Principal’s Draft SILA Overview:
“Site Improvement teams are encouraged to be formed to plan, monitor and support the improvement journey.” SILA Project Info.
“The commendation section of the report needs priority attention as it details areas of quality practice in the school that can be built upon to lever further improvement. By using the information contained in the commendation section to conduct an “appreciative inquiry” (1) the school can determine what processes and structures work effectively in the school’s current context.” SILA Report Structure
****Commendations:
Recommendations: Focus on Learning:
· Staff discuss what professional judgement means in the HSPS context (literacy block, programming and planning) and how that translates into consistency of practice. Embryonic stage – meeting changes, running records, AL
· Limited evidence of phonics and phonemic awareness instruction PALL, all classes doing AL and focussing, ¾ groups
· An audit and sharing of current approaches to spelling may support staff to develop and align spelling practices beyond AL : literacy audit done – not yet spelling
· Resources for small group work, working in levelled groups or individuals engaged in independent learning activities –limited use: small beginning –room 3/4
· Audit current approaches to the teaching of reading and time dedicated to reading across the school literacy audit only /
· Staff reach common agreements and expectations about the explicit teaching and practice of each writing genre R-7 : ?????First Steps ????
· Build on work already started by clarifying and further develop the use of the oral language continuum. - yes
· Consider how to promote high expectations of student achievement through differentiated tasks and structured group activities that provide an appropriate level of challenge and intellectual rigour. Scaffolding such as rubrics, checklists and explicit expectations about quality and quantity of work to be achieved to be considered. Beginning –Bluearth
· Students were observed to be compliant rather than engaged in sustained deep learning extended over time.
· Consider providing students with clear and explicit info about purpose of learning tasks Each lesson students to have clear understanding of the intended outcome. Beginning –should be reflected in kids more
· Share effective practices and strategies for providing targeted feedback to support student learning and ways of monitoring and recording student achievement. Checklists/learning goals
· Discuss expectations of student achievement and behaviour as part of process to develop whole school agreements. (Learning tasks to consistently challenge and extend learning of more able students to be pursued) to come
· Tweak ILPs –staff input revisit and do
· Map and review learning intervention strategies used for individuals to identify effective approaches and consistency. Student support team approach/regional team
· Involve students in assessment processes and more focussed comments on learning achievements in reports Pre report exercise to be done in early term two
· Develop common and agreed expectations for programming and planning -to be done
· Investigate data to best inform planning and programming to be done
Recommendations: Attend To Culture:
· Pursue culture of critical collaboration in which shared planning, programming and professional dialogue are maintained –staff to engage in challenging debate about teaching and learning or pedagogy for improvement.*SILA Coaches to provide additional support
· Students generally feel safe but there are some students who exhibit inappropriate behaviours
· Students feel they have limited choice in their learning
· Performance management practices to be strengthened to support and monitor teaching agreements and expectations.
· Discuss how to maximise PD and improve opportunities for sharing of professional learning
· Document curriculum agreements and expectations
· Undertake Diaf Self review Rubrics for focus on Learning and Attend to Culture
Recommendations: Set Direction:
· Refine SIP and Strategic Plan (SMARTA Targets)
· Detail expectations for teaching and learning in classroom practices
· Identify professional learning needs
· Create a timeline for data collection linked to review processes
· Develop planning skills
· Achieve site targets by using data to plan differentiated learning programmes with assessment tasks that challenge learners and set higher standards.
Recommendations: Shared Leadership:
· Clarify whole school agreements and commitments to restorative management approach to student behaviour
· Review all projects and programs detailing explicit literacy links and expectations
“Effective schools are ones in which principals and teachers focus on student learning outcomes and link this information to improvements in teaching and learning strategies” Fullan, 2003