2018 Annual Implementation Plan - for improving student outcomes - Oakleigh Primary School
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2018 Annual Implementation Plan for improving student outcomes Oakleigh Primary School (1601) Submitted for review by Michele Nolan (School Principal) on 15 December, 2017 at 09:28 AM Endorsed by Mark Flack (Senior Education Improvement Leader) on 15 December, 2017 at 10:19 AM Awaiting endorsement by School Council President
Self-evaluation Summary - 2018
Oakleigh Primary School (1601)
FISO Improvement Model Dimensions Self-evaluation Level
The 6 High-impact Improvement Initiatives are highlighted below in red.
Building practice excellence Embedding
Excellence in
teaching and
learning
Curriculum planning and assessment Evolving moving towards Embedding
Evidence-based high-impact teaching strategies Embedding
Evaluating impact on learning Embedding
Building leadership teams Excelling
Professional
leadership
Instructional and shared leadership Embedding
Strategic resource management Excelling
Vision, values and culture Embedding
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 2Empowering students and building school pride Evolving
Positive climate
for learning
Setting expectations and promoting inclusion Embedding
Health and wellbeing Embedding
Intellectual engagement and self-awareness Evolving
Building communities Embedding
engagement in
Community
learning
Global citizenship Evolving
Networks with schools, services and agencies Evolving
Parents and carers as partners Evolving
Enter your reflective comments A range of evidence examined during our school review revealed that we had achieved improved student learning,
engagement, and wellbeing outcomes during the 2014-2017 strategic plan period. The panel confirmed that the various
teacher judgement and Literacy and Numeracy (NAPLAN) performance indicators provided evidence to verify that progress
was made towards driving ongoing improvement of student learning outcomes across all curriculum areas. When measured
on averages, the school attained the targets for learning gain, and increased the percentages of Year 5 students achieving
above the NAPLAN National Minimum Standard (NMS) in Reading (from ninety per cent of students in 2014 to ninety-three
per cent in 2016) and partially in Numeracy (from ninety-three per cent in 2014 to ninety-seven per cent in 2015 and ninety
per cent in 2016). NAPLAN and teacher judgement showed that nearly all students were assessed as being at or above the
expected standards during the review period. As would be expected from the school demographic profile, our school means
were consistently better than those recorded for the state. DET reports revealed that in addition to school means superior to
those for the state, the average 2014-2016 percentage of Year 3 students in the top three NAPLAN Bands (4, 5 and 6) in
Reading and Numeracy were greater than one standard deviation above levels predicted by the DET for the school – a
statistically significant result.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 3Considerations for 2019 Following our comprehensive review consideration for future endeavours are to consolidate and build on the solid
momentum provided by the work completed during the previous SSP and continued into 2017. This is based on the
rationale that if an agreed teaching and learning model is embedded in every classroom then consistently high quality
teaching will occur and every student will demonstrate the targeted learning progress. Key improvement strategies designed
to achieve these ends include:
• Building the capacity of teachers to implement an agreed differentiated instructional model in Mathematics from P-6
• Maintaining and further building teacher capacity to implement the agreed differentiated Literacy instructional model
from P-6.
Within the comparatively strong performance patterns, Mathematics has been highlighted as a focus area for improvement.
Our wellbeing goal is to develop healthy, happy and resilient students who display growth mindsets. Based on the rationale
that children with higher resiliency are more likely to thrive in learning and achieve greater educational outcomes, we will
continue to build the capacity of teachers to implement our whole-school positive education approach to health, wellbeing
and inclusion, and to expand on existing links with the broader community in the FISO elements of social justice and global
citizenship. An additional strategy is to activate student voice, leadership and agency in their own learning. This will initially
involve staff reaching an agreed understanding of what student voice should look like at our school.
Although not a focus in the AIP we intend to begin building the capacity of teachers to implement an agreed differentiated
instructional model in STEM from P-6 leading to increased engagement.
