2015-2017 Maclean Public School School Plan · School plan 2015-2017 Maclean Public School 3946...

School plan 2015-2017Maclean Public School 3946

Printed on: 11 April, 2017 of 7 Maclean Public School 3946 (2015-2017)

School background 2015–2017

School vision statement School context School planning process

The staff and community of Maclean Public School willdeliver excellence in education – excellence in learning,excellence in teaching and excellence in leading. We willfocus on students. We will nurture, guide, inspire andchallenge them to find the joy in learning and to build theirskills and their understandings.In support of our vision, weare committed to:• Providing quality learning andteaching experiences for all students;• Ensuring that eachstudent reaches his/her potential in intellectual, creative,physical, social and emotional development; • Providingstudents with opportunities to develop leadership skills;• Catering for students from all backgrounds;• EnsuringMaclean Public School students, teachers, parents andcommunity members are respectful, responsible and safelearners;• Providing a safe, caring and disciplinedlearning environment which emphasises the importance ofvalues, attitudes and citizenship;• Involving parents,caregivers and the local community in all aspects of ourschool;• Ensuring that all students are equipped with theskills to adapt to and embrace technological change;• Developing a commitment to lifelong learning.

Maclean Public School is in a rural area and has anenrolment of 175 students of which 49 identify asAboriginal. The school has a FOEI (Family Occupation andEducation Index) of 137 and an ICSEA (Index ofCommunity Socio Educational Advantage) of 916. Thisrating shows 46% of families in the lowest quartile, 40% inthe middle quartiles and 9% in the highest quartile. Theschool delivers quality educational programs. Highexpectations are promoted across all areas of thecurriculum and an emphasis is placed on providing a broadrange of learning opportunities to meet the needs of allstudents. Maclean Public is committed to excellence inteaching, leading and learning. Student participation insport is enthusiastic and the school enjoys “Diamond”status in the Premier’s Sporting Challenge as well as solidperformances in PSSA teams, swimming and athletics atlocal, district and state levels. Student participation andperformance in the creative and performing arts is strong.The school performs well at local Eisteddfods and theschool produces a musical and a short film everyyear.Transition to school programs for students beginningin Kindergarten and transitioning to High School arecontinually being developed to support students. Theschool has established strong links with localpreschools.The school continues to focus on technologyand 21st century learning to ensure our students aremasters of change and leaders in learning. In 2016, theschool began the Stage 3 STEM Project. The project willsee the creation of a MakerSpace for STEM activities.

Maclean school community members were surveyed inNovember 2015 via a paper survey as to their general levelof satisfaction with the school and its performance. Allstudents were surveyed in February and November using a“Plus, Minus, Interesting” discussion in each classconducted by the principal. Teachers completed a SWO(Strengths, Weaknesses and Opportunities) analysis of theschool in November 2015. Community members wereinvited to attend focus groups, information gatheringsessions and were emailed and sent home newslettersduring 2015.Survey results were collated and analysedalong with class based assessment, PLAN and NAPLANdata as the evidence base to inform projects and 2016milestones under our three strategic directions aroundstudents, teachers and leaders and the community.Principal School Leadership, Graeme Ross, reviewed theoriginal 2015 draft plan. Graeme also provided mentoringthroughout the planning process. Feedback was alsoprovided by “Critical Friend”, Mrs Robyn Urquhart, PrincipalGulmarrad Public School.In February 2016, all staffcontributed to the completion of the Schools ExcellenceFramework Survey.This document was referenced againstthe Professional Development Frameworkhttps://detwww.det.nsw.edu.au/media/downloads/intranet/lists/directoratesaz/humanresources/schoolteachers/performmanage/performance_development_framework.pdf andthe Schools Excellence Frameworkhttps://www.det.nsw.edu.au/media/downloads/about–us/our–reforms/school–excellence/School_Excellence_Framework.pdf


School strategic directions 2015–2017

STRATEGICDIRECTION 1

Student Learning


Staff and Leader Learning


Community Engagement andLearning

Purpose:

To ensure that each student reaches his/her potential inintellectual, creative, physical, social and emotionaldevelopment, it is essential to provide quality learning andteaching experiences for all students, develop acommitment among students to lifelong learning, maintaina learning environment that is safe, respectful, tolerant,inclusive and that promotes intellectual rigour and ensurethat all students are equipped with the skills to adapt to andembrace technological change.

