School Strategic Plan for Footscray Primary School

Transcription

1 School Strategic Plan for Footscray Primary School The grey boxes included throughout this template denote either components of the School Strategic Plan that are mandated by either legislative or regulatory requirements, or drafting notes to support schools in their development of the plan. Please remove these notes once the Plan is complete. Purpose A quality strategic plan that engages the whole school community in its development ensures that the school is united by a common purpose. The plan helps to establish a clear and shared understanding of the school s strategic direction for the next four years, expressed through goals, targets and key improvement strategies. The School Strategic Plan draws on the information gathered and directions identified through the school selfevaluation and review processes. It is informed by extensive consultation with students, staff, parents and carers, and engagement with the broader community including relevant community agencies and business. Importantly, the Plan is a living document; if the circumstances of the school change, then so too should the plan. The School Strategic Plan can be modified at any time through a process of re-endorsement by the Principal, School Council President, and the delegate of the Secretary of the Department of Education and Early Childhood Development. Legislative context The development of the School Strategic Plan is required under the Education Training and Reform Act 2006 Section , subsection (1.) The Act states that: A school council must, in accordance with any Ministerial Order, prepare a school plan that sets out the school's goals and targets for the next 4 years and the strategies for achieving those goals and targets. Effective planning There is no single best way to develop a quality strategic plan, but there are common processes that underpin effective planning. These includes: Engaging the whole school community in the development process Defining the school s vision, purpose and values Focusing on a desired future for the school, its students and the community more broadly. Agreeing on a discrete set of outcomes to be achieved over the next four years Selecting a small number of improvement strategies that, based on the available evidence and the context of the school, will most likely lead to the achievement of the agreed outcomes. Planning the implementation of each strategy, with clear allocation of resources, roles and responsibilities to the achievement of each step Identifying, in the form of milestones and targets, what success will look like when it has been achieved. 1

2 Endorsements Endorsement by School Principal Signed. Name. Date Endorsement by School Council Signed. Name. Date School Council President s endorsement represents endorsement of School Strategic Plan by School Council Endorsement by the delegate of the Secretary Signed. Name. Date Legislative context for endorsement Section , subsection (2) of the act states that A school plan prepared under subsection (1) must be signed by both the president of the school council and the principal and must be submitted to the Secretary for approval within the period specified in a Ministerial Order. Ministerial Order 470 states that the requirements for the school plan are set out in guidelines produced by the Department of Education and Early Childhood Development. This template forms the guidelines. 2

3 School Profile Purpose The concept of a vision for a school has been demonstrated to be an essential characteristic in the school improvement and effectiveness research over several decades and across a wide range of education systems. Such a statement provides a foundation for the school s strategic planning decisions and for ongoing performance against the school s stated objectives and values. Regulatory context In order to be registered, all Victorian schools must meet a set of minimum standards, which are regulated by the Victorian Registration and Qualifications Authority (VRQA). Under the VRQA s School Governance standard, a school must have a clear statement of its philosophy. The statement is expected to cover the school s vision, values, mission or objectives, including an explanation of how the school s philosophy is enacted and articulated to staff, students, parents, guardians and the school community. Purpose Values Drafting note: strategic planning needs to be anchored in the school s fundamental reason for existence its purpose. A school s statement of purpose answers the basic questions: what are we here for? Statements of purpose are shared and owned by the school community, are appropriate to the needs and expectations of the community, and are easily understood by the whole school community. Footscray Primary School aims in partnership with our community to be creative in developing internationally minded students who are active, compassionate and respectful life-long learners. We foster the personal and academic development of students through an authentic, supportive and engaging environment and a comprehensive and balanced curriculum. Students will strive to develop a deep level of intercultural understanding through exploring the ideals of internationalism and responsible citizenship who value plurilingualism, taking into account our environment and sustainability. Participation, transparency and accountability are key elements of a successful community. Our purpose at Footscray Primary School is to promote learning for life by: 1. The needs of the children come first. 2. Everyone in the community is special and important. 3. Each of us work together to be the best we can in a stimulating learning environment. 4. Learning is active, meaningful and creative. 5. We have high expectations of ourselves and each other. Drafting note: Values are those things that are most important to a school and its community. Values describe the principles and expectations that guide the school and provide a reference point for decisions and actions. Values shape the way people interact and work together by creating shared expectations and behavioral norms. Personal Best- Striving to do our best, achieving our goals and celebrating our successes (Be a Learner) Harmony- Acknowledging and valuing individual differences and actively contributing towards a safe and caring community. Responsibility- Taking ownership of behaviour and actions and setting a positive role model for others (Be Responsible and Be Safe). Cooperation- Working together, communicating effectively and supporting and challenging each other appropriately. Respect- Maintaining integrity by being honest and courteous at all times and acknowledging the beliefs and rights of others (Be Respectful) 3

