2021 Annual Implementation Plan - For improving student outcomes Seabrook Primary School (5337)
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2021 Annual Implementation Plan
For improving student outcomes
Seabrook Primary School (5337)
Awaiting for review by School Principal
Awaiting endorsement by Senior Education Improvement Leader
Awaiting endorsement by School Council President
Seabrook Primary School (5337) - 2021 - AIP - Overall
Page 1Self-evaluation Summary - 2021
FISO Improvement Model Dimensions Self-evaluation Level
The 6 High-impact Improvement Initiatives are
highlighted below in red.
Building practice excellence Embedding moving towards Excelling
Excellence in teaching and
Curriculum planning and assessment Embedding moving towards Excelling
learning
Evidence-based high-impact teaching Embedding
strategies
Evaluating impact on learning Embedding moving towards Excelling
Building leadership teams Embedding moving towards Excelling
Professional
leadership
Instructional and shared leadership Embedding moving towards Excelling
Strategic resource management Excelling
Vision, values and culture Embedding moving towards Excelling
Empowering students and building school Embedding moving towards Excelling
pride
Positive climate for
Setting expectations and promoting Excelling
learning
inclusion
Health and wellbeing Excelling
Intellectual engagement and self- Excelling
awareness
Seabrook Primary School (5337) - 2021 - AIP - Self Evaluation Summary
Page 2Building communities Embedding
engagement in
Community
Global citizenship Embedding moving towards Excelling
learning
Networks with schools, services and Embedding
agencies
Parents and carers as partners Embedding moving towards Excelling
Enter your reflective Teams worked together to provide the best possible education for all students
comments during remote learning
challenges as range of abilities increased even further
Excellent use of technology to assist learning
Considerations for Consolidate PLC with a focus on moderation and differentiation
2021 ensure all teams have data walls readily accessible
Develop digital portfolios
Build student voice and agency
Prepare for PYP evaluation visit
Investigate numeracy leaders course
Focus on developing attitudes to learning skills
Revisit the Literacy models
Documents that Focus 2021 Seabrook.docx (0.25 MB)
support this plan
Seabrook Primary School (5337) - 2021 - AIP - Self Evaluation Summary
Page 3SSP Goals Targets and KIS
Goal 1 2021 Priorities Goal
Target 1.1 Support for the 2021 Priorities
Key Improvement Learning, catch-up and extension priority
Strategy 1.a
Curriculum planning and
assessment
Key Improvement Happy, active and healthy kids priority
Strategy 1.b
Health and wellbeing
Key Improvement Connected schools priority
Strategy 1.c
Building communities
Goal 2 Improve learning outcomes in Literacy and Numeracy for all students.
Target 2.1
Student achievement data
The school will achieve the following learning outcomes:
NAPLAN
YEAR 3
• The proportion of student results in the top two bands in Year 3 to
increase:
o Year 3 Numeracy: from 51% in 2018 to 60% in 2022
o Year 3 Reading: from 63% in 2018 to 70% in 2022
o Year 3 Writing: from 64% in 2018 to 70% in 2022
• The proportion of student results in the bottom two bands in Year 3 to
reduce:
o Year 3 Numeracy: from 9% in 2017 to 4% in 2022
o Year 3 Reading: from 8% in 2017 to 4% in 2022
o Year 3 Writing: from 7% in 2017 to 4% in 2022
YEAR 5
• The proportion of student results in the top two bands in Year 5 to
