2017 School Annual Implementation Plan Tool · Web viewReport here the goals identified in the...

Annual Implementation Plan: for Improving Student Outcomes School name: Stevensville Primary School Year: 2016School number: 5047 Based on strategic plan: 2016 - 2019Endorsement:Principal: Michelle Huggan 2016 Senior Education Improvement Leader: Jason Smallwood 2016

School Council President: Leonie Willett-Weyers 2016

Section 1: The school’s Improvement Priorities and Initiatives Report here the goals identified in the current School Strategic Plan and tick the Improvement Initiative/s that your school will address in this Annual Implementation Plan: for Improving Student Outcomes.

School Strategic Plan goals Improvement Priorities Improvement Initiatives

To improve student achievement levels and deliver growth with a focus on literacy and numeracy

To improve student engagement in learning To develop a safe, positive and collaborative environment conducive to learning

and leadership

Excellence in teaching and learningBuilding practice excellence

Curriculum planning and assessment V

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

Improvement Initiatives rationale:Explain why the school, in consultation with the Senior Education Improvement Leader (SEIL), has selected the above Improvement Initiative/s as a focus for this year. Please make reference to the evaluation of school data, the progress against School Strategic Plan (SSP) goals and targets, and the diagnosis of issues requiring particular attention.

Stevensville is in its first year of a new strategic plan following a priority review. The review identified a need for a strong focus on developing a positive climate for learning and developing a strong focus on building excellence in teaching and learning.Key improvement strategies (KIS)List the Key improvement strategies that enable the implementation of each Improvement Initiative. This could include existing strategies already being implemented as well as new ones identified through analysis of data, evaluation of impact of prior efforts, measurement of progress against targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.

Improvement initiative: Key improvement strategies (KIS)To improve student achievement levels and deliver growth with a focus on literacy and numeracy

Build an document an agreed and viable curriculum with an initial focus on reading and numeracy Develop, document and implement a consistent instructional model Build the capacity of all staff to use data to plan for student learning Build and implement an effective intervention approach in literacy and numeracy

To improve student engagement in learning

Create and build authentic opportunities across all aspects of the school for students to give and receive feedback and have a greater voice in their learning

Resource and build a digital learning environment and staff capacity to utilise the technology to support student learning Develop and implement a plan to continuously improve the physical environment

To develop a safe, positive and collaborative environment conducive to learning and leadership

Build leadership capacity of all staff to achieve school strategic goals Develop and implement consistent team planning processes and procedures focused on student data and planning for learning Implement a consistent whole school approach to student wellbeing, leadership and positive behaviour support To develop a strong PLC culture, based on the researched model of DuFour and DuFour and the High Reliability Schools Framework, across all staff

in the school where the continual improvement of student data is used to inform and guide school policies, processes and initiatives.

Published: February 2016

Section 2: Improvement InitiativesEach table below is designed to plan for and monitor each Improvement Initiative. Add or delete tables – one for each Improvement Initiative from Section 1 on the previous page. You can also add or delete rows so that there is alignment and line of sight between the key improvement strategies, actions, success criteria and monitoring. The goals come directly from your School Strategic Plan (SSP) – you will find it helpful to keep them in the same order.Please not that, in the progress status section, respectively indicate: not commenced or severely behind schedule, slightly behind schedule but remediation strategies are in place to get back on schedule and on schedule and/or completed.

STRATEGIC PLAN GOALS

To improve student achievement levels and deliver growth with a focus on literacy and numeracy

IMPROVEMENT INITIATIVE

Curriculum Planning and Assessment & Building practice excellence

STRATEGIC PLAN TARGETS

READING- NAPLANYear 3 – Reduce % of students at and below NMS from 36.9% in 2015 to less than 20% in 2019.Year 5 - Reduce % of students at and below NMS from 35.7% in 2015 to less than 20% in 2019.Reading Relative Growth Yr 3-5Reduce % of students showing low growth from 40% in 2015 to less than 25% in 2019.Increase % of students showing high growth from 16% in 2015 to more than 25% in 2019.NUMERACY-NAPLANYear 3 – Reduce % of students at and below NMS from 52.6% in 2015 to less than 25% in 2019.Year 5 - Reduce % of students at and below NMS from 57.2% in 2015 to less than 25% in 2019.Numeracy Relative Growth Yr3-5Reduce % of students showing low growth from 52% in 2015 to less than 25% in 2019.Increase % of students showing high growth from 4% in 2015 to more than 25% in 2019.STAFF OPINIONGuaranteed and Viable Curriculum -Increase Principal/Teacher endorsement from 18.4% in 2015 to more than 75% in 2019.Collective focus on Student Learning- -Increase Principal/Teacher endorsement from 36.8% in 2015 to more than 75% in 2019.STUDENT ATTITUDES TO SCHOOLTeacher Effectiveness - Increase from 6th percentile in 2015 to 60th percentile in 2019.Learning Confidence – Increase from 8th percentile in 2015 to more than 50th percentile in 2019.


