2018 Annual Implementation Plan - for improving student outcomes - Pascoe Vale Primary School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2018 Annual Implementation Plan for improving student outcomes Pascoe Vale Primary School (3081) Submitted for review by Anne Naughton (School Principal) on 23 February, 2018 at 04:14 PM Endorsed by Tony Privitelli (Senior Education Improvement Leader) on 27 February, 2018 at 12:23 PM Endorsed by Nella Caruana (School Council President) on 27 February, 2018 at 01:21 PM
Self-evaluation Summary - 2018
Pascoe Vale Primary School (3081)
FISO Improvement Model Dimensions Self-evaluation Level
The 6 High-impact Improvement Initiatives are highlighted below in red.
Building practice excellence Evolving moving towards Embedding
Excellence in
teaching and
learning
Curriculum planning and assessment Evolving moving towards Embedding
Evidence-based high-impact teaching strategies Embedding moving towards Excelling
Evaluating impact on learning Embedding
Building leadership teams Evolving moving towards Embedding
Professional
leadership
Instructional and shared leadership Evolving moving towards Embedding
Strategic resource management
Vision, values and culture Evolving
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 2Empowering students and building school pride Emerging moving towards Evolving
Positive climate
for learning
Setting expectations and promoting inclusion Evolving moving towards Embedding
Health and wellbeing
Intellectual engagement and self-awareness
Building communities Evolving moving towards Embedding
engagement in
Community
learning
Global citizenship
Networks with schools, services and agencies
Parents and carers as partners Evolving
Enter your reflective comments Student voice/agency needs to move beyond Leadership.
Consistency of teacher judgement is validated by rigorous data analysis by skills teacher teams using rigorous methodology
and therefore, inform curriculum development and teaching practice. Consistency in reflective cycle of planning, teaching
and assessment using evidence-based strategies. Enhance better use of school documenting enabling student feedback to
teachers, parents/carers on their learning progress and what the next steps will be for further improvements. PLC Leaders
to have the capacity to drive the PLC's to be rigorous in their data collection and analysis to measure impact and in turn
improve student outcomes. Develop explicit systems for collaboration, classroom observations, the modelling of effective
practice and feedback.
Considerations for 2019 Whole school professional learning plan, teaching and learning plan, curriculum plan and PDP's are aligned and focussed
on teaching and learning, developing PLCs and collective efficacy (middle leaders), skilful monitoring and evaluation of
student learning and teaching impact. *******
Observation of skilled colleagues, trial, review new strategies, receive feedback (self, peer, coach, student) and focussed
coaching/mentoring/modelling to support changes to practice and gauge the impact of practices.
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 3*******Leadership to give time for research into new approaches
Measuring impact - student learning/teaching practices - monitoring and evaluating by the PLCs.
Build trust rigour and challenge into PLCs - improvement (student achievement/teacher practices) driven by the inquiry
cycle/evidence based.
Use of data by teachers/PLCs to inform planning, teaching and learning.
Aligning the HITS explicitly with Powerful Learning practices.
Improved (more timely, open, accurate and meaningful)feedback to students and parents on the learning process and
progress.
Documents that support this plan
Annual Implementation Plan - 2018
FISO Improvement Initiatives and Key Improvement Strategies
Pascoe Vale Primary School (3081)
Four Year Strategic Goals Four Year Strategic Targets Is this 12 month target FISO initiative
selected for
focus this Outline what you want
year? achieve in the next 12
months against your
Strategic Plan target.
For all students to be empowered Yes -By end of 2018, minimum Building practice excellence
and challenged to achieve high VICTORIAN CURRICULUM: one year’s growth for 75%
learning growth in literacy and By 2020 minimum students from Foundation to
numeracy. one year’s growth Grade 6 in all areas of
for 85% students literacy and numeracy using
from Foundation to teacher judgement against
Grade 6 in all areas Victorian Curriculum
of literacy and Standards.
numeracy using
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 4teacher judgement -NAPLAN growth to show
against Victorian minimum two years growth
Curriculum between years 3-5 in
Standards. Literacy and Numeracy for
NAPLAN : 80% of our students.