Purpose:

To ensure our teachers and leaders are highly skillededucators it is essential that we develop a collaborativeculture, strong on trust; that our teachers demonstrate deepcurriculum knowledge across the school through sharedprofessional dialogue, collaborative planning, mentoringand peer coaching; that they engage in professionallearning that reflects School targets and AustralianTeaching and Principal Standards and that they develop areflective culture where feedback from lesson observationsand analysis of data informs practice, so that programs aredifferentiated, relevant, challenging and engaging.

Purpose:

To ensure our community is inclusive, well informed,effective and engaged our parents, caregivers and the localcommunity must be involved in all aspects of our school.


Strategic Direction 1: Student Learning

Purpose People Processes Practices and Products

To ensure that each student reacheshis/her potential in intellectual, creative,physical, social and emotionaldevelopment, it is essential to providequality learning and teaching experiencesfor all students, develop a commitmentamong students to lifelong learning,maintain a learning environment that issafe, respectful, tolerant, inclusive and thatpromotes intellectual rigour and ensure thatall students are equipped with the skills toadapt to and embrace technologicalchange.

Improvement Measures

NAPLAN(National Assessment ProgramLiteracy and Numeracy) Writing growthabove LikeSchool Groups (LSG)

Students achieve in the appropriateclusters on the Planning Literacy andNumeracy (PLAN) Literacy Continuum inWriting K–6

Improved student attendance

Decrease in negative and increase inpositive entries in Sentral Wellbeing

Students

Engage in focused learning. Takeresponsibility for learning by individualgoals setting.

Staff

Practice quality teaching. Create engagingprograms. Use data to drive decisionmaking and program development. Useresearch based Professional Learning toinform pedagogy. Actively participate inProfessional Development. Differentiateteaching practice. Develop and implementstudent IEPs & PLPs.

Parents/Carers

Attend school information sessions andinterviews to support studentlearning. Support regular schoolattendance. Support school programsthrough volunteering time atschool. Collaborate with school in meetingstudent and whole school needs.

Community Partners

Collaborate with the broader educationalcommunity in meeting needs of studentsincluding transition programs. Supportschool programs & events.

Leaders

Coordinate professional learning, andmentoring. Continue to implement TheWhite Folder. Motivate staff to maintainfocus on quality and engaging teaching.

A Differentiated Approach to Teaching andLearning

Making Music

A Differentiated Approach to StudentWellbeing and Engagement

Evaluation Plan

Analysis of student NAPLAN data

Analysis of K–2 PLAN data

Analysis of student writing continuum data3–6

Analysis of Sentral Attendance data

Analysis of Sentral Wellbeing data

Practices

All teachers trained and exercisingconsistent teacher judgement inwriting,benchmarked to BOSTES work

7 Steps teaching strategies and criteriamarking used by all teachers

Strengthened teaching of writing, asevidenced through peer reflections

All Teachers systematically plan for thecollection, analysis and use of writing data,to collaboratively develop teaching andlearning programs.

K–6 Music taught on a weekly basis

100% of staff understand and implementPositive Behaviour for Learning (PBL)

Products

Student growth in Writing performanceevidenced in PLAN, NAPLAN, continuumdata and class based assessments thatindicate all students have grown at ageappropriate benchmarks.

Improved student self–esteem,engagement, music skills and musicperformance.

Teacher capacity to teach musicstrengthened.

Improved student engagement, behaviourand attendance, as measured by reductionin Sentral data


Strategic Direction 1: Student Learning

Improvement Measures People Processes Practices and Products


Strategic Direction 2: Staff and Leader Learning


To ensure our teachers and leaders arehighly skilled educators it is essential thatwe develop a collaborative culture, strongon trust; that our teachers demonstratedeep curriculum knowledge across theschool through shared professionaldialogue, collaborative planning, mentoringand peer coaching; that they engage inprofessional learning that reflects Schooltargets and Australian Teaching andPrincipal Standards and that they develop areflective culture where feedback fromlesson observations and analysis of datainforms practice, so that programs aredifferentiated, relevant, challenging andengaging.


