2018 Annual Implementation Plan: for Improving Student Outcomes

The new Strategic Planning Online Tool (SPOT) is available to support schools to complete annual planning and monitoring online. For more information about SPOT please see here.

School name: Templeton Primary School
School number: 5196 / Based on School Strategic Plan: 2016-2020

Section 1: Document 2018 Goals and FISO High-impact Improvement Initiatives

Each section is designed to plan for and monitor the key improvement strategies, linked to the 12-month targets set by the school. These should align to the Goals and Targets set in your School Strategic Plan.

STRATEGIC PLAN GOAL / To continue to build teacher capacity through Professional Learning Teams (PLTs) using evidence and data to inform planning, assessment and teaching practice
STRATEGIC PLAN TARGETS / Teacher effectiveness in the Students Attitudes to School Survey be in the 4th quartile
Teacher collaboration scores in the staff survey move into the top 25% of schools in the state
12 MONTH TARGETS /
There are still 3 areas to continue to address looking at the 2017 data. Percentage breakdowns highlight whilst one area we meet and another very close, there are still two areas (effective teaching time and stimulated learning) as areas to improve and look at. For effective teaching we should aim for 65%and for stimulated learning we should aim for 70%. Differentiated Learning Challenge to be 73%.
Our 2017 data for teacher collaboration in the staff opinion survey shows we have already reached into the top 25% (we hit 76.25%). However our good work should continue and initiatives could see this number continue to grow well into the top 25%.A target of 80% for this AIP.
External expert to help support coordinators and unpacking data and evidence
Reconfiguration of coordinator meetings and to begin to make direct links to data analysis within these year levels and moderation purposes
Consistent and regular involvement of leadership in all Year level PLT
FISO IMPROVEMENT INITIATIVE / Building Practice Excellence
FISO IMPROVEMENT INITIATIVE RATIONALE / Through our leadership team reflection of our current (2017) AIP as well as analysis from each leadership team member of our school against the FISO continua of practice highlights this as an area for improvement. We discussed that our biggest improvement can come from within where we are improving the overall performance of teams and the consistency of their work at a whole school level.
Key Improvement Strategy 1 / Skilling Coordinators to lead discussions and unpack data and evidence. Improve mindset towards the PLT time (planning vs discussion on student)
Actions / - Consistent and regular coordinator meetings. This is to ensure consistency with leadership directives and also allows for greater collaboration
- Coordinator leadership PD run by our leadership team.
- Explore getting experts to come in and work with coordinators or teams on analysing data
- Develop rationale within term overviews on curriculum areas within Literacy and Numeracy
- Induction process for new coordinators to understand expectations and role
- Central location of PLT minutes for access for leadership
- Di and Andrea involved in all PLT meetings
- Student tracking through XUNO Term 1
Evidence of impact / Skills / Behaviours / Attitudes
Improved student outcomes through targeted teaching / Consistent coordinator meetings with minutes documented / Clear rationale to areas of learning as seen in term overviews
More connection between weekly and term planners to evidence of formal assessment.
ACTIVITIES AND MILESTONES / WHO / PLP / WHEN / BUDGET ESTIMATE / MONITORING
Progress Status / Evidence / Budget
YTD
Timetable Di and Ayse to attend all PLTs / Marc Crilly – timetabling
Di Hynes and Ayse Bavage / Yes / Beginning of Term 1 and ensure its placement across each semester / N/A /    / 6 months
   / 12 months:
Central location for PLT minutes or Management to access / Aidan Schanssema / Beginning of Term 1 / N/A /    / 6 months:
   / 12 months:
Induction process for new coordinators to understand expectations and role / Marc Crilly / Beginning of Term 1 / N/A /    / 6 months:
   / 12 months:
Develop rationale within term overviews on curriculum areas within Literacy and Numeracy / Di Hynes & Ayse Bavage / Beginning of Term 1 / N/A /    / 6 months:
   / 12 months:
   / 12 months:
Student tracking through XUNO from Term 1 / Marc Crilly / Beginning of Term 1 / Possible budget resource allocation – ICT or admin /    / 6 months
   / 12 months
Explore getting experts to come in and work with coordinators or teams on analysing data / Andrea Edwards / Yes / Have something in place for Term 2 / Possible budget resource allocation – PD Budget /    / 6 months
12 months
Coordinator Leadership PD / Aidan Schanssema / ? / Yes / Begin Term 1 and keep it ongoing through year / N/A /    / 6 months
12 months