12 MONTH TARGETS

READING- NAPLANYear 3 – Reduce % of students at and below NMS from 36.9% to less than 34%.Year 5 - Reduce % of students at and below NMS from 35.7% in 2015 to less than 32%.

Reading Relative Growth Yr 3-5Reduce % of students showing low growth from 40% to less than 35%.Increase % of students showing high growth from 16% to more than 18%.NUMERACY-NAPLANYear 3 – Reduce % of students at and below NMS from 52.6% to less than 48%.Year 5 - Reduce % of students at and below NMS from 57.2% in 2015 to less than 50%.Numeracy Relative Growth Yr 3-5Reduce % of students showing low growth from 52% to less than 47%.Increase % of students showing high growth from4% to more than 10%.STAFF OPINIONGuaranteed and Viable Curriculum - Increase Principal/Teacher endorsement from 18.4% to more than 30%.Collective focus on Student Learning- -Increase Principal/Teacher endorsement from 36.8% to more than 45%.STUDENT ATTITUDES TO SCHOOLTeacher Effectiveness – Increase from 6th percentile to 15th percentile.Learning Confidence – Increase from 8th percentile to more than 16th percentile.

KEY IMPROVEMENT STRATEGIES

ACTIONS WHO WHEN

SUCCESS CRITERIAMONITORING

Progress Status Evidence of impact

BudgetEstimat

e YTD

Build and document an agreed and viable curriculum with an initial focus on

Establish and document an agreed curriculum that every member of the school will teach to ensure that all students in the school can demonstrate

All Staff Term 4 2016

6 months: Non-negotiables in literacy and numeracy documents

Literacy Scope and Sequence Document

Minimum standards for Reading


reading and numeracy

proficiency in concepts, skills and dispositions in reading and numeracy

Establish protocols and develop documentation around researched based instructional practice for teaching reading and numeracy, including the documentation of non-negotiables structure, strategy and practices in literacy and numeracy

Develop and document a Scope and Sequence for Reading and Numeracy and revise existing current documentation around Inquiry

Establish a viable curriculum with commonly agreed upon big ideas, standards and skills which includes Beginning the

process of identifying and establishing essential learnings

All Staff

Achievement PLC

All Staff

Term 2 2016

Term 4 2016

Term 4 2016

Achievement levels across all Year levels documented

School documentation/timetables for team planning implementedTeaching planners show evidence of use of docs in planning

12 months: Whole school approach to the teaching of reading and numeracy clearly documented and distributed to all staff

Development of Literacy and Numeracy Codes of Practice in consultation with staff

Evidence of Victorian Curriculum standards and elaborations in all planning documentation

Inquiry Units of Work updated


F -6 in reading. Including Victorian

Curriculum standards and elaborations in all planning documentation

Develop, document and implement a consistent instructional model

Establish and document an agreed upon instructional model for teaching in Reading and Numeracy Revisit

instructional models researched in 2015 and align school policy and curriculum documents to chosen model

Provide Professional Development for all staff to ensure chosen instructional model is consistently implemented across school

Develop a strong coaching program to develop and implement school-wide approaches(Equity Funding $40 000)

All Staff

Assistant Principal/Leading Teacher

School Leadership Team

All Staff

Term 2 2016

Ongoing 2016

Ongoing 2016

Term 2

6 months: Professional development plan designed and conducted around whole school instructional model to Literacy and Numeracy

12 months: Embedded use of instructional model in school planning documents

Teacher capacity and consistency of practice built through Assistant Principal and Leading Teacher coaching program

Stevensville instructional model documented and distributed to staff

Learning walks timetabled and implemented across the school


Develop protocols around observational practices that allow for consistency across the school in regard to instructional practice

