Excellence in teaching and learning

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1 Annual Implementation Plan: for Improving Student Outcomes 4317 Ashburton Primary School DRAFT 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: Based on Strategic Plan Excellence in teaching and learning Professional leadership Positive climate for learning Community engagement in learning. Endorsements Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and evidencebased 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): Endorsement by School Principal Signed Name: Natalie Nelson Date: March 22, Priority Excellence in teaching and learning Initiatives 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 Endorsement by School Council Signed. Name. Professional leadership Building leadership teams: Schools will strengthen their succession planning, develop the capabilities of their leadership teams in using evidence Date Positive climate for learning Empowering students and building school pride: Schools will develop approaches that give students a greater say Setting expectations and promoting inclusion: Schools will work across their communities to implement support to health, wellbeing, inclusion and engagement of all students Endorsement by Senior Advisor Signed Name: Sharon Saitlik Community engagement in learning Building communities: Schools will strengthen their capacity to build relationships with the broader community by partnering Date: March 22,

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 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 targets, and the diagnosis of issues requiring particular attention. At Ashburton Primary School, everything we do is guided by three simple principles. They apply to our students, our staff, our families and all other members of the APS community. The principles are: Be. We are positive and optimistic people. Our students are motivated, dedicated and resilient; confident, thoughtful and supportive. They lead in many ways, showing good judgment. Our staff and families model this behaviour, guiding our students to fulfil their potential, well equipped for the next phase of their life. Know. Active learning is the centre of the Ashburton model: a partnership between students, staff and families that fosters enquiry, creativity and critical thinking on a foundation of core academic excellence, and physical, social and emotional wellbeing. Learning at APS is collaborative, stimulating and developmentally appropriate. Contribute. We thrive on working together to foster community cohesion: within the school, our local area, and beyond, demonstrating respect, acceptance and social responsibility. The school intends to build upon the positive climate for learning by empowering students to have an authentic voice in their learning. In 2015, student led conferences were introduced in years 3-6. In, the school intends to build upon those conferences and empower students to have a greater voice in individual goal setting. The focus on writing under the tutelage of education consultant, Deb Sukarna will also allow teachers to develop approaches that give students a choice in the decisions that affect their learning and their lives at school. The Stimulating Learning indicator in the Student Attitude to School Survey whilst high could be further improved. Our aim is for students to take responsibility for their own learning to become more independent, self aware and have the ability to analyse their own learning (metacognition). The school intends to embed the school values of respect, resilience and responsibility into all aspects of the curriculum. The explicit teaching of the weekly SMILE program will be focused on Responsibility. This will help empower students to be independent responsible learners and build school pride. The professional learning component for all teachers will be viewed through the lens of Know thy Impact, based on the work of John Hattie and the effect of feedback. The leadership team will participate in regular coaching and utilise the work of Michael Fullan on Coherence making. Key Improvement Strategies (KIS) List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas. Initiative: Empowering students and building school pride KIS To build teacher capacity to plan, deliver and assess individualised literacy and numeracy programs. To continue to develop the quality of teaching for new and current members of staff. To explore and develop formal and informal methods of feedback and reporting to improve student engagement. To develop the capacity of students to be resilient, socially responsible and respectful in all their relationships.

3 Annual Implementation Plan: for Improving Student Outcomes ACHIEVEMENT Goals Improve student outcomes in numeracy and writing from Prep Year 6 Targets 1 & 2. Student Achievement Data Increase the percentage of Year 1-6 students above expected Victorian Curriculum teacher judgements levels in Literacy and Numeracy (this equates to 6-12 months ahead) Writing from 47% (2014) to 70% Number from 56% (2014) to 70% The cohort of 2013 Prep students will achieve the following results by Year 3 (same time as the Strategic Plan implementation) Writing from 15% (2014) to 60% Number from 23% (2014) to 65% Improve the percentage of Year 3 students achieving at or above a NAPLAN band 5 in Writing from 75% (2014) to 80% Spelling from 61% (2014) to 70% Number from 74% (2014) to 80% Improve the percentage of Year 5 students achieving at or above a NAPLAN band 7 in Writing from 34% (2014) to 50% Spelling from 54% (2014) to 70% Number from 71% (2014) to 80% In Yr 3 & 5, compared to other Govt schools, the school NAPLAN mean will be in the top 10% for Writing and Number. 3. Curriculum Documentation The Ashburton Ways of Working staff handbook will reflect Reading, Writing, Spelling and Number. 4 & 5. Staff Opinion Survey Professional Growth will reflect improvement from 2014 benchmark data. Ashburton Primary School generated induction survey will reflect improvement from 2014 benchmark data. 12 month targets 1 & 2. Student Achievement Data Increase the percentage of Year 1-6 students above expected Victorian Curriculum teacher judgements levels in Literacy and Numeracy (this equates to 6-12 months ahead): Writing 2014 Achieved 2015 Target Writing Achieved 2015 Target Number Improve the percentage of Year 3 students achieving at or above a NAPLAN band 5 in: 2014 Achieved 2015 Target Writing Spelling Number

