2016 School Annual Implementation Plan...

FINAL

2016 Annual Implementation Plan: for Improving Student Outcomes

WARRANDYTE PRIMARY 0012

Based on Strategic Plan 2016-2019

Endorsements

Guide to developing the Annual Implementation Plan: for Improving Student Outcomes

To focus effort where it is most needed, four priorities have been identified for the entire Victorian government school system. The four priorities are:

Excellence in teaching and learning Professional leadership Positive climate for learning Community engagement in learning.

Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and evidence-based strategies that when implemented with consistency and depth help drive improved student outcomes. The initiatives are associated with the four state-wide priorities, in the following way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools):

Priority Initiatives

Excellence in teaching and learning

Building practice excellence: Teachers, principals and schools will work together

Curriculum planning and assessment: School will embed a culture of curriculum planning, and assess the impact of learning programs, adjusting them to suit individual student needs

Professional leadership Building leadership teams: Schools will strengthen their succession planning, develop the capabilities of their leadership teams in using evidence

Positive climate for learning Empowering students and building school pride: Schools will develop approaches that give students a greater say

Setting expectations and promoting inclusion: Schools will work across their communities to implement support to health, wellbeing, inclusion and engagement of all students

Community engagement in learning

Building communities: Schools will strengthen their capacity to build relationships with the broader community by partnering

To guide the development of the 2016 Annual Implementation Plan: for Improving Student Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL) to conduct an annual evaluation of student outcomes data against the targets set in their School Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or more initiative. Principal and teacher performance and development plans include explicit links with the AIP and the School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives to each individual’s plan. The Guidelines provide further context and detailed information to support this work.

Endorsement by School Principal

Signed……………………………………….

Nam: Gillian Binger

Date……………………………………………

Endorsement by School Council

Signed……………………………………….

Name: Nieta Manser

Date 24/2/2016

Endorsement by Senior Advisor

Signed……………………………………….

Name…………Mark Flack……………………………….

Date……………………………………………

Summary page: the school’s priorities and initiatives Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes. Priorities Initiatives

Excellence in teaching and learningBuilding practice excellence

Curriculum planning and assessment

Professional leadership Building leadership teams

Positive climate for learningEmpowering students and building school pride

Setting expectations and promoting inclusion

Community engagement in learning Building communities

Initiatives Rationale:Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring particular attention.

The next stage of improvement is a whole school commitment to an improvement agenda that continues to focus on high expectations, building the capacity of teachers and developing curious, motivated learners.

“The benefits of an inquiry-based approach to teaching and learning have been well documented. Inquiry learning allows for the integration of the curriculum. As students move through the process of inquiry, they can draw on several ways of investigating and expressing their growing understandings – integrating skills and content from multiple disciplines or learning areas”.Kath Murdoch: Inquiry learning – journeys through the thinking processes.

At Warrandyte Primary School the next level of improvement is to develop pedagogy of inquiry to purposefully integrate curriculum learning areas. We aim to deepen students’ understanding by guiding their thinking, through the development of the Big Ideas, encouraging them to question to make sense of their world and to develop themselves as life-long learners.

Key Improvement Strategies (KIS)List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.

Initiative: KIS

Building practice excellence Build teacher capacity to differentiate teaching to ensure challenge and progress for every student. Build capacity in teachers to personalise learning for all students. Develop and implement an agreed Warrandyte Primary School pedagogy of teaching and learning.

Empowering students and building school pride

Create opportunities for student voice and involve students in decision making about how they can make a difference To build the capacity of all members of the Warrandyte Primary School community to understand how to meet the wellbeing needs of

themselves and others.

Annual Implementation Plan: for Improving Student OutcomesACHIEVEMENTGoals

To improve individual student learning outcomes.

Targets Victorian Curriculum growth of at least 1.0 progression point per year in all areas of literacy and numeracy.NAPLAN (top 2 bands) In years 3 and 5, increase the percentage of students in the top two bands for reading, writing, grammar and punctuation, spelling and numeracy by

2015 (bands 5 and 6 at year 3 and bands 7 and 8 at year 5)

12 month targets 2015NAPLAN

Target 2016

2015NAPLAN

Target2016

Year 3 Reading 68% 70% Year 5 Reading 54% 60%

Writing 75% 77% Writing 39% 45%

G&P 68% 70% G&P 59% 62%

Spelling 48% 52% Spelling 39% 45%

Number 43% 50% Number 46% 50%

Years

F-6

Victorian Curriculum growth of at least 1.0 progression point per year in all areas of literacy and

numeracy.