Embed observational practices through learning walks

All Staff

2016

Ongoing 2016

Build the capacity of staff to use data to plan for student learning

Provide Professional Development for staff to understand and interpret data and be able to use it to inform and evaluate teaching and learning for effective planning design Whole school

regular data collection as per Assessment Schedule

Purposeful assessment according to Year level

Ensure assessment is delivered/collected consistently across

Leadership Team

All Staff

All Staff


Ongoing 2016

Ongoing 2016

Ongoing 2016

Ongoing 2016

6 months: Assessment schedule audited and reviewed

Cycle of collection and analysis of data for planning instruction is in planners

Evidence of data discussion minuted through Team Meeting minutes

Team cohort specific data walls established in team planning spaces for reading and numeracy that tracks growth

Evidence of differentiation through student grouping in reading and numeracy evidenced in individual work programs.


Teams/School Team planning

using assessment data

Pre and post testing – development of common assessment tasks in Numeracy

Embed shared understanding of differentiation and the use of data to strengthen this knowledge

Develop staff capacity and provide opportunity for staff to triangulate data in reading and numeracy using the available data sets such as Fountas and Pinnell, PAT, On Demand etc.

Use data for the effective planning for intervention, differentiation and feedback for students

(Equity Funding: $10 000)

All Staff

Teaching Staff

All Staff


All Staff

Ongoing 2016

Ongoing 2016

Ongoing 2016

Ongoing 2016

Ongoing 2016

12 months: Regular data sessions where staff discuss their cohort data

Consistent Meeting Minutes where data is discussed at the beginning of Team Meetings

Evidence of movement of Student groupings according to ability levels in Reading and Numeracy

Student relative growth data evidence from 12 month targets:-Reading Relative Growth Year 3-5 Reduce percentage of students showing low growth for 40% to less than 35%.Increase percentage of students showing high growth from 16% to more than 18%.Numeracy Relative Growth Year 3-5 Reduce percentage of students showing low growth from 52% to less than 47%.Increase percentage of students showing high growth from 45% to more than 10%.

Build and Establish a All Staff Term 4 6 months:


implement an effective intervention approach in reading and numeracy

documented approach to literacy and numeracy intervention Continue to

implement Reading Recovery(Equity Funding $1 000)

Investigate and implement a Levelled Literacy intervention program in the Year 1/2 area(Equity Funding: $30 000)

Introduce Numeracy Intervention GRIN(Equity Funding $26 000)

Explore intervention strategies that can be applied in classroom sessions

Regular speech support provided by outsourced speech pathologists(Equity Funding $40 000)

Use of data to identify students at risk

RR Teacher

School Leadership Team & RR Teacher

Principal/Leading Teacher/ES staff

All Staff

Principal/ External Speech Pathologists

All Staff

2016

Ongoing 2016

Term 2 & 3 2016

Term 2 2016

Term 3 2016

Ongoing 2016

Ongoing 2016

Develop a plan for implementation of the GRIN program

GRIN program implemented in Term 2 and implement in Year 4 cohort

$40 000

12 months: Develop an efficient Levelled Literacy Intervention program

Speech support program implemented for all students assessed as needing support


Section 2: Improvement InitiativesSTRATEGIC PLAN GOALS

To improve student engagement

IMPROVEMENT INITIATIVE

Empowering students and building school pride


STAFF OPINIONTrust in students and Parents- Increase Principal/Teacher % endorsement from 37.5% in 2015 to more than 60% in 2019.

STUDENT ATTITUDES TO SCHOOLStimulating Learning – Increase from 5th percentile in 2015 to more than 50th percentile in 2019.Student Motivation – Increase from 15th percentile to more than 50th percentile in 2019.Teacher Empathy- Increase from 7th percentile in 2015 to more than 50th percentile in 2019.

PARENT OPINION

Stimulating Learning - Increase from 5.67 in 2015 to at or above 6.0 in 2019.School Connectedness – Increase from 5.5 in 2015 to at or above 6.0 in 2019.

12 MONTH TARGETS

STAFF OPINIONTrust in students and Parents- Increase Principal/Teacher % endorsement from 37.5% in 2015 to more than 42% in 2019.