Seabrook Primary School (5337) - 2021 - AIP - SSP Goals Targets and KIS
Page 4increase:
o Year 5 Numeracy: from 48% in 2018 to 60% in 2022
o Year 5 Reading: from 54% in 2018 to 70% in 2022
o Year 5 Writing: from 22% in 2018 to 70% in 2022
• The proportion of student results in the bottom two bands in Year 5 to
reduce:
o Year 5 Numeracy: from 9% in 2017 to 4% in 2022
o Year 5 Reading: from 11% in 2017 to 4% in 2022
o Year 5 Writing: from 7% in 2017 to 4% in 2022
• High relative growth Years 3–5 to be:
o Numeracy: from 23.0% in 2018 to above 35% in 2022
o Reading: from 25.0% in 2018 to above 35% in 2022
o Writing: from 27.0% in 2018 to above 35% in 2022
PAT
• The proportion of students achieving above and significantly above
expected growth in Comprehension to increase:
o Year 3 from 73% in 2017 to 80% in 2022
o Year 5 from 80% in 2017 to 85% in 2022
• The proportion of students achieving below and well below expected
growth in Comprehension to decrease:
o Year 3 from 8% in 2017 to 4% in 2022
o Year 5 from 5% in 2017 to 2% in 2022
Target 2.2
Variables in the AToSS to reflect the following percentage of positive student
responses:
• Differentiated Learning challenge: from 86% in 2018 to 90% in 2022
• Stimulated Learning: from 80% in 2018 to 90% in 2022
Seabrook Primary School (5337) - 2021 - AIP - SSP Goals Targets and KIS
Page 5Target 2.3
Staff Opinion
Variables in the SSS to reflect the following endorsement:
• Plan differentiated learning activities: from 87% in 2018 to 90% in 2022
• Time to share pedagogical content knowledge: from 58% in 2018 to 85%
in 2022
• Understand how to analyse data: from 71% in 2018 to 85% in 2022
• Use data for curriculum planning: from 84% in 2018 to 90% in 2022
• Professional learning through peer observation: from 29% in 2018 to
100% in 2022
Key Improvement Continue to build the instructional practice of every teacher by further
Strategy 2.a clarifying, documenting and implementing whole–school approaches to
Evidence-based high- teaching and learning (EBHIS):
impact teaching strategies **see review report for AIP actions**
Key Improvement Further enhance data literacy within the work of PLTs and the whole–school
Strategy 2.b PLC (CPA)
Curriculum planning and **see review report for AIP actions**
assessment
Goal 3 Develop highly motivated, creative and adaptive students who have a
sophisticated understanding of global issues, have the capacity to become
lifelong learners and can contribute to, and benefit from, a stimulating 21st
century learning environment.
Target 3.1
Student Attitudes
Variables in the AToSS to reflect the following percentage of positive student
responses:
• Effective teaching time: from 86% in 2018 to 90% in 2022
• Motivation and interest: from 84% in 2018 to 90% in 2022
Target 3.2
Staff Opinion
Variables in the SSS to reflect the following endorsement:
• Academic Emphasis: from 68% in 2018 to 80% in 2022
• Understand Curriculum: from 79% in 2018 to 85% in 2022
Seabrook Primary School (5337) - 2021 - AIP - SSP Goals Targets and KIS
Page 6Key Improvement Revisit, enhance and refine the school’s inquiry approach (IESE):
Strategy 3.a **see review report for AIP actions**
Intellectual engagement
and self-awareness
Key Improvement Continue to enhance and implement a curriculum framework, including
Strategy 3.b improved proficiency scales, based on the school’s inquiry approach that
Intellectual engagement reflects the school’s vision, beliefs and pedagogical practices.
and self-awareness
Goal 4 Enhance student leadership, self–efficacy and active engagement in their
learning.
