SCHOOL PLAN 2013 -...

SCHOOL PLAN 2013

PRIORITY AREAS TARGETS

Reform 1 1.1 Improve the level of high quality teaching by building collaborative

planning and team teaching opportunities. 1.2 Establish timetable site based professional learning opportunities to

build teacher knowledge and understanding of syllabus outcomes. 1.3 Develop teaching programmes to reflect the increased knowledge

and understanding of the Primary English syllabus. 1.4 Provide additional relief for expert teacher to ensure sustainment of

National Partnership Reading, Writing and Talking & Listening initiatives.

1.5 Provide professional development to all staff in the Reading strand to improve the explicit teaching in this area.

1.6 Provide professional development to the school leadership in relation to the low SES National Partnership Leadership course

Reform 1 1.1 Provide additional teacher release time to improve high quality

collaborative teaching 1.2 Continue to lead whole school professional learning in teaching and

assessing of talking & listening, reading and writing. 1.3 Increase the number of students in the reading and writing English

strands to greater than 25% in top two achievement bands. Reduce the number of students in the bottom two bands of the above two strands to less than 20%.

1.4 Establish and implement whole school scope and sequence for the teaching of reading, writing and talking & listening skills to ensure sustainability of initiatives.

1.5 Establish a consistent approach to the teaching of reading in K-2 and years 3 -6.

1.6 Participate in the low SES National Partnership Leadership course.

Regents Park Christian School


Reform 2 2.1 Continue development of Teacher Appraisal process linking

performance reviews to key accountabilities. 2.2 Establish Mentor Teachers to support teachers new to the school.

Reform 2 2.1 Present Teacher Appraisal Program to all class teachers. 2.2 All beginning teachers will be linked to a Mentor and professional

targets established for their first year.

Reform 3 3.1 Provide after school homework programme. 3.2 Provide paraprofessionals to provide greater flexibility in meeting

student needs.

Reform 3 3.1 Improve the level of support for students with their homework so

that more than 80% identify receiving additional help. 3.2 More than 80% of students will express positive views about their

ability in reading and mathematics.

Reform 4 4.1 Develop expertise interpreting NAPLAN results to cater for student

needs. 4.2 Improve the quality of teaching in the Number and Working

Mathematically Strands of the Mathematics Syllabus. 4.3 Ensure students at risk develop appropriate literacy skills. 4.4 Develop teacher capacity to design intellectually rich and engaging

learning activities. 4.5 Increase student engagement in literacy and numeracy through the

greater use of technology. 4.6 Increase the level of student borrowing from the library and

engagement in reading.

Reform 4 4.1 Reduce the number of students in the bottom two bands in Years 3

and 5 in overall literacy in NAPLAN to less than 20%. 4.2 Reduce the number of students in the bottom two bands in Years 3

and 5 in overall numeracy in NAPLAN to less than 20% 4.3 Maintain school MULTILIT program. 4.4 Extend student inquiry-based learning through partnerships with

external consultants to ensure sustainability of initiatives. 4.5 Ensure all teachers have regular training in the effective use of

technology, particularly as it relates to literacy and numeracy. 4.6 Improve the level of library borrowing in the school (greater than

45% commendable and less than 15% needs encouragement) and completion rate of Premier’s Reading Challenge to 80% of entire school.

Reform 5 5.1 Research and apply appropriate benchmarked assessments to track

student achievement in Literacy and Numeracy.

Reform 5 5.1 Identify the impact of teaching upon student learning, by extending

the database that currently tracks student achievement in Reading and Writing to also include Numeracy.



Reform 6 6.1 Provide training for parents in ways to support the development of

their children’s reading skills. 6.2 Maintain Buddy Reading program to improve K-2 students’ literacy

levels. 6.3 Develop focus based groups of parents to inform and develop

learning engagement through increased school/home involvement

6.4 Establish a working project to determine the viability of a Home Interaction Program for Parents and Youngsters (HIPPY) Regents Park program for local families to support their children’s literacy.