4 Improve the percentage of Year 5 students achieving at or above a NAPLAN band 7 in: 2014 Achieved 2015 Target Writing Spelling Number In Yr 3 & 5, compared to other Govt schools, the school NAPLAN mean will be in the top 10% for Writing and Number. 3. Curriculum Documentation The Ashburton Ways of Working staff handbook will reflect Writing. 4 & 5. Opinion Survey Professional Learning component in the Staff Opinion survey to be above 80%. Teaching and Learning component in the Student Attitude to School Survey mean factor score to be above 4.7. Stimulating Learning in the Parent Opinion Survey mean factor score to be above 6.0 Ashburton Primary School will devise an induction survey to provide benchmark data. KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress To build teacher capacity to plan, deliver and assess individualised literacy and numeracy programs. Weekly planning in year level teams to ensure consistency and quality of teaching practice. Use the Victorian curriculum achievement standards to design programs and monitor student progression. Establishing a school wide approach to writing based on Writers Notebook. Participate in Writing Project with cluster schools; Camberwell High School, Canterbury PS and Camberwell PS. Ensure a focus on the explicit teaching of Numeracy is maintained. Review assessment tools for tracking student progress in Numeracy. Regular monitor and adjust learning programs based on analysis of performance data and other information sources. Educational consultant, Deb Sukarna to be employed to deliver two curriculum days and 15 PL sessions throughout the year at a cost of $ PL sessions focused on the teaching of numeracy, building upon the work of educational consultants Barb Clarke and Doug Williams. All staff led by Level leaders Writing Steering committee to work with Deb Sukarna to lead internal PL within and across teams. Develop Ways of Working documentation. Numeracy steering committee to continue developing Ways of Working in number Evidence of planning documents to contain a consistent approach including concept to be taught, specific language, differentiation of student instruction, texts book consulted for teacher background and varied approaches with like and mixed ability. Individual Learning Plan s developed for those not meeting benchmark. Tiered approach to support implemented. Student outcomes in NAPLAN and Teacher judgements to be closely aligned. Teacher judgements in Literacy and Numeracy against the Victorian Curriculum to be at least one years growth. APS Ways of working document to reflect school wide approach to teaching writing. APS Ways of working document to reflect school wide approach to teaching number and a continuum of understandings across the school. To continue to develop the quality of teaching for new and current members of Promote regular feedback and appraisal processes to ensure all teachers are actively evaluating their practice. Regular coaching for level leaders, with a focus on Team teaching from Prep- Year 6 Teacher performance and development feedback model Getting off the dance floor. $2000 for CRT costs to cover performance reviews. All staff Year level leaders Teacher Performance and Development Plans aligned with Literacy and Numeracy targets set in the Annual Implementation Plan. All teachers abide by the expectations set in the Year Level Pod Plan. This outlines their goals, expectations, collaboration to ensure high quality teaching and learning. Teachers mid year review to have a self reflection and peer and

