The Goollelal vision Our objectives Achieving our...
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Transcript of The Goollelal vision Our objectives Achieving our...
The Goollelal vision Goollelal Primary School provides all students with a quality education; one that promotes a respect for self and others, embraces the pursuit of personal excellence and inspires a love of lifelong learning.
Our school motto Sharing: shared ownership, shared accountability and shared responsibility Caring: empathy for others, care and compassion Learning: high expectations, seeking greater knowledge
Our objectives 1. For all students to be successful in achieving their potential academically, socially and emotionally. 2. To provide a safe, inclusive and welcoming environment which engages, challenges and supports all students. 3. To develop positive and trusting relationships between the school and its community. 4. To provide professional development opportunities for all staff so they approach their work with confidence, enthusiasm and commitment. 5. For all staff to be accountable for the progress of our students and our school performance. 6. To promote confidence in public schooling.
Achieving our goalsGoollelal Primary School adopts the goals that guide Australian Education Melbourne Declaration on Educational Goals for Young Australians as follows: 1. Goollelal Primary School promotes equity and
excellence 2. All Goollelal Primary School students become:
successful learners; confident and creative individuals; active and informed citizens
In order to achieve these goals there is no more important endeavor than further improving the quality of teaching at our school. Evidence clearly indicates that the quality of the teacher is the most significant in-‐school factor affecting student outcomes. As such, everything that our
teachers do, and that is done to support them, is linked to increasing the positive impact of our student achievement. At
Goollelal Primary School we actively model a professional learning community, aimed at maintaining and extending high quality teaching standards from all staff. Successful students are the centre of our school improvement. Everything we do is evaluated in relation to the impact on student learning. Our school planning
cycle has three elements: we assess data and other evidence related to student achievement and school operations; we plan
improvement strategies; and we action them.
The Goollelal Primary School Business Plan 2015 – 2017 forms part of a suite of documents including our
Operational Plans, Workforce Plan, Annual Report and the Delivery and Performance Agreement.
High Q
uality Teaching, Learning and Leadership
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Goollelal Primary School attracts and retains innovative educators who provide excellence in teaching so that students are provided the opportunity to reach their potential.
» School based selection for all teaching and non-teaching positions.
» Performance of staff employed through school-based selection processes.
Professional excellence is demonstrated by a shared commitment and responsibility from all staff, active sharing of professional knowledge, willingness to work in a team based culture, high personal performance and mutual respect and support for colleagues.
» Align performance and development to the AITSL1 Professional Standards.
» Adherence from all staff to the Goollelal Staff Conduct Agreement.
» Staff surveys » Improved longitudinal student performance data
(stable cohort) when starting from a similar first assessment score.
» Maintain or increase the % of students at or above the Australian Mean (Year 3 and 5 NAPLAN3 data)
Build staff capacity to meet the diverse and changing needs of our students.
» Share teacher expertise, through collaborative team meetings and co-coaching to extend teaching and learning capabilities across the school.
» Collaborative meeting minutes and co-coaching records
» All staff self-reflect on their professional practice for continuous improvement (eg AITSL professional standards and evidence-based research)
» Classroom planning is connected to both the School Business Plan and Operational Plan and measured by self-reflection and accountability meetings.
» School Development Days. Embed the Australian Curriculum (Western Australian School Curriculum and Standards Authority version) in planning, teaching and assessment.
» 2015 – Full implementation for English, Mathematics, Science and HASS2 (History / Geography only)
» 2016 – Familiarisation of Health and Physical Education, HASS, Technologies and The Arts.
» 2017 – Full implementation for Health and Physical Education and HASS.
» Implement and embed General Capabilities and Cross Curricular priorities in planning, teaching and assessment as appropriate.
» Teacher moderation in reported areas of the curriculum.
» 2015 – All teaching staff report against Australian Curriculum Achievement Standards as per implementation schedule.
» ACARA4 General Capabilities and Cross-Curricular priorities are evident in teaching and student learning.
1 AITSL: Australian Institute for Teaching and School Leadership 2 HASS: Humanities and Social Sciences
3 NAPLAN: National Assessment Program – Literacy and Numeracy 4 ACARA: Australian Curriculum, Assessment and Reporting Authority
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Reinforce Connected Practice* approach to quality teaching and learning, so that teachers are instructionally intelligent, resulting in improved student outcomes.
* Connected Practice is a whole school approach placing an emphasis on a common shared language and teaching methodology between and across all areas of the school.
» Continue the sequential implementation of the Australian Curriculum and ensure it is embedded in all teachers’ planning, lesson delivery and assessment.
