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School Management Plan
MIAN SCHOOL2012 – 2014
MIAN SCHOOLSchool Management Plan – 2012 to 2014
School Priority Areas 2012 – 2014 - 3 Year Horizon
Literacy
Numeracy
Organisational Effectiveness
Aboriginal Education
Public Schools NSW – Strategic Directions 2012 - 2014Leadership & Management
Curriculum & Assessment
Engagement and Attainment
Literacy & Numeracy
Aboriginal Education
Organisational Effectiveness
Low Socio-Economic ReformsReform 1: Incentives to attract high performing principals and teachers.Reform 2: Adoption of best-practice performance measurement and staffing arrangements that articulate a clear role for principals.Reform 3: School operational arrangements that encourage innovation and flexibility.Reform 4: Provision of innovative and tailored learning opportunities.Reform 5: Strengthen school accountability.Reform 6: External partnership with parents, other schools, businesses and communities and the provision of access to extend services.
School Context
Mian School is located in Bultje Street, Dubbo. The school has twenty eight places and offers alternate programs for students in Years Six to Nine. The drawing area for students ranges from Dubbo, Narromine, Wellington and Gilgandra. The Dubbo School Education Group (SEG) Special Education Placement Panel determines placements.Mian School has, as part of its team, the Dubbo SEG itinerant support teachers’ behaviour (STBs) and a support teacher for students in out of home care. These teachers are part of a regional team.
Intended Outcomes (3 year horizon, developed from School Priority Areas 2012 – 2014)
To improve the literacy levels of all Mian School students To improve the numeracy levels of all Mian School students Improvement in the attendance, retention and engagement of Aboriginal students. More streamlined checklists, flowcharts and documents for all school based processes and procedures.
Principal: Date: Endorsed by School Education Director: Date:
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 2
School Identified Priority Area/s Summary of Targets
Literacy To increase the overall reading age of targeted students by at least 6 months demonstrated through school
based assessments by week 6, term 4, 2012
Numeracy To increase the current performance level of targeted student’s mathematical age across the four operations by
at least 6 months by term 4 2012
Organisational Effectiveness
To evaluate, review and modify where needed all documentation and processes related to student enrolment, student management, review and reappraisal, transition and OHS compliance by the end of term 4 2012
Aboriginal Education To promote social and emotional wellbeing across the school through the implementation of Mindmatters
resources and planning processes, in both classrooms and whole school environments by the end of semester 1, 2012
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 3
School Identified Priority Area: LITERACYIntended Outcome:To improve the literacy levels of all Mian School students.Target/sTo increase the overall reading age of targeted students by at least 6 months demonstrated through school based assessments by week 6, term 4, 2012.
Number Strategies Indicators Reform Area
TimeframeResponsibility
2012 Resource
Allocation & Funding Source
2012 2013 2014
1.1Individual literacy withdrawal program using MULTILIT
Timetabled withdrawal literacy lessons, 3,4,5 x x x NP CO-
ordinator
10 x teacher days
80 x SLSO days
1.2Data Gathering and analysis Baseline and follow up data using MULTILIT and
school based assessments, graphs and comparisons
3,4,5 x x x Teaching staff 5 x teacher days
1.3PL for staff in MULTILIT MULTILIT resources being used in classrooms for
consolidation 4,5 x x xNP Co-
ordinator& Teaching staff
4 x teacher days
1.4PL for SLSO’s delivering literacy program Attendance and progress documentation
5 X X X SLSO &NP Co-ordinator
4 x SLSO days + 1 SLSO day unspent funds
from 2011
1.5Individual Literacy Plans will be revisited on a regular basis to address gaps in learning
Documented Individual Literacy Plans in Student PLP’s 3,4,5 x x x Teaching Staff
1.6Literacy program for the classroom developed and implemented to work in conjunction with withdrawal program
Documented program and activities2,4 X X Led by NP
Co-ordinator2 x teacher
days
1.7
Source and purchase Levelled Reading Program to be used in conjunction with MULTILIT
Teaching staff to critique reader samples
3,4 x
Led by NP Co-ordinator and teaching
staff
1.8 Join with other schools to release a Partnership Mentor position at PH2 level to support leadership
Structured in-school leadership programs established
1, 2, 4 & 5
X X X Principal and Regional Staff
$1997
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 4
Number Strategies Indicators Reform Area
TimeframeResponsibility
2012 Resource
Allocation & Funding Source
development programs, provide training in analysis of data, support induction of early career teachers and co-ordinate professional learning networks.