By 2020, relative
to similar schools -By the end of 2018,
group, Pascoe Student Attitudes to School
Vale’s relative Survey in the ‘Effective
growth results in all teaching Practice for
domains will be cognitive engagement'
above the results for factors: stimulated learning
primary schools with and teacher effectiveness
similar be at or above similar
characteristics as school and 80% in positive
measured by the responses.
'Pascoe vale’s
Supplementary • By the end of 2018 in the
Panoramic Report'. Student Attitude to School
NAPLAN growth Survey in the ‘social
to show minimum engagement’ domain
two years growth ‘Student voice and agency’,
between years 3-5 ‘School connectedness’
in literacy and and ‘sense of inclusion’ to
numeracy. be at or above similar
Student Attitude to School Survey school and maintaining
Each year of the greater than 80% positive
review period, responses.
Student Attitudes to
School Survey • By the end of 2018 in the
factors: learning Student Attitude to School
confidence, Survey in the ‘Learning
stimulated learning Characteristics and
and teacher Disposition’ domain,
effectiveness be at ‘Learning Confidence’ to be
or above similar at or above similar school
and maintaining greater
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 5school and in the than 80% positive
fourth quartile responses.
By 2020 in the
Student Attitude to
School Survey in
the ‘social
engagement’
domain ‘Student
voice and agency’,
‘School
connectedness’ and
‘sense of inclusion’
to be at or above
similar school and
maintaining greater
than 90% positive
responses.
By 2020 in the
Student Attitude to
School Survey in the
‘Learning
Characteristics and
Disposition’ domain,
‘Learning
Confidence’ to be at
or above similar
school and
maintaining greater
than 90% positive
responses.
To enhance student health and well Yes By end of 2018, in the Parents and carers as partners
being. PARENT OPINION SURVEY: Parent Opinion Survey in
By 2020 in the Parent Opinion the 'Parent Community
Survey in the 'Parent Engagement' domain '
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 6Community Engagement' Parent Participation and
domain ' Parent Participation Involvement', 'School
and Involvement', 'School Support' and 'Teacher
Support' and 'Teacher Communication' to be at or
Communication' to be at or above similar school and
above similar school and maintaining greater than
maintaining greater than 70% 65% positive responses.
positive responses.
Improvement Initiatives Rationale
The school performance report 2017 has indicated strong results in reading and an improved trend in numeracy.
To continue with this improvement and build consistency between our class rooms delivering precision in our teaching and learning, we need to strengthen our data in
literacy and numeracy.
In our PLCs we need to build collective efficacy around the collection and use of data and being precisely catering for individual student needs (Faces on the data) and
giving students quality and timely feedback.
2017 Student attitude to schools survey - Social engagement 'Student voice and agency' drops below 80% in some areas of the school therefore requiring student voice
and agency to move beyond student leaders/JSC to consistent facilitation of student involvement in learning choices and giving feedback to peers and their teacher
across the school F- 6.
2017 Parent survey Parent Community Engagment Domain - teacher communication 'teachers communicate with me often enough about my child's progress' only 58%
positive indicates a need for improvement. To continue to further develop parent/school partnerships, with a focus of student learning as determined in the school review
and parent survey data.
Goal 1 For all students to be empowered and challenged to achieve high learning growth in literacy and numeracy.
12 month target 1.1 -By end of 2018, minimum one year’s growth for 75% students from Foundation to Grade 6 in all areas of literacy and
numeracy using teacher judgement against Victorian Curriculum Standards.
-NAPLAN growth to show minimum two years growth between years 3-5 in Literacy and Numeracy for 80% of our students.
-By the end of 2018, Student Attitudes to School Survey in the ‘Effective teaching Practice for cognitive engagement' factors:
stimulated learning and teacher effectiveness be at or above similar school and 80% in positive responses.
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 7• By the end of 2018 in the Student Attitude to School Survey in the ‘social engagement’ domain ‘Student voice and agency’,
‘School connectedness’ and ‘sense of inclusion’ to be at or above similar school and maintaining greater than 80% positive
responses.