KIS ACTIONS:what the school will do

HOWthe school will do it

(including financial and human resources)WHO

has responsibilityWHEN

timeframe for completion

SUCCESS CRITERIA:Markers of success reflecting observable changes in practice,

behaviour, and measures of progress

Develop and implement an agreed Warrandyte Primary School pedagogy of teaching and learning.

Define and document common beliefs about teaching and learning

Develop Warrandyte Primary School teaching practice document that includes non-negotiables for teachers.

Develop and document a whole school approach to assessment and reporting in particular the use of GradeXpert.

Teaching and Learning meetings discuss and document:-

understanding of ‘curious and powerful’ learning

where is our school and where is it heading our narrative

ref: Wayne Craig and David Hopkins

Literacy and Numeracy teams work together to draft ‘non-negotiables’ documentsLiteracy and Numeracy teams made up on representatives from each team F-2, 3-4 and 5-6

Curriculum Team to review assessment schedule and ensure data is collected through GradeXpert.Annual cost $1300

Leadership and team leadersAIP Leadership:Achievement- MerylEngagement- RickWell-being-CathieProductivity-Gill

Literacy Leader: Meryl TeatherNumeracy Leader:Jenny McDonellA&R leader :Kylie Lewis

Curriculum teamC/room teachers

T&L meetingFirst day 2016

Action and documented by the end of term 4

Fortnightly meetings

Development of a Warrandyte Primary School Teaching and Learning Booklet – Literacy and Numeracy

A draft of the Literacy and Numeracy non-negotiables developed

Gathering and sharing whole school data as a regular part of our assessment routines.

School wide assessment schedule.

All classroom teachers use GradeXpert to analyse, monitor and plan teaching and learning programs

Learning Improvement or Extension plans developed for students working 12 months below or above expected level in Victorian Curriculum

Build teacher capacity to differentiate teaching to ensure challenge and progress for every student.

Develop a whole school pedagogical framework which is concept driven and inquiry based.

Provide an approach to teaching where learning is personalised for every student.

Review and begin to implement the Victorian Curriculum

Develop a scope and sequence for Mathematics

Consultant: Kath Murdoch to provide whole school professional learning. Approx.$12,000

Teaching and Learning meetings- focus on giving and receiving feedback (preparation for Best Practice Lesson)

Attend regional briefings re: Victorian Curriculum

Review and refine Michael Ymer scope and sequence for mathematics

Teaching and Learning meetings to have a focus on literacy and numeracy strategies and programs

All teachers monitor student data.

Curriculum Team with Inquiry Leader- Jo Fecondo

Leadership Team

Numeracy team- members from each team

Literacy and Numeracy leaders

Classroom & Specialist Teachers

May 2, - curriculum day.June 20- demo lessons and October 6- TBA

Term 1

Before end of term 2

Monthly T&L meetings

Whole School professional learning that supports goals and strategies of the Strategic Plan - Kath Murdoch (Inquiry Learning)

Student centred, personalised learning visible across the whole school. Student goal setting, monitoring and feedback a core part of learning at Warrandyte Primary School and evident in planning documents

Whole staff understanding of standards (Victorian Curriculum) developed during professional development sessions

Documented evidence of Best Practice lessons and learning walks used to improve teacher capabilities

Triangulation of data to support teacher judgement in Victorian Curriculum.

Student learning to meet targets as specified.

Annual Implementation Plan: for Improving Student OutcomesENGAGEMENTGoals To empower students to

become creative and curious 21st century learners who make connections between local, national & global contexts.

Targets Student Attitudes to School Survey Years• To improve scores to at or above ‘similar school’ means in the variables of: Learning confidence; school connectedness; stimulated learning; student motivation; teacher effectiveness; teacher empathy.Parent Opinion Survey To improve scores to at or above ‘similar school’ means in the variables of: Student motivation.