Documents that support this plan Oakleigh Primary School and Kindergarten Pre-review Self-evaluation Report.docx (2.51 MB)
Oakleigh Primary School Peer Review Report DRAFT 1.docx (0.74 MB)
SUPschool_20161601.pdf (2.79 MB)
Annual Implementation Plan - 2018
FISO Improvement Initiatives and Key Improvement Strategies
Oakleigh Primary School (1601)
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
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 4months against your
Strategic Plan target.
Student Achievement With appropriate professional learning Yes - Increase the percentage of Building practice excellence
To improve the learning growth of and a collaborative approach, teachers students with high relative
every student in Literacy and will develop a consistent and evidenced gain in Reading (NAPLAN
Numeracy. pedagogical approach to teaching and 3-5) from 28% to 30%.
learning in English, which fits within the
whole school instructional model, to - 20% of students assessed
improve student outcomes. in the top two bands in
Learning growth targets Reading in NAPLAN in Yr 3
Each student to make at least one to achieve high relative gain
Victorian Curriculum level of learning from 2016 - 2018.
progress in each school year during the
strategic plan period in English (as - For every student to make
measured by teacher judgement and at least one year of learning
other school assessments identified in growth (VCAA) in each
the assessment schedule) calendar year in Reading
• The NAPLAN Year 3 to 5 and Viewing.
Relative Gain measures to
consistently improve over the
strategic plan period: Reading:
Increase the average high
relative gain from 28% to 35%.
Decrease the average low
relative gain from 20% to
15%. Writing: Increase the
average high relative gain from
34% to 38%. Decrease the
average low relative gain from
13% to 10%.
• A 10% increase in the average
percentage (2018-2022) of
Year P-6 students receiving A
or B. Reading and Viewing:
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 551% to 56%, Writing: 37% to
41%, Speaking and Listening:
35% to 39%
• Increase the average
percentage (2018-2022) of
Year 3 and 5 students
assessed in the top two
NAPLAN bands for their year
level. Reading 54% to 68%,
Writing: 45% to 57%
With appropriate professional learning Yes - Increase the percentage of Building practice excellence
and a collaborative approach, teachers students with high relative
will develop a consistent and evidenced gain in Numeracy (NAPLAN
pedagogical approach to teaching and 3-5) from 28% to 30%.
learning in Mathematics which fits within
the whole school instructional model, to - For every student to make
improve student outcomes. at least one year of learning
Teacher planning documents will reflect growth (VCAA) in each
a consistent pedagogical approach in calendar year in Numeracy.
Mathematics across the school.
Learning growth targets -At least 40% of our
• Each student to make at least students to achieve an A or
one Victorian Curriculum level B in the mathematical
of learning progress in each strands.
school year during the
strategic plan period in
Mathematics. (as measured by
teacher judgement and other
school assessments identified
in the school stage on age
assessment continuum).
• The NAPLAN Year 3 to 5
Relative Gain measures to
consistently improve over the
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 6strategic plan period:
Numeracy: Increase the
average high relative gain from
36% to 40%. Decrease the
average low relative gain from
12% to 10%.
• A 10% increase in the average
percentage (2018-2022) of
Year P-6 students receiving A
or B. Measurement and
Geometry: 39% to 43%,
Number and Algebra: 45% to
49%, Statistics and Probability:
38% to 42%
• Increase the average
percentage (2018-2022) of
Year 3 and 5 students
assessed in the top two
NAPLAN bands for their year
level. Numeracy 45% to 57%
Student Engagement No
To develop students who take • A sequential program from
responsibility for their learning and Prep- 6 in STEM is
are independent and self-regulated developed which is linked to
learners. the outcomes in the Victorian
Curriculum.
• Increase the average
percentage (2018-2022) of
students with positive
responses for learning
characteristics and disposition
(learning confidence,
resilience, motivation and
interest, self-regulation and
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 7goal setting, attitude to
attendance) to at least 90%.
