Strategic Improvement Plan 2021-2024 - Narrabri West Public School 2709 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Narrabri West Public School 2709
Page 1 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
Narrabri West Public School is a collaborative and supportive workplace with a positive Narrabri West Public School is a Pre School to Year 6 learning community. We have 342
culture that is committed to the ongoing learning of individuals and teams. We focus on a students attending, 24% being Aboriginal. Narrabri is a rural town with its student base
commitment to personalised and differentiated learning and support for every student to coming from a range of social and economic backgrounds.
succeed. Our effective teaching practices are consistent, based on current research and
ensure that teaching is relevant and reflective of a complex, changing world. Narrabri West Public School strives to be recognised as a school that sets the standard in
educational and professional excellence and continues to build the skills and knowledge of
its teachers.
We have adopted 'The Art and Science of Teaching' as our teaching framework. Extensive
professional development opportunities are provided to build staff expertise and strategies
for classroom practice. Our Strategic Plan will see this become embedded across the entire
school. This will strengthen the effectiveness of teacher practice through the use of
evidence-based pedagogy, thus building a common language for instructional practice from
Pre School to Year 6. All teachers understand the need to establish strong learning goals,
success criteria and give effective feedback for each lesson. Emphasis has also been
placed on ensuring each lesson concludes with a reflection by students on their success in
achieving the stated lesson goal. This makes learning and progress visible and by doing
this we empower our teachers, students and parents.
A continued commitment to instructional leadership will ensure that school leaders have
curriculum expertise and are active coaches for teaching staff. Working regularly in
classrooms, planning quality training opportunities and defining consistent practices across
the school will provide a foundation for continued success.
Our Pre School allows the provision of early childhood education and comprehensive
transition to Kindergarten programs. The Early Years Learning Framework and National
Quality Standards form the basis of our Pre School learning program.
Through our situational analysis, we have identified a need to use data driven practices that
ensure all students have access to stage appropriate learning. An ongoing focus will be
providing strategies for how teachers can successfully plan and deliver quality differentiated
instruction to students with additional needs, including those identified as high potential and
gifted. Through the NAPLAN gap analysis, the school has identified system-negotiated
target areas in Reading and Numeracy.
We will also focus on developing quality summative and formative assessment tasks and
data collection practices and developing greater consistency of judgement within and
across schools.
School services will be utilised to build understandings on how to achieve this and the
instructional leader will lead this in the school.
Our work with individual students will be responsive and closely monitored. Individual and
targeted support will be provided where growth is not evident. Pre and post assessments
will be conducted to assess the impact of this support. Structures will be put in place to
identify students who need intervention and students not showing growth will be referred to
Page 2 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
the Learning and Support Teacher for intensive intervention.
Continual monitoring of student performance data will determine areas of need and success
at a class and school level and the involvement of the whole school community in this
process will be essential for success.
Page 3 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
To improve student learning outcomes in literacy and Reading Framework • Frameworks provide a common language for school
numeracy, all teachers collect and use meaningful data improvement in Reading and Numeracy based on
from all stages of the learning process that provide Establish a whole school reading framework which current DoE syllabus.
information on 'where to next?'. We will use evidence- embeds practices and procedures that:
based practices and differentiated teaching, responsive to • All teachers have a sound understanding of student
the learning needs of all students • Support high expectations; assessment and data concepts.
• Provide opportunities for teachers to individually and • All staff consistently and effectively use high-impact,
evidence based teaching strategies in response to
Improvement measures in groups engage in a reflective and collaborative
students' learning needs.
cycle of planning, teaching and assessment, using
Target year: 2022 evidence-based strategies; • Data collection, analysis and evaluation of student
• Establish processes, procedures and practices for learning growth over time is a regular aspect of
• A minimum of 61.62% of students achieve expected teaching practice.
regular assessment and analysis of student progress
growth in NAPLAN reading (Lower bound system-
to inform next steps in teaching; • Teachers regularly engage in collaborative analysis
negotiated target).
• Embed data informed formative assessment of data.
• A minimum of 61.62% of students achieve expected
practices as an integral part of daily instruction in • Teachers monitor and reflect on the progress of
growth in NAPLAN reading (Lower bound system-
every classroom; every student to identify gaps in student learning.
negotiated target).
