School Plan 2018 - Yagoona · 2019-10-12 · School plan 2018-2020 Yagoona Public School 3869 Page 1 of 30 Yagoona Public School 3869 (2018-2020) ... – aspiring leaders– collaborative

School plan 2018-2020Yagoona Public School 3869

Printed on: 11 April, 2018Page 1 of 30 Yagoona Public School 3869 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At Yagoona Public School we inspire future focusedlearning through quality teaching, learning and leadership.

We value and enhance positive relationships within ourschool community to promote engagement, inclusivity andwellbeing.

"Embracing potential to empower learning"

Yagoona Public School is a primary school with amulticultural and socially diverse student population. Weprovide equal opportunity for all students in academic,cultural, sporting and enrichment. Yagoona PublicSchool fosters an inclusive environment that supportslearning, teaching and friendship. We value ourrelationships with Canterbury Bankstown Council,Settlement Services International and Community HubsAustralia.

Yagoona Public School consulted all key stakeholderswhen creating our new school plan. We held informalmeetings, staff professional learning sessions andconducted SWOT analysis to include our student’s ideasand directions. This process was conducted over two termsand has resulted in our strategic directions, processes,practices, products and our milestones.

Leaders: Executive staff met to discuss the template,attended professional learning, consulted MelbourneDeclaration and other NSW DEC directions and goals.Leaders discussed template with stages, colleagues andled small working parties.

Staff: Teachers collaboratively reflected on currentpractices and highlighted areas for future developmentusing the School Excellence Framework. Teachersidentified areas for professional development to drive theirPerformance and Development Plans and the schoolsweekly TPL sessions.

Students: Students were consulted using a SWOT matrix.Their ideas and opinions were analysed and assisted in theformation of our school plan.

Parents: Community consulted using informal and formaldiscussions, through surveys and with interpreter servicesto ensure all voices were heard. We have continued toshare ideas and directions through our weekly schoolnewsletter.

Processes: We are going to assess and report on studentsunderstanding, skills and individual growth. We will use theNational Literacy and Numeracy Progressions to assist withtracking student progress. To ensure engagement we willfacilitate structured lessons and ensure feedback is given.


School strategic directions 2018–2020

STRATEGICDIRECTION 1

Quality Teaching and Learning


Raising Professional Capacity


Positive Relationships andWellbeing

Purpose:

To improve student outcomes through quality school–wide,evidence based literacy, numeracy and future focusedprograms.

Purpose:

To provide a diverse and relevant range of professionallearning opportunities to raise the capacity of all staffleading to effective, high quality teaching and learningpractices.

Purpose:

To create a collaborative, trusting and transparent culturewhere all stakeholders are valued and high expectationsare maintained.


Strategic Direction 1: Quality Teaching and Learning

Purpose

To improve student outcomes throughquality school–wide, evidence basedliteracy, numeracy and future focusedprograms.

Improvement Measures

Increased school wide improvement inindividual student growth in literacy andnumeracy data as displayed in theprogressions.

All classroom numeracy programs willreflect evidence based pedagogy. Studentswill be able to articulate mathematicalthinking.

Students will demonstrate the use ofCritical, Creative, Communicative andCollaborative (4C's) thinking strategiesthroughout their learning.

People

Staff

Utilise professional learning in Creative &Critical thinking to adapt teaching strategiesand resources for its effectiveimplementation.

Staff

Adopt a common approach to improvingliteracy and numeracy outcomes/standardsacross the school. Teachers will receivetargeted PL in progression data collectionand application.

Leaders

Adopt a coordinated approach to thedelivery of literacy & numeracy.

Students

Adopt a growth mindset for the challenge ofattempting new learning. Students use thelanguage of the National LearningProgressions to articulate learning and setpersonal academic goals.

Processes

Utilise literacy progressions toinform the programming of evidencebased pedagogy to deliver quality literacylessons to all students.

Numeracy – Coordinate a school widefocus to implement evidence basednumeracy pedagogy to improve studentoutcomes.

Develop Critical, Creative, Communicativeand Collaborative Thinking (4C's)opportunities for students to explorethrough the introduction of the Minds WideOpen program.

Evaluation Plan

To evaluate progress in Literacy, we will:

• collect and enter student literacyprogression data every five weeks.

• engage in stage based data talks everyfive weeks.

• ensure the embedding of progressionsinto classroom practice through APmonitoring, supervision and feedback.

To evaluate progress in Numeracy, we will:

• conduct ongoing staff professionallearning including TPL sessions,demonstration lessons and collegialfeedback opportunities.

