Myrtle Bay PS - Evidence Set...4. Low Level Adjustment for Disability Funding . 5. Support for Beginning Teachers. $3000 Kate $3000 Tina $500 Kate $500 Tina 6. Other Key School Operational

Data Sample

Myrtle Bay Public School

To support the case study of:

Effective Classroom Practice

Sustaining and Growing

Note: the following document contains samples of the actual data the school drew upon in their self-assessment. This is not an example of an evidence set for external validation. For more information about external validation, visit self-assessment and external validation on the evidence guide website.

https://education.nsw.gov.au/sef-evidence-guide/how-to-use-this-site/self-assessment-and-external-validation

00 SLSO

Myrtle Bay Public School 2016 Budget - DRAFT

Priority Area: Staffing

Funding Source: RAM, QTSS, Integration Funding Support, Beginning Teacher Time, Disability Adjustment, Location.

Integration Funding Support: Ryan BS = $1000 Integration Meetings / $19,0 between 40 weeks = $425 per week; $45 hr is 10.5 hours/ Rhiannon SC=$4000 Integration Meetings/ $41,000 SLSO between 40 weeks, $1025 per week; $45 hr is 22.7 or 22.5 hours per week. Solomon = $1000 Integration Meeting, $23K or $575 wk, 12.7 = 12.5 hours per week.

Funding Source

PL_106033: Salaries teacher (Teacher relief for PL, planning attendance,) @ $500/day)

PL_ 106034: Salaries Non-Teaching Staff (SASS Relief) @$275/day

PL_106048: Learning (Consumables, textbooks, awards & resources)

PL_106052: Fees for Services Rendered (Course Fees)

PL_106038: Travel – Professional Learning (Airfares and Accommodation)

PL_106038: Travel – Excursions (Bus Hire) Total Cost

Executive $391,236+ $161,149 $552386 SASS $70,918+ $77,386 $148304 GA $33106 $33106 Teachers $1,431,353 $1,431,353 Location $6150 RFF top up $6150 (of $56,891) Counsellor $102,021 $102, 021 Reading Recovery ($40,808)*Provided ($40,808)

LAST (1.2) $122,425 $122,425 Integration Funding Support

(Ryan BS = $1000) (Rhiannon SC=$4000) (Solomon = $1000)

$19,000 (10.5h/w) $41,000(22.5 h/w) $23,000(12.5 h/w)

$60,226 (of $65,226)

Support Class $221,181 $115,173 ($600) $336,354

OTH

ER

QTSS RFF $14283 $14283

Beginning Teacher

$35000 (0.315) $35000

Low Level Adjustment Disability

$30,000 Temp Staff ($7,714 flexible)

$37,714

(of $51,114) Location Allocation

$45,000 $45,000 (of $56,891)

TOTAL (SLSOs$37,714 Disability, $2390 Norta Norta, $1483 ELP, 10.5/22.5/12.5hr/wk)

Myrtle Bay Public School 2016 Budget

Priority Area: Administration

Funding Source: RAM, Low Level Disability Adjustment.

Funding Source







Global Fund Base $1050 $1050 Gas and Electricity $27,660 $27,660 Rates/Sewerage $15,695 $15,695 Total Base $7351 $7351 Maintenance $8384 $8384 Utilities (Base/Staff/Enrolments)

$2984/ $6284/ $4965

$14,223

Hygiene Grant $133 $133 Security Banking $3956 $3956 Low Level Disability Adjustment Other $4311 $4311 Sundry $600 $600 Canteen Income $1000 $1000

OOSH Income $1200 $1200

Uniform Shop Income

$4000 $4000

Myrtle Bay Public School 2016 Budget Priority Area: Educational Delivery Funding Source: Low Level Disability Adjustment, RAM, Location, NEW Per Capita.

Funding Source







Classroom Resources $3442 Paper $4000 *Table 1.1 $10,000 Photocopiers

($7500 Reading Eggs & Mathletics)

$17,442 (of $24,942)

Additional $50 Per Student

$7900 *Table 1.2 $11450 *Table 1.3

$19,350 ($19350)

PL (all staff) Notebook development 16 days = $8000;Coaching 2 dayx2= $2000 ($10K IEP online);(PBL T4 $3500); (High School Transition Units $1000);Coach Accx2 $2000; Other $3000

Wollongong SASS Conference $550 Unplanned SASS PL $5000

Coaching $1600 ($3400 IEP Online) (PBL T4 $770) Unplanned Teacher PL $1000 Unplanned SASS PL $794

Coaching Wes $600 Wollongong SASS $600

Coaching Wes $600 $32,314 (of $32,314)

Low Level Disability (Sick Leave $10,000) (Sick Leave $5500) (of $51,114)

Computer Coordinator $2000 $7086 $9086 Location PPA Bay $500; PPA State

$1500;SCLC Meetings $2500;Network Meetings $2000;PPA Meetings $1500;(LOTE $45,000)

SASSPA $500 PPA Bay $300 PPA State $1500 SASSPA $691

PPA State $400 $56,891 (of $56,891)

SASS Relief (in RAM) $4660- $527 ($4133) $100,436 Teacher Relief(RAM) $65,794 - $4,588 ($61206)

Additional Leave $19,597 (New Per Capita Allocation) + $15,500 (Low Level Disability Adjustment) ($35,097) TOTAL

*Table 1.1 - Classroom Resources Semester Visual Arts Music Dance Science History Sport/PE Library

1 $500+ Profits $700 + Profits $300 $250 $250 $500 $1000 2 - - - - - - $500 + Bookfair

*Table 1.2 - Additional $50 Per Student Funds = $20 per child = $7900 Semester ES1/Stage 1 Stage 2 Stage 3 Support Classes

N/A 149 x $2980 122 x $2440 111 x $2200 14 x $280 + ($600) + ($222) = $1102 *Table 1.3 - Additional $50 Per Student Funds = $25 per child =

Semester Line Marking Berrambool Fees PSSA Team Levy PSSA Levy SCLC Student Levy Kindy Orien./Best Start Japanese Other

N/A $500 $400 $110 $1500 $2400 $3000/$1500 $1000 $1040


Priority Area/Strategic Direction 1: 1 – Effective and Equitable Literacy and Numeracy Practices

Funding Source:

Funding Source







1. Aboriginal Background Funding

NIL NIL

2. English Language Proficiency Funding

$1000 (2 days) $483 $1483

3. Socio-economic Background Funding

Tech Devices $10,500 Apps $2000

$13,400 (of $25,632)

4. Low Level Adjustment for Disability Funding

IEP Online $10,000 ($30,000 Temp Staff) $7,714 flexible

IEP Online $3400 $21,114 (of $51,114)

5. Support for Beginning Teachers

$3000 Kate $3000 Tina

6. Other Key School Operational Area (ie Norta Norta or Community Sources)

$2390 Norta Norta $1483 Eng. Lang, Proficiency

(Classroom Resources $7500 Reading Eggs/Mathletics)

$1373

7. OTHER: Professional Learning

20 days = $10,000 PL Funding for IEP Online Learning-PL

$3400 IEP Online Learning

$13,400 (of $32,314)

Literacy and Numeracy Funding

Reading Eggs and Mathletics $7600

Soundwaves $336 Fast ForWord $3120 (12 chn)

(of $14,576)


Priority Area/Strategic Direction 2: 2 – Confidence, Creativity and Resilience

Funding Source:

Funding Source







1. Aboriginal Background Funding.

2. English Language Proficiency Funding.

3. Socio-economic Background Funding.

4. Low Level Adjustment for Disability Funding.

5. Support for Beginning Teachers.

6. Other Key School Operational Area (ie Norta Norta or Community Sources).

7. OTHER: TPL

(PBL T4 $3500 from TPL)

(PBL T4 $770 from TPL)

$4270 (of $32,314)

Classroom Resources PBL Coach Training $500

PBL Coach Training $140

$7500

TOTAL


Priority Area/Strategic Direction 3: 3 – Informed Leaders and Active Community Partnerships Funding Source: Community Connections Grant, Aboriginal Equity Funding, Socio-Economic Loading, Location Funds

Funding Source







1. Aboriginal Background Funding.

$13,869 ($578 per 24 students)

2. English Language Proficiency Funding.

3. Socio-economic Uniform/Supplies Orientation/Sports Excursion Support $10,632 (of $25,632) Background Student BBQs $1000 $4000 Funding. Assistance $4000;

Lunches $1632 4. Low Level

Adjustment for Disability Funding.