Evidence in class programs that programming has been informed by student learning data
Staff utilise networks beyond their own school and beyond their own learning community to support teacher professional learning.
to co-ordinate
School Identified Priority Area: NUMERACY
Intended Outcome: To improve the numeracy levels of all Mian School students.
Target: To increase the current performance level of targeted student’s mathematical age across the four operations by at least 6 months by term 4, 2012.
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 5
Number Strategies Indicators Reform Area
TimeframeResponsibility
2012 Resource
Allocation & Funding Source
2012 2013 2014
2.1Continued PL for all teaching staff with a focus on addressing learning gaps
Documented Individual Numeracy Plan for each student 3,4,5 x x x Region
Personnel
2.2Data gathering and analysis of baseline and follow up data
Documented in each student’s assessment folder with progress comments 5 x x x Teaching staff 5 x teacher
days
2.3Continued implementation of Nelson Numeracy Assessment kit to identify gaps in learning
Documented group learning plans, term plans and PLP’s 4,5 x NP Co-
ordinator5 x teacher
days
2.4Development and regular review of Individual Numeracy Plan for each student
Documented in Assessment Folders4 x x x Teaching staff 8 x teacher
days
2.5
Collaborative teaching staff sessions to plan, develop and implement activities to assist in achieving target
Documented group learning Plan and whole school activities 3,4 x
Led by Principal & Assistant Principal
2.6Analysis of data gathered to map progress and identify areas for further development for teaching staff and students.
Teacher programs documenting student learning programs and staff professional learning plans 5 x x x
NP Co-ordinator and teaching staff
4 x teacher days
2.7
Join with other schools to release a Connected Learning position at AP/HT level to facilitate professional learning focussed on the effective integration of interactive technology into classroom practice.
Classroom programs indicate teaching strategies which make appropriate use of technology
Observation of classroom practice indicates more effective usage of interactive technology in teaching and learning 1 X X X
Principal and Regional Staff to co-ordinate
2.8
Join with other schools to release a Partnership Mentor position at PH2 level to support leadership development programs, provide training in analysis of data, support induction of early career teachers and co-ordinate professional learning networks.
Structured in-school leadership programs established
Evidence in class programs that programming has been informed by student learning data
Staff utilise networks beyond their own school and beyond their own learning community to support teacher professional learning.
1, 2, 4 & 5 X X X
Principal and Regional Staff to co-ordinate
$1997
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 6
School Identified Priority Area: ABORIGINAL EDUCATION
Intended Outcome: Improvement in the attendance, retention and engagement of Aboriginal students.
Target: To promote social and emotional wellbeing across the school through the implementation of Mindmatters resources and planning processes, in both classrooms and whole school environments by the end of semester 1, 2012
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 7
Number Strategies Indicators Reform Area
TimeframeResponsibility
2012 Resource Allocation & Funding Source2012 201
3 2014
4.1Develop a student welfare team to promote social and emotional well-being across the school
Documented plans for individual student needs3,4,6 x x x All staff
8 x teacher days
4.2Implement programs to increase social and emotional learning in the classroom
Group learning plans, interagency involvement4,6 x x x All staff 2 x teacher
days
4.3
Involvement of community groups to deliver programs, eg Mission Australia Cultural Program, Youth Connections, Crime Prevention Workshop,Neighbourhood Programs
Community involvement with students including non DEC groups 3,4,6 x x x NP
co-ordinator
4.4Collaborative staff meetings to establish target areas for school implementation of programs
Documented school action plan for PBL teaching and learning programs 3,4,5,6 x Led by NP
co-ordinator2 x teacher
days
4.5
PL sessions for all staff re Mindmatters program and PBL
Referenced in teaching and learning programs and PL minutes 3 x
Regional Staff Principal and
NP co-ordinator2 x teacher
days
4.6
Increase opportunities for parents / carers and interagency personnel to meet informally to strengthen partnerships
Parent / Carer, interagency, staff and student informal gatherings, morning teas, review and reappraisal meetings, BBQ’s etc 2,6 x x x
NP co-ordinator&
Assistant Principal
2 x teacher days
School Identified Priority Area: ORGANISATIONAL EFFECTIVENESS
Intended Outcome: More streamlined checklists, flowcharts and documents for all school based processes and procedures.