• Increase the average
percentage (2018-2022) of
students with positive
responses for
stimulating learning,
differentiated learning
challenge to at least 90%.
• Increase the percentage of
students with
abundant/moderate resilience
in the Monash Resilience
Survey for educational
engagement from 80% to
90%.
No
• Planning documents indicate
that staff deliberately plan
open-ended learning tasks that
provide scope for student
choice and direction.
• Increase the average
percentage (2018-2022) of
students with positive
responses for learning
characteristics and disposition
(learning confidence,
resilience, motivation and
interest, self-regulation and
goal setting, attitude to
attendance) to at least 90%.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 8• Increase the average
percentage (2018-2022) of
students with positive
responses for
stimulating learning,
differentiated learning
challenge to at least 90%.
• Increase the percentage of
students with abundant
resilience in the Monash
Resilience Survey
for empowerment from 32% to
40%, school belonging from
64% to 70%, hope from 43% to
50%, and educational
engagement from 47% to 55%.
Student Wellbeing Yes - Inquiry Units and other Empowering students and building school
To develop happy, healthy and • Inquiry Units and other learning experiences pride
resilient students with a growth learning experiences indicate that staff explicitly
mindset. indicate that staff connect learning with the
explicitly connect broader community in the
learning with the FISO elements of Social
broader community in Justice and Global
the FISO elements of Citizenship.
social justice and global
citizenship. - Increase the percentage of
• Increase the average positive responses in the
percentage (2018-2022) of Attitude to School Survey -
students with positive Stimulating Learning from
responses for 79% positive response
stimulating learning (39.9th percentile) in 2017
and differentiated learning to at least 85% in 2018.
challenge to at least 90%.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 9• Increase the average - Increase the percentage of
percentage (2018-2022) of positive responses in the
students with positive Attitude to School Survey -
responses for student Student Voice and Agency
voice and agency to at least from 69% positive response
80%. (38th percentile) in 2017 to
75% in 2018.
- Increase the average
score in the local wellbeing
and attitude survey - from
2.61 (2016) to 2.80 (2018).
Improvement Initiatives Rationale
The FISO planning and assessment initiative indicates that curriculum and assessment for learning have been shown to have significant impact on student outcomes
over time, and building teacher capacity to implement these is important. If an evidence-based differentiated teaching and learning model is embedded in every
classroom, then consistently high quality teaching focused at each student’s point of need will occur and every student will demonstrate high levels of relative growth and
targeted learning progress.
If students are cognitively, emotionally and behaviourally engaged with schooling then their outcomes will improve. By strengthening the link between student voice and
agency students will be empowered to influence their learning through collaborative decision making and action.
This rationale concurs with the FISO empowering students and building school pride initiative evidence base that shows ‘schools that build a culture where teachers and
students work together, and where student voice is heard and respected, contribute to students building their confidence (a sense of selfworth and mastery) and having a
sense of self efficacy (belief in one’s capacity to succeed).
Children and young people with higher resiliency are more likely to thrive in learning and achieve greater educational outcomes.
Goal 1 Student Achievement
To improve the learning growth of every student in Literacy and Numeracy.
12 month target 1.1 - Increase the percentage of students with high relative gain in Reading (NAPLAN 3-5) from 28% to 30%.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 10- 20% of students assessed in the top two bands in Reading in NAPLAN in Yr 3 to achieve high relative gain from 2016 - 2018.
- For every student to make at least one year of learning growth (VCAA) in each calendar year in Reading and Viewing.
FISO Initiative Building practice excellence
Key Improvement Strategies
KIS 1 Maintain and further build teacher capacity to implement the Literacy Instructional Model.
12 month target 1.2 - Increase the percentage of students with high relative gain in Numeracy (NAPLAN 3-5) from 28% to 30%.
- For every student to make at least one year of learning growth (VCAA) in each calendar year in Numeracy.
-At least 40% of our students to achieve an A or B in the mathematical strands.