5. Support for Beginning Teachers.

$3000 Kate $3000 Tina

$500 Kate $500 Tina

6. Other Key School Operational Area (ie Norta Norta or Community

(PL High School Transition Units $2000)

In2Uni Bus Community Sources). $500 Connections Grant

HS Transition $12,333.20 Bus $500

7. OTHER: Location Funding

$45,000 LOTE $45,000 (of $56,891)

School Plan 2015 – 2017 Myrtle Bay Public School

Updated 1.11.15 - Planning template: V2.0

School Background 2015 - 2017

School vision statement

Myrtle Bay Public School aims to provide an environment where achieving one’s best is inevitable.

Our staff members work collaboratively with parents,

caregivers, school networks and the community to educate and

empower our children to be committed learners who develop

resilience, creativity, literacy and numeracy skills, leadership

and learning ability for life.

Our school values:

Responsibility – Doing the right thing at the right time;

Respect – Treating others how you would like to be treated;

Resilience – Dealing with life’s challenges and staying positive.

Understanding social complexities, equity, democracy, respect

and environmental issues are of importance when educating

and engaging children as well as when developing learners who

embrace opportunities, make rational decisions and accept

responsibility.

Changes in international mobility, the influences of Asian

Nations together with globalisation and technological

enhancements are all having an impact on people, children,

learning and future opportunities/employment, as outlined in

the Melbourne Declaration. It is through this School Plan that

Myrtle Bay Public School will strive to achieve the goals of the

Melbourne Declaration:

1. Promoting equity and excellence; and

2. Ensuring learners become successful, confident, creative and actively informed in their education.

School context

Myrtle Bay Public School is situated in the heart of Myrtle Bay, the coastal tourism area of NSW. The school’s enrolment is 387 students. Enrolments include mainstream students, gifted and talented students, Aboriginal students (9%), students who are from non-English speaking backgrounds (5%) as well as students with learning disabilities, some of whom access additional support whilst working within one of our school’s two support classes.

The school has embraced innovative technology, has first class facilities and award winning staff and programs. Staff have been recognised for their outstanding efforts in embracing public education and the school itself has been recognised for Excellence In Teaching and Learning as a result of implementing its whole-school synthetic phonics program.

Myrtle Bay Public School continues to be committed to excellence, opportunity and success. The school provides a caring, friendly environment in which students experience a variety of academic and extracurricular activities designed to cater for their individual needs. Our students reach the highest level in a range of sporting, performing arts and academic ventures.

The school continues to foster a productive partnership between the community, parents, students and staff in a climate characterised by flexibility, commitment and teamwork. Myrtle Bay Public School is a proud member of the Learning Community and extended Coast Network.

School planning process

Consultative decision making drives planning and initiatives in all areas of school life at Myrtle Bay Public School. As a result this School Plan has been created following:

Development of the school’s vision, purpose and values through staff, Parents & Citizens, community and Student Representative Council (SRC) consultation. Engagement with the Melbourne Declaration to readdress the school’s vision in response to whole-school evaluations on: Teaching (the Tell Them From Me survey); Positive Behaviour for Learning (PBL); Literacy and Numeracy teaching, resources and learning; Attendance; and Wellbeing and Mental Health (Kids Matter survey). Embracing the School Excellence Framework to set high expectations and improvement measures that align with the Department of Education and Community’s (DECs) reforms and priorities. Staff meetings and evaluations using quality improvement tools, such as when completing Strengths, Weaknesses, Opportunities and Threats (SWOT) charts to evaluate practice and facilitate change. Community consultation meetings, whereby parents, caregivers and community members were invited to give feedback on assessment data, school programs and proposed initiatives whist also offering suggestions for improvement. Discussion and consultation with local preschools and early childhood centres/services, incoming 2015 Kindergarten Parents/Caregivers, local partner schools and high schools and the Aboriginal Education Consultative Group (AECG).

Participation in developing a Learning Community (LC)

and the LC strategic directions and milestones.

Evaluation of staff Performance Development Plans.

Extensive evaluation and discussion regarding internal and external student achievement data, looking at benchmarks, school trends and student growth.

Myrtle Bay Public School -

Page 2 Planning template – V2.0

School Strategic Directions 2015 - 2017

STRATEGIC DIRECTION 1

Effective and Equitable Literacy

and NumeracyPractices


Confidence, Creativity and Resilience


Informed Leaders and Active Community

Partnerships

Purpose:

To ensure access to exemplary literacy and numeracy programs is equitable and

consistent for all students and that programs are delivered at a high standard by staff and community members who ensure learning is

personalised, purposeful, engaging and developmentally appropriate.

Purpose:

To provide an environment where achieving one’s best is inevitable so children are

empowered to be committed learners who develop confidence, creativity and leadership skills for life as well as a sense of self-worth,

self-awareness, empathy and respect.

Purpose:

To develop strong, successful partnerships with parents, caregivers, community, support

personnel and partner schools to ensure effective and consistent educational delivery, shared expertise and professional practice.



Strategic Direction 1: Effective and Equitable Literacy and Numeracy Practices

Purpose

To ensure access to exemplary literacy and numeracy programs is equitable and consistent for all students, delivered at a high standard by staff and community members who ensure learning is personalised, purposeful, engaging and developmentally appropriate. Improvement Measures

By the end of 2017, 50% of Year 3students and 40% of Year 5 students (2015-2017 average) will be proficient in reading, spelling, grammar and punctuation as identified in NAPLAN, and Aboriginal students will be recognised in the proficient cohort.

By the end of 2017, 40% of Year 3students (on average from 2015-2017) will be proficient in numeracy as identified in NAPLAN. Aboriginal students will be recognised in the proficient cohorts in both Year 3 and 5 and Year 5 students will meet or exceed the state average (DEC schools) by the end of 2017.

Less than 10% of students will be at or below minimum standards in reading in Years 3 and 5 by the end of 2017.

Survey data identifies that 100% ofteachers follow the school’s Scope and Sequence (S&S) for Assessment, understand and have confidence in assessing students using the Literacy and Numeracy Continuums, Synthetic Phonics Program and the Plotted Literacy and Numeracy

People

Students:

Access Learning Support Team (LST) programs and intervention if not meeting individual targets. Set learning goals and plan for improvement by reflecting on their achievement, assessments, learning, skills and feedback. Have a clear understanding of how to improve their learning.

Staff:

Understand the experiences, skills and knowledge children bring to school and draw on such to engage children in rich, explicit evidence-based learning, developing vital skills for now and the future. Engage parents as active participants in their child’s learning. Evaluate the effectiveness of their teaching through analysis of student engagement, learning growth and outcomes to differentiate curriculum, teaching and feedback to meet individual students’ needs.

Parents:

Understand, are informed of, and discuss their child’s progress and support needs to assist in progressing them to the next level.

Community Partners:

Demonstrate commitment to strengthen and deliver on school learning priorities.

Leaders:

Foster a culture of high expectations, coaching and a shared responsibility for student engagement, learning and success. Enable a self-sustaining and self-improving community that will continue to support high levels of learning as a legacy. Demonstrate evidence-based instructional leadership and use data to inform decision-making.

Processes 1.Differentiated, effective and equitable

access to literacy teaching and learning -

Through:

Effective PLAN and Continuum use. Whole school implementation of MPS Synthetic Phonics program in reading, spelling and writing. MultiLit, MiniLit and MultiLit Word Attack program implementation. Fast ForWord learning assistance. Reading Eggs and Soundwaves resource program use.

2.Differentiated, effective and equitable

access to numeracy teaching and

learning – Through:

Effective PLAN and Continuum use. Implementation of Targeting Early Numeracy (TEN) and Taking Off With Numeracy (TOWN) programs. Mathletics resource program use.