4 Environmental Context Service Standards Drafting note: Strategic planning recognises that each school operates within a unique context, shaped by its history, its community and its desired future. Analysis of the school s environmental context answers the question: What are the influences that will impact on our school and the achievement of our goals into the future? In describing the environmental context, schools will consider both the current and future needs of children and young people in the community as well as community expectations, the socio-demographic composition of the community, broader education provision (including early childhood and post-compulsory provision options), facilities and infrastructure, labour market conditions, and government policies and regulations. Footscray Primary School was established in We are a medium size school with a current student population of 360 students. This has increased by 150 students in the past three years. Footscray Primary School has extensive grounds that are shared with our local community. We have a proud history of community participation and support that generates a strong sense of community pride. We are committed to creating a connected school community through becoming a Kidsmatter school, where we have a strong focus on the mental health and wellbeing of our students. The culture of our school is developed through living the behaviours that are underpinned by our core values. Respect for one another as professionals and the importance placed on the partnership with our families in childrens learning and development are essential with achieving our purpose as a school of excellence. We connect with our community through a diverse range of educational and cultural events through school assemblies, Primary Years Programme in Action Evenings, whole school performances, open days, Pizza and African Drumming evening, sister school relationship, excursions, incursions, camps and an international study tour to Vietnam. In 2009 Footscray Primary School became an accredited International Baccalaureate School, implementing the Primary Years Programme. Since then we have been evaluated and received commendations of excellence. Intercultural understanding and learning through two languages are the corner stones of successful global citizenship. Based on the principles of language immersion education students are taught in and through Vietnamese language. At Footscray Primary School we value and respect the 30 different cultures at our school and seek to ensure everyone feels a part of our rich and diverse community. We seek to provide our students with a rich curriculum where they learn the essential skills, dispositions, values and knowledge so they can be successful and confident learners of the 21 st Century. Drafting note: In accordance with the school s purpose and values, this section provides an opportunity to clearly articulate to the community what standards of service the school will hold itself to. Service standards typically describe who the school is serving, the services the school will provide, and the standards of quality and responsiveness with which the school will provide the services. General The school fosters close links with parents and the broader school community through its commitment to open and regular communications. The school commits to the active sharing of its vision and goals to ensure school community engagement in the school s strategic plan. The school guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and life (communication, thinking, research, social and self management). The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential. All students will receive instruction that is adapted to their individual needs. 4

5 Specific The school will respond to all communication by parents and caregivers within 2 working days. Parents will be engaged regularly when their child does not behave in a socially acceptable manner. Students will play an active part in the development and review of school wide positive behaviour policies.. All teachers will provide timely and targeted feedback to students on their work. 5

6 Strategic Direction Purpose: A school s strategic direction is defined by goals and targets for improvement in the four outcome areas, and key improvement strategies to achieve the goals and targets. Schools have significant flexibility in defining their goals, targets and key improvement strategies according to the needs and expectations of their community. Typically, the Strategic Plan will have one goal against each outcome area, though schools may choose to include more. The goals, targets and key improvement strategies articulated in the School Strategic Plan will underpin individual performance and development planning for school staff. Regulatory context Under the Education Training and Reform Act 2006 Section , subsection (1) of the Act states that: A school council must, in accordance with any Ministerial Order, prepare a school plan that sets out the school's goals and targets for the next 4 years and the strategies for achieving those goals and targets. Goals Targets Key Improvement Strategies Goals are aspirational statements. They define what outcomes the school is striving to achieve. Goals evolve from the school s purpose, values and context and build on the analysis of student outcomes undertaken through the selfevaluation and review processes. Targets are defined measures of the successful achievement of the school s goals. Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to achieve, or on the outcomes of a smaller group of students. Key improvement strategies are the high-level actions that the school will undertake to achieve its goals and targets. They represent the sequential process of change that will need to occur if the goals and targets are to be realised. Key improvement strategies are broad and are likely to take several years to implement successfully and sustainably. Implementation of the key improvement strategies will be documented in detail through the school s Annual Implementation Planning process. Achievement Achievement refers to both the absolute levels of learning attainment and growth in student learning that schools strive to support. To improve the learning growth and achievement of every student in literacy and numeracy. Every child at Footscray Primary School experiences at least one year s growth in reading, writing and numeracy. For children on individual learning plans their growth will be assessed individually. This means every child achieving a 0.4 effect size growth in all Australian Curriculum 1. Develop, document and implement a whole school guaranteed and viable curriculum that includes assessment in literacy, numeracy and inquiry. 2. Build leadership across the school including the Guiding Coalition (GC) and Professional Learning Teams (PLT S) that focus on student 6

