Clifford Park Special School
Annual Implementation Plan 2017

School Improvement Priorities 2017

1.  Improvement Priority: Students will achieve their reading expectation or literacy learning expectations.

Strategy : Evidence of Learning Professional Learning Community (PCL) leads the implementation of data processes
Actions / Targets / Timelines / Responsible Officer/s
1.  Define and implement consistent, contextualised and systematic data processes in order to collect, store and use as evidence of learning. / -Deconstruction of data tools
-Implementation of Data Walls
-Implementation of data tools on a cyclic basis / Term One 2017
Term One 2017
2017 / Tania Leach and team members of the PLC
2.  Use evidence of learning to identify where students are ‘at’, inform targeted teaching and confirm that our curriculum and pedagogical decisions are leading to learning. / -Precise, measurable learning targets written for each student
-Four weekly data cycles to be implemented / Reading expectations/Literacy expectations are recorded in Student Plans during each term / -Master Teacher
-Peer Feedback Coaches
3.  Use evidence of learning to support consultation processes with stakeholders / Student Plan Meetings with stakeholders / One meeting with stakeholders each semester / -Leadership Team
-Teachers
Strategy: Professional Learning for staff regarding Evidence of Learning processes – increase knowledge, skills and competencies on assessment literacy
Actions / Targets / Timelines / Responsible Officer/s
1.  Master teacher provides training to Peer Feedback Coaches / Peer Feedback Coaches are able to support teachers in developing precise reading goals/learning expectations. / By beginning of Term Two 2017 / Master Teacher
Peer Feedback Coach
2.  Peer Feedback Coaches support teachers in aligning precise reading goals/literacy expectations with appropriate teaching pedagogies / Regular interactions between Peer Feedback Coaches and Teachers / 2017 / Master Teacher
Peer Feedback Team
3.  Engagement in Lyn Sharratt’s Leading Learning Collaborative / Attendance at Regional Days.
Engage in professional learning activities / 2017 / Leadership Team
4.  Professional learning for staff regarding the #1, #14, #6 and #3 parameters of Leading Learning Collaborative / Action plan written for professional learning of staff / Term One 2017 / Leadership Team

2.  Improvement priority: Students will engage in age equivalent math contexts through specialised and explicit pedagogies.

Strategy: Increase confidence of teachers to deliver the RAMR (Reality, Abstraction, Mathematics, Reflection) cycle
Actions / Targets / Timelines / Responsible Officer/s
Develop shared language and shared practices through a Maths Professional Learning community / Shared understanding of the RAMR pedagogy / Maths PLC meets regularly each term / Maths Professional Learning community
Peer Feedback Coaches provide coaching/support to teachers to develop RAMR cycles / All teachers within certain cohorts use the RAMR cycle / 2017 / Teachers
Peer Feedback Coaches
Strategy: Engage with external networks to improve knowledge and understanding of mathematics
Actions / Targets / Timelines / Responsible Officer/s
Interaction with the Special Education Curriculum Cluster (SECC) Maths Professional Learning Community to further develop our evidence of learning processes / Evidence of Learning processes established / 2017 / Deputy Principal and selected members of the teaching team
Engagement in four professional learning days with Bronwyn Ewing (QUT, School of Teacher Education and Leadership) on Number and algebra, Measurement, Geometry and Statistics and probability / Increased knowledge and understanding of / 2017 / Deputy Principal and selected members of the teaching team
Develop a three year plan for the Learning Area of Maths / Three Year Plan for all cohorts / By the end of Term Two / Maths Professional Learning Community