along with the parent’s written feedback, provides evidence of the community’s involvement and commitment to PBL.
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POSITIVE BEHAVIOUR FOR LEARNING
Artefact 3.9a: SRC Lesson
Artefact 3.9a is one of a series of lessons, designed and presented by the SRC to introduce the core values to the students at Fairfield PS.
Another component of these lessons was to design PBL mascots to represent each of the core values. The ideas created by the students are represented in the school’s chosen mascots, as illustrated in Artefact 3.9b.
Artefact 3.9b: Student mascot design and final mascots
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Due to the ownership developed by the students, an understanding of the school's core values and expected behaviours has been demonstrated. This is strongly supported in Artefact 3.6, as previously described, where 75% of students could identify the school’s core values and 86% of students indicated that they had been rewarded for exhibiting positive behaviours.
In the Learning Element of Data Skills and Use the evidence indicates that the school is delivering. Artefact 3.7, as previously described, and Artefact 3.10 demonstrates how data, which is regularly collated, is used to identify and analyse behavioural trends, inform future school directions around the consistent application of PBL and to inform key decisions. The PBL team’s analysis of data is used to set school targets to drive ongoing implementation.
Artefact 3.10a: The Highly Effective Teacher Storify
In response to this, the PBL leadership team organised the professional learning workshop, “The Highly Effective Teacher.” Artefact 3.10a showcases the learning through the live link https://storify.com/dsmith2107/the-highly-effective-teacher.
All staff were provided with the opportunity to deepen their knowledge and understanding of the behaviours demonstrated in their class. Staff were provided with a range of proactive strategies they could implement in the classroom setting to reduce the number of minor negative incidents.
Artefact 3.10b: Reflection room data
Artefact 3.10b, which is a table of data collected from the reflection room, demonstrates the school's ability to critically analyse and respond to data in a timely and effective manner in line with the three tier PBL model.
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The PBL team analysed the data around the reflection room and determined an additional tier of intervention was needed to be bring about positive behavioural changes for targeted students. As a result of this, the ‘PBL skills group’ was created to allow those students to develop and practice the social skills and strategies necessary to experience success in different schooling contexts.
FUTURE DIRECTIONS - SET 3
Fairfield Public School is strongly committed to continuing the implementation of Positive Behaviour for Learning. Explicitly teaching student behaviour is vital, as is parent participation in behaviour discussions. This is linked into the school’s assessment and reporting process through Three Way Goal Setting meetings. The evidence set Positive Behaviour for Learning demonstrates this focus and the continuous review of programs and practices.
Planning for the next level of work around Positive Behaviour for Learning at Fairfield Public School will include the following directions:
For the Learning Domain in the elements of:
Learning CultureProfessional learning for all staff will continue to be ongoing. Due to PBL being in its infancy, goals and projects will be targetted, which will be identified through PBL programs and processes being revised and refined in response to the monitoring and analysis of data leading to the update of the Student Wellbeing Plan.
WellbeingThe consistent implementation of PBL processes, practices and language across the school will strengthen the behavioural expectations, as well as recognising and respecting cultural identity and diversity. This will enhance positive teaching and learning environments at Fairfield PS. The same strategies, as stated in the future directions for Learning Culture, will be utilised.
Data Skills and UsePBL’s success is contingent on teachers taking responsibility for changes in practice. Individual staff need to monitor and analyse data around the effectiveness of their practice, to plan for student learning. This will be achieved through supporting staff in a range of professional learning modes to develop and enhance their skills in data analysis and application of strategies.
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FAIRFIELD PUBLIC SCHOOL
EVIDENCE SET 4
PATHWAY TO WELLBEING
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REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 4
THINKING ABOUT OUR PRACTICES - SET 4
Fairfield Public School’s learning environment is pivotal to the growth and development of all students and the core focus of all teaching programs is centred on students being able to connect, succeed and thrive. Our school strives for excellence in teaching and learning, connecting on many levels and building trusting and respectful relationships for students and parents to be successful.
Fairfield Public School has always been a school with a large enrolment of students from a low socio economic, LBOTE and refugee background. Historically the school has undertaken a range of programs that have aimed to support and enhance the wellbeing of students and families by utilising the Learning and Support Team and equity funding. Whilst these programs were successful at the time, the changing nature of our population forced a shift in the style and model of support.
Personalised Learning Plans (PLP) were developed for students, however, the introduction of the Nationally Consistent Collection of Data (NCCD) emphasised the need for this process to be more specific, as the physical, cognitive, social, emotional and sensory needs of every student was under scrutiny. It also required the school to consider the level of adjustment a student needed and reflect on the effectiveness of the process and programs being offered at the school.
Therefore since 2015, the school’s style and model of support, became more focused on individual students and parents to foster wellbeing and ensure students can connect, succeed and thrive. This led to Fairfield PS redefining our interaction with community agencies so that their support was also needs based.
PATHWAY TO WELLBEING
Personalised Learning for
allWriting for success PBL Pathway to
WellbeingWe are a
communityConnecting
Home to School
Technology Brings Us Together
LEARNING TEACHING LEADING SCHOOL PLAN LINKS
• Wellbeing • Leadership• School Resources
SD1:Student LearningSD2: Staff LearningSD3:Community Learning
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It also required the school to commit to specialised positions within the school to cater for the diverse and ever increasing number of students requiring adjustments to their education.
IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 4
In the Leading Element of Leadership this evidence set indicates that Fairfield PS is sustaining and growing. The school utilises human and physical resources to ensure staff undertake leadership roles based on their professional expertise to deliver a strong wellbeing program and support for our school community. As evident in Artefacts 4.1a and 4.1b, the school has employed and allocated staff to very specific roles. This has been an ongoing process since 2015 to ensure the appropriate personnel are matched to the required position.
This process demonstrates the school’s ongoing commitment to establishing a variety of positions based on professional expertise that can cater for the needs of students and families. These artefacts display our responsive nature to support a culture of high expectations in relation to student wellbeing.
Artefact 4.1a: Staff List
Artefact 4.1a is a staff list which highlights the purposeful leadership roles that Fairfield PS has established.
Fairfield PS has had EAL/D representation on the executive team since 2010, and additional funding was provided to facilitate the role in 2012. The following year the role was expanded to include professional learning with a strong emphasis on teaching EAL/D students, including those from a refugee background.
