2021-2024 Strategic Improvement Plan - Large Primary School
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2021-2024 Strategic Improvement Plan
Large Primary School 12021 – Implementation and progress monitoring - Annotation 1
Strategic Direction 1: Student growth and attainment
Initiative Activity Resources Evaluation
Personalised Teacher release
High Impact Professional Learning- Systems / Structures 4 teacher x 1-day Q: What measures have been put in place to ensure the
Learning
Annotation 2 executive team release IL position supports the Executive Team to drive High
Establishment of Instructional Leader role and processes to support = $464.69 x 4 = $1,858 Impact Professional Learning in an ongoing manner and
SEF elements Executive to deliver High Impact Professional Learning to improve whole provide impact data?
Assessment school practices in Reading and Numeracy What are the current whole school practices for
Effective classroom Engagement of collaborative high impact professional learning that
practices Instructional leader strengthen teaching practice and what are focus areas
Educational Engagement of an instructional leader (IL) who will then work with School $167,335
leadership team to refine role statement, and develop timetable and initial for improvement?
Leadership (0.5 FTE K-2, 0.5 FTE
PL schedule. What further PL is required to build staff capacity in
3-6). learning progressions?
Annotation 3 (Whole Year focus): Annotation 4
Funding Sources:
Equity D: Meeting and PL Exit Slips, Executive Minutes,
Team SDD + Week 2 Staff Meeting: IL develops PL plan for whole school Socio-economic IL Feedback survey at the end of each semester, HIPL
Leadership Team and presents initial PL for ‘using the learning progressions.’ (flexible) $167,855 Self-Assessment for CAPL element, exit slips, stage
IL Week 3 executive planning day with IL to review and adjust planning and data analysis
developed PL plan for whole school and evaluate the first meeting. Initiative Annotation 5
When Professional Learning A: Data from staff feedback has been positive and with
Term 2 Week 1 $1,858 further support required by 4 of the staff.
High Impact Professional Learning- Learning progressions Annotation 6
I: Week 9, Term 2- no changes to timetable or plans for
Week 3 & 4 deliver PL for all staff on using the learning Semester 1 but further individual and differentiated
progressions to develop student learning goals support will be provided for staff who identified the need
through feedback.
Annotation 7
Term One Exit Slip summaries, Semester One IL
feedback survey results
Initiative Activity Resources Evaluation
Data driven Employment of IL and Q: What have been the improvements in teacher
Highly Effective Instructional Leadership: Leadership Team Planning Day Term 1 practice to date and what practices for collaborative
practices
covered in ‘Personalised high impact professional learning will further
Week 3 Executive Planning day: Principal and DP delivers a session to Learning’ Initiative 1 strengthen teaching practice based on our focus
SEF elements executive and IL on the High Impact Professional Learning Policy and areas for improvement?
Learning and Self-Assessment Tool. Executive Self-Reflect and plot school for the Funding Sources D: HIPL Self-Assessment for CAPL element, exit
Development element of ‘Collaborative and applied professional learning strengthens slips, stage planning and data analysis
Data Skills & use
Educational
teaching practice’ (CAPL) to then use for PL model for 2021. A: To be completed at this point in time.
Leadership I: Next actions to be drawn from the analysis.2021 – Implementation and progress monitoring - Annotation 1
Strategic Direction 1: Student growth and attainment
Team Week 8 Executive Meeting: Reflect upon the term in relation to HIPL SA
Executive Tool focus area and evaluate in SPaRO and plan focus for Term Three
IPM activities.
When
High Impact Professional Learning Self-Assessment
Term 2 Week 3
HIPL Self-Assessment
IL Role statement, HIPL Self-Assessment for
High Impact Professional Learning Self-Assessment Tool
element 3
HIPL Self-Assessment Tool
Annotation 8
Initiative Activity Resources Evaluation
Personalised Q: What evidence do we have that demonstrates staff
Learning High Impact Professional Learning- Learning Progressions and understand the Elements and Sub–elements of the
reflection / evaluation Progressions after the PL and the initial effectiveness
of the IL role?