• Build teacher skills to expertly use student • Evidence in teaching and learning programs of
Target year: 2022 assessment data to reflect on teaching effectiveness revise, reteach, extend, flexible groups and
and provide explicit differentiated and responsive differentiated instruction reflecting data analysis.
• A minimum of 28.17% of Year 3 and 5 students learning opportunities;
achieve in the top two bands in NAPLAN numeracy. • Teaching and learning programs are dynamic,
(Lower bound system-negotiated target). • Embed professional learning to build teacher showing evidence of revision based on feedback on
capacity in evidence based pedagogical practice; teaching practices, consistent and reliable student
• A minimum of 51.49% of students achieve expected and assessment and continuous tracking of student
growth in NAPLAN numeracy (Lower bound system- progress and achievement.
negotiated target). • Consolidate a thorough knowledge of the current
DoE syllabus and progressions. • Teachers analyse, interpret and extrapolate data and
Target year: 2022 collaboratively use this to inform planning and
Numeracy Framework identify interventions and modify teaching practice.
• 'Maintain' sustaining and growing' in the theme 'Data
Establish a whole school Numeracy framework which • Teachers understand, develop and apply a full range
use in teaching' within the element 'Data skills and
embeds practices and procedures that: of assessment for learning, assessment as learning
Use'. (SEF)
and assessment of learning - in determining teaching
• Support high expectations; directions, monitoring and assessing student
Target year: 2023
progress and achievement and reflecting on teaching
• Provide opportunities for teachers to individually and effectiveness.
• Increase the percentage of students achieving in the in groups engage in a reflective and collaborative
top 2 bands of NAPLAN reading to be above the cycle of planning, teaching and assessment, using • School developed data recording strategy (COPS) is
system- negotiated lower bound target of 36.60%. evidence-based strategies; completed and used for discussion and analysis at
• A minimum of 63.30% of students achieve expected stage meetings and for students to determine
• Establish processes, procedures and practices for personal learning goals (reading and number) and
growth in NAPLAN reading. (Lower bound system- regular assessment and analysis of student progress
negotiated target). teachers to program 'next steps'.
to inform next steps in teaching;
• Assessments are developed/sourced and used
Target year: 2023 • Embed data informed formative assessment regularly across the whole school to help promote
Page 4 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Success criteria for this strategic direction
• Increase the percentage of students achieving in the practices as an integral part of daily instruction in consistent and comparable judgement of student
top 2 bands of NAPLAN numeracy to be above the every classroom; learning, monitor student learning progress and
system- negotiated lower bound target of 30.10%. identify skill gaps for improvement and areas for
• Build teacher skills to expertly use student
extension.
• A minimum of 54.40% of students achieve expected assessment data to reflect on teaching effectiveness
growth in NAPLAN numeracy (Lower bound system- and provide explicit differentiated and responsive
negotiated target). learning opportunities;
• Embed professional learning to build teacher
Evaluation plan for this strategic direction
capacity in evidence based pedagogical practice;
Target year: 2023 Questions
and
• 'Excelling' in the theme 'Data use in teaching' within • Consolidate a thorough knowledge of the current • To what extent have we achieved our purpose and
the element 'Data skills and Use'. (SEF) DoE syllabus and progressions. can demonstrate impact and improvement of student
outcomes in reading and numeracy?
Target year: 2024 Data Framework
• To what extent are teachers confidently collecting,
• Increase the percentage of students achieving in the analysing and using data to identify student's
Ensure effective strategies and processes for data
top 2 bands of NAPLAN reading to be trending learning needs, develop learning goals and monitor
analysis and reflection are used for responsive curriculum
upwards towards the system-negotiated upper progress?
delivery.
bound target of 37%.
Data
• Increase the percentage of students achieving • All staff undertake PL in data literacy, data and gap
expected growth in NAPLAN reading to be between analysis and data use in teaching;
The school will use the following data sources to regularly
trending upwards to the system- negotiated upper • Establish leadership roles to lead teachers to use analyse the effectiveness of initiatives in achieving the
bound target of 68.30%. data to monitor and assess student progress and purpose and improvement measures of the strategic
design future learning on a whole class, group and direction:
Target year: 2024 individual level.