Target 4.1 Student Attitudes
Variables in the AToSS to reflect the following percentage of positive student
responses:
• Self–regulation and goal setting: from 85% in 2018 to 90% in 2022
• Student voice and agency: from 69% in 2018 to 85% in 2022
• Advocate at school: from 86% in 2018 to 90% in 2022
• Not experiencing bullying from 52% in 2018 to 80% in 2022
• Managing bullying from 77% in 2018 to 85% in 2022
Target 4.2
Staff Opinion
Variables in the SSS to reflect the following endorsement:
• Promote Student Ownership of Student Learning Goals: from 90% in 2018
to 95% in 2022
• Use student feedback to improve practice: from 55% in 2018 to 75% in
2022
• Believe feedback improves practice: from 53% in 2018 to 70% in 2022
• Seek feedback to improve practice: from 53% in 2018 to 70% in
2022
Key Improvement Enhance curriculum and lesson planning ,and identify pedagogy, that
Strategy 4.a enables students to further develop agency, assess their own work, identify
Empowering students and future learning and track and celebrate their own learning growth (ESBSP)
building school pride
Key Improvement Continue to create opportunities to promote student voice and involve
Strategy 4.b students in decision–making about how they can make a difference to their
Empowering students and local and global communities (ESBSP)
building school pride
Seabrook Primary School (5337) - 2021 - AIP - SSP Goals Targets and KIS
Page 7Seabrook Primary School (5337) - 2021 - AIP - SSP Goals Targets and KIS Page 8
Select Annual Goals and KIS
Four Year Strategic Is this Four Year Strategic Targets 12 month target
Goals selected
for The 12-month target is an
focus incremental step towards
this meeting the 4-year target,
year? using the same data set.
2021 Priorities Goal Yes Support for the 2021 Priorities For all children to show
high growth in reading
and number
Improve learning No
Student achievement data
outcomes in Literacy
and Numeracy for all The school will achieve the following
students. learning outcomes:
NAPLAN
YEAR 3
• The proportion of student results
in the top two bands in Year 3 to
increase:
o Year 3 Numeracy: from 51% in
2018 to 60% in 2022
o Year 3 Reading: from 63% in
2018 to 70% in 2022
o Year 3 Writing: from 64% in
2018 to 70% in 2022
• The proportion of student results
in the bottom two bands in Year 3
to reduce:
o Year 3 Numeracy: from 9% in 2017
to 4% in 2022
o Year 3 Reading: from 8% in
2017 to 4% in 2022
o Year 3 Writing: from 7% in 2017
to 4% in 2022
YEAR 5
• The proportion of student results
in the top two bands in Year 5 to
Seabrook Primary School (5337) - 2021 - AIP - Annual Goals Targets and KIS
Page 2increase:
o Year 5 Numeracy: from 48% in
2018 to 60% in 2022
o Year 5 Reading: from 54% in
2018 to 70% in 2022
o Year 5 Writing: from 22% in
2018 to 70% in 2022
• The proportion of student results
in the bottom two bands in Year 5
to reduce:
o Year 5 Numeracy: from 9% in 2017
to 4% in 2022
o Year 5 Reading: from 11% in
2017 to 4% in 2022
o Year 5 Writing: from 7% in 2017
to 4% in 2022
• High relative growth Years 3–5 to
be:
o Numeracy: from 23.0% in 2018 to
above 35% in 2022
o Reading: from 25.0% in 2018 to
above 35% in 2022
o Writing: from 27.0% in 2018 to
above 35% in 2022
PAT
• The proportion of students
achieving above and significantly
above expected growth in
Comprehension to increase:
o Year 3 from 73% in 2017 to 80% in
2022
o Year 5 from 80% in 2017 to 85%
in 2022
• The proportion of students
achieving below and well below
expected growth in
Comprehension to decrease:
Seabrook Primary School (5337) - 2021 - AIP - Annual Goals Targets and KIS
Page 3o Year 3 from 8% in 2017 to 4% in
2022
o Year 5 from 5% in 2017 to 2% in
2022
Variables in the AToSS to reflect the
following percentage of positive student
responses:
• Differentiated Learning challenge:
from 86% in 2018 to 90% in 2022
• Stimulated Learning: from 80%
in 2018 to 90% in 2022
Staff Opinion
Variables in the SSS to reflect the following
endorsement:
• Plan differentiated learning
activities: from 87% in 2018 to 90%
in 2022
• Time to share pedagogical content
knowledge: from 58% in 2018 to
85% in 2022
• Understand how to analyse data:
from 71% in 2018 to 85% in 2022