3.Quality teaching (QT) / learning support

in all curriculum areas for students at all

achievement levels-Through:

Differentiation support and planningresource use, including Personal LearningPlans (PLPs), Individual Education Plans (IEPs) and Behaviour Plans. Effective development and teaching of theAustralian Curriculum. Programs for Gifted and Talented (GATS)students. Utilising National Consistent Collection of Disability Data evidence. Engagement with Quality Teaching Model(QT Model) to support PDFs and lesson feedback.

Evaluation Plan:

Analysis of internal and external assessment data to monitor, track and report on student performance, growth and trends. Whole-school Focus on Teaching, Focus on Learning and School Map Teaching surveys.

Products and Practices

Products:

By the end of 2017, 50% of Year 3 students and 40% of Year 5 students will be proficient in reading, spelling, grammar and punctuation as identified in NAPLAN, and Aboriginal students will be recognised in the proficient cohort.

By the end of 2017, 40% of Year 3 students will be proficient in numeracy as identified in NAPLAN. Aboriginal students will be recognised in the proficient cohorts and Year 5 students will meet or exceed the state average.

Less than 10% of students will be at or below minimum standards in reading in Years 3 and 5 by the end of 2017.

Survey data identifies that 100% of teachers follow the school’s Scope and Sequence for Assessment, understand and have confidence in assessing students using the Literacy and Numeracy Continuums, Synthetic Phonics Program and the Plotted Literacy and Numeracy (PLAN) resource.

K-6 History and Science is integrated into the school’s Teaching & Learning S&S,

Systematic policies, programs and processes are in place to identify and address needs. Practices:

There is a school-wide collective responsibility forstudent learning and success, with high levels of student, staff and community engagement.

QT and professional practice are evident in all learning environments.

Individual learning is supported by effective use ofschool, system and community expertise; understanding of data; and resource use through contextual decision-making/planning.

Staff Meetings and Parent Information Sessions areheld to analyse internal and external student and school performance data.

Curriculum delivery integrates technology, library and information services and includes innovative delivery mechanisms.

Curriculum provision meets community needs andexpectations and provides equitable opportunities.

(PLAN) resource. Myrtle Bay Public School


Strategic Direction 2: Confidence, Creativity and Resilience

Purpose

To provide an environment where achieving one’s best is inevitable so children are empowered to be committed learners who develop confidence, creativity and leadership skills for life while at the same time having a sense of self-worth, self-awareness, empathy and respect.

Improvement Measures

Student attendance will increase from 94% (2014) to 96% average (from 2015 to 2017) for those who aren’t exempt from attending.

100% of staff implement Positive Behaviour for Learning (PBL) and Kids Matter initiatives within their classroom and other school settings as evidenced in teaching and learning programs.

Reduced suspensions for mainstream students from 2015-2017 compared with a 2012-2014 total of 32.

\

Survey data indicates 100% of staff understand and have the confidence to implement the Every Student Every School reform and National Disability Data Collection (NDDC). Students are perceived to almost always take responsibility (80% Years 3-6, 60% Years K-2) and risks (60% 3-6 and 50% K-2) with learning as identified in School Map data (2012 data was 28% and 38%) respectively.

People

Students:

Build their understanding to make sense of their world. Demonstrate confidence, motivation and personal resources for future success, creativity and wellbeing. Demonstrate positive and respectful relationships. Care for self and contribute to the wellbeing of others and the wider community.

Staff:

Show commitment to nurturing, guiding, inspiring and challenging students to find the joy in learning. Know and understand each child and how they develop their individual potential. Understand engagement and learning are related and communicate priorities for strengthening both. Explicitly teach behaviour expectations relating to all school settings. Promote student wellbeing and ensure good conditions for student learning. Teach students to accept responsibility for their behaviours as appropriate to their age and level of understanding.

Parents:

Provide constructive feedback on school welfare and PBL initiatives, practice and procedures.

Community Partners:

Work with the school to maximise student engagement through wellbeing initiatives.

Leaders:

Ensure staff maintain currency of knowledge about requirements to meet obligations under Keeping Them Safe.

Ensure the school provides a range of extra-curricular offerings for student development.

Processes 1. Engagement with Kids Matter to

support children and their

families/caregivers - Through:

Staff Professional Learning (PL) and understanding of school needs. Mental Health (MH), welfare and student financial assistance support. Implementation of the Cool Kids program for those with anxiety. Education sessions for parents, caregivers and the community.

2. Development of effective

Positive Behaviour for Learning (PBL)

systems – Through:

Whole-school behaviour lesson implementation and discussion. Engagement with LMBR/SALM. Attendance support programs. Quality communication and promotions. Awards and achievement celebrations. Behaviour consequence support. Peer mentoring/coaching. SRC and School Parliament programs.

3. Provision of significant extra-

curricular opportunities, particularly in

the arts - Through:

Entry in Multicultural Public Speaking and the Premier’s Spelling competitions. Implementation of a K-6 CAPA release from face-to-face teaching program. Musical theatre, band, instrument tutorial group programs. K-6 Art Show, K-6 Musical Showcase and (LC) arts program opportunities.

Evaluation Plan:

Analysis of internal and external attendance and LMBR data to monitor, track and report on trends and improve systems and procedures. Whole-school Kids Matter, PBL Set Data and the High Performance Quality of School Life surveys.


Products:

Student attendance will increase from 94% (2014) to96% average (from 2015 to 2017) for those who aren’t exempt from attending. 100% of staff implement PBL and Kids Matter

initiatives within their classroom/other school settings as measured by internal survey data. Reduced suspensions for mainstream students from

2015-2017 compared with a 2012-2014 total of 32. Survey data indicates 100% of staff understand and

have the confidence to implement the Every Student Every School reform and National Disability Data Collection (NDDC). Students are perceived to almost always take

responsibility (80% Years 3-6, 60% Years K-2) and risks (60% 3-6 and 50% K-2) with learning as identified in School Map data (2012 data was 28% and 38%) respectively. The school has in place the comprehensive and

inclusive Kids Matter framework to support the cognitive, emotional, social, physical and spiritual wellbeing of students, which measurably improves wellbeing. Practices:

Attendance rates are regularly monitored and actions taken promptly to address issues. Students, staff and the broader community

understand the behaviours, attitudes and expectations that enhance wellbeing and lead to improved student outcomes. Consistent implementation of a whole-school

approach to wellbeing, with clearly defined behavioural expectations, that creates a positive teaching and learning environment.

Extra-curricular learning opportunities are significant, support student development, and are strongly aligned with the school’s vision, values and priorities. All classrooms are well-managed, with well-planned

teaching taking place, so that students can engage in learning productively with minimal disruption. Technology is integrated effectively in teaching and

learning and is accessible to all. Parent representatives regularly meet with PBL and

Kids Matter Leaders to drive program implementation.



Strategic Direction 3: Informed Leaders and Active Community Partnerships Purpose

To develop strong, successful partnerships with parents, caregivers, community, support personnel and partner schools to ensure effective and consistent educational delivery, shared expertise and professional practice.

Improvement Measures

Staff attainment of professional learning goals and teaching requirements, as measured in their Professional Learning and Performance Development Plans.

80% of staff have participated in a GROW(TH) Coaching Workshop.

Staff attend each P&C, LEARNING COMMUNITY (LC), Network, COS, Primary Principal’s Association (PPA) and AECG Meeting.

People Students:

Benefit from the school’s planned and proactive engagement with parents and the broader community. Demonstrate self-awareness, build positive relationships and actively contribute to the school community and society in which they live.

Staff:

Support children to make successful transitions to future learning/employment, with the skills to make informed contributions as citizens and leaders. Demonstrate high levels of professionalism and commitment. Take shared responsibility for student improvement and contribute to a transparent learning culture, including through the observation of each others’ practice. Encourage students to recognise and respect cultural identity and diversity. Involve students and parents in planning to support students as they progress through stages of education, and evidence such in their PLP/PDF meetings. Work beyond their classrooms, the school and within networks to contribute to broader school programs.

Parents/ Community Partners:

Engage in a wide range of school-related activities.

Leaders:

Ensure operational issues, such as resourceallocation and accountability requirements, serve the overarching strategic vision of the school community.

Plan for effective student transition. Enhance curriculum provision through alliances with schools and organisations.

Support teachers to pursue higher levels of accreditation.