FISO Initiative Building practice excellence
Key Improvement Strategies
KIS 1 1. Build the capacity of teachers to implement an agreed differentiated instructional model in Mathematics from P-6.
Goal 2 Student Wellbeing
To develop happy, healthy and resilient students with a growth mindset.
12 month target 2.1 - Inquiry Units and other learning experiences indicate that staff explicitly connect learning with the broader community in the
FISO elements of Social Justice and Global Citizenship.
- Increase the percentage of positive responses in the Attitude to School Survey - Stimulating Learning from 79% positive
response (39.9th percentile) in 2017 to at least 85% in 2018.
- Increase the percentage of positive responses in the Attitude to School Survey - Student Voice and Agency from 69%
positive response (38th percentile) in 2017 to 75% in 2018.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 11- Increase the average score in the local wellbeing and attitude survey - from 2.61 (2016) to 2.80 (2018).
FISO Initiative Empowering students and building school pride
Key Improvement Strategies
KIS 1 Build the capacity of teachers to implement the agreed whole-school positive education approach to health, wellbeing and
inclusion.
Expand on the existing links with the broader community in the FISO elements of social justice and global citizenship.
Define Evidence of Impact and Activities and Milestones - 2018
Oakleigh Primary School (1601)
Goal 1 Student Achievement
To improve the learning growth of every student in Literacy and Numeracy.
12 month target 1.1 - Increase the percentage of students with high relative gain in Reading (NAPLAN 3-5) from 28% to 30%.
- 20% of students assessed in the top two bands in Reading in NAPLAN in Yr 3 to achieve high relative gain from 2016 - 2018.
- For every student to make at least one year of learning growth (VCAA) in each calendar year in Reading and Viewing.
FISO Initiative Building practice excellence
Key Improvement Strategy 1 Maintain and further build teacher capacity to implement the Literacy Instructional Model.
Actions - Continue to implement the Big 6 Reading Framework across the school.
- Incorporate the High Impact Teaching Strategies (HITS) in the model.
- Build teacher capacity in the provision of teaching and learning practices which will support our EAL students' language acquisition.
- Utilise Essential Assessments (English) to identify students' (individual and cohort) points of need, misunderstandings and Zone of
Proximal Development (ZPL).
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 12- Use the FISO improvement-focused continuum to identify the practices and behaviours to shift our self-assessed position in
Curriculum Planning and Assessment towards Excelling.
- Ongoing training of the Literacy Leader.
Evidence of impact Students will:
- complete tasks which are differentiated to point of need.
-use assessment results from Essential Assessments to identify their achievements against the standards, identify
misunderstandings and set personal learning goals.
-listen to and act upon explicit teacher feedback.
Teachers will:
-build their understanding of effective teaching practices for EAL students.
- use HITS as a common language for planning, monitoring and reflecting on classroom practice.
- in Planning Documents and Work Programs indicate an explicit focus on the Big 6 components.
-include a literacy goal in their 2018 PDP.
- use Essential Assessment (English) pre and post assessments to measure impact and determine future learning needs.
- clearly articulate their students' achievement against the standards (VCAA) including strengths, misunderstandings and future
learning needs.
- use Individual Learning Plans generated from Essential Assessment (English) to differentiate learning, in particular for high
achievers in Reading.
Leaders will:
-undertake Literacy Leader training.
-develop and strengthen teaching practices and evidence based assessment approaches.
-support the implementation of the English component of Essential Assessment, including data analysis to teach to point of need.
-lead Professional Development in best practice for teaching students from an EAL background.
-regularly review our progess against the 12 month targets.
Activities and Milestones Who Is this a When Budget
Professional
Learning
Priority
-Professional Learning on the Big 6 framework. KLA Leader Yes from: Term 1 $3,000.00
to: Term 4 Equity funding will
be used
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 13Professional Learning on the effective teaching of EAL students. KLA Leader Yes from: Term 2 $0.00
to: Term 4 Equity funding will
be used
Fully implement the English component of Essential Assessment Teacher(s) No from: Term 1 $1,000.00
across the school. to: Term 4 Equity funding will
be used
All classroom teachers will include a Reading and Viewing goal in Teacher(s) No from: Term 1 $0.00
their 2018 PDP. to: Term 4 Equity funding will
be used
Goal 1 Student Achievement
To improve the learning growth of every student in Literacy and Numeracy.
