Section 4: Annual Self-Evaluation [Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available] Priority Improvement model Is this an Continuum Evidence and analysis dimensions note identified status – Improvement Initiatives initiative or are bolded dimension in the AIP? Building practice excellence [Drafting note For current AIP improvement initiatives and/or dimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This statement can refer to the progress status and/or make reference to the achievement of the appropriate goals, targets and success criteria.] Curriculum planning and teaching assessment in learning Evidence-based high impact and teaching strategies Evaluating impact on learning Excellence Building leadership teams Instructional and shared leadership Strategic resource management leadership Professional Vision, values and culture Empowering students and building school pride for Setting expectations and promoting inclusion climate Health and wellbeing learning Intellectual engagement and self-awareness Positive Building communities in Global citizenship Networks with schools, services and agencies learning Community Parents and carers as partners engagement Reflective comments: [Drafting Note Please use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings] Confidential cohorts analysis: [Drafting note This section is not for public distribution. Report here the extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students] Considerations for 2018:
Section 4: Annual Self-Evaluation [Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available] Priority Improvement model dimensions – note Improvement Initiatives are bolded Is this an identified initiative or dimension in the AIP? Continuum status Evidence and analysis Excellence in teaching and learning Building practice excellence [Drafting note For current AIP improvement initiatives and/or dimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This statement can refer to the progress status and/or make reference to the achievement of the appropriate goals, targets and success criteria.] Curriculum planning and assessment Evidence-based high impact teaching strategies Evaluating impact on learning Professional leadership Building leadership teams Instructional and shared leadership Strategic resource management Vision, values and culture Positive climate for learning Empowering students and building school pride Setting expectations and promoting inclusion Health and wellbeing Intellectual engagement and self-awareness Community engagement in learning Building communities Global citizenship Networks with schools, services and agencies Parents and carers as partners Reflective comments: [Drafting Note Please use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings] Confidential cohorts analysis: [Drafting note This section is not for public distribution. Report here the extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students] Considerations for 2018:
ESC%20Annual%20Implementation%20Plan.docx