SEF elements Funding Sources
Assessment
Week 9 staff meeting: staff evaluate first cycle of using student D: Staff PL evaluation/exit slips.
learning goals linked to progressions. All staff complete exit slip. Equity (Socio A: To be completed at this point in time.
Effective classroom economic
practices Week 10 Executive Meeting: evaluate initial set up of IL role, practices I: Next actions to be drawn from the analysis.
background
and PL. flexible)
Annotation 9 $636,862
Team
Leadership Team
IL Available universal resources
Classroom Teachers Introduction to Progressions
When introduction-to-the-literacy-and-numeracy-progressions
Term 2 Week 9 ‘PLAN2: How to- technical guide to using PLAN2’
Setting up for PLAN2
maintaining-a-focus-primary-plan2 Staff PL exit slips
Annotation 10
Initiative Activity Resources Evaluation
Personalised Q: Are staff confident in using Teaching & Learning
High Impact Professional Learning- Teaching & Learning Cycle 20 x 1 day =$464.69 x 20 cycle (proforma) and relating these to the
Learning
= $9,293.80 progressions?
Deliver PL for all staff on using Teaching & Learning cycle to achieve D: Staff Survey post PL, Classroom
SEF elements Funding Sources observations.
Assessment learning goals and syllabus outcomes as measured on the progressions. Equity (Socio A: To be completed at this point in time.
Effective classroom Review data and evidence with whole staff to link the need and economic I: Next actions to be drawn from the analysis.
practices purpose of our focus areas as indicated through ongoing analysis of background2021 – Implementation and progress monitoring - Annotation 1
Strategic Direction 1: Student growth and attainment
Team of student data. flexible)
Leadership Team SDD session linking TL cycle to learning goals/progressions relevant $5,000
IL to focus areas.
Classroom Teachers Literacy & Numeracy
Week 3 stage meeting and planning days: IL runs a check-in session (flexible)
When to monitor cycle and the use of learning goals with students. Plan for $4,293.80
Term 3, Week 1 IL in class support to support using these goals with students.
Week 8 staff meeting: discussion regarding effectiveness of TL cycle
and observable shifts with students in regards to learning goals. New
Teaching and Learning Cycle developed. Exit slips collected. Staff
complete IL feedback Microsoft form for Semester One.
Week 9 Executive Meeting: evaluate Exit Slips
Annotation 11
PLAN2 data, Teaching & Learning Cycle Plan &
meeting minutes
Teaching and Learning cycle template
Teaching_and_learning_cycle.pdf
Initiative Activity Resources Evaluation
Data driven All resources to this Q: How and in what ways can we measure whether
Highly Effective Instructional Leadership: Leadership Team activity have previously the increased collaborative skill of staff to analyse and
practices use data is a direct result of improved Instructional
been allocated.
Focus on continuing to build capacity of Executive Team and Instructional Leadership in the school?
SEF elements Leader to embed HIPL framework into practice and use it to monitor Funding Sources: D: Stage Planning Day agenda, lL observation and
Learning & improvements in learning and development practices for all staff in the use feedback notes, staff Semester One Feedback to date,
Development of ‘Data informed practice’. surveys, IL Semester 1 feedback survey
Data skills & Use A: To be completed at this point in time.
Educational Week 2 Executive Meeting: Planning session to outline the structure of
the first Stage Planning day in Week 3, what aspects of the ‘6 Actions’ I: Next actions to be drawn from the analysis.
Leadership
Team for Assessment will be the focus following considerations from HIPL
Leadership Team
element 3; Support collaborative analysis of student data and evidence
IL from a range of sources and implement practices which lead to student
progress in the identified areas for development.
