2019 Annual Implementation Plan - Tucker Rd Bentleigh PS · 2019-03-07 · Self-evaluation Summary - 2019 FISO Improvement Model Dimensions The 6 High-impact Improvement Initiatives

Tucker Road Bentleigh Primary School (4687) - 2019 - AIP - Overall Page 1

Submitted for review by Robyn Farnell (School Principal) on 18 December, 2018 at 11:25 AM

Endorsed by Stuart Andrews (Senior Education Improvement Leader) on 18 December, 2018 at 12:34 PM

Endorsed by Genevieve Lazzari (School Council President) on 18 December, 2018 at 05:41 PM

2019 Annual Implementation Plan For improving student outcomes

Tucker Road Bentleigh Primary School (4687)

Tucker Road Bentleigh Primary School (4687) - 2019 - Self-evaluation Summary.docx Page 2

Self-evaluation Summary - 2019

FISO Improvement Model Dimensions

The 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level

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Building practice excellence Evolving moving towards Embedding

Curriculum planning and assessment Evolving

Evidence-based high-impact teaching strategies Evolving

Evaluating impact on learning Evolving

Pro

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Building leadership teams Evolving moving towards Embedding

Instructional and shared leadership Evolving

Strategic resource management Evolving moving towards Embedding

Vision, values and culture Evolving


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Empowering students and building school pride Evolving

Setting expectations and promoting inclusion Evolving moving towards Embedding

Health and wellbeing Evolving moving towards Embedding

Intellectual engagement and self-awareness Evolving

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Building communities Evolving moving towards Embedding

Global citizenship Evolving moving towards Embedding

Networks with schools, services and agencies Evolving moving towards Embedding

Parents and carers as partners Evolving moving towards Embedding

Enter your reflective comments We have used DET data literacy processes to unpack the 2018 and school trend data as a staff and with the review panel. The key findings of this work and the evaluation of the past SSP as a whole school, has helped us to set our new SSP direction and AIP for 2019. We will continue to work on writing practice and using VCOP/Big Write tools, revisit the Victorian Early Years Reading Program P-4 as evidenced by NAPLAN Reading data results (Year 3 & 5), which depicted the success of this program across years P-2 where it is more consistently embedded. Over the SSP we have seen the positive results of working with a Mathematics consultant, as evidenced by Year 3 NAPLAN numeracy data, and we referenced these data outcomes to bring the year 3 & 4 teachers on-board an as part of our commitment to implementing the TRBPS Instructional Practice Model. As a result of this action we hope to see an improvement in numeracy NAPLAN results for year 5 over the next couple of years. The year 5 /6 classes are using a flexible grouping approach across the whole cohort for Numeracy, and they continue to seek advice and feedback from the Math’s consultant. Their future work will be on differentiating activities further to more effective meet individual student needs within these larger groups. The teachers have worked hard to build their capacity in teaching Mathematics. Having ‘Team leaders’ who are invested in their teams has made it easier to drive the change process. The AIP focussed whole school PL, PLTs and planning blocks have assisted teams to be more focused on


teaching and learning. The Leading Teacher has driven PL on teaching writing and moderation practices, as well as supporting staff with some coaching and mentoring. As recommended by the review panel, we will continue with these three learning areas as our next SSP Goals to: further build teacher capacity, foster a positive learning culture and build relational trust as well as to embed consistency of practice across P-6.

Considerations for 2020 We are embedding ‘best’ and consistent practice across the school in English and Mathematics through the full implementation of the TRBPS Instructional Practice Model and data literacy practices. We have audited and reviewed our reading programs to ensure greater consistency, especially across Years 3-4, extending on the work completed to date across Year's P-2. This included revisiting professional learning on the Victorian Early Years Reading Program P-4, after discussions with staff regarding our NAPLAN data at years 3 and 5 and discussion with DET colleagues from the BPA network of the Renewed Schools Project. We have revisited PL on the EY Writing practices, utilised VCOP tools and moderation practices. We have used these to support the writing program: to gain consistency of practice across the school, for engagement and to assess and inform forward planning that is focused on point of need teaching which more effectively meets students' individual needs. An educational Maths consultant has worked with staff to achieve consistency in program planning, practice and assessment of Mathematics and we have built teachers capacity in this area across P-6. Understanding of Inquiry Learning process will continue to be a focus of our next AIP, as it allows students to develop 21st century skills, negotiate some of the work requirements and monitor their progress thus building student agency, voice and a positive growth mindset. We want to further unpack the work of John Hattie and HITS to promote ‘best practice’ and incorporate these into our Instructional Practice Model. We will use Principles of Practice to compliment this work. HITS have formed a focus for PDPs for 2018. We will continue to aim at increasing student learning growth from year’s 3-5 Matched Cohort NAPLAN data for Reading, Writing and Mathematics and further build teacher's capacity and data literacy to successfully achieve this result. NAPLAN Reading data has shown improvement at year 5 in 2018.

Documents that support this plan

Tucker Road Bentleigh Primary School (4687) - 2019 - AIP - Annual Goals Targets and KIS Page 2

Select Annual Goals and KIS

Four Year Strategic Goals Is this selected for focus this year?

Four Year Strategic Targets 12 month target

The 12 month target is an incremental step towards meeting the 4-year target, using the same data set.

To improve student outcomes in Literacy, with a focus on Reading and Writing

Yes By the end of the review period, the percentage of students with high relative growth in Reading will increase by 7 per cent from 20 per cent (in 2017) to 27 per cent. By the end of the review period, the percentage of students with high relative growth in Writing will increase by 5 per cent from 23 per cent (in 2017) to 28 per cent.

By the end of 2019 percentage of students with high relative growth in Reading will increase by 2 per cent from 27 per cent (in 2018) to 29 per cent. By the end of 2019 the percentage of students with high relative growth in Writing will increase by 2 per cent from 21 percent (2018) to 23 per cent.

By the end of the review period, the percentage of students in the top two bands in Year 5 Reading will increase by 8 per cent from 45 per cent (2017) to 53 per cent. By the end of the review period, the percentage of students with low relative growth in Writing will decrease by 12 per cent from 34 per cent (2017) to 22 per cent.

By the end of 2019 the percentage of students in the top two bands in Year 5 Reading will increase by 5 per cent from 45 per cent (2017) to 50 per cent. By the end of 2019, the percentage of students with low relative growth in Writing will decrease by 2 per cent from 30 per cent (2018) to 28 per cent.

By the end of the review period, the percentage of students in the top two bands in Year 3 Reading will increase by 2 per cent from 66 per cent (2017) to 68 per cent.

By the end of 2019 the percentage of students in the top two bands in Year 3 Reading will increase by 3 per cent from


By the end of the review period, the percentage of students in the top two bands in Year 5 Writing will increase by 10 per cent from 18 per cent (2017) to 28 per cent.

47 per cent (2018) to 50 per cent. By the end of the review period, the percentage of students in the top two bands in Year 5 Writing will increase by 2 per cent from 19 per cent (2018) to 21 per cent.

By the end of the review period, the AToSS item Differentiated Learning Challenge per cent endorsement will increase by 5 per cent from 80 per cent (2018) to 85 per cent. By the end of the review period, the percentage of students in the top two bands in Year 3 Writing will increase by 7 per cent from 61 per cent (2017) to 68 per cent.

