SPSPLANV2.pdf

School Management Plan 2012 ‐ 2014

Policy: 2012 – 2014 School Management Plan Identifier: SPS‐PD/110712/D004 Author: Mr. Bernard Cheng Consultation: School Executive Endorsement: Kerri Brickley: School Education Director Date of Release: 7

th August 2012

Review Date: 1st February 213

Seaforth Public School Plan 2012 ‐2014 SCHOOL CONTEXT

Seaforth Public School is a comprehensive NSW Department of Education and Communities Primary School situated on a split campus in Seaforth. The school is a growing school that caters for a population of 491 students. At Seaforth we

are committed to celebrating the uniqueness of the individual through the provision of a differentiated curriculum program that provides opportunities for all students to achieve to their potential. Underpinning this commitment is a focus

on the social and emotional welfare of all students. To this end we are focussed on developing a safe and nurturing environment that supports the development of the whole child underpinning the provision of a strong foundation for

learning in the Primary Years.

SCHOOL IDENTIFIED PRIORITY AREA/S INTENDED OUTCOME/S

1. Literacy and Numeracy

2. School Leadership and management 3. Human Society and its Environment and Science and Technology

4. Creative and Practical Arts 5. Curriculum and assessment

6. Student Engagement and attainment 7. Transition to School and High School 8. Teacher quality 9. Technology

10. Professional Development

11. Community engagement and participation

Enhance student literacy achievement for all students that meet and exceed State and Regional targets. Enhance student numeracy achievement for all students that meet and exceed State and Regional targets Focus on boys education in the middle years Provision of professional learning support to guide the implementation of the incoming Australian curriculum syllabus documents Revise school based management processes and policies with the view to achieving greater alignment with DEC policy expectations

and Local Schools Local decisions implications Implement aspects of the Early Years framework within Kindergarten to Year 2 programs. Increase student engagement in conceptual learning activities as measured by yearly pre and post student survey responses & /or

focus groups with parents, students and staff. Review of the Extension class program, gifted and talented provision and curriculum differentiation. Enhance teacher quality through professional learning focussing on the quality teaching framework to early and mid career teachers. Enhance individualised learning potential through increased differentiation of the curriculum and provision of facilitated learning

opportunities. Develop structured transition to school and to high school programs to ensure a supported transition ensuring success for all students. Provide all staff with an individualised professional learning program to enhance their professional capacity both within their teaching

practice and in contributing to the delivery of school focus areas within the school plan. Broaden the provision of learning opportunities and engagement through technology. Provide a mentorship program to guide beginning teacher accreditation and orientation to the profession and for aspirational teachers

seeking promotions positions. Increase parent participation and engagement with class programs both in accessing specific expertise related to the curriculum and

through assistive roles Kindergarten to Year 6. Increase Stakeholder representation at P&C Meetings

TARGET/S

Revise current policies, operational processes and accountability pathways to enhance the effective management of the school, including preparing for the implementation of Local Schools Local Decisions. Affect a 15% Increase in Year 3 and Year 5 students achieving at National Literacy proficiency standard Affect a 15% Increase in Year 3 and Year 5 students achieving at National Numeracy proficiency standard Provide professional development for staff to effectively implement the Australian Curriculum syllabus documents Development of scope of learning documents to align with the National Curriculum and current Syllabus documents Increase student engagement in conceptual learning activities as measured by yearly pre and post student survey responses & /or focus groups with parents, students and staff. Implement a concept based approach to delivering a differentiated Science and Technology/Human Society and its Environment curriculum program Kindergarten to Year 6 Implement the Stephanie Alexander Kitchen Garden Program Review the provision of gifted and talented opportunities to enhance student achievement across all key learning areas Affect a 20% increase in parents engaging in support roles within classrooms Kindergarten – Year 6 during literacy and numeracy activities. Enhance teacher understanding of the elements of significance and intellectual quality within the quality teaching model as the basis for the implementation of problem based learning opportunities within differentiated

curriculum planning Kindergarten to Year 6 Broaden the provision of the creative arts curriculum within classroom practice Provision of enhanced professional learning to develop teacher’s skills in differentiated learning and facilitated learning design. Enhance teacher capacity to integrate technology within teaching and learning to affect increased learning opportunities and differentiation for all students Evaluate and trial the use of mobile devices and the integration of web 2.0 tools within teaching and leaning Affect a 20% increase in the use of the connected classroom suite of tools

PRINCIPAL’S SIGNATURE

SED ENDORSEMENT DATE

School identified priority: Leadership and management of the School Outcomes

Revise school based processes and policies with the view to achieving greater alignment with DEC policy expectations and Local Schools Local decisions implications

Targets

Revise current policies, operational processes and accountability pathways to enhance the effective management of the school, including preparing for the implementation of Local Schools Local Decisions.