• Use data for curriculum planning:
from 84% in 2018 to 90% in 2022
• Professional learning through
peer observation: from 29% in
2018 to 100% in 2022
Develop highly No
Student Attitudes
motivated, creative
and adaptive students Variables in the AToSS to reflect the
who have a following percentage of positive student
sophisticated responses:
understanding of
global issues, have • Effective teaching time: from 86%
the capacity to in 2018 to 90% in 2022
become lifelong • Motivation and interest: from
learners and can 84% in 2018 to 90% in 2022
contribute to, and
Seabrook Primary School (5337) - 2021 - AIP - Annual Goals Targets and KIS
Page 4benefit from, a
stimulating 21st
century learning
environment. Staff Opinion
Variables in the SSS to reflect the following
endorsement:
• Academic Emphasis: from 68% in
2018 to 80% in 2022
• Understand Curriculum: from
79% in 2018 to 85% in 2022
Enhance student No Student Attitudes
leadership, self–
efficacy and active Variables in the AToSS to reflect the
engagement in their following percentage of positive student
learning. responses:
• Self–regulation and goal setting:
from 85% in 2018 to 90% in 2022
• Student voice and agency: from
69% in 2018 to 85% in 2022
• Advocate at school: from 86% in
2018 to 90% in 2022
• Not experiencing bullying from
52% in 2018 to 80% in 2022
• Managing bullying from 77% in
2018 to 85% in 2022
Staff Opinion
Variables in the SSS to reflect the following
endorsement:
• Promote Student Ownership of
Student Learning Goals: from 90%
in 2018 to 95% in 2022
• Use student feedback to improve
practice: from 55% in 2018 to 75%
in 2022
• Believe feedback improves practice:
from 53% in 2018 to 70% in 2022
• Seek feedback to improve
practice: from 53% in 2018 to
70% in 2022
Seabrook Primary School (5337) - 2021 - AIP - Annual Goals Targets and KIS
Page 5Goal 1 2021 Priorities Goal
12 Month Target 1.1 For all children to show high growth in reading and number
Key Improvement Strategies Is this KIS selected
for focus this year?
KIS 1 Learning, catch-up and extension priority Yes
Curriculum planning
and assessment
KIS 2 Happy, active and healthy kids priority Yes
Health and wellbeing
KIS 3 Connected schools priority Yes
Building communities
Explain why the school Please leave this field empty. Schools are not required to provide a rationale
has selected this KIS as a as this is in line with system priorities for 2021.
focus for this year. Please
refer to the self-evaluation,
relevant school data, the
progress against School
Strategic Plan (SSP)
goals, targets, and the
diagnosis of issues
requiring particular
attention.
Seabrook Primary School (5337) - 2021 - AIP - Annual Goals Targets and KIS
Page 6Define Actions, Outcomes and Activities
Goal 1 2021 Priorities Goal
12 Month Target For all children to show high growth in reading and number
1.1
KIS 1 Learning, catch-up and extension priority
Curriculum
planning and
assessment
Actions Consolidate and extend data literacy of teachers and education support
staff to inform understanding of student needs and progress, and identify students
requiring additional support
• Maintain PLCs/PLTs structures to support teacher collaboration,
strengthen teaching practice and extend student’s learning.
• Revisit and strengthen the use of HITS in classrooms, with a focus on
differentiation and feedback
• Whole School Approach to embed student agency
• Plan whole school professional learning on approaches to learning
• Tracking students across year levels utilising Essential Learnings through
the creation of virtual data walls. A whole-school approach to 'catch-up' and
'extension' valuing the teacher judgements made through PLC meetings
• Prioritise core curriculum: number, reading
• Embed consistent approaches to formative assessment and frequent pre
and post testing - Common Assessment Tasks
• Use PLTs for staff to collaboratively plan units of work with a focus on
differentiation
• Sharing how each year level plans and differentiates in order to create
coherency across the school. This enables teachers to collaborate across year
levels for support and extension planning & resources aligned with essential
learning.
