Productivity Key improvement strategies Productivity refers to the effective allocation and use of resources, supported by evidence and adapted Key improvement strategies are the high-level actions that to the unique contexts of each school. the school will undertake to achieve its goals and targets. They represent the sequential process of change that will need to occur if the goals and targets are to be realised. Key Successful productivity outcomes exist when a school uses its resources people, time, space, – improvement strategies are broad and are likely to take funding, facilities, community expertise, professional learning, class structures, timetables, individual several years to implement successfully and sustainably. learning plans and facilities to the best possible effect and in the best possible combination to Implementation of the key improvement strategies will be – documented in detail through the school’s Annual support improved student outcomes and achieve its goals and targets. Implementation Planning process. Goals To make the best use of the resources available to the school Teams will be planning using consistent documentation Goals are aspirational statements. (human, physical, financial, time, space and materials) to based on the Professional Learning Community model They define what outcomes the school maximise learning outcomes for students. across the school. is striving to achieve. Goals evolve from the school’s purpose, values and Leadership will be distributed across the school in key context and build on the analysis of strategic areas. student outcomes undertaken through the self-evaluation and review A whole school professional learning plan will have been processes. developed that aligns school improvement goals and staff Targets Highly effective teaching and learning teams developed performance with targeted professional development. Targets are defined measures of the through providing time to support teachers to: plan, assess successful achievement of the and moderate together from the commencement of term 1, Commence the process to become an accredited school’s goals. Targets can take a 2016 using the PLC model. Professional Learning Community. number of forms and may focus on the outcomes achieved by all students, To identify and develop leadership capacities and roles within such as the learning growth all the school. students will be expected to achieve, or on the outcomes of a smaller group of students. Actions Success criteria Actions are the specific activities to be undertaken in each Success criteria are markers of success. They are useful in year to progress the key improvement strategies. may demonstrating whether the strategies and actions have been successful. Success criteria reflect observable changes
Productivity Productivity refers to the effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school. Successful productivity outcomes exist when a school uses its resources – people, time, space, funding, facilities, community expertise, professional learning, class structures, timetables, individual learning plans and facilities – to the best possible effect and in the best possible combination to support improved student outcomes and achieve its goals and targets. Key improvement strategies Key improvement strategies are the high-level actions that the school will undertake to achieve its goals and targets. They represent the sequential process of change that will need to occur if the goals and targets are to be realised. Key improvement strategies are broad and are likely to take several years to implement successfully and sustainably. Implementation of the key improvement strategies will be documented in detail through the school’s Annual Implementation Planning process. Goals Goals are aspirational statements. They define what outcomes the school is striving to achieve. Goals evolve from the school’s purpose, values and context and build on the analysis of student outcomes undertaken through the self-evaluation and review processes. To make the best use of the resources available to the school (human, physical, financial, time, space and materials) to maximise learning outcomes for students. Teams will be planning using consistent documentation based on the Professional Learning Community model across the school. Leadership will be distributed across the school in key strategic areas. A whole school professional learning plan will have been developed that aligns school improvement goals and staff performance with targeted professional development. Commence the process to become an accredited Professional Learning Community. Targets Targets are defined measures of the successful achievement of the school’s goals. Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to achieve, or on the outcomes of a smaller group of students. Highly effective teaching and learning teams developed through providing time to support teachers to: plan, assess and moderate together from the commencement of term 1, 2016 using the PLC model. To identify and develop leadership capacities and roles within the school. Actions Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. may Success criteria Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria reflect observable changes
201619__school_strategic_plan.docx