School plan 2018-2020 - North Kellyville Public School · School plan 2018-2020 North Kellyville...
9
School plan 2018-2020 North Kellyville Public School 4664 Printed on: 3 December, 2019 Page 1 of 9 North Kellyville Public School 4664 (2018-2020)
Transcript of School plan 2018-2020 - North Kellyville Public School · School plan 2018-2020 North Kellyville...
School plan 2018-2020North Kellyville Public School 4664
Printed on: 3 December, 2019Page 1 of 9 North Kellyville Public School 4664 (2018-2020)
School background 2018–2020
School vision statement School context School planning process
North Kellyville Public School delivers boldlyfuture–focused primary educational programs which areindividualised to suit the specific needs of students so thatthey thrive in a rapidly changing and interconnected world.Students, staff members, parents and community groupsdevelop a positive identity and sense of belonging to theschool. North Kellyville Public School prepares students tolead enriched lives with the ability to solve complexproblems and be mindful global citizens.
At North Kellyville Public School, staff members work withthe community to create cutting–edge educationalexperiences within our state–of–the–art facilities. Weacknowledge that education in a changing world has a vitalrole to play in preparing students for successful, enrichedlives. At North Kellyville Public School, students arechallenged yet nurtured and work both independently andin groups to solve authentic problems. Learning includespartnership with industry in order to develop skills instudents of innovation, fair–testing and experimentation.Students accumulate a strong repertoire of generalcapabilities including literacy, numeracy, creative andcritical thinking, intercultural understanding, ethicalunderstanding, information and communicationtechnologies and personal and social capability.
Underpinning success at every level of the school is arelentless focus on the formation and maintenance ofpositive interpersonal relationships. Resilience, persistenceand personal responsibility are key themes of wellbeingprograms.
Opening on January 29, 2019, North Kellyville PublicSchool currently has 15 mainstream and 3 support classeswith a total enrolment of 325 students. The site features 40homebases, adjoining maker spaces, group study roomsand learning nooks, outdoor amphitheatres, two full sizedsports courts and a natural turf playing field. The school issituated in the bourgeoning developmental area inSydney's northwest in close proximity to the new northwestmetro. North Kellyville Public School is part of the KellyvilleCommunity of Schools which also consists of Rouse Hill,Ironbark Ridge, Kellyville, Beaumont Hills and SherwoodRidge Public Schools.
The development of this School Plan was facilitated bydeep consultation. Parents/carers were invited to completean online survey seeking their views on priority areas inteaching, learning and leadership. Responses wereexplored more thoroughly during a face–to–faceparent/carer forum with the principal. This facilitatedconversation gleaned various perspectives and assistedthe school executive to synthesise themes thatsummarised the aspirations that parents hold for theirchildren. Staff members each contributed during variousmeetings to the development of strategic directions andpriority areas. Executive staff members consulted studentswith particular reference to the innovative learning spaces,use of technology and wellbeing. The student voice wassynthesised and presented to executive staff for inclusionin the plan.
Throughout the planning process, School Excellence andAccountability policies and implementation documentswere heavily referenced, while senior Department ofEducation officers including the Director EducationalLeadership and Principal, School Leadership wereconsulted.
Following consultation, the executive staff compiled a draftplan which was then communicated to key stakeholders forfurther feedback.
Printed on: 3 December, 2019Page 2 of 9 North Kellyville Public School 4664 (2018-2020)
School strategic directions 2018–2020
STRATEGICDIRECTION 1
Wellbeing
STRATEGICDIRECTION 2
Data Informed Practice
STRATEGICDIRECTION 3
Future Focused Learning
Purpose:
To enable all students, staff and community members toconnect, succeed and thrive in an environment of positive,respectful relationships, personal responsibility andresilience. To facilitate a school environment where allstakeholders experience a sense of deep commitment,identity and belonging.
