SCHOOL STRATEGIC PLAN - NATIONAL PARTNERSHIP ON LITERACY AND NUMERACY. STATEMENT OF PURPOSE (Moral Purpose)

Transcription

1 SCHOOL STRATEGIC PLAN - NATIONAL PARTNERSHIP ON LITERACY AND NUMERACY Catherine McAuley School STATEMENT OF PURPOSE (Moral Purpose) Catherine McAuley School aims to create a culture of quality Mathematics teaching that involves deep Mathematical learning and thinking within and among the Catherine McAuley School community. This is in keeping with our school vision statement that promotes and celebrates excellence in education. A spirit of reconciliation is encouraged through our experience of faith, growth and unity. We endeavour to prepare children for a life that is lived in justice, dignity and mutual respect. The Smarter Schools National Partnership on Literacy and Numeracy is a joint initiative of the Australian Government and Catholic Education SA [This document sets out the strategies and actions being undertaken at this school to achieve the Intended Outcomes of the National Partnership on Literacy and Numeracy ] M:\Current Year\Bruno\Strategic Directions\LN NP School Strategic planning Final Feb 2012

2 Strategic Direction (a): Teaching and Learning - Effective and evidence-based teaching of numeracy. a.1 Providing with the skills and strategies to teach the key concepts in numeracy from the early years and extend these skills in the middle and later years a.2 Identifying and developing resources for to deliver consistent, high quality numeracy teaching. a.3 Identifying and developing targeted strategies and resources to address the specific needs of students from diverse backgrounds. a.4 Providing access to professional development to increase teacher capacity to teach numeracy. a.5 Introducing numeracy standards for all as part of the national teacher standards and accreditation. a.6 Introducing additional specialised classroom support to assist school leaders and to improve student outcomes Focus for 2012 Strategies & Actions Responsibility Timeline Indicators Data Collection What strategies will you implement to achieve these objectives? What actions will be undertaken at the school level? a.1 Whole school sessions Team planning sessions with CESA consultant In class coaching with Numeracy Coach Team planning sessions through Heads of School meetings Professional development sessions run internally utilising various staff Topics to include:- Numeracy in other areas of the curriculum; Australian Curriculum; open ended investigations, PAT testing result analysis, NAPLAN preparation; mental calculation strategies; assessment and moderation; worded problems and report back Who will be involved in undertaking the strategic actions at your school? Numeracy Coach CESA Consultant Heads of School Assessment and Reporting POR Participating Beginning Teacher Consultant Classroom What period of time is involved? Are there any specific deadlines? What strategies are planned beyond 2001? Feb-Nov 2012 What outcomes, observations will provide evidence of progress towards each objective? Attendance/engagement of in professional learning Teachers action plans, goals and reflections Teachers using an expanded repertoire of strategies Numeracy coach to record incidence of teacher skills/strategies Teachers perceive that their skills and capacities are expanded. Improved learning outcomes for students in target cohorts are evident in: NAPLAN Results ACER/PAT Online testing Ongoing classroom assessment Diagnostic assessments What forms of data will be collected as evidence of progress towards each objective? Evaluations of PL sessions Teacher journaling of student learning behaviours Numeracy coach records incidence of teacher skills/strategies Survey of teacher self assessment of their personal skills and strategies Local analysis (school, student groups and individual students) of NAPLAN performance ACER/PAT Online Resources Which resources are available or will be needed to enact these plans? Include school co-contributions in addition to NP funding for expert FTE salary. Salary (NP Maths 300 Site Licence ACER Oars Online testing subscription

3 from sessions held through the PMA (including measurement, fractions and algebra) Peer learning observe other teaching and learning Teachers document classroom observations and conference notes testing Ongoing classroom assessment Diagnostic assessment a.2 Maintain a central collection point and register of resources Work with parent volunteers to collect and make resources Regularly update the school intranet site with math links Regularly update our NAPLAN Improvement documents with interactive websites Undertake professional development in using the Australian Curriculum Connect Pilot ( w/s3336) Whole school membership of Study Ladder Intensive search for resources relating to patterning, sorting, algebraic thinking and literacy related items Further develop our Numeracy Word Wall Kits to include activities that will promote a deeper understanding of the literacy associated with mathematics and numeracy Teachers use task cards stating the learning intentions (as per Visible Learning (J Hattie) of each lesson so it is clear to the student and to parents. Students to create their own personal mathematical diaries which can be transferred from one year level to another. Participating School Librarian School Finance Officer Ongoing Teachers using effective resources in their numeracy teaching Teachers identify benefits of particular learning resources and integrate them accordingly Teachers adapt the scope / manner of resource usage to address their own students needs Teacher self-assessment of use of resources records of use of specific resources Resource Register Salary (NP Resources