• enter student numeracy data every fiveweeks to inform next step planning andinstruction.

To evaluate progress in Critical andCreative Thinking, we will:

• conduct staff professional learning andimplementation support such as

Practices and Products

Practices

Every teacher understands and utilises thelearning progressions to track and monitorstudent progress to inform point of needteaching.

All teachers are trained in and utilisingevidence based numeracy strategies.Students will be engaged in short, sharp,focused numeracy lessons explicitly basedon current need.

Teachers implement NSW syllabus basedteaching and learning activitiesunderpinned by critical and creativethinking strategies.

Products

Teachers can input, analyse andimplement ALAN data to inform teachingand learning directions.

Students will demonstrate improvedconfidence and deeper understanding ofmathematical concepts.

Students and teachers will demonstratefuture focused learning skills aligned toNSW syllabus outcomes.



Processes

demonstration lessons, micro teachingand collegial feedback opportunities.

• regularly collect student data includingsurveys and problem basedassessments.


Strategic Direction 2: Raising Professional Capacity

Purpose

To provide a diverse and relevant range ofprofessional learning opportunities to raisethe capacity of all staff leading to effective,high quality teaching and learningpractices.


All staff will participate in authenticPerformance and Development Plan[PDP] goal setting processes to supportlearning and growth.

Teachers actively engage in ProfessionalLearning Communities and share theirprofessional knowledge within the schoolcommunity.

All staff receive professional collegialfeedback on their performance and specificprofessional learning aligned to higherAITSL standards.

People

Staff

Network with professional learningcommunities to facilitate and providerelevant professional learning experiencesfor all staff.

Leaders

Coordinate an equitable, consistent andtransparent approach to professionallearning.

Staff

Participate in relevant professional learningrelated to Performance and DevelopmentPlan [PDPs] goals.

Leaders

Provide mentorship and effective feedbackto staff at all stages of their career.

Processes

Create an open professional communitywhere expertise is shared and explicitlycoached through demonstration lessons,team teaching, collegial feedback andprofessional dialogue between staff.

Embed Professional Learning Communitieswhere all staff will collaborate within expertgroups to utilise their collective genius andfacilitate relevant professional learning toraise teaching and learning standardswithin the school.

Coaching and mentoring opportunities willbe available to staff relevant to all careerlevels through a variety of methods, suchas:

• early career teacher mentoring

• accreditation (beginning and higherlevels)– aspiring leaders– collaborativenetworking within Professional LearningCommunities– linking problems ofpractice with expert teachers.

• professional learning to build theleadership capabilities of existing andaspiring leaders.

• encourage teachers at all levels todesign PDPs and learning goals thatalign with higher AITSL standards.

Evaluation Plan

To monitor progress towards ImprovementMeasures, we will:

• collate PDP goals to identifyprofessional learning directions.

• create and monitor a formalised processfor collegial feedback.

• conduct ongoing staff surveys andfeedback sessions regarding the


Practices

Staff will give open feedback and shareskills through opportunities to participate inand facilitate a variety of professionallearning experiences.

We will value and enhance staff skills andknowledge through the formation ofProfessional LearningCommunities, creating opportunities forstaff to share expertise to enhanceteaching and leadership potential.

We will formalise procedures to assist inthe mentoring and coaching of staff at allstages in their teaching career.

Products

Teachers demonstrate higher confidencelevels and engage in a wide variety ofprofessional learning opportunities. Theseexperiences are evident in classroompractice and lead to improvements instudent outcomes.

Teachers actively engage in ProfessionalLearning Communities to create engagingprofessional learning relevant to the schoolcommunity.

Teachers engage in mentoring andcoaching opportunities relevant to theircareer level and professional goals.



Processes

development and relevance ofprofessional learning experiences.

• create and monitor mentoring andcoaching procedures.

• professional Learning Communities willfacilitate TPL sessions which will befollowed up by Stage Supervisors toensure classroom integration.

• map against the AITSL standards withan increase of staff moving into higherlevels.


Strategic Direction 3: Positive Relationships and Wellbeing

Purpose

To create a collaborative, trusting andtransparent culture where all stakeholdersare valued and high expectations aremaintained.


Yagoona Pubic School's Wellbeing policiesand procedures reflect DEC Wellbeingframework elements and support studentsat all stages of development.

Increased student self esteem and positiveattitudes towards school and learning usingdata from Pupil Attitudes to Self and School[PASS] assessments and TTFM surveys.

Increased staff and parent interactionsusing school communication methods suchas; reporting, parent/teacher interviews andonline communication tools to build aculture of transparency and effectivecommunication.