Due to the success of this position, in 2016 the school sought approval from the school community and staff to establish this as a permanent position, with the successful applicant commencing in Term 2, 2017.
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As part of this role, quality professional learning has been provided to the Learning Specialist Team, which includes the EAL/D teachers. It has also enabled the four current substantive APs, to focus on the professional learning and classroom practices within their stage.
In 2016 the school also released two experienced teachers to work together as Wellbeing Teachers through the Learning Support Team (LST). This role has continued into 2017. The Wellbeing teacher’s role continually evolves due to the changing needs of the students. The range of strategies, activities and programs, and the success of this will be explained further in the Wellbeing element of this evidence set.
Due to the success of the Wellbeing Teacher, and the ever increasing needs of our students and families, the need for an Assistant Principal Wellbeing was identified. It was evident through the increasing number of referrals made to the LST that a deeper layer of support was required to address the complex wellbeing needs of the students at Fairfield PS.
Artefact 4.1b: EOI AP Wellbeing
Artefact 4.1b describes the specialised skill set required for this unique position which was filled through an internal Expression Of Interest. Whilst the school had developed strong partnerships between in-school experts and external agencies, the AP Wellbeing was able to strengthen these and organise a more strategic response to the needs within the school. The outstanding success of this position is detailed in Artefact 4.7b.
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Artefact 4.1a also shows the employment of Bilingual Student Support Officers (SLSOs), resourced through RAM funding and NAP allocation. The expertise and experience these SLSOs provide in classrooms and during programs with external agencies, ensure accessibility for students to educational opportunities.
A Bilingual School Administrative Officer (SAO) has been strategically employed five days a week. This position has not only provided a friendly face as part of our school enrolment/transition process, but ensured that the concerns from parents around their children’s wellbeing are accurately relayed to the appropriate personnel.
The school is recognised as compassionate and responsive by its community due to its effective engagement with members of the local community, including families and external agencies which is evident through Artefact 4.2. The school’s leadership team makes deliberate and strategic use of its partnerships to access resources with the intent of improving student outcomes with the assistance of family involvement.
Artefact 4.2: Recognition certificates and letter
Artefact 4.2 is a small sample of the recognition the school receives around its engagement with the school community, including letters of appreciation from families and a certificate from an external agency. Fairfield Public School’s dedication to continually strengthening existing relationships and forging new ones is driven by the need to improve student outcomes and enhance their wellbeing and is recognised in the 2015 Principal’s Celebration Award.
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Artefact 4.3a: SPARK Strengths@FPS
The deliberate and strategic use of partnerships with external agencies has enabled the school to suggest modifications to programs to respond to specific student needs and determine the most appropriate use of their resources. Artefact 4.3a, a report, confirms this relationship with St Vincent De Paul Assisting Refugee Kids (SPARK). The report states the strengths of our relationship is evident through “direct program support, engagement and feedback and a culture of collaboration.”
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Artefact 4.3b: COMPASS Little Hands
Another successful relationship is demonstrated with the “Little Hands” Program which was part of our partnership with COMPASS, through Sydney University. This program was devised by the university as part of their volunteer program and delivered at Fairfield PS in 2015. After its completion, the school suggested that modifications to this program could lead to an excellent program for parent helpers with limited English. COMPASS, on this suggestion and with support from a classroom teacher at the school, modified the program and then trained parents from Fairfield PS. Artefact 4.3b illustrates the fruition of this process with the parent helper training session. This resulted in parent helpers supporting students in classrooms with their learning, for the first time in many years.
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In the Leading Element of School Resources the evidence indicates that the school is sustaining and growing.
Artefacts 4.4a and 4.4b, which shows some of the interview questions and the staffing list, illustrates that workforce planning supports the recruitment of high quality staff. Through strategic financial management, the school is effectively structured and staffed to improve student outcomes.
Artefact 4.4a: Staffing Recruitment Questions
A rigorous recruitment process was carried out for 2017 staffing which involved the submission of an EOI and interview. This involved 35 teachers applying for temporary positions at the school. This artefact depicts some criteria applicants addressed at interview.
Artefact 4.4b: Staffing list resource section
The staffing list as shown in Artefact 4.4b, highlights the positions created through strategic financial management, which includes additional staffing such as mentors.
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In the Learning Element of Wellbeing this evidence set indicates that Fairfield Public School is sustaining and growing. There is a strategic and planned approach towards providing programs that support the cognitive, emotional, social, physical and spiritual wellbeing of the students at Fairfield PS.
Artefact 4.5a: Class Sizes and Negative Incidents
The STARS model (Safety, Trust, Attachment, Responsibility, Skills) was implemented at the school, following professional learning around the creation of a positive learning environment for students from a refugee background. This was essential in connecting our students with learning in a safe and caring environment. The strategic approach to class formation was to reduce class sizes. This resulted in stronger relationships for students and teachers so that connection and engagement could be achieved sooner. Artefact 4.5a is a record of the class sizes in 2017 and negative incidents within the classroom setting. The school is collecting this data as one form of evidence to determine the success of this strategy.
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Artefact 4.5b: Multicultural Education Conference Storify Link
The school’s comprehensive and inclusive framework to support the wellbeing of students is evidenced by the invitation for the Assistant Principal EAL/D and Principal to showcase exemplary practices at the Multicultural Education Conference.
The following Storified Twitter feed demonstrates the quality of the professional learning which was presented at a state level. The expertise of the AP EAL/D enables the specific learning and wellbeing needs of refugee and EAL/D occurs. Click here to see posts about the school. https://storify.com/dsmith2107/multicultural-education-conference-cpl-2017
Artefact 4.6: Anti-bullying poster competition
The annual anti-bullying poster competition is an example of students caring for the wellbeing of others. A culture of anti-bullying has been in place at the school for the past five years. Artefact 4.6 is a sample of the winning posters that are on display both in the school and on social media.
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The anti-bullying poster competition is in line with the school’s PBL plan. Since its inception, the number of entries has steadily grown to 50% of the school, with students K-6 entering. This indicates that the school encourages students to recognise and respect diversity.