• By the end of 2018 in the Student Attitude to School Survey in the ‘Learning Characteristics and Disposition’ domain,
‘Learning Confidence’ to be at or above similar school and maintaining greater than 80% positive responses.
FISO Initiative Building practice excellence
Key Improvement Strategies
KIS 1 Develop the capability of teachers assessment practices to ensure that the progress of each student is closely monitored,
identify students working above and below expected standards and planning meets each student’s learning needs and
ensures maximum learning growth.
KIS 2 Embed agreed high impact teaching strategies that underpin effective teaching and learning, including innovative, engaging
practices which have an emphasis on student agency (demonstrating initiative, acting with purpose, independence and
autonomy).
Goal 2 To enhance student health and well being.
12 month target 2.1 By end of 2018, in the Parent Opinion Survey in the 'Parent Community Engagement' domain ' Parent Participation and
Involvement', 'School Support' and 'Teacher Communication' to be at or above similar school and maintaining greater than
65% positive responses.
FISO Initiative Parents and carers as partners
Key Improvement Strategies
KIS 1 To implement and further extend the home school connections with a focus on student learning.
Define Evidence of Impact and Activities and Milestones - 2018
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 8Pascoe Vale Primary School (3081)
Goal 1 For all students to be empowered and challenged to achieve high learning growth in literacy and numeracy.
12 month target 1.1 -By end of 2018, minimum one year’s growth for 75% students from Foundation to Grade 6 in all areas of literacy and numeracy
using teacher judgement against Victorian Curriculum Standards.
-NAPLAN growth to show minimum two years growth between years 3-5 in Literacy and Numeracy for 80% of our students.
-By the end of 2018, Student Attitudes to School Survey in the ‘Effective teaching Practice for cognitive engagement' factors:
stimulated learning and teacher effectiveness be at or above similar school and 80% in positive responses.
• By the end of 2018 in the Student Attitude to School Survey in the ‘social engagement’ domain ‘Student voice and agency’,
‘School connectedness’ and ‘sense of inclusion’ to be at or above similar school and maintaining greater than 80% positive
responses.
• By the end of 2018 in the Student Attitude to School Survey in the ‘Learning Characteristics and Disposition’ domain, ‘Learning
Confidence’ to be at or above similar school and maintaining greater than 80% positive responses.
FISO Initiative Building practice excellence
Key Improvement Strategy 1 Develop the capability of teachers assessment practices to ensure that the progress of each student is closely monitored, identify
students working above and below expected standards and planning meets each student’s learning needs and ensures maximum
learning growth.
Actions If we implement quality assessment and data assessment processes, we will see improved learning outcomes for students across
all areas.
We will:-
-strengthen Literacy and Numeracy data collection and analysis, to ensure that the progress of each student is closely monitored and
planning meets each student's learning needs.
-build teacher's capabilities to be effective in the learning cycle - assess, plan, deliver then assess.
-Identify students working above and below expected standards and for teachers to plan to address student learning needs.
-build a shared vision for evidence based teaching and learning across the school.
-develop the capability of teachers assessment practices to ensure that the progress of each student is closely monitored, identify
students working above and below expected standards and planning meets each student’s learning needs.
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 9Evidence of impact Students will:
*be able to articulate the goals of each lesson and know if they have been successful.
*understand and self assess their progress and be able to articulate what they need to learn next.
*learn to ask questions to clarify their understandings.
Teachers will:
*assess student learning, analyse data and use the data to inform their planning.
*plan collaboratively, using student assessment to met the needs of all students.
*use assessment data to differentiate instruction.
*use the Victorian Curriculum to plan sequential and differentiated learning lessons for students.
Leadership will:
*manage human and financial resources to enable planning,coaching and mentoring.
*allocate sufficient professional learning in the meeting schedule.
*invest time in to data analysis.