People

Staff

Building staff knowledge, skills andunderstanding of the NSW DoE WellbeingFramework.

Staff

Actively engage in and talk about growthmindset principles for both teachers andstudents.

Leaders

Adopt a coordinated approach towardsdelivering and embedding growth mindsetprinciples to enable staff and students toregulate and pursue learning goals.

Staff

Clear and consistent approach whenreporting to parents through the refinementof reporting procedures and communicationvia technology.

Parents/Carers

Share a common language around schoolexpectations and learning through clearand consistent communication.

Processes

Expand the Yagoona Public School'sWellbeing Framework to include allelements of the DoE Wellbeing framework.

Create a school environment thatembraces Growth Mindset principles.Support all staff to embed Growth Mindsetprinciples in classrooms to change the culture of student learning.

Develop positive, open and transparentcommunication strategies across the entireschool community and continue to buildproductive and valuable partnerships withall stakeholders.

Evaluation Plan

To evaluate progress towards implantingWellbeing Framework and Growth Mindsetstrategies:

• staff surveys including Tell them FromMe [TTFM]

• student surveys including beginningand end Pupil Attitudes to Self andSchool [PASS] assessments and TTFMsurveys.

To evaluate progress towards clearcommunication we will:

• create and evaluate a new reportingformat

• consistent evaluation of Facebook andnewsletter content

• analyse Facebook data and traffic.


Practices

Provide staff with regular, professionallearning around the DoE Wellbeingframework to expand Yagoona PublicSchool policy and procedure.

Staff and students develop and implementgrowth mindset language and strategies tosupport student's learning goals.

Improved communication through:

• reporting

• Facebook

• parent/teacher interviews andworkshops to allow for clear andconsistent communication between allstakeholders.

Products

Clear understanding and consistentimplementation of all elements of the DoEWellbeing Framework as reflected throughYagoona Public School's Wellbeing policiesand procedures.

School community that approaches issueswith resilience, reflection and positivity.

Clear and consistent communicationbetween all stakeholders within the schoolcommunity to ensure student achievementand wellbeing.



2018 Project Leader/s: Off track Implementation Delayed On track

Process 1: Utilise literacy progressions to inform the programming of evidence based pedagogy to deliver quality literacy lessons to all students.

Milestone Activities Resources Evaluation

MID TERM 1 Progressions TPLL3 ongoingKindy ALAN Best Start

END TERM 1 ALAN data

MID TERM 2 Seven Steps Workshop ongoing follow through training of 2 coaches.PLC –seven steps implementation writing

END TERM 2MID–YEARREFLECTION

ALAN data: Data talksForm PLCs around 4 National Literacy Progressions [meet and clarifyunderstandings. Then plan PL]

MID TERM 3 Creating target groups– IL; demonstration lessons, feedback [ongoing]PLCs to begin presenting

END TERM 3 ALAN: data and talks

MID TERM 4 PLCs presentingSharing success: Stage presentations around target groups.

END TERM 4ANNUALMILESTONE

ALAN data will be utilised for explicit teaching and learning across threadswithin literacy.Use ALAN data to create target groups

Fluid and flexible groupings within literacy.Staff able to access data for planning lessons to meet the individual needsof students.

Process 2: Numeracy – Coordinate a school wide focus to implement evidence based numeracy pedagogy to improve student outcomes.


MID TERM 1

END TERM 1

MID TERM 2


MID TERM 3

END TERM 3

MID TERM 4





Process 3: Develop Critical, Creative, Communicative and Collaborative Thinking (4C's) opportunities for students to explore through the introduction of the Minds Wide Open program.


MID TERM 1

END TERM 1

MID TERM 2


Organise professional learning opportunities for 4 C's $4000 cost of PL session Staff will be aware of the new 2018–2020 school plan and its directions.Staff prepared for growth mindset

MID TERM 3

END TERM 3

MID TERM 4


Consistent language across the school.Consistency of language used in classroomsIdentification of learning dispositions

Purchase of posters tosupport PL session.

Staff and students modelling language and actions of learningdispositions. Staff and students able to articulate which learningdisposition they were using through various learning opportunities.




Process 1: Create an open professional community where expertise is shared and explicitly coached through demonstration lessons, team teaching, collegial feedback and professionaldialogue between staff.


MID TERM 1

END TERM 1

MID TERM 2


Staff planning collaboratively across Key Learning Areas.Discussions initiated about shared programming.

planning days– cost coveredby RFFProfessional Learningopportunities organised.