When National Literacy and Numeracy Progressions
Term 3 Week 2 Literacy & Numeracy Progressions Stage Planning Day agenda, Executive meeting
AITSL observation and reflection strategies minutes, lL observation and feedback notes, staff
Classroom Observation Semester One Feedback surveys2021 – Implementation and progress monitoring - Annotation 1
Strategic Direction 1: Student growth and attainment
Initiative Activity Resources Evaluation
Data driven All resources to this Q: What initial impact has IL led data discussions
practices Highly Effective Instructional Leadership: Instructional Leader activity have previously on staff understanding and confidence in
Annotation 12 been allocated. understanding and using data?
Funding Sources D: IL Semester One feedback survey, data
SEF elements
Week 2: IL compiles PLAN2 data for Stage Planning days in Week 3 to analysis sheets
Data skills & Use A: To be completed at this point in time.
Educational
support data analysis and triangulation with internal class assessment
data from Term One. I: Next actions to be drawn from the analysis.
Leadership
Reading and Viewing sub-elements of
K-2: Phonological Awareness and Fluency
Stage: 2 and 3 Fluency and Understanding Texts
Team Number Sense and Algebra
Leadership Team Quantifying Numbers and Additive Strategies.
IL Weeks 6-7: IL in class support for using Learning Intentions, success
Criteria and learning goals with students (observation and feedback
notes collected) Feedback and ongoing use of class data individually
When with staff during RFF. IL Semester One feedback survey, Term One data
Term 3, week 2 Week 8: Staff complete a Semester One survey (brief) to indicate any analysis sheets
shift in thinking and skills related to ‘data use to inform practice’,
effectiveness of executive and IL support and areas for improvement.
Executive Meeting in Week 9: review Week 8 staff meeting process, exit
slips and IL notes.
Initiative Activity Resources Evaluation
Personalised Q: Has the additional PL focus and buddy support
High Impact Professional Learning- Progressions Scheduled Exec and staff assisted staff to increase understanding and capacity to
Learning
meetings use progressions?
D: Exit slips, programs, IL observation and feedback
SEF elements Week 3 Stage Planning Meeting Day: Revise Progression learning from A: To be completed at this point in time.
Planning day funding
Assessment Semester One- run a buddy activity to plan the student goals cycle for I: Next actions to be drawn from the analysis.
outline in previous
Effective classroom this term using progressions. activity.
practices Week 8 staff Meeting: Include follow up question in Exit Survey for this
meeting for all staff to measure impact of PL and increased Funding Sources
Team understanding for staff who needed additional support.
Leadership Team
IL Using Exit Slips
Classroom Teachers Exit Tickets or Exit Slips
When
Term 3, Week 3
Annotation 132021 – Implementation and progress monitoring - Annotation 1
Strategic Direction 1: Student growth and attainment
Initiative Activity Resources Evaluation
Data driven Q: What measures can be put in place to measure
practices Highly Effective Instructional Leadership: Leadership Team Teacher release improvement and impact of Instructional
4 teacher x 1-day Leadership in supporting data practices in the
Week 1 Executive Planning day: Principal and DP support leadership executive team release school?
SEF elements team to Self-Reflect on element 2. ‘School Leadership Team enables D: HIPL Self-Assessment for LTePL element
= $464.69 x 4 = $1,858
Data skills & Use Professional Learning’ (LTePL) and create a Microsoft form to capture A: To be completed at this point in time.
Educational
baseline feedback from staff. Funding Sources I: Next actions to be drawn from the analysis.
Leadership
Week 5 Executive Meeting: Analyse Microsoft form and collate to form
Team baseline. Professional Learning
Leadership Team $1,858
IL High Impact Professional Learning Self-Assessment Tool
HIPL Self-Assessment Tool Annotation 14
When
Term 4, week 1 Survey data analysis, HIPL SA for LTePL
Initiative Activity Resources Evaluation
Data driven Q: What demonstrated shift in staff understanding
practices Highly Effective Instructional Leadership: Instructional Leader All resources to this and use of data to inform student goals has been
activity have previously demonstrated over the first 3 Terms of this year?
