Goals Targets Key Improvement Strategies Achievement To develop learners with English School Staff Survey Expand the school’s capacity for – (communication/ literacy) and Principal/Teacher scores distributed leadership. numeracy skills which enable them to Achievement refers to both the absolute Overall score on Guaranteed & Focus on the development, develop their educational potential. viable curriculum will rise from 276 levels of learning attainment and growth documentation and embedding of on the Principal/teacher score to in student learning that schools strive to shared evidence based teaching and above the 33rd percentile support. learning curriculum framework Overall on school climate – While recognising that literacy and Teacher Collaboration will rise Extend teacher capacity to use a numeracy are essential foundations for from 312 to above the 33rd range of assessment strategies to students’ success, achievement percentile effectively plan and assess teaching outcomes encompass a broader view of and learning. ABLES Data learning, spanning the full range of 20% increase annually in student Implement high expectations and curriculum domains, as well as students’ improvement for English extension of personalised learning co-curricular achievements. (Speaking & Listening) domain for all students. using ABLES levels from February to October. Full implementation of the eSmart 20% increase annually in student framework improvement for English (Reading & Writing) domain Embed the PBS Model of escalation using ABLES levels from for supporting students to regulate February to October. behaviour Set benchmark for annual improvement in Mathematics domain using ABLES levels. (When available) Student achievement data. 90% of students will achieve or better’ progress against ‘good the goals in their individual learning plans for mathematics (numeracy). 90% of students will achieve or better’ progress against ‘good
Goals Targets Key Improvement Strategies Achievement Achievement refers to both the absolute levels of learning attainment and growth in student learning that schools strive to support. While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements. To develop learners with English (communication/ literacy) and numeracy skills which enable them to develop their educational potential. School Staff Survey – Principal/Teacher scores Overall score on Guaranteed & viable curriculum will rise from 276 on the Principal/teacher score to above the 33rd percentile Overall on school climate – Teacher Collaboration will rise from 312 to above the 33rd percentile ABLES Data 20% increase annually in student improvement for English (Speaking & Listening) domain using ABLES levels from February to October. 20% increase annually in student improvement for English (Reading & Writing) domain using ABLES levels from February to October. Set benchmark for annual improvement in Mathematics domain using ABLES levels. (When available) Student achievement data. 90% of students will achieve ‘good or better’ progress against the goals in their individual learning plans for mathematics (numeracy). 90% of students will achieve ‘good or better’ progress against Expand the school’s capacity for distributed leadership. Focus on the development, documentation and embedding of shared evidence based teaching and learning curriculum framework Extend teacher capacity to use a range of assessment strategies to effectively plan and assess teaching and learning. Implement high expectations and extension of personalised learning for all students. Full implementation of the eSmart framework Embed the PBS Model of escalation for supporting students to regulate behaviour
School-Strategic-Plan-JSA-DRAFT-01.01.15-2014-2018-.docx