12 month targets Student Attitudes to School Survey Years2015: Learning confidence-3.84 ; school connectedness-4.06 ; stimulated learning-3.99 ; student motivation-4.36 ; teacher effectiveness-4.22 ; teacher empathy-4.30 .Target 2016: Learning confidence- 4.0; school connectedness- 4.3; stimulated learning-4.4; student motivation- 4.8teacher effectiveness- 4.5 ; teacher empathy- 4.5

Parent Opinion Survey2015: Stimulation learning- 5.48; Student motivation- 5.15Target 2016: Stimulating Learning – 5.7; Student motivation- 5.5








Create opportunities for student voice and involve students in decision making about how they can make a difference.

Provide opportunities for student led forums.

Implement consistent protocols for student behaviour across the school community.

Capitalise on the potential of technology to engage the parent community in their child’s learning.

Provide regular opportunities for parents to engage in the child’s learning.

Review the roles and responsibilities of Junior School Council.

School values and engagement policy reviewed and Quality Classroom strategies implemented

Learning intentions and success criteria part of classroom practice

Tiqbiz app advertised to all families via newsletter and handout; blogs developed for each team or grade$450 Tiqbiz; $500 website administration

Parent information nights: (F-2) program & curriculum focus (Years 3-6) relevant curriculum information;BYOD; camping; the engaging classroom; student run nights

Parent Helpers Course - CRT costs

Nominated member of staff –JSC students members Y1-6

All teaching staff

All staff

Team leadersCurriculum & AIP leaders

Cathie Brooks

end of Feb 2016

First two-three weeks of term 1, 2016

By end of term 1

Term 1

Documented responses of students from forum discussions - unpack survey results and other local issues

Increased opportunities for students to shape their own learning as evident in improved results - Attitude to School survey in particular stimulated learning & student motivation

Class blogs, newsletter, communication blogs, information nights, family (educational) events, parent helper courses etc, provide parents to become actively involved in their child’s learning.

Build capacity in teachers to personalise learning for all students.

Build an inquiry learning culture. Plan and implement rich, authentic

learning experiences for students across the curriculum.

Build opportunities for students to develop critical and digital literacies.

Investigate a school B.Y.O.D. program.

Utilise the strengths of specialist programs to connect concepts across the curriculum.

Kath Murdoch – consultant to work with staff throughout 2016 Cost $12,000

During team meetings and planning days, teams develop ‘rich’ literacy and numeracy programs.Whole school scope and sequence (inquiry based) drafted; links to Victorian CurriculumCRT costs: $6000

Survey parents; information night; attend PD; visit best practice schools; inform parents via newsletters or blog.

iPad for each c/room teacher to implement/trial apps and new ICT strategies into classroom programs. $8,000

Specialist team leader to ensure consistency of understanding across specialist staff, reviewing whole school goals and priorities.

Curriculum team:Leader- K Lewis with members from each team

Team leaders

ICT leader- Yasmin Milnes

All classroom teachers

Specialist Leader- Sally Freemantle

Term 2 and 4, 2016

Second last week of each term

Fortnightly meetingsScheduled Teaching and Learning meeting

Term 3- ICT information night

beginning of 2016

Whole School professional learning with Kath Murdoch – Inquiry Learning leading to a new, concept driven, school-wide inquiry scope and sequence planner which will be based on the Victorian Curriculum

BYO Device program investigated and introduced (including policies and procedures)

Teachers incorporate ICT into planning documents and classroom practice

All teachers trained and proficient using technologies to enhance and engage student learning. ICT buddies introduced.

Annual Implementation Plan: for Improving Student OutcomesWELLBEINGGoals To enhance the

wellbeing of all students.

Targets Monitor and review relevant data from the student attitudes to school survey to ensure scores remain at or above ‘similar school’ means in: Classroom behaviour; connectedness to peers; student safety; student distress; student morale;To improve parent opinion survey scores to at or above ‘similar school’ means in: Student safety; stimulating learning; social skills; transitions.

12 month targets

Student Attitudes to School Survey Years2015: Classroom behavior – 2.65 ; connectedness to peers – 4.08 ; student safety -4.06 ; student distress -5.49 ;student morale- 5.22Target 2016: Classroom behavior – 4.0 ; connectedness to peers - 4.40; student safety – 4.30; student distress – 5.80 ;student morale- 5.50Parent Opinion Survey2015: Student safety- 4.98 ; classroom behaviour – 3.70; school connectedness- 5.75; transitions- 5.35.Target 2016: Student safety- 5.30; classroom behaviour – 4.0; school connectedness – 5.9; transitions – 5.50








To build the capacity of all members of the Warrandyte Primary School community to understand how to meet the wellbeing needs of themselves and others.

