School plan

Transcription

1 School plan

2 School background School vision statement School context School planning process Jewells Primary School is situated in a tranquil bush setting Achieving Today For Tomorrow between Lake Macquarie and the Pacific Ocean in Jewells. The school is undergoing a period of change with the community clientele. A diverse socio economic level is reflected throughout the community. The school continues to receive significant numbers of non-local enrolment applications. Jewells Primary School provides an exceptional education for all students through the implementation of 21st Century teaching and learning and offers extra-curricula opportunities to maximise students achievement in academic, cultural, physical and social endeavours. Jewells Primary School values working in partnership with the community to instil a commitment to life-long learning. Students transition from Jewells Primary School as confident, creative and innovative students. The school has 19 classes from Kinder to Year 6. One of these is a Regional Opportunity C class (gifted and talented) for Years 5 and 6 with students from over 20 schools applying to be part of the class each year. Teaching staff are supported with Reading Recovery, Learning and Support Teacher, SLSO s and an active School Learning Support Team. Planning for continuing staff changes will be important to ensure continuity of quality teaching and learning programs. Teaching staff are actively involved in professional learning to ensure they have the knowledge and skills to continue to provide high quality educational opportunities in an era of educational reform. Community Consultation: Parent Consultation through a combination of individual discussions, a range of surveys, P&C discussions, Canteen Committee discussions, Fundraising Committee discussions, Band Committee Discussions. The local AECG has been involved with determining directions in Aboriginal Education. Staff Consultation: Undertaken through surveys, individual discussions, stage meeting discussions, executive meetings. Discussions at the Belmont LMG were held to determine common directions. Data Analysis: Student progress including PLAN, class and stage assessments, NAPLAN data, ICAS competition results, Student Well-being records, SLST records. DEC reforms and associated initiatives, trends in education. Consideration was given to recommendations for the Dare to Lead Snapshot We pride ourselves on guiding our students to fulfil their potential and work to the best of their ability. The school provides high quality academic, social, cultural and physical activities to support student well-being and achievement as a whole. NAPLAN results show excellent growth of students and are above state averages in both literacy and numeracy. Cohort tracking of students from Year 3 to Year 7 shows that the level of student achievement has risen consistently over the last 5 years. Setting of vision, context and strategic directions: Executive staff discussions of conclusions drawn from analysis of available data. Reference to DEC 5P planning guidelines. Draft Statements compiled and discussed with staff and community before finalising. Executive planning days have allowed time to develop processes, products and practices. Following his process the Plan Milestones were determined. Jewells Primary School has a community that works with the school to benefit the children s education. An emphasis on strengthening the P & C to become more actively involved in the broader school community and empowering the parent body/community to interact with staff, students and all stakeholders will be an ongoing initiative. Jewells Primary School is an active member of the Belmont Learning Community working to engage all stakeholders to work together to achieve excellent outcomes for our students. Page 2

3 School strategic directions STRATEGIC DIRECTION 1 To ensure that educational experiences prepare students for learning and working in the 21 st century STRATEGIC DIRECTION 2 Students receive high quality educational experiences from well supported, and trained teachers and leaders with the capacity to deliver excellent syllabus outcomes outcomes. STRATEGIC DIRECTION 3 To develop strong partnerships with our school community to support educational outcomes for students Purpose: Develop and deliver relevant, differentiated and personalised learning opportunities for each student in an engaging and supportive learning environment which will see them realise their full potential. Purpose: Teachers need to be developed, supported and rewarded to create the inspired learning that will develop lifelong capacities in students. Teachers need the capabilities to collaborate with and learn from others, assess their own practice and respond to feedback, Purpose: School policies and practices acknowledge families as partners in student s education. The school recognises and builds the capacity of families to assist student learning and support school goals. Families and community members contribute to the life of the school in ways that reflect their interest, skill and capacity. Page 3

