School plan 2018-2020Auburn North Public School 1073

Printed on: 26 March, 2018Page 1 of 6 Auburn North Public School 1073 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Auburn North Public School

‘The Best of All Worlds for 21st Century Learners’

 

VISION

Our Vision is to be Australia's mostoutstanding future–focused learning community.

 

MISSION

Our mission is to engage students in an extraordinaryeducation,

inspired by expert teachers and leaders,

in partnership with supportive families.

Auburn North Public School has developed a reputation asa dynamic learning community for its leaders, teachers,students and parents. The school presently has anenrolment of 702 students and is one of our state's mostmulticultural schools. Ninety–seven percent of the studentsare from a non–English speaking background and 20% ofits students are from a refugee background.

The school has developed a research–based,data–informed , action–planned culture and the school iscommitted to achieving outstanding outcomes in the areasof leadership, teaching, learning, student welfare andparent engagement. It has implemented highly successfulprograms and practices in each of these areas to achieveits aspirational targets.

The school is committed to ensuring children exceed theirfull potential academically, socially, emotionally, physically,creatively and technologically, and aims to assist eachstudent develop outstanding 'Basic Skills' and '21 CenturySkills' such as critical thinking, collaboration, creativity andcitizenship.

The school programs, practices and relationships areunderpinned by the school values of kindness, friendship,respect, fairness, responsibility and honesty.

The school's leaders and teachers utilise a collaborativeapproach to the development, implementation andevaluation of all teaching and learning programs.

The school participates in the 'Schools as CommunityCentres' program that facilitates parents to develop theknowledge and skills to be active participants in theirchildren's learning.

The staff and parents enjoy positive relationships, based ontrust and mutual respect. Together, they actively promotethe school, its students, and its achievements in the widercommunity.

Auburn North Public School followed a consultationprocess to develop our 2018–2020 School  Vision/MissionStatement and our School  Plan’s strategic decisions andimprovement measures.

Our school consulted with all relevant key stakeholdersincluding our Aboriginal Community Liaison Officer, and ourparent population, students and staff.

We strategically consulted with each stakeholder by basingthe consultation process and questions on the 5Ps. Eachquestion and response was directly related to our futureplan’s purpose, people, processes, practices and products.

Our 2018–2020 school vision/mission statement, whichwas collaboratively developed by all members of theAuburn North Public School Learning Community, laid thefoundation for the development of our school plan, itsstrategies and improvement measures.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Engage all students tomaximise learning outcomes.

STRATEGICDIRECTION 2

Engage teachers and leaders inhigh–impact professional

learning.

STRATEGICDIRECTION 3

Engage families as partners inlearning.

Purpose:

Ensure that all students are motivated, engaged andaspirational learners who develop successful literacy,numeracy and 21st century learning skills.

Purpose:

Ensure that teachers are equipped with the knowledge,skills and abilities to implement evidence–based pedagogyand to develop leadership capacity to drive instructionaland transformational practices.

Purpose:

To strengthen the partnership between all members of ourlearning community to maximise the learning and wellbeingoutcomes of our students.

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Strategic Direction 1: Engage all students to maximise learning outcomes.

Purpose

Ensure that all students are motivated,engaged and aspirational learners whodevelop successful literacy, numeracy and21st century learning skills.

Improvement Measures

All K–6 students will achieve or exceedexpected benchmarks in literacy andnumeracy as measured by PLAN 2.0.

NAPLAN

Year 3 and Year 5 cohorts outperformsimilar schools and  state mean in all areasfor each of the 3 years. 

Year 3 and Year 5 cohorts achieve highestscores of similar school cohorts in all areasover the 3 years.

Year 3, Year 5 and Year 7 cohorts achievetop 2% value added growth for K–3, 3–5and 5–7 over the 3 years.

5% annual increase in IntellectualEngagement as measured by the TellThem From Me student survey.

5% annual Increase in the number ofstudents achieving Gold Badge andPrincipal's Morning Tea level, and 5%increase in social engagement asmeasured by the Tell Them From Mestudent survey.

10% annual increase in Technology as aDriver of Student Learning as measured bythe Tell Them From Me teacher surveyreport.

People

Students

Students need to be active participants whoare intrinsically motivated in their learningto develop outstanding 'basic skills' inliteracy and numeracy.

Staff

Teachers develop knowledge, skills andabilities in planning and implementingeffective literacy, numeracy, 21 Centuryand welfare programs.

Leaders

Leaders work collaboratively to adopt acoordinated approach to ensureconsistency of effective literacy andnumeracy instruction across the K–6school.

Processes

1. Implement a whole school integratedapproach to plan, implement, monitor,assess and evaluate literacy and numeracyteaching and learning programs.

2. Implement a whole school approach tothe integrated teaching of 21st centurylearning skills, including critical and creativethinking, collaboration, character,communication and citizenship, across allkey learning areas in future–focusedlearning environments.

3. Implement a whole school integratedapproach  to student wellbeing in whichstudents can connect, succeed and thrive.

Evaluation Plan

Progress towards improvement measureswill be evaluated through:

Whole school data collection and analysis

Self assessment review

Focus groups

Practices and Products

Practices

1. All teachers use the literacy andnumeracy learning progressions, andanalyse student assessment data to informtheir teaching and learning programs.

2. Enhanced teacher capacity andconfidence to integrate  technology ,problem solving, inquiry skills and  6Cslearner qualities in their teaching andlearning programs.

3. Shared school wide responsibility asevidenced through purposeful well–beingprograms including LaST, orderly learningenvironments and attendance.

