2016 Annual Implementation Plan: for Improving Student Outcomes. Torquay College. Based on Strategic Plan Endorsements

Transcription

1 2016 Annual Implementation Plan: for Improving Student Outcomes 3368 Torquay College 2016 Based on Strategic Plan Guide to developing the Annual Implementation Plan: for Improving Student Outcomes To focus effort where it is most needed, four priorities have been identified for the entire Victorian government school system. The four priorities are: Excellence in teaching and learning Professional leadership Positive climate for learning Community engagement in learning. Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and evidence-based strategies that when implemented with consistency and depth help drive improved student outcomes. The initiatives are associated with the four state-wide priorities, in the following way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools): Endorsements Priority Initiatives Endorsement by School Principal Signed. Name Pam Kinsman. Date 17/4/2016 Excellence in teaching and learning Building practice excellence: Teachers, principals and schools will work together Curriculum planning and assessment: School will embed a culture of curriculum planning, and assess the impact of learning programs, adjusting them to suit individual student needs Professional leadership Building leadership teams: Schools will strengthen their succession planning, develop the capabilities of their leadership teams in using evidence Endorsement by School Council Signed. Name Amber Potter. Positive climate for learning Empowering students and building school pride: Schools will develop approaches that give students a greater say Date 20/4/2016 Setting expectations and promoting inclusion: Schools will work across their communities to implement support to health, wellbeing, inclusion and engagement of all students Community engagement in learning Building communities: Schools will strengthen their capacity to build relationships with the broader community by partnering Endorsement by Senior Advisor Signed Name Kerry Presser Date 1/04/2016 To guide the development of the 2016 Annual Implementation Plan: for Improving Student Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL) to conduct an annual evaluation of student outcomes data against the set in their School Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or more initiative. Principal and teacher performance and development plans include explicit links with the AIP and the School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives to each individual s plan. The Guidelines provide further context and detailed information to support this work.

2 Summary page: the school s priorities and initiatives Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes. Priorities Initiatives ü Excellence in teaching and learning Professional leadership Positive climate for learning Community engagement in learning Building practice excellence * Curriculum planning and assessment * Building leadership teams Empowering students and building school pride Setting expectations and promoting inclusion Building communities Initiatives Rationale: Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP, and the diagnosis of issues requiring particular attention. Establishing Essential learning in English across whole school. The introduction in 2014/5 of Write to Read, Seven Steps to Writing and Writers Notebook programs at Torquay College have improved year 3 student data in reading and writing. The programs were established in the early years and are now being taken up throughout the school. We need to see improved year 5 data and therefore we need to embed these programs and set a high standard for all teachers to reach Essential Learning Standards at every year level. New Pedagogies for Deep Learning continued implementation. Torquay College is one the 100 schools in Australia that have been working on this International project for the past two years. Our school presented at the NPDL conference in Melbourne in 2015 and shared the process that we used to engage all staff and gain commitment to improve student engagement and learning. We introduced and implemented the 6 C s Character, Collaboration, Communication, Creativity, Critical Thinking and Citizenship and have included these in all curriculum planning documents across the school. The project continues in 2016 and it is essential that we consolidate the work commenced in We need to be able ensure that all students also have deep knowledge in applying the 6C s to their learning. High quality assessment tools will need to be developed for each of the 6 C s. Key Improvement Strategies () List the that are linked to this initiative/s and will be scaled up. This could include existing from your SSP or new ones identified through the evaluation of student outcomes against SSP and the diagnosis of issues requiring particular attention. may be specific to one outcome area or applicable across several areas. Initiative: Curriculum planning and assessment: Establishing Essential Learning in English across whole school Provide professional development for all staff to improve teaching practice in English. Provide all classrooms with increased resources to support teaching of English. Introduce, develop and implement a Guaranteed and Viable English curriculum (Marzano s High Reliability Schools) Implement and comply on the use of Torquay College assessment schedule. Building excellence in teaching practice Implementation of New Pedagogies for Deep Learning. Curriculum planning and assessment will apply SOLO taxonomy Provision of professional development for all staff on the four pillars of NPDL Embed NPDL 6C s into Torquay College curriculum Include assessment matrix of 6C s into Torquay College Assessment schedule Review and evaluate Inquiry units of work using the NDPL Design protocol