Support colleagues using GROWTH Coaching and Covey Leadership strategies and resources.

Processes 1. Active and engaging

community partnerships - Through:

Regular attendance at AECG and P&C Meetings. Embracing Aboriginal Education and community partnerships. Cultures education. Participation in the University of Wollongong

In2Uni program and teacher immersion programs. Employment of Aboriginal SLSO.

2. Strategic Network, (LC) and COS

partnerships – Through:

Supporting Djingi Program students. Supporting high school work experience programs. Effective P-K and 6-7 transition, including

partnerships with early childhood centres/ DEC high schools. PL Network engagement. Collaboration with the LEARNING COMMUNITY (LC) and Network, including participation in coaching

programs, PL and SDDs. 3. Dynamic leadership and management

to support accreditation -Through:

Engaging with the Australian Professional

Standards for Teachers and for Principals. Ensuring effective Professional

Development Plans and PL Plans are engaged with. Providing effective induction systems and

procedures for new staff and beginning teachers. Supporting teachers to achieve Highly Accomplished Teacher status. Pairing Beginning Teachers with skilled Mentors. Engagement with Quality Teaching (QT) Model.

Evaluation Plan:

Analysis of staff Professional Development and PL Plans to drive PL programs/support. Teacher Feedback and QTM Assessments. Whole-school coaching development, School Map Leadership and Management surveys.

Products:


Staff attainment of PL goals and teaching requirements, as measured in their Professional Learning and Performance Development Plans.

80% of staff have participated in a GROW(TH) Coaching Workshop.

Staff attend each P&C, LEARNING COMMUNITY (LC), Network, COS, PPA

and AECG Meeting. A Sensory/Bush Tucker Garden and outdoor play

space is planned and built. Local Aboriginal History and stories and evident on

the MGoals and school web site. Practices:

An Aboriginal Education Committee is established & Community engagement is evident and effective.

The school has productive partnerships with external agencies (universities, businesses, industry partners and community organisations) to improve educational opportunities.

Aboriginal community members and the P&C are invited to school events.

Positive and respectful relationships across the school community underpin a productive learning environment, and support students’ development of strong identities as learners.

The school actively collects/uses information to support students’ successful transitions.

The school has active partnerships and works collaboratively to ensure continuity of learning for students.

Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices.

Teachers provide and receive planned constructive feedback from peers, school leaders and students to improve teaching.

Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice.

The school identifies expertise within its staff and draws on this to further develop its professional community.

Inter-school relationships ensure mentoring and coaching enables the development of all staff. School facilities meet student/community needs. Introduction of LOTE, studying Japanese Culture.



School plan 2015 – 2017

Implementation and Internal Progress Monitoring 2015 Myrtle Bay Public School

Template B: V2.0 Myrtle Bay Public School -

Strategic Direction 1: Effective and Equitable Literacy and Numeracy Practices Implementation and progress monitoring

Project leaders: (1) (2) (3) Off track Implementation delayed On track

2015 TERM 1 TERM 2 TERM 3 TERM 4

PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM

1 Differentiated, effective and

SDD phonics PL. Staff Meeting phonics PL.

PLAN data entry. Phonics program data collection. Fast

YORK assessment PL. Fast ForWord commences. Parent

PLAN data entry. Phonics program data collection.

Staff Meeting Phonics

PLAN data entry. Phonics program data collection.

PLAN data entry.

Annual Milestone: Phonics program data is collected and

equitable access to literacy teaching and learning.

Parent Info. Night to outline programs.

ForWord cohort made/pre-tested.

Info. Session FFWD. Staff Meeting-Phonics (Spelling).

Staff Meeting – Phonics (Writing).

Staff Meeting –revisit Reading Eggs. Eval. Writing Moderation.

shows students have met targets.

2. Differentiated, effective and equitable access to numeracy teaching and learning.

SLSO TOWN support commences. TOWN Facilitator Training. Parent Night to outline programs. TOWN teacher PL.

Plan data entered. 36 TOWN pretetsts. Updated Mathletics pwds to students. Use of Mathletics. TOWN Module 1&2.

K-6 Scope and Sequence of CATS established. TOWN Module 3. Parent Maths workshops.

Plan data entered. TOWN Module 4.

Mathematics and Differentiation courses on offer at LC SDD.

Plan data entered. Staff meeting to revisit Mathletics.

Plan data entered. TOWN Module 5 completed.

Annual Milestone: K6 TEN/TOWN data analysed at staff meeting to show targets being met and plan new ones.

3. QT and learning support in all curriculum areas for students at all levels of achievement.

PLPs, IEPs, RAs and Behaviour Plans on SALM/complete. PL for MGoals. LST established. Stage Planning.

GATS Register updated. Apps/iPads updated. 3-Way Conferences.

SDD Stage Planning. MGoals being investigated/shown to staff.

2014 NDDC information shared with staff. Stage planning. AEDI Census completed.

Reports/Plan data sent home. NDDC staff meeting held and data collected.

Staff Meeting for new History Syllabus. Stage planning. OLIVER Library Resource training.

GATS register updated. Data analysis and 2016 performance measures/goals set in staff meeting.

Annual Milestone: Reports/Plan data sent home K-6. Implementation of OLIVER Library Program.

Evaluation

Evaluation processes and impact assessment

Focus on teaching 2014 data analysed/ communicated.

Analysis of FFWD pretest data. Focus on teaching student survey.

Analysis of synthetic phonics program data.

Staff meeting – literacy and numeracy program data sharing.

IEPs/Behaviour Plans updated with parents/caregivers. Review of NDDC information.

Analysis of NAPLAN data and measures for improvement identified and shared.

Evaluation of writing moderation. Evaluation of 2015 literacy/numeracy data.

Annual Milestone:

Analysis of synthetic phonics program data. Analysis of student needs/cohorts to make 2016 classes.

Resources

Monitoring efficient and effective use of resources

Mathletics $3840. York kit purchased. TOWN / Norta Norta

Reading Eggs $3500. Phonics instructional leader

Fast ForWord $3120. Soundwaves $336.

Stage planning.

Synthetic Phonics PL $3000 (2 teachers, 3 days)

Develop 2016 Budget.

Annual Milestone

SLSO support. training.TOWN PL.

iPads updated.

Template B: V2.0 Myrtle Bay Public School 01

Strategic Direction 2: Confidence Creativity and Resilience Implementation and progress monitoring




1 Engagement with Kids Matter to

Cool Kids group esta. Action team

Relationship Intervention staff

Component 1 Session 3 and 4.

Information about Kids Matter shared

Component 2 training for action team

Staff training in component 2.

Kids Matter Milestones

Annual Milestone: Child Protection

support all children implementation meeting. Component SDD workshop. with parents/P&C. completed. developed for 2016. Training update. Staff and families. checklist complete.

Overview of KM at 1 Session 2 workshop. Schedule

Handouts/information begin to be uploaded

Participation in Premiers Sporting

trained in Component 2 Sessions 1 and 2.

parent teacher of handouts on Facebook/added Challenge. and have an nights. complete. Review of

student assistance to Newsletter. understanding of KM

framework and how it policy/procedures. supports wellbeing.

2. Development of Rewards systems Analysis of major SRC/Assembly PLO talk to students. Staff recording merit Analysis of Major All staff recording Annual Milestone: effective PBL systems.

reviewed, modified and implemented.

behaviour data. Focus on reducing

awards align with values lessons. Staff

Analysis of Major negative behaviour

awards/positives in student

negative behaviour data. Train staff to

Major notifications in Student

Analysis of Major negative behaviour

Positive playground physical aggression. recording Minors in data. Write management. PBL input Major Management. data. NCI, asthma system reviewed. Values lessons

commence. Student M’ment. playground lessons

for Term 3. survey completed. Regular updates on

behaviour slips and complete referrals to

Behaviour monitoring card and slips

and CPR training at SDD. Register for

PBL included on Executive/teachers. updated. Values Blue Card behaviour Facebook/ website. Review of transition. scope and sequence

of lessons shared. monitoring in place/communicated.

3. Provision of CAPA Committee Timeline for Musical Multicultural LC Movie Making LC PAF. Art Show. Musical Showcase. CAPA Reports. Annual Milestone: significant extra-curricular

established and regular meetings

Showcase completed and communicated.