Target: To evaluate, review and modify where needed all documentation and processes related to student enrolment, student management, review and reappraisal, transition and OHS compliance by the end of term 4, 2012
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 8
Number Strategies Indicators Reform Area
Timeframe
2012 2013 2014
Responsibility
2012 Resource
Allocation & Funding Source
3.1Develop a database of all documents and processes for evaluation
Documented database and checklist5 x
Principal and Assistant Principal
20 x teacher days
3.2Consult with staff and prioritise areas of greatest need
Amended checklist of documents5 x All staff 2 x teacher
days
3.3Review of current entry kits for parents / carers and new students
New modified entry kit3,5,6 x
Principal and Assistant Principal
10 x teacher days
3.4
Develop and maintain checklist and timeline for review and reappraisal meetings and associated transition documentation if applicable
Documented in school calendar, checklists completed in each student’s transition folder 3,4,5 x x x NP co-
0rdinator10 x teacher
days
3.5
Plan, develop and implement an Individual Behaviour Management Plan proforma for each student that is negotiated, progress recorded and amended on a regular basis
Documented series of IBMP’s included in student’s PLP and progress comments included in semester reports. 3,5 x x x
Teaching staff studentsTARS
5 x teacher days
Low SES National Partnership funding:
106 teacher days in total for 2012 @ approximately $320 per day = $33946
84 SLSO days in total for 2012 @ approximately $165 per day = $13842
Contribution to regional positions @ $1997 per semester = $3994 in 2012
UNSPENT FUNDS FROM Low SES 2011 = $156.33 = 1 x SLSO day
GLOSSARY
Intended Outcomes
Outcomes describe what a school wants to achieve by the end of the three year planning cycle in each school-identified priority area.
Outcomes are clear, specific and concise statements that indicate what the school aims to achieve.
Outcomes can be measured or evaluated through the collection of data or through observation during and at the end of the three year planning cycle.
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 9
Outcomes addressing literacy and numeracy are required in all school plans to align school planning and accountability to state and regional plans.
Targets
Targets describe the incremental steps to the achievement of the intended outcomes.
There may be more than one target for an intended outcome.
To align school planning and accountability to state and regional plans, overarching school targets should be set in line with state and regional targets.
Literacy and Numeracy targets are mandatory.
More specific targets or indicators can be added to assist in focusing school improvement.
Target setting guide Start with a Verb – increase, raise, decrease, reduce, expand, apply / then state the thing you want to affect – the percentage of students in the lower two bands of overall literacy / then state the baseline measurement – from 23% in 2011 / then state the measurement level you want to get to – to 15% / then state your time frame – by 2012. e.g. Increase the percentage of Year 5 students achieving expected growth in reading from 51.2% in 2011 to 61.2% in 2012
Indicators
Indicators demonstrate whether the identified strategies are achieving the intended outcome or target
Indicators are included in the plan to describe the progress towards achieving intended outcomes a school expects to observe or measure, if the strategies are working as expected.
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 10
Funding Codes
Colour (taken from the Palette in Word) Funding Source
Red Low SES National Partnership e.g. employ DP
Black Global Budget e.g. purchase resource
Blue CAP e.g. employ teacher
Green PSP & PAS e.g. employ TA
Purple Professional Learning e.g. attendance at R2L
Orange Aboriginal Education e.g. $2500 SiP employ SLSO
Dark Red Other e.g. $1000 Community Grant
MIAN SCHOOL – School Management Plan (version 3/8/2011) page 11