4 Strategic Direction 1: To ensure that educational experiences prepare students for learning and working in the 21 st century Purpose People Processes Products and Practices Staff: (link Strat 2) Products Capacity to Identify students at educational risk and implement tiered interventions. Staff have the capacity to provide reasonable adjustments for children with a range of disabilities. Develop and deliver relevant, differentiated and personalised learning opportunities for each student in an engaging and supportive learning environment which will see them realise their full potential. Improvement Measures A 10% reduction each year in the number of K-2 students failing to meet benchmarks in Literacy and Numeracy PLAN data as baseline. A 10% reduction each year in the number of yr 3-6 students failing to achieve expected growth in NAPLAN for literacy and maths data as baseline. Parents:(( Link Strat 3) Understand and support the intervention and learning support processes. Community partners: (Link Strat 3) Established collaborative partnerships with other schools implementing PLAT to share and communicate experiences and evaluations. Established alliances with Learning and Engagement Officers, interagency support networks and other community based services. Leaders: (link Strat 2) Have the understanding and skills to build the capacity of all stakeholders to maximise student outcomes through individualised, tiered intervention processes stemming from the PLAT initiative. Executive staff have the understanding and skills to lead LST meetings and communicate information to LST manager, counsellor and parents. School Learning Support Team Processes Students develop responsibility for engaging in intervention processes through personalised goal setting (PLP). Develop knowledge of student personal achievement goals through discussion of benchmark targets.( Link PLAT) Provide staff professional learning on: a. parental consultation responsibilities, b. what reasonable adjustments look like, c. strategies to provide reasonable adjustments. (Link Strat 2) Build staff capacity to develop meaningful and workable PLPs (Link Strat 2) Powerful Learning Accountable Teaching Develop knowledge of and implement tiered intervention programs/pedagogies. Includes SLSO s. (Link SLST) Staff participation in regular reflection sessions to ensure consistency of implementation of intervention strategies.(link Strategy 2) Implement regular data gathering by staff on student progress to inform and target intervention to support learning.(link SLST) Teaching staff provide students with a differentiated set of learning experiences consistent with the Australian Curriculum, Australian Teaching Standards and Quality Teaching Framework.(Link Strategy 2) Setting of realistic termly benchmarks, reflecting high expectations. (Link Strat 2) Establish JPS intervention working party with exec, staff and volunteer members. Evaluation Plan Executive develop and monitor JPS PLAT implementation Matrix Executive monitor SLST Implementation Matrix A 10% reduction each year in the number of K-2 students failing to meet benchmarks in Literacy and Numeracy PLAN data as baseline. A 10% reduction each year in the number of yr 3-6 students failing to achieve expected growth in NAPLAN for literacy and maths data as baseline. SLST processes reviewed and adjusted to meet National Disabilities standards for consultation and implementation of reasonable adjustments. Class Teachers, SLSO and LAST trained and implementing tiered interventions targeted at student learning needs. Practices K-6 Classroom teachers collect and analyse benchmark data every 5 weeks in Literacy and Numeracy. Consistency of implementation of pedagogies and programs to support the students attainment of benchmarks. Effective use of LAST, SLSOs and volunteers to implement interventions. Leadership of stage teams to facilitate a school wide approach and understanding of SLST processes and expectations. Monitoring of developed PLPs addressing tiered interventions and personalised targets to meet student need. Page 4

