Focus Area 1 Teaching that both challenges and supports students relating to their experience, stage of development and background. A School-Wide Pedagogy Operational Strategies Indicators of success Teachers incorporate the School-Wide Pedagogy (SWP) into their teaching and learning programs. Collaborating Peer coaching teachers together and from one another by observation All teachers are using the SWP framework in delivering their lessons. – and reflective discussion. The SWP forms the basis of Performance Management for teachers All teachers engage in a minimum of 1 classroom visit each semester and Use a whole school approach to peer classroom observation to provide provide feedback and support for colleagues. robust, professional feedback (Focus 2014) Year 7(from 2015) and 8 Learning Teachers work and meet on a regular basis to discuss student progress and learning programs. Relevance Teachers connect learning to the world, life and the future. Teachers incorporate relevant examples in to teaching and learning programs and into classroom practice. Positive feedback from student surveys Reflecting Teachers reflect on their teaching and learning programs and student All staff use a reflective journal and reflective practices on a regular basis. achievement. All staff analyse student achievement data to inform their teaching practices. Engaging All teachers incorporate Cooperative Learning and Formative Assessment Teachers challenge and maintain student interest in their learning. strategies into their teaching and learning programs. Common literacy and numeracy strategies understood and used in all classes. Incorporate Australian Curriculum general capabilities and cross-curricula themes across Learning areas Positive feedback from student, parent surveys All teachers access Classroom Management Strategies (CMS) training and/or 100% of teachers have accessed CMS and/or graduate training by the end of graduate professional learning. 2016. (80% 2012) (90% 2013) Operational Strategies Indicators of success
Focus Area 1 Teaching A School-Wide Pedagogy that both challenges and supports students relating to their experience, stage of development and background. Operational Strategies Indicators of success Teachers incorporate the School-Wide Pedagogy (SWP) into their teaching and learning programs. Collaborating Peer coaching – teachers together and from one another by observation and reflective discussion. Use a whole school approach to peer classroom observation to provide robust, professional feedback (Focus 2014) Year 7(from 2015) and 8 Learning Relevance Teachers connect learning to the world, life and the future. Reflecting Teachers reflect on their teaching and learning programs and student achievement. Engaging Teachers challenge and maintain student interest in their learning. All teachers are using the SWP framework in delivering their lessons. The SWP forms the basis of Performance Management for teachers All teachers engage in a minimum of 1 classroom visit each semester and provide feedback and support for colleagues. Teachers work and meet on a regular basis to discuss student progress and learning programs. Teachers incorporate relevant examples in to teaching and learning programs and into classroom practice. Positive feedback from student surveys All staff use a reflective journal and reflective practices on a regular basis. All staff analyse student achievement data to inform their teaching practices. All teachers incorporate Cooperative Learning and Formative Assessment strategies into their teaching and learning programs. Common literacy and numeracy strategies understood and used in all classes. Incorporate Australian Curriculum general capabilities and cross-curricula themes across Learning areas Positive feedback from student, parent surveys All teachers access Classroom Management Strategies (CMS) training and/or graduate professional learning. 100% of teachers have accessed CMS and/or graduate training by the end of 2016. (80% 2012) (90% 2013) Operational Strategies Indicators of success
Business-Plan-2014-2016.docx