Activities and Milestones Who Is this a When Budget
Professional
Learning
Priority
Refine the assessment schedule - targeting assessment tasks with Assistant Principal Yes from: Term 2 $2,000.00
diagnostic capabilities e.g. PAT reading comprehension. to: Term 4 Equity funding will
be used
Staff to undertake professional learning in assessing students and Assistant Principal Yes from: Term 1 $0.00
analysis of data to inform teaching and learning. to: Term 4 Equity funding will
be used
Make assessment/data collection and analysis the centre of team All Staff Yes from: Term 1 $0.00
planning. to: Term 3 Equity funding will
be used
Increase teachers capabilities for collection and use of student Teacher(s) Yes from: Term 1 $2,700.00
learning data through involvement in professional learning such as to: Term 2 Equity funding will
Bastow Literacy Data, Assessment and Practice and Leading be used
Literacy. (SIP)
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 10Goal 1 For all students to be empowered and challenged to achieve high learning growth in literacy and numeracy.
12 month target 1.1 -By end of 2018, minimum one year’s growth for 75% students from Foundation to Grade 6 in all areas of literacy and numeracy
using teacher judgement against Victorian Curriculum Standards.
-NAPLAN growth to show minimum two years growth between years 3-5 in Literacy and Numeracy for 80% of our students.
-By the end of 2018, Student Attitudes to School Survey in the ‘Effective teaching Practice for cognitive engagement' factors:
stimulated learning and teacher effectiveness be at or above similar school and 80% in positive responses.
• By the end of 2018 in the Student Attitude to School Survey in the ‘social engagement’ domain ‘Student voice and agency’,
‘School connectedness’ and ‘sense of inclusion’ to be at or above similar school and maintaining greater than 80% positive
responses.
• By the end of 2018 in the Student Attitude to School Survey in the ‘Learning Characteristics and Disposition’ domain, ‘Learning
Confidence’ to be at or above similar school and maintaining greater than 80% positive responses.
FISO Initiative Building practice excellence
Key Improvement Strategy 2 Embed agreed high impact teaching strategies that underpin effective teaching and learning, including innovative, engaging practices
which have an emphasis on student agency (demonstrating initiative, acting with purpose, independence and autonomy).
Actions If we implement and develop the (SIP Partnership - teaching of reading, 21st Century Learning Project Science, Technology,
Engineering and Mathematics (STEM) and High impact strategies) across the school as a framework for improving teaching and
learning then we will see improved student outcomes.
• Improve teachers understanding of the Reading components of the Victorian Curriculum through professional learning and
coaching.
• Improve teachers understanding of the STEM components of the Victorian Curriculum through professional learning and
coaching.
• Implement instructional models for Literacy and STEM, explicitly linked to HITS.
• Develop knowledge of effective pedagogical practice in literacy (reading focus) and STEM through professional learning and
coaching.
• Investigate and implement approaches to facilitate student agency.
• enhance goal setting for students in key curriculum areas.
• Trial PIVOT survey in the school
• Enhance student agency in learning through the implementation 21st century pedagogy and inquiry (student collaboration,
self regulation, knowledge construction and real work problems)
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 11Evidence of impact Students will:
*be engaged in their learning.
*participate in activites which match their learning needs - being challenged in their learning.
*be active participants in their learning, taking increasing responsibility.
*set goals for their leaning based on feedback from teacher, peer and self.
Teachers will:
*use the Victorian curriculum to plan sequential and differentiated learning lessons for students.
*implement high impact pedagogical practice including e.g; guided reading, reciprocal teaching.
*plan collaboratively to met the needs of all students.
*use data to differentiate instruction.
*provide feedback to students.
*employ the gradual release of responsibility model to scaffold student learning.
Leadership will:
*manage human and financial resources to enable literacy/STEM and pedagogical coaching.
*allocate sufficient professional learning in the meeting schedule.
*monitor student opportunities to have imput into their learning.
