Matraville Sports High School Literacy Review … · Web viewDeputy Principals to provide documented quality feedback to Head Teachers regarding their teaching practice through classroom

MATRAVILLE SPORTS HIGH SCHOOL

22.03.2012

Matraville Sports High School Literacy Review Implementation Plan

Recommendation 1: Create a shared vision which build a culture of high expectations and articulate a whole school focus on reading and writing and drives explicit actionStrategy: Place quality teaching as a high priority

Data

Number of Year Advisers merit awards issued. Data tabulated by Deputy Principal.

Referrals to H.T.s decrease. Data tabulated by D.P.

Referrals to D.P. decrease. Data tabulated by D.P.

Suspensions decrease. Data tabulated by D.P.

Action T1 T2 T3 T4 Resources Responsibility Evidence Reviewed

Matra Matters to become a focus of all discipline interactions in class, playground and school activities to ensure consistency and facilitate learning.

Teachers consistently use the structure of Matra Matters to resolve discipline issues.

On task behaviour is increased in class.

Matra Matters used consistently in discipline conversations with students

MusterStaff MeetingsFaculty MeetingExec. Meetings

TeachersHead TeachersSenior ExecutiveTeachers AidsAEOAdmin Staff

Students are compliant with teacher requests in class and in the playground.

Students display respect to teachers.

Students display respect to each other.

Matra Matters organisation used in sequence by everyone

MusterStaff MeetingsFaculty MeetingExec. Meetings

TeachersHead TeachersSenior ExecutiveTeachers AidsAEOAdmin Staff

Teachers treat students with respect.

Teachers model respect by treating each other with respect

Students and teachers are proud of their school.

2Ref:O:Joan/School Literacy Review Implementation Plan Draft 22.03.2012


Behaviour awards determined by the principles of Matra Matters

TeachersHead TeachersSenior Executive

Parents informed of Matra Matters and how it works

Welfare and Discipline Team

Newsletter, agenda of parent meetings, student handbook, diary.

Matra Matters highlighted on School website and target behaviour set for each fortnight

Discipline TeamWebsite team

Matra Matters displayed around school.

Target behaviour decided by Executive and communicated to students at Monday morning success assembly.



Recommendation 1: Create a shared vision which builds a culture of high expectations and articulates a whole school focus on reading and writing and drives explicit actionStrategy: Place quality teaching as a high priority.

Data

Teachers attend all TELL professional learning sessions.

Student achievement increases ino Class tests.o Assessment tasks.4o School reading assessment Yrs

7 – 9.o NAPLAN testing (expected growth).

As recorded byteachers


Whole school participation in Teaching English Language Learners (TELL) professional learning.

Faculty meeting agendas andminutes reflect ongoing professional learning and

Teachers training by qualified consultants

After school meeting time

All staff consolidation of TELL strategies.

Head teachers to consolidate training with their faculty

Faculty meeting timeIndividual meeting time

Head TeachersAll teachers

Teachers include TELL strategies in Programs and daily planning.

Teaching and learningUndertake action research from TELL course

Class timeIndividual preparation time

All staff activities in all classes utilise TELL strategies.

Teachers embed strategies into programs, daily planning and consistently use in lesson delivery

Development and use of TELL

strategies are part of teachers individual professional leaning

Aides to be trained in SELL. (Supporting English Language Learners) through professional learning sessions

Professional learning meetings

TeacherHAT



Recommendation 1: Create a shared vision which build a culture of high expectations and articulate a whole school focus on reading and writing and drives explicit action.Strategy: Place quality teaching as a high priority.

Data

% of lessons observed with teacher using Reading for Meaning strategies.

Student achievement increases ino Class tests.o Assessment taskso School reading assessment Yrs

7 – 9.o NAPLAN testing (expected growth).

As recorded by teachers.


Implement Reading for Meaning in all classrooms.

Reading for meaning strategies incorporated into lesson plans and teaching programs.

Reading for Meaning teacher to assess faculties/teachers requiring additional support.

Period release TeacherHAT

Increased student engagement and on task behaviour in class

Senior executive and Head Teachers to consolidate professional learning and spread best practice in Reading for Meaning in staff meetings, faculty meetings and individual professional learning plans.

Morning MusterStaff MeetingsFaculty MeetingsIndividual professional learning meetings

Senior ExecutiveHead TeachersClass Teachers



All teachers to incorporate Reading for Meaning strategies in

- Lessons plans- Programs- Teaching/learning activities.

All teachers

All teachers incorporate NAPLAN teaching strategies into lesson plans to personalise student learning.

SMART Data All teachers

SLSO’s to be trained in Reading for Meaning strategies.

TeacherHAT

HAT to demonstrate Reading for Meaning strategies for teachers

- Model- Team teach- Observation

R.Overs

Reading for Meaning Teacher to attend faculty meetings on a regular and rotational basis to add to teacher learning, classroom practice, planning and programming.