Goal 2

The table below is designed to plan for and monitor eachGoal of the SSP. There will be multiples of this section, depending on how many KIS are to be delivered in 2018. Be mindful to focus your efforts and not set out to complete too many strategies.

Monitoring Please note: In Progress status section   respectively indicate: not commenced or severely behind schedule,  slightly behind schedule but remediation strategies are in place to get back on schedule and on schedule and/or completed. Delete dots as appropriate.]

STRATEGIC PLAN GOAL 2 / Improve student engagement and motivation through goal setting and development of skills in students to be more independent learners
STRATEGIC PLAN TARGETS / Achieve an average score of 4.50 in our student attitudes to school survey in the following 3 areas:
- Learning Confidence
- Stimulating Learning
- Student Motivation
12 MONTH TARGETS /
Stimulated Learning – 70%
Student Motivation – 73%
Learning Confidence – 73%
Continue Big Books P-5 in classrooms
Learning Journals embedded 2-6
Increased use of Goal Setting, through student reflection, metacognitive strategies and Professional Development
Classroom environments continually monitored and evaluated through learning walks
FISO IMPROVEMENT INITIATIVE / Excellence in Teaching and Learning
FISO IMPROVEMENT INITIATIVE RATIONALE / Our analysis through our school strategic plan highlighted that we can make improvements towards improving our student engagement. We addressed this can be done through this FISO initiative, with particular focus within the dimension ‘Evidence-based high impact teaching strategies’.
Key Improvement Strategy 1 / Increased use of goal setting, through student reflection, metacognitive strategies and professional development
Actions / Continue Big Books P-5 in classrooms
Learning Journals embedded 2-6
Increased use of Goal Setting, through student reflection, metacognitive strategies and Professional Development
Classroom environments continually monitored and evaluated through learning walks
Evidence of impact / Skills / Behaviours / Attitudes
Students can clearly articulate goals
Teachers have more direction on learning areas for students at an individual level / Students more aware of their learning and areas they wish to improve / Students more engaged with their learning
ACTIVITIES AND MILESTONES / WHO / PLP / WHEN / BUDGET ESTIMATE / MONITORING
Progress Status / Evidence / Budget
YTD
Continue Big Books P-5 in classrooms / Leadership Team and Coordinators / Beginning Term 1 and continued across year /    / 6 months [Drafting Note report here the tangible markers or indicators of success reflecting observable changes in knowledge, skills and mindset and progress towards achievement of Activities and Milestones]
   / 12 months:
Learning Journals embedded 2-6 / Leadership Team and Coordinators / Beginning Term 1 and continued across year /    / 6 months:
   / 12 months:
Increased use of Goal Setting, through student reflection, metacognitive strategies and Professional Development / Leadership Team and Coordinators / PD beginning in Semester 1 /    / 6 months:
   / 12 months:
Classroom environments continually monitored and evaluated through learning walks / Leadership Team and Coordinators / Term 1 and throughout year /    / 6 months:
   / 12 months:

Section 2: Other FISO Dimensions (if required)

This section is for documenting any additional FISO dimensions that schools may be focusing on, in addition to the one or two chosen High-impactimprovement initiatives.

Be mindful to focus your efforts and not set out to complete too many strategies.

Monitoring Please note: In Progress status section   respectively indicate: not commenced or severely behind schedule,  slightly behind schedule but remediation strategies are in place to get back on schedule and on schedule and/or completed. Delete dots as appropriate.]

