Strategic Direction / LEARNING / TEACHING / LEADING
Learning
culture / Wellbeing / Curriculum
and
Learning / Assessment
and
Reporting / Student Performance Measures / Effective Classroom Practice / Data Skills
and
Use / Collaborative Practice / Learning
and Development / Professional Standards / Leadership / School Planning, Implementation and Reporting / School Resources / Management Practices
and
Processes
Strategic Direction 1
Student Learning
Inspire, challenge and empower students. / IL
FoR
L3
TEN
NC
CP
ICT
PBL / PBL / IL
FoR
L3
TEN
NC
CP
ICT
PBL / IL
FoR
L3
TEN
NC
CP
ICT / IL
FoR
L3
TEN
NC
CP
ICT / IL
FoR
L3
TEN
NC
CP
ICT
PBL / IL
FoR
L3
TEN
NC
CP
ICT / IL
FoR
L3
TEN
NC
CP
ICT
PBL / IL
FoR
L3
TEN
NC
CP
ICT
PBL / PBL / IL
FoR
L3
TEN
NC
CP
ICT
PBL / L3
TEN
Strategic Direction 2
Staff and Leader Learning
Excellence in leadership, teaching and learning. / IL
FoR
L3
TEN
NC
CP
ICT
TA
CP
IR / IL
FoR
L3
TEN
NC
CP
ICT
TA
CP
IR
PBL / IL
FoR
L3
TEN
NC
CP
ICT / IL
FoR
L3
TEN
NC
CP
ICT / IL
FoR
L3
TEN
NC
CP
ICT
TA
CP
IR
PBL / IL
FoR
L3
TEN
NC
CP
ICT / IL
FoR
L3
TEN
NC
CP
ICT
TA
CP
IR
PBL / IL
FoR
L3
TEN
NC
CP
ICT
TA
CP
IR
PBL / TA / TA
CP
IR
PBL / IL
FoR
L3
TEN
NC
CP
ICT
IR
PBL / PBL
Strategic Direction 3
School and Community Learning
Authentic and inclusive partnerships for learning. / IL
PBL
PaTCH
SaCC / PBL
PaTCH
SaCC / PaTCH
SaCC
TEN / IL / PaTCH
TEN / PaTCH
SaCC
TEN / PBL
PaTCH
SaCC
TEN / PaTCH
SaCC / TEN / PaTCH
SaCC / PaTCH
SaCC
Strategic direction 1: STUDENT LEARNING → Inspire, challenge and empower students.
STRATEGIC
DIRECTION 1 / PURPOSE - 1. Students are explicitly taught reading and writing strategies that will enable them to access and produce a range of texts / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
IL DP Lyndsey Ray / PURPOSE - / Learning
culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
Focus on Reading
(Jenny Opacic) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
L3 Trainer
(Jenna Arzapitian) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Strategic direction 1: STUDENT LEARNING → Inspire, challenge and empower students.
STRATEGIC
DIRECTION 1 / PURPOSE - 2. Students participate in daily numeracy sessions that strategically focus on communicating, problem solving, reasoning, understanding and fluency. / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
School Reporting
(Glenn Hidson) / PURPOSE - / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Strategic direction 1: STUDENT LEARNING → Inspire, challenge and empower students.
STRATEGIC
DIRECTION 1 / PURPOSE - 2. Students participate in daily numeracy sessions that strategically focus on communicating, problem solving, reasoning, understanding and fluency. / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
TEN
(Jenny To) / For the targeted students, the five-weekly monitoring used teacher judgement of progress towards the minimum expectations. Teachers then used a form of continuous assessment to monitor change. Improvement in student progress was major.
The impact of the TEN program is monitored using measures of student progress against the kindergarten, year 1 and year 2 targets. Multiple data collections were made and will be made (four per semester) to monitor the proportion of students at risk of not achieving minimum grade expectations in number sense.
The proportion of students below grade expectations in number reduced over the 20-week intensive implementation of the program. Overall, there was a
60 per cent reduction in the number of students considered 'at risk' (n = 5229).
There was not a uniform reduction across kindergarten to year 2: there was an
44% to __ reduction in kindergarten,
26% to ___ reduction in year 1, and
37% to 28% reduction in year 2 (S1, 2016).