Faculty meeting time

Head TeachersTeacher



Recommendation 1: Create a shared vision which build a culture of high expectations and articulate a whole school focus on reading and writing and drives explicit action.

Strategy: Place quality teaching as a high priority.Data

Measure % of students achieving expected growth.

Growth for all students in reading from term to term. (Reading assessment).


Create school base line data and use NAPLAN teaching strategies to improve teaching and learning

Smart data

Initial reading assessment. (Yr 7 – 9) NAPLAN test G Evans

Retest reading ability each term NAPLAN G Evans Student reading assessment profiles.

Faculty pre/post testing for units of work to determine where students are at.

HTs Student test results.Testing documented in programs and registration.

All assessment tasks contain a reading component.

HTs Assessment schedules.

Teachers gain class data using Smart analysis and use results to inform teaching.

SMART Data HTs, DP QTL Lesson plans and teaching programs.

Meetings with HTs re implementation of reading strategies.

G Evans/C Scott/HTs

Minutes of meetings.

Meetings with Head Teachers regarding implementing NAPLAN teaching strategies into Programs.

HTs/CRTs, G Evans, HAT

Programs incorporate strategies.

Meetings with CRTs implementation into classroom practice of NAPLAN teaching strategies.

G Evans/HAT/CRTs

Teaching strategies in lesson plans.



Recommendation 1: Create a shared vision which build a culture of high expectations and articulate a whole school focus on reading and writing and drives explicit action.Strategy: Elevate the status of students who achieve well in reading.

Data

Number of students receiving reading awards according to criteria. Data collected by HTs/DP.


Recognise high achievers and improvement and growth in reading

Teachers regularly nominate students for awards

Students to be acknowledged at every formal school assembly.

- H.T.s to nominate students for awards based on evidence gained from classroom testing/observation.

- DP to nominate students based on term reading assessment data.

Reading award certificates.

G. EvansHead Teachers

G Evans

Growth in number of students receiving rewards

Principal to send letters home acknowledging achievement/growth in term reading assessments/NAPLAN.

- Letters are to be personalised to each student.

D. Hill Record of students recognised.

Principal to formally recognise and celebrate staff achievement in reading teaching:

- Reading celebration morning tea- Assembly commendations- Personal compliments

D. Hill

Involve SRC to determine appropriate recognition strategies

M. Dokmanovic Minutes of meetings.



Recommendation 2: Rationalise School Initiatives to ensure the highest priority is placed on student achievement in reading and writing.

Strategy: All teaching and learning programs will be driven by the needs of students as identified through explicit and regular data analysis. Teachers are to determine the strengths and weaknesses of students in their classes and address such with specific teaching strategies.

Data

Improved number and quality of tasks handed in on time


TPL in differentiating the curriculum and assessment tasks.Differentiated assessment tasks to be developed with associated marking rubrics for all Stage 4 classes.

TPL HTs/G Evans, HAT

Assessment schedules. HTs present at EARS.

TPL in differentiated curriculum and assessment.

Guest SpeakerCourse Consultant

G Evans

Assessment schedules distributed at the commencement of the rollover for Yrs 10-12.

HTs Hts Assessment schedules to DP, Wk 3, Term 4.

Year assessment planners to be developed for Yrs 10-12.

G Evans G Evans Distributed to students at rollover. Placed on website.




Strategy: School teams to take responsibility for the implementation of school priority areas contained in the School Improvement Plan.

Data


All staff are aware of the School Improvement Plan through their participation in a SIP Priority Area team.

Teams to provide feedback twice per term through staff meetings.

SIP Team Leaders (HTs)

All Minutes of Meeting to be provided to Principal by team leaders.

Senior regional staff utilised for effective consultancy support built into SIP as required.

SR Consultants DP/Principal




Strategy: Give quality feedback as part of the teaching/learning cycle.

Data

Percentage of teacher reports meeting the stated report writing criteria


Quality feedback embedded as an integral part of the learning process.HTS to be trained to provide quality feedback to teachers regarding quality teaching.

TPL Principal/HTs EARS – HTs provide documented quality feedback to CRTs

HTs to provide documented quality feedback to teachers regarding their teaching practices through classroom observations.

HTs

Deputy Principals to provide documented quality feedback to Head Teachers regarding their teaching practice through classroom observations.

DPs.EARS – DP to provide documented quality feedback to HTs.

Teachers follow guidelines of report writing with Head Teacher support to ensure quality and meaningful feedback to parents and students.

CRT/HTsTeacher reports meet report writing criteria.




Strategy: Undertake a review of the senior curriculum model in operation to assess its impact on condensed HSC preparation for students, teacher capacity to meet course requirements and achievement of student outcomes.

Data

Analysis of survey data from students, parents and teachers.

% of staff indicating their preferred options.


Independent review of 3 + 3 HSC model including parent/staff/student surveys and interviews.Review of 3 + 3 senior curriculum model.

T O’Brien/ Principal

Commencement of Review process.

