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School Strategic Plan for Chandler Park Primary School SEV region 2 0 1 4 – 2 0 1 7

E n d o r s e m e n t b y S c h o o l P r i n c i p a l

S i g n e d……………………………………… .

N a m e………… P e t e r P a u l ……………………………… .

D a t e ……………………………………………

E n d o r s e m e n t b y S c h o o l C o u n c i l

S i g n e d……………………………………… .

N a m e………………S t e v e B a r n e t t ………………………… .

D a t e ……………………………………………

S c h o o l C o u n c i l P r e s i d e n t s i g n s i n d i c a t i n g t h a t t h e S c h o o l S t r a t e g i c P l a n h a s b e e n e n d o r s e d b y S c h o o l C o u n c i l

School Profile

Purpose – including vision statement

Chandler Park PS is a newly formed school that is progressive and committed to enhancing quality teaching practice through collaboration and co-teaching. The school is committed to providing an education that prepares students to be successful, resilient innovative learners within a rapidly changing world. Our focus is on developing a shared vision of the future in our new 21century designer school and to develop a pedagogy and culture of personalised learning utilizing inquiry and collaborative teaching that puts the child at the centre of the learning program. To do this we will develop a whole school Teaching and Learning Charter which identifies key strategies to improve student learning outcomes in reading, writing, oral language and numeracy and these effective strategies and teaching approaches will be documented and utilized and continually refined by teachers on a daily basis P-6. The Charter will provide teachers with well researched developmental continua in line with Aus VELS and specifically designed to meet the needs of the children at Chandler Park. It will also be supported by a distributed leadership model that creates strong professional learning teams that work together to observe, provide feedback and support each other’s practice whilst building strong connections with the community .

Values

At Chandler Park we aim to develop enthusiastic learners who will always do their best and strive for excellence. The following core values underpin the management and teaching practices at our school • Collaboration – being friends, caring for each other and working together • Respect- valuing ourselves and other people • Resilience – trusting in ourselves, having a go and not giving up • Innovation- to use initiative and imagination to create something new.

Environmental Context

In 2012 the first stage of the BER building project was completed on the Chandler campus. Stage 2 of the new buildings is dependent on the State budget. At this stage the school has not received any encouraging information regarding the completion of the school. Planning for Chandler Park is predicated on the opening of a new school located at the Chandler site with an enrolment of 509 students.

Continuous improvement and personalised learning are key drivers to the school’s performance and development culture in which the provision of a supportive and productive learning environment that promotes independence and self –motivation is a priority within the teaching and learning pedagogy. The current enrolment at the school is 509 students, 383 at the Chandler Campus and 126 at the Maralinga Campus. The new school’s SFO (student family occupation) percentile is .67 (.68 at the Chandler campus and .73 at the Maralinga campus). The two

campuses comprise a diverse community represented at the Chandler campus by 290 students out of 383 who have home language backgrounds other than English and at the Maralinga campus, 105 students out of 126 who have home language backgrounds other than English. The English as a second language (EAL) component is 226 students at Chandler and 81 students at Maralinga. In the last two years we have seen a significant change in the student profile with Indians and Islanders becoming more prominent. The matched cohort of students in 2013 was 74%.

Strategic Intent

Goals Targets Key Improvement Strategies

Achievement

To improve student outcomes in Literacy and Numeracy P-6

To improve student outcomes in Literacy and Numeracy P-6 Maths Online Data- Diagnostic Assessment

( this data will act as an indicator for the NAPLAN in the following year

in 3 and 5 and this is the basis

for comparison with NAPLAN and be used as an indicator of areas

needing to be improved before the next year.

Year Current % students at expected

level in 2014

2017

Year2 Data to be aligned with Aus VELS and

new profiles generated in November

Year

4

Data to be aligned with Aus VELS and

new profiles generated in November

To increase Relative Growth in NAPLAN ( Yr5)

Relative growth in Numeracy

benchmark data from 2013

Napband Low Med High

1-2 1.32 1.32 0

3-4 11.84 26.34 18.42

5-6 2.63 5.26 15.79

Maths On-Line P-4- tracking improvement in student profiles To increase % of students at the expected Maths profile for Year 2 students To increase % of students at the expected Maths profile for Year 4 students NAPLAN- Relative Growth in Numeracy Greater % of students achieving high growth in each Napband in Numeracy and particularly more high growth in Napband 1-2.

