School Management Plan School Management Plan Identifier: SPS PD/110712/D004

Transcription

1 School Management Plan Policy: School Management Plan Identifier: SPS PD/110712/D004 Author: Mr. Bernard Cheng Consultation: School Executive Endorsement: Kerri Brickley: School Education Director Date of Release: 7 th August 2012 Review Date: 1 st February 213

2 SCHOOL CONTEXT Seaforth Public School Plan Seaforth Public School is a comprehensive NSW Department of Education and Communities Primary School situated on a split campus in Seaforth. The school is a growing school that caters for a population of 491 students. At Seaforth we are committed to celebrating the uniqueness of the individual through the provision of a differentiated curriculum program that provides opportunities for all students to achieve to their potential. Underpinning this commitment is a focus on the social and emotional welfare of all students. To this end we are focussed on developing a safe and nurturing environment that supports the development of the whole child underpinning the provision of a strong foundation for learning in the Primary Years. SCHOOL IDENTIFIED PRIORITY AREA/S 1. Literacy and Numeracy 2. School Leadership and management 3. Human Society and its Environment and Science and Technology 4. Creative and Practical Arts 5. Curriculum and assessment 6. Student Engagement and attainment 7. Transition to School and High School 8. Teacher quality 9. Technology 10. Professional Development 11. Community engagement and participation INTENDED OUTCOME/S Enhance student literacy achievement for all students that meet and exceed State and Regional targets. Enhance student numeracy achievement for all students that meet and exceed State and Regional targets Focus on boys education in the middle years Provision of professional learning support to guide the implementation of the incoming Australian curriculum syllabus documents Revise school based management processes and policies with the view to achieving greater alignment with DEC policy expectations and Local Schools Local decisions implications Implement aspects of the Early Years framework within Kindergarten to Year 2 programs. Increase student engagement in conceptual learning activities as measured by yearly pre and post student survey responses & /or focus groups with parents, students and staff. Review of the Extension class program, gifted and talented provision and curriculum differentiation. Enhance teacher quality through professional learning focussing on the quality teaching framework to early and mid career teachers. Enhance individualised learning potential through increased differentiation of the curriculum and provision of facilitated learning opportunities. Develop structured transition to school and to high school programs to ensure a supported transition ensuring success for all students. Provide all staff with an individualised professional learning program to enhance their professional capacity both within their teaching practice and in contributing to the delivery of school focus areas within the school plan. Broaden the provision of learning opportunities and engagement through technology. Provide a mentorship program to guide beginning teacher accreditation and orientation to the profession and for aspirational teachers seeking promotions positions. Increase parent participation and engagement with class programs both in accessing specific expertise related to the curriculum and through assistive roles Kindergarten to Year 6. Increase Stakeholder representation at P&C Meetings TARGET/S Revise current policies, operational processes and accountability pathways to enhance the effective management of the school, including preparing for the implementation of Local Schools Local Decisions. Affect a 15% Increase in Year 3 and Year 5 students achieving at National Literacy proficiency standard Affect a 15% Increase in Year 3 and Year 5 students achieving at National Numeracy proficiency standard Provide professional development for staff to effectively implement the Australian Curriculum syllabus documents Development of scope of learning documents to align with the National Curriculum and current Syllabus documents Increase student engagement in conceptual learning activities as measured by yearly pre and post student survey responses & /or focus groups with parents, students and staff. Implement a concept based approach to delivering a differentiated Science and Technology/Human Society and its Environment curriculum program Kindergarten to Year 6 Implement the Stephanie Alexander Kitchen Garden Program Review the provision of gifted and talented opportunities to enhance student achievement across all key learning areas Affect a 20% increase in parents engaging in support roles within classrooms Kindergarten Year 6 during literacy and numeracy activities. Enhance teacher understanding of the elements of significance and intellectual quality within the quality teaching model as the basis for the implementation of problem based learning opportunities within differentiated curriculum planning Kindergarten to Year 6 Broaden the provision of the creative arts curriculum within classroom practice Provision of enhanced professional learning to develop teacher s skills in differentiated learning and facilitated learning design. Enhance teacher capacity to integrate technology within teaching and learning to affect increased learning opportunities and differentiation for all students Evaluate and trial the use of mobile devices and the integration of web 2.0 tools within teaching and leaning Affect a 20% increase in the use of the connected classroom suite of tools PRINCIPAL S SIGNATURE SED ENDORSEMENT DATE

3 School identified priority: Leadership and management of the School Revise school based processes and policies with the view to achieving greater alignment with DEC policy expectations and Local Schools Local decisions implications Revise current policies, operational processes and accountability pathways to enhance the effective management of the school, including preparing for the implementation of Local Schools Local Decisions. Review current school policies with a view to greater DEC alignment. School policies are revised with a view to greater alignment with DEC policies. New policies developed for areas of the school not currently managed with a current policy and Executive Revision of the structural organisation of the school to achieve greater communication, enhanced stage team alignment, consistency of practice and expectations. Installation of a campus wide phone system with phones in every teaching and administrative space. Executive team work closely in the leadership of all stages in the school with an overarching vision and shared expectations. Development of new processes to enhance the interconnection of all aspects of the school with a reduction in the siloing of individual programs. Increased collective ownership of all staff in the effective management of the school. and SASS $3000 school commitment after DEC contributing $ Enhanced financial and administrative management of the school. SASS staff undertake changes in parent administration through implementing a range of e commerce services through a new school website that encompass online payments, enrolments and forms returns. School audit recommendation are followed up with enhanced financial administrative procedures in alignment with DEC policy changes. Enhanced use of technology to automate and manage large administrative tasks Weekly school administration meetings feature as part of the operation of the school office. and SASS $4000 PA Develop planning processes to manage the implementation of the Local School Local Decisions reform. School SASS and Executive staff meet as a change management team to develop processes and procedures to manage LSLD. SASS staff receive professional development to implement LMBR and the phasing out of OASIS. and SASS As required

4 School identified priority: Literacy Achievement of a 15% increase of Years 3 & 5 students achieving at National Literacy proficiency standard Increase the percentage of Year 3 students achieving in the proficiency bands for spelling by 15% from 72% in 2012 to 89% in 2014 Increase the percentage of Year 5 students achieving in the proficiency bands for writing and spelling by 15% from 35% and 48% respectively in 2012 to 50% and 63% respectively in 2014 Increase Year 7 virtual group achievement by 15% from 45% in 2012 to 60% in 2014 of students achieving at proficiency Affect a 15% increase from 75% in 2012 to 90% in 2014 of all Year 5 students attaining or exceeding state & regional expected growth Affect a 15% increase from 67% in 2012 to 82% in 2014 of Boys attaining SEG and regional expected growth Use Best Start Assessment to accurately determine baseline achievement data of incoming student cohorts. Best Start Assessment data is utilised to assess prior knowledge and achievement standards of the Kindergarten cohort to inform planning of appropriate curriculum opportunities to enhance literacy achievement for all students Kindergarten teachers under the supervision of the school executive $ PA Trial implementation of the Gifted and talented Kindergarten project to assist in early identification of gifted and talented students and the development of differentiated learning opportunities. Professional development for all staff on the learning continuum is delivered and scope of learning reflects the continuum K 6. Early identification of gifted and talented students and evidence through individual learning plans and curriculum adjustments were appropriate. School Executive Whole School analysis of NAPLAN Year 3, 5 and virtual Year 7 Assessment data to inform whole school planning placing a strategic emphasis on areas of underperformance. Analysis of SMART Data and internal assessment data to make required curriculum adjustments as well as informing whole school focus areas to enhance student achievement. and Executive Implementation of a literature based modelled writing initiative with a focus on the applied usage of grammatical conventions and spelling within writing. Student error rates of common sight words and grammatical devices achieve an average of 4 errors per 10 words with a 5% improvement per annum. Classroom teachers Implement a Literacy strategy for boys in the middle years a key whole school focus to improve literacy outcomes for Boys. develop an intensive Boys literacy strategy to lift engagement, performance and growth in the middle years. Classroom teachers $8 000 in 2012 and $4000 per anum to 2014 Investigate the implementation of Reading Recovery. Enhance the use of PM reading benchmark kits as a key assessment strategy for monitoring student comprehension development with an annual 5% growth in reading level movement. School Executive Enhance talking and listening through increased participation in Regional Public Speaking and Debating opportunities Affect a 5% growth in the participation of Public Speaking and Debating per anum through a greater emphasis on talking and listening in the classroom 3 6.

