FINAL
2016 Annual Implementation Plan: for Improving Student Outcomes
WARRANDYTE PRIMARY 0012
Based on Strategic Plan 2016-2019
Endorsements
Endorsement by School Principal / Signed……………………………………….Nam: Gillian Binger
Date……………………………………………
Endorsement by School Council / Signed……………………………………….
Name: Nieta Manser
Date 24/2/2016
Endorsement by Senior Advisor / Signed……………………………………….
Name…………Mark Flack……………………………….
Date……………………………………………
Guide to developing the Annual Implementation Plan: for Improving Student Outcomes
To focus effort where it is most needed, four priorities have been identified for the entire Victorian government school system. The four priorities are:
· Excellence in teaching and learning
· Professional leadership
· Positive climate for learning
· Community engagement in learning.
Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and evidence-based strategies that when implemented with consistency and depth help drive improved student outcomes. The initiatives are associated with the four state-wide priorities, in the following way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools):
Priority / Initiatives /Excellence in teaching and learning / Building practice excellence: Teachers, principals and schools will work together
Curriculum planning and assessment: School will embed a culture of curriculum planning, and assess the impact of learning programs, adjusting them to suit individual student needs
Professional leadership / Building leadership teams: Schools will strengthen their succession planning, develop the capabilities of their leadership teams in using evidence
Positive climate for learning / Empowering students and building school pride: Schools will develop approaches that give students a greater say
Setting expectations and promoting inclusion: Schools will work across their communities to implement support to health, wellbeing, inclusion and engagement of all students
Community engagement in learning / Building communities: Schools will strengthen their capacity to build relationships with the broader community by partnering
To guide the development of the 2016 Annual Implementation Plan: for Improving Student Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL) to conduct an annual evaluation of student outcomes data against the targets set in their School Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or more initiative.
Principal and teacher performance and development plans include explicit links with the AIP and the School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives to each individual’s plan. The Guidelines provide further context and detailed information to support this work.
Summary page: the school’s priorities and initiatives
Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes.
Priorities / Initiatives / üExcellence in teaching and learning / Building practice excellence / ü
Curriculum planning and assessment
Professional leadership / Building leadership teams
Positive climate for learning / Empowering students and building school pride / ü
Setting expectations and promoting inclusion
Community engagement in learning / Building communities
Initiatives Rationale:
Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring particular attention.
The next stage of improvement is a whole school commitment to an improvement agenda that continues to focus on high expectations, building the capacity of teachers and developing curious, motivated learners.
“The benefits of an inquiry-based approach to teaching and learning have been well documented. Inquiry learning allows for the integration of the curriculum. As students move through the process of inquiry, they can draw on several ways of investigating and expressing their growing understandings – integrating skills and content from multiple disciplines or learning areas”.
Kath Murdoch: Inquiry learning – journeys through the thinking processes.
At Warrandyte Primary School the next level of improvement is to develop pedagogy of inquiry to purposefully integrate curriculum learning areas. We aim to deepen students’ understanding by guiding their thinking, through the development of the Big Ideas, encouraging them to question to make sense of their world and to develop themselves as life-long learners.
Key Improvement Strategies (KIS)
List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.
Initiative: / KIS
Building practice excellence / · Build teacher capacity to differentiate teaching to ensure challenge and progress for every student.
· Build capacity in teachers to personalise learning for all students.
· Develop and implement an agreed Warrandyte Primary School pedagogy of teaching and learning.
Empowering students and building school pride / · Create opportunities for student voice and involve students in decision making about how they can make a difference
· To build the capacity of all members of the Warrandyte Primary School community to understand how to meet the wellbeing needs of themselves and others.
Annual Implementation Plan: for Improving Student Outcomes
ACHIEVEMENTGoals / To improve individual student learning outcomes. / Targets / Victorian Curriculum
· growth of at least 1.0 progression point per year in all areas of literacy and numeracy.