1. Build staff capacity in

developing and implementing an agreed instructional model that aligns with a whole school Teaching and Learning Charter.

2. Develop collective teacher

accountability in the assessment and monitoring of student progress.

Achievement

To improve student outcomes in Literacy and Numeracy P-6

Relative growth in Reading

benchmark data from 2013

Napband Low Med High

1-2 3.90 5.19 0

3-4 6.49 20.78 10.39

5-6 10.39 18.18 0

Relative Growth

State Benchmark

25 (low)

50 ( medium)

25 ( high)

Reading 24.62 61.54 13.85

Writing 31.25 50 18.75

Fountas & Pinnell - Year 2 and Yr 4

Year Benchmark Data

( Fountas & Pinnell level)

End of August 2013

2017

End of

Year 2

N/A L ( RR Level 21)

End of

Year 4

N/A S ( RR Level 28)

NAPLAN- Relative Growth in Reading and Writing

Greater% of students achieving high growth in each Napband in Reading

Greater % of students achieving high growth in each Napband in Writing

Fountas & Pinnell

( this data will act as an indicator for the NAPLAN in the following year in 3 and 5 and this is the basis for comparison with NAPLAN and be used as an indicator of areas needing to be improved before the next year.)

To achieve a 20% improvement in the reading comprehension skills of students at the end of Year 2 and Year 4.

1 Build staff capacity in developing and implementing an agreed instructional model in literacy and numeracy that aligns with a whole school Teaching and Learning Charter.

2 Develop collective teacher

accountability in the assessment and monitoring of student progress.( Patrick Griffin)

Goals

Targets

Key Improvement Strategies

Engagement To improve student’s ability to think critically, creatively and reflectively in the development of their own learning.

To improve student’s ability to think critically, creatively and reflectively in the development of their own learning.

Staff Opinion Survey- 2012

Professional Interaction

Current Benchmark 2013

2017

Learning- Learning Focus

NA

Parent Opinion Survey 2013

School Climate Current Benchmark 2013

2017

Learning Focus 5.50 5.80

Team Effectiveness Evaluation Rubric 2013 To improve ‘Roles and Responsibilities’ and Attitude and Climate categories of the Team Effectiveness Rubric.

Category Current Benchmark 2013

2017

Roles and Responsibilities

3 >3.5

Attitude and Climate

3 >4

Staff Opinion Survey In the area of School Climate, to continue to see an upward trend particularly in the Professional Interaction variable .

In the Parent Opinion Survey in the area of School Climate to achieve an improvement of in Learning Focus from 5.5 to 5.8 in 2017

Team Effectiveness Rubric To increase the score from 3.5 for ‘Roles and Responsibilities’ to 5 in 2017 To increase the score from 3 for Attitude and Climate. to 5 in 2017

3. Students are provided with

feedback about their own learning so they can become confident, active learners who are engaged in their personal learning.

4. Refine processes to improve the culture of collaborative professional interaction.

Goals

Targets

Key Improvement Strategies

Wellbeing To improve the students’ school and peer connectedness

To improve the students’ school connectedness and peer connectedness Parent Opinion Survey

Variables in student behaviour and student engagement

2013 2017

Transitions

5.68 5.80

Peer Connectedness 5.81

5.90

School Connectedness 5.80

5.90

Student Attitude to School Survey

Variables in Student Relationships and Teaching and Learning

2013 2017

Peer Connectedness

4.32 4.64

School Connectedness

4.38 4.62

In the Parent Opinion Survey; To improve Transitions from 5.88 to 5.80 in 2017 To improve Peer Connectedness from 5.81 to5.91 in 2017 To improve School Connectedness from 5.80 to 5.92 in 2017 In the Student’s Attitude to School Survey: To improve Peer Connectedness from 4.32 to 4.62 in 2017 To improve School Connectedness from 4.38 to 4.62 in 2017

5. To develop and embed a common understanding among students, staff and parents regarding school culture and expectations

Goals

Targets

Key Improvement Strategies

Productivity To build capacity of teachers so they are equipped to integrate the opportunities and benefits that technology provides across curriculum, assessment and reporting