All teachers regularly use the 7 Habits ofHighly Effective People in the workplace

All teachers use data to inform teaching

PBL working across the school

100% of teachers have implementedPerformance and Development Plans

Staff

Have a program of personalisedprofessional development planned, usingpeer observation, document analysis andconferencing focussed on the NationalCurriculum and the Australian TeachingStandards. Are mentored in Informationand Communications Technology (ICT),Science Technology Engineering andMaths (STEM) and Positive Behaviour forLearning (PBL) by expert teachers. Havepurposeful leadership roles based onprofessional expertise.

Leaders

Keep abreast of research on effectiveteaching practice. Actively promote a rangeof evidence based teachingstrategies. Make deliberate and strategicuse of staff skill base. Establish processesto use data and evidence for strategicschool improvement. Use collaborativefeedback and reflection to promote andgenerate learning and innovation.

Developing Teacher Collaborative PracticeFocusing on Data Literacy

Developing Teacher and Leader Capacitythrough Collaborative Practice Focusing onMentoring and Peer Coaching

Developing Teacher and Leaders Capacitythrough the Performance and DevelopmentFramework

Evaluation Plan

Teachers surveyed on success of MentorPrograms (ICT, PBL, Beginning Teacher,Data Literacy)

Lesson observations show evidence ofeffective mentoring

Teaching Programs developedcollaboratively

Staff Performance and Development Plans

Practices

School wide performance and developmentpolicies and practices provide mentoringand coaching support to ensure theongoing development of staff.

Teachers use evidence to inform teachingand to build a culture of self– reflection andevaluation across the school.

The school uses data to inform strategicschool level decisions, interventions andinitiatives.

Teachers use research based teachingpractices in all classrooms to ensure thatevery student is engaged, challenged andlearning successfully.

Teachers regularly reflect on their practiceand gather evidence for their White Folderto support their performance against theAustralian Teaching Standards

Products

Strengthened teacher capacity todifferentiate the curriculum K–6.

Strengthened teacher capacity to teachPBL.

Strengthened teacher data literacy skills.

100% of teachers have implementedProfessional Development Plans

High standard of teacher and leaderperformance measured against theAustralian Professional TeachingStandards and AITSL Leadership andPrincipal Standards as evidenced in theWhite Folder.


Strategic Direction 3: Community Engagement and Learning


To ensure our community is inclusive, wellinformed, effective and engaged ourparents, caregivers and the localcommunity must be involved in all aspectsof our school.


Increased community attendance at andsupport of all school activities

Increased Kindergarten enrolments

Students

Contribute through regular visits topreschools and nursing homes andproviding school based performances forthe community.

Staff

Regularly consult with parents and thebroader community through AboriginalEducation Consultative Group (AECG)meetings, articles in the media, schoolblog, school website, meetings, forums,assemblies, interviews and workshops.

Parents/Carers

Participate actively in forums and meetings. Attend all school performances. SupportAmbaali Ngaarri & Yaygirr programs.

Community Partners

Work together to establish meaningful andproactive partnerships with theschool. Maclean Community Preschool andCubbyhouse For Kids Preschool work withMaclean Public School to supportTransition to School Programs.

Building Community Partnerships focussingon reconciliation and the Yaygirr language.

Community Connections focussing ontaking music to the community, showcasingeducation through Pop Up Museums andCurriculum Cafes and preparing childrenfor school through Kindergarten Transition.

Evaluation Plan

Attendance numbers at school events andmeetings.

Kindergarten enrolment numbers.

Number of Indigenous communitymembers employed by the school.

Practices

School partnerships successfullyimplemented as measured by highsatisfaction levels in surveys.

School priorities underpinned by studentneed and community consultation.

Regular opportunities created forcommunity consultation, communicationand participation

Clear roles and responsibilities establishedin partnership projects

Regular communication with preschooldirectors on a fortnightly basis.

Implementation of a structured, year longKindergarten Transition Program.

Products

Community actively and regularly involvedin school activities and planning processes.

Strengthened links with preschools.

Increased Kindergarten enrolments


2015-2017 Maclean Public School School Plan · School plan 2015-2017 Maclean Public School 3946...

Documents

Transcript of 2015-2017 Maclean Public School School Plan · School plan 2015-2017 Maclean Public School 3946...