Artefact 4.7a: Wellbeing Support
The complex needs required to support the students at Fairfield PS was instrumental in establishing the unique role of Assistant Principal Wellbeing. Artefact 4.7a, a photo of a student during the dental van visit, and Artefact 4.7b, a list of support organised by the AP Wellbeing, strongly exemplify the type of interventions and agencies accessed that support learning and wellbeing for all students and their families.
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The AP Wellbeing has developed and strengthened partnerships with external agencies, including dental and vision support, NSW Health Refugee Nurse, Youth Liaison services in first language, parenting support and Refugee Playgroup through Save the Children.
Artefact 4.7b: External agencies
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Artefact 4.7c: Spark Impact Report
Artefact 4.7c is the SPARK impact report that demonstrates the individual learning that is supported by the effective use of this strong community partnership.
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Artefact 4.8: LST Rolling meetings
Fairfield PS has a comprehensive and inclusive framework in place to address the individual learning needs of students through regular meetings on many aspects of student wellbeing. This is evident in Artefact 4.8 where the regularity of meetings enables the school to continually revise its process and practices. These meetings demonstrate the strategic and planned approach to identify, discuss, access and apply appropriate support to address the wellbeing of all students.
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Artefact 4.9: Soccer Friendship Skill development
The establishment of the Wellbeing Teacher in 2016, as described in the leadership element of this evidence set, highlights the school’s targetted approach to support student wellbeing. Students are referred to the Wellbeing teacher who provides a range of varied activities that specifically support their individual needs by adopting innovative but effective approaches.
Artefact 4.9 depicts the students engaging in a soccer program with an emphasis on developing the skills required to effectively participate in team situations.
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Artefact 4.10: Wellbeing Activities
Artefact 4.10 illustrates the diversity of the interventions put in place by the Wellbeing Teacher to cater for student need. An example of this is evident with the success of the Wellbeing Quiet Playground Area, with 87 students on average, accessing this area at lunchtime.
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Helpful thought pathways
FUTURE DIRECTIONS - SET 4
Fairfield Public School is strongly focused on the individual needs of students and parents to foster wellbeing, so that students can connect, succeed and thrive. The evidence set Pathway to Wellbeing demonstrates this focus and the continuous review of programs and practices.
Planning for the next level of work around Pathway to Wellbeing at Fairfield Public School will include the following directions:
For the Learning Domain in the element of
Wellbeing
The school has a planned approach to supporting all aspects of students’ wellbeing. There is a need to develop and embed stronger evaluative practices within programs to measure individual and collective wellbeing.
For the Leading Domain in the elements of
Leadership
The school has productive relationships with external agencies to support students and families at an individual level. The school needs to develop stronger evaluative practices around processes and programs and professional expertise to ensure whole school improvement is measurable and sustainable.
School Resources
The strategic use of resources has enabled the establishment of wellbeing programs at Fairfield PS. Leadership development and succession planning are required to drive ongoing whole-school improvement in the area of student wellbeing.
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FAIRFIELD PUBLIC SCHOOL
EVIDENCE SET 5
WE ARE A COMMUNITY
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REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 5
THINKING ABOUT OUR PRACTICES - SET 5
Fairfield Public School’s involvement in several community of schools’ projects highlights the ongoing commitment to developing the collaborative expertise of teaching staff in order to improve student learning outcomes.
Historically, the school was involved in a collaborative community called Voices Inspiring Professionals (VIP), which provided professional learning support through the local school network. It was acknowledged that collaborative professional learning enhances student learning outcomes and was thus valued as an effective practice at the school. It was through this initial Community of Schools partnership that the development of other inter-school relationships were formed.
The school has been involved in the Building Capacity and Quality - Community of Schools (BCQCOS) since 2015. The aim of the Community of Schools group is to use the Systems Leadership Grant to support, foster and enhance capacity and quality of teachers and leaders, and build on the success of previous projects.
Through BCQCOS, the school has been able to engage in Instructional Rounds (an evaluative practice that had been used at Fairfield since 2012), collaborative staff development days and shared professional learning across schools from five networks and two operational directorates.
The specific needs of the school’s staff and students are met through a broad range of professional learning communities, designed to share knowledge and professional learning to positively impact on student outcomes. The EAL/D Connect Network was initiated, and is currently led by the AP EAL/D from Fairfield PS, in addition to two aspiring leaders. Each member of the school’s Learning Specialist Team also plays an active role in supporting and participating in this network. The network aims to broaden teaching practice, across schools, to improve the outcomes of all students.
WE ARE A COMMUNITY
Personalised Learning for
allWriting for success PBL Pathway to
WellbeingWe are a
communityConnecting
Home to School
Technology Brings Us Together
LEARNING TEACHING LEADING SCHOOL PLAN LINKS
• Collaborative Practice• Professional Standards
• Leadership SD2: Staff LearningSD 3: Community Learning.
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The Refugee Support Network is another example of collaborative practice in the community of schools, that supports the professional learning needs of staff. This network continues to be led by the Fairfield PS leadership team, who initiated the network in 2016 in response to the needs of teachers.
Recently, the school’s participation in Stronger Smarter and Curiosity and Powerful Learning has led to the development of two more collaborative networks to further share professional learning with other schools. The development of these networks further strengthens the school’s capacity to both share and gain professional knowledge and expertise.
The @COSLead community has ranged from five to twelve schools since its inception in 2015. The aim of the community is to develop both substantive and aspiring leaders at the school. This will lead to an increased capacity of current leaders, as well as succession planning for the leaders of tomorrow. The community is facilitated by an external mentor who runs termly meetings with the Community of Schools group, focusing on current research into educational leadership and its impact on student outcomes, while developing professional relationships between staff. The mentor also engages in 1:1 coaching with each member of Fairfield PS group, to focus on the specific direction of the leadership journey of those individuals.
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IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 5
In the Teaching Element of Collaborative Practice the evidence indicates that the school is excelling.
The 2015-2017 School Plan identifies collaborative practice as a key element in Strategic Directions 2 and 3 by specifically targetting explicit systems for collaboration to drive ongoing school improvement, including the Community of Schools, EAL/D Network, @COSLead network, BCQCOS Partnerships and the practice of Instructional Rounds.
The staff of Fairfield PS consistently engage in the cycle of reflecting, planning, implementing and evaluating by drawing upon the expertise of these broader communities. The artefacts in this set demonstrate the professional learning opportunities and mentoring support provided to ensure the ongoing development of staff in relation to pedagogical practice and leadership through relationships facilitated.
The school strongly demonstrates explicit systems for collaboration, classroom observation, modelling effective practice and feedback to positively impact teaching practice and student outcomes. The school is able to build on this strong collaboration through involvement in the BCQCOS and EAL/D Connect networks. Artefact 5.3 outlines a variety of workshops, that were provided on Staff Development Day in Term 3, 2017, which linked professional learning for teachers with the needs of students from the community.
Due to the the school’s commitment to collaborative practice a professional learning network is formed prior to engaging in new initiatives. This occurred prior to committing to Stronger Smarter and Curiosity and Powerful Learning. This collaborative practice is imperative to sustain quality teaching at a school and network level.
The practice of Instructional Rounds is an example of an explicit system of collaboration that facilitates sustained and ongoing school wide improvement in teaching practice as evidenced in Artefacts 5.1 and 5.2. Instructional Rounds is “designed to bring discussions of instruction directly into the process of school improvement” (Elmore et al, 2009).
By collaboratively working with the Community of Schools, Fairfield PS has been able to seek feedback on current classroom practice around the use of visible learning strategies from instructional rounds in 2015 and feedback in 2016 and use this information to implement school wide improvement measures.
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Artefact 5.1a: Twitter Storify of IR October 2016
The Twitter Storify in Artefact 5.1, highlights the work of the Fairfield PS staff during instructional rounds in October 2016, around the Problem of Practice “What evidence is there that students are using feedback to drive their learning forward?”. Staff worked in collaborative teams with colleagues from nine schools to develop an understanding of current research into effective feedback (Hattie & Timperley, 2007). This collaboratively developed knowledge is used as a framework to observe classroom practice K-6. The aim of this observation was to collect evidence to determine both the extent to which feedback is given to students in literacy and numeracy, and the impact that this feedback has on student achievement. As Instructional Rounds is in its sixth year of implementation it is evident that the process is highly valued by the school.
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Artefact 5.1b: Twitter Storify of IR October 2016
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Artefact 5.2a: Recommendations from instructional rounds
Artefact 5.2 which is the recommendations document from instructional rounds, highlights the areas of strength and improvement from observations, related specifically to feedback. Through this collaborative practice future professional learning directions were identified for the whole school. Fairfield PS then determined the actions and implementation goals.
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Artefact 5.2b: Recommendations from instructional rounds
WE ARE A COMMUNITY
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Artefact 5.3: Term 3 collaborative Staff Development Day workshop descriptions
Artefact 5.3 describes the professional learning workshops undertaken during the collaborative Staff Development Day in Term 3, 2017. Staff from within the Community of Schools led and participated in professional learning. The availability of a variety of workshops allowed staff to personalise their learning and actively engage in activities that address their individual professional needs. This is an example of how the inter-school relationships Fairfield PS have built support the ongoing development of staff through the modelling of effective practice.
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Artefact 5.4: EAL/D Connect and Refugee Support workshops / network meetings
Artefact 5.4 is a collection of photographs that demonstrate the active engagement of Fairfield PS staff in professional learning across our community of schools. These photographs provide evidence of staff engaging in professional learning to improve their performance, including data usage to inform teaching practice in literacy and numeracy and the use of technology in the classroom. In these photos, staff from the school can also be seen facilitating both meetings and workshops and sharing their professional knowledge with others. This is another example of providing opportunities for inter-school relationships.
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Artefact 5.5: BCQCOS website
Artefact 5.5, a screen capture of the Building Capacity and Quality – Community of Schools Website, of which Fairfield PS is a founding member. It aims to facilitate a learning community with other local schools. As part of this CoS, Fairfield PS has participated in Instructional Rounds, as outlined in Artefacts 5.1 and 5.2, as well as hosting collaborative professional learning as previously described in Artefact 5.3.
The BCQCOS website live link http://bcqcos.weebly.com is another example of a system that provides an opportunity for collaboration and feedback with other schools. It enables schools and staff to access information that relates to quality professional learning at point of need.
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Artefact 5.6: Agendas and attendance data for EAL/D Connect meetings
Artefact 5.6 is a collection of agendas from EAL/D Connect meetings and attendance data trends. The agendas show how the EAL/D leadership team models effective practice to sustain ongoing improvement in the outcomes for EAL/D students. The attendance data shows the number of teachers involved in the meetings, which at one stage reached a capacity of 270, due to the quality of the presentations.
A strategic decision was made in consultation with the local network director, in 2017, to limit the attendance to teachers from the Fairfield and Liverpool networks. This was to maintain the high quality of inter-school relationships already formed within the group. The reduction in numbers also ensured the delivery of professional learning was of a more collaborative nature and the network was thus sustainable.
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In the Leading element of Leadership the evidence indicates that the school is sustaining and growing.
The allocation of resources to leadership development in the 2015-2017 School Plan shows the school’s understanding that quality leadership is central to school capacity building and sustained and measurable whole school improvement.
The @COSLead Network, Artefacts 5.7 and 5.8, demonstrates the school’s commitment and understanding that leadership development is central to school capacity building. The network is facilitated by an external leadership mentor and principals with members meeting once per term with colleagues from within the community of schools. The aim of these meetings is for each leader and aspiring leader to work towards a “big idea” that develops their leadership capacity within the framework of current educational research.
Artefact 5.7: Photo of @COSLead meeting
Artefact 5.7 demonstrates leadership development occurring during @COSLead network meetings. Many staff from Fairfield PS have presented during these meetings, which has resulted in staff gaining confidence and developing skills to undertake leadership roles, both within the school and the network.
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WE ARE A COMMUNITY
Artefact 5.8: list of staff members in leadership roles
Since 2015 over 20 staff members have actively participated in @COSLead leadership mentoring, which is approximately 30% of the staff. This mentoring is offered to both temporary and permanent staff. Artefact 5.8 lists the staff involved in various leadership roles undertaken at Fairfield PS, such as mentors, technology and creative arts. This exemplifies the schools commitment to leadership development.
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WE ARE A COMMUNITY
Artefact 5.9: Storify of Executive Review Day
Executive Review Days are held each semester. The Executive Team present on school performance to evaluate K-6 teaching practices, programs and leadership. Feedback is provided by a critical friend. Artefact 5.9 is a screen capture of a Storified Twitter chat that the executive and critical friend engaged in. The feedback provided enabled the school to reflect, plan and set future directions.
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In the Teaching element of Professional Standards the evidence indicates that the school is sustaining and growing.
Staff at Fairfield PS continually demonstrate responsibility for maintaining and developing their professional standards appropriate to the stage of their career. Teachers are provided with multiple opportunities to contribute to broader school programs, which is evident throughout this set. One example of this is the number of staff involved in @COSLead as described in Artefact 5.7. The commitment from all staff at the VIP staff development day demonstrated their responsibility, adaptability and ethical practice in working towards developing their personal and school goals as evidence in Artefact 5.3 and 5.4.
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FUTURE DIRECTIONS - SET 5
Fairfield Public School is committed to improving the quality of teaching occurring in the school to drive improvement in student learning outcomes. Part of any quality teaching environment is the professional learning that fosters and builds on current practices in the school. Professional learning that draws on multiple sources within a community of schools increases the chances of improvement.
Planning for the next level of work around We are a Community at Fairfield Public School will include the following directions:
For the Teaching Domain in the elements of
Collaborative Practice
Across the Community of Schools there is an embedded practice of collaboration. The collaborative practice that occurs at this inter-school level needs to be replicated across stages within the school to ensure consistency of curriculum delivery.
Professional Standards
As leadership development is highly valued at Fairfield PS, the school will aim to support more teachers pursuing higher levels of accreditation.
For the Leading Domain in the element of
Leadership
The current practice of leadership development will continue to be central in building school capacity. The school needs to maintain and strengthen Community of School involvement, whilst building new partnerships, to facilitate the development of purposeful leadership roles within the school, for the benefit of the system.
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FAIRFIELD PUBLIC SCHOOL
EVIDENCE SET 6
CONNECTING HOME TO SCHOOL
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REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 6
THINKING ABOUT OUR PRACTICES - SET 6
Historically Fairfield Public School has undertaken a range of activities and programs to develop the links between home and school, with some peaks of success but more troughs of limited participation. The turnout at whole school events which required limited communication, such as Book Week Activities and Harmony Day Celebrations, were always pleasing, due to the welcoming and inclusivity of the activities. However a large proportion of the school’s parents, many of whom are from a Language Background Other Than English (LBOTE) and refugee background, expressed that they did not have the skills to contribute at a school level.
Whilst the school’s P&C had a temporary resurgence between 2012-2014, because of an enthusiastic committee who worked tirelessly to involve our parents, the average attendance at a P&C meeting in 2015 was down to 10 parents. Also at the beginning of 2016, only 27% of parents attended the annual Meet the Teacher Meeting.
At this stage, there was a need to refocus. Parents consistently voiced how privileged they felt that their children were receiving an education and valued its importance. This was the hook used to strengthen the links between home and school. It was acknowledged that the school’s strategies for linking home and school needed to be more culturally inclusive, as well as providing a range of alternative opportunities for parents to engage.
Parents’ first interaction with the school was at the enrolment stage and this experience often influenced the connection between home and school. The increase in the number of refugees at the school and the complexity around their needs, required a more thorough
CONNECTING HOME TO SCHOOL
Personalised Learning for
allWriting for success PBL Pathway to
WellbeingWe are a
communityConnecting
Home to School
Technology Brings Us Together
LEARNING TEACHING LEADINGSCHOOL
PLAN LINKS
• Curriculum and Learning• Assessment and Reporting
• Management Practices and Processes
SD1: Student LearningSD2: Staff LearningSD 3: Community Learning
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process. This would assist in forming relationships and attaining the relevant information to ensure a smooth transition for students. It was on this basis that significant changes were made to the students’ enrolment/transition to the school, the school’s reporting process and communication from school to home.
IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 6
At Fairfield Public School it is recognised that a strong connection between home and school impacts on student outcomes.
In the Learning Element of Curriculum and Learning a range of evidence sources were analysed to place Fairfield PS at sustaining and growing.
The school actively collects and uses information to support students’ successful transition. This information is used to ensure the most appropriate class placement and support is provided for the student and family, as evident with Artefacts 6.1 and 6.2. The revision of the school’s transition/enrolment process, with clearly defined stages, and the information gathered at the interview stage, demonstrates this practice.
Fairfield Public School’s enrolment process was reviewed due to the increased enrolment of students from a refugee background with complex issues and external agencies assisting their resettlement. A more systematic process was required so new families were treated with respect, dignity and confidentiality to ensure the school’s philosophy around the STARS model was followed.
Artefact 6.1a: Enrolment process notes
Artefact 6.1a, explains that the enrolment process for students involved very set structures to ensure consistency.
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The different stages of the process, ensured the appropriate staff received the relevant information to identify and address individual student learning needs, whilst safeguarding confidentiality. The success of the enrolment/transition interviews, resulted in the families of every kindergarten student enrolling in 2016 being interviewed with interpreters, when required. This provided teachers with detailed information about the students to assist in providing a positive and successful transition to school.
This detailed information led to a change in the process to ensure every family enrolling at the school would be interviewed. This led to a review of the interview questions to ensure that the cognitive, social, emotional, physical and spiritual needs of each student were taken into consideration when determining class placement, which is shown in Artefact 6.1b.
Artefact 6.1b: Interview Questions For Parents / Caregivers
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Artefact 6.1c: STARTTS letter
The email from STARTTS, Artefact 6.1c, clarifies the strength and effectiveness of the school’s process. This artefact strongly demonstrates the school’s systematic process for student transition/enrolment to identify and address the learning needs of all students.
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Artefact 6.2a: Kindergarten Interview Timetable
Artefacts 6.2a and 6.2b includes a record showing the number of interviews undertaken as part of the transition/enrolment process and an interview schedule. Artefact 6.2a, the timetable, illustrates how rescheduling appointments maximised the number of interviews, which demonstrates the school’s commitment to this process.
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Artefact 6.2b: Tracking of Enrolment Interviews for Successful Transition
Artefact 6.2b demonstrates the increase in Kindergarten interviews from 55 to 84, within one year, and recognises the amount of student information collected from parents to support the successful transition to school. So far in 2017, over 150 interviews have been held for students enrolling at Fairfield PS. This significant number of interviews held for new students demonstrates the school actively collects information about the learning needs of all students to support a successful transition. This highlights the school’s responsiveness in meeting the learning needs of all new students.