NAPLAN (top 2 bands)
· In years 3 and 5, increase the percentage of students in the top two bands for reading, writing, grammar and punctuation, spelling and numeracy by 2015 (bands 5 and 6 at year 3 and bands 7 and 8 at year 5)
12 month targets / 2015
NAPLAN / Target 2016 / 2015
NAPLAN / Target
2016
Year 3 / Reading / 68% / 70% / Year 5 / Reading / 54% / 60%
Writing / 75% / 77% / Writing / 39% / 45%
G&P / 68% / 70% / G&P / 59% / 62%
Spelling / 48% / 52% / Spelling / 39% / 45%
Number / 43% / 50% / Number / 46% / 50%
Years
F-6 / Victorian Curriculum
· growth of at least 1.0 progression point per year in all areas of literacy and numeracy.
KIS / ACTIONS:
what the school will do / HOW
the school will do it
(including financial and human resources) / WHO
has responsibility / WHEN
timeframe for completion / SUCCESS CRITERIA:
Markers of success reflecting observable changes in practice, behaviour, and measures of progress
Develop and implement an agreed Warrandyte Primary School pedagogy of teaching and learning. / · Define and document common beliefs about teaching and learning
· Develop Warrandyte Primary School teaching practice document that includes non-negotiables for teachers.
· Develop and document a whole school approach to assessment and reporting in particular the use of GradeXpert. / Teaching and Learning meetings discuss and document:-
· understanding of ‘curious and powerful’ learning
· where is our school and where is it heading
· our narrative
ref: Wayne Craig and David Hopkins
Literacy and Numeracy teams work together to draft ‘non-negotiables’ documents
Literacy and Numeracy teams made up on representatives from each team F-2, 3-4 and 5-6
Curriculum Team to review assessment schedule and ensure data is collected through GradeXpert.
Annual cost $1300 / Leadership and team leaders
AIP Leadership:
Achievement- Meryl
Engagement- Rick
Well-being-Cathie
Productivity-Gill
Literacy Leader: Meryl Teather
Numeracy Leader:
Jenny McDonell
A&R leader :
Kylie Lewis
Curriculum team
C/room teachers / T&L meeting
First day 2016
Action and documented by the end of term 4
Fortnightly meetings / ü Development of a Warrandyte Primary School Teaching and Learning Booklet – Literacy and Numeracy
ü A draft of the Literacy and Numeracy non-negotiables developed
ü Gathering and sharing whole school data as a regular part of our assessment routines.
ü School wide assessment schedule.
ü All classroom teachers use GradeXpert to analyse, monitor and plan teaching and learning programs
ü Learning Improvement or Extension plans developed for students working 12 months below or above expected level in Victorian Curriculum
Build teacher capacity to differentiate teaching to ensure challenge and progress for every student. / · Develop a whole school pedagogical framework which is concept driven and inquiry based.
· Provide an approach to teaching where learning is personalised for every student.
· Review and begin to implement the Victorian Curriculum
· Develop a scope and sequence for Mathematics / Consultant: Kath Murdoch to provide whole school professional learning. Approx.$12,000
Teaching and Learning meetings- focus on giving and receiving feedback (preparation for Best Practice Lesson)
Attend regional briefings re: Victorian Curriculum
Review and refine Michael Ymer scope and sequence for mathematics
Teaching and Learning meetings to have a focus on literacy and numeracy strategies and programs
All teachers monitor student data. / Curriculum Team with Inquiry Leader- Jo Fecondo
Leadership Team
Numeracy team- members from each team
Literacy and Numeracy leaders
Classroom & Specialist Teachers / May 2, - curriculum day.
June 20- demo lessons and October 6- TBA
Term 1
Before end of term 2
Monthly T&L meetings / ü Whole School professional learning that supports goals and strategies of the Strategic Plan - Kath Murdoch (Inquiry Learning)
ü Student centred, personalised learning visible across the whole school. Student goal setting, monitoring and feedback a core part of learning at Warrandyte Primary School and evident in planning documents
ü Whole staff understanding of standards (Victorian Curriculum) developed during professional development sessions
ü Documented evidence of Best Practice lessons and learning walks used to improve teacher capabilities
ü Triangulation of data to support teacher judgement in Victorian Curriculum.
ü Student learning to meet targets as specified.
Annual Implementation Plan: for Improving Student Outcomes
ENGAGEMENTGoals / To empower students to become creative and curious 21st century learners who make connections between local, national & global contexts. / Targets / Student Attitudes to School Survey Years
• To improve scores to at or above ‘similar school’ means in the variables of: Learning confidence; school connectedness; stimulated learning; student motivation; teacher effectiveness; teacher empathy.