• Support staff to embed the use of data walls for reading and mathematics
to inform targeted planning
• Build students’ self-awareness and metacognitive skills
• Use of work sample exemplars, bump it up walls to demonstrate stages of
learning improvement to students
• With staff input, establish targeted support programs for students in each
class
• Establish a small group focused teaching groups
• Prioritise time for teachers and education support staff to address
misconceptions from previous lessons
• Plan whole school professional learning on differentiation
• Prioritise time for teachers to discuss and adapt strategies working for
individual students
• Build staff capacity with IEPs, assess learning, map program against goals
Outcomes • Teachers will confidently and accurately identify student learning needs of
their students
• PLTs will meet to engage in reflective practice, evaluate and plan
curriculum, assessments, lessons
• Teachers will use HITS to plan lessons and units
Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities
Page 2• Teachers will consistently and explicitly implement the school’s
instructional model
• Teachers and support staff will have a consistent understanding of core-
curriculum priority areas
• Students will know how lessons are structured and how this supports their
learning
• Teachers will develop an understanding of curriculum essentials to ensure
mastery
• Teachers will consistently implement the agreed assessment schedule
• Teachers and leaders will regularly update data walls
• Teacher will provide regular feedback and monitor student/cohort progress
using data walls
• Students will experience success and celebrate the acquisition of
knowledge
• Teachers will provide students with the opportunity to work at their level
using differentiated resources
• Students in need of targeted academic support or intervention will be
identified and supported
• Nominated or relevant teachers and leaders will establish
intervention/small group tutoring
• Students and teachers will have more time to work on content at the
students point of need
• Students will know what their next steps are to progress their learning
• High Ability Program supported
Success • Teachers’ formative assessment data and teacher judgement data
Indicators • Teacher records and observations of student progress- Google Drive
• Classroom observations and learning walks demonstrating take up of
professional learning strategies
• Student feedback on differentiation, the instructional model, and use of
common strategies
• Documentation and data from formative assessments
• A documented assessment schedule and evidence of teachers inputting
data and moderating assessments
• Data walls indicating clearly student progress
• Differentiated curriculum documents and evidence of student learning at
different levels
• PLT minutes showing discussion/implementation of strategies to use in the
classroom.
• Data used to identify students for tailored supports
• Differentiated resources used in tailored supports
• Assessment data and student surveys from intervention group
• Progress against Individual Education Plans
Activities and Milestones Who Is this When Budget
a PL
Priority
• Schedule and organise þ Leadership þ PLP from: $37,396.00
professional learning on formative Team Priority Term 1
assessment and collecting, analysing, þ Learning to:
responding to and monitoring data Term 4
þ Equity
Specialist(s) funding will
throughout the year.
Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities
Page 3• Document plans for þ PLT Leaders be used
coaching/mentoring/observation
• Establish processes/structures
for collecting and monitoring school-wide
data
• Review the timetable to ensure
curriculum essentials are prioritised
• Develop an agreed assessment
schedule in collaboration with staff
• Establish processes for regular
moderation of assessment
• Students to plan, organise and
effectively manage their learning
independently with Metacognitive
strategies.
