2019 Annual Implementation Plan - STRATHMORE …...The PLC Initiative in semester 2 has provided our current and future PLC leaders the opportunity and time to build and refine shared

Strathmore North Primary School (4821) - 2019 - AIP - Overall Page 1

Submitted for review by Nicole Dimarco (School Principal) on 27 November, 2018 at 03:32 PM Endorsed by Allana Bryant (Senior Education Improvement Leader) on 18 December, 2018 at 10:19 PM Endorsed by Kate Maheras (School Council President) on 19 February, 2019 at 06:54 PM

2019 Annual Implementation Plan for improving student outcomes

Strathmore North Primary School (4821)

Strathmore North Primary School (4821) - 2019 - Self-evaluation Summary.docx Page 2

Self-evaluation Summary - 2019

FISO Improvement Model Dimensions

The 6 High-impact Improvement Initiatives are highlighted below in red. Self-evaluation Level

Ex

ce

lle

nc

e in

te

ac

hin

g a

nd

learn

in

g

Building practice excellence Embedding moving towards Excelling

Curriculum planning and assessment Embedding moving towards Excelling

Evidence-based high-impact teaching strategies Embedding moving towards Excelling

Evaluating impact on learning Embedding

Pro

fe

ss

io

na

l

lead

ersh

ip

Building leadership teams Embedding moving towards Excelling

Instructional and shared leadership Embedding moving towards Excelling

Strategic resource management Excelling

Vision, values and culture Evolving moving towards Embedding


Po

sitiv

e c

lim

ate

fo

r le

arn

in

g

Empowering students and building school pride Evolving moving towards Embedding

Setting expectations and promoting inclusion Evolving moving towards Embedding

Health and wellbeing Embedding moving towards Excelling

Intellectual engagement and self-awareness Evolving moving towards Embedding

Co

mm

un

ity

en

ga

ge

me

nt in

lea

rn

in

g

Building communities Evolving moving towards Embedding

Global citizenship Evolving moving towards Embedding

Networks with schools, services and agencies Embedding

Parents and carers as partners Embedding

Enter your reflective comments The two major highlights of 2018 in teaching and learning has been the implementation of the new spelling program and the refinement and focus of our work through the PLC structure. The spelling program success was due to the management of change for all teachers. This years implementation was the result of a two year process to research and identify the most effective program available, generating staff buy in through trials and evaluations as we as resources and coaching support to ensure effective implementation. One of the key outcomes was the growth in teacher confidence in the teaching of spelling and their knowledge of best practice in teaching spelling. The PLC Initiative in semester 2 has provided our current and future PLC leaders the opportunity and time to build and refine shared understandings of our PLC structure moving forward. The learning from this PL will drive a new body of work in 2019 for our PLCs with the focus on improved student learning outcomes. The curriculum mapping focus was on Writing. Over the year the staff were engaged in developing the Writing Continuums. We utilised the VCAA Learning Progression documents to support the development of this. Staff now use these for assessment, moderation, planning and goal setting. We are growing the opportunities for students to have voice and agency within their learning. The Year 6 service learning challenge has seen them offer inclusive lunchtime clubs for all students to provide opportunities for connection with peers.


We have had a number of students initiate and run small fundraising activities for community charities We have also had a student well being team who have provided feedback and suggestions regarding the opportunities for improvement from analysis of our Student Opinion Survey as well as feedback on policies such as IT and Student Engagement and Wellbeing. We will continue to build on our work in this area in 2019 as well as moving into our next Strategic Plan period.