• SCOUT data
• Increase the percentage of students achieving in the • Review and adapt practice to ensure reliable
top 2 bands of NAPLAN numeracy to be trending formative and summative assessment tasks are used • CESE Resources
upwards towards the system-negotiated upper to analyse student progress, evaluate growth over
• Educator Calculator
bound target of 31%. time and report student achievement.
• NAPLAN: Procedures, Practices and Preparation
• Increase the percentage of students achieving • Data informed formative assessment practices
data
expected growth in NAPLAN numeracy to be embedded as an integral part of daily instruction in
trending upwards to the system- negotiated upper every classroom. • NAPLAN data
bound target of 59.40%. • Real- time data procedures are embedded to inform • COPS - Conversations, Observations, Products, Self
• Maintain 'excelling' in the theme 'Data use in individual and/ or Stage curriculum planning. assessment
teaching' within the element 'Data skills and Use'. • Plan 2 data
(SEF).
• School based pre and post assessments - PAT
reading, Effect Size data
• Essential Assessment, Numeracy Data - effect size
data
• Document analysis (including teaching and learning
Page 5 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
programs showing evidence of program adjustment
and differentiation)
• Surveys - Tell Them From Me
• Stage planning minutes showing collaborative
planning and responsiveness
• Whole School Instruction Assessment Tools (IPI and
On Task Data).
Analysis
The evaluation plan will involve:
• Regular review of these data sources to provide
evidence of whether we are on track for achieving
the intended improvement measures;
• Regular professional discussion around the School
Excellence Framework elements and themes;
• Executive team and whole staff reflective sessions;
• Term by term review and triangulation of data
sources including quantitative and qualitative,
internal and external data to corroborate conclusions;
and
• TTFM survey analysis.
Implications
• Future directions and next steps determined.
Page 6 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Responsive Teaching Active Learning
Purpose Initiatives Success criteria for this strategic direction
Through effective collaboration, all teachers will • A whole school framework and integrated approach
implement evidence-based teaching practices Pedagogical Framework to quality teaching, curriculum planning, delivery and
consistently. We will provide a pedagogical framework for assessment promotes learning excellence and
teachers to connect students with the curriculum, improve Establish a whole school pedagogical framework which responsiveness in meeting the needs of all students.
their learning outcomes and support their wellbeing. embeds practices and procedures that: (SEF - Curriculum, Assessment)
• Highlight explicit use of evidence-based school • The school's curriculum provision is current and
Improvement measures improvement teaching strategies. supports high expectations for student learning.
• Results in a documented curriculum plan, • The curriculum is enhanced by learning alliances
Target year: 2022
assessment and shared pedagogical approaches. with other schools. (SEF - Curriculum)
• School self assessment of the element Effective • All teachers are committed to identifying,
• Supports teachers through professional learning to
Classroom Practice indicates improvement from understanding and implementing the most effective
understand and implement the most effective
sustaining and growing to excelling. (SEF, WWB). explicit teaching methods, with the highest priority
evidenced based teaching strategies.
given to evidence-based teaching strategies. (SEF -
• The school will maintain excelling in the element of
• Use and analyse internal and external student Effective classroom practice)
Learning and Development according to school
assessment data to reflect on teacher effectiveness
assessment. (SEF, WWB). • Professional learning is differentiated and its impact
and student progress to inform next steps.
on the quality of teaching and student learning
• Student TTFM Data improves from baseline of %
• Maintain and extend collaborative practice where outcomes is evaluated.
to be above 80% in the area of Teaching Relevance
teachers evaluate the effectiveness of their teaching
and Rigour? • Explicit systems for collaboration and feedback to
practice, student engagement and learning growth to
sustain quality teaching practice are evidenced. (SEF
plan for next steps.