• Establish resourcing for individual
and tailored support programs
• Establish criteria for identifying
students requiring individual and tailored
support
• Engage with parents/carers to
ensure appropriate supports
• Schedule times for individual and
tailored support to occur
KIS 2 Happy, active and healthy kids priority
Health and
wellbeing
Actions • Refine whole school approach to wellbeing to consider actions at the
leadership, teacher and student levels
• Continue a whole school approach to social-emotional learning and
engagement- Respectful Relationships, Learner Profile, Essential Agreements,
• Plan how whole school professional learning on wellbeing will be
implemented and revisited throughout the year
• Establish and embed routines and prioritise time in the school day and
classes to revisit these regularly
• Ensure all students can engage in all forms of the arts, including music,
dance, drama and visual arts
• Consolidate wellbeing programs e.g. Respectful Relationships, Learner
Profile, Essential agreements
• Establish an agreed approach to monitoring and responding to student
wellbeing concerns
• Implement classroom interventions in mentoring, cognitive skills,
behavioural skills or exercise and relaxation, mindfulness
• Build staff capacity to collect, analyse, monitor and respond to student
engagement data
• Strengthen in-class relationships through peer and group learning activities
• Conduct regular check-ins/conferencing with students
• Buddy system between classes.
• Target counselling for individual students with acute needs e.g. referrals to
kids Hope, On Psych, quiet club
• Establish mentoring sessions from positive role models focused on self-
awareness, self-management, problem solving and social skills
Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities
Page 4• Build relationships and engage with families of at-risk students
• Class teachers to conduct daily check-ins with at-risk students. Ensure all
students know there is someone who cares about them
• Encouraging student voice and action
Outcomes • Teachers will incorporate wellbeing practices in classes and in planning
units of work
• Teachers will model and are consistent in agreed routines
• Teachers, leaders and the school community will share a common
understanding of the whole school approach to wellbeing
• Leaders will strengthen engagement with regional and external support
agencies
• Teachers and leaders will integrate social-emotional learning into school
practice, policies and programs
• Teachers and leaders will establish agreed monitoring processes and
leaders will ensure these are visible for staff use
• Class teaches will continue to implement a wellbeing programs including
Respectful Relationships
• Students will feel supported and engaged in class and contribute to a
strong classroom culture
• At-risk students will be identified and receive targeted support in a timely
manner
• Students will have strong relationships with peers
• Students with acute needs will receive individualised support with regular
monitoring and student support group meetings (with parents) where appropriate
• Relevant teachers and leaders will establish a preventative mentoring
program including a referrals process, timetabling and staffing/resourcing
• Families of at-risk students will receive regular communication and support
from the school
• Students will experience more success in classes
• Students and families will be connected to allied health and mental health
service
Success • Classroom and peer observations
Indicators • Observations of changes to classroom practices
• Documentation of frameworks, policies or programs
• Internal and external professional learning attendance and shared readings
for staff are documented
• Shared PL goals documented in staff PDPs
• Curriculum documentation reflecting social and emotional learning
• Students engagement in wellbeing programs (feedback, participation,
classroom observations)
• Samples of student work
• Documentation of resources for wellbeing programs
• Documentation of referrals and communication processes regarding
monitoring and escalating wellbeing concerns
• Teacher surveys on effectiveness of programs, referral process
• Teacher reports of student wellbeing concerns
• Data used to identify students in need of targeted support
• Data of counselling services accessed by students and families
• Student pre and post support surveys
• Documentation of strategies students will use in classes and at school
• Student engagement and assessment data from regular classes
• Data from Attitudes to School Survey
Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities
Page 5Activities and Milestones Who Is this When Budget
a PL
Priority
• Plan for and schedule þ All Staff ¨ PLP from: $157,000.00
professional learning, including þ Allied Health Priority Term 1
subsequent sessions to determine impact to:
and review actions þ Education Term 4
¨ Equity
• Consolidate curriculum units Support funding will
collaboratively with wellbeing team be used