4 a.3 Analysis of NAPLAN Benchmark achievements and also ACER/PAT testing for individual student and cohort year levels Identification, through SMART individual students areas of specific needs Small group work involving targeted children who have specific needs and in particular students who have been identified through our involvement in the Dare to Lead Project. Specific targeted strategies using mental calculations and alternative written algorithms as per our CMS Induction CD Utilise the school assessment tool contained in the Strengthening family and community engagement in student learning resource to identify ways we can engage parents in their child s mathematical learning Participating Feb Nov 2012 Teachers attitude/ Disposition /Confidence New repertoires of strategies for students with specific needs Classroom environment adapted to meet the needs of the students A wide range of resources provided for students Improved learning outcomes for students in target cohorts are evident in: o NAPLAN results o Ongoing classroom assessment o Diagnostic assessments Teachers documented classroom observations and conferences Teachers report greater confidence in addressing individual students needs Environment and culture that encourages creativity and innovation Student records/assessment Teacher journal Round table discussions regarding specific targeted students Local analyses (school, student groups & individuals) of: o NAPLAN performance o Ongoing classroom assessment o Diagnostic assessment (NP Teacher/ Classroom Resources PL materials a.4 Whole school sessions (as per listed in a.1) Planning and teaching sessions with CESA consultant In class coaching with Numeracy Coach Provide access to professional journals and print resources through membership of AAMT Sharing of relevant and purposeful ICT resources Sharing of professional practice and pedagogy, in particular with St. Columba College and Mercy sister schools in the Elizabeth Parish Teacher survey of professional development needs Heads of School Teaching staff Feb-Nov 2012 Encouragement of all staff to be involved in review, monitoring, evaluation and validation as part of their own personal development Access to library of professional development resources Access to up to date and relevant ICT resources pooled together on our school Intranet site Engagement of staff at Heads of School meetings in discussions surrounding professional practice and pedagogy Evidence of a library of professional development resources Evidence of our school intranet site containing purposeful resources Heads of School Minutes of Meetings Teacher Survey Salary (NP PL materials

5 Four (Leahy, Foster, Starr and Hunt) to participate in 2012 CEO Numeracy Project a.5 Whole school professional development surrounding the newly created National Professional Standards for Teachers (AITSL- February 2011) and in particular the domains of teaching standards, focus areas and descriptors. Raise teacher awareness of the documents - National Partnership on Improving Teacher Quality, the Melbourne Declaration on Educational Goals for Young Australians and also the National Professional Standards for Teachers Work through the assessment framework and surveys of the South Australian Teaching for Effective Learning Framework guide CESA Numeracy Team Heads of school Regional networks Feb-Nov 2012 Encouragement of all staff to be involved in review, monitoring, evaluation and validation as part of their own personal development Teachers work towards recognising their current and developing capabilities, professional aspirations and achievements Planning time and in school professional development surrounding the implementation of the Australian Curriculum. Programming, planning and teaching using inquiry method and Australian Curriculum Teachers mentoring others as part of professional supervision. Salary (NP a.6 to support to improve student outcomes Teachers to be provided with a half day release within year levels to work with the ESO Staff to work with to assist with student improvement ESO Staff Feb-Nov 2012 Team/peer teaching Teachers sharing knowledge and expertise Teachers perceive that they are being supported in the classroom Small group experiences ESO s perceive they are an important aspect of teacher and student support networks Survey of teacher and ESO self assessment Observational evidence by and CESA Consultant Evaluation of support networks ESO/ Teacher timetables Salary (NP ESO Support Salaries