Strategies Indicators

Timeframe Responsibility Budget Review current school policies with a view to greater DEC alignment.

Revision of the structural organisation of the school to achieve

greater communication, enhanced stage team alignment, consistency of practice and expectations.

Enhanced financial and administrative management of the school.

Develop planning processes to manage the implementation of the Local School Local Decisions reform.

School policies are revised with a view to greater alignment with DEC policies.

New policies developed for areas of the school not currently managed with a current policy.

Installation of a campus wide phone system with phones in every teaching and administrative space.

Executive team work closely in the leadership of all stages in the school with an overarching vision and shared expectations.

Development of new processes to enhance the interconnection of all aspects of the school with a reduction in the siloing of individual programs.

Increased collective ownership of all staff in the effective management of the school.

SASS staff undertake changes in parent

administration through implementing a range of e‐commerce services through a new school website that encompass online payments, enrolments and forms returns.

School audit recommendation are followed up with enhanced financial administrative procedures in alignment with DEC policy changes.

Enhanced use of technology to automate and manage large administrative tasks

Weekly school administration meetings feature as part of the operation of the school office.

School SASS and Executive staff meet as a change management team to develop processes and procedures to manage LSLD.

SASS staff receive professional development to implement LMBR and the phasing out of OASIS.

2012 2013 2014

School Principal and Executive

School Principal and SASS



$3000 school commitment after DEC contributing

$10’000

$4000 PA

As required

School identified priority: Literacy Outcomes

Achievement of a 15% increase of Years 3 & 5 students achieving at National Literacy proficiency standard

Targets

Increase the percentage of Year 3 students achieving in the proficiency bands for spelling by 15% from 72% in 2012 to 89% in 2014 Increase the percentage of Year 5 students achieving in the proficiency bands for writing and spelling by 15% from 35% and 48% respectively in 2012

to 50% and 63% respectively in 2014 Increase Year 7 virtual group achievement by 15% from 45% in 2012 to 60% in 2014 of students achieving at proficiency Affect a 15% increase from 75% in 2012 to 90% in 2014 of all Year 5 students attaining or exceeding state & regional expected growth Affect a 15% increase from 67% in 2012 to 82% in 2014 of Boys attaining SEG and regional expected growth


Timeframe Responsibility Budget Use Best Start Assessment to accurately determine baseline

achievement data of incoming student cohorts. Trial implementation of the Gifted and talented Kindergarten project

to assist in early identification of gifted and talented students and the development of differentiated learning opportunities.

Whole School analysis of NAPLAN Year 3 , 5 and virtual Year 7

Assessment data to inform whole school planning placing a strategic emphasis on areas of underperformance.

Implementation of a literature based modelled writing initiative with

a focus on the applied usage of grammatical conventions and spelling within writing.

Implement a Literacy strategy for boys in the middle years a key whole school focus to improve literacy outcomes for Boys.

Investigate the implementation of Reading Recovery.

Enhance talking and listening through increased participation in

Regional Public Speaking and Debating opportunities

Best Start Assessment data is utilised to assess prior knowledge and achievement standards of the Kindergarten cohort to inform planning of appropriate curriculum opportunities to enhance literacy achievement for all students.

Professional development for all staff on the

learning continuum is delivered and scope of learning reflects the continuum K‐6.

Early identification of gifted and talented

students and evidence through individual learning plans and curriculum adjustments were appropriate.

Analysis of SMART Data and internal

assessment data to make required curriculum adjustments as well as informing whole school focus areas to enhance student achievement.

Student error rates of common sight words

and grammatical devices achieve an average of 4 errors per 10 words with a 5% improvement per annum.

develop an intensive Boys literacy strategy to

lift engagement, performance and growth in the middle years.

Enhance the use of PM reading benchmark kits

as a key assessment strategy for monitoring student comprehension development with an annual 5% growth in reading level movement.

Affect a 5% growth in the participation of

Public Speaking and Debating per‐anum through a greater emphasis on talking and listening in the classroom 3 – 6.