Consultation with staff in regard to format of Review.

T O’Brien/ Principal

Implementation of those Review Recommendations accepted by the school.

Review recommendations provided to school.

T O’Brien

Analysis of Review recommendations through extensive consultation.

All Staff

Implementation of accepted Review findings.

All staff



Recommendation 3: Develop, implement and evaluate targeted professional learning to provide systematic explicit pedagogy for the teaching of reading and writing.Strategy: Ensure an agreed TARS process consistent with DEC policy is implemented to address the professional learning needs of all teachers as well as providing a quality assurance strategy in regard to mandatory requirements.

Data

Number of teachers meeting TARS requirements.


TARS process to be reviewed to include Reading for Meaning, TELL strategies and incorporation of NAPLAN teaching strategies into teaching programs and classroom observation.

2013

DP QTL Implementation of new TARS policy for 2013 incorporating

o Reading for Meaningo TELLo NAPLAN teaching strategies

Committee to be established representing all faculties. Proposal to be presented to staff.

2013

DP QTLo Matra Matters

Standards to be reached to determine teacher efficiency to be determined by school executive to ensure whole school consistency.

2013

DP QTL/Principal




Data

100% of staff have a strategically developed PLP.


Teacher PLPs developed with a focus on school priority areas especially reading and student management.

Reading for Meaning strategies.TELLMatra Matters

CRT/HT All staff have a strategically developed PLP addressing school priority areas.

Teacher PLPs strategically developed in consultation with HT taking into account student learning needs and teacher knowledge/skills.

CRT/HT

Current teacher practice in regard to reading and student management is taken into account when determining future professional learning.

CRT/HT

Teacher PLPs are fluid and change throughout the year according to student and teachers need.

CRT/HT




Data


NAPLAN teaching strategies implemented to personalise student learning in particular:

CRTs use SMART data to form class lists.

CRTs analyse NAPLAN results for their classes in reference to

o Readingo Writing

CRTs use NAPLAN teaching strategies to develop KLA specific, stage appropriate lessons to explicitly teach reading/writing skills.

Smart Data

Teaching Programs

CRT/HT

CRT

CRT/HT Teaching Programs incorporating NAPLAN teaching strategies.




Data

All staff meet TARS requirements.

HT/DP meetings conducted as scheduled.


Head Teachers meet once per term with their Deputy Principal supervisor and Principal to discuss school priority areas and school programs. Progress determined and further school support discussed.

HTs/DPs Personalised student learning is evident in teacher classroom practices.

Consistent pro-forma’s used for all meetings

o Clear timetable established.o Pro-forma to be developed.o Timeline to be established.



Recommendation 4: The school executive and program managers create a culture where trust is built through informed consultative decision-making and respectful relationships which supports staff capacity and student achievement in reading and writing.Strategy: Increased visibility of the senior leadership team in the school.

Data


Principal to be made visible around the school during class time

Principal Both students and staff acknowledge as increased visibility of the PrincipalDuring class time.

Deputy Principals to be more visible in the playground of recess and lunchtime.

DPs Both students and staff acknowledge an increased visibility of the DPs during both recess and lunchtime.



Recommendation 4: The school executive and program managers create a culture where trust is built through informed consultative decision-making and respectful relationships which supports staff capacity and student achievement in reading and writing.Strategy: Review and discuss Departmental policies and procedures such as the Code of Conduct, Dignity and Respect in the Workplace and the Complaints Handling Policy to ensure all staff are aware of their rights and responsibilities in building a cohesive, productive and professional workplace.

Data


All staff to participate in mandatory training in accordance with DEC timelines.

DEC policies and procedural guidelines and training packages.

Senior Executive All staff have current knowledge of mandatory policies.



Recommendation 5: Develop and embed in practice clearly defined roles and responsibilities for all staff and specific groups, including the leadership team which supports a pattern of growth in reading and writing.Strategy: Review, reassign and communicate key and accountable leadership roles and responsibilities for Deputy Principal and Head Teachers.

Data


Discussion of roles and responsibilities at Executive meeting encompassing whole school and faculty roles.

Leading & Managing the school document.

Executive HT/DP role descriptions produced and communicated to all staff and community.

Develop and circulate a supervisory organisation chart

Senior Executive Development of organisational chart communicated to all staff and community.



Recommendation 5: Develop and embed in practice clearly defined roles and responsibilities for all staff and specific groups, including the leadership team which supports a pattern of growth in reading and writing.Strategy: Redefine the role of the Learning Support Team

Data


Clearly defined roles developed for STLA, HAT, ESL, SLSC, SLSO, CLO and AEO based on the contextual nature of the school.

DEC role statements

Senior Executive Clearly defined role of LST including referral system, regular meetings, identified targeted students coordinator with appropriate staff, clearly communicated to all staff and the community.


Documents

Matraville Sports High School Literacy Review … · Web viewDeputy Principals to provide documented quality feedback to Head Teachers regarding their teaching practice through classroom