School Management Plan - gulargambo … · Web viewOrganisational Effectiveness. Low Socio-Economic...

School Management Plan

Gulargambone Central School2012 – 2014

(Revised 31st October 2012)

Gulargambone Central SchoolSchool Management Plan – 2012 to 2014

School Priority Areas 2012 – 2014 - 3 Year Horizon

Literacy & Numeracy

Curriculum & Assessment

Engagement and Attainment

Public Schools NSW – Strategic Directions 2012 - 2014Leadership & Management

Curriculum & Assessment

Engagement and Attainment

Literacy & Numeracy

Aboriginal Education

Organisational Effectiveness

Low Socio-Economic ReformsReform 1: Incentives to attract high performing principals and teachers.Reform 2: Adoption of best-practice performance measurement and staffing arrangements that articulate a clear role for principals.Reform 3: School operational arrangements that encourage innovation and flexibility.Reform 4: Provision of innovative and tailored learning opportunities.Reform 5: Strengthen school accountability.Reform 6: External partnership with parents, other schools, businesses and communities and the provision of access to extend services.

School Context

Gulargambone Central School (GCS) caters to the learning needs of students from Kindergarten to Year 12 (K-12). It is located 120km north of Dubbo and is a member of the Bourke School Education Group. The school’s remote rural setting allows direct access to many practical, employment oriented learning situations and unique environmental settings. Students are drawn from the township itself and from rural properties in the surrounding district. Rural enterprises suffered severely during the recent drought and the district population is declining.

Approximately 75% of students identify as being of Aboriginal and Torres Strait Islander descent.

Facilities at the school are comprehensive and are generally well kept and functional. As an inclusive and comprehensive school, GCS plays a highly significant role in the local community. It provides a context within which the various diverse groups within the community meet and work together. The community has a strong sense of ownership, empowerment and participation in the functioning of the school. The school receives vital additional financial support from the Country Areas Programme (CAP), Norta-Norta, Priority Schools Programme (PSP) and Low Socio-Economic Status (Low SES) Funding.

School Name – School Management Plan (version 3/8/2011) Revised 31st October, 2012page 2

Intended Outcomes (3 year horizon, developed from School Priority Areas 2012 – 2014)

Improved outcomes in literacy and numeracy.

Quality assessment practices across the school.

A relevant curriculum with alternative pathways to meet the diverse needs of students.

Engaged students committed to personal excellence.

Students excelling in a variety academic and non-academic fields.

Principal: Date: Endorsed by School Education Director: Date:

School Identified Priority Area/s Summary of Targets

Literacy and Numeracy1. All students in Years 5, 7 and 9 will achieve or exceed expected growth in writing as measured by NAPLAN testing.2. All students in Years 5, 7 and 9 will achieve or exceed expected growth targets in Numeracy as measured by NAPLAN

testing.3. Develop PLPs for all students with specific literacy and numeracy targets.


School Identified Priority Area: Literacy & NumeracyIntended Outcome/s:Improved outcomes in literacy and numeracy.

Target/s:

1. All students in Years 5, 7 and 9 will achieve or exceed expected growth in writing as measured by NAPLAN testing. 2. All students in Years 5, 7 and 9 will achieve or exceed expected growth targets in Numeracy as measured by NAPLAN testing.3. Develop PLPs for all students with specific literacy and numeracy targets.

Number Strategies Indicators Reform Area

Timeframe Responsibility2012 Resource

Allocation & Funding Source2012 2013 2014

1.1

Employ a LAST (0.6) to ensure that literacy and numeracy are taught systematically and explicitly including reference to Teaching Strategies suggested in SMART Data/NAPLAN Analysis

Appropriate writing styles are demonstrated.

Respond appropriately to the variety of genres.

Improved standard of written tasks TARS – program evaluation, classroom

visits and evaluations. All KLAs contain numeracy strategies. Mathematics programs reflect the syllabus

so that students are acquiring the skills to undertake higher order mathematical thinking.

Growth in standardised testing. Improved data from testing and external

data – (NAPLAN, SC, Prelim., HSC) Enhance engagement – welfare/discipline

referrals (RISC), attendance data. Subject selections in the Preliminary HSC. Reduction in the impact of physical and

health related issues on learning. Targets achieved with optimal use of

resources.

3,4 x xHead Teacher and A.P.

$56,955 + $2532 NP

1.2

Personalised learning Plans developed for identified students by Term 2, 2013. Differentiated learning programs implemented at the classroom level with aide support.

x x Learning Support team

TPL budget$2500

Equity$2,000

1.3

Existing Individual Literacy Plans to inform Differentiated Learning programs to be implemented at the classroom level and to underpin individual Literacy Support. Plans to be developed for other students identified with such a need.

x xLearning Support

team See 1.2

1.4 Remedial strategies formulated relating to results of K – 2 Benchmarking x x

Learning Support team See 1.2

1.5Interagency collaboration with Greater Western Area Health Service (GWAHS) and

6 x x x Principal $4,500 NP(2012)





other community programmes to access specialist services to identify and provide therapy for developmental and health issues which may inhibit learning.