5 staff. GROWTH coaching and the work of Michael Fullan and Coherence making. Fortnightly meetings. principal observation on the implementation of the Writers Notebook philosophy and pedagogy to teaching writing. Individual teachers implement, reflect and act upon feedback. Participation and contribution in regular meetings. Coherence component in the Staff Opinion Survey to be above 80%. Annual Implementation Plan: for Improving Student Outcomes ENGAGEMENT Goals Increase the active participation of students in their extra curricula learning. Targets 1. Classroom Observations Students to be using a variety of learning technologies to consume, create and produce as evidenced by observations and integrated learning projects. Staff members to confidently choose the appropriate and supportive technology regularly in their lessons. 2. Students Attitude to School Survey Learning Confidence to remain in the 4 th quartile but improve from 4.51 by Student Learning to remain in the 4 th quartile but improve from 4.21 by Student Motivation to remain in the 4 th quartile but improve from 4.80 by Parent Opinion Survey Reporting to improve from the 2 nd quartile (5.51 in 2014) to be in the 3 rd quartile in Stimulating Learning to improve from the 3 rd quartile (6.1 in 2014) to be in the 4 th quartile in Student Motivation to improve from the 2 nd quartile (5.69 in 2014) to be in the 3 rd quartile in month targets 1. Classroom Observations Students to be become familiar with a variety of applications using ipads/ laptops as evidenced by observations and integrated learning projects. Staff members to share with their colleagues at least one new application that best fit the curriculum needs. 2. Students Attitude to School Survey Learning Confidence to remain in the 4 th quartile but improve from 4.51 to Student Learning to remain in the 4 th quartile but improve from 4.21 to Student Motivation to remain in the 4 th quartile but improve from 4.80 to Parent Opinion Survey Stimulating Learning to improve from the 3 rd quartile (6.1 in 2014) to 6.5. Student Motivation to improve from the 2 nd quartile (5.69 in 2014) to Staff Opinion Survey Teaching and Learning component to be above 80%.

6 KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress To provide a stimulating learning environment where students are active learners who collaborate, explore and connect with the school and the wider community. To develop better use of learning technologies we need to audit current ICT hardware and software, identify problems and develop a plan to trouble shoot. To develop better use of learning technologies we need to create a scope and sequence of ICT skills to ensure students are supported in their production of ICT projects. Maintain level of hardware in and develop new strategy and lease agreement for Create a scope and sequence of ICT skills to assist teacher planning in incorporating student skill development to ensure students are supported in their production of ICT projects ICT Steering committee in consultation with Study Tech ICT steering committee Hardware will be utilised in all areas of curriculum and easily accessible for all students. Staff to feel confident with its reliability. The scope and sequence documentation will be used in team planning to assist with areas of instruction leading towards students produced ICT products. To explore and develop formal and informal methods of feedback and reporting to improve student engagement. Review Integrated Learning scope and sequence in line with Victorian Curriculum Implement processes for supporting teachers to incrementally expand their mastery of high impact feedback. The integrated learning steering committee will investigate all areas of Integrated learning including PYP, Inquiry and the Ashburton scope and sequence. These formats will audited against the new Victorian curriculum using documents from the VCAA. A recommendation will be developed for 2017 implementation Professional Learning for staff on feedback models. Year level teams to focus on one area to develop and trial. Integrated Learning steering committee Various formats on Integrated learning will be evaluated and recommendations made for implementation in Audit documents will result in all areas of the Victorian curriculum being covered. APS Ways of working document to reflect school wide approach to Integrated learning. Whole school Students will be able to articulate their areas for achievement and readily set new learning goals based on feedback. This will form part of the mid and end of year Teacher Performance Review. Individual student goals developed and reviewed in Number, Reading and Writing, documented on Compass and shared with parents through student led conferences in Term 1 and Term 2. Reporting component in the Parent Opinion Survey to be above 5. Anecdotal and survey evidence of greater engagement and student voice. Setting objectives and providing feedback component of the Staff Opinion Survey to be above 90%.