7 While recognising that literacy and numeracy are essential foundations for students success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students co-curricular achievements. and school based assessment. (Fountas and Pinnell, PAT Maths and Reading and NAPLAN). 90% of Foundation students to at or above expected level for minimum (Level C) of 0.4 growth on Fountas and Pinnell intervention at Foundation. Decrease low growth in reading, writing and numeracy to less than 10% of students. Increase high growth of students in these areas to above 30% of students. Improve the NAPLAN mean score in Year 3 and 5 by 10%. The means over the past five years up to 2013 were: Year 3 Reading 444 to 484, Writing 416 to 456 and Numeracy 417 to 457. Year 5 the means are; Reading 494 to 550, Writing 479 to 440 and Numeracy 500 to % of students working above the expected level in literacy and numeracy F-6 for teacher judgements against Australian Curriculum. learning. The four questions will focus our work -What do we want our students to learn? -How will we know they have learned it? -How will we respond when some students don t learn? -How can we extend and enrich the learning for students who have demonstrated proficiency? 3. Build the effectiveness and efficacy of every teacher by implementing an agreed and research-based curriculum delivery model based on inquiry and instructional practices across the school (Marzano). 4. Embed a whole school approach to assessment and the use of data and evidence, to track the progress of every student and inform point of learning through the triangulation of data in literacy, numeracy and inquiry. 5. Introduce a school-based professional learning using teacher inquiry and knowledge building cycle and implement the GROWTH coaching model across the school. 7

8 Engagement Engagement refers to the extent to which students feel connected to and engaged in their learning and with the broader school community. Engagement spans students motivation to learn, as well as their active involvement in learning. Engagement also refers to students engagement as they make critical transitions through school and beyond into further education and work. To enhance the learning growth and achievement of every child by improving student engagement (Emotions, Interest, Perceived Importance and Perceptions of efficacy). Improvement in student engagement is the expected outcome demonstrated by: Improving teaching and learning variable means for the Attitudes to School Survey. Learning Confidence- 3.9 to 4.2 Stimulating Learning to 4.3 Student Motivation to 4.6 Teacher effectiveness 4.27 to 4.5 Teacher Empathy 4.37 to 4.6 High levels of teacher engagement as demonstrated in the new staff survey modules (particularly professional development of school staff). Average attendance rate for all year levels to be above 95%. 6. Build teacher capacity and understandings in the delivery of the Primary Years Program (PYP) that supports an engaging curriculum. 7. Clarify school vision and embrace values so that they are shared by the school community and underpin the purpose and work of the school through enhanced communication. 8. Ensure challenging goals and effective feedback for all students and teachers in literacy, numeracy and inquiry. Wellbeing Students health, safety and wellbeing are essential to learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining students positive learning experiences. To enhance support for every student to build positive emotional and mental health and well-being. Student Attitudes to School Survey variables. In 2013 Student morale 5.65, school connectedness 4.24 and the student relationship variables (peer connectedness 4.24, classroom behaviour 3.22 and student safety 4.44). Increase the mean values to be: Student morale 5.8, school connectedness 4.5 and the student relationship variables (peer connectedness 4.4, classroom behaviour 3.5 and student safety 4.5). 9. Build and enhance positive home and school partnerships so all stakeholders have the opportunity to fully participate. 10. Develop school wide positive behaviours to create a safe and orderly environment. 11. A whole school approach to the implementation of the Kidsmatter framework to build the capacity of teachers, parents and children to understand and improve mental health and wellbeing. 8