Purpose:
To develop feedback systems and evidence loops thatenable teachers and executive staff to measure impact onstudent learning leading to reinforcement of effective andrefinement of ineffective strategies. To ensure thatpoint–in–time information about individual studentachievement and growth is accessible and used to designlearning experiences that are personalised and responsiveto needs. To enable students to understand their ownlearning so that they can develop goals and reflect on theirachievements.
Purpose:
To prepare students across all curriculum areas andlearning stages with skills and capabilities to thrive in arapidly changing and interconnected world. To connectstudents and engage their sense of curiosity.
Printed on: 3 December, 2019Page 3 of 9 North Kellyville Public School 4664 (2018-2020)
Strategic Direction 1: Wellbeing
Purpose
To enable all students, staff and communitymembers to connect, succeed and thrive inan environment of positive, respectfulrelationships, personal responsibility andresilience. To facilitate a schoolenvironment where all stakeholdersexperience a sense of deep commitment,identity and belonging.
Improvement Measures
Over 85% of students in Years 3–6 reportthat the school is a safe and secureenvironment and that they have notexperienced any form of bullying accordingto Tell Them From Me student snapshots.
Over 80% of students report having ateacher who supports and advocates forthem, demonstrating that the student isknown, valued and cared for.
People Matter Survey shows a rating ofover 85% on items of 'EmployeeEngagement' and 85% on 'EmployeeSupport'.
Over 90% of students can define personalresponsibility and understand that theyhave complete control over theirbehavioural and learning choices accordingto school–based surveys.
People
Staff
Teachers:
• Engage in research–based professionallearning in Choice Theory RealityTherapy.
• Implement consistent approachesacross the school.
• Seek support from supervisors andcolleagues
• Fulfil joint responsibility for Work Health& Safety
• Model active, healthy lifestyles andhealthy eating.
• Refer individual cases to schoolexecutive and Learning Support Teamto develop tailored plans.
Parents/Carers
Parents:
• Engage with school literature such aspolicies.
• Participate in the formation of schoolWellbeing procedures.
• Provide balanced feedback to staff in acourteous manner.
Students
Students:
• Analyse own behavioural and learningchoices and replace irresponsiblechoices with responsible ones in orderto meet needs.
Processes
1. Implement a whole school integratedand inclusive approach to studentwellbeing in which students can connect,succeed and thrive using a commonlanguage associated with responsibility.
2. Establish an effective Wellbeing Teamwhich draws on evidence–basedresearch to develop whole schoolprograms to cater for the physical,emotional, social, cognitive and spiritualwellbeing needs of staff and students.
3. Staff members meet and exceedprofessional obligations in an environmentof support where professional wellbeingis prioritised.
Evaluation Plan
Progress towards improvementmeasures will be evaluated through:parent and student Tell Them From MeSurveys, signage displayed around theschool, capacity of students and parents todefine bullying and articulate language ofpersonal responsibility and staffengagement / participation rates withwellbeing initiatives designed to assistparticipants maintain a positive, healthywork life.
Practices and Products
Practices
Practice: Students strive towards andachieve meaningful goals.
Practice: The school has high expectationsfor every student.
Practice: Resilience is built into day to dayclassroom conversation
Practice: Choice Theory is used as a basisfor heightened personal responsibility andself–determination of behaviour.
Practice: The language of raisingresponsibility is used to empower studentsto make positive choices.
Practice: School systems supportcollaboration and collegiality.
Practice: Quality professional learning isprovided to support staff in meeting theirobligations.
Products
Product: Students engaged in regularphysical activity.
Product: Clear behavioral expectationsand consequences are established anddisplayed around the school.
Product: Integration andreverse–integration of students in and outof the support classes according to need.
Product: Clear bullying–preventionstrategies implemented.
Printed on: 3 December, 2019Page 4 of 9 North Kellyville Public School 4664 (2018-2020)
Strategic Direction 1: Wellbeing
People
• Develop and model the expectedbehaviours within the Wellbeingprocedures aligned to core values.