1.6

Join with other schools to release a person at PH2 level to support leadership development programs provide training in analysis of data and coordinate professional learning networks.

Support from PM mentor organised and accessed

Final NP evaluation completed within timeframe

1,2,3,5 x Principal $3,256 NP

1.7 Data analysis and Program Evaluation 2,5 x Principal $2500 NP(2012)


School Identified Priority Area: Curriculum and AssessmentIntended Outcome/s:

1. Quality assessment practices across the school.2. A relevant curriculum with alternative pathways to meet the diverse needs of students.




2.1 Update senior assessment processes. Assessment schedules in place, aligned with schedules set by outside providers (TAFE, WAP)

Assessment tools incorporated in teaching programmes.

Direct communication with parents on assessment schedules and expectations of continuous assessment models

Assessment expectations evident in teaching programmes

Incorporated in all assessment task documentation

Programs contain a variety of hands-on activities.

Involvement of community members and organisations.

Improved attendance data Improved retention data Positive post school outcomes Traineeships with local organisations Appropriate participation in alternative

programmes by targeted students G and T programme re-established at GCS Diverse curriculum offered

x x Executive staff Global budget

2.2Improve communication with staff, students and parents regarding assessment procedures and requirements.

x x x Executive staff

2.3 K- 10 revisit quality “assessment for learning” tasks using the QT framework. x x x Learning Support

Team TPL budget$2,500

2.4 Development of assessment marking rubrics. x x Learning Support Team

2.5Developing units of work for Stage 4 that have integrated KLAs and cater for a variety of learning styles.

x x x Learning Support Team

Global budget

2.6

Continue alternative learning pathways with innovative projects like Rural Skills, Sew Gorgeous and Sugar and Spice Girls Catering Crew. Offering Applied Maths and English Studies.

3,4,6 x x Learning Support Team

$32330 + $2032 NP

13392 (2012)

2.7Development of a gender specific program for girls in collaboration with TAFE, community groups and outside agencies.

x x Learning Support Team

2.8 x x Learning Support Equity





Continued collaboration with Western Access Team $5,000

2.9 Ensure that QT elements are incorporated in newly offered subjects eg PI, Rural Skills x x x

2.10

Support new teachers and those working outside their KLA to participate in Virtual Faculties while closely monitoring benefits. Revise as necessary. Discontinue participation of more experienced teachers.

3 x x HT $2,500 TPL

2.11

Join with other schools in the employment of a SEG DP to increase onsite professional development opportunities with a focus on quality teaching classroom practice and the effective integration of interactive technology.

1,4 x Principal $2,972 NP


School Identified Priority Area: Engagement and Attainment

Intended Outcome/s:1. Engaged students committed to personal excellence.2. Students contribute to and are actively involved in school life3. Students excelling in a variety academic and non-academic fields.




3.1Continue Positive Behaviour for Learning Student participation in tasks

Computer generated student responses Focussed behaviour/PBL targets met Decreased number of behaviour

interventions Reduced days lost to learning due to

suspension Anecdotal and observational data from

teachers and TARS Virtual Faculty participation Feedback from Outreach staff about

students’ strengths, weaknesses and aspirations.

Decreased levels of suspension and associated behaviours.

More functional behaviour leading to increased teaching and learning for whole school community.

Providing structured and prescriptive learning for students at risk.

Students choosing subjects associated with the centres: Hospitality, Metals and Engineering, Primary Industries, Construction, Agriculture, Design and Technology (wood).

Students qualifying for Green card, white card, first aid certificates, trade certificates.

Reform SRC

x x x PBL committee Global budget

3.2Bring Trade Training Centres “on-line”

x x x PrincipalEquity

$10,000

3.3Promote ongoing credentialing in Vocational activities x x x HT Global

3.4Building links with neighbouring schools for sporting and academic events x x x Exec Equity

$6,000

3.5External competitions, eg. English, Maths, Science, Science and Engineering Day. x x x Learning Support

Team

Equity$6,000

3.6

Gifted and Talented students programs in targeted areas.

x x x Learning Support Team

Equity$4905


Funding Codes

Colour (taken from the Palette in Word) Funding Source

Red Low SES National Partnership e.g. employ DP

Black Global Budget e.g. purchase resource

Blue Equity* e.g. employ teacher

Purple Professional Learning e.g. attendance at R2L

Orange Aboriginal Education e.g. $2500 SiP employ SLSO

Dark Red Other e.g. $1000 Community Grant

Green Not allocated*Formerly shown as CAP and PSP


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