Teachers sharing content and programs from KLA's.The creation of a storage area for shared programming documents [onenote, google drive]

MID TERM 3

END TERM 3

MID TERM 4


Education walks commence. [team teaching/ observations occurring withspecific criteria to be addressed and appropriate and formative feedbackgiven]Staff identify a "teaching buddy/mentor" to work with sharing best practicepedagogies.

$$$ RAMPotentially QTSS

Teachers open to observations of practice, feedback and the modificationof individual teaching goals and PDP directions.constructive feedback given across a range of KLA's and variousmembers of staff [buddy/mentor, AP via observations]Modifications to current teacher practice aligning with feedback given toenhance personal growth and improve student achievement.

Process 2: Embed Professional Learning Communities where all staff will collaborate within expert groups to utilise their collective genius and facilitate relevant professional learning to raiseteaching and learning standards within the school.


MID TERM 1

END TERM 1

MID TERM 2


Establish Professional Learning Communities–[allocation of staff, criteria,aims, agenda and timeframe]

Create a timeline for the PLC's to meet and share knowledge andinformation with ALL staff through our Tuesday afternoon PL sessions.

MID TERM 3

END TERM 3




MID TERM 4


Integrate our Professional Learning Communities into our PL calendar. A schedule developed that is fair and equitable for each PLC to presentinformation to staff.Draft 2019 PL calendar

Process 3: Coaching and mentoring opportunities will be available to staff relevant to all career levels through a variety of methods, such as: • early career teacher mentoring • accreditation (beginning and higher levels)– aspiring leaders– collaborative networking within Professional Learning Communities– linking problems of practice with expert teachers. • professional learning to build the leadership capabilities of existing and aspiring leaders. • encourage teachers at all levels to design PDPs and learning goals that align with higher AITSL standards.


MID TERM 1

END TERM 1

MID TERM 2


All staff aware of coaching and mentoring opportunities. staff provided with a Professional Learning session on Coaching andmentoring.

MID TERM 3

END TERM 3

MID TERM 4


Staff engaging and utilising mentoring and coaching opportunities in arange of areas.Staff assisting colleagues to meet PDP goals and identified areas of need.

$$$ funds to allowobservations.

Staff working collaboratively to meet individual areas of need and/or PDPgoals.Staff completing CV applications for permanent and merit selectionapplications.




Process 1: Expand the Yagoona Public School's Wellbeing Framework to include all elements of the DoE Wellbeing framework.


MID TERM 1

END TERM 1

MID TERM 2


Continue YPS framework. Monitoring data gathered by welfare team.

MID TERM 3

END TERM 3

MID TERM 4


Continue YPS framework. Evaluate YPS framework and modify required areas.

Process 2: Create a school environment that embraces Growth Mindset principles. Support all staff to embed Growth Mindset principles in classrooms to change the culture of studentlearning.


MID TERM 1

END TERM 1

MID TERM 2


Professional Learning provided to all YPS staff focusing on theimportance of growth mindset principles.

$4000 PL provided by MindsWide Open

Staff use the growth mindset and learning dispositions to increase studentengagement within tasks. Class programs will reflect learningopportunities to extend students. Project–based/inquiry tasks will beevident within Key Learning Areas.

MID TERM 3

END TERM 3

MID TERM 4





Growth mindset established amongst students, staff and parents.Parents provided information regarding growth mindset and the benefits ofteaching students to embrace challenges and attempt unfamiliar tasks.

Parent attendance t information sessionsInformation, surveys about growth mindset for students, staff and parents.

Process 3: Develop positive, open and transparent communication strategies across the entire school community and continue to build productive and valuable partnerships with allstakeholders.


MID TERM 1

END TERM 1

MID TERM 2


Expanding our Facebook interaction by creating closed grade groups.Redesigning our school website.

$10000 Principal Com forFacebook$1000 SWS websiteassistance

Establishment of grade Facebook groups. Increase engagement by ourschool community using our Facebook page.Increase of parents and community accessing our new school website.

MID TERM 3

END TERM 3

MID TERM 4







MID TERM 1 Scope and Sequence: writingCreate PLCs for writing, reading, viewing and talking & listening [ 2presentations each– 1 x syllabus and teaching strategies and 1 xpresentation of stage scope and sequence]PLC writing presentingKindy ALAN Best Start

END TERM 1 ALAN data: All elementsData talksEstablishment of focus groups based on 2018 PL

MID TERM 2 Scope and Sequence– ReadingPLC Reading presenting


ALAN dataData talksFocus Groups formed for intervention.