SEF elements Week 2: IL compiles PLAN2 data for Stage Planning days in Week 3 to been allocated. D: Programs, class assessment data, Il
support data analysis and triangulation with internal class assessment observation and feedback
Data skills & Use A: To be completed at this point in time.
data from Term Two. Funding Sources
Educational
I: Next actions to be drawn from the analysis.
Leadership Weeks 6-7: IL in class support for using Learning Intentions, success
Criteria and learning goals with students (observation and feedback
Team notes collected) Feedback and ongoing use of class data individually
Leadership Team with staff during RFF.
IL Week 10 Executive Meeting: Time allocated to reflect on IL collated
data, observations of practice to determine next steps.
When Annotation 15
Term 4, week 2
Initiative Activity Resources Evaluation
Personalised Q: To what extent have staff shown improvement in their
High Impact Professional Learning- Progressions & T & L Cycle 20 x 1 day =$464.69 x 20 use of progressions to inform the student goals they
Learning
= $9,293.80 share with their students?
D: Student Focus Group data, staff exit slips, student
SEF elements Week 3 stage meeting and planning days: IL runs a check-in session Funding Sources learning goals growth
Assessment to monitor cycle and the use of learning goals with students. Focus on Equity (Socio A: To be completed at this point in time.
Effective classroom reflecting on Feedback to students’ essentials as PL component of economic I: Next actions to be drawn from the analysis.
practices day using WWB toolkit part 3. Effective Feedback. background
Week 6-7: IL runs focus groups with students from each stage for flexible)
feedback on goal setting and feedback from their teachers. $5,0002021 – Implementation and progress monitoring - Annotation 1
Strategic Direction 1: Student growth and attainment
Team Week 8 staff meeting: discussion regarding effectiveness of TL cycle
Class teacher/s, and observable shifts with students in regards to learning goals. New Literacy & Numeracy
Deputy Principal, Teaching and Learning Cycle developed. Exit slips collected. (flexible)
Instructional Leader Week 9 Executive Meeting: evaluate Exit Slips $4,293.80
Annotation 16
When
Term 4, Week 3 What Works Best Toolkit
What Works Best Toolkit
Initiative Activity Resources Evaluation
Data driven Q: What measures can be put in place to measure
practices Highly Effective Instructional Leadership: Leadership Team All resources to this improvement and impact of Instructional
activity have previously Leadership in supporting data practices in the
Week 5: Leadership Team and IL complete the using Data with been allocated. school?
SEF elements Confidence CESE PL instead of meetings in week 5 and 6. What has been the impact of our work on leaders,
Data skills & Use Week 7: IL leads data session with Leadership Team to model and Funding Sources teachers and student outcomes specifically in
Educational
Leadership
support data discussions they will have with their stages in week 7. relation to our annual progress measures?
Week 7: AP’s lead data discussions with their teams to look at Term 3 D: HIPL Self-Assessment for LTePL element
Team assessment data and student learning goals, and check for consistency of A: To be completed at this point in time.
Leadership Team practice K-6 in relation to annual progress measures. I: Next actions to be drawn from the analysis.
IL Week 10 Executive Meeting: analyse data, observations and program
evaluations to see if there are target areas for increased support for Data
When driven practice. Map against progression towards annual progress
measures.