Considerations for 2019 HITS and CITW to be embedded and tracked through planning docs, learning walks and PDP process. Continued focus on curriculum documentation - reading curriculum documentation is a focus. Development of a teaching and learning rubric based on best practice, outlining the CITW/HITS strategies - providing clarity on best practice at SNPS. Continued coaching in planning and classrooms. Continued investigation in the lesson structure using the DET Pedagogical Model document. Continue to monitor the SmartWords, Writing and Maths documentation and train new staff working with Julie Bradley, spelling consultant. The focus of staff PD in the meeting schedule will reflect the pedagogy of writing. Term 1 curriculum day will be run by Misty Adoniou who will focus on lifting the quality of writing through sentence level grammar and innovating on language structures through the use of mentor texts. Purchasing of mentor texts to support the work of Misty Adoniou. Continue LLI in 2019. Assessment of PLCs using the PLC Maturity Matrix. PLCs will implement the newly refined Action Research Cycle to improve the 'research' aspect of PLC. PDP goals will reflect a PLC smart goal reflecting research into the HITS implementation. The PLC discussions need to go deeper to include other teaching strategies when our current ones don't provide a lift in student outcomes Continue high visibility of the Welfare Officer, visiting classrooms, dealing with issues as they come to light. Continual development of relationships with parents. Continue to develop the service learning groups at lunchtimes and encourage students to raise funds for others in need. Leadership focus related to engagement in choice and celebration of learning, supported by curriculum coaches in planning. Classroom climate will have a focus in the Learning to Learn program. Within the 2019 School Review, we will need to make a decision on the welfare program in the school and whether to review our current school values.

Documents that support this plan

Strathmore North Primary School (4821) - 2019 - AIP - SSP Goals Targets and KIS

Page 5

SSP Goals Targets and KIS

Goal 1 Achievement Goal: To improve student performance in English and Maths so that it is equal to or above statistically similar schools.

Target 1.1 Teacher Judgements will show at least 12 months growth (1.0) in all areas of English and Maths each year.

Target 1.2 Teacher Judgements will show at least 35% above the standard expected in all areas Maths and 40% above the standard expected in all areas of English.

Target 1.3 Student achievement average scores in NAPLAN in all areas of English and Maths in Year 3 and Year 5 are within or above 0.2 standard deviations of similar schools each year.

Target 1.4 Percentage of students achieving high growth on NAPLAN relative growth matched cohort reports, is at or greater than 35% in each area identified below (state expected average is 25%).

Percentage of students achieving low growth on NAPLAN relative growth matched cohort reports, to be at or below 15% in each area identified below (state expected average is 25%).

Key Improvement Strategy 1.a

Building practice excellence Build consistent, high quality instructional practice for every teacher/staff member through implementing a research based instructional model P-6.

Key Improvement Strategy 1.b

Building practice excellence Develop a whole school approach to staff feedback and professional learning including classroom observations and walks to ensure staff accountability in achieving the school’s Strategic Plan goals and to strengthen the school’s succession planning and the capabilities of the leadership teams


Page 6

Key Improvement Strategy 1.c

Curriculum planning and assessment Build a guaranteed and viable curriculum for key learning domains and identify and implement essential learnings.

Key Improvement Strategy 1.d

Curriculum planning and assessment SNPS PLC model to be revised to investigate strategies for timely intervention to ensure mastery of identified essential learnings in Maths and English for all students.

Goal 2 Engagement Goal: To build greater student ownership of their learning by challenging and empowering students to drive learning outcomes.

Target 2.1 Scores in the Student Opinion Survey- Student Relationships and Wellbeing Factors are sustained at or above state and regional means over the life of the strategic plan.

Maintain and build the mean score and percent endorsement in the Staff Opinion Survey within the School Climate Module by 2019.

Target 2.2 Improve student confidence and attitudes to ICT measured in the annual school based survey over the life of the strategic plan.


Intellectual engagement and self-awareness

Build student ownership in their learning through the integration of the capabilities into our Science and Humanities/ Health units of work.

Goal 3 Wellbeing Goal: To develop resilient, confident, students who are responsible learners willing to take risks.

Target 3.1 Scores in the Student Opinion Survey- Student Relationships and Wellbeing Factors, are sustained at or above state and regional means and show improvement over the life of the strategic plan.


Page 7

Target 3.2 Improve the identified variable scores (Social skills, Student safety, Transitions) in the parent opinion survey by 2019.

Target 3.3 Reduce absenteeism by 10% across all year levels from 13.83 days (2014) to 12.5 days (2019).