5 Strategic Direction 2: Students receive high quality educational experiences from well supported, and trained teachers and leaders with the capacity to deliver excellent syllabus outcomes Purpose People Processes Products and Practices Collaborative Professional Development Model: Products (link Strat 1) Staff: (link to Strat. 1) (Link Strat. 1) Teachers need to be developed, Implement structured collaborative discussion/ supported and rewarded to create the Understand their responsibility to be actively planning days (stage and across-stage). engaged in a program of personalised inspired learning that will develop Team teaching lessons with all staff and executive professional learning using a range of lifelong capacities in students. to develop teacher skills and knowledge innovative strategies, including team Teachers need the capabilities to referenced to the Australian Teaching Standards teaching, peer observation, structured collaborate with and learn from others, collaboration discussion sessions and and Quality Teaching Framework. coaching from executive staff. Engage in reflection on team teaching of lessons assess their own practice and respond to and change to personal practices. feedback, Provide guidance and opportunity to engage in individualised learning courses. Improvement Measures Effectiveness of change in teacher professional practice assessed using the Guskey Thermometer Tool. Progress of at least 1 level per year on the Jewells Professional Learning Model Implementation Matrix. Teaching Staff produce and implement a personal Performance and Development Plan each year. All teaching staff have effective understanding of the Australian Teaching Standards and the need for ongoing personal reflection. All teaching staff have effective understanding of 21 st Century Learning needs and the implementation of Australian Syllabus General Capabilities. Students Students demonstrate increased understanding and skills in the Syllabus General Capabilities in work samples and assessments. Leaders: (link to Strat. 1) Have an understanding of the DEC Professional Development Framework and current research in the structuring and implementing effective staff professional learning activities. Have the knowledge and capacity to develop professional trust and collaboration among staff through modelling, discussion and provision of appropriate feedback. Have the ability to utilise and evaluate the Jewells Professional Learning model and associated strategies to support the staff implementation of DEC reforms. Australian Teaching Standards:(Link Strat. 1) Engage staff in professional learning on the Aust. Teach. Standards. Implement Australian Curriculum Syllabus documents with reference to Australian Teaching Standards and the Quality Teaching Framework Staff Training in developing personal Performance and Development Plans to meet accountability requirements. Provide professional learning on the implementation of the Syllabus General capabilities in lesson planning, delivery and assessment. Jewells PS Teachers Handbook (Link Strat 1) Establish a school action team to oversee the production of a Teacher s Handbook based on the Trinity Beach PS example. Engage staff in discussions to develop ownership of the Teacher s Handbook. Implement SAP and SALM Establish a school LMBR implementation team. Engage in DEC training package and support staff to ensure sustainability. Evaluation Plan Develop and review Personal Development Plans. Progress on Jewells Professional Learning Matrix Annual Professional Learning Survey Effectiveness of change in teacher professional practice assessed using the Guskey Thermometer Tool. Progress of at least 1 level per year on the Jewells Professional Learning Model Implementation Matrix. Teacher programs reflect National Curriculum content and outcomes. Annual Staff Professional Learning survey indicates continuing improvement in elements using 2013 survey as a baseline. Jewells Teacher s Handbook developed and implemented. Effective implementation of SAP and SALM systems. Practices Teachers demonstrate active involvement with executive staff in contributing to the development of and participation in effective professional learning activities. Teachers engage in team teaching sessions with executive staff using Aust. Teaching Standards and Aust. Curriculum as guide to expected standards. Students are engaged in their learning and are using and accessing 21st century skills to achieve stage outcomes. Staff demonstrate an understanding and implementation of cross-curriculum priorities as seen in classrooms, programs and work samples. Individual Performance and Development Plans(PDP) are embedded in the teaching and learning cycle. Page 5

6 Strategic Direction 3: To develop strong partnerships with our school community to support educational outcomes for students Purpose People Processes Products and Practices School policies and practices acknowledge families as partners in student s education. The school recognises and builds the capacity of families to assist student learning and support school goals. Families and community members contribute to the life of the school in ways that reflect their interest, skill and capacity. Improvement Measures Tell Them From Me Survey. Establish a baseline in 2015 for future comparison. Progress on a matrix for Community Engagement as baseline. Staff: Display confidence in interacting with parents regarding education and student progress. Have understanding of and commitment to communicating key messages and positive aspects of Jewells PS to parents using contemporary means. Have the capacity to actively foster and instil a positive identity of Jewells PS in the community. Parents: Display a greater level of appreciation and satisfaction for the education their children receive at Jewells PS. Are well informed about school organisation, educational priorities and student learning. Understand ways to act as advocates of the education at Jewells PS. Develop Understanding that school staff are serious about the education of the children. Leaders: Develop the knowledge and capacity to model best practice to parents, children and staff. Develop the capability to effectively monitor progress towards goals and adjust processes as required. School Identity Professional learning for staff to develop skills and confidence to interact with parents in formal and informal situations. Staff and community participation in the development of key messages that identify the school. (Reference: Communicating with the School Community Course materials.) Collaboratively develop a statement of school beliefs which form the basis of community identity. Parent Education Renew the School Stuff for Parents education program with topics from DEC reforms, school organisation and parent surveys. Implement a range of Structured and Informal interactions between parents and staff Utilise a range of strategies to Get the good messages out there Community Communication Survey community regarding How to communicate and what to communicate. Take action based on results of the parent communication survey. Establish a parent reference group to improve community consultation in the decision making process. Evaluation Plan Tell Them From Me Survey Analysis Executive staff monitor progress on Community Engagement Matrix. Product Progress on the matrix for Community Engagement as baseline Yearly Parent satisfaction survey shows improvement in the areas of communication and education Survey as baseline. Improved collaboration/communication between school and home by establishing meaningful and transparent communication processes. Staff and community can articulate the meaning of Achieving Today For Tomorrow Increase in the number of parents actively involved in the school compared with Practices Parental workshops, outlining school processes, communication practises, timeline and accountably. Proactive leadership of stage teams/whole school to facilitate a school wide approach and understanding of expectations with regard to parental collaboration and discussions. Sustained implementation of contemporary communication strategies. Page 6