MODBURY KINDERGARTEN - QUALITY IMPROVEMENT PLAN 2018 QUALITY AREA 1: EDUCATIONAL PROGRAM AND PRACTICE STRENGTHS: Noticing learning and taking this further. children’s Families are informed and involved in the program. Actively undertaking and building educator capacity around dispositions for learning in particular purposefulness and persistence. AREAS IDENTIFIED FOR IMPROVEMENT: Allowing for more unstructured play tine and less transitions throughout the day. Continuing to build educator capacity around dispositions for learning to improve learning outcomes for Reflective Modbury Kindergarten to children. ‘Being Teachers.’ continue to be seen as an Educating Community. Undertaking authentic assessment not but how can we take learning further? – just ‘noticing,’ children’s Standard/ Priority- Goal Or Outcome How Will We Get There? Success Measure Responsible Element Strategies and Actions Our evidence and data persons and L, M, H By When? 1.2.1 Educators are deliberate, L Undertake RRR scales each term with all Data gathered describes growth in All Educators – purposeful and thoughtful in their staff-inform Kindy community. Develop reflective practice and capacity of all each term review decisions and actions. Inquiry question each term based on educators. and undertake information gathered. inquiry question accordingly. M Discuss development of learning stories, Learning visible in assessment. Each Educator to snapshots, reflective practice and cycle of reflect on each Each Childs learning and 1.3.1 improvement with regards to authentic learning development is assessed or child’s assessment. during staff evaluated as part of an ongoing meetings cycle of observation, analysing – Analyse during 2 learning, documentation, closures to occur planning, implementation and in term 1 and term reflection. 3. 1.2.2 respond to M Undertaking training around STEM Children are able to follow their interests, Kindy community Educator’s children’s – ideas and play and extend discussing within Educating Community be researchers and ask questions. and educators learning through about what constitutes STEM. Article by reflecting on the children’s questions, interactions and Lillian Katz, discuss academic learning as Kindy day – feedback. opposed to intellectual learning. Purchase review during staff story books and attend DECD meetings and children’s STEM Workshop. Share with Marnie moderation/ (Highbury Preschool) about taking part in assessment STEM project. closure days. PROGRESS NOTES: QUALITY AREA AND SAFETY 2: CHILDREN’S HEALTH
MODBURY KINDERGARTEN - QUALITY IMPROVEMENT PLAN 2018 QUALITY AREA 1: EDUCATIONAL PROGRAM AND PRACTICE STRENGTHS: Noticing children’s learning and taking this further. Families are informed and involved in the program. Actively undertaking and building educator capacity around dispositions for learning in particular purposefulness and persistence. AREAS IDENTIFIED FOR IMPROVEMENT: Allowing for more unstructured play tine and less transitions throughout the day. Continuing to build educator capacity around dispositions for learning to improve learning outcomes for children. ‘Being Reflective Teachers.’ Modbury Kindergarten to continue to be seen as an Educating Community. Undertaking authentic assessment – not just ‘noticing,’ but how can we take children’s learning further? Standard/ Element Priority- Goal Or Outcome L, M, H How Will We Get There? Strategies and Actions Success Measure Our evidence and data Responsible persons and By When? 1.2.1 Educators are deliberate, purposeful and thoughtful in their decisions and actions. L Undertake RRR scales each term with all staff-inform Kindy community. Develop Inquiry question each term based on information gathered. Data gathered describes growth in reflective practice and capacity of all educators. All Educators – each term review and undertake inquiry question accordingly. 1.3.1 Each Childs learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. M Discuss development of learning stories, snapshots, reflective practice and cycle of improvement with regards to authentic assessment. Learning visible in assessment. Each Educator to reflect on each child’s learning during staff meetings – Analyse during 2 closures to occur in term 1 and term 3. 1.2.2 Educator’s respond to children’s ideas and play and extend children’s learning through questions, interactions and feedback. M Undertaking training around STEM – discussing within Educating Community about what constitutes STEM. Article by Lillian Katz, discuss academic learning as opposed to intellectual learning. Purchase children’s story books and attend DECD STEM Workshop. Share with Marnie (Highbury Preschool) about taking part in STEM project. Children are able to follow their interests, be researchers and ask questions. Kindy community and educators reflecting on the Kindy day – review during staff meetings and moderation/ assessment closure days. PROGRESS NOTES: QUALITY AREA 2: CHILDREN’S HEALTH AND SAFETY
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