Activities and Milestones Who Is this a When Budget
Professional
Learning
Priority
Professional learning in pedagogical approaches, coaching and Leadership Team Yes from: Term 2 $30,000.00
classroom implementation (SIP FUNDING) to: Term 4 Equity funding will
be used
Professional learning, discussions and planning based on High Teacher(s) Yes from: Term 2 $0.00
Impact Teaching Strategies. to: Term 4 Equity funding will
be used
Professional learning in pedagogical approaches, coaching and KLA Leader Yes from: Term 1 $11,000.00
classroom implementation (21Century Learning Pedagogy) (Peer to: Term 4 Equity funding will
Coaching program) be used
Regular planned activites to facilitate student involvement/agency PLT Leaders No from: Term 2 $0.00
in learning - such as tasks involving goal setting, self regulation, to: Term 4 Equity funding will
be used
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 12collaborative groups, choice/imput in learning activites, real life
problems and feedback ( to and from self, peer and teacher).
Pivot trial $100 per teacher 3-6 area 11 classess Teacher(s) Yes from: Term 2 $1,100.00
to: Term 4 Equity funding will
be used
Goal 2 To enhance student health and well being.
12 month target 2.1 By end of 2018, in the Parent Opinion Survey in the 'Parent Community Engagement' domain ' Parent Participation and Involvement',
'School Support' and 'Teacher Communication' to be at or above similar school and maintaining greater than 65% positive
responses.
FISO Initiative Parents and carers as partners
Key Improvement Strategy 1 To implement and further extend the home school connections with a focus on student learning.
Actions -Develop and implement a comprehensive partnership to engage with all families in supporting high expectations for all student
learning.
-To deliver targeted teaching and learning programs to address specific learning and wellbeing of all students.
-Improve communication with community members with all aspects of their children's learning - academic, social and emotional via
Compass, Class Dojo, Assemblies and Newsletters.
-Ongoing reporting via compass portal.
-Open classroom programs to involve parents in their students learning.
-Develop a reporting schedule which provides timely information regarding student progress (learning tasks on compass).
Evidence of impact Students will:
*be engaged in their learning.
*be able to articulate their learning and talk about it with their parent/carer.
*continue learning between home and school through stronger homeschool partnerships .
*feel supported by parents/carers in their learning.
Teachers will:
*communicate with parents on a regular basis regarding student learning and welfare. (face to face, phone, class and school Dojo,
compass).
*reports progressively on student achievement throughout the year (Learning tasks on compass).
*plan open sessions for parents to see and participate in their child's classroom program.
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 13Leadership will:
*manage human and financial resources to enable the digital resources are available and supported.
*allocate sufficient to fulfill the reporting and communication in the meeting schedule.
*monitor the parent school partnership activities throughout the year.
Activities and Milestones Who Is this a When Budget
Professional
Learning
Priority
Learning Tasks scheduled in the reporting planner. Leading Teacher(s) No from: Term 1 $0.00
to: Term 4 Equity funding will
be used
Learning tasks designed, implemented, moderated and reported to All Staff No from: Term 1 $0.00
parents via Compass portal, throughout the year. to: Term 4 Equity funding will
be used
Classrooms will plan three open classroom morning term 2-4. Teacher(s) No from: Term 2 $0.00
to: Term 4 Equity funding will
be used
Teachers will use compass, class and school Dojo, school website Teacher(s) No from: Term 1 $0.00
and other methods to communicate with parents and carers to: Term 4 Equity funding will
building understanding of the student's learning and achievements. be used
The school will continue to implement Compass increasing Leadership Team No from: Term 1 $3,000.00
extending the capabilities of the software. to: Term 4 Equity funding will
be used
Professional Learning and Development Plan - 2018
Pascoe Vale Primary School (3081)
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 14Professional Learning Who When Key Professional Learning Organisational Structure Expertise Accessed Where
Priority Strategies