9 Productivity Productivity refers to the effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school. Successful productivity outcomes exist when a school uses its resources 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. Maximise the use of resources available to the school to ensure all students at Footscray Primary School can achieve their full potential and growth aligned to our strategic intent. Literacy and Numeracy coaches to employed to support capacity building of all teaching staff. Expert consultant Kath Murdoch continues to mentor teachers in the area of inquiry. P.Y.P Coordinator to employed as Leading Teacher. High performing teams developed through providing time to support teachers to plan, learn and assess together. Time provides for key staff to developed guaranteed and viable curriculum in literacy and numeracy. 12. Monitoring and evaluation process of the school strategic resource plan against student learning data. 9

10 School Strategic Plan : Indicative Planner Purpose: the purpose of the indicative planner is to assist the school to prioritise key improvement strategies to support resource allocation and to describe the changes in practice and behavior that might be observable at the school if the key improvement strategies are being implemented as intended. Key Improvement Strategies Actions Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail. Achievement Milestone Achievement milestones are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Achievement milestones often reflect observable changes in practice or behaviour. To simplify and focus the school s monitoring of progress, only a limited number of achievement milestones should be set. Achievement Year Guaranteed and Viable Curriculum- Develop, document and implement a whole school guaranteed and viable curriculum that includes summative and formative assessments in Numeracy, Writing and Inquiry. Scope sequences are developed identifying essential skills, knowledge and understandings in literacy, numeracy and inquiry. This includes strong connections to our Vietnamese Bilingual programme. Curriculum documents such as Teaching and Learning at F.P.S and Literacy and Numeracy Scope and Sequences are used at Professional Learning Team Meetings to ensure Essential Learnings are identified in Numeracy and Literacy. Collaborative teams are clear on the criteria they will use in assessing the quality of student work and can apply the criteria consistently in literacy and numeracy e.g. Fountas and Pinnell Literacy Continuums. 10

11 Collegiality and Professionalism-Build leadership across the school including the Guiding Coalition (GC) and Professional Learning Teams (PLT S) that focus on student learning. The four questions will focus our work - What do we want our students to learn? - How will we know they have learned it? - How will we respond when some students don t learn? - How can we extend and enrich the learning for students who have demonstrated proficiency? Introduce the evidence based professional learning cycle, modelled on the work of Helen Timperley: - Where am I now? Reflect critically on teaching in relation to student learning. - Where am I going? What do I need to learn to promote the learning of students? - How will I get there? What professional learning will help? - How will I know when I get there? Evaluate impact and reflect on learning Professional Learning Teams meet regularly with discussion focused on teaching and learning at F.P.S. and student data examined at each team planning. Teachers are gathering evidence through ongoing and formative assessment and use it to: - Identify students at risk who need additional time and support or proficient students who need their learning enriched or extended. - Identify strategies to improve individual teacher practice. - Identify strategies to improve the team. Establish a coaching programme for professional learning in literacy, numeracy and investigations using the GROWTH model of coaching involving Principal, Assistant Principal and Team Leaders. Staff demonstrating numeracy and literacy coaching ideas in classrooms including lesson structures, development of numeracy walls to include vocabulary and embed instructional practices. 11

12 Classroom Curriculum Design and Instructional Practices- Use an Inquiry model and embed researched and evidenced based instructional practices to develop an agreed upon curriculum delivery model which researched based. (Review three practices for Creating the Learning Environment and introduce the next four practices for Developing Understanding) Teachers understand the stages of inquiry and the connected purposes, learning experiences and questions that can support each stage within the process. To develop strong links between inquiry/ investigations and formal literacy and numeracy sessions. This will promote authentic ways students can apply literacy and numeracy learning in investigations and inquiry. An inquiry model connected to the principles of constructivism is implemented and teachers understand the stages of inquiry and the essential questions that support each stage of inquiry. The stages of inquiry are: Tuning In, Finding Out, Sorting Out, Going Further, Reflection and Action. Embed into the inquiry model for learning are the first 7 instructional practices that support the creation of a rich learning environment, help students develop understanding and help students extend and apply knowledge. A curriculum delivery model is used and is evaluated embedding researched based classroom instructional practices and the inquiry model. The inquiry model embeds classroom instructional practices where appropriate. Challenging Goals and Effective Feedback- Build the capacity of all teachers to assess students against the standards and teach students the next point of learning in English and Vietnamese. Embed formative and summative assessment and a whole school approach to use of data and evidence to track the progress of every child with SPA in literacy and numeracy and inform planning in our teams. Teachers monitor the learning of every student s attainment of essential learning in literacy and numeracy through frequent team-developed common formative assessments that are aligned with summative assessment as outlined in schedule. Consistent Criteria is used for assessing quality of student learning. Students set challenging goals in literacy and numeracy, based on assessment of needs and essential learning Every child at Footscray Primary School 12