MID TERM 3 Scope and Sequence ViewingPLC– Viewing presenting

END TERM 3 ALAN dataData talksFocus Groups formed for intervention

MID TERM 4 Scope and Sequence–Talking and ListeningPLC– Talking and Listening presenting


ALAN dataData talks and handover



MID TERM 1

END TERM 1

MID TERM 2





Numeracy progression data entered for all students K–6Professional Learning provided to all staff on current best practicenumeracy pedagogies. [TEN / TOWN]

PL on pedagogies $ funding –data analysis driving teaching and learning– teacher capacity to deliver relevant and meaningful numeracyinstruction.

MID TERM 3

END TERM 3

MID TERM 4


Staff utilising numeracy progression data to drive differentiated learningactivities to meet student need.Evidence of numeracy pedagogies in classroom practices.

resources may need to bepurchased to supportprograms in classrooms.

–Information reports given by ALAN software– Evidence in classroom teachers programs and student attainment.



MID TERM 1

END TERM 1

MID TERM 2


Staff and students recognise dispositions during learning.Teachers have a greater awareness of learning dispositions. Teachersplan and provide opportunities for students to practise all dispositions.

Pre –purchased posters. Students articulating their learning styles and demonstrating differentlearning dispositions.

MID TERM 3

END TERM 3

MID TERM 4


Student achievement awards recognise and use consistent language oflearning dispositions.

Creation of new certificates.$$

Staff acknowledging student's learning dispositions when attemptingunfamiliar tasks. Students recognised for their efforts and ability to usevarious ways of learning.






MID TERM 1

END TERM 1

MID TERM 2


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MID TERM 2


Peer Support program to purchase "resilience project $$$ to purchase resilienceproject program.

Year 6 student leaders teach resilience through Peer Support Program inTerm 2.Students demonstrating more resilient behaviours.Parents informed about resilience via newsletter and parent informationsessions.

MID TERM 3

END TERM 3

MID TERM 4




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MID TERM 1 Review of current evidence based English pedagogy K–6.PLC continuePLC writing presenting on seven steps [revise]Kindy ALAN data due

END TERM 1 ALAN data K–6 all National Literacy elements.Data talksForming of focus groups for targeted intervention.

MID TERM 2 ALAN dataPLC– reading presentingRespond to analysis of review data as required.


Modifications of English Scope and SequenceALAN dataData talksFocus groups for targeted intervention.

MID TERM 3

END TERM 3

MID TERM 4




MID TERM 1

END TERM 1

MID TERM 2


Development of assessment schedule for numeracy tasks. –Collection of work samples to support staff adhere to the teaching andassessment schedule.

MID TERM 3




END TERM 3

MID TERM 4


Students meeting and exceeding benchmark levels in Additive strategies[ACARA National Numeracy Progressions]

– Improved student results based on implementation of current bestnumeracy practice.



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Key funding initiatives: progress monitoring of initiatives, resources and impact

2018 Off track Implementation Delayed On track

1. English language proficiency

Milestone Activities Resources ($ value) Evaluation processes and impact assessment

MID TERM 1

END TERM 1

MID TERM 2 Employment of additional School Learning Support Officer to assistidentified students requiring additional support with languagedevelopment. SLSO to work in conjunction with classroom and supportteachers.

• English languageproficiency ($43,517.00)

Students achieving goals established in their Individual Education Plans[IEPs]Increase in student attainment according to the National Literacy andNumeracy Learning Progressions.


MID TERM 3

END TERM 3

MID TERM 4


Employment of additional School Learning Support Officer to assistidentified students requiring additional support with languagedevelopment. SLSO to work in conjunction with classroom and supportteachers.

Students achieving goals established in their Individual Education Plans[IEPs]Increase in student attainment according to the National Literacy andNumeracy Learning Progressions.

2. Low level adjustment for disability


MID TERM 1

END TERM 1

MID TERM 2


Employment of an SLSO in Kindergarten to provide additional earlyintervention strategies to ensure smooth transition from pre–school toPrimary school.

• Low level adjustment fordisability ($73,051.00)

Student engagement in class routines and school structures.

MID TERM 3

END TERM 3

MID TERM 4





Employment of an SLSO in Kindergarten to provide additional earlyintervention strategies to ensure smooth transition from pre–school toPrimary school.

Student engagement in class routines and school structures.Increase in students ability to participate in a range of class and schoolbase activities.






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Documents

School Plan 2018 - Yagoona · 2019-10-12 · School plan 2018-2020 Yagoona Public School 3869 Page 1 of 30 Yagoona Public School 3869 (2018-2020) ... – aspiring leaders– collaborative