þ Leadership
members
Team
• Develop peer-observation
process as agreed by staff þ PLT Leaders
• Develop curriculum resources
which reflect wellbeing and social- þ Wellbeing Team
emotional learning focus
• Consult with staff on monitoring
and referral processes
• Document an agreed processes
and feedback on these
• Provide clarity of roles and
responsibility of teachers, education
support staff and middle leaders
• Develop documentation for
wellbeing programs
• Hold professional learning for
teachers implementing wellbeing
programs
• Establish a regular time for the
Wellbeing Team to speak with staff and
for staff to ask questions
• Establish clear referral processes
• Provide staff with opportunities to
understand first response strategies,
when to use the referral process
• Schedule time for at-risk students
to bond with educators
• Establish weekly check-ins with
families of at-risk students
funding
• Professional development
• Wellbeing programs and
resources
• CRT coverage for PD
• Learning intervention programs
• Additional education support staff
• Additional education support
staff/tutors
KIS 3 Connected schools priority
Building
Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities
Page 6communities
Actions • Strengthen engagement in regional network and PYP communities of
practice
• Strengthen and embed the school-wide approach to communication with
parents/carers/kin, incorporating Xuno, Google Classrooms and See Saw
• Strengthen and adapt the school-wide approach to digital learning and
policies regarding digital access and devices
• Build staff capability to integrate digital learning
• Use digital channels of communication to provide regular updates on
student learning - Xuno, Google Classroom, SeeSaw
• Create opportunities for regular meetings using digital technologies
between parents/carers/kin and teachers
• Strengthen and embed digital learning in classes
• Strengthen relationships with parents/carers/kin and conduct regular
checks
• Engage in PLCs/PLTs to foster collaboration, build collective efficacy and
build digital learning pedagogy
• Revise the approach to follow up by working with parents/carers on root
causes
• Ensure students requiring specific interventions are engaged with external
agencies and supports
• Ensure the benefits of digital learning continue to be available to every
student
• Continue to promote the use of Mathletics and Reading Eggs for home
learning
• Develop a plan for increasing the engagement of any parents/carers/kin or
community groups that are under-represented or harder to reach
Outcomes • Leaders will prioritise time for staff to communicate and build relationships
with parents/carers/kin
• Teachers will have strong relationships with students and
parents/carers/kin
• Students and parents/carers/kin will feel as though they belong and are
seen
• The wider community will feel welcome in the school and regularly use
school facilities
• Teachers will be confident in integrating digital learning pedagogy
• Teachers will have strong relationships with students and
parents/carers/kin
• Students will feel connected to their school and have positive attitudes to
attendance
• Teachers and support staff will have strong relationships with
parents/carers/kin of at-risk students
• All students will be connected to resources and learning opportunities
• Teachers can regularly connect with the parents/carers/kin of all students
Success • Observations and learning walks demonstrate use of digital learning
Indicators • Documentation of school digital policies
• Implementation of digital portfolios
• Whole school surveys (SSS, AToSS, Parent Opinion survey,)
• Student/staff/parent/carer/kin focus groups and interviews
• Class participation data
• Positive student survey data (internal surveys, AToSS)
Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities
Page 7• Face-to-face check-ins and teachers’ perceptions of student interest or
confidence in digital learning tasks
• Checks with parents/carers/kin
• Improved attendance
• Attendance in intervention/tailored support programs
• Number of referrals, documented outcomes of student referral meetings
• Frequency of communications with parents/carers/kin
• Student perception and survey data
• Parent/carer/kin surveys and interviews
Activities and Milestones Who Is this When Budget
a PL
Priority
• Plan for on-going professional þ All Staff ¨ PLP from: $147,000.00
development on integrating digital þ Allied Health Priority Term 1
learning to:
• Strengthen relationships with þ Education Term 4
¨ Equity
external support networks and agencies Support funding will
and feeder/secondary schools, early be used
þ Leadership
learning centres and community
Team
organisations
• Promote school-based Koorie þ Learning
community events including Specialist(s)
Reconciliation Week and NAIDOC Week
• Invite local community members þ PLT Leaders
and leaders to school open days, PYP
community night, assemblies, concerts
and other school events
• Allocate time for teachers to
communicate with parents/carers/kin.