13 experiences at least one year s growth in reading, writing and numeracy. For children on individual learning plans their growth will be assessed individually. This means every child achieving a 0.4 effect size growth in all Australian Curriculum and school based assessment. (Fountas and Pinnell, PAT Maths and Reading and NAPLAN) 90% of Foundation students to at or above expected level for minimum (Level C) of 0.4 growth on Fountas and Pinnell intervention at Foundation. Decrease low growth in reading, writing and numeracy to less than 10% of students. Increase high growth of students in these areas to above 30% of students. Improve the NAPLAN mean score in Year 3 and 5 by 10%. The means over the past five years up to 2013 were: Year 3 Reading 444 to 484, Writing 416 to 456 and Numeracy 417 to 457. Year 5 the means are; Reading 494 to 550, Writing 479 to 440 and Numeracy 500 to % of students working above the expected level in literacy and numeracy F-6 for teacher judgements against Australian Curriculum. 13

14 Year Guaranteed and Viable Curriculum- Teachers continue to build shared knowledge regarding the essential curriculum using scope and sequences, F& P literacy continuums and Numeracy developmental continuums during P.L.T. Use the following three part test: - Does it have endurance? Do we really expect our students to retain the knowledge, skills and understanding over time as opposed to learning it for the test? - Does it have leverage? Will proficiency in this standard help the students in other areas of the curriculum? - Does it help student readiness for the next level of learning? - What do we currently teach that we can eliminate from curriculum because it is not essential? All staff use Australian Curriculum,scope and sequences identifying essential learning in literacy, numeracy and inquiry across the school. Use a Keep, Drop and Create to engage in dialogue about essential learning. See Learning by Doing, Page 65. Teacher assessments are aligned to essential learning and are identified in all planners. SPA is used regularly at PLT Meetings. Two focuses for P.L.T are; -What does proficiency look like? What would this standard, if mastered, look like in student work? -Develop effective strategies for monitoring student learning so student learning is monitored on a timely basis. Demonstrate how each common assessment is aligned to essential learning. Strong links and connections are established between Strategic Plan, annual Implementation Plans and Performance and Development plans. A strong connection is made between linking individual and team goals to school goals. Professional Learning Teams meet 14

15 Collegiality and Professionalism- Continue to build leadership across the school including the Guiding Coalition (GC) and Professional Learning Teams (PLT S) that focus on student learning. The four questions will focus our work: - What do we want our students to learn? - How will we know they have learned it? - How will we respond when some students don t learn? - How can we extend and enrich the learning for students who have demonstrated proficiency? Introduce the evidence based professional learning cycle, modelled on the work of Helen Timperley: - Where am I now? Reflect critically on teaching in relation to student learning. - Where am I going? What do I need to learn to promote the learning of students? - How will I get there? What professional learning will help? - How will I know when I get there? Evaluate impact and reflect on learning. regularly with discussion focused on teaching and learning at F.P.S. and student data is regularly examined. Teachers are gathering evidence through ongoing and formative assessment and use it to: - Identify students at risk who need additional time and support or proficient students who need their learning enriched or extended. - Identify strategies to improve individual teacher practice. - Identify strategies to improve the team. Collaborative teams of teachers regard ongoing analysis of evidence of student learning as a critical element in the teaching and learning process. Teachers are provided with timely information regarding the achievement of their students. They use this information to: -Respond to children who are experiencing difficulty. - Enrich and extend the learning of students who are proficient. - Identify team professional development needs. -Measure progress towards team goals. Each collaborative team member has established both an annual SMART goal around inquiry and instructional practices. They create action plans to achieve the goal, clarify the evidence they will collect to assess their progress and work together interdependently to achieve this goal. 15