Speaking Festival. LC Music Camp.

Camp. Art developed for Art Calendars and

Costumes/Sets for musical complete.

Elective Sport program.

Presentation Day Performances.

opportunities, commence. Audit of GATS Visual Arts Whole school CAPA Art Shows. CAPA Recorder FOIM. Community Carols. particularly in the arts.

instruments/ costumes/ resources.

and Music Tutorials Commence.EOIs

Scope and Sequence completed and

reports completed by RFF teachers.

Emerging Pedagogy Technology Confere.

PSSA/Sport teams. shared.

Evaluation Evaluation processes Staff meeting to Analysis of Term 1 Review/evaluate PBL Analysis of Term 2 Participate in Analysis of Term 3 Review PBL survey Annual Milestone: and impact review K-6 reward attendance, playground and attendance, evaluation of LC attendance, and all stakeholders Analysis of 2015 assessment systems. Evaluate

Kids Matter/PBL suspension and behaviour data.

reward systems and adjust where

suspension and behaviour data.

PAF. suspension and behaviour data. Eval.

assist in goal/milestone

attendance, suspension and

surveys and share data.

Review Discipline. necessary. of musical showcase. setting for 2016. Review Anti-Bullying

behaviour data against performance

Policy. measures.

Resources

Monitoring efficient Music budget $3000, Musical Theatre tutor PBL signage, Recorder FOIM Emerging pedagogy Online Behaviour Annual Milestone: and effective use of resources

Art $1000, SLSO support to enter behaviour data.

$2800, Support class cooking program $500

banners and awards $5000; Art show budget $200.

travel/accommodatio n $900, Art budget $500, Action team training $5500.

conf. $2600. Support class cooking $500. Musical showcase budget $650.

Training – new staff $2500. Develop 2016 Budget.

NCI training $2130. CPR $900. Asthma training $900.


Strategic Direction 3: Informed Leaders and Active Community Partnerships Implementation and progress monitoring




1 Engaging community

ARCO contacts communicated.

International food days commence.

Ab. health checks take place. SRC

MGoals goal-setting tool being

Community involvement in

In2Uni Visit. ATSI signage

Aboriginal SLSO employed to gather

Annual Milestone: AECG Meeting.

partnerships. Register of local AECG Meeting. Anzac Day. investigated. NAIDOC and Farm ordered/posted. information for International Food service providers created.

School Handbook. Ab. Ed. Committee

Community garden group established.

International Food Day. Aboriginal

excursion. AECG Meeting.

International Food Day. AECG Meeting.

posters and books on Aboriginal History/

Day. ATSI signage purchased. MGoal

established. Pie NAIDOC plans community monthly Community garden culture in Merimbula. tool being used. productions performance.

communicated. meetings at school commence.

established. SRC Remembrance Day.

Handbook updated.

2. Strategic Learning Community Transition Transition teams Nominate LC Awards. LC SDD. 6-7 shared unit P-K and 6-7 Annual Milestone: Network, Learning Community

middle years transition program

information sessions held across LC.

meet and develop plans for students

students/staff for LC awards. Access to

Preschools contacted /visits

complete/shared. Orientation Days and visits occur, including

Transition programs evaluated and 2016

(LC)partnerships finalised and with special needs.P transition MOODLE scheduled/finalised. for students with LC Milestones / and transition. communicated. K information

sessions for. in Stage 3.Incoming Kindy interviews

special needs. Access request and

Transition program developed.

Incoming kindy completed. LAST behaviour interviews held. plans developed.

3. Dynamic leadership and

New staff inductions take place (including

Executive become familiar with PDF.

Staff trained in new PDF. Instructional

All teaching staff have completed PDF

Accreditation/ Coaching workshops

Potential HATs/Lead Teachers attend

Classroom observation/feedback

Annual Milestone Teachers achieve

management to casuals) ie: WHS, Staff to indicate Leaders attend Plans f0r 2016. Staff attended at LC SDD. Network Meetings/ 2 to be completed (all PDFs and SASS support PD and accreditation.

school policy/ procedure. TARS

accreditation intentions.

Coaching PL. Beginning Teacher

PL accreditation / pay procedures.

establishment. PDF Goals reviewed.

teachers). 40% of staff have

achieve PL Goals as set out in plans and

and SARS Meetings/ EARS/PARS Support Plans Class Program/Exec. participated in a MPS PL Plan. goal setting.Mentors allocated/mapped.

Meetings/Goals. finalised. observation/feedback completed (all staff).

Review Meetings. coaching workshop.

Evaluation Evaluation processes Transition plans 2014 PDF developed for Planning consultation Staff feedback re: Annual Milestone and impact utilised for planning. all teaching staff and for School NAIDOC and Coaching workshop assessment Prof. Lrn. Plan.

Teachers edited. PLPs for SASS. PLP Teachers used Term

Community Garden. PDF full staff

Community involvement.

survey shows 40% of staff have done a

1. feedback. consultation. GCI workshop.

Resources Monitoring efficient Release for Team Release for Team Aboriginal rep. on Consultant Aboriginal rep. on Regular AECG Develop 2016 Annual Milestone and effective use of Leader planning Leader planning Merit Selection Panel intervention. Merit Selection Panel contacts. Budget. Aboriginal resources $1000 $1000 - $275. - $275. SLSO - $2750


Key funding initiatives: progress monitoring of initiatives, impact and resources

Off track Implementation delayed On track


KEY INITIATIVES MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM

1. Aboriginal background funding $15,470 ATSI +

AP time to coordinate new committee and resource

Merit Selection Panel ATSI representative.

Merit Selection Panel ATSI representative.

Aboriginal SLSO employed and completes required

Annual Milestone

$2,768 Norta Norta development plan. training. = $18,238

Evaluation processes and impact

Evaluation of applicants.

Evaluation of applicants.

assessment

Resources $18,238

Teacher RFF to Develop Aboriginal Resources $2000;

TOWN Support $5470 for SLSO

SLSO $2768 (1hr 36 min) 38 wks Norta Norta

AEO/Panel Reps & Guests $300

AEO/Panel Reps & Guests $600

NAIDOC $500; Ryka Catering $500; Jigamy $500 entry/$500 Jigamy bus.

AEO/Panel Reps & SLSO $3000.

Develop Aboriginal Resources $2100.

TOTAL = $18,238

hours across year.

2.English language SLSO employed for Annual Milestone proficiency funding $1,453

ELP program – ongoing for year.

Evaluation process es and impact assessment

SLSO $1453 (1hr 20 min) 38 wks

Resources TOTAL = $1453 $1,453




3. Socio-economic background funding

$26,496

Budgets shared. Musical Theatre tutor employed.

Reading Eggs and Matheletics commence.

Art Show planned and communicated. NAIDOC organised.

School Art Show. LC Art Show. Annual Milestone


Audit of Music Equipment.

Evaluation of school Art Show.

Evaluation of LC Art Show.

Evaluation of Arts Programs.

Resources $26,496

Showcase $650; Canteen $400; Misc resources $1750; $1250 2014 Musical Theatre outstanding

Mus. Theatre $2800; Mathletics $3840; Reading Eggs $3500; Support class cooking $500.

Student Assistance $1500; Art Show $200; AECG Catering $200; Ryka Ali $573

Musical showcase budget $650.

Art show budget $200.

Orientation Catering/BBQs $679; School & Community Garden $5904

Recorder FOIM travel/accommodat ion $900, Art budget $500.

Jackson Cup $500 TOTAL = $26,496

4. Low level adjustment for disability funding

$50,861

Release planned for ED teacher to attend days out of the school.

SLSO Employed.

Kindy Orientation

Annual Milestone


Transition IEP Meeting for RSC.

HS Transition Units evaluated.

Resources $39364

$3500 Craig RFF;; $1500 Misc; ½ Day Transition Support $250

$20676 SLSOs: PBL, Lunchtime Support

$1054 Literacy resources print/buy

Counsellor Resources $284;

Support Class Cooking Program $1000

HS Transition Units $2000

$2,100 (7 days) Community Support Writing Resources

Kindy Orientation & Visits $3000

$5000 signage

TOTAL = $50,861




5. Support for Beginning Teachers

$16,000

Beginning Teacher appointed. Mentor allocated and RFF timetable updated to give teacher time.