Health and wellbeing Teach resilience through the development of a growth mind set for teachers and students.

Strathmore North Primary School (4821) - 2019 - AIP - Annual Goals Targets and KIS Page 2

Select Annual Goals and KIS

Four Year Strategic Goals Is this

selected for

focus this

year?

Four Year Strategic Targets 12 month target

The 12 month target is an incremental step towards meeting the 4-year target, using the same data set.

Achievement Goal: To improve student performance in English and Maths so that it is equal to or above statistically similar schools.

Yes Teacher Judgements will show at least 12 months growth (1.0) in all areas of English and Maths each year.

Teacher Judgements will show at least 12 months growth (1.0) in all areas of English and Maths each year.

Teacher Judgements will show at least 35% above the standard expected in all areas Maths and 40% above the standard expected in all areas of English.

Teacher Judgements will show at least 35% above the standard expected in all areas Maths and 40% above the standard expected in all areas of English.

Student achievement average scores in NAPLAN in all areas of English and Maths in Year 3 and Year 5 are within or above 0.2 standard deviations of similar schools each year.

Student achievement average scores in NAPLAN in all areas of English and Maths in Year 3 and Year 5 are within or above 0.2 standard deviations of similar schools each year.

Percentage of students achieving high growth on NAPLAN relative growth matched cohort reports, is at or greater than 35% in each area identified below (state expected average is 25%).

Percentage of students achieving high growth on NAPLAN relative growth matched cohort reports, is at or greater than 35% in each area identified below (state expected average is 25%). Percentage of students achieving low growth on NAPLAN relative growth


Percentage of students achieving low growth on NAPLAN relative growth matched cohort reports, to be at or below 15% in each area identified below (state expected average is 25%).

matched cohort reports, to be at or below 15% in each area identified below (state expected average is 25%).

Engagement Goal: To build greater student ownership of their learning by challenging and empowering students to drive learning outcomes.

No Scores in the Student Opinion Survey- Student Relationships and Wellbeing Factors are sustained at or above state and regional means over the life of the strategic plan.

Maintain and build the mean score and percent endorsement in the Staff Opinion Survey within the School Climate Module by 2019.

Improve student confidence and attitudes to ICT measured in the annual school based survey over the life of the strategic plan.

Wellbeing Goal: To develop resilient, confident, students who are responsible learners willing to take risks.

No Scores in the Student Opinion Survey- Student Relationships and Wellbeing Factors, are sustained at or above state and regional means and show improvement over the life of the strategic plan.

Improve the identified variable scores (Social skills, Student safety, Transitions) in the parent opinion survey by 2019.


Reduce absenteeism by 10% across all year levels from 13.83 days (2014) to 12.5 days (2019).


12 Month Target 1.1 Teacher Judgements will show at least 12 months growth (1.0) in all areas of English and Maths each year.

12 Month Target 1.2 Teacher Judgements will show at least 35% above the standard expected in all areas Maths and 40% above the standard expected in all areas of English.

12 Month Target 1.3 Student achievement average scores in NAPLAN in all areas of English and Maths in Year 3 and Year 5 are within or above 0.2 standard deviations of similar schools each year.

12 Month Target 1.4 Percentage of students achieving high growth on NAPLAN relative growth matched cohort reports, is at or greater than 35% in each area identified below (state expected average is 25%). Percentage of students achieving low growth on NAPLAN relative growth matched cohort reports, to be at or below 15% in each area identified below (state expected average is 25%).

Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1


Yes

KIS 2

Building practice excellence Develop a whole school approach to staff feedback and professional learning including classroom observations and walks to ensure staff accountability in achieving the school’s

Yes


Strategic Plan goals and to strengthen the school’s succession planning and the capabilities of the leadership teams

KIS 3

Curriculum planning and assessment Build a guaranteed and viable curriculum for key learning domains and identify and implement essential learnings.

Yes

KIS 4

Curriculum planning and assessment SNPS PLC model to be revised to investigate strategies for timely intervention to ensure mastery of identified essential learnings in Maths and English for all students.

Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

As we enter the final year of the current SP we continue a focus on Student Achievement and Teaching Excellence thorough the documentation of curriculum, instructional model, PLC cycle and implementation of our KIS. The KIS is the ongoing work of the school through the FISO improvement cycle. The SNPS PLC Model is a key driver of school improvement in the school and we know that the greatest difference in student outcomes will continue to be made by investing in the professional capabilities of our staff.

Strathmore North Primary School (4821) - 2019 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities


12 Month Target 1.1 Teacher Judgements will show at least 12 months growth (1.0) in all areas of English and Maths each year.

12 Month Target 1.2 Teacher Judgements will show at least 35% above the standard expected in all areas Maths and 40% above the standard expected in all areas of English.

12 Month Target 1.3 Student achievement average scores in NAPLAN in all areas of English and Maths in Year 3 and Year 5 are within or above 0.2 standard deviations of similar schools each year.

12 Month Target 1.4 Percentage of students achieving high growth on NAPLAN relative growth matched cohort reports, is at or greater than 35% in each area identified below (state expected average is 25%). Percentage of students achieving low growth on NAPLAN relative growth matched cohort reports, to be at or below 15% in each area identified below (state expected average is 25%).

KIS 1


Actions To continue to embed the HITS (CITW) strategies introduced and unpacked during 2016 - 2018 and link to DET Practice Principles document. Research and introduce an instructional model at the lesson/ unit planning level - link to DET Pedagogical Model document

Outcomes The HITS (CITW) in planning documents and practice and tracked through planning docs, learning walks and PDP process. The HITS (CITW) are visible in the classroom and whole school environment.

Success Indicators That individual teachers and PLCs will show evidence in their practice, planning, PDP evidence, work programs and PLC discussions and team minutes will show evidence of trialing, implementing and using these high impact strategies in their teaching. This will be an area of accountability in staff PDPs. The meeting schedule will show evidence of regular dedicated time to professional learning, including the sharing of practice. The Teaching and Learning handbook is regularly updated to reflect staff agreements made about implementation of these strategies. The Pedagogy Team minutes will show evidence of this team's work to drive this KIS.


Teacher journals, used as evidence in PDP discussions, will show evidence of staff key learnings and reflections of the professional learning undertaken about these high impact strategies. Coaching goals and feedback proforma developed and used in coaching sessions to track the goals and growth of individual staff.

Activities and Milestones Who Is this a PL

Priority

When Budget

In Term 1 new staff will be inducted in HITS (CITW) strategies. Key professional readings/ staff book are unpacked and linked to HITS (CITW) across the year. Revisit the HITS in the meeting schedule, PLC leaders, PLC planning sessions. Continued focus on curriculum documentation. Development of a teaching and learning rubric based on best practice, outlining the HITS (CITW) strategies. HITS links to DET Practice Principles in 2019. Continued coaching in planning and classrooms. Continued investigation in the lesson structure using the DET Pedagogical Model doc. Continuous links to HITS and Professional Practice Principles made in staff professional development. Continued coaching in planning and classrooms. Use the newsletter to inform and communicate to families our commitment to high quality teaching strategies to improve student outcomes.

þ Leadership Team þ PLC Leaders

þ Teacher(s)

þ PLP Priority

from: Term 1 to: Term 4

$0.00

¨ Equity funding will be used

Teaching staff professional review plans align with the embedding of HITS (CITW) implementation including a PDP goal for all staff regarding high impact teaching strategies being incorporated into practice.

þ Leadership Team þ Teacher(s)

þ PLP Priority


$0.00



KIS 2

Building practice excellence Develop a whole school approach to staff feedback and professional learning including classroom observations and walks to ensure staff accountability in achieving the school’s Strategic Plan goals and to strengthen the school’s succession planning and the capabilities of the leadership teams

Actions Continue to implement and refine the SNPS Professional Learning Walks model with staff involved in peer observation and reflection. Continue to link these walks to staff PDP goals, professional learning and succession planning. Use of PP days to have time to complete and also the opportunity to work with the Learning Specialist on these days by observing his/ her practice.