Reform 6 6.1 Host Reading for Life Seminar to support parents of children who are

struggling with their reading. 6.2 Ensure K-2 students are provided with one to one reading

experiences. 6.3 Improve the level of parent engagement in student learning (greater

than 95% parents indicating involvement in child’s education). 6.4 Commence a HIPPY Regents Park program in 2014/5.

SCHOOL CONTEXT

This will be the beginning of Regents Park Christian School’s third year as a K-12 school. At the commencement of our involvement with the National Partnership Low SES Schools, primary enrolments at South Granville Christian Community School stood at 85. In 2011, our first year at Regents Park, our enrolments had grown to 131. At present in K-6, there are 171 students in 7 classes.

Students continue to come from a diverse socio economic background with 96% of our students coming from a non-English speaking background. While the predominant language of the community had been Tongan, that position is now taken by Korean speakers. There are also significant numbers who speak various African Bantu languages, Burmese, Chinese (Cantonese and Mandarin), Dinka, Indonesian, Portuguese, Russian, Spanish and Tagalog.

Enrolments for 2013 indicate a total primary enrolment of 187. Growth has been most significant in Kindergarten with a second Kindergarten class planned for 2013 allowing for 8 classes K-6.


REFORM ONE Priority Areas 1.1 Improve the level of high quality teaching by building collaborative planning and team teaching opportunities. 1.2 Maintain site based professional learning opportunities to build teacher knowledge and understanding of syllabus outcomes. 1.3 Develop teaching programmes to reflect the increased knowledge and understanding of the Primary English syllabus. 1.4 Provide additional relief for expert teacher to ensure sustainment of National Partnership Reading, Writing and Talking & Listening initiatives.

1.5 Provide professional development to all staff in the Reading strand to improve the explicit teaching in this area.

1.6 Professional development to school leadership in relation to the low SES National Partnership Leadership course Targets 1.1 Provide additional teacher release time to improve high quality collaborative teaching 1.2 Lead whole school professional learning in teaching and assessing of talking & listening, reading and writing. 1.3 Increase the number of students in the reading and writing English strands to greater than 25% in top two achievement bands. Reduce the number of

students in the bottom two bands of the above two strands to less than 20%. 1.4 Establish and implement whole school scope and sequence for the teaching of reading, writing and talking & listening skills to ensure initiatives are

sustained.

1.5 Establish a consistent approach to the teaching of reading in K-2 and years 3 -6.

1.6 Participate in the low SES National Partnership Leadership course.

WHAT IS DIFFERENT IN STUDENT CLASSROOM IF I

HAVE IMPLEMENTED SUCCESSFULLY THE

STRATEGIES

STRATEGIES TIMEFRAME 2013

RESPONSIBILITY RESOURCE ALLOCATION AND FUNDING SOURCE

Students more engaged in learning through cross stage collaborative learning

Teachers to develop a team based collaborative learning that is reflected in their programs and practices.

July 2013 Primary Coordinator Casual relief for one day (8) per term in stages released to develop collaborative programs. $359.38 per day/$2875.04 per term /$11,500.16 p.a.




STRATEGIES



Teachers to develop new approaches to be more effective in teaching and assessing of English as evidenced by more systematic and explicit structures in their programs.

Mentor staff on effective teaching, assessing and programming of English.

August 2013

Primary Coordinator

One additional day per fortnight teaching support from experienced teacher for classroom teachers and monthly staff training sessions - $2506.56 per term, $10,026.26 per annum.

Students able to achieve better results in Reading and Writing strands of English syllabus.

Teachers able to effectively feedback to students outcomes achieved and how to move to next level.

December 2013

Classroom Teacher Casual relief for one day per term per teacher (8) for assessment in Reading and Writing strands $359.38 per day/$2875.04 per term /$11,500.16 p.a.

Clear scope and sequence evident in teachers’ programs regarding reading, writing and talking & listening teaching continuum.

Senior teacher to oversee the development of whole school reading, writing, talking & listening scope & sequence and ensure transfer to teachers’ programs.

