Build effective teaching teams and leadership capacity to maximize student learning by: Ensuring rigorous reflective practices re: teacher teaming and use of space Strengthen leadership capacity to mentor, coach and plan and to lead the improvement process Identify and articulate common understandings re: appropriate use of space and preferred teaching practice Focus Leadership and Professional Learning Team meeting agendas to meet the goals of the strategy. Engagement Attitudes to School Survey will be Build engaging and supportive learning relationships with To build positive, used to inform the effectiveness of the students, parents and staff by: supportive and engaging programs and processes offered at learning relationships with Strengthening student voice to empower students as To build a rich, relevant, our school using the 2014 results as students, parents and contributing citizens and building ownership of the learning challenging and the benchmark. staff. process, including student Feedback and goal setting, based stimulating learning on clear learning intentions, success criteria environment that promotes To build community In particular, the following variables knowledge of the school Build a school wide transition program that captures consistently high levels of will be highlighted: student engagement and curriculum model to successful attributes of current programs and activities. Student Motivation (2014) increase parents’ active parental involvement and Continue to provide a range of ICT across the school Improve student motivation from understanding and understanding of Completion of IEPS for ATSI (and PSD) children - using 4.34 (2014-14) curriculum and pedagogy. involvement in student funding to employ a class-based tutor learning. Learning Confidence (2014) Developing teacher skills in relation to individualised, improve learning confidence from personalised and differentiated learning 3.68 (2013/14) Cafe Reading implementation to continue and to be refined to ensure the needs of children are being met through Stimulating Learning (2014) engagement in Reading. improve stimulating learning from Focus on positive relationships with the school’s feeder 3.48 (2013/2014) Kindergartens and Secondary schools to minimize transition issues and cater for individual needs.\Developing student self -assessment & reflective practices Introducing 3 way interviews for students in Years 5 and 6 to increase both parent involvement and understanding of their child’s learning and student voice. Improve parent communication via the school website, school foyer displays, and parent information sessions.
Build effective teaching teams and leadership capacity to maximize student learning by: Ensuring rigorous reflective practices re: teacher teaming and use of space Strengthen leadership capacity to mentor, coach and plan and to lead the improvement process Identify and articulate common understandings re: appropriate use of space and preferred teaching practice Focus Leadership and Professional Learning Team meeting agendas to meet the goals of the strategy. Engagement To build a rich, relevant, challenging and stimulating learning environment that promotes consistently high levels of student engagement and parental involvement and understanding of curriculum and pedagogy. To build positive, supportive and engaging learning relationships with students, parents and staff. To build community knowledge of the school curriculum model to increase parents’ active understanding and involvement in student learning. Attitudes to School Survey will be used to inform the effectiveness of the programs and processes offered at our school using the 2014 results as the benchmark. In particular, the following variables will be highlighted: Student Motivation (2014) Improve student motivation from 4.34 (2014-14) Learning Confidence (2014) improve learning confidence from 3.68 (2013/14) Stimulating Learning (2014) improve stimulating learning from 3.48 (2013/2014) Build engaging and supportive learning relationships with students, parents and staff by: Strengthening student voice to empower students as contributing citizens and building ownership of the learning process, including student Feedback and goal setting, based on clear learning intentions, success criteria Build a school wide transition program that captures successful attributes of current programs and activities. Continue to provide a range of ICT across the school Completion of IEPS for ATSI (and PSD) children - using funding to employ a class-based tutor Developing teacher skills in relation to individualised, personalised and differentiated learning Cafe Reading implementation to continue and to be refined to ensure the needs of children are being met through engagement in Reading. Focus on positive relationships with the school’s feeder Kindergartens and Secondary schools to minimize transition issues and cater for individual needs.\Developing student self -assessment & reflective practices Introducing 3 way interviews for students in Years 5 and 6 to increase both parent involvement and understanding of their child’s learning and student voice. Improve parent communication via the school website, school foyer displays, and parent information sessions.
2015_2018_strategic_plan_.docx