6 Strategic Direction (b): School Leadership and Whole School Engagement with numeracy. b.1 School leaders to develop a whole school culture of high performance in numeracy Focus for 2012 b.2 Implementing approaches which encourage parental engagement in numeracy education. b.3 Schools to share practice and performance outcomes with other schools and the community. b.4 Building the capacity of principals and other members of school leadership teams to drive continuous improvement, through identification and implementation of proven numeracy practices and the use of performance data. b.5 Professional learning support for principals and other members of school leadership. Strategies & Actions Responsibility Timeline Indicators Data Collection What strategies will you implement to achieve these objectives? What actions will be undertaken at the school level? b.1 Class timetables to reflect a minimum of 300 minutes per week A no interruption policy for classrooms prior to lunch Whole School staff discussion about raising numeracy performance Whole school assembly/liturgy timetable is kept to a minimum to ensure optimal learning time Professional conversations of successful strategies and performance ensures coach is building capability and capacity in pedagogical content knowledge and skills Unpacking of Hatte s effective scale through the CMS Visual Learning Committee Who will be involved in undertaking the strategic actions at your school? Heads of School What period of time is involved? Are there any specific deadlines? What strategies are planned beyond 2001? What outcomes, observations will provide evidence of progress towards each objective? Feb-Nov 2012 Strategic plan and shared focus Skills that lead to improved performance sustainability, i.e. team building, knowledge of whole school culture Teacher timetables reflect 300 minutes of timetabled math/numeracy Minimal interruptions during morning learning block Modified whole school assembly/liturgy timetable Discussions at Staff Meeting, Heads of School meetings re whole school culture Professional conversations with Dedicated community math room What forms of data will be collected as evidence of progress towards each objective? Class timetables Strategic plan Interruption statistics Recordings of professional conversations with school leadership Photos of the math room in action Minutes of meetings/discussions Resources Which resources are available or will be needed to enact these plans? Include school co-contributions in addition to NP funding for expert FTE salary. Salary (NP Release time for professional conversations Computer based student profiles Visual Learning POR b.2

7 Encourage use of the Math Community Classroom and its resources Sharing math practices through the school newsletter Family Math Challenges posted fortnightly in school newsletter Children s Math books to go home each Term in week 4 and 8 Sharing of practices at Parent Information Nights and providing parents with written supplements on how to help their child with math/numeracy at home Promotion of student banking and financial literacy ( Promotion of Aust. Math Competition Parent information night to explain how to read and understanding their child s NAPLAN results Promotion of the websites ( eq=1 and among wider school community Use of the Math Monster in junior primary classes math activities for students to complete with their parents/carers at home. Utilise the school assessment tool contained in the Strengthening family and community engagement in student learning resource to identify ways we can engage parents in their child s mathematical learning Small group instruction with both ELY (Early Learning Group 3-4yrs of age) and Playgroup 1-4yrs Heads of School Teaching staff Feb-Nov 2012 Partners in learning Growth in parental involvement Awareness and promotion of successes/developments in mathematics at Catherine McAuley with the wider community Ideas and resources for parents to utilise at home Attendance at parent information nights Opportunities for certified volunteers to assist in math classrooms Opportunities for to showcase good practice to the parent community Parent surveys Record of parent attendance at information sessions/parent workshops/work displays Parent comments via the student math workbook School website/newsletters Salary (NP funding) Information packs for parents Promotional material

8 b.3 School practices in numeracy to be shared through school newsletter and website Promotion of Australian Mathematic Competition Promotion of school banking system and the benefits of financial savings to share practices and performance with Local at St.Columba via school visits School Board reports Sharing of practices via Regional SACPA meetings Sharing practices and learning with other schools (including Playford School) through planning sessions and buddy class activities and displays ESO s to share good practice at Hub Group meetings Teaching staff Feb-Nov 2012 Active involvement with organisations that partner with the school (i.e. Bendigo Bank Financial Awareness Program, Playford Primary, other National Partnership schools) Timely articles in school newsletter and promotion of good practice and performance via school website Participation and uptake of school banking program Promotion of math competitions and community organised numeracy events Dialogue with St. Columba School Numeracy Coach Opportunities for other schools and wider community to be involved in our school math program Dialogue sharing at ESO Hub Group meetings Numeracy displays School board reports Statistics from Bendigo Bank regarding Uptake of banking program Numbers of students undertaking math competitions Teacher journaling of professional conversations with other schools School newsletter/website Buddy class activities highlighting different school/teaching practices My School profile Minutes of ESO Hub Meeting Minutes Photo evidence of displays Salary (NP Staffing for website/intranet updates Staffing to assist with school banking program and competition undertaking ESO support staff b.4 Sharing and analysis of NAPLAN results Familiarisation of NAPLAN test practices Creation of individual student numeracy profiles to identify individual student performance Professional conversations both with individual and as whole school Teachers prepare individual summary reports of NAPLAN results for students at risk using SMART and ACER/PAT testing Heads of School Assessment and Reporting POR Feb-Nov 2012 Professional conversations with staff about programming and planning regarding numeracy and student outcomes Numeracy displays Proven numeracy practices Data driven Skills in analysing individual students Naplan results based on SMART s record of professional conversations Teacher survey of support levels within the school Photos of numeracy displays/room Numeracy on Heads of School meeting agendas Teacher survey regarding familiarisation of NAPLAN practices Teacher analysed individual student documentation Salary (NP Staffing for website/intranet updates Staffing to assist with school banking program and competition undertaking ESO support staff