By the end of 2019 the AToSS item Differentiated Learning Challenge per cent endorsement will increase by 2 per cent from 80 per cent (2018) to 82 per cent. By the end of 2019 the percentage of students in the top two bands in Year 3 Writing will increase by 1 per cent from 63 per cent (2018) to 64 per cent.


By the end of the review period, the SSS item Teacher Collaboration per cent endorsement for Principal/Teaching staff will increase by 31 per cent from 44 per cent (2017) to 75 per cent. By the end of the review period, the AToSS item Student Voice and Agency per cent endorsement will increase by 15 per cent from 60 per cent (2018) to 75 per cent.

By the end of the review period, the AToSS item Effective Teaching Time per cent endorsement will increase by 6 per cent from 79 per cent (2018) to 85 per cent.

By the end of the review period, the SSS item Teacher Collaboration per cent endorsement for Principal/Teaching staff will increase by 5 per cent from 31 per cent (2018) to 36 per cent. By the end of the review period, the AToSS item Student Voice and Agency per cent endorsement will increase by 5 per cent from 65 per cent (2018) to 70 per cent. By the end of the review period, the AToSS item Effective Teaching Time per cent endorsement will increase by 5 per cent from 79 per cent (2018) to 83 per cent.

To improve student outcomes in Numeracy.

By the end of the review period, the SSS item Guaranteed and Viable Curriculum positive endorsement Principal/Teaching staff will increase by 10 per cent from 60 per cent (2017) to 75 per cent. By the end of the review period, the AToSS item Stimulating Learning per cent endorsement will increase by 7 per cent from 78 per cent (2018) to 85 per cent.

By the end of the review period, the SSS item Guaranteed and Viable Curriculum positive endorsement Principal/Teaching staff will increase by 5 per cent from 47 per cent (2018) to 52 per cent. By the end of the review period, the AToSS item Stimulating Learning per cent endorsement will increase by 5 per cent from 78 per cent (2018) to 83 per cent.

By the end of the review period, the percentage of students with high relative growth in Numeracy will increase by 4 per cent from 22 per cent (in 2017) to 26 per cent.

By the end of 2019, the percentage of students with high relative growth in Numeracy will increase by 2 per cent from 40 per cent (in 2018) to 42 per cent.


By the end of the review period, the percentage of students with low relative growth in Numeracy will decrease by 11 per cent from 32 per cent (2017) to 21 per cent.

By the end of 2019, the percentage of students with low relative growth in Numeracy will decrease by 2 per cent from 10 per cent (2018) to 8 per cent.

By the end of the review period, the percentage of students in the top two bands in Year 5 Numeracy will increase by 6 per cent from 42 per cent (2017) to 48 per cent.

By the end of 2019, the percentage of students in the top two bands in Year 5 Numeracy will increase by 2 per cent from 40 per cent (2018) to 42 per cent.

To improve student engagement in learning through activation of student voice and agency.


By the end of the review period, the AToSS item Stimulating Learning per cent endorsement will increase by 7 per cent from 78 per cent (2018) to 85 per cent.

By the end of the review period, the AToSS item Effective Teaching Time per cent endorsement will increase by 5 per cent from 79 per cent (2018) to 83 per cent By the end of 2019 the AToSS item Stimulating Learning per cent endorsement will increase by 7 per cent from 78 per cent (2018) to 85 per cent.

By the end of the review period, to increase the percentage of students on the AToSS (average of four statements) for student agency and voice from 65% to 80%

No target for 2019

By the end of the review period, to increase the percentage of endorsement on the POS for student agency and voice (average of three statement) from 72% to 85%

No target for 2019

By the end of the review period, to increase the percentage of endorsement on the SSS for student agency and voice for the variable of, use of feedback to improve practice will increase from 58% to 70%

No target for 2019


By the end of the review period, to increase the percentage of endorsement on the SSS for student agency and voice for the variable of, promotes student ownership of learning goals will increase from 62% to 75%

No target for 2019

By the end of the review period, to increase the percentage of endorsement on the SSS for student agency and voice for the variable of, belief that student engagement is the key to learning from 79% to 85%

No target for 2019

Goal 1 To improve student outcomes in Literacy, with a focus on Reading and Writing

12 Month Target 1.1 By the end of 2019 percentage of students with high relative growth in Reading will increase by 2 per cent from 27 per cent (in 2018) to 29 per cent. By the end of 2019 the percentage of students with high relative growth in Writing will increase by 2 per cent from 21 percent (2018) to 23 per cent.

12 Month Target 1.2 By the end of 2019 the percentage of students in the top two bands in Year 5 Reading will increase by 5 per cent from 45 per cent (2017) to 50 per cent. By the end of 2019, the percentage of students with low relative growth in Writing will decrease by 2 per cent from 30 per cent (2018) to 28 per cent.

12 Month Target 1.3 By the end of 2019 the percentage of students in the top two bands in Year 3 Reading will increase by 3 per cent from 47 per cent (2018) to 50 per cent. By the end of the review period, the percentage of students in the top two bands in Year 5 Writing will increase by 2 per cent from 19 per cent (2018) to 21 per cent.


12 Month Target 1.4 By the end of 2019 the AToSS item Differentiated Learning Challenge per cent endorsement will increase by 2 per cent from 80 per cent (2018) to 82 per cent. By the end of 2019 the percentage of students in the top two bands in Year 3 Writing will increase by 1 per cent from 63 per cent (2018) to 64 per cent.

12 Month Target 1.5 By the end of the review period, the SSS item Teacher Collaboration per cent endorsement for Principal/Teaching staff will increase by 5 per cent from 31 per cent (2018) to 36 per cent. By the end of the review period, the AToSS item Student Voice and Agency per cent endorsement will increase by 5 per cent from 65 per cent (2018) to 70 per cent. By the end of the review period, the AToSS item Effective Teaching Time per cent endorsement will increase by 5 per cent from 79 per cent (2018) to 83 per cent.

12 Month Target 1.6 By the end of the review period, the SSS item Guaranteed and Viable Curriculum positive endorsement Principal/Teaching staff will increase by 5 per cent from 47 per cent (2018) to 52 per cent. By the end of the review period, the AToSS item Stimulating Learning per cent endorsement will increase by 5 per cent from 78 per cent (2018) to 83 per cent.

Key Improvement Strategies Is this KIS selected for focus this

year?

KIS 1 Vision, values and culture

Build a positive whole school professional learning culture that has a shared vision of accountability and high expectations.

Yes

KIS 2 Curriculum planning and assessment

Embed a guaranteed and viable English curriculum underpinned by the Victorian Curriculum and supported by an agreed Instructional Model.

Yes

KIS 3 Evaluating impact on learning

Build leadership and teacher capability in data literacy to differentiate planning for individual student point of need.

Yes


KIS 4 Building practice excellence

Build leadership and teacher capability to differentiate teaching and personalise learning to extend every student.

Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

At TRBPS we are trying to achieve greater consistency of best practice in English across the school P-6. We aim to achieve this through embedding the whole school Instructional Practice Model and agreed Assessment Practices for Literacy. It became evident through the school review process findings there was a need to embed whole school consistency in these areas. During the self evaluation and the review process it highlighted the need for further work focused on the development of a professional learning culture and the building of relational trust amongst staff. This will enable more positive and productive teacher collaboration ensuring consistency of practice and programs across the school. A positive learning culture will also assist with developing a common professional language that will support the implementation and embedding of the school's Instructional Practice Model and shared vision of accountability and high expectations for all students. During the review period it became apparent that there was a need for the school to have an explicit focus on embedding consistent best practice in Reading and Writing across the whole school. The panel agreed that although work had commenced in this space, an agreed whole school approach to the instruction and assessment of reading and writing (Instructional Model) needs embedding. In order to facilitate this focus, the panel considered a whole school consistent professional learning culture was required. The panel agreed NAPLAN results for relative growth in reading and writing (years 3-5) showed inconsistent results over the period of the plan. The panel concluded that an explicit focus on the agreed whole school approach to the instruction and assessment of Writing needs embedding. NAPLAN Data results for reading (2018) showed a considerable improvement for Year 5 in relation to students performing in the top 2 bands and a decrease in percentage of students in both middle and bottom two bands.

Goal 2 To improve student outcomes in Numeracy

12 Month Target 2.1 By the end of 2019, the percentage of students with high relative growth in Numeracy will increase by 2 per cent from 40 per cent (in 2018) to 42 per cent.

12 Month Target 2.2 By the end of 2019, the percentage of students with low relative growth in Numeracy will decrease by 2 per cent from 10 per cent (2018) to 8 per cent.

12 Month Target 2.3 By the end of 2019, the percentage of students in the top two bands in Year 5 Numeracy will increase by 2 per cent from 40 per cent (2018) to 42 per cent.


12 Month Target 2.4 By the end of the review period, the AToSS item Effective Teaching Time per cent endorsement will increase by 5 per cent from 79 per cent (2018) to 83 per cent By the end of 2019 the AToSS item Stimulating Learning per cent endorsement will increase by 7 per cent from 78 per cent (2018) to 85 per cent.

Key Improvement Strategies Is this KIS selected for focus this year?



Yes


Embed a guaranteed and viable Maths curriculum underpinned by the Victorian Curriculum and supported by an agreed Instructional Model.

Yes



Yes



Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

At TRBPS we are trying to achieve greater consistency of best practice in Mathematics across the school P-6. We aim to achieve this through embedding the whole school Instructional Practice Model and agreed Assessment Practices for Mathematics. It became evident through the school review process findings there was a need to embed whole school consistency in these areas. During the self evaluation and the review process it highlighted the need for further work focused on the development of a professional learning culture and the building of relational trust amongst staff. This will enable more positive and productive teacher collaboration ensuring consistency of practice and programs across the school. A positive learning culture will also assist with developing a common professional language that will support the implementation and embedding of the school's Instructional Practice Model and shared vision of accountability and high


expectations for all students. During the review period it became apparent there is currently work around embedding a whole school approach to the instruction of Numeracy. The panel agreed that although work has commenced in this space, further differentiation of instruction and assessment of classroom practice was necessary. In order to facilitate this focus the panel considered a whole school consistent professional learning culture was required. NAPLAN results for Numeracy for relative growth (years 3-5) have improved over the period of the last SSP. Year 3 NAPLAN Numeracy results have continued to improve with an increase of students performing in the top two bands and a decrease in students performing in the middle and bottom two bands. Year 5 NAPLAN Numeracy results have remained fairly consistent over the last SSP however, there has been a decrease (2018) of students performing in the top two bands and increase of students performing in the middle and bottom two bands.

Tucker Road Bentleigh Primary School (4687) - 2019 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities

Goal 1 To improve student outcomes in Literacy, with a focus on Reading and Writing

12 Month Target 1.1 By the end of 2019 percentage of students with high relative growth in Reading will increase by 2 per cent from 27 per cent (in 2018) to 29 per cent. By the end of 2019 the percentage of students with high relative growth in Writing will increase by 2 per cent from 21 percent (2018) to 23 per cent.

12 Month Target 1.2 By the end of 2019 the percentage of students in the top two bands in Year 5 Reading will increase by 5 per cent from 45 per cent (2017) to 50 per cent. By the end of 2019, the percentage of students with low relative growth in Writing will decrease by 2 per cent from 30 per cent (2018) to 28 per cent.

12 Month Target 1.3 By the end of 2019 the percentage of students in the top two bands in Year 3 Reading will increase by 3 per cent from 47 per cent (2018) to 50 per cent. By the end of the review period, the percentage of students in the top two bands in Year 5 Writing will increase by 2 per cent from 19 per cent (2018) to 21 per cent.

12 Month Target 1.4 By the end of 2019 the AToSS item Differentiated Learning Challenge per cent endorsement will increase by 2 per cent from 80 per cent (2018) to 82 per cent. By the end of 2019 the percentage of students in the top two bands in Year 3 Writing will increase by 1 per cent from 63 per cent (2018) to 64 per cent.

12 Month Target 1.5 By the end of the review period, the SSS item Teacher Collaboration per cent endorsement for Principal/Teaching staff will increase by 5 per cent from 31 per cent (2018) to 36 per cent. By the end of the review period, the AToSS item Student Voice and Agency per cent endorsement will increase by 5 per cent from 65 per cent (2018) to 70 per cent.



12 Month Target 1.6 By the end of the review period, the SSS item Guaranteed and Viable Curriculum positive endorsement Principal/Teaching staff will increase by 5 per cent from 47 per cent (2018) to 52 per cent. By the end of the review period, the AToSS item Stimulating Learning per cent endorsement will increase by 5 per cent from 78 per cent (2018) to 83 per cent.

KIS 1

Vision, values and culture


Actions To continue to embed whole school staff values, norms and protocols which support a positive professional learning culture that expects high expectations for all. To build professional team leaders and Learning Specialist's capacity, to ensure greater consistency of literacy practice and accountability of teams and across the school. To build School Improvement Teams' capacity to use situational /open to learning language to promote professionalism and ensure greater accountability of all team members.

Outcomes Students will: Articulate the goals of each lesson and how they will know if they have successful in reading and writing

Understand and self-assess their progress and articulate what they need to learn at the next level (using the Student Self- assessment of VCOP and addressing reading success criteria)

Be confident in seeking further development for concepts not yet understand or where to go next on the learning continuums Discuss their progress during learning conferencing and explain how this is used to support their learning for reading and writing

Provide regular feedback in a variety of ways to teachers about the effectiveness of their literacy practice.


Teachers will: Utilise PL to identify and adopt differentiated pedagogical practices that meet learning needs of all of their students

Demonstrate a deep knowledge of the HITS and VTML including practice principles and E5 and how this impacts on student learning

Provide opportunities for students to revisit their goals and success criteria and set appropriate and suitably challenging learning intentions for students

Work collaboratively as a PLT with colleagues in accordance with agreed practices, planning/assessment documentation, school expectations (team/school norms) and values Analyse student data to reflect and review the impact of their practice on learning outcomes and plan future learning

opportunities. Leaders will:

Provide regular feedback to teaching teams and individuals, based on evidence collected through observation of practice during learning walks or PDP discussions

Support staff through professional learning, data literacy analysis and coaching conversations to deepen their understanding of the development of reading/writing skills in children and the Vic Curriculum reading/written continuum learning outcomes

Explain, model and articulate the use of the school’s Instructional Practice Model for literacy as via PL and coaching.