Raise the profile of wellbeing across the school.

Implement consistent protocols for student behaviour across the school community.

Implement wellbeing programs to build resilience in students and help them understand their own feelings e.g. Mindfulness / Smiling Minds.

Document wellbeing strategies. Develop a deep understanding of

each student through a range of strategies including student case management.

At Teaching & Learning meetings regular well-being agenda item – discuss/highlight student well-being issues.

Classroom/specialist start-up program includes values, norms and expectations

Well-being team established consisting of members from each team F-2, 3-4 and 5-6Responsibilities include: Develop a useful strategies booklet Regular articles in newsletter Displays Cybersafety programs Student learner profile statements Special Education team Review Engagement Policy Providing/investigating staff professional

learning opportunities.

Provide staff with professional learning in order to implement eCases role marking

Principal and leadership team

Well Being Leader- Cathie Brooks

1-2: Kate M3-4: Jo5-6: Meryl

Office staff

Weekly T&L meetings

Day 1 – 20162-3 week program

Term 1

Term 2

Term 2

By end of term 4

Throughout the year

Values and school philosophy articulated through school newsletters, website, classroom displays, student awards etc

Mission statement, vision and values reviewed and revised to reflect 21st century teaching and learning practices

WPS values and ‘norms’ will be visible in every classroom and referred to regularly

Behavioural protocols and strategies reviewed and changes documented

WPS engagement policy updated

Well-being booklet drafted that includes a range of resources and strategies

Cybersafety practices will be incorporated into the regular classroom wellbeing programs.

Teachers using the electronic roll to efficiently record student attendance data.

Annual Implementation Plan: for Improving Student OutcomesPRODUCTIVITYGoals Strategically allocate

resources to implement the Strategic Plan.Strategically allocate resources to implement the Strategic Plan.

Targets Expenditure is within budget. Student achievement data supports the effective allocation and expenditure of budgets. Regular auditing to ensure effective, equitable allocation of resources across all budget areas.

12 month targets

2016 Budget approved by School Council

Monthly expenditure in line with yearly planning








Align resource management with school pedagogy.

Effectively utilise the flexible learning spaces for improved student learning.

Build protocols that supports school pedagogy

Implement the ICT Implementation Plan.

Seek opportunities for funding and grants.

Provide opportunities to build teacher capacity.

Develop a communication strategy to celebrate and promote school successes.

Develop strategies to build and sustain leadership capacity.

Maximize the use of ICT to strengthen communication across the community. e g. Apps – Tiqbiz

Document the induction processes for all staff.

At a professional learning meeting, explore, plan and utilise a variety of co-teaching models that can differentiate instruction and increase student’s achievement within flexible learning space.

Review ICT requirements and enter into new leasing contractCost $16,000

Selected teachers attend PALL program – VPA Literacy Leaders ProgramCost $1400 plus CRT costs

School Council (in consultation with staff) to prepare a Communication Plan.

Roles and responsibilities clearly defined and developed through Performance and Development process.

Whole school communication methods established – Tiqbiz, blogs, newsletter and website.

Induction booklet reviewed and updated. New staff attend induction day.

Principal and teachers

Principal and ICT leader (Yasmin)Principal

Kylie and Meryl

Lynda Hamiliton – SC representative

PrincipalAll staff members

PrincipalOffice and grade levels.

PrincipalLevel leaders

Term 2

Term 1

DATES:Tues. 15 MarchFri. 18 MarchMon. 16 MayThurs. 4 AugustThurs. 10 Nov.

End of term 1 – plans developedMid Cycle review – beginning term 3End of cycle meetings – end of term 4

Throughout the year

Thursday 21 January 2016

School budget will be responsibly monitored and directed towards achieving school priorities and goals.

Observable improvement in student outcomes due to the effective distribution and management of school resources.

Shared best practice will be demonstrated in professional learning team planning sessions and observed in classroom practice.

Distributive leadership enhanced with clearly defined roles and responsibilities

Year 1 of the ICT plan has been successfully implemented Induction processes for new staff reviewed and published

Monitoring of Annual Implementation Plan: for Improving Student Outcomes ACHIEVEMENT

Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets BudgetSpending to date

Status Evidence Status Evidence

ENGAGEMENT



WELLBEING



PRODUCTIVITY



2016 School Annual Implementation Plan...

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