3 ACHIEVEMENT To improve and maximise learning outcomes for all students in English through a wide range of learning experiences, including inquiry learning and extra-curricular activities Targets Reading year 3-38% at Band 6 -Currently at 43% Writing Year 3-17% Band 6 -Currently 35% Reading year 5-33% at Band 8 -Currently at 21% Writing Year 5-21% Band 8 -Currently 3% Increase the percentage of students attaining bands 6 in year 3 and 8 in year 5 by at least 5% in reading. Increase year 3 writing by at least 5% Increase year 5 writing by at least 20% All students deemed capable will make at least s growth in 2016 PAT reading F&P and moderated writing samples used against standards Attitudes to School Survey: Stimulating Learning 2015 = = 4.1 Teacher Effectiveness 2015 = = 4.4 Staff Opinion Survey: Collective Focus on Student Learning 2015 = = 78 Collective Efficacy 2015 = = 83.4 Teacher Collaboration 2015 = = 65.6 Provide professional development for all staff to improve teaching practice in English. Train all teachers in the Write to Read (F-4), Reciprocal Reading (4-6) and 7 Steps to Writing (F-6) Implement the programs in every classroom Resource all classrooms with materials to support the Write to Read, Reciprocal Reading and 7 Steps to Writing programs Fund professional development for the targeted programs Fund program resources for all classrooms Leadership Term 1-3 attend and complete required PD Write to Read (F-4), Reciprocal Reading (4-6) and 7 Steps to Writing (F-6) fully embedded into classroom teaching practice Teachers planning documents reflect the effective implementation of the programs Using Sentral continuum tracker to map all student in English and Maths progressively (ongoing). NAPLAN improved in reading and writing data against the National Bench Marks (see ). Introduce, develop and implement a Guaranteed and Viable English curriculum Provide all classes with increased resources to support teaching of English. Implement and comply on the use of Torquay College assessment schedule. Introduce Marzano s High Reliability Schools framework to establish and publish Essential Learnings in English Writing Staff attend Professional Learning on Guaranteed and Viable Curriculum PLT structure to action the development and implementation of Guaranteed and Viable curriculum Establish a team teaching collaborative culture F-6 Timetable and Meeting schedule enables teachers to plan collaboratively Remove walls between classrooms for collaborative teaching and planning Implement Torquay College assessment schedule Moderation within and across teaching teams to accurately assess student learning in writing Data analysed across F-6 according to assessment schedule Schedule times for English PLT and teaching team meetings for teachers from F-6 Align teachers according to a skilled partner to improve teaching practice. Schedule times for team meetings F-6 Allocate funds from building works Curriculum and English PLT Principal team Leadership team BHD Term 1-3 Term 1 Essential learnings agreed and documented and reflect the Victorian Curriculum requirements. Documented curriculum is viable across F-6 in writing and number for All class planning documents and work programs are consistent within teaching teams and include the essential learnings in English for each level. Improved teaching practice and skills reflected in student and staff surveys. Work programs reflect teachers planning collaboratively Work programs reflect flexible student groupings taught at point of need Classrooms open with operable doors installed Published schedules Teachers comply with assessment schedule and their assessment records are accurate and timely All students have progressive assessment recorded on Sentral and shared with parents. Differentiated programs in place for all students to meet their learning needs. All staff to include a SMART goal in their PDP in writing to show evidence that all students deemed capable are making expected growth.