Refine the assessment Assistant from: Term 2 Design of formative Professional Practice Literacy expertise On-site
schedule - targeting Principal to: Term 4 assessments Day PLC Initiative
assessment tasks with Moderated assessment Formal School Meeting /
diagnostic capabilities e.g. of student learning Internal Professional
Internal staff
PAT reading comprehension. Learning Sessions Bastow
Collaborative
Inquiry/Action Research PLC/PLT Meeting program/course
team Learning Specialist
Literacy Leaders
Staff to undertake Assistant from: Term 1 Design of formative Professional Practice Literacy expertise On-site
professional learning in Principal to: Term 4 assessments Day PLC Initiative
assessing students and Moderated assessment Formal School Meeting /
analysis of data to inform of student learning Internal Professional
School improvement
teaching and learning. Learning Sessions partnerships
Formalised PLC/PLTs
PLC/PLT Meeting Internal staff
Bastow
program/course
Literacy Leaders
Make assessment/data All Staff from: Term 1 Planning Professional Practice Literacy expertise On-site
collection and analysis the to: Term 3 Moderated assessment Day PLC Initiative
centre of team planning. of student learning Formal School Meeting /
Internal Professional
School improvement
Formalised PLC/PLTs Learning Sessions partnerships
PLC/PLT Meeting Internal staff
Bastow
program/course
Literacy Leaders
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 15Increase teachers capabilities Teacher(s) from: Term 1 Design of formative Professional Practice Literacy expertise On-site
for collection and use of to: Term 2 assessments Day PLC Initiative
student learning data through Moderated assessment Formal School Meeting /
involvement in professional of student learning Internal Professional
School improvement
learning such as Bastow Learning Sessions partnerships
Literacy Data, Assessment Curriculum development
PLC/PLT Meeting Internal staff
and Practice and Leading
Literacy. (SIP) Bastow
program/course
Literacy Leaders
Professional learning in Leadership from: Term 2 Collaborative Professional Practice Literacy expertise On-site
pedagogical approaches, Team to: Term 4 Inquiry/Action Research Day School improvement
coaching and classroom team Formal School Meeting / partnerships
implementation (SIP Curriculum development Internal Professional
FUNDING) Learning Sessions
Internal staff
Individualised Reflection
PLC/PLT Meeting Bastow
program/course
Literacy Leaders
Professional learning, Teacher(s) from: Term 2 Peer observation Professional Practice Literacy expertise On-site
discussions and planning to: Term 4 including feedback and Day School improvement
based on High Impact reflection Formal School Meeting / partnerships
Teaching Strategies. Formalised PLC/PLTs Internal Professional
Learning Sessions
Internal staff
Individualised Reflection
PLC/PLT Meeting Learning Specialist
Literacy Leaders
Professional learning in KLA Leader from: Term 1 Planning Whole School Student Internal staff On-site
pedagogical approaches, to: Term 4 Peer observation Free Day External consultants
coaching and classroom including feedback and
implementation (21Century reflection
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 16Learning Pedagogy) (Peer Formalised PLC/PLTs Formal School Meeting /
Coaching program) Internal Professional Microsoft Coach-Trent
Learning Sessions Ray
PLC/PLT Meeting
Pivot trial $100 per teacher 3- Teacher(s) from: Term 2 Collaborative Formal School Meeting / Internal staff On-site
6 area 11 classess to: Term 4 Inquiry/Action Research Internal Professional Learning Specialist
team Learning Sessions
Peer observation PLC/PLT Meeting
including feedback and
reflection
Individualised Reflection
Documents that support the plan
The school has uploaded the following documents to support the self-evaluation.
Dimension 1
collegiate visit schedule term 3 2017.docx (0.03 MB)
Collegiate Visits Term 3 (Student Shadow).docx (0.02 MB)
Meeting Schedule Term 4 2017[1].docx (0.02 MB)
Peer Observation checklist term 2 2017.docx (0.02 MB)
PLANNING WEEK TERM 2 2017 edition 2 27March.docx (0.11 MB)
PLT guideline.docx (0.02 MB)
Specialist timetable 2017 term 3(Autosaved).docx (0.2 MB)
Dimension 3
Assessment Schedule PVPS.pdf (0.12 MB)
Collegiate Timetable.docx (0.01 MB)
Meeting Schedule Term 4 2017[1].docx (0.02 MB)
Self-Regulation, Assessment and Quality Feedback - Project Evaluation.pdf (1.96 MB)
Pascoe Vale Primary School (3081) - 2018 - Overall Implementation Plan.docx
Page 17You can also read