Community Partners
Community of Schools:
• Align professional learning anddisseminate resources as appropriate.
• BHPS/RHPS CTRT alignment
Printed on: 3 December, 2019Page 5 of 9 North Kellyville Public School 4664 (2018-2020)
Strategic Direction 2: Data Informed Practice
Purpose
To develop feedback systems andevidence loops that enable teachers andexecutive staff to measure impact onstudent learning leading to reinforcement ofeffective and refinement of ineffectivestrategies. To ensure that point–in–timeinformation about individual studentachievement and growth is accessible andused to design learning experiences thatare personalised and responsive to needs.To enable students to understand their ownlearning so that they can develop goals andreflect on their achievements.
Improvement Measures
Longitudinal analysis shows that everystudent is achieving acceptable growtheach year (0.40) in aspects of readingevidenced through standardisedassessment.
Longitudinal analysis shows that everystudent is achieving acceptable growtheach year (0.40) in aspects of numberevidenced through standardisedassessment.
At least 80% of students are able toeffectively identify their learning goals inliteracy and numeracy and next steps toimprove.
People
Staff
Teachers:
• Discuss student performance in terms ofboth achievement and growth.
• Engage in regular data talks[i] withmembers of their stage, learning andsupport and executive teams.
• Collect and analyse studentperformance data to inform teachingpractice.
• Personalise learning to individualstudents based on goals which arederived from data.
• Embrace an evidence seeking culture.
[i] Data talks refers to teachers presentingstudent data (statistics, assessment results,observational notes) and discussing thedata with a group of colleagues. During thedata talk, teachers explain what data theyhave collected, how it has been used toinform practice and what it tells them aboutthe students' learning.
Parents/Carers
Parents:
• Partner with teachers and offer insightsduring formal interviews.
• Support the development of individualeducation and adjustment plans.
• Recognise the importance of individualgrowth over being 'the best'.
Students
Processes
1. Design and implement whole schoolstrategies to measure the impact ofquality teaching on student learningusing both qualitative and quantitative data.
2. Draw on student growth andachievement data to inform whole schoolinterventions in order to personaliselearning and target support in line withstudent need (low and high).
3. Support students to monitor theirlearning and set individual goals,ensuring that students have a clearunderstanding about how to improve.
Evaluation Plan
Progress towards improvementmeasures will be evaluated through:coding of lessons using an evidence basedframework (QTR, 21CLD), growth effectsize comparing achievement instandardized assessments, focus groupsand case studies of students, worksamples, performance in externalassessments including NAPLAN andVALID[i], progress of students alongliteracy and numeracy learningprogressions.
[i] The Validation of Assessment forLearning and Individual Development(VALID) program provides onlineend–of–stage assessments for the sciencekey learning area. The assessments assistschools to monitor student achievementand inform planning, programming andassessment practice.
VALID replaces the Essential SecondaryScience Assessment (ESSA). The structureand delivery of the tests is similar
Practices and Products
Practices
Practice: Stage meetings focus ondiscussion of quality, valid and reliablestudent data, ensuring every student isknown, valued and cared for.
Practice: Teachers use trackingspreadsheet to monitor studentachievement, identify students requiringadditional support and make judgementsabout the effectiveness of their ownpractice.
Practice: Students monitor individual goalsand articulate learning.
Practice: Teachers provide specific,explicit and timely formative feedbackrelated to defined learning intentions andsuccess criteria
Practice: A school wide feedback cultureexists where both internal and external datais systematically collected and analysedand quality teaching is enhanced.
Practice: Differentiation is deeplyunderstood and implemented in allclassrooms.
Products
Product: Quality, functional Excel trackingdocument established and used to supportconsistent collection and analysis of data.
Product: Student learning goals arederived through a consistent processacross the school
Product: Learning intentions and successcriteria are considered, displayed andreferred to regularly.
