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? Initial Building practice excellence Teachers work together to review and develop their practice. They observe and provide feedback to each other, and make links between students’ progress data and their own professional learning needs. Schools periodically review the effectiveness of teaching and learning programs, and use this information to plan appropriate professional learning. 6 Months 12 Months learning Initial Curriculum planning and assessment and Schools allocate time and resources for the sharing of pedagogical content knowledge about the curriculum, the organisation of effective learning programs, and the planning of content-specific instruction. Schools encourage teachers to use formative assessment to identify gaps in students’ learning, and to monitor the progress of each student. They discuss learning goals and both formative and summative assessment results regularly with students and parents/carers. 6 Months teaching 12 Months in Initial high impact 6 Months teaching strategies 12 Months Excellence Initial Evaluating impact on learning 6 Months 12 Months Initial Building leadership teams Leaders prioritise collaborative professional learning, including observation and feedback, which is designed to help teaching teams at all levels to develop high-impact teaching approaches. They support teacher innovation, and ensure that ideas and findings are shared with other teachers. Leaders create a culture of respectful relationships and valuing of learning time throughout the school community, with clear communication structures. 6 Months 12 Months Initial Instructional and shared leadership 6 Months leadership 12 Months Initial Strategic resource 6 Months management 12 Months Professional Initial Vision, values and culture 6 Months 12 Months Initial Empowering students and building school pride Schools positive relationships with students, and set high expectations for their learning including encouraging students to set their own learning goals. – climate Students can influence school policies and programs of learning through formal processes such as opinion surveys and student councils. 6 Months learning 12 Months for Positive
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 Initial Teachers work together to review and develop their practice. They observe and provide feedback to each other, and make links between students’ progress data and their own professional learning needs. Schools periodically review the effectiveness of teaching and learning programs, and use this information to plan appropriate professional learning. 6 Months 12 Months Curriculum planning and assessment Initial Schools allocate time and resources for the sharing of pedagogical content knowledge about the curriculum, the organisation of effective learning programs, and the planning of content-specific instruction. Schools encourage teachers to use formative assessment to identify gaps in students’ learning, and to monitor the progress of each student. They discuss learning goals and both formative and summative assessment results regularly with students and parents/carers. 6 Months 12 Months high impact teaching strategies Initial 6 Months 12 Months Evaluating impact on learning Initial 6 Months 12 Months Professional leadership Building leadership teams Initial Leaders prioritise collaborative professional learning, including observation and feedback, which is designed to help teaching teams at all levels to develop high-impact teaching approaches. They support teacher innovation, and ensure that ideas and findings are shared with other teachers. Leaders create a culture of respectful relationships and valuing of learning time throughout the school community, with clear communication structures. 6 Months 12 Months Instructional and shared leadership Initial 6 Months 12 Months Strategic resource management Initial 6 Months 12 Months Vision, values and culture Initial 6 Months 12 Months Positive climate for learning Empowering students and building school pride Initial Schools positive relationships with students, and set high expectations for their learning – including encouraging students to set their own learning goals. Students can influence school policies and programs of learning through formal processes such as opinion surveys and student councils. 6 Months 12 Months
WSC_AIP_2017.docx