Outcomes The observational visits will improve staff pedagogical professional knowledge while the feedback visits will provide timely and specific feedback about the observed practice from peers. Our Learning Walks will support our staff to be reflective life long learners who can give and receive effective feedback.

Success Indicators SNPS paperwork required by staff as evidence of undertaking these walks with reflections on what they have learnt. Teacher journals, used as evidence in PDP discussions, will show evidence of staff key learnings and reflections of the professional learning undertaken to improve practice. Each staff member will be expected to undertake Learning Walks and will be accountable to this in their PDP plan as a goal alongside a focus for personal learning that can be actioned through these walks


Priority

When Budget

Professional Learning Walk discussed and linked to performance accountability through the PRP process. Continue to utilise departmental training and resources and update of current documentation to reflect the shift in our Professional Learning Walks process and practices - link to DET Peer Observation document. Staff make a minimum of four visits for the year with two focused on receiving feedback about own instructional practice. Evidence of visits and personal professional reflection documented by all staff in their learning journals and used as a basis of discussion in the PRP process. Continue to provide opportunities for staff to build their leadership capabilities e.g. attendance at Literacy Masters Course, etc. Learning Walks using our classroom environments as the 'third'

þ All Staff þ Leadership Team

þ Learning Specialist(s)

þ PLP Priority


$0.00



teacher - "What is visible is what we value" - What are the non negotiables visible in 2019?

KIS 3

Curriculum planning and assessment

Build a guaranteed and viable curriculum for key learning domains and identify and implement essential learnings.

Actions Focus on lifting the complexity of text students produce through innovation and explanation of mentor texts - implementing the professional learning from Misty Adoniou. Begin implementing and refining the SNPS Writing Continuum Maps, adjusting as necessary and sharing implementation for student goal setting and feedback. Monitor the implementation of the Maths Essential Learning Maps - continually refining for student, staff and parent use. Begin writing the SNPS Reading Continuum Maps.

Outcomes Improved curriculum knowledge for staff and clarity of content and expectations for everyone. Students will be able to articulate their writing goal.

Success Indicators Feedback from coaches in planning for Maths and English to monitor the implementation of Essential Learnings, Guaranteed Vocab and assessments. Implementation of SNPS Learning maps for Maths and Writing, monitored through PLC leaders, work programs and assessment data. Embedding of Smartwords Spelling program through induction, coaching and feedback. The Teaching and Learning handbook is regularly updated to reflect current information about staff expectations of the teaching of writing/ maths. The Pedagogy Team minutes will show evidence of this team's work to drive this KIS. Evidence of students using Learning maps for goal setting, feedback and learning reflection. Work programs show evidence of spelling and writing initiatives being implemented.


Priority

When Budget

The focus of staff PD in the meeting schedule will reflect the pedagogy of writing. Term 1 curriculum day will be run by Misty Adoniou who will focus on lifting the quality of writing through sentence level grammar and innovating on language structures through the use of mentor texts. Purchasing of mentor texts to support the work of Misty Adoniou.



þ Literacy Leader

þ PLP Priority


$4,000.00

þ Equity funding will be used


Continue to monitor the SmartWords program and train new staff working with Julie Bradley, spelling consultant. Writing and Maths Learning Maps implementation monitored and documentation updated as needed. Staff begin to develop Writing Units that will unpack the "Know, Understand and Do" of each one. Professional Learning centred around the best practice/ strategies for the teaching of writing/ spelling/ grammar. Reading Curriculum documentation is to be developed in 2019. Coaching for staff in planning and classrooms. Development of new SNPS coaching model using the GROW model as the basis of this to define - purpose, duration, questions and feedback for each coaching cycle

þ Numeracy Leader

Coaching for staff in planning and classrooms. Development of new SNPS coaching model using the GROW model as the basis of this to define - purpose, duration, questions and feedback for each coaching cycle

þ Leading Teacher(s) þ Teacher(s)

þ PLP Priority


$0.00


KIS 4

Curriculum planning and assessment

SNPS PLC model to be revised to investigate strategies for timely intervention to ensure mastery of identified essential learnings in Maths and English for all students.