Success Indicators Data and evidence: AToSS data SSS data POS data Copies of norms displayed prominently around the school ad included in Staff Handbook Peer Observation and Feedback Staff PDPs Student goals displayed Learning Intentions and success criteria displayed Team Planning documentation Meeting protocols planning blocks indicated in Timetables school meeting planners


Activities and Milestones Who Is this a PL

Priority

When Budget

Setting up Norms and Meeting Protocols, Team Building activity on the first Curriculum 2 days of the school year Documented set of 'norms and protocols' developed. Team Protocols and Norms developed, displayed and in operation in all office areas of the school underpinned by the school values.

All Staff

School Improvement Team

PLP

Priority

from:

Term 1

to:

Term 2

$2,000.00

Equity funding will

be used

School Improvement Team to work with a mentor to build their capacity through coaching to facilitate and lead their respective teams in a professional manner using: consistent protocols, expectations, professional language and through utilisation of 'Learning Talk' (Dalton and Anderson) and Open to Learning Conversations (Viviane Robinson) resources and PL.

Leadership Team


PLP

Priority

from:

Term 1

to:

Term 4

$8,000.00

Equity funding will

be used

To document and utilise a common language and accountability practices for the implementation of Literacy to be modelled by all LS, LT, PLT Team and Level Leaders and used with all staff.

All Staff

Leadership Team


PLP

Priority

from:

Term 1

to:

Term 4

$5,000.00

Equity funding will

be used

KIS 2

Curriculum planning and

assessment

Embed a guaranteed and viable English curriculum underpinned by the Victorian Curriculum and supported by an agreed Instructional Model.

Actions Continue to develop teacher knowledge and capacity to plan for and implement an effective writing and reading program to ensure consistency of practice P-6. Develop a shared understanding of children’s reading writing development through greater utilisation of the Victorian Curriculum F-10 in the English Discipline.


Implement and embed the use of the agreed TRBPS Instructional Model for Reading and Writing.

Outcomes Students will:

Articulate the goals of each lesson and how they will know if they have successfully achieved their reading goals

Understand and self-assess their progress and articulate what they need to learn at the next level

Be confident in seeking further development for concepts not yet understand or where to go next on the Vic Curriculum learning continuum

Discuss their progress during learning conferencing and explain how this is used to support their learning at the next step Provide regular feedback in a variety of ways to teachers about the effectiveness of their literacy practice.

Teachers will: Identify and adopt differentiated pedagogical practices that meet learning needs of all of their students

Use the TRBPS Instructional Model for Literacy practice in conjunction with the Vic Curriculum and included in team planning documentation

Demonstrate a deep knowledge of how literacy skills develop in early childhood through to adolescence

Assessment of student learning in literacy used to inform planning and point of need teaching

Work collaboratively with colleagues to discuss literacy assessment and discuss teacher judgement outcomes

Analyse student data to reflect and review the impact of their practice on learning outcomes and plan future learning. Leaders will:


Support staff through professional learning, data literacy analysis and coaching conversations to deepen their understanding of the development of literacy skills and the Vic Curriculum continuums of learning outcomes to ensure guaranteed and viable planning documentation

Explain and model the use of the school’s Instructional Practice Model for Literacy through provision of staff professional learning and Learning Specialists coaching and mentoring.

Success Indicators Evidence:

NAPLAN Writing and Reading data

AToSS data

SSS data

POS data

Writing Moderation -Teacher Judgement against Vic Curriculum F-10


Cold Write - Writing Criterion teacher assessments and student self assessments

Peer Observations and Feedback

F and P reading data

PM benchmarking reading data

English Essential data

Teacher Anecdotal notes

Peer Observation and Feedback Process

Student goals displayed

Learning Intentions displayed

Team Planning documentation

PDPs

Conferences in action - Learning Walks


Priority

When Budget

Implementation of Instructional Model for Writing: Copy of negotiated practices for 'The Big Write/Cold Write' as part of the TRBPS Instructional Model for Writing presented to all staff. Use of VCOP resources and tools to support students highlighted in team and individual planning documentation. Learning Intentions and success criteria for writing sessions displayed for each session. VCOP student criterion used by students to self assess their work and used to co-create learning goals and success criteria. Implement 'Cold Writes' in accordance with TRBPS writing scope and sequence and School Assessment Schedule.

All Staff Leading Teacher(s)

Learning Specialist(s)


PLP Priority from: Term 1 to: Term 4

$5,000.00

Equity funding will be used


VCOP Teacher criterion used to assess student work samples (each term) by all classroom based teachers. Moderation of student writing samples by classroom teachers (each term) and cross check results with NAPLAN writing guide to inform Teacher Judgements for June and December reporting. Vertical teaching teams compare writing samples and results each term at whole school PL meetings supported by the meeting schedule. Writing assessment data uploaded to Excel Data Spreadsheets on Google docs each term. Professional Learning delivered by LS and LT to build teacher capacity to effectively teach Writing using the TRBPS Instructional Model and VCOP tools and resources, including the DET Literacy Portal. Time provided in team meetings for data literacy conversations to occur.

Implementation of Instructional Model for Reading: Copy of negotiated practices for Early Years Reading and Middle years Literacy (reading) outlined in the TRBPS Instructional Model presented to all staff. Use of Early Years and Middle Years practices, HITS and Literacy Portal resources/ tools to support students and to be highlighted in team and individual planning documentation.

All Staff Learning Specialist(s)



$5,000.00



Students to self assess their reading strategies and ability to co-create learning goals and determine success criteria. Learning Intentions and success criteria for reading sessions displayed for each session. Assessment of Reading using PM Benchmarking P-2 and Fountas and Pinnell P-6 in accordance with the TRBPS School Assessment Schedule. Reading assessment data uploaded to Excel Data Spreadsheets on Google docs each term. Moderation of student reading data by teachers regularly in team meetings by all classroom teachers and cross check results with NAPLAN reading results for years 2-6 (terms 1 and 4) and against Teacher Judgements for June and December reporting. Vertical teaching teams compare reading results benchmarking, Fountas and Pinnell and Essential English each term at whole school PL meetings supported by the meeting schedule. Professional Learning delivered by LS and LT to build teacher capacity to effectively teach Reading using the TRBPS Instructional Model and Early Years P-4 and Middle Years tools and resources including the DET Literacy Portal. Time provided in team meetings for data literacy conversations to occur.

As part of TRBPS Instructional Model the LLI program will be implemented to support students under the level in Reading P-2.

Learning Specialist(s) Student Wellbeing Leader

PLP Priority from: Term 2

$15,000.00


to: Term 4




Actions To build teacher's capacity with effective data literacy to inform planning and practice in reading and writing. To continue to develop teacher's ability to successfully and effectively differentiate learning to meet the range of student needs and to ensure they are catering for high end/ability students in literacy. To continue to ensure consistent assessment practices across the school in reading and writing to support effective and differentiated program planning at point of need.