Target year: 2024 - Learning and development)
• Embed effective technology appropriately and
Enhanced school wide teaching practice shows growth efficiently. • Students are provided with clear and specific
each semester as measured by the Academic Engaged feedback that identifies the next steps and skills
Time Measuring Tool (AETMT) and Instructional Practices • Base teaching and learning programs on the current needed for them to improve. (WWB)
Inventory (IPI). DoE curriculum ensuring that students gain a deeper
understanding of core concepts and develop strong • Technology that supports learning is available and
foundations for learning. expertly integrated into lessons by teachers. (DIP)
• Increase the level of Higher Order thinking
experiences documented utilising a whole school • Embed effective technology appropriately and • Evidence based change to whole school practices
data collection tool (IPI). efficiently. (DIP) has resulted in measurable improvements. (SEF -
Wellbeing)
• Reduce the level of low order learning experiences
Wellbeing Framework • Positive respectful relationships are evident and
and disengagement documented utilising a whole
school data collection tool (IPI). widespread among students and staff and promote
Establish and implement a whole school Well Being student wellbeing to ensure optimum conditions for
Framework that: student learning across the whole school. (SEF -
Staff TTFM Data indicates improvement from baseline of
?% to 90% in the area of teacher (data use/technology?) Wellbeing)
• Promotes student responsibility for learning through
a whole school approach to effective classroom and • Teachers select and develop strategies to proactively
Wellbeing surveys indicate high levels of satisfaction (>4 teach healthy coping strategies, resilience and self-
behaviour management.
on a 5 point scale) in resilience, confidence and growth regulation. (WWB)
mindset and students can identify two staff members who • Combines preventative and responsive strategies to
can support them. provide structure and opportunities for active student • Teachers work with students to establish and explain
participation and develops high-quality student- classroom rules, routines and expectations for
teacher relationships. behaviour that fit within the whole school classroom
Page 7 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Responsive Teaching Active Learning
Initiatives Success criteria for this strategic direction
• Links curriculum with the school environment and the management policies. (WWB)
community to promote student wellbeing.
• Teachers facilitate and model classroom
• Establishes mentoring programs that identify expectations about how to be respectful, responsible
strengths and success as well as build resilience. and collaborative.
• Activates student voice, leadership and agency in • All teachers understand, support and implement the
their own learning so that students have positive stages of the explicit teaching process. (WWB)
school experiences and can act as partners in school
improvement. • Early years teachers are involved in
coaching/mentoring relationships.
• Students can make meaningful assessment of their
own learning and articulate and assess their own
learning goal.
Evaluation plan for this strategic direction
EVALUATION PLAN FOR THIS STRATEGIC
DIRECTION
Questions
• To what extent have we achieved our purpose and
can demonstrate the impact and improvement from
our School-based professional learning program?
• Have we developed and implemented strategies,
procedures and processes that support the school's
identified improvement strategies?
• What types of technology have teachers used to
address student learning needs, incorporated into
teaching learning programs and used to formatively
monitor progress?
• How has data been used to identify strengths and
areas of development for a class or cohort?
Data
The school will use the following data sources to regularly
analyse the effectiveness of the initiatives in achieving the
purpose and improvement measures of the strategic
direction.
This analysis will guide the school's future directions.
Page 8 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Responsive Teaching Active Learning
Evaluation plan for this strategic direction
• SCOUT data
• CESE Resources
• Educator Calculator
• NAPLAN: Procedures, Practices and Preparation
data
• NAPLAN data
• COPS - Conversations, Observations, Products, Self
assessment
• Plan 2 data
• School Based Pre and post assessments - PAT,
Effect Size data - Numeracy
• Essential Assessment Data
• Focus groups results
• Document analysis (including teaching and learning
programs)
• Surveys - Tell Them From Me
• Whole School Instruction Assessment Tools (IPI and
On Task Data)
Analysis
The evaluation plan will involve:
• Regular review of these data sources to provide
evidence of whether we are on track for achieving
the intended improvement measures.
• Regular professional discussion around the School
Excellence Framework elements and themes.
• Executive team and whole staff reflective sessions.
• Term by term review and triangulation of data
sources including quantitative and qualitative,
internal and external data to corroborate conclusions.
• Annual Focus group and TTFM surveys analysis
Implications
Page 9 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Responsive Teaching Active Learning
Evaluation plan for this strategic direction
Future directions and next steps determined.