16 Establish a coaching programme for professional learning in literacy, numeracy and investigations using the GROWTH model of coaching involving Principal, Assistant Principal and Team Leaders. A full time literacy coach will be employed. Teachers are using inquiry and instructional practices in their daily teaching with an emphasis on developing understanding. Data collected from power walkthroughs, classroom observations and coaching is evidence for implementation of practice. - Classroom Curriculum Design and Instructional Practices- Use an Inquiry model and embed researched and evidenced based instructional practices to develop an agreed upon curriculum delivery model which researched based. (Review four practices for Developing Understanding and introduce the final practices for extend and apply new knowledge. - Challenging Goals and Effective Feedback- Build the capacity of all teachers to assess students against the standards and teach students the next point of learning in English and Vietnamese. - Embed formative and summative assessment and a whole school approach to use of data and evidence to track the progress of every child with SPA in literacy and numeracy and inform planning in our teams. - Students set challenging SMART goals in literacy and numeracy, based on assessment of needs and essential learning. - Teacher performance plans demonstrate use of performance data for planning of effective learning. Staff demonstrating use of numeracy, literacy and inquiry ideas in their classrooms. 16

17 Year P.L.T and Guiding Coalition focused on moderation using Essential Learnings. Review reporting to parent s policy and practices. Evaluation of curriculum delivery model including the use of researched and evidenced based instructional practices in all classrooms Embed practice of regular use of achievement data in teaching teams to drive teacher planning. Evaluate impact of coaching on consistency of literacy and numeracy practices across the school. Use triangulation of data from SPA to assess impact of coaching on student learning. P.L.T meet regularly and moderate in areas of inquiry, writing, reading and numeracy. Essential learnings are clearly articulated and support teachers with knowing what they need to teach. Curriculum is explicit and teachers deliver the same curriculum, assessment and instructional practices. Teachers meet regularly to discuss achievement data to inform planning the next steps for learning (Writing moderation termly, Fountas and Pinnell each semester and PAT Maths and Reading once per year. Staff demonstrating agreements around literacy and numeracy around the school as outlined in Teaching and Learning at F.P.S. Year Implement revised reporting to parent s policy and practice. Evaluation of coaching, curriculum delivery model and Professional Learning Team across the school. New reporting structures have been implemented across the school. Review and Evaluate actions taken over the past three years around actions identified as school level factors that have high impact on student learning: Guaranteed and Viable Curriculum Challenging goals and effective feedback 17

18 Collegiality and Professionalism Instructional Strategies and Classroom Curriculum Engagement Year Classroom Curriculum Design- A 21 st Century Curriculum- Ensure a school culture promotes a focus on developing curious, active and engaged learners. Broaden opportunities for student voice as an active part of the learning process and deepen staff understanding of inquiry based learning and investigations in Year Foundation and One. Focus on developing understanding of research and evidenced based instructional practices. A structure for personalised learning projects is developed form Year 2-6. Teachers understand the importance of critical thinking skills and transdisciplinary skills. These TD skills are used for students to set their own personal learning goals. Students demonstrate through their active participation, curiosity and taking initiative that they value the importance of learning. Learning is strongly connected to authentic and purposeful learning experiences. Students take action as a result of a unit of inquiry (action may be small and at an individual level). Teachers explicitly teach the transdisciplinary skills in the first unit of inquiry. A scope and sequence of the transdisciplinary skills are developed across the school connecting to the Australian Curriculum. Teachers understand that units of inquiry must be conceptually driven global, timeless and relevant. Review and audit the use of Information technologies at the school and enhance the use of technologies to enrich learning. Connect ipads and apps to the use of instructional practices. The use of the Walker Learning approach ond investigations continues to foster children s interests and meet their developmental needs thus increasing engagement. Teachers understand the importance of providing students with opportunities to give feedback and reflect on their learning; and as a means of informing and improving their learning. Ipads are being used purposefully and apps strongly connect to use of 7 instructional practices Parent survey and feedback in 2014 for all Foundation and Year One families. Staff Strategic group is developed to plan a Student attendance analysed in 18