Articulate the goals of each lesson and how they will know if they have successfully achieved their reading and writing goals

Understand and self-assess their progress and articulate what they need to learn at the next level (using the Student Self-assessment of VCOP and addressing reading success criteria)

Be confident in seeking further development for concepts not yet understand or where to go next on the learning continuum

Discuss their progress during learning conferencing and explain how this is used to support their learning for reading and writing

Provide regular feedback in a variety of ways to teachers about the effectiveness of their literacy practice. Teachers will:

Identify and adopt assessment practices that determine the point of need for each student

Demonstrate a deep knowledge of how reading and writing skills develop in early childhood through to adolescence

Provide opportunities for students to read and articulate their understanding of what they have read and written

Attend PL and utilise the TRBPS Instructional Model for reading and writing

Work collaboratively with colleagues to discuss and moderate reading/writing assessment to develop consistent teacher judgement outcomes for planning future learning programs


Analyse student data to reflect and review the impact of their practice on learning outcomes and plan future learning opportunities.

Leaders will:



Provide PL opportunities that involve building capacity with data literacy for future learning program planning.

Success Indicators Evidence:

Team and teacher Planning Documentation displays consistency in template, information, programs and personalisation/differentiation.

Data walls created reflecting every student across the school. Data shows

NAPLAN data results shared with staff during PL - PL meeting schedule/ Planning Blocks

TRBPS NAPLAN preparation Plan

Specialist Timetable - blocked timetabling

Data Spreadsheet uploaded to Goggle Docs

Whole School Assessment Document

PL schedule

SIT meetings regularly timetabled

PL for SIT - Data Literacy

Peer Observation and Feedback


Learning Intentions and success criteria displayed

PDPs


School meeting schedule Professional Practice days utilised to visit other school



Priority

When Budget

Activities:

Teacher Planning documentation devised during allocated planning

blocks to reflect differentiation and student personalisation for

Reading and Writing.

Whole School Assessment Schedule (including Literacy) with a

focus on whole school assessments to be refined and implemented

by all teachers.

Data walls will be created to reflect the Literacy growth of every

individual child across the school.

Data spreadsheet will be added to Google docs for every

classroom/cohort.

Team Data shows displaying student individual growth for Reading

and Writing will be created for June and December using the

Victorian Curriculum F-10 teacher judgements.

NAPLAN Year 3 and 5 Literacy data results and relative growth

(Years 3-5) discussed at whole school meetings and more in-depth

analysis led by leaders with staff working at pivotal years (2/3 and

4/5) during team planning blocks pre and post NAPLAN.

NAPLAN Data results after discussion will be used for further

program planning and differentiation.

PLT leaders will oversee the implementation of the NAPLAN

preparation plan and NAPLAN testing for Literacy.

Planning Documentation to be recorded on agreed school template

for consistency.

All Staff



PLP

Priority

from:

Term 1

to:

Term 4

$5,000.00

Equity funding will

be used


HITS, Practice Principles and VTML- resources will be utilised by

staff and delivered through PL.

Team meetings/planning blocks and wholes school meeting

schedule to be used to schedule for regular data literacy

conversations.

PL will be delivered to build staff capacity to teach Reading and

Writing on how to effectively personalise the learning and to

differentiate programs/activities.

KIS 4

Building practice excellence


Actions To build PLT leaders capacity with effective analysis of literacy data for each cohort to successfully facilitate team/level planning and guide teacher practice to meet all students' needs. To continue to develop School Improvement Team member's ability to successfully guide effective differentiation of student learning through data analysis in literacy. To build PLT leaders ability to drive consistent curriculum and assessment practices P-6 for reading and writing to ensure effective differentiated planning and point of need teaching.


Articulate the goals of each lesson and how they will know if they have successfully achieved their reading and writing goals

Understand and self-assess their progress and articulate what they need to learn at the next level (using the Student Self-assessment of VCOP and addressing reading success criteria)

Be confident in seeking further development for concepts not yet understand or where to go next on the learning continuum


Provide regular feedback in a variety of ways to teachers about the effectiveness of their practice.


Teachers will:

Identify and adopt differentiated pedagogical practices that meet learning needs of all of their students


Provide opportunities for students to read and articulate their understanding of what they have read and written

Conduct guided reading and explicit writing sessions to allow discussions and identification of next learning goals

Work collaboratively with colleagues to discuss and moderate reading/writing assessment to develop consistent teacher judgement outcomes




Explain and model the use of the school’s Instructional Practice Model for Reading/Writing as via PL and coaching.

Success Indicators Data/evidence we will collect:

NAPLAN Writing and Reading data

AToSS data

SSS data

POS data

Moderation -Teacher Judgement against Vic Curriculum F-10

Cold Write - Writing Criterion teacher assessments and student self assessments


F and P reading data

PM benchmarking reading data

English Essential data


Staff PDPs

Student goals and Success Criteria displayed





Professional Learning for the SIT - data literacy/PLCs


Priority

When Budget

Activities: Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Reading and Writing. Whole School Assessment Schedule (including Literacy) with a focus on whole school assessments to be refined and implemented by all teachers. Data walls will be created to reflect the Literacy growth of every individual child across the school. Data spreadsheet will be added to Google docs for every classroom/cohort. Team Data shows displaying student individual growth for Reading and Writing will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Literacy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Data results after discussion will be used for further

All Staff School Improvement Team


$3,000.00



program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN preparation plan and NAPLAN testing for Literacy. Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach and assess Reading and Writing to effectively personalise the learning and to differentiate programs/activities.

Goal 2 To improve student outcomes in Numeracy

12 Month Target 2.1 By the end of 2019, the percentage of students with high relative growth in Numeracy will increase by 2 per cent from 40 per cent (in 2018) to 42 per cent.

12 Month Target 2.2 By the end of 2019, the percentage of students with low relative growth in Numeracy will decrease by 2 per cent from 10 per cent (2018) to 8 per cent.

12 Month Target 2.3 By the end of 2019, the percentage of students in the top two bands in Year 5 Numeracy will increase by 2 per cent from 40 per cent (2018) to 42 per cent.

12 Month Target 2.4 By the end of the review period, the AToSS item Effective Teaching Time per cent endorsement will increase by 5 per cent from 79 per cent (2018) to 83 per cent By the end of 2019 the AToSS item Stimulating Learning per cent endorsement will increase by 7 per cent from 78 per cent (2018) to 85 per cent.




Actions To continue to embed whole school staff values, norms and protocols which support a positive professional learning culture that expects high expectations for all. To build professional team leaders and Learning Specialist's capacity, to ensure greater consistency of Numeracy practice and accountability of teams and across the school. To build School Improvement Teams' capacity to use situational /open to learning language to promote professionalism and ensure greater accountability of all team members.


Articulate the goals of each lesson and how they will know if they have successful in Numeracy


Be confident in seeking further development for concepts not yet understood or where to go next on the learning continuums

Discuss their progress during learning conferencing and explain how this is used to support their Numeracy progress.