12 month target 1.2 - Increase the percentage of students with high relative gain in Numeracy (NAPLAN 3-5) from 28% to 30%.
- For every student to make at least one year of learning growth (VCAA) in each calendar year in Numeracy.
-At least 40% of our students to achieve an A or B in the mathematical strands.
FISO Initiative Building practice excellence
Key Improvement Strategy 1 1. Build the capacity of teachers to implement an agreed differentiated instructional model in Mathematics from P-6.
Actions Develop a Mathematics Instructional Model which incorporates the elements of effective teacing practices in numeracy.
Incorporate High Impact Teaching Strategies (HITS) in the model.
Continue using learning intentions and success criteria, including further embedding the role of students in goal setting and feedback
.
Use Essential Assessments and other assessment tools to enable differentiated/point -of -need teaching. Interrogate assessment
data and identify specific gaps in student achievement (eg, confirm problem-solving as a student capacity to improve).
Appoint and train 2 Numeracy Leaders who will develop and strengthen teaching practices and evidence based assessment
apporaches.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 14Evidence of impact Students will:
- complete tasks which are differentiated to point of need.
-use assessment results from Essential Assessment to identify their achievement against the standards and identify current
misunderstandings.
-set numeracy goals which are explicit and linked to an understanding of their current areas for improvment.
-listen to and act upon explicit teacher feedback.
Teachers will:
- build their understanding of effective teaching practices in Numeracy.
-use HITS as a common language for planning, monitoring and reflecting on classroom practice.
- in Planning Documents and Work Programs indicate an explicit focus on a)Conceptual understanding b)Procedural literacy and
c)Strategic competence through problem solving.
- include a Numeracy goal in their 2018 PD.
- Classroom teachers use Essential Assessment pre and post assessments to measure impact and determine future learning needs.
- Classroom teachers clearly articulate their students' achievement against the standards (VCAA) including strengths,
misunderstandings and future learning needs.
- Staff use Individual Learning Plans generated from Essential Assessment to differentiate learning, in particular for high achievers.
-Students set personal learning goals for numeracy and can clearly identifiy their understandings and misunderstandings.
Leaders will:
-review organisational and instructional leadership structures, including training staff in leading Numeracy.
- develop and strengthen teaching practices and evidence based assessment approaches
- lead Professional Learning activities which will build staffs' capacity to deliver high quality teaching and learning in Numeracy,
-regularly review our progess against the 12 month targets.
Activities and Milestones Who Is this a When Budget
Professional
Learning
Priority
Professional Learning on best practice in Numeracy instruction will KLA Leader Yes from: Term 1 $2,500.00
be undertaken. to: Term 4 Equity funding will
Develop teacher knowledge and capacity to plan for and implement be used
differentiated teaching practices in Mathematics.
Staff will implement an agreed approach to the teaching of
mathematics.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 15All classroom teachers will include a Mathematics goal in their Teacher(s) No from: Term 1 $0.00
2018 PDP. to: Term 4 Equity funding will
be used
Fully implement the Mathematics component of Essential Teacher(s) No from: Term 1 $1,500.00
Assessment across the school to improve the use of student data to: Term 4 Equity funding will
to plan for effective teaching. be used
Goal 2 Student Wellbeing
To develop happy, healthy and resilient students with a growth mindset.
12 month target 2.1 - Inquiry Units and other learning experiences indicate that staff explicitly connect learning with the broader community in the FISO
elements of Social Justice and Global Citizenship.
- Increase the percentage of positive responses in the Attitude to School Survey - Stimulating Learning from 79% positive response
(39.9th percentile) in 2017 to at least 85% in 2018.