• Prioritise collaboration time in
PLCs/PLTs and share effective digital
learning and relationship building
strategies
• Document engagements with
parents/carers/kin and follow up when
difficult situations arise
• Integrate opportunities for
students to learn from the community
across the curriculum through guest
speakers, excursions and events
• Continue to use digital tools for
successful learning
• Routinely prioritise time in
meetings to review engagement data and
identify students and parents/carers/kin at
risk of disengagement
• Strengthen and communicate
processes for identifying and referring
students and parents/carers/kin to
external support agencies or community
organisations
• Identify barriers for individual
students to engage in digital learning
Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities
Page 8• Provide access to and promote information in appropriate community languages and engage translation services Funding • Professional development • CRT coverage • Education support staff • Digital devices • Partnership with non-for profit groups and external support agencies • Education support staff, Kids Hope Seabrook Primary School (5337) - 2021 - AIP - Actions Outcomes and Activities Page 9
Equity Funding Planner
Equity Spending Totals
Category Total Spend ($)
proposed
budget ($)
Equity funding associated with Activities and Milestones $37,396.00 0.00
Additional Equity funding $0.00 $0.00
Grand Total $37,396.00 $0.00
Activities and Milestones
Activities and Milestones When Category Total Equity
proposed Spend ($)
budget ($)
• Schedule and organise from: $37,396.00
professional learning on Term 1
formative assessment and to:
collecting, analysing, responding Term 4
to and monitoring data
throughout the year.
• Document plans for
coaching/mentoring/observation
• Establish
processes/structures for
collecting and monitoring school-
wide data
• Review the timetable to
ensure curriculum essentials are
prioritised
• Develop an agreed
assessment schedule in
collaboration with staff
• Establish processes for
regular moderation of
assessment
• Students to plan,
organise and effectively manage
their learning independently with
Metacognitive strategies.
• Establish resourcing for
individual and tailored support
programs
• Establish criteria for
identifying students requiring
individual and tailored support
• Engage with
parents/carers to ensure
appropriate supports
• Schedule times for
individual and tailored support to
Seabrook Primary School (5337) - 2021 - AIP - Equity Funding Planning
Page 2occur
Totals $37,396.00
Additional Equity spend
Outline here any additional When Category Total Equity
Equity spend for 2021 proposed Spend ($)
budget ($)
nil from: $0.00 $0.00
Term 1
to:
Term 4
Totals $0.00 $0.00
Seabrook Primary School (5337) - 2021 - AIP - Equity Funding Planning
Page 3Professional Learning and Development Plan
Professional Learning Who Whe Key Organisation Expertis Wher
Priority n Profession al Structure e e
al Learning Accesse
Strategies d
• Schedule and þ from: þ Design of þ Whole þ PLC þ
organise professional Leadership Term formative School Pupil Initiative On-
learning on formative Team 1 assessment Free Day þ site
assessment and collecting, þ to: s þ Formal Learning
analysing, responding to and Learning Term þ School Specialist
monitoring data throughout Specialist( 4 Moderated Meeting /
the year. s) assessment Internal
• Document plans for of student Professional
coaching/mentoring/observati þ PLT learning Learning
on Leaders Sessions
• Establish þ
processes/structures for Collaborativ þ PLC/PLT
collecting and monitoring e Meeting
school-wide data Inquiry/Actio
• Review the timetable n Research
to ensure curriculum team
essentials are prioritised
• Develop an agreed
assessment schedule in
collaboration with staff
• Establish processes
for regular moderation of
assessment
• Students to plan,
organise and effectively
manage their learning
independently with
Metacognitive strategies.
• Establish resourcing
for individual and tailored
support programs
• Establish criteria for
identifying students requiring
individual and tailored
support
• Engage with
parents/carers to ensure
appropriate supports
• Schedule times for
individual and tailored
support to occur
Seabrook Primary School (5337) - 2021 - AIP - Professional Learning Plan
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