2012

2013

2014

Kindergarten teachers under the supervision of the school executive

School Principal

School Executive

School Principal and Executive

Classroom teachers

Classroom teachers

School Executive

$5000.00 PA

$8’000 in 2012 and $4000 per anum to 2014

School identified priority: Numeracy Outcomes

Achievement of a 15% increase of Years 3 & 5 students achieving at National Numeracy proficiency standard

Targets

Increase the percentage of Year 3 students achieving in the proficiency bands for numeracy by 15% from 66% in 2012 to 81% in 2014 Increase the percentage of Year 5 students achieving in the proficiency bands for numeracy by 15% from 48% in 2012 to 63% in 2014 Increase Year 7 virtual group achievement by 15% from 54% in 2012 to 69% in 2014 of students achieving at proficiency Affect a 15% increase from 50% in 2012 to 65% in 2014 of all Year 5 students attaining or exceeding state & regional expected growth Affect a 15% increase from 34% in 2012 to 59% in 2014 of Boys attaining SEG and regional expected growth


Timeframe Responsibility Budget Use Best Start Assessment to accurately determine baseline

achievement data of incoming student cohorts.

Focus on whole school professional learning on and reflection on the quality of numeracy teaching including the development of a scope of learning and time allocated to the maths in teaching programs.

Continued professional development on the implementation of the TENS program.

Focus on explicit teaching strategies in Space and Geometry. Utilise NAPLAN Year 3 and 5 Assessment Data to inform whole

school planning placing a strategic emphasis on areas of underperformance across the spectrum of learners.

Enhance assessment process for tracking of student performance emphasising consistency of teacher judgement.

Develop a Numeracy strategy for boys in the middle years a key

whole school focus to improve numeracy outcomes for Boys.

Incorporation of problem solving skills and explicit focus on working mathematically strand to applied learning opportunities.

Students and teachers are using ICT skills and knowledge to improve

student engagement with a focus on Boys education

Best Start Assessment data is utilised to assess prior knowledge and achievement standards of the Kindergarten cohort to inform planning of appropriate curriculum opportunities to enhance numeracy achievement for all students.


learning continuum and the purchasing of resources to support the KLA.

Professional development is provided to all

staff in the TENS project including accessing of enhanced resources.

Space and Geometry teaching across the school is reviewed placing a greater emphasis on practical application .

Analysis of SMART Data and internal

assessment data is used to make curriculum adjustments as well as informing whole school focus areas to enhance student achievement.

Whole school assessment processes in tandem

with greater use of NAPLAN data are reviewed.

develop an intensive Boys numeracy strategy to lift engagement, performance and growth in the middle years.

Maths groups focussing on problem solving K‐6

are established. Professional learning for all staff in the

effective use of IWB’s and other technologies to promote and enhance numeracy skills.

2012

2013

2014

Kindergarten teachers under the supervision of the school executive

School Principal

School executive and all classroom teachers

$3,500 PA

$1500 PA

$2000 PA

$8’000 in 2012 and $4000 per anum to 2014

School identified priority: Human Society and its Environment & Science and Technology Outcomes

Increase student performance in proficiency levels in school based assessment rubrics from 2012 to 2014.

Targets

Increase student engagement in conceptual learning activities as measured by yearly pre and post student survey responses & /or focus groups with parents, students and staff.


Timeframe Responsibility Budget

All stages develop sequential concept based learning.

All staff gain additional skills in differentiating curriculum.

Develop whole school scope and sequence to align with National Curriculum.

Integrate technology in teaching and learning programs.

Staff are provided with enhanced professional

development around conceptual planning linked to Science and Technology and Human Society and its Environment Syllabus expectations.

Staff continue to engage in focussed professional development within differentiated learning and student engagement to deliver a concept based approach to Science and Technology and Human Society and its Environment.

Big ideas and key concept maps are developed

to guide a differentiated approach to class programming.

School library program is explicitly linked into

the development of an integrated view to content programing and delivery.

A scope of learning is developed for Human

Society and its environment. National curriculum alignment will follow when appropriate.

A scope of learning is developed for Science and Technology. National curriculum alignment will follow when appropriate.

Learning technologies with an emphasis on collaboration, critical literacies and mobility are explored to enhance wok in this area.

Enhanced use of the connected classroom to support virtual learning experiences that enhance student participation in the Jason and Murder under the Microscope programs.

2012 2013 2014 Committee Coordinator

Committee Coordinator

$6000 PA

School identified priority: Creative and Practical Arts Outcomes

Broaden the provision of the creative arts curriculum within classroom practice.