To build capacity of teachers so they are equipped to integrate the opportunities and benefits that technology provides across curriculum, assessment and reporting POS variable

2013 2107

General Satisfaction

5.70 5.80

In the Parent Opinion Survey ( School Climate) To improve the General satisfaction score from 5.70 to 5.80 by 2017 or if earlier, when the school buildings have been completed. On-line ICT survey –ePotential or similar survey A trend of improvement in student’s ICT knowledge and skills

6. To strategically source and

direct a range of resources across the curriculum to maximize student learning outcomes

School Strategic Plan 2014- 2017: Indicative Planner Key Improvement Strategies

(KIS across the 4 outcomes areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

Achievement

Build staff capacity in developing and implementing an agreed pedagogy that aligns with a whole school Teaching & Learning Charter Develop collective teacher accountability in the assessment and monitoring of student progress. ( Patrick Griffin)

Year 1 • To establish the Charter structure and

commence identifying the key strategies to improve student outcomes in Literacy and Numeracy

• To continue with proven strategies and

programs ( in Maths, English and Collaborative teaching) as identified in the T & L Charter with a stronger emphasis on developing oral language and comprehension Prep-6.

• Begin to develop a Learning continuum based on Aus VELS and school-based documents in Literacy and Numeracy.

• Create and implement tools to identify students’ ZPD in Literacy and Numeracy.

• Students self- assess their learning using rubrics and annotated work samples.

• Whole school commitment to

implementing the school’s Teaching and Learning Charter

� PLT’s establish the processes and

timelines to collect & analyse data and plan teaching interventions P-6.

� Teacher Review includes evidence of student self-assessment

� Teachers can explain how their achievements are linked to the AIP.

Evidence: Assessments in Feb and Dec show at least a typical years- added growth for individual students.

Year 2 � Student conferencing and goal setting � Using Action Research to evaluate the

effectiveness of strategies for teaching comprehension

� Learning continuums developed in Literacy and Numeracy

� Peer reviews include evidence of commitment to known strategies in the Teaching and Learning Charter.

� Teachers are demonstrating knowledge skills and understandings through the application of technologies

� Data interpretation facilitated by the use of ICT

Evidence: Teachers can interpret data that leads to appropriate learning interventions from one semester to the next.

Year 3 � To have an established bank of assessment tools to provide a balance of formative and summative assessment.,

� Students are provided with resources to self –

assess their work against the standards

� Rubrics developed and utilised by teachers for peer observations across the domains

� Students are able to identify their point of learning on a continuum and can articulate the next steps in their learning.

Evidence: Learning continuums completed in Literacy and Numeracy

Year 4 � Teachers ensure classroom practice includes

opportunities for students to self-report and reflect on their learning.

� Students participate in 3 way parent teacher student meetings

� Review of the Teaching and Learning Charter

� Commitment to a continuance of a research based approach to professional learning and building teacher capacity.

Evidence: Assessment documents, classroom observation feedback for learning intentions and success criteria indicate the capacity of teachers to diagnose students’ point of learning and the next steps in learning.

Engagement

Students are provided with feedback about their own learning so they can become confident, active learners who are engaged in their personal learning. Refine processes to improve the

Year 1 � Students record their learning goals and strategies to achieve those goals based on CAFÉ, VOICES and Inquiry learning.

� Using student feedback to inform the development of the learning program and Inquiry approach and learning environment.

� Establish entry level for all new enrolments across the school to facilitate student learning.

� Continued understanding of the importance of regular and involved attendance to successful learning.

Evidence: Students are monitoring and recording their Inquiry Learning progress

Year 2 � Peer coaching addresses team and individual goals with clear links to the new Teaching and Learning Charter

� The Inquiry model is mapped against the Australian Curriculum

� Students record their learning goals and strategies to achieve those goals based on student self-assessment rubrics

� Improved staff capacity to differentiate the curriculum and provide learning success for all students

� Classroom practice is in line with the school’s Teaching and Learning Charter

Evidence: Teachers have used the peer coaching process with at least one colleague twice in the year.

culture of collaborative professional interaction.

Year 3 � Development of a peer coaching rubric and record of peer coaching experiences.

� Throughlines developed across the school at each year level

� Teachers provide a record of comments from the peer coaching program at their mid cycle review meeting

� Teachers and students using rubrics to

guide the discussion during peer and self- assessment as part of goal setting.