December 2013

Senior Teacher 6 days casual relief over terms 1 & 2 for senior teacher - $359.38 per day- $2156.28

Explicit strategies in the teaching of Reading will be consistently applied K-2 and 3-6.

Professional development from AIS Literacy Consultant in the use of research based strategies for the teaching of reading.

December 2013 Learning Support Teacher

AIS Professional Development - $1090.00 School contribution $210.00.




STRATEGIES



Leadership of program successfully implemented in school.

Low SES National Partnerships Leadership course by School Executive

September 2013 Primary Coordinator October course and preparation and presentation of school plan (Partial cost of course $330.66 + casual relief – 2 days x $359.38 - $718.76 – Total $1218.76) Catering for visits and target celebrations – school contribution - $500 and school contribution to course $169.34 - $669.34


REFORM TWO Priority Areas 2.1 Continue development of Teacher Appraisal process linking performance reviews to key accountabilities. 2.2 Establish Mentor Teachers to support teachers new to the school. Targets 2.1 Present Teacher Appraisal Program to all class teachers. 2.2 All beginning teachers will be linked to a Mentor and professional targets established for first year.



STRATEGIES



Students will experience a consistency in and improvement of the quality of teaching across all classes.

Finalise RPCS Teacher Performance Appraisal Process to allow for the development of individual professional learning plans.

July 2013 Principal School Contribution

Teachers will be able to quickly adapt to the RPCS learning culture and values.

Beginning teachers will be linked with Mentor teacher and professional targets for 2013 will be cooperatively identified.

April 2013 Primary Coordinator 1 day casual release to in-service new staff on NP initiatives (3 x $359.38 - $1078.14 School Contribution )


REFORM THREE Priority Areas 3.1 Provide after school homework programme. 3.2 Provide paraprofessionals to provide greater flexibility in meeting student needs. Targets 3.1 Improve the level of support for students with their homework so that more than 80% identify receiving additional help. 3.2 More than 80% of students will express positive views about their ability in reading and mathematics.



STRATEGIES



Students will develop more confidence in their performance at school.

Continue the trial of an after school homework program for targeted students. Extend and broaden the scope of this programme to provide parents with greater flexibility in school hours.

December 2013 Primary Coordinator Employ two paraprofessionals for 1.5 hours After-school programme (3-4:30pm each day). National Partnership pays 1 hour: $3, 280.05 per term/ $13,120.021 p.a. (School contributes for 0.5 hour: $1,640.03 per term/ $6, 560.10 p.a)

Students identified with specific learning needs will receive greater support.

Employ a paraprofessional to provide greater flexibility in meeting student needs.

December 2013 Primary Coordinator To employ one paraprofessional for 3 hours per day – ($4,672.50 per term/ $18,690.00 – School Contribution).


REFORM FOUR Priority Areas 4.1 Develop expertise interpreting NAPLAN results to cater for student needs. 4.2 Improve the quality of teaching in the Number and Working Mathematically Strands of the Mathematics Syllabus. 4.3 Ensure students at risk develop appropriate literacy skills. 4.4 Develop teacher capacity to design intellectually rich and engaging learning activities. 4.5 Increase student engagement in literacy and numeracy through the greater use of technology. 4.6 Increase the level of student borrowing from the library and engagement in reading. Targets 4.1 Reduce the number of students in the bottom two bands in Years 3 and 5 in overall literacy in NAPLAN to less than 20% 4.2 Reduce the number of students in the bottom two bands in Years 3 and 5 in overall numeracy in NAPLAN to less than 20% 4.3 Maintain school MULTILIT program 4.4 Extend student inquiry-based learning through partnerships with external consultants to ensure sustainability of initiatives. 4.5 Ensure all teachers have regular training in the effective use of technology, particularly as it relates to literacy and numeracy. 4.6 Improve the level of library borrowing in the school (greater than 45% commendable and less than 15% needs encouragement) and completion rate

of Premier’s Reading Challenge to 80% of entire school.