Provide regular feedback in a variety of ways to teachers about the effectiveness of their Numeracy practice. Teachers will:

Utilise PL to identify and adopt differentiated pedagogical practices that meet learning needs of all of their students

Demonstrate a deep knowledge of the HITS and VTML including practice principles and E5 and how this impacts on student

Learning

Provide opportunities for students to revisit their goals and success criteria and set appropriate and suitably challenging

learning intentions for students

Work collaboratively as a PLT with colleagues in accordance with agreed practices, planning/assessment documentation,

school expectations (team/school norms) and values

Analyse student data to reflect and review the impact of their practice on learning outcomes and plan future learning opportunities.

Leaders will:



Support staff through professional learning, data literacy analysis and coaching conversations to deepen their understanding of the development of Numeracy skills in children and the Vic Curriculum continuum learning outcomes

Explain, model and articulate the use of the school’s Instructional Practice Model for literacy as via PL and coaching.

Success Indicators Data and evidence:

AToSS data

SSS data

POS data

Copies of norms displayed prominently around the school ad included in Staff Handbook

Peer Observation and Feedback

Staff PDPs


Learning Intentions and success criteria displayed


Meeting protocols

planning blocks indicated in Timetables

school meeting planners


Priority

When Budget

Setting up Norms and Meeting Protocols, Team Building activity on the first Curriculum 2 days of the school year. Documented set of meeting 'norms and protocols' developed. Team Protocols and Norms developed, displayed and in operation in all office areas of the school underpinned by the school values.


PLP Priority from: Term 1

$2,000.00


School Improvement Team to work with a mentor to build their capacity through coaching to facilitate and lead their respective teams in a professional manner using: consistent norms, protocols, expectations, professional language and through



$5,000.00


utilisation of 'Learning Talk' (Dalton and Anderson) and Open to Learning Conversations (Viviane Robinson) resources and PL.


To document and utilise a common language and accountability practices for the implementation of Numeracy to be modelled by all LS, LT, PLT Team and Level Leaders and used with all staff.




$15,000.00



Embed a guaranteed and viable Maths curriculum underpinned by the Victorian Curriculum and supported by an agreed Instructional Model.

Actions Continue to develop teacher knowledge and capacity to plan for and implement an effective mathematics program to ensure consistency of practice P-6. Develop a shared understanding of children’s reading writing development through greater utilisation of the Victorian Curriculum F-10 in the Mathematics Discipline. Implement and embed the use of the agreed TRBPS Instructional Model for Numeracy.


Articulate the goals of each lesson and how they will know if they have successfully achieved their Numeracy goals


Be confident in seeking further development for concepts not yet understand or where to go next on the Vic Curriculum learning continuum

Discuss their progress during learning conferencing and explain how this is used to support their learning at the next step

Provide regular feedback in a variety of ways to teachers about the effectiveness of their Numeracy practice. Teachers will:


Use the TRBPS Instructional Model for Numeracy practice in conjunction with the Vic Curriculum and included in team planning documentation


Demonstrate a deep knowledge of how Numeracy skills develop in early childhood through to adolescence

Assessment of student learning in Numeracy used to inform planning and point of need teaching

Work collaboratively with colleagues to discuss Numeracy assessment and discuss teacher judgement outcomes


Provide regular feedback to teaching teams and individuals, based on evidence collected through observation of practice during

Learning Walks or PDP discussions Support staff through professional learning, data literacy analysis and coaching conversations to deepen their understanding of the development of Numeracy skills and the Vic Curriculum continuums of learning outcomes to ensure guaranteed and viable planning documentation

Explain and model the use of the school’s Instructional Practice Model for Numeracy through provision of staff professional learning and Learning Specialists coaching and mentoring.


NAPLAN Numeracy data

AToSS data

SSS data

POS data



Maths Essential data


Staff PDPs








Priority

When Budget

Activities: Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Mathematics. Planning documentation to be reflective of the TRBPS instructional model and include the tuning in activity, explicit teaching which includes differentiation and the share time/reflection. Data walls will be created to reflect the Mathematics growth of every individual child and to allow teachers to accurately plan for next step learning. Data spreadsheet will be added to Google docs for every classroom/cohort. Team Data shows displaying student individual growth for will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Numeracy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Data results after discussion will be used for further program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN


PLT Leaders



$4,000.00



preparation plan and NAPLAN testing for Numeracy. Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach Mathematics on how to effectively personalise the learning and to differentiate programs/activities.



Actions To build teacher's capacity with effective data literacy to inform planning and practice in Mathematics. To continue to develop teacher's ability to successfully and effectively differentiate learning to meet the range of student needs and to ensure they are catering for high end/ability students in Numeracy. To continue to ensure consistent assessment practices across the school in Numeracy to support effective and differentiated program planning at point of need.


Articulate the goals of each lesson and how they will know if they have successfully achieved their Numeracy goals


Be confident in seeking further development for concepts not yet understood or where to go next on the learning continuum




Teachers will:

Identify and adopt differentiated pedagogical practices that meet learning needs of all of their students demonstrate a deep knowledge of how reading and writing skills develop in early childhood through to adolescence

Provide opportunities for students to articulate their understanding of Mathematical concepts.

Conduct explicit Mathematical sessions to allow discussions and identification of next learning goals

Work collaboratively with colleagues to discuss and moderate Numeracy assessment to develop consistent teacher judgement outcomes



Support staff through professional learning, data literacy analysis and coaching conversations to deepen their understanding of the development of Numeracy skills in children and the Vic Curriculum Mathematical continuum learning outcomes

Explain and model the use of the school’s Instructional Practice Model for Numeracy as via PL and coaching.



AToSS data

SSS data

POS data





Staff PDPs







Activities and Milestones Who Is this a PL Priority

When Budget

Activities: Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Numeracy. Whole School Assessment Schedule (including Numeracy) with a focus on whole school assessments to be refined and implemented by all teachers. Data walls will be created to reflect the Numeracy growth of every individual child across the school. Data spreadsheet will be added to Google docs for every classroom/cohort. Team Data shows displaying student individual growth for Numeracy will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Numeracy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Data results after discussion will be used for further program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN preparation plan and NAPLAN testing for Literacy.




$2,000.00



Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach Mathematics on how to effectively personalise the learning and to differentiate programs/activities.



Actions To build PLT leaders capacity with effective analysis of Mathematics data for each cohort to successfully facilitate team/level planning and guide teacher practice to meet all students' needs. To continue to develop School Improvement Team member's ability to successfully guide effective differentiation of student learning through data analysis in Numeracy. To build PLT leaders ability to drive consistent curriculum and assessment practices P-6 for Numeracy to ensure effective differentiated planning and point of need teaching.


Articulate the goals of each lesson and how they will know if they have successfully achieved their Numeracy goals.


Be confident in seeking further development for concepts not yet understood or where to go next on the learning continuum

Discuss their progress during learning conferencing and explain how this is used to support their learning for Numeracy



Teachers will:



Provide opportunities for students to articulate their understanding of Mathematical concepts.