Actions Refine the SNPS PLC Cycle to unpack and provide clarity around the action research model.

Outcomes The language and philosophy of Hattie's 8 Mindframes will be evident e.g. How has my teaching impacted student learning? Staff will trust each other to have informative and challenging professional conversations.

Success Indicators PPDP goals will reflect a PLC smart goal reflecting research into an identified opportunity for improvement - in the area of Writing. PLCs will implement the newly refined Action Research Cycle. PLC minutes and documents reflect expected guided data discussions, analysis and planning for differentiation. Data analysis from teams identifies students in need of support through the LLI program (reading/ writing/ word study).



Priority

When Budget

PD staff in ways to accommodate these students within our program delivery e.g. Timetables, helpers, staff expertise, intervention tools, shared teaching Evidence of initiatives by each PLC to provide timely intervention for those students who need more time and those that need extension Use of PLC Maturity matrix as a reflection and evaluation tool. PLCs support A.I.P. foci as key drivers of change in our school. Identified students via PLC data analysis are supported through the implementation of the LLI program - staffing supported by equity funding but also supplemented in SRP. LLLI program used to support students at risk of not making required growth in English. PLC Leaders leadership capacity supported with professional learning sessions with Chris Dacos (next tier of leadership support provided after McREL Balanced Leadership and PLC Initiative programs 2017/2018)


þ PLC Leaders

¨ PLP Priority


$9,162.50

þ Equity funding will be used

Strathmore North Primary School (4821) - 2019 - AIP - Equity Funding Planning Page 2

Equity Funding Planner

Equity Spending Totals Category Total proposed

budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $13,162.50 $13,162.50

Additional Equity funding $0.00 $0.00

Grand Total $13,162.50 $13,162.50

Activities and Milestones Activities and Milestones When Category Total proposed

budget ($)

Equity Spend ($)

The focus of staff PD in the meeting schedule will reflect the pedagogy of writing. Term 1 curriculum day will be run by Misty Adoniou who will focus on lifting the quality of writing through sentence level grammar and innovating on language structures through the use of mentor texts. Purchasing of mentor texts to support the work of Misty Adoniou. Continue to monitor the SmartWords program and train new staff working with Julie Bradley, spelling consultant. Writing and Maths Learning Maps implementation monitored and documentation updated as needed. Staff begin to develop Writing Units that will unpack the "Know, Understand and Do" of each one. Professional Learning centred around the best practice/ strategies for the teaching of writing/ spelling/ grammar. Reading Curriculum documentation is to be developed in 2019.


þ Other Cost of consultants - Misty Adoniou and Julie Bradley

$4,000.00 $4,000.00

Strathmore North Primary School (4821) - 2019 - AIP - Equity Funding Planning Page 3


PD staff in ways to accommodate these students within our program delivery e.g. Timetables, helpers, staff expertise, intervention tools, shared teaching Evidence of initiatives by each PLC to provide timely intervention for those students who need more time and those that need extension Use of PLC Maturity matrix as a reflection and evaluation tool. PLCs support A.I.P. foci as key drivers of change in our school. Identified students via PLC data analysis are supported through the implementation of the LLI program - staffing supported by equity funding but also supplemented in SRP. LLLI program used to support students at risk of not making required growth in English. PLC Leaders leadership capacity supported with professional learning sessions with Chris Dacos (next tier of leadership support provided after McREL Balanced Leadership and PLC Initiative programs 2017/2018)


þ School-based staffing þ Teaching and learning programs and resources

þ Professional development (excluding CRT costs and new FTE)

þ Other

Cost of Chris Dacos (2 sessions) and money contributing to staff cost of running LLI.