- Increase the percentage of positive responses in the Attitude to School Survey - Student Voice and Agency from 69% positive
response (38th percentile) in 2017 to 75% in 2018.
- Increase the average score in the local wellbeing and attitude survey - from 2.61 (2016) to 2.80 (2018).
FISO Initiative Empowering students and building school pride
Key Improvement Strategy 1 Build the capacity of teachers to implement the agreed whole-school positive education approach to health, wellbeing and inclusion.
Expand on the existing links with the broader community in the FISO elements of social justice and global citizenship.
Actions - Continue to consolidate and build on the work we do in this area linked to our Positive Education Framework with a particular focus
on engagement, meaning and achievement.
- Inquiry Units will be reviewed to include an emphasis on problem solving, collaboration and global/social responsibility.
- Undertake professional learning to develop a clear understanding of what 'student voice and agency' means and how it applies in
the Oakleigh Primary School context.
- The Positive Education team will lead the school using an Appreciative Inquiry Framework: Building Community Relationships.
- Broaden the student leadership roles and forums leading to improved capacity across the school.
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 16Evidence of impact Students will:
-gain an awareness of our interconnectedness with people and environments around the globe and their place in it.
-influence decision making across a broad range of school areas.
-through our wellbeing program and the Junior School Council, be empowered to become advocates for their own rights and the
dignity of others, locally and globally.
Teachers will:
-clearly articulate what 'student voice and agency' means and how it applies in the Oakleigh Primary School context. Evidence of this
understanding will begin to be articulated in planning documents.
- build their understanding of the Community Engagement components as outlined in the FISO documents, in particular Global
Citizenship.
-participate in the Appreciative Inquiry process related to Building Community Relationships.
-review Inquiry Units and Specialist programs to reflect a commitment to developing global awareness,citizenship and student voice.
Leaders will:
- lead and document our Appreciative Inquiry Project.
-lead Professional learning activiites which build staff understanding of student voice and community engagement in learning.
-support the review of our Inquiry Units.
Activities and Milestones Who Is this a When Budget
Professional
Learning
Priority
Continue Appreciative Inquiry Project (Positve Relationships All Staff Yes from: Term 1 $1,000.00
Promote Wellbeing and Success) through reference group and to: Term 4 Equity funding will
staff meeting forums. be used
Positive Education Overview chart to be reviewed with reference to PLC Leaders No from: Term 3 $0.00
engagement, meaning and achievement. to: Term 4 Equity funding will
be used
Professional Development in the area of Student Voice and agency Assistant Principal Yes from: Term 2 $1,000.00
to: Term 4 Equity funding will
be used
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 17Professional Learning about Global Citizenship undertaken, with Principal Yes from: Term 1 $0.00
particular emphasis on social justice, human rights and sustainable to: Term 2 Equity funding will
futures. be used
Review the student leadership opportunities across the school in Team Leader(s) No from: Term 3 $0.00
light of improved understanding about student voice and agency. to: Term 4 Equity funding will
be used
New staff to develop an understanding of the Oakleigh Primary PLC Leaders No from: Term 1 $0.00
School Positive Education program. to: Term 4 Equity funding will
be used
Teachers include a Community Engagement goal in their 2018 Teacher(s) No from: Term 1 $500.00
PDP. to: Term 4 Equity funding will
be used
Professional Learning and Development Plan - 2018
Oakleigh Primary School (1601)
Professional Learning Who When Key Professional Learning Organisational Structure Expertise Accessed Where
Priority Strategies
-Professional Learning on the KLA Leader from: Term 1 Planning Timetabled Planning Literacy expertise Off-site
Big 6 framework. to: Term 4 Curriculum development Day Bastow
PLC/PLT Meeting program/course Bastow
Formalised PLC/PLTs Literacy
Literacy Leaders Leaders
Program
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 18Professional Learning on the KLA Leader from: Term 2 Curriculum development Formal School Meeting / Literacy expertise On-site
effective teaching of EAL to: Term 4 Peer observation Internal Professional Literacy Leaders
students. including feedback and Learning Sessions
reflection Communities of Practice
Formalised PLC/PLTs
Professional Learning on best KLA Leader from: Term 1 Planning Whole School Student Internal staff Off-site
practice in Numeracy to: Term 4 Moderated assessment Free Day Bastow
instruction will be undertaken. of student learning Professional Practice program/course Bastow -
Develop teacher knowledge Day Leading
and capacity to plan for and Curriculum development Numeracy
implement differentiated Formal School Meeting / Course
teaching practices in Internal Professional
Mathematics. Learning Sessions
Staff will implement an Timetabled Planning
agreed approach to the
Day
teaching of mathematics.