Conduct explicit Mathematical sessions to allow discussions and identification of next learning goals

Work collaboratively with colleagues to discuss and moderate Numeracy assessment to develop consistent teacher judgement outcomes



Support staff through professional learning, data literacy analysis and coaching conversations to deepen their understanding of the development of Numeracy skills in children and the Vic Curriculum Mathematical continuum learning outcomes

Explain and model the use of the school’s Instructional Practice Model for Numeracy as via PL and coaching.



AToSS data

SSS data

POS data





Staff PDPs







Activities and Milestone

Who Is this a PL Priority

When Budget

Activities: Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Numeracy. Whole School Assessment Schedule (including Numeracy) with a focus on whole school assessments; to be refined and implemented by all teachers. TRBPS Pre and Post-tests, Maths Essential and MOLI (P&1) to be conducted in accordance with the school assessment schedule. Teacher’s numeracy data will be added to Excel data spreadsheet on Google docs for every classroom/cohort Data walls will be created to reflect the Numeracy growth of every individual child across the school. Team Data shows displaying student individual growth for Numeracy will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Numeracy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Numeracy Data results after discussion will be used for further program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN

All Staff Leadership Partners (DSSI)



$5,000.00



preparation plan and NAPLAN testing for Numeracy. Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach Mathematics on how to effectively personalise the learning and to differentiate programs/activities.

Tucker Road Bentleigh Primary School (4687) - 2019 - AIP - Equity Funding Planning Page 2

Equity Funding Planner

Equity Spending Totals

Category Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $35,000.00 $9,000.00

Additional Equity funding $0.00 $0.00

Grand Total $35,000.00 $9,000.00

Activities and Milestones

Activities and Milestones When Category Total proposed budget ($)

Equity Spend ($)

Implementation of Instructional Model for Reading: Copy of negotiated practices for Early Years Reading and Middle years Literacy (reading) outlined in the TRBPS Instructional Model presented to all staff. Use of Early Years and Middle Years practices, HITS and Literacy Portal resources/ tools to support students and to be highlighted in team and individual planning documentation. Students to self assess their reading strategies and ability to co-create learning goals and determine success criteria. Learning Intentions and success criteria for reading

from: Term 1 to: Term 4

School-based staffing Teaching and learning programs and resources

Professional development (excluding CRT costs and new FTE)

CRT

$5,000.00 $2,000.00


sessions displayed for each session. Assessment of Reading using PM Benchmarking P-2 and Fountas and Pinnell P-6 in accordance with the TRBPS School Assessment Schedule. Reading assessment data uploaded to Excel Data Spreadsheets on Google docs each term. Moderation of student reading data by teachers regularly in team meetings by all classroom teachers and cross check results with NAPLAN reading results for years 2-6 (terms 1 and 4) and against Teacher Judgements for June and December reporting. Vertical teaching teams compare reading results benchmarking, Fountas and Pinnell and Essential English each term at whole school PL meetings supported by the meeting schedule. Professional Learning delivered by LS and LT to build teacher capacity to effectively teach Reading using the TRBPS Instructional Model and Early Years P-4 and Middle Years tools and resources including the DET Literacy Portal. Time provided in team meetings for data literacy conversations to occur.



School-based staffing Professional development (excluding CRT costs and new FTE)

$15,000.00 $5,000.00




Teaching and learning programs and resources Professional development (excluding CRT costs and new FTE)

$15,000.00 $2,000.00

Totals $35,000.00 $9,000.00

Additional Equity spend

Outline here any additional Equity spend for 2019 When Category Total proposed budget ($)

Equity Spend ($)

Totals $0.00 $0.00

Tucker Road Bentleigh Primary School (4687) - 2019 - AIP - Professional Learning Plan Page 2

Professional Learning and Development Plan

Professional Learning Priority

Who

When

Key Professional Learning Strategies

Organisational Structure Expertise Accessed Where

Setting up Norms and Meeting Protocols, Team Building activity on the first Curriculum 2 days of the school year Documented set of 'norms and protocols' developed. Team Protocols and Norms developed, displayed and in operation in all office areas of the school underpinned by the school values.



Peer observation including feedback and reflection Formalised PLC/PLTs

Individualised Reflection

Whole School Pupil Free Day Formal School Meeting / Internal Professional Learning Sessions

Network Professional Learning

PLC/PLT Meeting

Internal staff External consultants

Vivien Smith who works with the SIT to build capacity with leadership facilitation

On-site

School Improvement Team to work with a mentor to build their capacity through coaching to facilitate and lead their respective teams in a professional manner using: consistent protocols, expectations, professional language and through utilisation of 'Learning Talk' (Dalton and Anderson) and Open to Learning Conversations (Viviane Robinson) resources and PL.

Leadership Team School Improvement Team


Collaborative Inquiry/Action Research team Peer observation including feedback and reflection


Whole School Pupil Free Day Formal School Meeting / Internal Professional Learning Sessions

PLC/PLT Meeting

Area Principal Forums

Regional Leadership Conferences

Internal staff Bastow program/course

Learning Specialist

External consultants

Vivien Smith - Leadership Consultant

Departmental resources

Bastow Courses

On-site


To document and utilise a common language and accountability practices for the implementation of Literacy to be modelled by all LS, LT, PLT Team and Level Leaders and used with all staff.

All Staff Leadership Team



Curriculum development Peer observation including feedback and reflection

Formalised PLC/PLTs

Professional Practice Day Formal School Meeting / Internal Professional Learning Sessions

Timetabled Planning Day

PLC/PLT Meeting

Literacy expertise Learning Specialist

Literacy Leaders


HITS, E5, PPs and Pedagogical Model

On-site

Implementation of Instructional Model for Writing: Copy of negotiated practices for 'The Big Write/Cold Write' as part of the TRBPS Instructional Model for Writing presented to all staff. Use of VCOP resources and tools to support students highlighted in team and individual planning documentation. Learning Intentions and success criteria for writing sessions displayed for each session. VCOP student criterion used by students to self assess their work and used to co-

All Staff Leading Teacher(s)




Planning Moderated assessment of student learning

Peer observation including feedback and reflection

Whole School Pupil Free Day Professional Practice Day

Formal School Meeting / Internal Professional Learning Sessions


Communities of Practice

PLC/PLT Meeting


Regional Leadership Conferences

Literacy expertise Internal staff

Bastow program/course

Learning Specialist

Literacy Leaders


DET Literacy Portal HITS, PPs, E5, Pedagogical Model, Amplify.

On-site


create learning goals and success criteria. Implement 'Cold Writes' in accordance with TRBPS writing scope and sequence and School Assessment Schedule. VCOP Teacher criterion used to assess student work samples (each term) by all classroom based teachers. Moderation of student writing samples by classroom teachers (each term) and cross check results with NAPLAN writing guide to inform Teacher Judgements for June and December reporting. Vertical teaching teams compare writing samples and results each term at whole school PL meetings supported by the meeting schedule. Writing assessment data uploaded to Excel Data Spreadsheets on Google docs


each term. Professional Learning delivered by LS and LT to build teacher capacity to effectively teach Writing using the TRBPS Instructional Model and VCOP tools and resources, including the DET Literacy Portal. Time provided in team meetings for data literacy conversations to occur.