Another component of the Curriculum and Learning Element depicted in this evidence set, involves teachers, students and parents planning together to support students.
Artefact: 6.3: Three Way Goal Setting sheet Term 1
Artefact 6.3 is one student’s Three Way Goal Setting Meeting sheet that demonstrates this. At each termly meeting, the teacher, student and parent negotiate three goals for students. All parties have an opportunity to reflect on the student’s strengths and progress, set goals and plan strategies to support the student at school and home. Goals are set in consultation through the information gained from semester reports, student’s work on “SEE SAW”, student reflection and discussions with parents and students.
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In the Learning Element of Assessment and Reporting the evidence set indicates the school is sustaining and growing. Parents valued feedback about their children’s learning and wanted to be informed and provided with opportunities to discuss this. A review was held and changes to the school-wide practices of reporting were implemented.
Three Way Goal Setting Meetings and semesterly reports enable parents to have an understanding of what their children are learning and receive regular information to support progression to the next level. Three Way Goal Setting Meetings which involved the student, parent, teacher and interpreter, if required, were introduced in 2016, to provide a consistent and school wide reporting practice.
These meetings, support all parents to access information regarding their children’s learning. Initially the meetings were held each semester, however due to their success, are now held each term in 2017.
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Artefact: 6.3 Three Way Goal Setting sheet Term 1
Artefact 6.4: Three Way Goal Setting Attendance
Artefact 6.4 is the tracking of attendance at Three Way Goal Setting Meetings which illustrates the success of these meetings. One sample of data from the school spreadsheet, shows the overall percentage of parents attending has increased from 64% in Semester 1, 2016 to 82% in Semester 1, 2017. This data also enables the school to track the individual attendance of parents, so trends can be monitored, such as cultural and year groups, as well as follow up with targetted families.
The tracking of parent attendance shows a consistent increase each term which confirms that these changes have led to a more effective, accessible and ongoing reporting process for the parents of Fairfield PS.
The positive uptake from parents led to revising the school’s semesterly report format and integrating them into the Three Way Goal Setting Meetings. The school reports were revised to provide more detailed information to parents regarding their children’s learning achievements and areas for growth. This is evidenced through Artefacts 6.5 to 6.7.
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Previously the school’s reports relied on parents having proficient English skills to gain information about their children’s learning. The main purpose of the revised report, Artefact 6.5, was to ensure accessibility for all parents. This was achieved through use of tables and comments being in point form, ensuring more succinct and plain language.
As a school, the staff reviewed the policy “Standards for Curriculum Planning and Programming, Assessing and Reporting to Parents K-12”, to ensure the new reports still encompassed the necessary requirements.
Artefact 6.5: Section of New Report
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Artefact 6.6: Section of Arabic / Vietnamese report translation 2017
Prior to Three Way Goal Setting Meetings, an example report was sent home to each family, so they could become familiar with the changed format. To ensure parents could receive the most information about their children’s achievements and areas for growth, translations in Arabic and Vietnamese were also provided to the appropriate families, as demonstrated in Artefact 6.6.
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The data in Artefact 6.7 demonstrates the ongoing use of interpreters throughout the Three Way Goal Setting Meetings. The interpreters are staff from the school with ten languages available. By utilising interpreters who are members of staff, parent relationships within the school are further strengthened. This artefact shows the school’s practice of using interpreters to ensure parents have an understanding of what their children are learning and receive regular information to support progression to the next level. The effectiveness and value of this resource is evident with an increase from 100 to 216 interpreted meetings since the commencement of Three Way Goal Setting Meetings.
Artefact 6.7a: Interpeters 2016
Artefact 6.7b: Interpeters 2017
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In the element of Management Practices and Processes this evidence set indicates Fairfield Public School is sustaining and growing. The school has refined its processes so that a more streamlined, flexible approach is delivered when communicating and seeking information between the school and home. This element is strongly aligned to Strategic Direction 3 of the School Plan and demonstrated in Artefact 6.8.
Coffee Club commenced in late 2015 so parents could hold informal chats with members of the P&C and school executive. The P&C displayed brochures and information about community events. It was evident parents were seeking information as they took photos of the information. Unfortunately, the number of parents participating in Coffee Club did not exceed 30. The commencement of a new SaCC facilitator in 2017 led to the Coffee Club and Flyer Desk being revitalised in Term 2, providing a range of information relevant to parents at a school and community level.
Artefact 6.8a: Coffee Club and Flyer Table
Artefact 6.8a is a register of the number of participants at the Coffee Club and Flyer Desk. The Coffee Club is currently averaging 59 parents, whilst the Flyer Desk is currently assisting 79 parents on a weekly basis. The increase in participants exemplifies that parental engagement continues to strengthen due to the service and information delivered.
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Artefact 6.8b: SMORE
Artefact 6.8b is a report which monitors the number of hits on SMORE, which is a digital newsletter. SMORE replaced the school’s written newsletter in 2016. Arabic audio is embedded within SMORE to support parents to access essential information. The data in this artefact shows that on average 79 families are accessing it on a regular basis. The ability to monitor the number of hits enables the school to review and revise this process to continue strengthening communication between home and school.
A trial for surveying parents around homework was undertaken during the Three Way Goal Setting Meetings. Surveying the parents occurred after or before the meetings, by specialist teachers, using Google Forms.
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Artefact 6.8c: Parent Forum Homework Survey
Artefact 6.8c shows results from the survey which was translated into Arabic and Vietnamese to assist their understanding. The data from Artefact 6.8c shows that 141 parents responded. Undertaking the survey in this way enabled opportunities for the community to provide constructive feedback on a school practice.
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FUTURE DIRECTIONS - SET 6
Fairfield Public School is committed to strengthening the connection between home to school. Significant changes have occurred through the school’s reporting system, student transition and innovative delivery of communication. This has been strongly demonstrated in this evidence set.
Planning for the next level of work around Connecting Home to School will include the following directions:
For the Learning Domain in the elements of
Curriculum & Learning
The school is responsive to the learning needs of students by building and sustaining the relationships between home and school. The school needs to further develop and apply evaluative practices that clearly identify how parents can support their children’s learning at home.
