Priority: Successful Learners Success Indicators: Differentiated Learning Data is skilfully analysed to inform planning, decision making and resourcing A curriculum that is tailor-made to meet student need and delivered in an effective and engaging manner A professional development agenda that is individualised to reflect the learning needs of staff and makes use of the expertise of staff as mentors, models or coaches Strategies 2016 2017 2018 2019 Clarify the and the capability of teachers to analyse and use data to inform teaching and leadership team’s vision I D E differentiate learning for the full range of learners. Use data profiles provided by the school assessment schedule to support planning for intervention and extension at the I D E classroom level, linked to short term planning and review cycles. Develop a differentiated approach to teacher professional development that identifies the range of current expertise of D E E all staff and their current preferred way of learning and engaging with peer-based critique and capacity building. Reduce the gap in Indigenous attendance to support at risk students in that cohort. D E E Develop capacity to differentiate learning through targeted professional development and coaching. I D E teachers’ Involve student services staff members in curriculum planning and review meetings with regard to differentiated planning D E E and implementation. Collect shared data from Early Years Providers on child readiness, extension and consistent ways of working with young D E E children. Key: I = Implement D = Develop E= Embed Each strategy is reviewed on a yearly basis
Priority: Successful Learners Success Indicators: Differentiated Learning Data is skilfully analysed to inform planning, decision making and resourcing A curriculum that is tailor-made to meet student need and delivered in an effective and engaging manner A professional development agenda that is individualised to reflect the learning needs of staff and makes use of the expertise of staff as mentors, models or coaches Strategies 2016 2017 2018 2019 Clarify the leadership team’s vision and the capability of teachers to analyse and use data to inform teaching and differentiate learning for the full range of learners. I D E Use data profiles provided by the school assessment schedule to support planning for intervention and extension at the classroom level, linked to short term planning and review cycles. I D E Develop a differentiated approach to teacher professional development that identifies the range of current expertise of all staff and their current preferred way of learning and engaging with peer-based critique and capacity building. D E E Reduce the gap in Indigenous attendance to support at risk students in that cohort. D E E Develop teachers’ capacity to differentiate learning through targeted professional development and coaching. I D E Involve student services staff members in curriculum planning and review meetings with regard to differentiated planning and implementation. D E E Collect shared data from Early Years Providers on child readiness, extension and consistent ways of working with young children. D E E Key: I = Implement D = Develop E= Embed Each strategy is reviewed on a yearly basis