Beginning Teacher

Beginning Teacher RFF updated, Beginning Teacher returning from Mat. Leave added to RFF timetable.

Continued Beginning Teacher RFF. Mentor meetings scheduled and RFF allocated at the same time as Mentor.

Annual Milestone

PDFs for Beginning Teachers completed and focus for 2016 established.

Conference.

Evaluation processes and impact

Course evaluation. Consultation of RFF.

assessment

Resources $16000

Beginning Teacher RFF $4000;

Beginning Teacher RFF $6000

Beginning Teacher RFF $4000

TOTAL = $4000

Beginning Teacher PL.

6. Isolation/Rural and Principal SASS OT ongoing as APs attend PBL team attend Principal attends PPA State Annual Milestone Remote Funding

$56,891

Calendar/days out planned. LC commitment.

needed. Support Class teachers attend network

GROWTH Coaching as do teacher mentors.

Kids Matter Training. PPA Conferenec. Emerging Pedagogy Conference APs.

Conference.

meetings.


Resources Principal 16 days SASS OT $5500; Exec Growth Put aside for IWB PPA Conf. M Bay Course Fees: PPA TOTAL = $56,891 $56,891 $8000; LC LMBR $5500; Coach 2 x 4 /CC Replacement $211/State Conf. $802

Levy$1200; LC SDD $80x 30 =

Misc. $2500; $1500 Fiona

$4000/Course Ffees Growth

$12840; Kids Matter Training 5 x

$689/Emerging Pedag.Conf.$400;

$2400; PPA $1000 Network Meeting $2800; Lib Network 2 Days $5000; Accommodation Release $1000 SLSO Kids Matter Recorder $300;

x2 Days $550 Travel Recorder $600; Misc $310




7. Teacher Professional Learning $24635

Stage Planning

TOWN Program for year planned.

Stage Planning LC Registrations Completed.

Emerging Pedagogy Conference attended.

CPR training up to date for staff.

Annual Milestone

SDD courses.


Resources $24635

Stage Planning $8500

$1000TOWN Trainer

Stage Planning $8500

PL $500 registrations $2000 Emerging Pedagogy Conference Registration

CPR $900

Asthma $900

NCI $77x30= $2130/ $100 Em. Ped. / $105 Misc

TOTAL = $24635

8. Literacy and Numeracy Funding

$12121

TOWN PL.

Computer Coordinator iPad set up. Phonics PL.

Reading resources and program involvement fee purchases.

Assessment Kits purchased. Students participate in Fast ForWord.

Students participate in Fast ForWord.



Annual Milestone


Fast ForWord pre testing.

Assessments completed with new kits.

Fast ForWord post testing.

Resources $12121

9 staff x $500 (1 days RFF TOWN Test/Train) = $4500/Set up iPads $500/$3000 Phonics; $282 Misc.

Soundwaves $336

Fast ForWord $3120 (12 chn)

York = $233

TOWN Kit = $150

TOTAL = $12121


Myrtle Bay Professional Learning Plan 2015

N a m e :

Professional Learning Plan Timeline for Teachers

• Share Professional Learning Development Plan with team/AP, discuss National Professional Standards

• Complete Professional Learning Development Plan Milestones to set personal/team goals

• Share Program/Teacher Registration page with team/AP

Term 1

• Revisit Professional Learning Development Plan/address Milestones

• Share Program/Teacher Registration page with team/AP and evaluate

• Meet with Principal and AP to evaluate Professional Learning Development Plan

Term 2



• Discuss National Professional Standards with Stage Team, discuss/Record Evidence of Achievement

Term 3



• Meet with Principal and AP to evaluate Professional Learning Development Plan & plan for 2016

Term 4

- - - - - - - -

Professional Learning Plan Milestones Domain Standard Mid Term 1 End Term 1 Mid Term 2 End Term 2 Mid Term 3 End Term 3 Mid Term 4 End Term 4

Pro

fess

ion

al

Kn

ow

led

ge

Know students and how they learn.

Know the content and how to teach it.

Pro

fess

ion

al

Pra

ctic

e

Plan for and implement effective teaching and learning.

Create and maintain supportive and safe learning environments.

Assess, provide feedback and report on student learning.

Pro

fess

ion

al

Enga

gem

en

t

Engage in professional learning.

Engage professionally with colleagues, parents/carers and the community.

GOAL SETTING Revisit your Professional Learning Development Plan / Develop clear, measurable goals, set milestones (you do not have to do something every 5 weeks)

EVALUATION Indicate your level of attainment using the traffic light system

Area to be worked on Working on this task but still have more to do

Achieved

Class Program Term 1 Term 2 Term 3 Term 4

Date shared with AP

___ /___ /___ - Week ___ Date shared with AP



___ /___ /___ - Week ___

Class Profile Roll/Scripture/House Medical Information Learning Adjustments




Overview (optional) Scope and Sequence(s) Assessment Scope and Sequence Classroom Timetable




English (Australian Curriculum) Language Literature Literacy Language Modes (Listening, Speaking,

Reading, Viewing & Writing)

Differentiation



Differentiation



Differentiation



Differentiation

Maths (Australian Curriculum) Number and Algebra Measurement and Geometry Statistics and Probability Proficiency Strands (Understanding,

Fluency, Problem Solving, Reasoning)

Differentiation



Differentiation



Differentiation



Differentiation

Other KLAs Science and Technology History PD/H/PE Other:




Cross Curriculum Priorities ATSI Histories and Culture !sia & !ustralia’s Engagement With Sustainability




Teacher Registration/Responsibilities Term 1 Term 2 Term 3 Term 4

Curriculum/Engagement/Differentiation PLPs Aboriginal Students Complete Using MGoals Individual Learning Plans (Learning

Support/Out of Home Care

Behaviour Plan for 3 Majors Differentiation – All KLAs Assessment Records All parts of program registered

PBS Merit Awards Recorded 1:5 Awards Per Week PBS Matrix/Charts Displayed Major/Minor Notification Records Student Behaviour Plans

WHS Student Risk Assessments Emergency Plan –Displayed Rolls for all Extra Curricular Groups Contact/Health Information & Risk Assessment/s for Extra Curricular Group

Communication & Attendance Communication With Parents/Carers Rolls – up to date Absence Notes Securely Stored Absences Followed-Up/Receipts Collected



















Comment Comment Comment Comment

Executive Teachers Leadership starts from within ~ Leadership is about influencing others ~ Leadership develops a rich learning environment

Leadership builds professionalism and management capability ~ Leadership inspires leadership actions and aspirations in others

In addition to the standards required for school teachers, executive teachers must demonstrate the capacity to provide succes sful educational leadership.

In determining the level of satisfactory performance of an executive teacher, principals are also to assess an executive teacher against the following:

Capacity Leading and Managing the School Evidence 1. Successful Can identify the individual learning needs of students and assisting students to maximise learning

teaching outcomes. experience with capacity to

Evaluates student learning outcomes consistent with a documented assessment policy / schedule.

initiate Reports student achievement to parents, students, teachers and the school community.

improvement in Analyses school-based and system-wide student assessment data which impacts upon school teaching, priorities, targets and teaching and learning programs to improve student outcomes. learning and

Targets available financial, physical, human and technological resources to achieve quality learning classroom practice.

outcomes.

2. Knowledge of Understands the relevance of the total school curriculum in meeting individual and group needs. curriculum,

Implements syllabus documents consistent with current Board of Studies and Department assessment and student welfare

requirements.

with the ability Develops and implements, with supervised staff, teaching and learning programs relevant to the needs

to lead and of all students. design quality, Implements, and ensures supervised staff implement, varied teaching and learning strategies which inclusive take into account the learning styles and needs of students. teaching and learning

Evaluates teaching and learning programs including the assessment of student outcomes.

programs. Addresses the welfare needs of students in a safe, responsive and harmonious teaching & learning environment. Provides staff training to promote consistent implementation of student welfare and discipline procedures. Employs and communicates practices that ensure all students are treated in accord with their special needs.