19 series of activities to focus staff attention on student engagement including motivation. Examine and improve learning space in the Greenwood Building. Three zones and developed (i.e creative, reflective and interactive. This will be a technology rich learning environment Charters of learning are developed to support the different types of learning. Protocols are developed for student behaviour Safe and Orderly Environment and Classroom Management Foundation and Year One Engagement data for Year 3/4/5/5 students in this learning environment. Providing professional development that supports staff in meeting the diverse cognitive, emotional and social needs of children including students with disabilities. Develop a school wide approach to classroom management and expectations honouring the Primary Years Programme Learner Profile and Attitudes. Teachers articulate classroom expectations, explain strategies that reinforce appropriate behaviour and recognise consistent consequences for inappropriate behaviour. Review student opinion survey data trends related to student engagement and conduct issues forums with student groups. Expectations for behaviour developed by students and teachers around Be Safe, Be Responsible, Be a Learner and Be Respectful. Students actively engaged in the use of new technologies to enrich their learning connected to inquiry and personalised learning. Implement consistent processes when dealing with challenging behaviours in the classroom and schoolyard. -Monitor and record incidents in the Yard Duty folders as appropriate -Recognise and acknowledge positive behaviours in the schoolyard. Introduce and explain to the whole community the student management 19

20 Year processes at F.P.S via the website, newsletter and Parent information sessions. Classroom Curriculum design- A 21 st Century Curriculum Continue to embed inquiry-based learning with strong focus on student voice and choice in the classroom through implementation of the Primary Years Programme. Student voice is reflected in planning units of inquiry. Examples of student directed inquiry exist such as the Year 6 Exhibition. Continue to enhance the use of new technologies and employ a leading teacher to lead technology use in classrooms. Investigate technology available and promote consistent use of evidence based recommendations. Develop strategies to increase student decision-making at classroom and whole school level including leadership opportunities for students. Share ideas and expertise in the area of new technologies for the purpose of enriching learning for all students. Reliable and full functional network at school to support greater use of newer technologies. Safe and Orderly Environment and Classroom Management Focus on student engagement and classroom management at classroom and whole school level and embed the structures put in place in the first year. Agreed upon expectations make clear to the student, parents and teachers appropriate consequences for both positive and negative behaviours. Embed guidelines for school wide behaviours for general behaviours and 20

21 establish consequences for violations of rules and procedures. Continue to implement consistent practices when dealing with challenging behaviours in the schoolyard. -Monitor and record incidents in the yard duty folder. -Reward students for positive behaviours in the school yard. Year Continue to deepen teacher understanding of inquiry and a concept-driven curriculum to develop the critical and conceptual minds of students. A model to support personalised learning is embedded into the curriculum delivery model. Trends in student engagement data will show a positive trend over the past three years. Student attendance will have improved across the school. Teachers understand the importance of providing students with opportunities to give feedback and reflect on their learning; and as a means of informing and improving their learning. Examples of personalised learning are evident throughout the school and demonstrated in term planning Year To examine student data related to student engagement and wellbeing and to reflect on the efficacy of the various aspects Review and evaluate actions taken over the past three years to examine the improvements on student engagement at Footscray Primary School. Wellbeing Year Action steps are planned around Component One with creating a positive community: Parent database updated and circulated to support staff to involve and include parents in genuine ways. 21

22 - Promotion of relationships and a sense of belonging - Review communication strategies. - Collaborative decision making Help parents establish homes that support students. Action team attends Component 2 of KidsMatter Training- Social and Emotional Learning. Build strong partnerships with families and wider community developing a language of learning and practices of learning. Reintroduce a buddies programme, green team and SRC to provide opportunities for student development in the important skills and to foster efficacy. Lunchtime activity programme offered to all students as part of performance and development roles and responsibilities of staff.. Data from parent surveys analysed and used by staff to design strategies for building a positive community. Experts and connections with groups within our community to support families to learn more about parenting Connections are made to a SEL learning programme and the Primary Years Programme transdisciplinary skills (communication, selfmanagement and social). Scope and Sequence for Social and emotional Learning to be developed and agreed upon by teachers and implemented. These skills are taught explicitly and written as learning intentions. Promote resilience and student safety, via the ongoing implementation of Kids zone and other lunchtime opportunities including monitoring of student behaviour. Staff training for Component 2. The focus is on understanding the inter relationship between social, emotional and academic learning. Teachers understand the core competencies of self-awareness, selfmanagement, relationship skills and 22