STUDENT ATTITUDES TO SCHOOLStimulating Learning – Increase from 5th percent to more than 15th percentile.Student Motivation – Increase from 15th percentile to more than 20th percentile.Teacher Empathy- Increase from 7th percentile to more than 15th percentile.

PARENT OPINION

Stimulating Learning - Increase from 5.67 to at or above 5.69.School Connectedness – Increase from 5.5 to at or above 5.6.



ACTIONS WHO WHEN



BudgetEstimat

e YTD

Create and build authentic opportunities across all aspects of the school for students to give and receive feedback and have a greater voice in their learning

Implement The Leader in Me across the school(Equity Funding $30 000)

Develop Student Lighthouse Group

Develop and refine new student leadership opportunities and enhance the roles of the current student leadership profile

Embed the practice of giving students formal opportunities to give feedback in classrooms regarding their learning

Refine the use of student self-evaluation,

Principal

Anita


All Staff

All Staff

Principal

All Staff

Term 1 2016

Term 2 2016Term 2 2016

Ongoing 2016

Ongoing 2016

Ongoing 2016

6 months: Student Lighthouse Group members identified across the school

Regular meetings to discuss Lighthouse initiatives

Opportunities for student feedback on teaching and learning each term

Student leadership roles defined and documented

Student high reliability survey used as benchmarking tool for student feedback

12 months: Schedule for student voice and student feedback established

All students develop personal goals, based on data, for Reading and Numeracy

Individual Learning Improvement Plans reflect student goals and feedback


feedback and goal setting strategies for all students

Implement student surveys using High Reliability Schools using regional electronic format

Respond to electronic analysis from student HRS survey

Ongoing 2016

Resource and build a digital learning environment and staff capacity to utilise the technology to support student learning

Consult with community to develop an ICT plan for the school

Create an ICT strategy/plan for the purchasing of ICT equipment over the period of the strategic plan

Review and implement an eLearning plan

Develop and implement best practices in ICT and include in daily classroom use

Consistently



All Staff

All Staff

All Staff

School Leadership Team/ All Staff

Term 3 2016

Term 3 & 4 2016

Term 3 2016

Ongoing 2016

Ongoing 2016

Ongoin

6 months: Audit of current eLearning plan

Community consultation on ICT purchasing plan conducted

All team planning completed using GoogleDocs

PD for staff around existing 24/7 programs and how to use them to support student learning conducted

12 months: Plan developed for the purchasing of ICT equipment

ICT policy developed


utilise 24/7 online learning spaces

Develop shared and collaborative learning opportunities for staff and students beyond the classroom

g 2016

Develop and implement a plan to continuously improve the physical environment

Consult with staff, students and parents to identify school environment projects(Equity Funding: $10 000)

Develop a plan for the refurbishment of the surrounding external environment of the school

Establish ‘Leader in Me - Garden Gurus’ student group

Create partnerships with local community organisations such as Rotary and Lions

Principal

Principal/School Council

Principal

Principal/Community Hub Worker

Term 2 & 3 2016

Term 3 2016

Term 1 2016

Ongoing 2016

6 months: Green Day/ Horticultural Days conducted

School working bees conducted

Garden Gurus established

12 months: Develop a school master plan for the refurbishment of the school grounds


Section 3: Other Improvement Model DimensionsSTRATEGIC PLAN GOALS

To develop a safe, positive and collaborative environment conducive to learning and leadership

OTHER IMPROVEMENT MODEL DIMENSIONS

Setting expectations and promoting inclusion & Building leadership teams


STAFF OPINION

Academic emphasis - Increase whole school endorsement from 36.4% in 2015 to more than 70% in 2019.

Collective Efficacy - Increase Principal/Teacher endorsement from 35.1% in 2015 to more than 75% in 2019.

Collective Responsibility - Increase whole school endorsement from 42% in 2015 to more than 75% in 2019.

Staff Trust in Colleagues - Increase whole school endorsement from 12% in 2015 to more than 75% in 2019.

Teacher Collaboration - Increase Principal/Teacher score for teacher collaboration from 10.5% endorsement in 2015 to more than 65% endorsement in 2019.

Cultural Leadership - Increase whole school endorsement from 31.9% in 2015 to more than 70% in 2019.

Instructional Leadership - Increase Principal/Teacher score from 37.3% endorsement in 2015 to more than 70% endorsement in 2019.

Visibility - Increase whole school endorsement from 39.4% in 2015 to more than 65% in 2019.