Parent Opinion Survey
· To improve scores to at or above ‘similar school’ means in the variables of: Student motivation.
12 month targets / Student Attitudes to School Survey Years
2015: Learning confidence-3.84 ; school connectedness-4.06 ; stimulated learning-3.99 ; student motivation-4.36 ; teacher effectiveness-4.22 ; teacher empathy-4.30 .
Target 2016: Learning confidence- 4.0; school connectedness- 4.3; stimulated learning-4.4; student motivation- 4.8
teacher effectiveness- 4.5 ; teacher empathy- 4.5
Parent Opinion Survey
2015: Stimulation learning- 5.48; Student motivation- 5.15
Target 2016: Stimulating Learning – 5.7; Student motivation- 5.5
KIS / ACTIONS:
what the school will do / HOW
the school will do it
(including financial and human resources) / WHO
has responsibility / WHEN
timeframe for completion / SUCCESS CRITERIA:
Markers of success reflecting observable changes in practice, behaviour, and measures of progress
Create opportunities for student voice and involve students in decision making about how they can make a difference. / · Provide opportunities for student led forums.
· Implement consistent protocols for student behaviour across the school community.
· Capitalise on the potential of technology to engage the parent community in their child’s learning.
· Provide regular opportunities for parents to engage in the child’s learning. / Review the roles and responsibilities of Junior School Council.
School values and engagement policy reviewed and Quality Classroom strategies implemented
Learning intentions and success criteria part of classroom practice
Tiqbiz app advertised to all families via newsletter and handout; blogs developed for each team or grade
$450 Tiqbiz; $500 website administration
Parent information nights:
· (F-2) program & curriculum focus
· (Years 3-6) relevant curriculum information;
BYOD; camping; the engaging classroom; student run nights
Parent Helpers Course - CRT costs / Nominated member of staff –
JSC students members Y1-6
All teaching staff
All staff
Team leaders
Curriculum & AIP leaders
Cathie Brooks / end of Feb 2016
First two-three weeks of term 1, 2016
By end of term 1
Term 1 / ü Documented responses of students from forum discussions - unpack survey results and other local issues
ü Increased opportunities for students to shape their own learning as evident in improved results - Attitude to School survey in particular stimulated learning & student motivation
ü Class blogs, newsletter, communication blogs, information nights, family (educational) events, parent helper courses etc, provide parents to become actively involved in their child’s learning.
Build capacity in teachers to personalise learning for all students. / · Build an inquiry learning culture.
· Plan and implement rich, authentic learning experiences for students across the curriculum.
· Build opportunities for students to develop critical and digital literacies.
· Investigate a school B.Y.O.D. program.
· Utilise the strengths of specialist programs to connect concepts across the curriculum. / Kath Murdoch – consultant to work with staff throughout 2016 Cost $12,000
During team meetings and planning days, teams develop ‘rich’ literacy and numeracy programs.
Whole school scope and sequence (inquiry based) drafted; links to Victorian Curriculum
CRT costs: $6000
Survey parents; information night; attend PD; visit best practice schools; inform parents via newsletters or blog.
iPad for each c/room teacher to implement/trial apps and new ICT strategies into classroom programs. $8,000
Specialist team leader to ensure consistency of understanding across specialist staff, reviewing whole school goals and priorities. / Curriculum team:
Leader- K Lewis with members from each team
Team leaders
ICT leader- Yasmin Milnes
All classroom teachers
Specialist Leader- Sally Freemantle / Term 2 and 4, 2016
Second last week of each term
Fortnightly meetings
Scheduled Teaching and Learning meeting
Term 3- ICT information night
beginning of 2016 / ü Whole School professional learning with Kath Murdoch – Inquiry Learning leading to a new, concept driven, school-wide inquiry scope and sequence planner which will be based on the Victorian Curriculum
ü BYO Device program investigated and introduced (including policies and procedures)
ü Teachers incorporate ICT into planning documents and classroom practice
ü All teachers trained and proficient using technologies to enhance and engage student learning. ICT buddies introduced.
Annual Implementation Plan: for Improving Student Outcomes