2018 Annual Implementation Plan - for improving student outcomes - Pascoe Vale Primary School

 
2018 Annual Implementation Plan - for improving student outcomes - Pascoe Vale Primary School
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

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Empowering 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.

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*******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

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teacher 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

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school 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 '

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Community 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.

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• 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

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Pascoe 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.

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Evidence 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)

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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 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)

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Evidence 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

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collaborative 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.

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Leadership 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)

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Professional 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

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Increase 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

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Learning 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 17
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