STUDENT ATTITUDES TO SCHOOL

Student Safety - Increase from 25th percentile in 2015 to more than 60th percentile in 2019.

Connectedness to Peers - Increase from 43th percentile in 2015 to more than 65th percentile in 2019.


School Connectedness - Increase from 4th percentile in 2015 to more than 50th percentile in 2019.

PARENT OPINION

Student Safety – Increase from 4.76 in 2015 to at or above 5.5 in 2019.

Connectedness to Peers – Increase from 5.71 in 2015 to at or above 6.0 in 2019.

School Connectedness – Increase from 5.5 in 2015 to at or above 6.0 in 2019.

12 MONTH TARGETS

STAFF OPINION

Academic emphasis - Increase whole school endorsement from 36.4% to more than 40%.

Collective Efficacy - Increase Principal/Teacher endorsement from 35.1% to more than 40%.

Collective Responsibility - Increase whole school endorsement from 42% to more than 49%.

Staff Trust in Colleagues - Increase whole school endorsement from 12% to more than 20%.

Teacher Collaboration - Increase Principal/Teacher score for teacher collaboration from 10.5% endorsement to more than 20% endorsement.

Cultural Leadership - Increase whole school endorsement from 31.9% to more than 40%.

Instructional Leadership - Increase Prin/Teacher score from 37.3% endorsement to more than 45% endorsement.

Visibility - Increase whole school endorsement from 39.4% to more than 45%.

STUDENT ATTITUDES TO SCHOOL

Student Safety - Increase from 25th percentile to more than 30th percentile.


Connectedness to Peers - Increase from 43th percentile to more than 47th percentile.

School Connectedness - Increase from 4th percentile to more than 10th percentile.

PARENT OPINION

Student Safety – Increase from 4.76 to at or above 4.8.

Connectedness to Peers – Increase from 5.71 to at or above 5.75.

School Connectedness – Increase from 5.5 to at or above 5.6.


ACTIONS WHO WHEN



BudgetEstimat

e YTD

Build leadership capacity of all staff to achieve schoolstrategic goals

Implement The Leader in Me

Provide opportunities for teachers to observe best practice in reading and numeracy

Investigate opportunities for staff to observe best practise through learning walks

Establish lighthouse group (Leader in Me) sessions where staff have the opportunity to

All Staff



Principal


Ongoing 2016Ongoing 2016

Ongoing 2016

Term 1 2016

Term 1 2016

6 months: Coaching Timetable established where Reading and Numeracy are the focus of internal coaches

Learning Walk protocols discussed and established

Staff complete Seven Habits training through Covey PD

Staff booked to attend Leader in Me Symposium

12 months: Learning walks timetabled across teams across the school

PLCs working on strategic plan goals


listen to leaders discuss what leadership looks like

Develop Professional Learning Teams in line with the strategic plan

Implement the 7 Habits training with all staff

Principal/Franklin Covey

Term 1 2016

Develop and implement consistent team planning processes and procedures focused on student data and planning for learning

Assistant Principal and Leading Teacher facilitating PLC and planning sessions to provide support to teams

Weekly and team planning days

Consistent documentation of team planning weekly and termly eg. Google docs

Development and implementation of a Scope and Sequence for Numeracy

Develop a comprehensive Term and Yearly overviews across


All Staff

Achievement PLC/All Staff

Achievement PLC/All Staff

Ongoing 2016

Ongoing2016

Term 4 2016

Term 2 2016

6 months: Implement clear school documentation for team planning and expectations

Professional development around Numeracy expectations across year levels

AP and LT lead collaborative planning with each team on a weekly basis

12 months: Numeracy Scope and Sequence developed aligned with Victorian Curriculum

Comprehensive Yearly – Odd and Even years Inquiry documentation


the Odd and Even years – relating to the Inquiry units of work

Review and audit current scope and sequence for reading

Assistant Principal/All Staff Term 2

2016

Implement a consistent whole school approach to student wellbeing, leadership and positive behaviour support

Implement The Leader in Me

Review current Student Engagement and Wellbeing documentation and policies

Develop and implement an agreed and consistent approach to student wellbeing

All Staff

Engagement PLC

Wellbeing PLC

Ongoing 2016

Ongoing 2016

Ongoing 2016

6 months: PLC Team established to review current Student Engagement and Wellbeing documentation

