Samford State SchoolINDEPENDENT PUBLIC SCHOOL2017 Annual Implementation Plan Connected Learning

SCHOOLSTUDENTS

Higher Order Thinking

Student Agency

STEM

Flexible Learning Environments

Digital Technologies

Citizenship

CONCEPT TARGETS

• Increased use by students of higher order thinking skills and strategies

• Increased participation of students as active agents in their learning environments

• 50% of students involved in STEM opportunities

• All learning environments with flexible learning spaces and furniture

• Teach, assess and report on aspects of the Digital Technologies Curriculum

• Positive growth in School Opinion Survey data around Digital Technologies

• Improvement in student ICT capabilities to a minimum of 75% in all areas of the ICT capabilities assessment for students in year 2 and year 5

• Increased engagement of boys in citizenship and leadership• Increased engagement in achieving level 3 and 4 citizenship• Increased impact of community projects on the school and

community

• Embed higher order thinking strategies into unit planning process

• School and regional leadership and engagement in Age Appropriate Pedagogies project – implement AAP Action Plan 2017

• Embed STEM practices into unit planning process• Develop whole school STEM plan

• Trial and evaluate furniture options in classrooms for students and staff

• Year level teams collaboratively develop innovative digital technologies learning opportunities

• Create and implement whole school ICT scope and sequence and Digital Technologies Curriculum

• Review of current citizenship and leadership process • Increased visibility of citizenship and leadership in the school• Develop a schoolwide understanding of leadership

• Apply higher order thinking skills and strategies in a variety of learning contexts

• Contribute as decision makers in aspects of their learning and school life

• Engage in STEM learning opportunities• STEAM leaders contribute to whole school STEM

agenda

• Contribute to the creation of learning spaces around the school and at Samford Commons

• Increased use of digital technologies across a range of learning areas including specialist lessons

• Actively participate with digital technologies in extra-curricular activities

• Accelerated progress through leadership levels• Increased opportunities for involvement in school and

community projects• Contribute to the design of the leadership and

citizenship program

Samford State SchoolINDEPENDENT PUBLIC SCHOOL2017 Annual Implementation Plan Targeted Teaching

SCHOOLSTUDENTS

Whole School Data Plan

Support Diverse Learners by Refining Targeted Teaching Practices

Growth Mindset

Professional Development /Capacity Building

CONCEPT TARGETS

• Systematic collection of student data to monitor progress and inform decision making

• All students achieve a year’s worth of growth in reading and writing, as defined in the school data plan

• Annual improvement in NAPLAN, PAT and A-E data• Consistent whole school policies and practices that

enable targeted teaching

• Increased application by student and staff of the Mindset beliefs

• Increased percentage of teachers ’strongly agreeing’ S2082, S2084 and S2085 on the School Opinion Survey

• All students achieve a year’s worth of growth in reading and writing, as defined in the school data plan

• Develop long and short term NAPLAN targets • Implement digital mark book across all year levels to; track student growth, monitor cohort progress,

inform teaching and learning programs and use as a daily reference point for teacher decision making• Implement consistent whole school use of data cycle for student case management, year level learning

programs and whole school decisions• Design scheduled processes for cohort analysis of progress in writing and reading and develop a flow

chart for actions triggered by students not meeting progress targets

• Respond to student learning needs in reading, spelling and writing through the use of the data cycle• Embed collaborative targeted teaching models in reading, spelling and writing • Trial differentiation strategies to respond to students’ learning gaps • Engage in authentic feedback and enhance reflective practice • Collaborate with the Science of Learning Research Centre (University of Queensland) in the Feedback

for Learning Project • Review, refine and document whole school practices in supporting targeting teaching

• Create a whole school Mindset in Action resource • Collaborate with staff and parent Mindset groups • Develop a whole school approach for delivery of Brainology (Years 4-6) and You can Do It! (P-3)• Use the effort rubric for reporting to parents

• Expand the leadership density of the school by providing opportunities for emerging leaders to grow and refine their leadership capabilities

• Reshape professional learning opportunities to create a stronger connection to classrooms and directly impact student outcomes (Twilight PD, Pupil Free Days, digital technology coaching, observations and professional conversations, literacy coaching and IPad project)

• Deliver concept specific learning opportunities to support the implementation of the whole school improvement agenda (HOT, Digital Technologies, Student Agency, STEM, Feedback, Growth Mindset and Data)

• Actively seek to close their learning gap by acting on the feedback received and taking the next step towards their learning goals

• Use individual learning goals in reading and writing that they know and understand

• Actively seek to close their learning gap by acting on the feedback received and taking the next step towards their learning goals

• Apply the Mindset beliefs in all learning contexts

• Provide feedback to define the professional learning needs of staff

• Actively seek to close their learning gap by acting on the feedback received and taking the next step towards their learning goals