School plan 2015 – 2017

2017 update

Engagement

Goulburn West Public School – quality education in your local community

Literacy and Numeracy

Professional Learning

Engagement

1

School vision statement / School context / School planning process
Goulburn West Public School fosters a well-rounded curriculum supported by quality teaching and positive behaviour initiatives. We offer wide learning opportunities to rural students so they may reach their potential as able citizens of the future. Students and staff value responsibility, respect, safety and learning well day to day.
. / Goulburn West enjoys strong community support, set in a leafy neighbourhood, to the west of the main Goulburn CBD.
Launched in 1952, Goulburn West enjoys a fine reputation in the area, Our school is changing as older residents leave the neighbourhood, and younger families enjoy the advantage of well-constructed homes on large suburban blocks. We are quite close to major services such as the Hume Highway, a growing light industrial and commercial area, parks and wide roads.
From 2012 to 2016, Goulburn West has grown in student numbers. Excellent programs in English, Mathematics, Sport, Creative and Performing Arts and Student Welfare assist each student to take advantage of a well-rounded education.
Our vision is for quality teaching and positive behaviour to provide a strong foundation for each student to reach their full potential. Our parents support the school in its vision, with a team effort between school and home an important factor in success. / As a school community, Goulburn West reflected on plans for 2016, with the purpose of identifying strengths and weaknesses, We incorporated views from all sections of the school community for future directions of Goulburn West as we adapt our processes and practices to meet the changing needs of students, staff and the wider community.
In order to do so we:
1.  Met as a staff, identifying growth in literacy, numeracy, professional learning and engagement as our main purpose;
2.  Completed the ‘Tell Them From Me’ teachers’ surveys looking at aspects of confidence in teacher practice, assessment, leadership, collegiality and the integration of technology;
3.  Addressed a P and C forum on these areas and noted the frank discussion that followed;
4. Facilitated ongoing professional learning in the School Excellence Framework as a foundation for our growing capacity in identifying student progress on continuums, personal professional needs in a learning plan and to build our knowledge of the National Syllabus and National Professional Teaching Standards for all teachers.

Goulburn West Public School 3741

Page 2

School Plan 2015- 2017

Purpose / People / Processes / Products and Practices
Professional learning will offer all staff the building blocks they need to refine their pedagogy, management systems and positive welfare approach to meet standards, provide quality education that meets student need, and ensure all areas of the school community has the information they need to best support student growth. / How do we develop the capabilities of our people to bring about transformation?
Students:
Master core subjects
Think deeply and critically and make relevant connections
Staff:
Engaging in professional learning (courses, collegial reflection and observation) to build capacity in a changing educational environment
Parents/Carers
Growing in understanding of student need through clear communication, information workshops, interviews and newsletter topics
Community Partners:
Collegial sharing of innovation, success, professional discussion through the Teaching and Learning Group and Beginning Teachers network.
Leaders:
Aspiring and substantive school leaders will engage in professional learning towards highly accomplished teacher standards; the mentoring and professional development of all staff by supporting through workshops, observations, and discussion; through the professional support conversation process with those under their direct supervision. / How do we do it and how will we know?
Goulburn West will link professional learning plans, Australian National Teacher Standards, the School Excellence Framework and the Teacher Assessment Review process. Documented evidence (programs, plans, surveys, student growth (see Strategic Direction One – Literacy and Numeracy).
Evidence:
Ongoing professional learning in L3 (K- 2); Focus on Reading (School based trainer); review of practice for all staff), Science Curriculum (DR), inquiry based learning (RN); How2Learn (site based trainers for all staff) ; business management for SASS, PLAN
Mindset for quality programs listed above will support the quality teaching framework and improvements in parent understanding and individual student growth.
Evaluation Plan
School Excellence Framework: Observations and documentation through consistent criteria ( programs, classroom visits, planned assessments that meet the three platforms of assessment) / What is achieved and how do we measure?
All staff meeting Australian Professional Teaching Standards or SASS NSW Capabilities Framework at professional proficiency or higher.
All staff actively implement quality framework programs leading to student growth; evidenced by observation, / documentation/collegial practice.
Parent feedback surveys and forums reflect a growing understanding of assessment, progress and changing educational practice.
Product:
Clearly understood assessments using syllabus based indicators are shared with parents and colleagues.
Product:
All professional learning meets teacher reflected need for student, school or personal interest as evidenced by professional reflection under the School Excellence Framework.
Practice:
School Excellence Framework underpins the professional support conversations in the school. Growth coaching strategies for staff and students are actively implemented by executive staff.
Practice:
Observations and documentation through consistent criteria ( programs, classroom visits, planned assessments that meet the three platforms of assessment)
Improvement Measures
!00% of assessment will relate to these three platforms:
Assessment for learning – informing teaching
Assessment as learning – student feedback
Assessment of learning – measuring against standards (Melbourne Declaration 2008)
100% of staff will link their professional learning to student and personal need – meeting Australia Professional Teaching Standards for graduate and professional competence
Improvement in the capacity of teaching staff to differentiate for individual need will be evidenced in collegial planning, professional learning choices, and classroom observation documentation. .