Assessment & Reporting
The school’s assessment and reporting procedures empowered parents to have input into their children’s learning. The school needs to embed practices for parents to be engaged and understand the learning progress of their children and how to effectively support them to learn.
For the Leading Domain
Management Practices & Processes
The school has provided a range of services and opportunities for parents to engage in the life of the school. These are streamlined and flexible to allow accessibility for all parents. The school needs to consistently evaluate the effectiveness of these approaches to increase the number of parents regularly accessing them.
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FAIRFIELD PUBLIC SCHOOL
EVIDENCE SET 7
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REFLECTING ON THE SCHOOL EXCELLENCE FRAMEWORK - SET 7
At Fairfield Public School Information Communication Technology (ICT) is used to support learning, as a tool to drive learning for staff and students, make connections between schools, between the school and the community and provide effective and efficient administrative practices.
THINKING ABOUT OUR PRACTICES - SET 7
Technology use has gone through an extensive upgrade at Fairfield Public School, moving from a network held together with sticky tape and twine, to a network with school wide wifi coverage, increased bandwidth and 12 core fibre cabling to each block. Every classroom has an interactive whiteboard and will be upgraded to interactive panels. The school has a fleet of over 300 iPads, with a minimum of 10 iPads per classroom and iPads are available to EAL/D and support teachers.The library has a fleet of 20 iPads and 20 laptops for students to use.
The school acknowledges that technology can be a powerful tool to link student engagement with learning. This has been achieved by strong professional learning. The pedagogy behind practice is constantly revisited to extend students’ skills to create, question, challenge, share and engage in cooperative learning. The use of technology at the school enables teachers to evaluate the effectiveness of their teaching practices, including including sophisticated analysis of students’ engagement, learning growth and outcomes to collaboratively plan for the ongoing learning of all students.
The 2015-2017 School Plan has a strong emphasis on quality teaching environments, that foster, challenge and support student engagement and the notion of staff knowledge of their students. The school has allocated significant funding towards technology to create a
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Personalised Learning for
allWriting for success PBL Pathway to
WellbeingWe are a
communityConnecting
Home to School
Technology Brings Us Together
LEARNING TEACHING LEADING SCHOOL PLAN LINKS
• Assessment & Reporting• Learning Culture
• Learning and Development • Management Practices & Processes
• School Resources
SD1: Student LearningSD2: Staff LearningSD3: Community Learning
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culture for and of learning that is engaging and empowering, to build a community of reflective learners, and build a reciprocal researched informed educational community.
IDENTIFYING, ANALYSING AND JUDGING OUR DATA - SET 7
In the Learning Element of Curriculum and Learning the evidence indicates that the school is sustaining and growing.
Fairfield Public School has developed an integrated approach to quality teaching, curriculum planning and delivery through a range of ICT strategies. This approach demonstrates responsiveness in meeting the learning needs of all students. Teachers use technology in evidenced-based teaching practices and innovative delivery mechanisms to promote learning across a range of curriculum areas.
Teachers at Fairfield Public School incorporate knowledge, understanding, skills, values and attitudes from the syllabus documents through a range of learning opportunities and multiple modes of delivery including technology. Artefact 7.1 shows how the integrated approach to quality teaching, curriculum planning and delivery has allowed teachers to create learning environments where students are given opportunities to engage in writing with a range of audiences and purposes in mind.
Artefact 7.1a: iBook Student Work
Artefact 7.1a is an example of a living book, which was developed by a Kindergarten class with the support of a technology mentor across a range of key learning areas. The work
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sample demonstrates the understanding, knowledge and skills of students in response to the innovative delivery of this program. The various use of technology used in creating this book engaged students in their learning and offered opportunities for students to practice their oral language skills.
Artefact 7.1b: Movies embedded in books. Youtube Posts
The school has programs to identify and address student learning needs. One significant need across the school is the development of English language for students. Artefact 7.1b demonstrates the integration of technology to support English language development in the school. This was done through students creating videos around a text and recording their voices which enabled them to practice reading aloud.
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Artefact 7.1c: Live Link to The Gingerbread Man video on Youtube
Artefact 7.1c is available here as a live link. https://youtu.be/BNRGGRzBqVY By uploading these videos to various social media platforms it enables students to access this resource at home to further consolidate their language skills.
Artefacts 7.2a and 7.2b strongly demonstrates the results of the school working collaboratively in active partnerships to ensure continuity of learning for students. One such partnership is with the University of Sydney through the COMPASS program, which focuses on providing support and encouragement to students from refugee and disadvantaged backgrounds, with an emphasis on fostering future educational pathways.
Through a collaborative approach, COMPASS and classrooms teachers supported students to create various stop motion animation movies as part of their learning. The use of stop motion technology was the hook for student learning. The expertise from COMPASS deepened the knowledge and skills of students and staff.
Artefact 7.2a: Stop Motion Animation Movies
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Artefact 7.2b: Stop Motion Animation MovieYoutube Live Link
Artefact 7.2b provides other examples available on the Fairfield Public School Youtube channel. http://bit.ly/2vkabEL
In the Learning Element of Assessment and Reporting the evidence indicates that the school is sustaining and growing. Artefact 7 shows the range of tools and data sources used to engage in a rigorous and detailed analysis of school performance. This allows staff to develop an awareness of trends in student achievement levels in order to plan for student learning across the curriculum Parents are also able to engage in their children’s learning through this range of tools.
Artefact 7.3a: School data and PLAN reports
Artefact 7.3a, two school designed reports and one from PLAN, show a collection of assessment data that enables the school to continuously monitor achievement and gaps in student learning to inform planning. The range of data is varied and dynamic, allowing a deeper analysis of information.
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Artefact 7.3b: SeeSaw Assessment
Artefact 7.3b shows four examples of student work utilising the SeeSaw app. Parents are able to view samples of their children’s work including, videos, documents and notes. A strategic decision was made to buy iPads for teachers to regularly record, analyse and upload work samples to SeeSaw. This process enabled all parents to receive information about their child’s learning in a timely manner. Parents were able to refer to work samples, with which they are familiar, during Three Way Goal Setting meetings with teachers. The process, facilitated by innovative technology use, has enabled parents to develop an understanding of how to support their child’s progress in learning.