Evidence:

Students actively participate in 3 way parent teacher student interviews using an agreed structure.

Year 4 � Consistent alignment of community involvement in and perception and expectation of student learning when all on one campus

Evidence: All surveys show an upward trend of improvement for general satisfaction with the finished school.

Key Improvement Strategies

(KIS across the 4 outcomes areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

Wellbeing

To develop and embed a common understanding among students, staff and parents regarding school culture and expectations

Year 1 � To embed school protocols, expectations and school culture through the development of a Staff Handbook and refinement of the school website.

� Values are made explicit from the points of view of parents, staff and students

� YCDI program further embedded in school activities

� Promotion and training of the Kids Matter Team leaders.

� Students, staff and parents model the school values by their actions

Evidence: Bully surveys and feedback from student behaviour surveys indicate a strong school and peer connectedness

Year 2 � Communication of learning, social and health information relevant to each student is recorded and shared by all stakeholders.

� The Kids Matter Team to introduce the key concepts to all staff and inform the wider

� A culture of high expectations for students, staff and parents

� Entry and exit and through school

transitions are enhanced by consistent

school community about the program via the school newsletter

documentation Evidence: A greater number of transition statements sent from the local kinders to the school.

Year 3 � The Kids Matter modules delivered to all classes throughout the year.

� Promotion of key ideas and mottos as well as visual displays around the school.

� An embedded common vision and understanding among students, parents and staff of a code of positive behaviour and learning attitudes.

Evidence: 85% of student feedback indicates students feel safe at school.

Year 4 � Evaluation and review of the Kids Matter initiative.

� Increased student capacity to become confident active and resilient learners.

Evidence: For a randomly selected student, a teacher can discuss that student’s social –emotional wellbeing.

Productivity

To strategically source and direct a range of resources to maximize student learning outcomes

Year 1 • Distributed Leadership structure in the school

includes a Resource Leader with a clearly defined role that supports the KIS of the Productivity Goal of the Strategic Plan.

• Introduction of strategic teams to focus on project work related to the AIP.

• To link individual teacher performance to the Key Improvement Strategies in the AIP

• Students in all classrooms have equal access to ICT resources.

• Share findings about the benefits of using current and emerging technologies in schools, highlighting the positive value to learning.

• Introduction of one to one iPads to all staff • School leaders investigate ICT use in exemplar

schools. • PLT budget spending is aligned with school

priorities.

• Peer to peer sharing of expertise to facilitate professional collaboration and action research directly related to school initiatives.

• Deliberate student use of technology in the classroom

• Improved confidence and capability in the use of ICT equipment (SAMR Model)

Evidence: Students are consistently using appropriate technology/software for reading and numeracy tasks. Teachers have completed the ePotential survey and placed themselves on the digital technologies learning continuum.

Year 2 � Milestones and evidence in teacher’s PRP are linked to the AITSL capabilities.

� Equitable use of school resources � Devise strategies to improve efficiencies in

curriculum design and delivery, pedagogy, assessment, and reporting utilizing online resources.

� Using ICT tools to support teachers plan personalized learning pathways learning continuum

� Teachers utilize learning continua to identify students learning needs.

� Teachers identify their level of achievement on the SAMR model and identify action to progress

Evidence: Teachers demonstrated progression on the e-potential continuum since the previous year.

Year 3 � Utilizing strategies to improve efficiencies and collaboration in administration, communication, curriculum design, pedagogy , assessment, and reporting

� Identify ways to migrate tasks to use technology in a new way to improve effectiveness and efficiencies

� To involve each PLT in at least one collaborative project on Lync and or Polycom in the year

� Utilizing digital resources and collaborative tools in curriculum delivery.eg.. e-Potential and Fuse resources

� Progression on the SAMR model � Teachers have trialled ways to migrate tasks to

use technology in a new way to improve effectiveness and efficiencies

Evidence: Each class has participated in at least one collaborative on-line project during the year.

Year 4 � Implement ways to migrate tasks to use technology in a new way to improve effectiveness and efficiencies in student learning.

� IT integrated seamlessly into the pedagogy and classroom practice

Evidence: Teachers have redesigned learning tasks, previously inconceivable with the use of ICT