» Maintain whole school curriculum initiatives in literacy and numeracy.
» Consolidate the use of the iSTAR1 model to underpin pedagogy across the school.
» Assessment of students and reporting to parents against Phase 1 Australian Curriculum Achievement Standards, and Phase 2/3 as appropriate.
» Whole school initiatives in mathematics, spelling and reading.
» Planning of explicit literacy and numeracy teaching blocks.
» Evidenced in Collaborative Team plans through ACARA scope and sequence.
Strengthen digital fluency* across all year levels and learning areas, as appropriate.
* Digital fluency involves learning to make the most of the digital technologies available, adapting to new ways of doing things as technologies evolve and limiting the risks in a digital environment.
» Provide opportunities for professional development to enhance pedagogy.
» Promote intentional teaching to develop skill, competency and application of technologies across all year levels and all learning areas.
» Embed the ICT2 general capability across all year levels and all learning areas.
» Plan for sustainability of ICT to meet future needs.
» Embedded in teaching and evident in student learning.
» Increased student access to and availability of ICT.
A contemporary, high quality Early Years Education program.
» Embed the five Early Years Learning Framework for Australia Outcomes and Quality Area 1: Education Program and Practice from the National Quality Standards.
» Meet National Quality Standards. » SAIS3 data / NAPLAN data analysis.
Teachers provide high quality learning opportunities where students are fully engaged.
» Promote differentiation of curriculum delivery, via iSTAR methodology, and student assessment.
» At-risk students are identified through early intervention and data analysis in order to reach their potential.
» On-Entry assessment in PrePrimary Student surveys. » Chaplaincy data and anecdotal records. » Open Night
Leadership opportunities, via a distributed leadership model, for staff and students at Goollelal Primary School.
» Staff leadership opportunities. » Sustainable leadership with succession planning. » Student leadership roles across the school and
engagement in leadership programs.
» Community, staff and student surveys. » AITSL – 360 degree feedback » Availability and take-up rate of leadership
opportunities for staff and students.
1 iSTAR teaching methodology: inform/inspire, show, try, apply, review 2 ICT: Information and Communication Technology
3 SAIS: Student Achievement Information System
Successful Students
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Pursuit and celebration of personal excellence.
» Celebrate individual success in academic and non-academic achievements via assemblies, school website and within the classroom.
» Student National School Opinion Survey results are positive.
Implement differentiated curriculum to meet student needs.
» Clear SAER1 identification processes are in place. » Develop documented plans and monitor their
effectiveness to address individual learning needs of students performing outside expected levels.
» A case conference model is in place to manage all SAER.
» SEN2 planning implemented, monitored and reported on.
» Longitudinal records to monitor student progress.
Students adopt increasing responsibility and accountability for learning.
» Teachers provide explicit instruction and authentic opportunities for student accountability in learning, including engagement in self-reflection and goal setting.
» Students are engaging in self-reflection and goal setting to identify their strengths and focus areas.
Provide a safe, inclusive school environment with the promotion of resilience and optimism to assist students cope in a changing world.
» Specific whole school programs (BounceBack, Growing and Developing Healthy Relationships, Protective Behaviours).
» Promotion of Friendship Area in the school grounds. » Chaplaincy program to assist all students.
» Student National School Opinion Survey. » Students engaging in positive playground behaviours. » Annual Chaplaincy school survey.
1 SAER: Students at Educational Risk 2 SEN: Special Educational Needs
Com
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Culture and C
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A strong commitment to maintaining positive, genuine school-community relationships.
» Provide formal and informal involvement of our community in the identification and implementation of the future directions of Goollelal Primary School.
» Use a range of relevant and contemporary mediums to communicate to parents.
» Promote consistency of key messages. » Timely and ongoing communication of relevant class,
school and community events.
» Parent National School Opinion Survey. » Survey data is analysed and actions planned and
implemented to address areas of concern. » School Board meeting minutes. » Annual Report summary
Value student diversity and demonstrate inclusivity.
» Develop and maintain our links and support for local and world charitable, cultural and community organisations.
» Identify cultural considerations, as applicable, when planning learning experiences.
» ACARA General Capabilities and Cross-Curricular Priorities are evident in teaching and student learning.
Create a contemporary, safe and stimulating environment.
» Plan and implement improvements to the learning environment to meet current and future student needs.
» Clear processes and procedures for individual and whole of school to ensure student health and safety.
» National Quality Standards Area 2: Children’s Health and Safety
» National Quality Standards Area 3: Physical Environment
