Self-evaluation Summary - 2018 Meadow Heights Primary School (5227) FISO Improvement Model Dimensions Self-evaluation Level The 6 High-impact Improvement Initiatives are highlighted below in red. Building practice excellence Evolving moving towards Embedding in Curriculum planning and assessment Evolving moving towards Embedding and high-impact teaching strategies Evolving moving towards Embedding learning Excellence teaching Evaluating impact on learning Evolving moving towards Embedding Building leadership teams Evolving moving towards Embedding Instructional and shared leadership Evolving moving towards Embedding Strategic resource management Embedding leadership Professional Vision, values and culture Embedding Empowering students and building school pride Emerging moving towards Evolving Setting expectations and promoting inclusion Emerging moving towards Evolving climate Health and wellbeing Embedding learning for Intellectual engagement and self-awareness Evolving Positive Building communities Evolving moving towards Embedding in Global citizenship Emerging moving towards Evolving Networks with schools, services and agencies Evolving learning Community engagement Parents and carers as partners Evolving Enter your reflective comments The school has clear goals and targets that support agreed FISO priorities above in numeracy, literacy and positive climate. Teachers used a variety of whole school based data in order to determine students’ points of need and growth in literacy and numeracy and wellbeing. These included Tier 1 data from NAPLAN, Tier 2 data from PAT Maths and Reading and Tier 3 data from school based
Self-evaluation Summary - 2018 Meadow Heights Primary School (5227) FISO Improvement Model Dimensions The 6 High-impact Improvement Initiatives are highlighted below in red. Self-evaluation Level Excellence in teaching and learning Building practice excellence Evolving moving towards Embedding Curriculum planning and assessment Evolving moving towards Embedding high-impact teaching strategies Evolving moving towards Embedding Evaluating impact on learning Evolving moving towards Embedding Professional leadership Building leadership teams Evolving moving towards Embedding Instructional and shared leadership Evolving moving towards Embedding Strategic resource management Embedding Vision, values and culture Embedding Positive climate for learning Empowering students and building school pride Emerging moving towards Evolving Setting expectations and promoting inclusion Emerging moving towards Evolving Health and wellbeing Embedding Intellectual engagement and self-awareness Evolving Community engagement in learning Building communities Evolving moving towards Embedding Global citizenship Emerging moving towards Evolving Networks with schools, services and agencies Evolving Parents and carers as partners Evolving Enter your reflective comments The school has clear goals and targets that support agreed FISO priorities above in numeracy, literacy and positive climate. Teachers used a variety of whole school based data in order to determine students’ points of need and growth in literacy and numeracy and wellbeing. These included Tier 1 data from NAPLAN, Tier 2 data from PAT Maths and Reading and Tier 3 data from school based
2018_annual_implementation_plan.docx