4 ENGAGEMENT Building Teacher Capacity in Teaching and Learning: Implement NPDL Targets Student engagement will improve through increasing teacher empathy. Attitudes to School Survey: Stimulating Learning 2015 = = 4.1 Student Motivation 2015 = = 4.69 Teacher Effectiveness 2015 = = 4.5 NPDL Learning Design Rubric will reflect at least 1 growth point (dimensions) for each inquiry unit for Terms 2-4 Staff Opinion Survey: Collective Focus on Student Learning 2015 = = 78 Collective Efficacy 2015 = = 83.4 Teacher Collaboration 2015 = = 65.6 Provision of professional development for all staff on the NPDL Provide all teachers with NPDL professional learning Embed 6c s and use NPDL learning design protocol to deepen inquiry learning units Induct new staff to NPDL Team leaders to attend NPDL Solo taxonomy PD Analyse and improve existing units of inquiry Relevant staff to access future NPDL professional learning as released by the Global team Source and provision of PD for staff on Torquay College Professional development day Allocate a budget to provide high quality PD Schedule meetings NPDL Lead Users Team leaders Teachers Week 2 March 11th February 22nd Term 1-4 Documented inquiry curriculum reflects NPDL learning design rubric include NPDL goal for their PRP and provide evidence of progress at mid-year NDPL Self-Assessment (Feb and Dec) to improve at least 1 level Using the Learning Design Protocol, Inquiry units to improve at least 1 level Curriculum planning and assessment through NPDL Include assessment matrix of 6C s into Torquay College Assessment schedule Teachers to collaborate on improving and embedding the 6 C s across the curriculum into all teaching and learning. Develop and implement 6C s rubrics in student language Introduce 6C s rubrics in Torquay College Assessment Schedule Timetable meetings for Teams Provide quality documentation for all teachers. Allocate Professional development funds NPDL Lead Users Leadership Team Term 1, Week 2 Term 1 4 Term 1-2 Term 1-2 work program to reflect the SOLO Taxonomy Staff presenting Professional Learning on the 6C s at Torquay College Each teaching team to upload at least 1 unit of work to the NDPL Global Project Unit planners include 6C s Students are able to articulate their achievement against the 6C s with teacher and peers feedback on their 6C s rubric Students are able to identify goals to plan self-improvement against the 6C s Review and evaluate Inquiry units of work using the NDPL Design protocol Staff collaboratively evaluate inquiry units using the NPDL Learning Design protocol Develop deep learning tasks that have clear goals and clearly defined measures of success Use digital learning tools and resources to support deep learning tasks Allocate Curriculum Day to introduce NPDL Learning Design protocol Termly planning days for evaluating and deepening inquiry units Allocate funds for professional presenters. Team Leaders All Teachers All Teachers ICT PLT Term 1 Term 1 4 Term 1 4 Teacher Self-Assessment tool will reflect at least 1 growth point from 2016 Feb to 2016 Nov Changes to inquiry units agreed and documented All teacher work programs will include NPDL deep learning tasks, goals, and assessment.