$9,162.50 $9,162.50

Totals $13,162.50 $13,162.50

Additional Equity spend

Outline here any additional Equity spend for 2019 When Category Total proposed

budget ($)

Equity Spend ($)

Totals $0.00 $0.00

Strathmore North Primary School (4821) - 2019 - AIP - Professional Learning Plan Page 2

Professional Learning and Development Plan

Professional Learning

Priority

Who

When

Key Professional Learning

Strategies

Organisational Structure Expertise Accessed Where

In Term 1 new staff will be inducted in HITS (CITW) strategies. Key professional readings/ staff book are unpacked and linked to HITS (CITW) across the year. Revisit the HITS in the meeting schedule, PLC leaders, PLC planning sessions. Continued focus on curriculum documentation. Development of a teaching and learning rubric based on best practice, outlining the HITS (CITW) strategies. HITS links to DET Practice Principles in 2019. Continued coaching in planning and classrooms. Continued investigation in the lesson structure using the DET Pedagogical Model doc. Continuous links to HITS and Professional Practice Principles made in staff professional development. Continued coaching in planning and classrooms. Use the newsletter to inform

þ Leadership Team þ PLC Leaders

þ Teacher(s)


þ Peer observation including feedback and reflection þ Formalised PLC/PLTs

þ Individualised Reflection

þ Professional Practice Day þ Formal School Meeting / Internal Professional Learning Sessions

þ Internal staff þ Learning Specialist

þ On-site


and communicate to families our commitment to high quality teaching strategies to improve student outcomes.

Teaching staff professional review plans align with the embedding of HITS (CITW) implementation including a PDP goal for all staff regarding high impact teaching strategies being incorporated into practice.

þ Leadership Team þ Teacher(s)


þ Peer observation including feedback and reflection þ Individualised Reflection

þ Demonstration lessons

þ Formal School Meeting / Internal Professional Learning Sessions

þ Internal staff þ On-site

Professional Learning Walk discussed and linked to performance accountability through the PRP process. Continue to utilise departmental training and resources and update of current documentation to reflect the shift in our Professional Learning Walks process and practices - link to DET Peer Observation document. Staff make a minimum of four visits for the year with two focused on receiving feedback about own instructional practice. Evidence of visits and personal professional reflection documented by all




þ Formalised PLC/PLTs þ Individualised Reflection


þ Professional Practice Day þ PLC/PLT Meeting

þ Internal staff þ Learning Specialist

þ Departmental resources

Department publications

þ On-site


staff in their learning journals and used as a basis of discussion in the PRP process. Continue to provide opportunities for staff to build their leadership capabilities e.g. attendance at Literacy Masters Course, etc. Learning Walks using our classroom environments as the 'third' teacher - "What is visible is what we value" - What are the non negotiables visible in 2019?

The focus of staff PD in the meeting schedule will reflect the pedagogy of writing. Term 1 curriculum day will be run by Misty Adoniou who will focus on lifting the quality of writing through sentence level grammar and innovating on language structures through the use of mentor texts. Purchasing of mentor texts to support the work of Misty Adoniou. Continue to monitor the SmartWords program and train new staff working with Julie Bradley, spelling consultant. Writing and Maths Learning Maps implementation monitored and documentation



þ Literacy Leader

þ Numeracy Leader


þ Planning þ Curriculum development

þ Formalised PLC/PLTs

þ Professional Practice Day þ Formal School Meeting / Internal Professional Learning Sessions

þ PLC/PLT Meeting

þ Internal staff þ External consultants

Julie Bradley - Smart Achievers Misty Adoniou

þ On-site


updated as needed. Staff begin to develop Writing Units that will unpack the "Know, Understand and Do" of each one. Professional Learning centred around the best practice/ strategies for the teaching of writing/ spelling/ grammar. Reading Curriculum documentation is to be developed in 2019. Coaching for staff in planning and classrooms. Development of new SNPS coaching model using the GROW model as the basis of this to define - purpose, duration, questions and feedback for each coaching cycle


þ Leading Teacher(s) þ Teacher(s)


þ Peer observation including feedback and reflection þ Individualised Reflection


þ Professional Practice Day þ PLC/PLT Meeting

þ Internal staff þ On-site