7 Annual Implementation Plan: for Improving Student Outcomes WELLBEING Goals Improve each child s capacity to create and maintain positive relationships. Targets Survey Data Parent Opinion Survey Social Skills to improve from the 3rd quartile (5.97 in 2014) to be in the 4 th quartile in Student SMILE survey to reflect improvement in engagement and content knowledge. Curriculum Documentation The school meaningful links scope and sequence document will reflect each year levels special connection to a local, national or international organisation. 12 month targets Survey Data Social Skills component in the Parent Opinion Survey to improve from the 3rd quartile (5.97 in 2014) to 6.2. Student Relationship component on the Student Attitudes to School Survey to be above 4.4. School Staff Safety and Wellbeing component in the Staff Opinion survey to be above 80%. School generated Student SMILE survey to be at 85% satisfaction. Curriculum Documentation The Principal to explore and investigate a range of options to connect with local, national and international organisations. KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress To develop the capacity of students to be resilient, socially responsible and respectful in all their relationships. To evaluate and enhance the SMILE program with a focus on responsibility. Introduce Smiling Mind App to all students. Ensure the SMILE program is aligned to the Ethical Capability component in the Victorian Curriculum. Weekly SMILE session after assembly on a Monday morning. Smiling Mind session to end assembly Wellbeing steering committee to write SMILE program and seek feedback from staff twice per term. All staff to implement. Students have a range of tools and skills to be confident and have a positive sense of self worth as evidenced by the Student relationships and wellbeing component in the Student Attitude to School Survey mean factor score to improve. The Social Skills component in the Parent Opinion Survey mean factor score to be above 5.8 Strong rapport between students and teachers as evidenced by School Staff Safety and Wellbeing component in the Staff Opinion survey to be above 80%. School generated survey data will reflect students, teachers and parents use the language and strategies of resilience and responsibility outlined in the weekly SMILE program and communicated via the newsletter. Enhanced procedures for collecting and sharing of information for incoming prep students from early childhood and parents to ensure a smooth prep transition. Review the current Prep Transition Program. Parents Association to facilitate a parent focus group to provide feedback and suggestions. Liaise with current feeder Kindergartens to discuss Prep Transition Statements. Liaise with local schools to align more closely with their prep transition programs. Provide time for Prep Co-coordinator to visit kindergartens. Principal, Prep coordinator and Parents Association. Term 1 Transitions component of Parent Opinion Survey to improve from Ashburton Prep transition survey to record a high satisfaction rate. A database indicating academic, behaviour, health and medical needs to be provided to all prep teachers.

8 Annual Implementation Plan: for Improving Student Outcomes PRODUCTIVITY Goals Improve the effective and efficient use of school resources. Targets 1. Online Management System Data Percentage of parents using Compass will be at 98% by Online Permission forms will be at 98% by Parent/teacher conference bookings will be at 98% by All students will receive the appropriate allocation of resources as evidenced by School Financial Data Report. 12 month targets 1. Online Management System Data Percentage of parents using Compass will be at 75% by end of. Online Permission forms will be at 75% by end of. Parent/teacher conference bookings will be at 75% by end of KIS Enhance processes and procedures that support quality planning and decision making. ACTIONS: what the school will do To develop an online learning management system to streamline data collection, share documentation more readily and to enhance two-way communication for parents and staff members. All students will receive the appropriate allocation of resources as evidenced by allocated budgets. HOW the school will do it (including financial and human resources) Budget for cost of modules and training of Compass (online management system) WHO has responsibility Office personnel, Business Manager, Principal and Assistant Principal. WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress Positive parent feedback that paying fees and booking Parent/Teacher interviews on Compass is efficient and user friendly. Teachers indicate recording student absence data and using reporting system on Compass is efficient and user friendly. To use the resources allocated to the school - people, time, space, funding, facilities, community expertise, professional learning, class structures, timetables, individual learning plans and facilities to the best possible effect and in the best possible combination to support improved student outcomes and achieve its goals and targets. School Council to review SRP and cash budget monthly to ensure funding is appropriately managed. Consultative Committee and Leadership members to review the appropriate allocation of resources monthly. No Budget required Principal, School Councillors, Leadership team and Business Manager Distribution of financial, human and physical resources used effectively. Consultative Committee and Leadership members to review a number of proposals, then recommend 2017 staffing profile and class structure within budget. The Asset Management Plan of $900,000 is used in accordance with DEECD guidelines to enhance school facilities over the next four years. Complete Asset Management Program ready for implementation. Personnel to attend all workshop sessions. Tempany Architecture, Principal and School Council President Successful tender and contractor appointed. School Council to work in collaboration with DEECD to manage school population growth. Implement new enrolment boundary and DET enrolment policy. Engagement with NEVR and the senior advisor. Principal and Office personnel. Enrolment numbers to remain between

9 Monitoring of Annual Implementation Plan: for Improving Student Outcomes ACHIEVEMENT Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence ENGAGEMENT Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence WELLBEING Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence PRODUCTIVITY Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence

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