23 responsive decision-making. Year Staff training continues with Component Two. Social and Emotional Learning curriculum is taught by all staff and scope and sequence supports the teaching of the skills. It covers core competencies. The school environment will reflect Footscray Primary school s approach to the SEL programme. Teachers teach social skills in the context of the programme of Inquiry. PE Programme to develop an understanding of the need to be fit and healthy and the role of nutrition promoting good health. Action for component 2 of KidsMatter. Continue a buddies programme, green team and SRC to provide opportunities for student development in the important skills and to foster efficacy. Experts in the field of good health to talk to parents, including mental health. Members of our school community making informed choices for an active balanced lifestyle Lunchtime activity programme offered to all students as part of performance and development roles and responsibilities of staff.. Promote resilience and student safety, via the ongoing implementation of Kids zone and other lunchtime opportunities including monitoring of student behaviour Year Induction of Component 3 of KidsMatter- Working with parents and carers. School planning and policies and practices support collaborative relationships with parents and carers. Parents have tools and skills to promote better physical and mental wellbeing and health in their children School implements strategies to proactively develop collaborative working 23

24 relationships with parents and colleagues to promote children s mental health, wellbeing and learning. Year Action for Component 3 of KidsMatter. Induction of Component 4 of KidsMatter: Helping children experiencing mental health difficulties. School community has clear knowledge of where they can access support. Audit intervention programmes for supporting students who are experiencing mental health difficulties. Productivity Year 1 Monitor and evaluate progress of the school strategic plan for resourcing the key areas of achievement, engagement and wellbeing. Analyse existing pattern of resource allocation in terms of alignment to learning goals. Ensure all new staff are inducted into our school in areas of classroom management, curriculum, instructional practices to retain the best staff. Recruitment of new staff is based on an analysis of the match between student needs and current staff capability. Evaluate the impact of coaching in numeracy, literacy and inquiry has had on teacher development at F.P.S. Parent database updated and circulated to support staff to involve and include parents in genuine ways. Data from parent surveys analysed and used by staff to design strategies for building a positive community. Experts and connections with groups within our community to support families to learn more about parenting Connections are made to a SEL learning programme and the Primary Years Programme transdisciplinary skills (communication, selfmanagement and social). Evaluate the impact of intervention has on reading for students at F.P.S. Scope and Sequence for Social and emotional Learning to be developed and agreed upon by teachers and implemented. These skills are taught explicitly and written as learning 24

25 intentions. Year Monitor and evaluate progress of the school strategic plan for resourcing the key areas of achievement, engagement and wellbeing. Analyse existing pattern of resource allocation in terms of alignment to learning goals. Ensure all new staff are inducted into our school in areas of classroom management, curriculum, instructional practices to retain the best staff. Recruitment of new staff is based on an analysis of the match between student needs and current staff capability. The school environment will reflect Footscray Primary school s approach to the SEL programme. Teachers teach social skills in the context of the programme of Inquiry. Experts in the field of good health to talk to parents, including mental health. Members of our school community making informed choices for an active balanced lifestyle Evaluate the impact of coaching in numeracy, literacy and inquiry has had on teacher development at F.P.S. Evaluate the impact of the Bilingual Programme for students at F.P.S. Identify students at risk across the school in Foundation, Year One and Two. Year Continue to Monitor and evaluate progress of the school strategic plan for resourcing the key areas of achievement, engagement and wellbeing. Analyse existing pattern of resource allocation in terms of alignment to learning goals Parents have tools and skills to promote better physical and mental wellbeing and health in their children Year Evaluate the resourcing during current strategic plan considering the following questions: Do leaders challenge the assumptions that improved learning School community has clear knowledge of where they can access support. 25

26 requires additional resources? How open are we to rethinking traditional patterns of allocating time, staffing and money? What emphasis is given by the school in selection of instructional programs and resources to rigorous evaluations of effectiveness? Have leaders responsible for creating a timetable analysed the consequences of their decisions for the amount of instruction students receive in their highest area of need? Does support for struggling students begin with expert help for their classroom teachers? 26