Printed on: 3 December, 2019Page 6 of 9 North Kellyville Public School 4664 (2018-2020)
Strategic Direction 2: Data Informed Practice
People
Students:
• Strive to produce quality work.
• Articulate learning goals.
• Describe their work in terms of 'learning'rather than 'doing'.
Community Partners
Community of Schools:
• Align professional learning anddisseminate resources as appropriate.
Processes
to ESSA online.
Printed on: 3 December, 2019Page 7 of 9 North Kellyville Public School 4664 (2018-2020)
Strategic Direction 3: Future Focused Learning
Purpose
To prepare students across all curriculumareas and learning stages with skills andcapabilities to thrive in a rapidly changingand interconnected world. To connectstudents and engage their sense ofcuriosity.
Improvement Measures
100% of classes engage no less than twicea year in design thinking units of works.
Tell Them From Me survey results indicatehigh levels (80%+) of students are engagedand interested in learning.
Coding of lessons by a curriculum teamusing QTF/21CLD rubric, shows continualnumerical growth in design that supportsthe development of future focused learners.
People
Staff
Teachers:
• Engage with professional learning andembrace the challenge of flexiblelearning modes.
• Design units of work with emphasis ongeneral capabilities.
• Implement design thinking tasks whichmirror the scientific method of inquiry.
• Become highly proficient users oftechnology for learning.
Parents/Carers
Parents:
• Offer support to the school in areas ofexpertise.
• Attend celebrations of learning.
• Ask questions of their children related tolearning.
Recognise that the process is just as, if notmore, important than the product
Students
Students:
• Develop the cognitive capacity to focusin flexible learning environments.
• Respect learning zones withinclassrooms and adhere to theguidelines associated with each zone.
• Engage with technology responsiblyand ethically.
Processes
1. Create and maximise future focusedlearning environments to inspire studentsto be leaders of their own learning.Students will learn to collaborate and usecreative and critical thinking to solvecomplex problems and become mindfulglobal citizens.
2. Staff will continually review theirpedagogical approach to equip studentswith general capabilities and digitalcompetences.
3. Develop and design programs thatprovide opportunities which empowerstudents to effectively communicate,work collaboratively, express theircreativity, think critically, createconnections and embrace culture. Thesewill promote deep thinking and problemsolving to development lifelong skills.
Evaluation Plan
Progress towards improvementmeasures will be evaluated through:coding of lessons using an evidence basedframework (QTR, 21CLD), design–thinkingtask effectiveness, TTFM responses,student and staff case studies.
Practices and Products
Practices
Practice: Film making is used as a form ofdocumenting learning.
Practice: Programs embed future focusedmodes including design thinking,technology, learning spaces and creativeand critical thinking. Students are owners oftheir learning and are engaged in authentictasks.
Practice: Collaboration and team teachingare evident school wide.
Practice: Multiple technological platformsare used school wide.
Practice: Technological devices areabundant, well–managed and used in aversatile manner.
Products
Product: Staff participate in professionallearning on the general capabilities of thesyllabus documents to developfuture–focused teachers.
Product: Staff are supported to be flexibleand select from a range of effectivestrategies that encourage creative thinking,problem solving and effectivecommunicating.
Product: A clearly defined pedagogicalapproach exists, underpinned by researchincluding Microsoft 21CLD, GeneralCapabilities, Design Thinking, ScientificMethod of Inquiry, FFL modes and ChoiceTheory.
Product: Casual teachers are inducted andprovided with information about 'how we
Printed on: 3 December, 2019Page 8 of 9 North Kellyville Public School 4664 (2018-2020)
Strategic Direction 3: Future Focused Learning
People
Community Partners
Community of Schools:
• Align professional learning anddisseminate resources as appropriate.
• SPS/RPS alliance.
Practices and Products
teach' at NKPS.
Printed on: 3 December, 2019Page 9 of 9 North Kellyville Public School 4664 (2018-2020)