STRATEGIES



Teachers able to use NAPLAN results to better inform and target their literacy teaching.

Provide training for staff in the use of SMART 2 Database.

February 2013

Primary Coordinator Staff Meeting (Catering- $40 - school contribution)

Students able to achieve better results in Number and Working Mathematically Strands of Syllabus

Continue LIEN/LIN Professional Development Program with AIS Numeracy Consultant.

July 2013

Primary Coordinator 4 days Teacher RFF LIEN Assessment ($359.33 per day - $1437.32 total) LIEN Program ($11,500 + 6 days Casual RFF for LIEN PD $2156.28 – $13, 971.00 School Contribution)




STRATEGIES



Students will develop appropriate literacy skills

Continue MULTILIT program for students. The school will identify and work with families to facilitate improved literacy skills for identified students

December 2013

Support Teacher Contribution towards employment of one paraprofessional for MULTILIT programme 2 hours per day, $3,280.05 per term; $13, 120.20 per year.

Students will be more engaged and take greater responsibility for own learning through more intellectually challenging enquiry based learning activities.

All staff to attend Lane Clark seminars in the implementation of enquiry based learning.

October 2013 Primary Coordinator Professional Development Seminar: $10,000 - School Contribution.

Students more actively involved in learning activities through use of technology.

Continued professional development in the use of technology in all classrooms.

July 2013 Primary Coordinator Professional Development: $4475.04 – School Contribution

More students will engage in reading through participation in Premier’s Reading Challenge.

Whole school community participation in Premier’s Reading Challenge

September 2013 Librarian Provision of Premier Reading Challenge Books & Celebration to recognise those who complete – ($5000 - School Contribution)


REFORM FIVE Priority Areas 5.1 Research and apply appropriate benchmarked assessments to track student achievement in Literacy and Numeracy. Target 5.1 Identify the impact of teaching upon student learning, by extending the database that currently tracks student achievement in Reading and Writing to

also include Numeracy.



STRATEGIES



Teachers will be able to identify impact of teaching upon student achievement.

Utilise appropriate assessment tools to track student literacy and numeracy skills and use this to inform discussion as global indicators of development.

December 2013

Primary Coordinator NAPLAN Marking Certificate

Training for new staff ($120 - School Contribution)


REFORM SIX Priority Areas 6.1 Provide training for parents in ways to support the development of their children’s reading skills. 6.2 Develop Buddy Reading program to improve K-2 students’ literacy levels. 6.3 Develop focus based groups of parents to inform and develop learning engagement through increased school/home involvement

6.4 Establish a working project to determine the viability of a Home Interaction Program for Parents and Youngsters (HIPPY) Regents Park program for local families to support their children’s literacy.

Targets 6.1 Host Reading for Life Seminar to support parents of children who are struggling with their reading. 6.2 Ensure students in early years are provided with one to one reading experiences. 6.3 Improve the level of parent engagement in student learning (greater than 95% parents indicating involvement in child’s education). 6.4 Commence a HIPPY Regents Park program in 2014/5.



STRATEGIES



Students’ RRL scores will improve through greater support at home.

Host Reading for Life Seminar for 10 parents to support own children in reading.

July 2013 Primary Coordinator (Funding provided through Community Grant – Catering for seminar – $120 - School contribution)

K-2 students regularly read aloud to Buddy.

Maintain class buddy reading program matching primary and infants’ students.

July 2013 Support Teacher (Photocopying – Laminating- Resources - $100 School Contribution)

Students will be more supported in their learning at home

Initiate and provide regular meetings to assist in the increasing level of home involvement in the education of the student.

December 2013 Primary Coordinator (Resources for parent meetings - $100.00 – School Contribution)




STRATEGIES



Students will be more supported in their literacy development during the early years of schooling.

Develop relationships with local organisations to allow implementation of HIPPY program for school parents and community members in 2014/5.

December 2013 Primary Coordinator School Contribution

SCHOOL PLAN 2013 -...

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