Products

1. All grade and stage teams plan andassess effective literacy and numeracyprograms.

2.  All students have developed intoengaged and motivated learners who areconfident and skilled users of technology,and are able to use 21 centurylearning skills flexibly.

3. Increased social and emotional wellbeing of all students facilitatedthrough a supportive and orderly learningenvironment.

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Strategic Direction 2: Engage teachers and leaders in high–impact professionallearning.

Purpose

Ensure that teachers are equipped with theknowledge, skills and abilities to implementevidence–based pedagogy and to developleadership capacity to drive instructionaland transformational practices.

Improvement Measures

5% annual increase in 'Leadership as aDriver of Student Learning' as measured bythe 'Tell Them From Me' teacher survey.

5% annual increase in 'Data InformsPractice' as a Driver of Student Learning'as measured by the 'Tell Them From Me'teacher survey.

Use Australian School of AppliedManagement (ASAM) 360 degree survey,pre–and post test data to measure increasein Leadership capacity.

All K–6 students will achieve or exceedexpected benchmarks in literacy andnumeracy as measured by ANPS targets.

People

Staff

Teachers develop knowledge of researchbased, High Impact Teaching Strategies(HITS). Teachers further develop theirteaching practice and increase their senseof agency and autonomy over aspects oftheir professional learning.

Leaders

Leaders need to develop knowledge andskills in instructional and transformationalleadership to drive high impact professional learning across the K–6school..

Processes

1. Draw on research to develop andimplement high quality professionallearning in the ten  High Impact TeachingStrategies.

2. The executive team adopts acoordinated approach to instructionalleadership K–6 to build teacher capacity toenhance student learning outcomes.

3. The leadership team engages inprofessional learning to further developleadership capacity, including changeleadership, mentoring and coaching,strategic planning  and evaluationprocesses, and the development of highperforming teams  in order to drive schoolstrategic directions.

Evaluation Plan

Progress toward improvement measureswill be evaluated through:

Annual TTFM survey

Lesson observations

Feedback from PL

Monitoring and tracking of data

Practices and Products

Practices

1. All teachers embed the ten  High ImpactTeaching Strategies in the planning andimplementation of teaching and learningprograms.

2. The executive team utilise strategiesincluding coaching, video observation, peerobservation and  lesson study to buildteacher pedagogy in delivering high qualityteaching and learning programs.

3. All leaders successfully facilitate stagemeetings, collaborative planning days, dataconversations, 1:1 coaching andmentoring.

Products

1. Student learning outcomes aremaximised through the implementation ofevidence based ten High Impact TeachingStrategies.

2. Enhanced teacher capacity in planningand delivering high quality teaching andlearning programs.

3. High performing teams evidencedthrough consistency of teacher practice andcollective teacher efficacy.

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Strategic Direction 3: Engage families as partners in learning.

Purpose

To strengthen the partnership between allmembers of our learning community tomaximise the learning and wellbeingoutcomes of our students.

Improvement Measures

5% annual increase in the number ofparents participating in Harmony HousePrograms.

10% annual increase in  'Parents SupportLearning at Home' as measured by TellThem From Me Parent survey report.

10% annual increase in the number ofparents participating in school –basedparent education programs.

5% annual increase in the number ofparents attending parent teacher meetingsand 3–way conferences.

10% increase in number of parentsattending P&C meetings.

100% of staff using social media tocommunicate with parents by the end of2019.

10% annual increase in the number of visitsto the Auburn North Public School Website.

10% annual increase in 'Parents areInformed' as measured by Tell Them FromMe Parent survey report.

People

Leaders

Leaders develop and implement parentengagement programs that enable parentsto be partners in their children's learning.

Parents/Carers

Parents develop the knowledge, skills andabilities to be partners in their children'slearning to assist them maximise their'basic skills' and 21st Century learningskills.

Staff

Teachers develop mutually respectfulrelationships with parents that facilitateopen and regular communication abouttheir children's learning and wellbeing.

Community Partners

Agencies and organisations collaboratewith leaders and teachers to develop andimplement programs and services tosupport parents as partners of learning.

Processes

1. School as Community Centre's i.e.'Harmony House' facilitator plans,implements and evaluates programs andservices that meet the learning andwellbeing needs of families. Notableprograms include; regular, differentiatedEnglish classes at the beginner andintermediate level, playgroups andparenting programs.

2. 'Parents as Partners of Learning' leadersresearch and develop differentiated literacyand numeracy programs to assist familiesin supporting their children's learning athome. These programs will begrade–based, connected to the in–schooltargets and responsive to ongoing parentfeedback.

3. Leaders and teachers workcollaboratively with families to increasecommunication about student learning andwell–being utilising a variety of strategies,including three–way conferences,bi–annual reports, newsletters and digitalplatforms.

Evaluation Plan

Progress toward improvement measureswill be evaluated through monitoring andevaluating the effectiveness on communitypartnerships and its effect on studentengagement through focused interviewsand parent surveys.

Practices and Products

Practices

1. Facilitator of 'Harmony House'collaborates with agencies andorganisations to implement a variety ofdifferentiated parent education programs.

2. 'Parents as Partners of Learning' leadersimplement high–quality, differentiatedparent education programs responsive tostudent learning data.

3. Shared school–wide responsibility toincrease communication with families aboutstudent learning and well–being.

Products

1. Increased parent participation andengagement in 'Harmony House' programs.

2. Parents develop their knowledge, skillsand abilities to assist their children todevelop the 'basic skills' necessary to meetthe in–school literacy and numeracytargets.

3. Parents engage in regular andmeaningful communication with teachersand leaders to maximise their children'slearning and well–being.

Printed on: 26 March, 2018Page 6 of 6 Auburn North Public School 1073 (2018-2020)