Implementation of Instructional Model for Reading: Copy of negotiated practices for Early Years Reading and Middle years Literacy (reading) outlined in the TRBPS Instructional Model presented to all staff. Use of Early Years and Middle Years practices, HITS and Literacy Portal resources/ tools to support students and to be highlighted in team and individual planning





Curriculum development




PLC/PLT Meeting




Learning Specialist

Literacy Leaders



On-site


documentation. Students to self assess their reading strategies and ability to co-create learning goals and determine success criteria. Learning Intentions and success criteria for reading sessions displayed for each session. Assessment of Reading using PM Benchmarking P-2 and Fountas and Pinnell P-6 in accordance with the TRBPS School Assessment Schedule. Reading assessment data uploaded to Excel Data Spreadsheets on Google docs each term. Moderation of student reading data by teachers regularly in team meetings by all classroom teachers and cross check results with NAPLAN reading results for years 2-6 (terms 1 and 4) and against Teacher Judgements for June and December


reporting. Vertical teaching teams compare reading results benchmarking, Fountas and Pinnell and Essential English each term at whole school PL meetings supported by the meeting schedule. Professional Learning delivered by LS and LT to build teacher capacity to effectively teach Reading using the TRBPS Instructional Model and Early Years P-4 and Middle Years tools and resources including the DET Literacy Portal. Time provided in team meetings for data literacy conversations to occur.


Learning Specialist(s) Student Wellbeing Leader


Planning Curriculum development





Learning Specialist

On-site

Activities:

All Staff from: Term 1

Planning Professional Practice Day

Literacy expertise On-site


Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Reading and Writing. Whole School Assessment Schedule (including Literacy) with a focus on whole school assessments to be refined and implemented by all teachers. Data walls will be created to reflect the Literacy growth of every individual child across the school. Data spreadsheet will be added to Google docs for every classroom/cohort. Team Data shows displaying student individual growth for Reading and Writing will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5



to: Term 4

Moderated assessment of student learning

Formalised PLC/PLTs




PLC/PLT Meeting


Internal staff


Learning Specialist




Literacy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Data results after discussion will be used for further program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN preparation plan and NAPLAN testing for Literacy. Planning Documentation to be recorded on agreed school template for consistency. HITS, Practice Principles and VTML- resources will be utilised by staff and delivered through PL. Team meetings/planning blocks and wholes school


meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach Reading and Writing on how to effectively personalise the learning and to differentiate programs/activities.

Activities: Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Reading and Writing. Whole School Assessment Schedule (including Literacy) with a focus on whole school assessments to be refined and implemented by all teachers. Data walls will be created to reflect the Literacy growth of every individual child across the school.









PLC/PLT Meeting




Learning Specialist

Literacy Leaders



On-site


Data spreadsheet will be added to Google docs for every classroom/cohort. Team Data shows displaying student individual growth for Reading and Writing will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Literacy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Data results after discussion will be used for further program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN preparation plan and NAPLAN testing for Literacy.


Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach and assess Reading and Writing to effectively personalise the learning and to differentiate programs/activities.

Setting up Norms and Meeting Protocols, Team Building activity on the first Curriculum 2 days of the school year Documented set of 'norms and protocols' developed Team Protocols and Norms developed, displayed and in operation in all office areas of the school underpinned by the school values.


from: Term 1

Peer observation including feedback and reflection Formalised PLC/PLTs


Formal School Meeting / Internal Professional Learning Sessions PLC/PLT Meeting


Vivien Smith - external Leadership consultant

On-site


School Improvement Team to work with a mentor to build their capacity through coaching to facilitate and lead their respective teams in a professional manner using: consistent norms, protocols, expectations, professional language and through utilisation of 'Learning Talk' (Dalton and Anderson) and Open to Learning Conversations (Viviane Robinson) resources and PL.



Collaborative Inquiry/Action Research team Formalised PLC/PLTs




PLC/PLT Meeting


Vivien Smith - Leadership consultant

On-site









PLC/PLT Meeting

Primary Mathematics and Science specialists Internal staff


Learning Specialist


Sue Fine- Maths partnership and educational consultant

On-site

Activities: Teacher Planning documentation devised during allocated planning






Learning Specialist

On-site


blocks to reflect differentiation and student personalisation for Mathematics. Planning documentation to be reflective of the TRBPS instructional model and include the tuning in activity, explicit teaching which includes differentiation and the share time/reflection. Data walls will be created to reflect the Mathematics growth of every individual child and to allow teachers to accurately plan for next step learning. Data spreadsheet will be added to Google docs for every classroom/cohort. Team Data shows displaying student individual growth for will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Numeracy data results and

PLT Leaders




PLC/PLT Meeting


Sue Fine


DET Literacy Portal HITS, PPs, E5, Pedagogical Model, Amplify


relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Data results after discussion will be used for further program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN preparation plan and NAPLAN testing for Numeracy. Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach


Mathematics on how to effectively personalise the learning and to differentiate programs/activities.

Activities: Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Numeracy. Whole School Assessment Schedule (including Numeracy) with a focus on whole school assessments to be refined and implemented by all teachers. Data walls will be created to reflect the Numeracy growth of every individual child across the school. Data spreadsheet will be added to Google docs for every classroom/cohort. Team Data shows displaying student individual growth for








PLC/PLT Meeting


Learning Specialist


Sue Fine - educational Maths consultant and partnership


DET Literacy Portal HITS, PPs, E5, Pedagogical Model, Amplify

On-site


Numeracy will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Numeracy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Data results after discussion will be used for further program planning and differentiation. PLT leaders will oversee the implementation of the NAPLAN preparation plan and NAPLAN testing for Literacy. Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning


blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach Mathematics on how to effectively personalise the learning and to differentiate programs/activities.

Activities: Teacher Planning documentation devised during allocated planning blocks to reflect differentiation and student personalisation for Numeracy. Whole School Assessment Schedule (including Numeracy) with a focus on whole school assessments; to be refined and implemented by all teachers. TRBPS Pre and Post-tests, Maths Essential and MOLI (P&1) to be conducted in accordance with the school assessment schedule.

All Staff Leadership Partners (DSSI)




Formalised PLC/PLTs



PLC/PLT Meeting


Learning Specialist


Sue Fine - educational Maths Consultant and partnership



On-site


Teacher’s numeracy data will be added to Excel data spreadsheet on Google docs for every classroom/cohort Data walls will be created to reflect the Numeracy growth of every individual child across the school. Team Data shows displaying student individual growth for Numeracy will be created for June and December using the Victorian Curriculum F-10 teacher judgements. NAPLAN Year 3 and 5 Numeracy data results and relative growth (Years 3-5) discussed at whole school meetings and more in-depth analysis led by leaders with staff working at pivotal years (2/3 and 4/5) during team planning blocks pre and post NAPLAN. NAPLAN Numeracy Data results after discussion will be used for further program planning and differentiation.


PLT leaders will oversee the implementation of the NAPLAN preparation plan and NAPLAN testing for Numeracy. Planning Documentation to be recorded on agreed school template for consistency. Team meetings/planning blocks and wholes school meeting schedule to be used to schedule for regular data literacy conversations. PL will be delivered to build staff capacity to teach Mathematics on how to effectively personalise the learning and to differentiate programs/activities.