Capacity Leading and Managing the School Evidence 3. Educational Supports the education and welfare of all students.

leadership skills Provides quality education for students in accordance with the policies and priorities of the

to build the capacity and

Government and the BOSTES.

manage the Ensures effective teaching and learning practices throughout supervised stage team.

performance of Contributes to the development of the school’s vision, priorities, targets and School Plan. individuals and Translates the school’s vision and priorities into policy. teams.

Develops a culture which demonstrates learning is valued. Develops a culture of collaboration, where all members of the school community contribute to shared

achievable goals.

4. Ability to plan Monitors and coordinates their stage budget. and manage

Plans to maximise the operation of the school within available physical and financial resources. resources effectively &

Utilises existing resources to address areas of need.

equitably to Identifies occupational health and safety issues, and addresses these where appropriate.

support Maintains appropriate records in accordance with Audit requirements. teaching and learning.

5. Well Promotes a collegial and co-operative culture to support team effectiveness & individual development. developed Demonstrates effective communication and decision-making processes within the school. communication

Informs staff of their responsibilities under Departmental procedures and guidelines including the and Code of Conduct. interpersonal

Clarifies the duties of school staff and ensures staff appropriately exercise delegated responsibilities. skills with the capacity to

Facilitates the professional growth of staff through promotion of teacher efficiency in: student

build Welfare, assessment, curriculum development, planning, classroom management and teaching skills.

relationships Implements programs for the development of staff.

and engage Maintains, and supervises the maintenance, of required documentation.

students, staff Supervises and evaluates the implementation of teaching and learning programs. and parents. Inducts supervised casual / temporary staff in the requirements of policies and mandatory training.

Maintains open communication throughout the school community & with other agencies. Acknowledges parent views & expectations and works with parents for the welfare of children. Supports the operation of the P&C.

Capacity Leading and Managing the School Evidence 6. Knowledge of

and commitment to the Department’s Aboriginal education policies.

Establishes and maintains effective partnerships with Aboriginal families and the community. Facilitates and supports the improved achievement and increased attendance of Aboriginal

students. Leads staff in Aboriginal education PL opportunities, developing their awareness of how to

increase the level of educational achievement attained by Aboriginal students. Identifies and implements resources to enhance Aboriginal Education and improve the learning

outcomes of Aboriginal students. Ensures supervised staff adhere to the Department’s Aboriginal Education Policy. Ensures supervised staff complete and utilise student Personal Learning Plans, and communicate

findings within those of Indigenous Students to school staff. Ensures staff in team include differentiation for Aboriginal/TSI students and cross curricular

Aboriginal Perspectives in all units.

Executive Registration

Term 1 Term 2 Term 3 Term 4 PDP Meetings Has ensured implementation of PDP

timeline within Stage Programs shared within Stage

Meeting(s) Each teacher has competed PDP

Stage/Team Support All teachers contribute to Stage goals,

programming & assessment planning Regular Stage Meetings Meeting minutes to team/Principal Support teachers with PBS 5% Meetings addressed School Plan

Committee Support Regular Committee Meetings Meeting minutes to team/Principal Meetings addressed School Plan

PDP Meetings Has ensured implementation of PDP


















–

. . . .

Performance Development Plan Myrtle Bay Public School Non Teaching Staff Pilot Materials

Agreement between

(Name)

(Position title)

During the period of this plan I agree to:

accept the work related goals and actions as set out in my plan implement the actions and take part in professional development communicate regularly with my supervisor, raising any performance issues or difficulties Iface in fulfilling my agreed responsibilities.

and

(Name)

My supervisor agrees to:

be available to discuss and provide feedback on performance issues, goals and directions be reasonably accessible and provide any other support identified in the plan provide regular communication, support and positive and constructive feedback.

(Position title)

for the period from to

This plan sets out the staff member’s work related goals and actions to be achieved.

It incorporates learning and development planning to identify and set out the staff

(Signed by staff member) (Signed by supervisor)

member’s professional development needs and agreed development action required to support the implementation of the individual plan.

The plan remains in place for 12 months unless, by mutual agreement, it is modified.

This set of templates contains Parts A – D to record planning and reviews associated with the process.

(Date and position title) (Date and position title)

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES WWW DEC NSW GOV AU

http://www.dec.nsw.gov.au/

Professional Learning Development Plan

Name Position

School Myrtle Bay Public School

PART A INDIVIDUAL PLAN

WORK RELATED GOALS Identify work related goals: (Some goals may be appropriate for all team members and may be developed as a team.)

Goal / : _ Circle: Role Related / Career Related

Where I am now = Where I want to be at the end of ////////.=

0 1 2 3 4 5 6 7 8 9 10

How do I know where I am now? (List examples / evidence)

What will allow me to get to where I want to be by the end of //////////.? (List examples / evidence)

ACTIONS

What will be done to achieve key responsibilities and by when:

DEVELOPMENT NEEDS Additional skills, knowledge and experience will assist in achieving work related goals

(complete only where needed)

AGREED DEVELOPMENT ACTION What professional development is to be undertaken

(complete only where specific development needs are identified)


Name Position


PART B SIX-MONTH SELF-ASSESSMENT REVIEW

The staff member completes the table reflecting on progress against their individual plan (Part A). The self-assessment review may be done as

a team activity.

PROGRESS ON ACTIONS TO DELIVER WORK RELATED GOALS

(Some goals may be appropriate for all team members and may be developed as a team.)

SELF ASSESSMENT: REFLECT ON FACTORS

IMPACTING ACHIEVEMENT

(Consider what might be done differently to enhance

achievement)

1

0 1 2 3 4 5 6 7 8 9 10

2

0 1 2 3 4 5 6 7 8 9 10

3

0 1 2 3 4 5 6 7 8 9 10

4

0 1 2 3 4 5 6 7 8 9 10

5

0 1 2 3 4 5 6 7 8 9 10

6

0 1 2 3 4 5 6 7 8 9 10

7

0 1 2 3 4 5 6 7 8 9 10


Name Position


PART C ANNUAL REVIEW – ACHIEVEMENT AGAINST PLAN

Before the annual review meeting, the staff member and supervisor review the staff member’s plan. The staff member should complete the

Achievement against plan column of the table below. These self-assessment comments will be reviewed and discussed at the annual review

meeting. For that meeting the staff member ensures that the supervisor has a copy of:

Part A - Signed individual plan

Part B - Completed six month self-assessment review

Part C - Completed annual review – achievement against plan

ACHIEVEMENT AGAINST PLAN COMMENTS

(Consider factors that impacted the level of achievement, what worked well, what could

be done differently, what has been learned and how this informs future planning)

1

2

3

4

5

6

7


Name Position


PART D ANNUAL REVIEW – PERFORMANCE ASSESSMENT

In determining the performance standard, supervisors use the Performance Standard Descriptors while considering the staff member’s performance over the whole performance cycle. Supervisors should not concentrate on recent events or determine a performance standard by

comparison.

Supervisor’s comments (optional)

PERFORMANCE STANDARDS (supervisor to select one)

On balance, I determine that:

1 Performance meets the requirements of the individual plan to an excellent standard. 2 Performance meets requirements of the individual plan to a high standard. 3 Performance meets the requirements of the individual plan to a satisfactory standard.

Staff Member (name and position level) Supervisor (name and position level)

Signature Date: ……./……./20 Signature Date: ………/……/20__

Note: The supervisor must ensure that: the staff member has a copy of the completed Performance Assessment; all associated documentation is stored in a secure location; and his/her supervisor has been advised that the Annual Review has been completed.

Report on Student Outcomes and School Climate

NSW Primary Schools 2016 I Myrtle

Bay Public School Highlights

Your version of the Tell Them From Me student survey measures 20 indicators based on the most recent research on school and classroom effectiveness. This report provides highlights based on data from 147 students in this school that participated in the survey between 7 Apr. 2016 and 8 Apr. 2016. The number of students by year level is: Year 4: 57 Year 5: 36 Year 6: 54

The bar charts show the results by year level for any years with at least 5 students. These are compared with NSW Govt norms, which are based on the results for all students who participated in the TTFM DoE survey in 2015 at the year levels found in this school. For details on the survey see www.thelearningbar.com.