Communities of Practice
PLC/PLT Meeting
Continue Appreciative Inquiry All Staff from: Term 1 Planning Formal School Meeting / Internal staff On-site
Project (Positve to: Term 4 Collaborative Internal Professional Subject association
Relationships Promote Inquiry/Action Research Learning Sessions
Wellbeing and Success) team Communities of Practice
through reference group and
staff meeting forums. Peer observation
including feedback and
reflection
Professional Development in Assistant from: Term 2 Collaborative Professional Practice PLC Initiative On-site
the area of Student Voice and Principal to: Term 4 Inquiry/Action Research Day Internal staff
agency team
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 19 Curriculum development Formal School Meeting /
Internal Professional
Formalised PLC/PLTs Learning Sessions
Communities of Practice
PLC/PLT Meeting
Professional Learning about Principal from: Term 1 Collaborative Formal School Meeting / Internal staff On-site
Global Citizenship to: Term 2 Inquiry/Action Research Internal Professional
undertaken, with particular team Learning Sessions
emphasis on social justice, Formalised PLC/PLTs Communities of Practice
human rights and sustainable
futures. Individualised Reflection PLC/PLT Meeting
Documents that support the plan
The school has uploaded the following documents to support the self-evaluation.
Dimension 1
Oakleigh Primary School and Kindergarten Pre-review Self-evaluation Report.docx (2.51 MB)
Oakleigh Primary School Peer Review Report DRAFT 1.docx (0.74 MB)
Dimension 2
2017 Assessment Schedule.docx (0.08 MB)
6.10 Curriculum Framework Policy.doc (0.09 MB)
curriculum 2017.xlsx (0.19 MB)
Oakleigh Primary School and Kindergarten Pre-review Self-evaluation Report.docx (2.51 MB)
Oakleigh Primary School Peer Review Report DRAFT 1.docx (0.74 MB)
Speaking and Listening scope and sequence.docx (0.03 MB)
The BIG Six of Reading S&S.docx (0.3 MB)
Whole School Phonics Program.docx (0.09 MB)
Dimension 4
2017 Assessment Schedule.docx (0.08 MB)
Dimension 5
3.15 ops induction policy and procedures.doc (0.38 MB)
organsitional chart 2017docx.docx (0.27 MB)
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
Page 20Dimension 6
organsitional chart 2017docx.docx (0.27 MB)
Dimension 11
2016 Wellbeing Survey.xlsx (0.29 MB)
4.5 Duty of Care Policy and Procedures web.doc (0.08 MB)
Dimension 13
Oakleigh Primary School Class Rep Scheme.doc (1.89 MB)
Self-evaluation Summary
Oakleigh Primary School and Kindergarten Pre-review Self-evaluation Report.docx (2.51 MB)
Oakleigh Primary School Peer Review Report DRAFT 1.docx (0.74 MB)
SUPschool_20161601.pdf (2.79 MB)
2018 Annual Implementation Plan
Oakleigh PS 2017_School_Annual_Implementation_Plan_.docx (0.18 MB)
Oakleigh Primary School (1601) - 2018 - Overall Implementation Plan.docx
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