STRATEGIC PLAN GOAL / Improve student learning outcomes in Literacy, particularly in strengthening the area of writing.
STRATEGIC PLAN TARGETS / In writing, teacher judgements will aim to achieve:
P-2:
Students achieving A-B – 20%
Students achieving A-C – 90%
3-6:
Students achieving A-B – 30%
Students achieving A-C – 90%
12 MONTH TARGETS / Develop a feedback model for teacher-to-teacher feedback on explicit teaching and instruction.This is part of the High Impact Teaching Strategies documentation from the department.
FISO DIMENSION / Excellence in teaching and learning
FISO DIMENSION RATIONALE / We are endeavouring to improve our teachers teaching strategies and build practice excellence. Through developing a feedback model for teachers, linked to literacy, we will improve overall collaboration of feedback on teaching strategies and improving literacy lessons.
Key Improvement Strategy / Whilst this was not directly linked to our SSP, as a leadership team, we want to embed a HITS initiative into our AIP as our major focus is around building practice excellence.
Actions / Develop a feedback model for teachers to adopt into their practice and within the PLT framework.
Professional Development for staff
Evidence of impact / Teachers completing their feedback process and is documented within their PLT meeting time.
Teachers using strategies seen from the feedback process
Improved planning documentation with strategies to improve lessons and units of work.
ACTIVITIES AND MILESTONES / WHO / PLP? / WHEN / BUDGET ESTIMATE / MONITORING
Progress Status / Evidence / Budget
YTD
Develop a feedback model for teachers to adopt into their practice and within their PLT framework / Leadership Team / Yes / Develop in Term 1 to implement for Term 2 / N/A /    / 6 months
   / 12 months:
Professional Development for Staff / Leadership Team / Yes / Term 2 onwards / N/A /    / 6 months:
   / 12 months:
   / 6 months:
   / 12 months:
   / 6 months:
   / 12 months:
   / 6 months:
   / 12 months:

Section 3: Whole School Professional Learning and Development Plan

TheWhole School Professional Learning and Development Plan outlines how the whole school will seek to learn together in pursuit of the Key Improvement Strategies set in the AIP. The plan supports principals in professional learning and development discussions, by providing a clear line of sight of professional learning to AIP goals/targets and KIS. Also refer to the resources on the Professional Practice Elements page, here.