5 School identified priority: Numeracy Achievement of a 15% increase of Years 3 & 5 students achieving at National Numeracy proficiency standard Increase the percentage of Year 3 students achieving in the proficiency bands for numeracy by 15% from 66% in 2012 to 81% in 2014 Increase the percentage of Year 5 students achieving in the proficiency bands for numeracy by 15% from 48% in 2012 to 63% in 2014 Increase Year 7 virtual group achievement by 15% from 54% in 2012 to 69% in 2014 of students achieving at proficiency Affect a 15% increase from 50% in 2012 to 65% in 2014 of all Year 5 students attaining or exceeding state & regional expected growth Affect a 15% increase from 34% in 2012 to 59% in 2014 of Boys attaining SEG and regional expected growth Use Best Start Assessment to accurately determine baseline achievement data of incoming student cohorts. Best Start Assessment data is utilised to assess prior knowledge and achievement standards of the Kindergarten cohort to inform planning of appropriate curriculum opportunities to enhance numeracy achievement for all students Kindergarten teachers under the supervision of the school executive $3,500 PA Focus on whole school professional learning on and reflection on the quality of numeracy teaching including the development of a scope of learning and time allocated to the maths in teaching programs. Professional development for all staff on the learning continuum and the purchasing of resources to support the KLA. Continued professional development on the implementation of the TENS program. Professional development is provided to all staff in the TENS project including accessing of enhanced resources. $1500 PA Focus on explicit teaching strategies in Space and Geometry. Utilise NAPLAN Year 3 and 5 Assessment Data to inform whole school planning placing a strategic emphasis on areas of underperformance across the spectrum of learners. Space and Geometry teaching across the school is reviewed placing a greater emphasis on practical application. Analysis of SMART Data and internal assessment data is used to make curriculum adjustments as well as informing whole school focus areas to enhance student achievement. School executive and all classroom teachers $2000 PA Enhance assessment process for tracking of student performance emphasising consistency of teacher judgement. Whole school assessment processes in tandem with greater use of NAPLAN data are reviewed. Develop a Numeracy strategy for boys in the middle years a key whole school focus to improve numeracy outcomes for Boys. develop an intensive Boys numeracy strategy to lift engagement, performance and growth in the middle years. $8 000 in 2012 and $4000 per anum to 2014 Incorporation of problem solving skills and explicit focus on working mathematically strand to applied learning opportunities. Maths groups focussing on problem solving K 6 are established. Students and teachers are using ICT skills and knowledge to improve student engagement with a focus on Boys education Professional learning for all staff in the effective use of IWB s and other technologies to promote and enhance numeracy skills.

6 School identified priority: Human Society and its Environment & Science and Technology Increase student performance in proficiency levels in school based assessment rubrics from 2012 to Increase student engagement in conceptual learning activities as measured by yearly pre and post student survey responses & /or focus groups with parents, students and staff. All stages develop sequential concept based learning. All staff gain additional skills in differentiating curriculum. Staff are provided with enhanced professional development around conceptual planning linked to Science and Technology and Human Society and its Environment Syllabus expectations. Staff continue to engage in focussed professional development within differentiated learning and student engagement to deliver a concept based approach to Science and Technology and Human Society and its Environment Committee Coordinator Committee Coordinator $6000 PA Big ideas and key concept maps are developed to guide a differentiated approach to class programming. School library program is explicitly linked into the development of an integrated view to content programing and delivery. Develop whole school scope and sequence to align with National Curriculum. A scope of learning is developed for Human Society and its environment. National curriculum alignment will follow when appropriate. Integrate technology in teaching and learning programs. A scope of learning is developed for Science and Technology. National curriculum alignment will follow when appropriate. Learning technologies with an emphasis on collaboration, critical literacies and mobility are explored to enhance wok in this area. Enhanced use of the connected classroom to support virtual learning experiences that enhance student participation in the Jason and Murder under the Microscope programs.

7 School identified priority: Creative and Practical Arts Broaden the provision of the creative arts curriculum within classroom practice. Enhance the quality of music education through the implementation of a whole school music program. Enhance the quality of Drama Education through the implementation of a whole school Drama program. Identify and develop staff expertise within music education. Staff skills within music education are developed through the identification of current staff and external expertise to enhance whole confidence and expertise in music education Committee Coordinators $4500 PA A scope of learning is developed for music education Kindergarten to Year 6. Music Viva is incorporated into the school range of activities. Identify and develop staff expertise within dance and drama education. Staff skills within drama education are developed through the identification of current staff and external expertise to enhance whole confidence and expertise in drama education. Committee Coordinators A scope of learning is developed for dance and drama education Kindergarten to Year 6. Staff trained in acting as a facilitator to guide Participation of the Tournament of the Minds. Enhancement of school resources to develop a high quality creative arts program across all disciplines of dance, drama, music and the visual arts. Development of a vision statement and expression of key goals for the creative arts is developed. Committee Coordinators A strategic resourcing plan is developed to allow for the procurement of teaching resources to meet the gaols of the creative arts program.

8 School identified priority: Curriculum and Assessment Provision of professional learning support to guide the implementation of new syllabus documents incorporating the Australian curriculum. Provision of professional learning support to guide the implementation of new syllabus documents incorporating the Australian curriculum. Review the provision of Gifted and Talented provision through the extension Program. Provision of enhanced professional learning to develop teacher s skills in differentiated learning and facilitated learning design. Enhance teacher capacity to integrate technology within teaching and learning to affect increased learning opportunities and differentiation for high achieving students. Implementation of the Australian Curriculum K 10 English Syllabus. Implementation of the Australian Curriculum K 10 Mathematics Syllabus. Professional development for all staff on the intent and scope of learning within the new syllabus. Development of new scope and sequence of learning supporting the implementation of the new syllabus School executive and all classroom teachers $2000 PA $2000 PA Review assessment and identification of students determined to be Gifted and Talented. Review of Gifted and Talented provision for students Kindergarten to year including the Extension Program. Staff engagement with the Gifted and Talented education policy and its application in the school. School executive, all classroom teachers and DEC Review school policy around differentiation for higher ability students including examining grouping and clustering strategies. Identify aspects of the Regional GATE review and the alignment with the Extension Program. Engagement with a regional program review into the Extension class program. Review of assessment and consistency of teacher judgment across all key learning areas for both student written assessment and identification of student strengths and areas for development. Review the suite of assessment strategies currently in place with a view to enhancing the use of data and consistency to inform judgements made about student progress. $3000 Align performance expectations with like school groups to ensure parity of expectation and performance of student.

9 School identified priority: Teacher Quality Enhance teacher quality through professional learning focussing on the quality teaching framework to early and mid career teachers. Enhance teacher understanding of the elements of significance and intellectual quality within the quality teaching model as the basis for the implementation of problem based learning opportunities within curriculum planning Kindergarten to Year 2. Enhance teacher capacity to integrate technology within teaching and learning to affect increased learning opportunities and differentiation for high achieving students Provision of enhanced professional learning to develop teacher s skills in differentiated learning and facilitated learning design. Provision of professional learning for all staff in the development of interactive IWB content to support teaching and learning across all KLA. Focus on intellectual quality and significance of the NSW Quality Teaching model to support new and innovative pedagogies in the classroom. Focus on providing enhanced professional learning in the area of a facilitated learning approach to classroom programming and learning delivery. Enhancement of teachers understanding of Gifted and Talented students and the provision of differentiated learning opportunities for all students. Increased understanding of data informing strategic practice, implementation and review of the effectiveness and success of teaching and learning programs. Focus on providing enhanced teacher professional development in the area of differentiated learning. Implementation of a creative curriculum project to provide project based learning opportunities for students to engage in facilitated learning opportunities. All staff will develop enhanced interactive IWB content in the form of notebook charts that increasingly feature higher levels of student interactivity. Trial the use of KeePad interactive systems as a means of student assessment and engagement. Teachers engage in lesson coding against intellectual quality and significance as a means of self assessment. Teachers engage with the elements of the QTM as a basis for curriculum programming and new syllabus implementation. Professional development focusses on differentiation and instructional design as primary focus. Teachers implement a focus on greater differentiated opportunities in the classroom for all students based on a data driven understanding of students and the QTM informing practice. Staff engage with training in the differentiated curriculum, engage with Gagne s model of differentiation, Blooms taxonomy and Debono s thinking hats. Teachers develop skills in instructional design and facilitated learning as the basis for differentiating problem based learning workshops Computer Coordinator School Executive $3000 PA $2000 PA $3000 PA

10 School identified priority: Technology Broaden the provision of learning opportunities and engagement through technology. Evaluate and trial the enhanced use of mobile devices in the classroom. Integration of web 2.0 tools within teaching and leaning. Affect a 20% increase in the use of the connected classroom suite of tools. 25% increase in the use of student via the DEC student portal. Support staff to incorporate a broad range of mobile technologies such as ipads, mobile voting devices (Keepad ) and e pc devices to enhance student opportunity and engagement. Enhance the use of web 2.0 tools such as wikis and blogs for both student collaboration and parent communication. Via the connected classroom suite of tools, develop virtual teaching and learning opportunities with local and country schools. Implementation of mobile devices that provide a demonstrable enhancement to teaching and learning. Teachers support students to engage in collaboration opportunities through the use of wikis and blogs. 25% increase in the use of connected classroom virtual learning experiences Computer Coordinator $3000 PA Incorporate virtual excursions and affect a greater participation in video conference opportunities. Develop a suite of e commerce functionalities via an enhanced school website to provide online administrative support to parents. Provide enhanced opportunities for students to interact with the student portal. ICT procurement and asset replacement to provide optimum learning tools for teaching and learning. Infrastructure upgrades (wired and wireless). Staff participate in professional learning opportunities offered via the connected classroom. virtual excursions are explored and implemented. A new website is developed that includes online returns, enrolments, fees payment, file storage and download and based communications options for parents. Students are provided with greater exposure to the student portal with 100% of years 2 6 students incorporating the use of within the literacy program. ICT device procurement (including Photocopier replacement) determined by pedagogical need and in response to mobile device trials. Network upgrade rolled out across Kempbridge and Yatama campus to provide wireless and improved wired connectivity. $ PA $ PA

11 School identified priority: Student engagement and attainment Enhance individualised learning potential through increased differentiation of the curriculum and provision of facilitated learning opportunities. Implementation of a problem based group learning project within the context of Science and Technology and Human Society and its Environment. Development of a planning frameworks and guidelines for practice for the implementation problem based group learning project days. Development of a program policy, indicated outcomes and guidelines for practice and scope of learning developed School Executive & classroom teachers $4000 PA Development of assessment strategies to assist in tracking student achievement within the initiative. Staff engage in professional development around assessment that use both formal and informal strategies. School Executive School Executive Acquisition of resources required to support the program including the development of workshop kits based on either Science and Technology or HSIE topics. Resources are purchased and organised effectively to support the program. School Executive & classroom teachers $6000 PA Identification of students for which learning adjustments to enhance program access are required to be made (both gifted and talented and learning support). Strategies for identify students with particular learning requirements are made and resources strategically placed to maximise learning outcomes of these students. School Executive Enhanced use of ICT to provide broad response options and recording of the initiative. A broad range of appropriate technologies feature as tools to enhance learning opportunities and options for the program that both support student learning opportunities as well as recording and delivering student products. Review and evaluation of the initiative and adjustments made as required. The program is regularly reviewed via student, parent and teacher surveys and revisions made where required.

12 School identified priority: Transition to School and to High School Enhance transition programs to school and to high school that promotes student engagement and achievement. Implement the Early Years Framework as the basis for curriculum and developmental planning for the pre school program Enhance High School connections to develop a focussed High School linkages and Transition Program Enhance staff understanding through professional development of changing pre school polices and procedures Early years framework is incorporated within Kindergarten programs School Executive & $2000 PA Development of greater early intervention strategies for student with learning difficulties or gifts and talent as part of an enhanced transition process to kindergarten Staff are provided with enhanced professional development in the early identification of children with specific learning difficulties and gifts and talents Assistant Principal Establish links with prior to school programs to forge effective partnerships. Prior to School partnerships are developed with a view to establishing a professional network to collaborate on the development and enhancement of school readiness programs. Enhanced early intervention and identification of support services are delivered to students who may require additional support to transition to school. Assistant Principal and $2000 PA An extended transition to school program is implemented that incorporates aspects of student observations, best start assessment and informal teacher judgements. Staff are guided to implement an extended transition program to enhance the transition to school process. Assistant Principal $3000 PA Enhance local connections with local Government High Schools to develop structured transition and orientation processes for the Year 6 7 Transition. Connections are made with local High Schools to develop effective and supportive hand over strategies for student transition Establish cooperative partnerships with High School staff to provide transition days for year 6 students. Assistant Principal Investigate and initiate virtual connections with High School specialist teachers through the connected classroom facility. Assistant Principal

13 School identified priority: Professional Development Provision of enhanced professional learning to develop teacher s skills in differentiated learning and facilitated learning design. Provide all staff with an individualised professional learning program to enhance their professional capacity both within their teaching practice and to support the delivery of aspects of the school plan. Provide a mentorship program to guide beginning teacher accreditation and orientation to the profession and for aspiration teachers seeking promotions positions. Through the TARS and EARS process, provide staff with a personalised professional learning plan that is conferenced and guides professional growth. Staff complete a professional learning plan which is reflective and conferenced. Staff map professional learning goals to aspects of the school plan $2000 PA An accreditation process and school based assessment program for the NSW Institute of teachers accreditation for beginning teachers is implemented for beginning teachers. Beginning teachers are guided to participate in an accreditation program that incorporates evidence gather, lesson observations and reflection of practice. Assistant Principal $5000 PA Aspirational Promotions program is implemented for staff seeking advancement. Staff seeking advancement are provided with guidance and mentoring to undertake leadership opportunities. Assistant Principal $1500 PA Staff engage in sharing sessions with teachers of parallel classes within our partner schools. Staff are provided with opportunities to undertake school leadership professional development opportunities through the region. Classroom Teachers and School Executive Staff participate productively in professional discourse. Staff engage in collegial visits to local schools to share and exchange teaching and learning skills, knowledge and strategies. and Assistant Principal Staff undertake whole school community organisational roles in the leading and managing of annual community events. Implementation of a professional reading program with fortnightly reflections in response to educational and philosophical readings. $3000 PA Staff are provided with responsibility for the leading and managing of whole school initiatives.

14 School identified priority: Community engagement and participation Enhance opportunities for parents to participate in classroom assistive roles to increase their participation in the support of student learning across Kindergarten to Year 6 Affect a 20% increase in parents engaging in support roles within classrooms Kindergarten Year 6 during literacy and numeracy activities. Affect a 30% increase in parent participation within the parents and citizens organisation Affect a 30% increase in utilising parent expertise to enhance the teaching and learning of students Kindergarten to Year 6 Successful management and implementation of the Stephanie Alexander Kitchen Garden Program Enhanced participation and alignment of professional learning goals with the Forest learning Community of Schools. Greater stakeholder representation at Parents and Citizens Meetings Affect a 20% over three years increase in parents attending P&C meetings Develop parent skills and understandings of the literacy and numeracy curriculum to enhance the quality of parental support in the classroom. Affect greater stakeholder representation on the school P&C association Provision of opportunities for parents to develop and implement community owned whole school initiatives that are in alignment with school expectations Assistant Principal $2000 PA Implementation of a Parent Mentorship Program Engage educational partners including Universities to partner with the school in the delivery on innovative teaching and learning opportunities for students. Development of a series of parent workshops around literacy and numeracy education held twice a term Parents with relevant expertise to support the teaching and learning program are invited to mentor our teaching programs within their area of expertise. Meet with the University of Sydney and University of Technology to investigate opportunities to collaborate on educational programs with the school around school priority areas. Assistant Principal Classroom Teachers and School Executive and Assistant Principal $1500 PA Implementation of the Stephanie Alexander Kitchen Garden Program Implementation of the Stephanie Alexander Kitchen Garden curriculum program. The Stephanie Alexander Kitchen Garden is completed including construction of the kitchen Community Garden and Kitchen specialists are appointed and program run within the Science and technology Program. $ over 3 years Enhanced participation and engagement with the Forest Learning Community of Schools Network. Enhanced participation in joint planning, engagement and alignment of some professional learning with the goals of the Learning Community.

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16 Seaforth Public School 37 Kempbridge Avenue Seaforth Phone: Fax: Document REF: SPS PD/110712/D004