5 WELLBEING To further enhance student engagement in their learning and their sense of wellbeing Build on the Torquay College Wellbeing policy Targets To deepen and strengthen students sense of connectedness to school and peers and promote a stronger sense of engagement in their learning Increase the score of the Homework variable from the Parent Opinion survey from 4.96 (2012) to 5.30 in 2016 Increase or maintain the score of the Student Safety variable from the Attitudes to School survey from 4.37 (2012) to 4.65 in 2016 Increase the score of the Student Morale variable from the Attitudes to School survey from 5.57 (2012) to 5.80 in 2016 To maintain student absences to be below state mean, over the life of the strategic plan. Attitudes to School Survey: Stimulating Learning 2015 = = 4.1 Student Motivation 2015 = = 4.69 Teacher Effectiveness 2015 = = 4.5 Continue to implement and strengthen current wellbeing programs across F-6. Audit all teachers to ascertain knowledge and skills in using Restorative Practices, Tribes and other programs Through Sentral, all student management incidents are recorded Review, revise and publish Torquay College Well-being Policy. Provide professional development and training to identified teachers in implementing Restorative Practices, Tribes, Values program, Bucket filling. Allocate funds for training of welfare staff in the Seasons Program. Allocate Professional development funds Principal team Principal team Principal Term 1 Wk 3 have logged their skill level in the identified student support programs. All student incidents recorded accurately on Sentral. Endorsement of the Torquay College Well-being policy by School Council. Student opinion data reflects improved safe environment. All staff new to Torquay College trained in Restorative Practices, Bucket Filling and Values Program. Regular sharing information about wellbeing programs, behaviour expectations in the school newsletter. Train a staff member in Seasons program. Organise a Wellbeing week for the whole school. 5/6 team School Council Quality Lunch time clubs well attended. Rotating of varying lunch time clubs throughout the year. Develop student leadership program. Improve communica tion and sharing of information across the school and school community. Establish lunch time clubs for 2016 that cater for range of students interests and needs. Develop a clear and concise Absentee policy. Re-Establish clear processes for recording staff and student absences. Follow-up process for students who are absent to be implemented. Promote Torquay College App to all families. All staff trained in the use of Sentral. Explore options to extend the modules on Sentral to include parent and student use. Fund skool bag to provide Torquay College App. Term 4 Term 1 Terms 1-4 Documentation of an agreed absentee policy. Staff recording student absences accurately on Sentral. A clear process for managing absenteeism visible by all staff on Sentral/school Document module. Staff to follow Torquay College protocols for addressing student absences. Torquay College App featured in Quaynotes and Information sessions. PD all new staff in the use of Sentral. Increase number of families using Torquay College app From 2806 in 2015 to 2850 in 2016

6 PRODUCTIVITY To have all students deemed capable make at least one year progress annually in English. Targets Equity Funding strategy Deepen the capacity of all staff to meet the diverse learning needs of cohorts of students including PSD, Koori and EAL. Provide additional support for students in English. Reading Recovery data will reflect at least growth with students included in the program. Reading Rocks data will reflect at least growth with students included in the program. Multi Lit data will reflect at least growth with students included in the program. $14,000 staff & $14,000 resources from Equity funding. Plus approx $140,000 from Torquay College SRP and Local funding. Provide additional support for students who are not meeting benchmark in English Teachers test and recommend students to be supported through the following programs. Foundation - Employ a speech pathologist to support identified students with language development. Year 1 - Employ a Reading Recovery teacher to support students who are below level 6 in reading. Year 2 Provide Language support via small groups working with support staff. Pay salaries for staff. Provide facilities to run programs. Provide resources required to run programs. Recruit volunteers from the local community. Class teachers Speech Pathologist and Reading Recovery teacher and Prin team Students making at least six month growth during all support programs by end of term 2. Progress measured by F&P and RR assessments. Students in reading recovery satisfactorily complete the programs by reaching above level for age in reading. Year 3 6 Implement a Multi Lit program for students with identified. Year 3 6 Expand the Reading Rocks program. Use assessment data to determine students at most need of support in English. Multi Lit teacher and Increased number of students working with trained volunteers making growth to expected level or above in reading. Progress measured by F&P data. All student in Reading Recovery will achieve level 15 by the end of the program. Allow time for teacher aides to implement the program under the guidance of Reading Recovery teacher. Employ Multi Lit teacher to implement the program. Increase the number of volunteers and match them with identified students under the guidance of Multi Lit teacher.

7 Monitoring of Annual Implementation Plan: for Improving Student Outcomes ACHIEVEMENT Actions: 6 month progress against success criteria and /or progress against success criteria and /or Budget ENGAGEMENT Actions: 6 month progress against success criteria and /or progress against success criteria and /or Budget WELLBEING Actions: 6 month progress against success criteria and /or progress against success criteria and /or Budget PRODUCTIVITY Actions: 6 month progress against success criteria and /or progress against success criteria and /or Budget