School plan 2015 – 2017 · Planning template – V2.0 [11/11/14] !!!! School vision statement...

Planning template – V2.0 [11/11/14]

School plan 2015 – 2017

Dungog Public School 1792

School background 2015 - 2017



School vision statement School context School planning process We believe that Dungog Public School should be a safe and friendly environment that encourages and fosters happy and confident students. Our vision is to create a culture in which all students and staff are valued. This is underpinned by the belief that we are all life long learners. Teaching practices are underpinned by the Quality Teaching Framework and produce dynamic learning environments where every student has the opportunity to succeed. The school is a centrepiece of the local community and actively seeks and supports community activities. Our vision is built upon our school values which are:

• Respect, for ourselves and others. • Responsibility, for our learning and our

behaviour. • Excellence, striving to do “Our Best Always”. • Cooperation, with friends and teachers. • Caring, for ourselves and others.

Finally, we believe that all students have access to the highest quality of educational programs. Programs that inspire students to achieve their best and that will develop them into great citizens in the future. Our school motto is; “Our Best Always”.

Dungog Public School serves the community of Dungog and is a proud member of the Dungog and District Community of Schools. It is the largest primary school in the community. The school’s catchment area includes north to Barrington Tops National Park, east to Main Creek, south to Brookfield and west to Bingleburra. Students come from a wide variety of socio economic backgrounds. 75% of our students are placed in the bottom half of the Index of Community Socio Educational Advantage. Key Factors surrounding this figure include students’ family background, parent’s occupation, school education, the geographical location of the school and the proportion of Indigenous students. The school has a population of 275 students in 11 regular and staged classes and offers 1 multi-categorical support class. Aboriginal students make up 9% of the population. The school has 16.6 equivalent fulltime teaching staff and 5 non teaching staff. Students are supported by a non teaching Principal, 3 Assistant Principals, a fulltime learning and support teacher and school counsellor support 1 day per week. The school works in collaboration with the Dungog Shire Community Centre and is an active member of the Dungog Shire Family and Child network. As a result, the school has been a part of community programs that include Doug the Reading Bug, Fatherhood Festival, Dungog Playgroup and Train for School. These programs have strengthened the relationships between the school, its families and the wider community.

The school plan was developed through consultation with school staff, students, parents and the wider community. Our consultation processes included;

• Students participation in the "Tell them from me" survey.

• Teachers participation in the "Focus on Learning" survey.

• Community consultation included opportunity for input through P&C meetings and a school community forum.

• School data systems from SENTRAL, attendance and welfare.

• Annual School Reports 2012, 2013 and 2014. School executive analysed survey results, anecdotal data, NAPLAN data and other school assessment results to ascertain school areas for development. Final consultation of the plan included opportunities for staff and community appraisal.

School strategic directions 2015 - 2017



Purpose: To provide a learning environment which is personalised for each student in a way which is purposeful, engaging and differentiated to ensure each student’s stage of learning and development is catered for.

Purpose: To develop effective teaching programs which have been developed in line with relevant professional development, leading to a dynamic, integrated and engaging classroom.

Purpose: To consolidate student wellbeing programs that enhance student expectations, using Positive Behaviour for Learning to develop and maintain a culture where students, school and community are valued and strong community support is evident in all areas of the school.

STRATEGIC DIRECTION 1

Developing the Whole Student


Fostering Quality Teaching


Student, School and Community Wellbeing



Strategic Direction 1: Developing the Whole Student

Purpose People Processes Products and Practices To provide a learning environment which is personalised for each student in a way which is purposeful, engaging and differentiated to ensure each student’s stage of learning and development is catered for.

Students: • Engage in lessons that allow them

to increase their engagement and capacity to achieve.

• Access learning opportunities through real worked context

Staff: • Design and implement teaching

and learning experiences that are based on a thorough knowledge and understanding of the curriculum. That cater for optimal learning through differentiation, innovation and creativity.

• Develop ILP/PLPs • K-‐2 Staff implement L3.

Community:

• Engage resources/experts to assist implementation and evaluation of best practice

Leaders: • Initiate specific whole school

programs to meet the needs of developing the whole student.

Students: • Sharing of best practice in

programming, assessment and Quality Teaching classroom practices.

• Further enhance opportunities for students at risk of not completing through support programs.

Staff: • Instructional Leader supporting

staff with identification of specific learning intentions and explicit teaching.

• Aboriginal Education Leader to assist in developing PLPs.

Leaders: • Assistant Principals to assist

stage teachers to develop ILP • Learning Support Team to

monitor students at risk.

Practices School focus on learning intentions to explicitly target the learning for all students. Product All learning programs are explicitly taught and integrate key competencies including literacy and numeracy strategies that engage students. Practices Personalised Learning Programs for Aboriginal students developed in consultation with staff, students and carers. Product Support programs are offered to personalise learning for Aboriginal students so they can fully engage with their learning and be successful confident learners. Employment of a class teacher for 1 day per week to support Aboriginal students. Practices School focus on planning for differentiation when implementing the curriculum.