Term 4, week 5
Annotation 17
CESE Professional Learning
Using Data with ConfidenceAnnotations Annotation 1 Overall cohesion of SD The overall cohesion of the strategic direction is sound *Initiatives align with the strategic direction purpose and focus *Activities align with the initiatives chosen *Evaluation is clearly aligned to the activities taking place Annotation 2 The use of headings is not a mandatory practice. This has been modelled to show how a school can use headings as a way of linking their activities back to the dot points from the initiative and keep together related activities across the term. Annotation 3 SEF Elements There is a clear and well-considered alignment to the SEF *Identified SEF elements and statements are clearly linked to activities. Annotation 4 Evaluation (Questions) Appropriate evaluation questions have been included to drive the right inquiry Evaluative questions focus an inquiry on activity, process quality and/or impact where appropriate, depending on the activity being monitored Answering the questions will provide useful information to inform next steps for improvement Annotation 5 Evaluation (Data) Data sources have been included in the evaluation with consideration of strengths and limitations The data sources clearly align with the question/s being asked The data used takes into consideration; type, trend, aggregate, granular, contextual relevance and reliability Consideration given to whether data sources are existing, or additional data needs to be gathered, and there is a clear plan for data and evidence collection where necessary Annotation 6 Evaluation (Analysis) Data has been/will be analysed for insight and meaning in relation to the progress measure *Analysis focuses/will focus on the facts drawn from the data, ensuring to avoid any early interpretations *Analysis is appropriate for the type of data and the questions being asked
Annotation 7 Evaluation (Implications) There is clear evidence that the evaluation is informing adjustments to activities (findings used to inform future direction/s) *Findings (will) provide insight into the evaluative question/s asked *Clear recommendations for future activities and direction based on evaluative findings (e.g. adjust, stay on track) Annotation 8 Activity High Impact Professional Learning (HIPL) framework underpins activities (where applicable). The HIPL School self-assessment tool allows school leadership teams or all staff to reflect on current professional learning practices against the elements of the HIPL and determine next steps for improvement. This was an area for refinement identified in the Situational Analysis. Informed by global research, the elements deepen teaching practice for ongoing growth in student progress and achievement. The 5 HIPL elements are: Professional learning is driven by identified student needs School leadership teams enable professional learning Collaborative and applied professional learning strengthens teaching practice Professional learning is continuous and coherent Teachers and school leaders are responsible for the impact of professional learning on student progress and achievement Annotation 9 The use of week references is not a mandatory practice. This has been included to model how a school can ensure there is a tight cycle of evaluation for that activity. It would be anticipated after a period of time the week references could drop off as schools became further developed in their use and understanding of evaluative practice. Please note the final week includes a reference to the evaluation point for that activity cycle. Annotation 10 The reference and hyperlinks in this sample are only in the document to link the Activity to the relevant universal resources available from the DoE. It is not an expectation that this will be included in schools’ activities for IPMs. This information may also sit in the ‘Resources’ column. Annotation 11 Activity Appropriate opportunities have been provided to build staff buy-in and readiness for change through communication and a strong change management approach, emphasising whole-school implementation. Annotation 12 Activity There is a clear logic and sequence between activities that demonstrates how they are expected to lead to achievement of improvement measures and system-negotiated targets (causal pathway).
Annotation 13 When Timelines are clearly defined and manageable Timelines are realistic, achievable and responsive to school organisational needs Timelines are considerate of staffing capacity and teacher workload Appropriate pause points are included for embedded evaluation throughout the year (data collection, evidence gathering and analysis) Annotation 14 Resources There is clear and appropriate resource and funding allocation Resource materials and staffing are detailed (including key funding allocations, school resources, and additional resources Staffing and flexible budget allocations are broken down and detailed (e.g. teachers, release costs, course fees) and clearly linked to activities Clearly identifies how financial resources, including equity loadings, are being used strategically to achieve the identified outcomes. Annotation 15 Activity Evidence-based strategies are included (where applicable) and planned for with consideration to implementation fidelity. Annotation 16 Team Initiative leads and responsibilities (based on consultation with staff) are clearly articulated and known for each item (staff are informed) The implementation plan identifies who will be responsible to lead each activity and who else will be involved Annotation 17 Activity Activities are mapped against annual and ongoing progress measures that provide ongoing feedback to the achievement of improvement measures.
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