Professional Learning Priorities / Who / When / Key Professional Learning Strategies
(Choose up to 3) / Organisational Structure (Select) / Expertise Accessed / Where
[Drafting noteRecord the Activities and Milestones identified as Professional Learning Priorities for the school here and complete these additional fields. You may add rows to the table.] / ☐ Collaborative planning
☐ Collaborative preparation
☐ Collaborative design of formative assessments
☐ Moderated assessment of student learning
☐ Collaborative inquiry/Action research team
☐Collaborative curriculum development
☐ Peer observation including feedback and reflection
☐Formalised PLC/PLTs / ☐ Whole School Student Free Day
☐ Professional Practice Day
☐ School-based formal meeting/School-based Professional Learning Sessions
☐ Timetabled Planning day
☐ Network Professional Learning
☐Community of Practice
☐ PLC/PLT Meeting / ☐ SEIL and Regional Support Staff
☐VCAA Curriculum Specialists
☐ Primary Mathematics and Science Specialists
☐ Literacy expertise
☐ PLC Initiative
☐ Teaching Partners
☐ Leadership Partners
☐ School Improvement Partnerships
☐ Internal Staff
☐ Subject Association
☐ Bastow program/course
☐ External Consultants (please add details below) / ☐ On-site
☐ Off-site (please describe)
☐ Collaborative planning
☐ Collaborative preparation
☐ Collaborative design of formative assessments
☐ Moderated assessment of student learning
☐ Collaborative inquiry/Action Research team
☐Collaborative curriculum development
☐ Peer observation including feedback and reflection
☐Formalised PLC/PLTs / ☐ Whole School Student Free Day
☐ Professional Practice Day
☐ School-based formal meeting/School-based Professional Learning Sessions
☐ Timetabled Planning day
☐ Network Professional Learning
☐ Community of Practice
☐ PLC/PLT Meeting / ☐ SEIL and Regional Support Staff
☐VCAA Curriculum Specialists
☐ Primary Mathematics and Science Specialists
☐ Literacy expertise
☐ PLC Initiative
☐ Teaching Partners
☐ Leadership Partners
☐ School Improvement Partnerships
☐ Internal Staff
☐ Subject Association
☐ Bastow program/course
☐ External Consultants (please add details below) / ☐ On-site
☐ Off-site (please describe)
☐ Collaborative planning
☐ Collaborative preparation
☐ Collaborative design of formative assessments
☐ Moderated assessment of student learning
☐ Collaborative inquiry/Action Research team
☐Collaborative curriculum development
☐ Peer observation including feedback and reflection
☐Formalised PLC/PLTs / ☐ Whole School Student Free Day
☐ Professional Practice Day
☐ School-based formal meeting/School-based Professional Learning Sessions
☐ Timetabled Planning day
☐ Network Professional Learning
☐ Community of Practice
☐ PLC/PLT Meeting / ☐ SEIL and Regional Support Staff
☐VCAA Curriculum Specialists
☐ Primary Mathematics and Science Specialists
☐ Literacy expertise
☐ PLC Initiative
☐ Teaching Partners
☐ Leadership Partners
☐ School Improvement Partnerships
☐ Internal Staff
☐ Subject Association
☐ Bastow program/course
☐ External Consultants (please add details below) / ☐ On-site
☐ Off-site (please describe)

Section 4: School Self-Evaluation

For the six FISO Improvement Initiatives and any additional Dimensions your school has focussed on in your AIP, complete a self-evaluationagainst the FISO Continua of Practice and provide documentaryevidence to support your selection of proficiency level status. Include a discussion of your progress towards goals and targets, based on a rigorous self-evaluation of a range of data.You can find the FISO Continua of Practice here. This can also be easily completed in SPOT.

Schools undergoing review in 2018 will need to complete a self-evaluation against all 16 dimensions of the FISO Continua of Practice and provide evidentiary documentation to support this.

Priority / Improvement model dimensions – note state-wide Improvement Initiatives are bolded / Is this an identified initiative or dimension in the AIP? / Continuum proficiency status (Emerging, Evolving, Embedding, Excelling) / Evidence and analysis
[Drafting Note School self-evaluation section enables schools to continuously collect, monitor and analyse school data about school performance. This ensures that all aspects of school performance are considered throughout the year and that any risks, issues and opportunities are identified as they emerge. The School self-evaluation against the Continua of Practice should be completed as data becomes available]
Excellence in teaching and learning / Building practice excellence / Select / Select status / [Drafting note For current AIP improvement initiatives and/ordimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This statement can refer to the progress status and/or make reference to the achievement of the appropriate goals and targets.]
Curriculum planning and assessment / Select / Select status /
Evidence-based high impact teaching strategies / Select / Select status /
Evaluating impact on learning / Select / Select status /
Professional leadership / Building leadership teams / Select / Select status /
Instructional and shared leadership / Select / Select status /
Strategic resource management / Select / Select status /
Vision, values and culture / Select / Select status /
Positive climate for learning / Empowering students and building school pride / Select / Select status /
Setting expectations and promoting inclusion / Select / Select status /
Health and wellbeing / Select / Select status /
Intellectual engagement and self-awareness / Select / Select status /
Community engagement in learning / Building communities / Select / Select status /
Global citizenship / Select / Select status /
Networks with schools, services and agencies / Select / Select status /
Parents and carers as partners / Select / Select status /
Reflective comments: [Drafting NotePlease use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings]
Confidential cohorts analysis: [Drafting noteThis section is not for public distribution.Report herethe extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students]
Next Steps: