Strategic Improvement Plan 2021-2024 - Victoria Avenue Public School 4655 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Victoria Avenue Public School 4655
Page 1 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021School vision and context
School vision statement School context
At Victoria Avenue Public School, we are curious and passionate agents of our own Victoria Avenue Public School opened in 2015 and is located on Victoria Avenue, Concord
learning who strive to connect, succeed and thrive. West. We acknowledge that we play and learn on the lands of the Wangal people of the
Eora nation and the Burramattagal people of the Darug nation.
We embed high expectations through strong and positive community partnerships and
innovative teaching and learning practices. Victoria Avenue Community Precinct is situated adjacent to Sydney Olympic Park which
includes the Badu mangroves, the Narawang wetlands and the Homebush Bay shipwrecks.
Learners are inspired to be leaders that are resilient, respectful and resourceful global Teachers and students regularly use Bicentennial Park as an additional classroom space
citizens who collaboratively apply critical and creative thinking skills to improve the world for rich learning experiences.
around them.
Victoria Avenue Public School has approximately 300 students and caters for a diverse
We create an inclusive and supportive learning environment by fostering empathy, ethical community from a wide variety of socio-economic backgrounds. We have five Inclusive
thinking and celebration of diversity. Education Classes for students with disabilities and our school represents over 41 different
cultural and linguistic groups. Over 75% of students come from a Language Background
Our school community is committed to the pursuit of excellence for all, ensuring that every Other Than English (LBOTE). Approximately 1% of the student population have an
student is known, valued and cared for. Aboriginal and/or Torres Strait Islander background. Our parents have high expectations
and are very involved and supportive of the school.
Victoria Avenue Public School is part of an innovative integrated community precinct
partnership between the NSW Department of Education, City of Canada Bay Council and
Sydney Local Health District. The precinct consists of four services including a 47 place
child care centre catering for children from birth to school age, an early childhood health
centre, an outside school hours care centre, shared community use of playing fields and
communal hall.
Extracurricular opportunities are provided for students such as PSSA sport, choirs, creative
arts, Auslan, sustainability clubs and technology. These enable students to excel through a
range of different experiences.
Through our situational analysis and strong community consultation processes, we have
identified the following three areas for improvement: systematic and sequenced approach to
the teaching of reading and numeracy; whole school monitoring of student data to inform
teacher practice; and building a collaborative learning culture. Further work will need to
occur in the areas of explicit teaching of reading and numeracy informed by assessment
and data analysis within a future-focused educational environment.
Continual monitoring of student 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 in ensuring that every student, every teacher and every leader improves every
year.
Page 2 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Maximise student learning outcomes by strengthening Personalised Learning LEARNING
school wide practices and processes for differentiated
programs and interventions that are responsive to the Literacy and numeracy programs that are differentiated, Teaching and Learning Programs
learning needs of all students. flexible and regularly adapted to reflect identified student
need. Teaching and learning programs are dynamic, showing
evidence of revisions based on feedback on teaching
Improvement measures Explicit Teaching and Learning practices, consistent and reliable student assessment and
continuous tracking of student progress and achievement.
Target year: 2022 Consistent, whole school continuum of learning and
assessment in literacy and numeracy to ensure high
Top 2 bands (or equivalent) NAPLAN reading increase expectations and evidence-based best practice
(uplift) of 12.4%. pedagogies such as visible learning to create Whole School Monitoring of Student Learning
individualised student learning goals in reading and
Target year: 2022 numeracy. The school uses systematic and reliable assessment
information to evaluate student learning over time and
Top 2 bands (or equivalent) NAPLAN numeracy increase
implements changes in teaching that lead to measurable
(uplift) of 13.20% .
improvement. The school has processes in place to
Target year: 2022 support teachers' consistent, evidence-based judgement
and moderation of assessments.
Attendance uplift of 6.30% of students attending more
than 90% of the time.
Target year: 2024 Student Growth
Students in Years 1-6 will demonstrate an effect size of The school has identified what growth is expected for
0.65 when comparing start year to end year scale scores each student and students are achieving higher than
in the Progressive Achievement Test (PAT) in reading. expected growth on internal school progress and
achievement data.
Target year: 2024
Students in Years 1-6 will demonstrate an effect size of
0.60 when comparing start year to end year scale scores TEACHING
in the Progressive Achievement Test (PAT) in numeracy.
Explicit Teaching
A whole school approach ensures the most effective
evidence-based teaching methods optimise learning
progress for all students, across the full range of abilities.
Teachers employ evidence-based effective teaching
strategies. Effective methods are identified, promoted and
modelled, and students' learning improvement is
monitored, demonstrating growth.
Page 3 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Success criteria for this strategic direction
LEADING
Continuous Improvement
The school is recognised as a leader for its impact on
learning progress, its effective practices and continuous
improvement, and its active support of (improvement in)
other schools.
Evaluation plan for this strategic direction
Question:
To what extent have we achieved our purpose and can
demonstrate impact and improvement of student
outcomes in literacy and numeracy?
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.
• Internal Data - PLAN2, Progressive Achievement
Test (PAT), Dynamic Indicators of Basic Early
Literacy Skills® (Dibels), Probe, PM Benchmark
Reading Assessment, Rubrics, Pre/Post tests
• External Data - NAPLAN, Check-in Assessment
• SCOUT
• Student work samples
• Student Personalised Learning Plans
• Student target groups
Analysis:
The evaluation plan will involve:
Page 4 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 1: Student growth and attainment
Evaluation plan for this strategic direction
• Executive team and whole staffto review data
sourcesin order toreflectonthe school's initiatives and
improvement measures.
• Term by term review and triangulation of data
sources including quantitative and qualitative,
internal and external data tovalidateconclusions.
Implications:
After analysing thedataa determination will be made as to
the future of the four years' work and 'Where to Next?'
Page 5 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Data Informed Practice
Purpose Initiatives Success criteria for this strategic direction
Assessment and feedback form an integral part of LEARNING
teaching and learning programs with whole school data Assessment and Feedback
analysis informing planning. Formative Assessment
Review and adapt pedagogy to ensure reliable formative
and summative assessment practices are used daily to Assessment is used flexibly and responsively as an
Improvement measures analyse student progress, evaluate growth over time and integral part of daily classroom instruction. Formative
report student achievement. assessment is practised expertly by teachers.
Target year: 2024
Teachers demonstrate a thorough understanding and
extensive evidence of differentiated assessment Teachers provide students with detailed and specific TEACHING
strategies to inform teaching directions, assessment of feedback about what they need to do to achieve growth
student progress and the achievement and reflection on as a learner and encourage students to self-assess, Feedback
teacher impact to improve student outcomes. reflect and monitor their work.
Teachers routinely review learning with each student both
Target year: 2024 Use of Data to Inform Practice in class and on work submitted, ensuring all students
have a clear understanding of how to improve. Student
Teachers and students embed co-constructed success Enhance teacher capabilities to ensure that data feedback is elicited by teachers and informs their
criteria to provide quality feedback during self- and peer- collection is used to differentiate curriculum, inform teaching. Student errors and misunderstandings are
assessment. teaching and provide feedback to students so that explicitly addressed until teachers and students are
learning is maximised for all. confident that mastery is demonstrated.
Target year: 2024
Student feedback is elicited by teachers and informs their
teaching. Effective systems and processes are in place to
Leaders embed school systems and processes that Data use in teaching
ensure that students have a clear understanding of how to
support every classroom teacher to regularly and
improve.
collectively reflect on their data to promote consistent and Teachers clearly understand, develop and apply a full
comparable judgement and to inform point of need range of assessment strategies - assessment for learning,
learning around learning intentions/success criteria in assessment as learning and assessment of learning - in
reading and numeracy. determining teaching directions, monitoring and assessing
student progress and achievement, and reflecting on
teaching effectiveness.
Maximise teacher capacity to embed a culture of
measuring the growth and achievement of every student,
including building collective teacher responsibility for all Data analysis
students' learning
The learning goals for students are informed by analysis
of internal and external student progress and
achievement data. Progress towards goals is monitored
through collection of quality, valid and reliable data.
Reporting on school performance is based on valid and
reliable data and analysis.
Page 6 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Data Informed Practice
Success criteria for this strategic direction
Data literacy
All teachers have a sound understanding of student
assessment and data concepts (e.g. causality, bias). They
analyse, interpret and extrapolate data and they
collaboratively use this to inform planning, identify
interventions and modify teaching practice
Evaluation plan for this strategic direction
Question:
To what extent does assessment and feedback enhance
teaching and learning programs?
To what extent does whole school data analysis inform
planning?
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.
• Analysis of effect size of Progressive Achievement
Test data
• Regular evaluation of teaching and learning
programs
• Evidence of Learning Intention / Success Criteria in
teaching and learning programs
• Tell Them From Me Student Survey open-ended
questions
• Questioning students and teachers during learning
walks
• Evidence of student SMART goals in student-led
conferences
Page 7 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 2: Data Informed Practice
Evaluation plan for this strategic direction
• Student progress on data walls
Analysis:
The evaluation plan will involve:
• Executive team and whole staffto review data
sourcesin order toreflectonthe school's initiatives and
improvement measures.
• Term by term review and triangulation of data
sources including quantitative and qualitative,
internal and external data tovalidateconclusions.
Implications:
After analysing thedataa determination will be made as to
the future of the four years' work and 'Where to Next?'
Page 8 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Building Leadership Through Collective Efficacy
Purpose Initiatives Success criteria for this strategic direction
A cohesive educational community driven by collective LEARNING
efficacy and feedback. Collaboration
Learning Culture
Teachers engage in professional dialogue to share and
Improvement measures gain expertise in evidence-based teaching practices. The whole school community demonstrates aspirational
expectations of learning progress and achievement for all
Target year: 2024 Leadership students and is committed to the pursuit of excellence.
Collective Teacher Efficacy teacher survey demonstrates Staff are recognised as leaders who actively embody a High Expectations
uplift, scoring at least 4.5. culture of collaboration.
Effective partnerships in learning with parents and
Target year: 2024
students mean students are motivated to deliver their best
and continually improve.
Staff reporting high levels of collaborative practice through
the What Works Best Survey, scoring at least a 4.5.
Target year: 2024
TEACHING
Increase % of staff identified as highly accomplished /
LEAD on the Classroom Practice Continuum. Collaborative Practice and Feedback
Explicit systems are embedded across the school to
facilitate professional dialogue, collaboration, classroom
observation, modelling of effective practice and the
provision of specific and timely feedback to teachers.
LEADING
Instructional Leadership
The leadership team maintains a focus on distributed
instructional leadership to sustain a culture of effective,
evidence-based teaching and ongoing improvement so
that every student makes measurable learning progress
and gaps in student achievement decrease.
Evaluation plan for this strategic direction
Question:
To what extent have we achieved our purpose and can
demonstrate impact and improvement in collective
Page 9 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021Strategic Direction 3: Building Leadership Through Collective Efficacy
Evaluation plan for this strategic direction
efficacy, leadership and feedback?
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.
• Internal Data- staff, student and parent surveys,
LEED surveys, Learning Walks, Case Management
Meeting Data, Staff Professional Development Plan
goals.
• External Data -Tell Them From Me, Instructional
Rounds
• Student Voice Audit
• Student- Student Led Conferences
• EALD school evaluation framework
Analysis:
The evaluation plan will involve:
• Executive team and whole staffto review data
sourcesin order toreflectonthe school's initiatives and
improvement measures.
• Term by term review and triangulation of data
sources including quantitative and qualitative,
internal and external data tovalidateconclusions.
Implications:
After analysing thedataa determination will be made as to
the future of the four years' work and 'Where to Next?'
Page 10 of 10 Victoria Avenue Public School (4655) -2021-2024 Printed on: 31 March, 2021You can also read
