1. Teaching and Learning

Transcription

1 TOP END GROUP SCHOOL Strategic Improvement Plan 2009 to 2012 Vision and Values of Top End Group School (TEGS) In partnership with local communities, TEGS empowers its students to develop knowledge, skills, abilities and attitudes needed to be active participants in their own and the wider community. Key 1. Teaching and Learning To improve literacy achievement levels in oral language, reading and writing across all year cohorts. To improve numeracy achievement levels in number, space and measurement across all year cohorts. Further develop quality teaching and learning in all schools and for all staff using cutting edge approaches, resources, tools such as ICT Explicit and consistent teaching of critical elements of the curriculum By 2012, all students will progress two band levels on the NTCF. An overall 12 per cent or 3% pa increase in the number of students meeting national minimum standards By 2012, all students will progress two band levels on the NTCF. A 12% overall increase or 3% pa increase in the number of students meeting national minimum standards. Build and sustain a community of high quality teachers and leaders in TEGS. All classroom staff affectively uses interactive whiteboards. Develop a defined curriculum scope and sequence to provide consistency across TEGS schools. Develop teaching programs that integrate outcomes across the Key Learning. Using teaching methodologies where students develop the ability to select and use the most appropriate tool(s) to achieve learning outcomes. NTCF CE tool student achievement data Where available, NALP ALIAS data, ESL data, ILSS data, Assessment of Student Competencies data, Kick Start assessment data NTCF CE tool student achievement data Where available, CMIT, Kick Start assessment data, Assessment of Student Competencies data, Quick start data. Provision of professional learning opportunities, mentoring, classroom walkthroughs, performance enhancement, NALP performance continuum for teachers and support staff, based on TRB standards for graduate, competent, accomplished, and leadership. A bank of TEGS ised quality resources that support the teaching. Links with remote Schools Curriculum Materials Scope and Sequence chart

2 2. Student Wellbeing & Engagement TEGS staff have a work-life balance to promote wellbeing. Wellbeing: individual, group, whole school are happy healthy and productive Improved attendance Teachers are happy and stay 3-5 years at their school/community. (Current rate Staff retention increases from 76% to 86% with a pa increase rate of 2.5%. Students and staff have a range of strategies to use in dealing with day-to-day issues and critical incidents 10% reduction in School Counsellor interventions Current rate is 76%. By 2013 attendance rate is 90% (90% at school or accounted for) so improvement rate of 4% pa. Individual sites increase attendance in relation to 92% target All students who leave or enrol at schools will be tracked. Staff work a maximum 9 hours a day Staff leave school by 5:00pm Weekend work is only on a needs basis: no more than 3 times a term BIC data, with adjustments for teachers who remain in TEGS schools. Reduction of sick leave, referrals to EASA, in-house mediations Every class is implementing ongoing evidence-based Wellbeing programs such as You can Do it, Mind Matters Every school is implementing a Protective Behaviour program Students are taking up opportunities to participate in interschool sporting and arts programs Staff receive PD to develop skills to respond to wellbeing needs. SAMS data, BIC information and analysis SAMS data reflects tracking of students. Students files are sent on to new school.

3 3. Student Pathways & Transitions Expand the preschool programs within TEGS schools. Further improve, consolidate existing preschool programs. Establish orientation program for students entering into transition across all schools Provide students and parents with education pathways. MY students have access to specialist programs linked to career pathways. Develop and deliver vocation training within all TEGS Middle Years Schools. Five mobile preschool sites, with the possibility of expanding to seven. Establish appropriate preschool facilities, infrastructure and human resources such as preschool site is equipped with a classroom, shaded area, playground, and a.5 preschool teacher and.5 AT. All schools have an orientation programs operational: Pre-school to transition Year 6 to Middle School Year 9 to Senior College. Each student develops an IEP collaboratively with a teacher and/or pathway career advisor. Four specialist programs available to schools in performing arts, science, visual arts and physical education. By % of MY students will participate in an established vocational program. SAMS data indicating number of children having access to a mobile preschools program. SAMS data showing increase in preschool enrolments and attendance. Number of schools with preschools Students will be familiar and confident to make the transition from preschool to school. Each student will have an individual education plan/portfolio reviewed annually. Ce-tool outcomes being achieved in specialist areas in performing arts, science, visual arts and physical education. Students taking up apprenticeships/vet programs related to these areas. Students will record participation in their Individual Education Portfolio.

4 4. Organisational Health & Learning Increase professional development opportunities in the following areas: literacy, numeracy, ICT, NAPLAN preparation and other targeted areas as identified by TEGS school based staff. Improve the facilities at each TEGS school to address the equity gap between urban and remote schools. Improve staff retention Currently all staff are provided with at least 12 hrs PD pa. Increase this to 30 hrs by By 2012 all TEGS classroom based staff would have received PD in all targeted areas. All schools have appropriate numbers of quality classrooms and teachers houses, a library/multipurpose facility, an undercover play area and modern, well maintained playground equipment. An infrastructure plan for each school is developed and outlines required facilities upgrades. Teachers are happy and stay 3-5 years at their school/community. (Current rate Staff retention increases from 76% to 86% with a pa increase rate of 2.5%. High levels of staff satisfaction in professional development indicated through the stakeholder survey. PD data base Effective use se of ICT such as interactive whiteboards. Features of Good School Checklist completed each year showing improvement Individual infrastructure plan outcomes are achieved. BIC data High levels of overall staff satisfaction in indicated through the stakeholder perception survey.

5 5. Community Engagement Improve community awareness of, and participation in, all aspects of the school. Current satisfaction rate is Very Satisfied 66% Satisfied 32%. Target is to improve Very Satisfied to 82%: improvement of 4% pa Current rate is 76%. By 2013 attendance rate is 90+% (90% at school or accounted for) so pa improvement rate of 4% Individual sites increase attendance in relation to 90% target Each school has an Attendance Officer Establish TEGS remote school council. Meet during TEGS conference each year. Visible presence of family and community members at school. Each school has a method of regular communication with the community.(e.g. newsletter, noticeboard) Conduct stakeholder perception surveys every 4 years on a school, community and cluster basis. SAMS data, BIC information and analysis. Operational community plans in place. Inter-community communication occurs outside of meetings. Presentations from each community. Number events and parents involved Number of volunteers supporting the school through academic and/or cultural programs. Evidence of newsletters, parent meetings and other tangible evidence of communication activities

6 Optimal arrangements in place to capitalise on money held in TEGS accounts Bi-annual reviews of investment accounts to assess if return on money is in line with current rates Increase in interest in relation to prevailing interest rates 6. Financial Health Increased/improved accountability of TEGS finances. Ensure equity and quality of physical facilities and baseline resources (e.g. ICT, Buildings and grounds) By 2012 the TEGS budget has clear defined allocation areas for each school. Develop skills and knowledge of teaching principals of budgeting and finance. By 2012 a AO7 supported by a AO5 to control finances: each responsible for accounts of specific schools in the TEGS group but AO7 responsible for overall accounts School council (parents and staff meeting once a term which includes a finance sub-committee) Refurbishment of school buildings. Interactive whiteboards in each classroom. Strong use of ICT in school programs There will be a one-line budget for essential services, and each school would have their budget aligned to their operational plan. Staff in place with Job Descriptions reflecting new responsibilities. Audit of finances School council finance committee is created holding 4 meetings per annum, 1 per term. All schools in TEGS have access to good quality ICT equipment and internet speeds. All grounds and building present as good harmonious learning environments. Accounting system reflect proposed targets