Improvement Measures v All staff plan, display and evaluate

learning intentions as a part of their programming expectations.

v All staff participate in professional learning to increase their understanding of differentiating the curriculum.

v PLPs developed in consultation for all Aboriginal students.

v Growth of students as learners is evident in learning assessment information and tracking mechanisms.

v Student attendance is monitored and is above the state average.

v Analysis of SMART data to demonstrate student growth and growth patterns.



Strategic Direction 2: Fostering Quality Teaching

Purpose People Processes Products and Practices To develop effective teaching programs which have been developed in line with relevant professional development, leading to a dynamic, integrated and engaging classroom.

Students: • Engage actively and participate

by learning through a variety of curricular and extra curricular programs.

Staff: • Personalise professional

development opportunities using a range of innovative strategies, including planned observation and document analysis.

• Participate in professional learning that will increase their skills in differentiated learning, including meeting the needs of Gifted and Talented Students and students with specific learning needs.

• Professional learning teams established across stages and curriculum areas that lead to improved practice and Quality Teaching.

• Develop individualised professional learning plans explicitly targeted at developing teacher capacity to cater for learning diversity and improving leadership and Quality Teaching.

• Teacher professional learning for the development of a variety of rich and diverse assessment tasks.

• Parent forums to support their understanding of student learning and improve participation in other collaborative teams and committees.

Practices Individualised goals for staff through the Performance and Development Framework to develop leadership capacity and professional standards in all staff. Product All staff actively use the Quality Teaching Framework and Professional Teaching Standards to guide their practice. This is highlighted in their professional learning plan. Practices School based observations embedded in professional learning plans and in the teaching cycle. Product An Instructional Leader supports class teachers in developing explicit teaching methods. Practice Explicit teaching of literacy and numeracy programs. Product Implementation of L3 for Kinder 2015, Year 1 2016, Year 2 2017 and QuickSmart 3-‐6. Practices Collaborative programming with differentiated tasks and assessments. Product Corporate Programming that is reflective of students individual needs and the current curriculum. Practices Targeted variation of additional curricular and extra-‐curricular opportunities for students K-‐6 that develop student skills and knowledge Product Development of a variety of activities that meet the interests and needs of students.

Improvement Measures v All staff develop goals in accordance

with the Performance and Development Framework.

v All staff participate in professional learning to attain their set goals.

v All learning programs reflect explicit and sequential learning for all students.

v All learning programs include quality assessment leading to consistent teacher judgement and meaningful feedback to parents and students.

v L3 data for K-2 for Years 2015-2017. Improvement in reading and writing levels across the infant school.

v PLAN data is reflective of student growth.



Strategic Direction 3: Student, School and Community Wellbeing

Purpose People Processes Products and Practices To consolidate student wellbeing programs that enhance student expectations, using Positive Behaviour for Learning to develop and maintain a culture where students, school and community are valued and strong community support is evident in all areas of the school.

Students: • Understand the school’s core

values and how they can demonstrate; Excellence, Respect, Responsibility, Caring and Cooperation.

• Engage in the PBL reward system.

• Acknowledge all cultures. Staff:

• Consistent approach to reinforcing PBL and values to enhance expectations.

• Have high expectations of student work and behaviour.

• PBL team to monitor data and promote the program within the community.

Students: • Participate in community

programs that reinforce our school values.

• Have a voice in the development of PBL.

• Student Representative Council members attend fortnightly Parliament sessions.

Staff:

• Actively engage in the teaching of PBL values in all settings.

• PBL team develop resources and strategies that staff can implement in all settings.

• Analyse data regularly to monitor student behaviour.

• Increase signage in the school. Parents:

• Are informed about PBL via newsletter communication and are supportive of the program.

Practice Consolidation of PBL initiatives across the school and the wider community. Students clearly understand PBL and are rewarded for their efforts. Staff use data to make informed decisions relating to student welfare. Staff use skills, language and strategies of PBL to reinforce the core values in all school settings. Product Students, staff and community model school values in their everyday interactions. The school PBL program is reflective of current student wellbeing. It is inclusive of all students needs. Practice Individual wellbeing programs implemented to support student needs. Product Implementation of "Cool Kids" targeting Years 3-‐6; Resourceful Adolescence Program, targeting Year 6 girls, You can Do it K-‐6 and Rock and Water Program targeting Year 6 boys. Practice School participation in community programs that increase parental and community engagement . Product School actively seeks community involvement and is a focal point for community activities.

Improvement Measures v Decrease in student attendance in

planning room and on behaviour levels.

v Increase in students demonstrating resilience and problem solving techniques in the playground.

v Recognition of positive student behaviour in the wider community.

v Increased community involvement in both school and community programs.

School plan 2015 – 2017 · Planning template – V2.0 [11/11/14] !!!! School vision statement...

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