Page 10 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Leadership
Purpose Initiatives Success criteria for this strategic direction
The principal and school leadership team model • Leadership team and teacher leaders co-ordinate
instructional leadership and support a culture of high Leadership Framework the analysis of data and work as a team to
expectations resulting in sustained and measurable whole understand and address any staff concerns.
school improvement. Middle leaders are integral to Establish a whole school leadership framework which
building this culture effectively supporting evidence- embeds practices and procedures that: • Leadership team and teacher leaders support the
informed teaching and learning. development of processes to collaboratively review
• focus on distributed instructional leadership to teaching practices to affirm quality and address
sustain a culture of effective, evidence based under performance.
Improvement measures teaching and ongoing improvement so that every • Leadership team and teacher leaders support
student makes measurable learning progress; professional learning in the school by demonstrating
Target year: 2024
• establish a professional learning community which is effective instructional leadership, management skills
focussed on effective practices and continuous and leadership attributes to facilitate whole school
Staff TTFM surveys demonstrate effective management
improvement of teaching and learning; improvement.
and
support from middle managers • The school uses research, evidence based
• encourage potential school leaders (middle
managers) to grow and develop their capabilities strategies and innovative thinking in designing and
School self assessment of the element school planning, implementing a school plan that successfully delivers
implementation and reporting indicates improvement from • support the creation of expert teaching teams and ongoing,measured improvement in student progress
sustaining and growing to excelling. (SEF, WWB) lead the development of effective pedagogical and achievement.
practices;
School self assessment school resources indicates • The school systematically and regularly monitors a
• influence teaching practice by communicating the range of indicators to gauge the impact of its plan
improvement from sustaining and growing to excelling.
school's improvement plan to teachers and teaching and to inform changes to the implementation that
(SEF, WWB)
teams; support its ultimate success.
School self assessment of the element management • support a culture of high expectations and • Technology that supports learning is available and
practices and processes indicates improvement from community engagement resulting in sustained and expertly integrated into lessons by teachers.
sustaining and growing to excelling. (SEF, WWB) measurable whole school improvement. Administrative staff are expert users of available
technology and systems. (DIP)
Maintain excelling in the element of educational • provide relevant access to digital systems to best
leadership according to school self assessment.. (SEF, meet the needs of the school and the students based • The leadership team maintains a focus on distributed
WWB) on evidence and data. instructional leadership to sustain a culture of
effective,evidence-based teaching and ongoing
Focus group results indicate effective leadership from improvement so that every student makes
Middle Managers and opportunities to develop leadership measurable learning progress and gaps in student
capacity. achievement decrease.
• The leadership team establishes a professional
Target year: 2024 learning community which is focused on continuous
improvement of teaching and learning.
Evaluation plan for this strategic direction
EVALUATION PLAN FOR THIS STRATEGIC
Page 11 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Leadership
Evaluation plan for this strategic direction
DIRECTION
Questions
What arrangements work best in encouraging and
supporting middle leaders to collaborate on school
improvement?
What capabilities do middle leaders need? What
are/should be professional learning opportunities for
middle leaders?
Has our distributed instructional leadership resulted in
improvements in teaching practice, student learning and
well being?
Data
The school will use the following data sources to
regularly analyse the effectiveness of the initiatives in
achieving the purpose and improvement measures of
the strategic direction.
This analysis will guide the school's future directions.
• SCOUT data
• Internal assessments - Pre and post assessments
• External assessment
• Focus groups results
• Document analysis
• Surveys - Tell Them From Me
• Whole School Instruction Assessment Tools (IPI and
On Task Data)
• Professional learning exit strategies
• SLIF and DIP implementation reflections
• Lesson observations
Analysis
The evaluation plan will involve:
Page 12 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Leadership
Evaluation plan for this strategic direction
• Regular review of these data sources to provide
evidence of whether we are on track for achieving
the intended improvement measures.
• Regular professional discussion around the School
Excellence Framework elements and themes.
• Executive team and whole staff reflective session
• Term by term review and triangulation of data
sources including quantitative and qualitative,
internal and external data to corroborate conclusions.
• Annual Focus group and TTFM surveys analysis
Implications
Future directions and next steps determined.
Page 13 of 13 Narrabri West Public School (2709) -2021-2024 Printed on: 31 March, 2021You can also read