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In the Teaching Element of Learning and Development the evidence indicates that the school is sustaining and growing. Artefact 7.4 is a collection of evidence aligned with Strategic Directions 2 and 3 of the school plan. This demonstrates how quality professional learning impacts on the quality of teaching and student learning outcomes.
Artefact 7.4a: Storified Twitter feed
The school utilises Twitter as a professional learning network to allow teachers to actively share learning from targetted professional development within this community.
Artefact 7.4a is a link to one of many Storified Twitter chats the school has developed as part of BCQCOS. https://storify.com/annbasel/leading-aboriginal-education
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Artefact 7.4b: Building Capacity and Quality Community of Schools (BCQCOS)
The BCQCOS website, displayed in Artefact 7.4b, provides staff access to up to date resources and support material to improve their practice in line with current methodology and research. It is a constantly updated repository of readings, professional experiences and recorded impact of learning amongst BCQCOS schools. The BCQCOS website is live linked here http://bcqcos.weebly.com.
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Artefact 7.4c: Planning Mind maps Effective school and Professional Learning
Artefact 7.4c displays mind maps recording an evaluation of an executive discussion, and an analysis of the type of professional learning identified by staff in their Professional Development Plans (PDPs) to plan their learning and performance.
The use of electronic mind maps enables analysis of the professional learning needs of individuals and the staff as a whole, resulting in relevant professional learning being delivered to the staff.
Professional Learning at the school enables teachers, through a strong community of schools network, to share their learning and enhance knowledge beyond the school.
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Artefact 7.4d: #vipcos17
Artefact 7.4d displays two of nine workshops on offer at the Voices Inspiring Professionals Community of Schools (VIPCOS) joint staff development day. Technology was identified by staff as an area for professional development. Workshops around technology, including robotics, coding, website construction and Adobe Spark, were offered and teachers elected to take part in this professional learning. This artefact demonstrates that the expertise of staff at Fairfield PS is effectively utilised and promoted across a community of schools. This highlights that staff actively plan and engage in their professional learning.
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In the Leading Element of School Resources the evidence indicates that the school is sustaining and growing. Fairfield Public School allocates funding and human resources with the aim to target and strategically improve student learning outcomes. Artefact 7.5 demonstrates strategic financial management, to ensure the employment of high quality staff through the provision of appropriate resources and quality professional learning.
Artefact 7.5a: Technology Budget
Artefact 7.5a is a sample from the school’s annual budgeting around technology. Strategic financial management has been employed towards the maximising of school resources to implement the school plan. Technology is accessible to all staff and students across the school. iPad sync/charge cupboards, over 300 iPads and library laptops across the school, facilitate access to appropriate technology which enables innovative lessons and systematic ongoing assessment of learning.
These strategic financial decisions promote ongoing cycles of reflection, planning, implementation and evaluation, by staff, driven by formative assessment data as stated in Strategic Direction 1. This artefact also demonstrates a commitment to maintain access to quality teaching tools by maintaining a cyclic upgrade program from IWBs to Interactive Touch panels.
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Artefact 7.5b: Professional Learning and Leadership Development
Artefact 7.5b is a registration for a staff member to attend computer coordinator professional learning. This staff member is one of four staff to have access to this training. The school’s succession planning and leadership development are designed to drive whole school improvement.
In the Leading Element of Management Practices and Processes the evidence indicates the school is delivering.
Artefacts 7.6 to 7.9 demonstrate how Fairfield Public School utilises a range of social media apps, software and management systems, structures and processes to underpin ongoing school improvement.
Artefact 7.6: PLN - Twitter- Review Our Progress
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Artefact 7.6 strongly demonstrates the effectiveness of Twitter for reflection, analysis, recording and evidence of learning. During the Executive Review Day, staff posted questions, reinforced ideas, and set future directions via Twitter with the hashtag #fpsnext. As part of the day, staff were also asked to consider questions “It would be even better if…” raised by an external critical friend.
The Twitter conversations, when Storified, allow a permanent storage of learning, providing transparency to the school community and staff. They also provide explicit information about the school’s functioning to promote ongoing improvement through effective review and planning.
Artefact 7.7: WHS Sentral
Artefact 7.7 shows the school’s ability to track students and staff locations during emergency procedures, through the use of Sentral. During lockdowns staff are required to login and record staff and student locations and numbers.
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Artefact 7.8: Look at Us
Artefact 7.8 displays the school’s management practices that improve access to events and information for parents. It shows a small sample of the type and range of social media available to the community.
Fairfield Public School regularly informs its professional learning networks and the community, of the learning and progress of strategic directions, through a range of social media and software services.
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Artefact 7.9: SeeSaw Admin Module
Artefact 7.9 displays a week’s snapshot from the SeeSaw admin module indicating parent access to SeeSaw and the number of posts teachers have made. The admin module allows the school to respond to trends including staff workload, skills to utilise technology and an indication that the school needs to provide training and parent forums on a regular basis on accessing SeeSaw.
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FUTURE DIRECTIONS - SET 7
Analysis of Evidence Set 7 has affirmed the skills and learning the school has begun to implement with the use of technology. It is strongly evident that planning for the next level of integration of Information Technology at the school needs to include the following directions:
For the Learning Domain in the elements of
Curriculum & Learning
Professional learning for staff has strengthened the embedding of technology into quality teaching, curriculum planning, lesson delivery and assessment across key learning areas. Teachers programs need to ensure that ICT skills and applications are effectively utilised in the planning phase.
Assessment & Reporting
The effective use of technology as an assessment and reporting tool through professional learning will strengthen consistent, school wide practices for assessment and reporting to enable a deeper analysis of data.
For the Teaching Domain in the elements of
Learning and Development
Improved teaching practices through professional learning and the development of direct links and application in classrooms will enable technology to be embedded across key learning areas.
For the Leading Domain in the elements of
School Resources
School resources will continue to be strategically used through the sustained development of a technology team and strong succession planning to drive whole school improvement.
Management Practices & Processes
Evaluative practices need to be established to determine the most effective approaches to strengthening parental engagement and promoting ongoing whole school improvement.
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FAIRFIELD PUBLIC SCHOOL
ANNUAL REPORT
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Available on the school website
