Implement strategies and programs to cater for the ability levels and optimal learning for these students Great ACARA Priorities People Ongoing implementation Develop English, Mathematics, Science, History & Professional Still to be implemented Geography (National Curriculum) Knowledge Implement Civics and Citizenship, Economics and Teaching Business using the C2C resource, using an integrated approach across the SOSE faculty Quality Whole of School Literacy Priority see Success Plan Continue the use of a variety of quality teaching processes and resources to support the Ongoing implementation development of the literacy skill of inference e.g.: QAR, Numeracy Priority see Success Plan Proficiency Scales produced Numeracy Rich Routines that address key for each junior curriculum aspects of number as identified through NAPLAN Develop level and internal data sources i.e. PAT M. Professional With support and cluster opportunities (Best Practice Junior units of Mathematics Practice Networks), develop best practice re-written pedagogy and greater teacher knowledge in the teaching of Mathematics Ensure a range and balance of assessment tools are being used (Diagnostic, formative and summative) to support quality teaching and reporting. ASOT 5 Staff trained in classroom Continue to develop and embed an overarching profiling and 2 Staff trained Curriculum Framework based on ASOT – Develop in essential skills Semester 1 use this time to consolidate previous Professional ASOT work, by engaging staff in the ‘Essential Engagement Skills and Classroom Profiling” agenda to establish good classroom routines and build relationships with students. Developing Performance Framework Scope Staff developed person DPF in alignment with AITSL Embed the DPF with all staff (teaching and standards ensuring alignment to school improvement priorities and individual needs. Teaching staff Performance Plans align with AITSL: Australian Professional Standards for Teachers Great Lead Learning Communities Teaching and People Principal has PDP in place Learning Principal Performance Development Plan in place and continues with tertiary with ARD with clearly identified leadership focus. studies (A/Principal to continue their Maters of Education Studies) Principal Develop capacity amongst potential future leaders Leadership roles were Develop self and provide opportunities for aspirants as they further developed to build Leadership & and others arise. Identify aspirants and develop strategies for staff capacity Performance these staff to grow. High Know your Explicit Improvement Agenda data Standards An Explicit Improvement Analyse whole school trends to develop an explicit Agenda was developed and improvement agenda shared across the school Articulate a whole school improvement agenda that community is shared and known by all in the school community School and overtly and rigorously enacted. Performance
Implement strategies and programs to cater for the ability levels and optimal learning for these students Great People Teaching Quality Develop Professional Knowledge Develop Professional Practice Develop Professional Engagement ACARA Priorities English, Mathematics, Science, History & Geography (National Curriculum) Implement Civics and Citizenship, Economics and Business using the C2C resource, using an integrated approach across the SOSE faculty Whole of School Literacy Priority see Success Plan Continue the use of a variety of quality teaching processes and resources to support the development of the literacy skill of inference e.g.: QAR, Numeracy Priority see Success Plan Numeracy Rich Routines that address key aspects of number as identified through NAPLAN and internal data sources i.e. PAT M. With support and cluster opportunities (Best Practice Networks), develop best practice pedagogy and greater teacher knowledge in the teaching of Mathematics Ensure a range and balance of assessment tools are being used (Diagnostic, formative and summative) to support quality teaching and reporting. ASOT Continue to develop and embed an overarching Curriculum Framework based on ASOT – Semester 1 use this time to consolidate previous ASOT work, by engaging staff in the ‘Essential Skills and Classroom Profiling” agenda to establish good classroom routines and build relationships with students. Developing Performance Framework Scope Embed the DPF with all staff (teaching and ensuring alignment to school improvement priorities and individual needs. Teaching staff Performance Plans align with AITSL: Australian Professional Standards for Teachers Ongoing implementation Still to be implemented Ongoing implementation Proficiency Scales produced for each junior curriculum level Junior units of Mathematics re-written 5 Staff trained in classroom profiling and 2 Staff trained in essential skills Staff developed person DPF in alignment with AITSL standards Great People Principal Leadership & Performance Lead Teaching and Learning Develop self and others Learning Communities Principal Performance Development Plan in place with ARD with clearly identified leadership focus. (A/Principal to continue their Maters of Education Studies) Develop capacity amongst potential future leaders and provide opportunities for aspirants as they arise. Identify aspirants and develop strategies for these staff to grow. Principal has PDP in place and continues with tertiary studies Leadership roles were further developed to build staff capacity High Standards School Performance Know your data Explicit Improvement Agenda Analyse whole school trends to develop an explicit improvement agenda Articulate a whole school improvement agenda that is shared and known by all in the school community and overtly and rigorously enacted. An Explicit Improvement Agenda was developed and shared across the school community
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