9 b.5 Professional learning through National Partnerships workshop attendance Professional conversations with Consultants Primary Mathematics Association (AAMT) membership Access to professional journals Attendance at SACPPA Independent professional development Feb-Nov 2012 Attendance at professional learning workshops Regular meetings with Professional readings Attendance records at NP professional development sessions Journaling of professional learning and conversations Sharing of systemic practice gained from SACPPA meetings (NP funding)

10 Strategic Direction (c): Monitoring Student and School Performance - Monitoring student and school numeracy performance to identify where support is needed c.1 Schools and to use numeracy performance information to identify the individual learning needs of every student so that appropriate teaching strategies can be used. Focus for 2012 c.2 Ensuring that reporting clearly tells students, parents and how each student s numeracy attainment compares to national standards. c.3 Sharing best practice in using information to diagnose student learning needs and the success of intervention strategies. c.4 Schools to track student progress over time, particularly for cohorts of students. Strategies & Actions Responsibility Timeline Indicators Data Collection What strategies will you implement to achieve these objectives? What actions will be undertaken at the school level? Who will be involved in undertaking the strategic actions at your school? What period of time is involved? Are there any specific deadlines? What strategies are planned beyond 2001? What outcomes, observations will provide evidence of progress towards each objective? What forms of data will be collected as evidence of progress towards each objective? Resources Which resources are available or will be needed to enact these plans? Include school co-contributions in addition to NP funding for expert FTE salary. c.1 Analysis of individual learners and group cohorts using SMART, ACER/PAT and anecdotal/product assessment Creation of relevant NEP/IEP documents Upkeep and analysis of individual student number profiles including both anecdotal and product assessment Sharing of individual learning needs of students at Special Education Round table sessions and end of year transition meetings Analysis of information from outside agencies when assessing individual student needs (i.e. Psych report recommendations, other agency recommendations (Autism SA)) Anecdotal evidence of small group student sessions with Teaching staff Assessment and Reporting POR ESO Support staff Special Education Coordinator CESA Special Education Consultant Outside organisations (such as Autism SA, Society for the Blind) Feb-Nov 2012 Data driven decision making Inclusive culture that encourages all staff to work together to support individual learning needs Charts/graphs that represent individual learning information Anecdotal notes in Student profiles Round table discussions, including support staff Accommodation of students individual psych reports recommendations Transfer of student knowledge between NEP/IEP Plans Recommendation plans Print outs of NAPLAN/SMART information ACER/PAT testing Student Profiles Minutes of round table meetings Accommodations included in individual students NEP/IEP and teacher planners Salary (NP funding) Teacher TRT release for Special Education Review Meetings

11 c.2 NAPLAN results interpretation and investigation Parent information night on how to interpret NAPLAN data My School website Australian Curriculum standards to be shared with the school community Australian Curriculum Standards to be incorporated into whole school teaching planners along with SACSA Outcomes Australian Curriculum standards to be reflected in student s take home reports Children s Math books to go home each Term in week 4 and 8 Parent/student comment sheet to be placed in students books Sharing of professional practice and pedagogy, in particular the Northern Region Australian Curriculum Cluster Heads of School Participating Feb-Nov 2012 Student reports reflect Australian Curriculum standards (from 2012) Student profiles reflect Australian Curriculum standards Teacher planners reflect Australian Curriculum standards Student reports Teacher planners Student profiles (NP funding) Assessment and Reporting POR release Staffing for report modifications c.3 Best practice and intervention strategies to be recorded via the individual student numeracy profile The sharing and dialogue of best practice with Playford School and other National Partnerships Schools Analysis and effectiveness of assessment strategies used by CMS to report on the success of small group intervention practices Heads of School Assessment and Reporting POR Participating Feb-Nov 2012 Commitment to learning better ways to help students Dialogue surrounding best practice Repertoire of intervention strategies Repertoire of assessment strategies Coaching/mentoring with and Teacher survey Minutes of dialogue Video/photos of best practice/intervention strategies Anecdotal evidence/teacher journaling surrounding best practice observations/notes Salary (NP funding)

12 c.4 NAPLAN results (in particularly monitoring student growth between NAPLAN bi yearly testing) Cohort analysis using SMART Individual student numeracy profile Year level moderation to be undertaken by the Assessment and Reporting POR Assessment and Reporting POR Teaching staff Feb-Nov 2012 Visual representation of data Student profile Year level analysis Graphs/charts Student profile Round table discussions surrounding cohorts Salary (NP funding) Assessment and Reporting POR Release