12 months: Policy developed for Student Wellbeing

Flowchart of student wellbeing management and procedures

To develop a strong PLC culture, based on the researched model of DuFour and DuFour and the High Reliability Schools Framework, across all staff in the school

Complete Professional Reading from Learning by Doing by DuFour & DuFour et al. and complete follow up activities at staff meetings

Utilise key Department documents regarding Communities of

All Staff

All Staff

Ongoing 2016

Ongoing 2016

6 months: Communities of Practice Self- Assessment Tool implemented

Staff complete Seven Habits training through Covey PD

Staff Lighthouse Group members identified across the school

Regular meetings to discuss Lighthouse initiatives

Staff high reliability survey used as benchmarking tool for staff


where the continual improvement of student data is used to inform and guide school policies, processes and initiatives.

Practice Self- Assessment Tool to establish baseline data with regard to how the staff operate as a Community of Practice

Develop ‘big rocks’ plan that identifies priority areas for improvement and strategies that can be utilised over the year

Implement The Leader in Me across the school

Implement the 7 Habits training with all staff

Establish lighthouse group (Leader in Me) to enable staff to work collaboratively to implement a new initiative in the school

Implement staff surveys using High Reliability Schools using regional

All Staff

All Staff

Principal/Franklin Covey

Principal/Lighthouse Team

All Staff

All Staff

Ongoing 2016

Ongoing 2016

Term 1 2016

Ongoing 2016

Ongoing 2016

Ongoin

feedback

Professional Learning Communities established according to Strategic Plan

AP and LT lead collaborativeplanning with each team on a weekly basis

Implement clear school documentation for team planning and expectations

All team planning completed using GoogleDocs

Team cohort specific data walls established in team planning spaces for reading and numeracy that tracks growth

Cycle of collection and analysis of data for planning instruction is in planners

Learning Walk protocols discussed and established12 months: Professional Reading completed using Learning by Doing by DuFour and DuFour et al.

‘Big Rocks’ plan for priorities developed and beginning to be implemented in response to Communities of Practice Self- Assessment Tool


electronic format Respond to

electronic analysis from staff HRS survey

Develop Professional Learning Communities in line with the strategic plan

Assistant Principal and Leading Teacher facilitating PLC and planning sessions to provide support to teams



All Staff

g 2016

Ongoing 2016

Ongoing 2016

Ongoing 2016

7 Habits of Highly Effective People 360° Feedback tool utilised

PLCs working on strategic plan goals

Regular data sessions where staff discuss their cohort data

Consistent Meeting Minutes where data is discussed at the beginning of Team Meetings

Learning walks timetabled across teams across the school


Weekly and team planning days

Consistent documentation of team planning weekly and termly eg. Google docs

Investigate opportunities for staff to observe best practise through learning walks

All Staff


Ongoing 2016

Ongoing 2016


Section 4: Annual Self-Evaluation[Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available]

Priority

Improvement model dimensions – note state-wide Improvement Initiatives are bolded

Is this an identified initiative or dimension in the AIP?

Continuum status

Evidence and analysis

Exce

llenc

e in

teac

hing

and

lear

ning

Building practice excellence

Select Select status

[Drafting note For current AIP improvement initiatives and/or dimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This statement can refer to the progress status and/or make reference to the achievement of the appropriate goals, targets and success criteria. For all other initiatives and dimensions, please consult the Focus question and data matrix (link) for suggested enquiry based questions and data sets to be used for investigation.]

Curriculum planning and assessment


Evidence-based high impact teaching strategies


Evaluating impact on learning



Prof

essi

onal

lead

ersh

ip

Building leadership teams


Instructional and shared leadership


Strategic resource management


Vision, values and culture


Positi

ve cl

imat

e fo

r lea

rnin

g

Empowering students and building school pride


Setting expectations and promoting inclusion


Health and wellbeing


Intellectual engagement and self-awareness


Com

mun

ity

enga

gem

ent Building

communitiesSelect Select

status

Global citizenship



in le

arni

ng

Networks with schools, services and agencies


Parents and carers as partners


Reflective comments: [Drafting Note Please use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings]

Confidential cohorts analysis: [Drafting note This section is not for public distribution. Report here the extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students]

Next Steps:


2017 School Annual Implementation Plan Tool · Web viewReport here the goals identified in the...

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