Social-Emotional Outcomes

Student participation in school sports

Students play sports with an instructor at school, other than in a gym class. 78% of students in this school had a high rate of Participation in

Sports; the NSW Govt norm for these years is 83%. 79% of the girls and 77% of the boys in this school had a high

rate of Participation in Sports. The NSW Govt norm for girls is 82% and for boys is 84%.

Student participation in extracurricular activities

Students take part in art, drama, or music groups; extracurricular school activities; or a school committee. 50% of students in this school had a high rate of Participation in

Extracurricular activities; the NSW Govt norm for these years is 55%.

63% of the girls and 27% of the boys in this school had a high rate of Participation in Extracurricular activities. The NSW Govt norm for girls is 66% and for boys is 44%.

© 2016 The Learning Bar Inc. All Rights Reserved. Page 1 13-04-2016

http://www.thelearningbar.com/


NSW Primary Schools 2016 Myrtle Bay

Public School Highlights


Students with a positive sense of belonging

Students feel accepted and valued by their peers and by others at their school. 79% of students in this school had a high sense of belonging;

the NSW Govt norm for these years is 81%. 78% of the girls and 81% of the boys in this school had a high

sense of belonging. The NSW Govt norm for girls is 81% and for boys is 81%.

Students with positive relationships

Students have friends at school they can trust and who encourage them to make positive choices. In this school, 87% of students had positive relationships; the

NSW Govt norm for these years is 85%. 93% of the girls and 82% of the boys in this school had positive

relationships. The NSW Govt norm for girls is 88% and for boys is 83%.

Students that value schooling outcomes

Students believe that education will benefit them personally and economically, and will have a strong bearing on their future. 95% of students in this school valued School Outcomes; the

NSW Govt norm for these years is 96%. 97% of the girls and 94% of the boys in this school valued

School Outcomes. The NSW Govt norm for girls is 97% and for boys is 94%.






Students with positive homework behaviours

Students do homework for their classes with a positive attitude and in a timely manner. In this school, 60% of students had positive homework

behaviours; the NSW Govt norm for these years is 74%. 70% of the girls and 54% of the boys in this school had positive

homework behaviours. The NSW Govt norm for girls is 82% and for boys is 65%.

Students with positive behaviour at school

Students that do not get in trouble at school for disruptive or inappropriate behaviour. In this school, 85% of students had positive behaviour; the

NSW Govt norm for these years is 83%. 94% of the girls and 79% of the boys in this school with positive

student behaviour at school. The NSW Govt norm for girls is 91% and for boys is 75%.

Students who are interested and motivated

Students are interested and motivated in their learning. 74% of students in this school were interested and motivated;

the NSW Govt norm for these years is 78%. 74% of the girls and 72% of the boys in this school were

interested and motivated. The NSW Govt norm for girls is 83% and for boys is 73%.






Effort

Students try hard to succeed in their learning. 90% of students in this school tried hard to succeed; the NSW

Govt norm for these years is 88%. 94% of the girls and 88% of the boys in this school tried hard to

succeed. The NSW Govt norm for girls is 90% and for boys is 85%.

Skills-challenge

Students feel challenged in their English and Maths classes and feel confident of their skills in these subjects. 42% of students in the school had scores that placed them in

the desirable quadrant with high skills and high challenge. The NSW Govt norm for these years is 53%.

28% of students were confident of their skills but did not find classes challenging. The NSW Govt norm for these years is 26%.

21% of students were not confident of their skills and found English or Maths challenging. The NSW Govt norm for this category is 14%.

9% of students lacked confidence in their skills and did not feel they were challenged. The NSW Govt norm for this category is 7%.





DRIVERS of Student Outcomes

Effective Learning Time

Important concepts are taught well, class time is used efficiently, and homework and evaluations support class objectives. In this school, students rated Effective Classroom Learning

Time 7.9 out of 10; the NSW Govt norm for these years is 8.2. In this school, Effective Classroom Learning Time was rated 7.9

out of 10 by girls and 7.9 out of 10 by boys. The NSW Govt norm for girls is 8.4 and for boys is 8.1.

Relevance

Students find classroom instruction relevant to their everyday lives. In this school, students rated Relevance 7.6 out of 10; the NSW

Govt norm for these years is 7.9. In this school, Relevance was rated 7.8 out of 10 by girls and

7.6 out of 10 by boys. The NSW Govt norm for girls is 8.1 and for boys is 7.8.

Rigour

Students find the classroom instruction is well-organised, with a clear purpose, and with immediate and appropriate feedback that helps them learn. In this school, students rated Rigour 7.8 out of 10; the NSW

Govt norm for these years is 8.2. In this school, Rigour was rated 8 out of 10 by girls and 7.6 out

of 10 by boys. The NSW Govt norm for girls is 8.4 and for boys is 8.1.






Students who are victims of bullying

Students are subjected to physical, social, or verbal bullying, or are bullied over the Internet. 35% of students in this school were victims of moderate to

severe Bullying in the previous month; the NSW Govt norm for these years is 36%.

22% of the girls and 49% of the boys in this school were victims of moderate to severe Bullying in the previous month. The NSW Govt norm for girls is 32% and for boys is 41%.

Advocacy at school

Students feel they have someone at school who consistently provides encouragement and can be turned to for advice. In this school, students rated advocacy at school 7.9 out of 10. In this school, advocacy at school was rated 8.2 out of 10 by

girls and 7.7 out of 10 by boys.

Positive teacher-student relations

Students feel teachers are responsive to their needs, and encourage independence with a democratic approach. In this school, Positive Teacher-Student Relations were rated

8.1 out of 10; the NSW Govt norm for these years is 8.4. In this school, Positive Teacher-Student Relations were rated

8.2 out of 10 by girls and 8.1 out of 10 by boys. The NSW Govt norm for girls is 8.6 and for boys is 8.2.






Positive Learning Climate

There are clear rules and expectations for classroom behaviour. Students understand these and teachers maintain high expectations that they be followed. In this school, students rated Disciplinary Climate of the

Classroom 6.7 out of 10; the NSW Govt norm for these years is 7.2.

In this school, Disciplinary Climate of the Classroom was rated 6.7 out of 10 by girls and 6.9 out of 10 by boys. The NSW Govt norm for girls is 7.3 and for boys is 7.2.

Expectations for success

The school staff emphasises academic skills and hold high expectations for all students to succeed. In this school, students rated Teachers' Expectations for

Academic Success 8.2 out of 10; the NSW Govt norm for these years is 8.7.

In this school, Teachers' Expectations for Academic Success were rated 8.1 out of 10 by girls and 8.3 out of 10 by boys. The NSW Govt norm for girls is 8.8 and for boys is 8.6.


Demographic Factors




Time student has lived in Australia

Students were born in Australia. 94% of students in this school were born in Australia. 94% of the girls and 94% of the boys in this school were born in

Australia.

Aboriginal status

Students are of Aboriginal or Torres Strait Islander origin. 16% of students in this school are of Aboriginal origin. 12% of the girls and 21% of the boys in this school are of

Aboriginal origin.





Multiple Choice Question

Students were asked: "At school, have you participated in... (Tick all that apply)"

- Band, orchestra, choir (MUSIC)

- School play, drama or musical (DRAMA)

- Student council (COUNC)

- School newspaper or magazine (NEWS)

- Community and support work at school (e.g. peer support, fundraising) (SPRT)

- Club / society (e.g. chess, debating, computing, environment) (CLUB)

- Photography / Art / craft group (ART)






Students were asked: "I feel good about my culture when I am at school."

- Strongly Disagree (SD)

- Disagree (D)

- Neither Agree nor Disagree (NAD)

- Agree (A)

- Strongly Agree (SA)






Students were asked: "My teachers have a good understanding of my culture."


- Disagree (D)


- Agree (A)







Students were asked: "When I finish high school, I expect to go to University."


- Disagree (D)


- Agree (A)



Documents

Myrtle Bay PS - Evidence Set...4. Low Level Adjustment for Disability Funding . 5. Support for Beginning Teachers. $3000 Kate $3000 Tina $500 Kate $500 Tina 6. Other Key School Operational