PLAN Data
As a result of initial implementation of TEN, Students are beginning to feel that they have student voice. They feel more confident with Maths particularly in numeracy. This is because in TEN students are taught strategies in which they can use to apply in context of problem solving to achieve their goal. (Video Evidence)
Statistics of cultural change within in the school ( facilitator time table as evidence)
The intervention program was a success and built a cultural change within the school, building the capacity of teachers and adding to their repertoire of practice.
Evaluation of the program identified the following factors as having contributed to its success:
• clear articulation of the program's focus
• effective use of data to inform teaching
• side-by-side support provided by the TEN facilitator in the classroom
• facilitators who demonstrated high-quality leadership skills and deep understanding of numeracy development
EXIT SLIPS / Schools planning to implement TEN should carry out a needs analysis, examining year 3 NAPLAN numeracy results and other sources of data (such as the Best Start Kindergarten Assessment in numeracy).
The program also requires a school commitment to act on assessment for learning data.
Peer mentoring between teachers (as a result of lesson study)
The TEN facilitator is a highly committed teacher and has built a well supported network amongst colleagues through extensive professional learning programs. The teachers understood that the learning framework in number had formed a central component of the numeracy continuum resulting in well-researched description of the progression of student learning. The teachers were also provided with opportunities to meet, share and reflect on their practice as part of the program. From this we hope to develop a peer mentoring network to support teachers throughout their learning and implementation. Through this, we will be able to ensure the sustainability of the program by upskilling new teachers and build teacher capacity to meet the high teacher turnover needs of our school.
Staff self-identify class and student specific at risk students without guidance and implement TEN strategies appropriate to assist learning / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
Numeracy Coach
(Kim Fraser) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Strategic direction 1: STUDENT LEARNING → Inspire, challenge and empower students.
STRATEGIC
DIRECTION 1 / PURPOSE - 3. Students participate in innovative programs that explicitly teach the general capabilities / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
iShare’Cos – ICT Capability Framework integration
(Melissa Laughlin) / SKOLE MENTOR SURVEY.
P-6 projects / Creation Station
Present at Innovation Conference / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
School Excellence Framework – Self Assessment Survey
LEARNING / TEACHING / LEADING
Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures / Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards / Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Excelling / Sustaining and Growing / Excelling / Sustaining and Growing / Sustaining and Growing / Sustaining and Growing / Sustaining and Growing / Sustaining and Growing / Sustaining and Growing / Delivering / Sustaining and Growing / Sustaining and Growing / Excelling / Excelling
Strategic direction 2: STAFF AND LEADER LEARNING → Excellence in leadership, teaching and learning.
STRATEGIC
DIRECTION 2 / PURPOSE - 2. Leaders and aspiring leaders participate in professional learning, mentoring and coaching to build capacity / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
IL DP Lyndsey Ray / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
STRATEGIC
DIRECTION 2 / PURPOSE - / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
Focus on Reading
(Jenny Opacic) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Strategic direction 2: STAFF AND LEADER LEARNING → Excellence in leadership, teaching and learning.
STRATEGIC
DIRECTION 2 / PURPOSE - 2. Leaders and aspiring leaders participate in professional learning, mentoring and coaching to build capacity / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
TEN
(Jenny To) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Numeracy Coach
(Kim Fraser) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
iShare’Cos – ICT Capability Framework integration
(Melissa Laughlin) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Strategic direction 2: STAFF AND LEADER LEARNING → Excellence in leadership, teaching and learning.
STRATEGIC
DIRECTION 2 / PURPOSE - 2. Leaders and aspiring leaders participate in professional learning, mentoring and coaching to build capacity / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING
Teacher Accreditation
(Erin Ellington) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Curiosity and Powerful Learning (Mark Diamond / Glenn Hidson) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
BCQ’Cos Instructional Rounds
(Glenn Hidson) / Learning culture / Wellbeing / Curriculum and Learning / Assessment and Reporting / Student Performance Measures
TEACHING
Effective Classroom Practice / Data Skills and Use / Collaborative Practice / Learning and Development / Professional Standards
LEADING
Leadership / School Planning, Implementation and Reporting / School
Resources / Management Practices and Processes
Strategic direction 2: STAFF AND LEADER LEARNING → Excellence in leadership, teaching and learning.
STRATEGIC
DIRECTION 2 / PURPOSE - 2. Leaders and aspiring leaders participate in professional learning, mentoring and coaching to build capacity / SCHOOL EXCELLENCE FRAMEWORK DOMAINS
PROCESS / PROJECT / EVIDENCE OF IMPACT / WHERE TO NEXT? / LEARNING