Targets

Enhance the quality of music education through the implementation of a whole school music program. Enhance the quality of Drama Education through the implementation of a whole school Drama program.


Timeframe Responsibility Budget Identify and develop staff expertise within music education.

Identify and develop staff expertise within dance and drama

education.

Enhancement of school resources to develop a high quality creative

arts program across all disciplines of dance, drama, music and the visual arts.

Staff skills within music education are developed through the identification of current staff and external expertise to enhance whole confidence and expertise in music education.

A scope of learning is developed for music

education Kindergarten to Year 6.

Music Viva is incorporated into the school range of activities.

Staff skills within drama education are

developed through the identification of current staff and external expertise to enhance whole confidence and expertise in drama education.

A scope of learning is developed for dance and

drama education Kindergarten to Year 6. Staff trained in acting as a facilitator to guide

Participation of the Tournament of the Minds.

Development of a vision statement and expression of key goals for the creative arts is developed.

A strategic resourcing plan is developed to allow for the procurement of teaching resources to meet the gaols of the creative arts program.

2012 2013 2014 Committee Coordinators

Committee Coordinators

Committee Coordinators

$4500 PA

School identified priority: Curriculum and Assessment Outcomes

Provision of professional learning support to guide the implementation of new syllabus documents incorporating the Australian curriculum .

Targets

Provision of professional learning support to guide the implementation of new syllabus documents incorporating the Australian curriculum. Review the provision of Gifted and Talented provision through the extension Program. Provision of enhanced professional learning to develop teacher’s skills in differentiated learning and facilitated learning design. Enhance teacher capacity to integrate technology within teaching and learning to affect increased learning opportunities and differentiation for high

achieving students.


Timeframe Responsibility Budget Implementation of the Australian Curriculum K‐10 English Syllabus. Implementation of the Australian Curriculum K‐10 Mathematics

Syllabus.

Review of Gifted and Talented provision for students Kindergarten to

year including the Extension Program.

Review of assessment and consistency of teacher judgment across

all key learning areas for both student written assessment and identification of student strengths and areas for development.


intent and scope of learning within the new syllabus.

Development of new scope and sequence of

learning supporting the implementation of the new syllabus.

Review assessment and identification of

students determined to be Gifted and Talented.

Staff engagement with the Gifted and Talented

education policy and its application in the school.

Review school policy around differentiation for

higher ability students including examining grouping and clustering strategies.

Identify aspects of the Regional GATE review

and the alignment with the Extension Program.

Engagement with a regional program review into the Extension class program.

Review the suite of assessment strategies

currently in place with a view to enhancing the use of data and consistency to inform judgements made about student progress.

Align performance expectations with like

school groups to ensure parity of expectation and performance of student.

2012 2013 2014

School Principal

School executive and all classroom

teachers

School Principal

School executive, all classroom

teachers and DEC

School Principal

$2000 PA

$2000 PA

$3000

School identified priority: Teacher Quality Outcomes

Enhance teacher quality through professional learning focussing on the quality teaching framework to early and mid career teachers.

Targets

Enhance teacher understanding of the elements of significance and intellectual quality within the quality teaching model as the basis for the implementation of problem based learning opportunities within curriculum planning Kindergarten to Year 2.

Enhance teacher capacity to integrate technology within teaching and learning to affect increased learning opportunities and differentiation for high achieving students

Provision of enhanced professional learning to develop teacher’s skills in differentiated learning and facilitated learning design.


Timeframe Responsibility Budget Provision of professional learning for all staff in the development of

interactive IWB content to support teaching and learning across all KLA.

Focus on intellectual quality and significance of the NSW Quality

Teaching model to support new and innovative pedagogies in the classroom.

Focus on providing enhanced professional learning in the area of a

facilitated learning approach to classroom programming and learning delivery.

Enhancement of teachers understanding of Gifted and Talented

students and the provision of differentiated learning opportunities for all students.

Increased understanding of data informing strategic practice,

implementation and review of the effectiveness and success of teaching and learning programs.

Focus on providing enhanced teacher professional development in the area of differentiated learning.

Implementation of a creative curriculum project to provide project

based learning opportunities for students to engage in facilitated learning opportunities.

All staff will develop enhanced interactive IWB content in the form of notebook charts that increasingly feature higher levels of student interactivity.

Trial the use of KeePad interactive systems as a means of student assessment and engagement.

Teachers engage in lesson coding against intellectual quality and significance as a means of self assessment.

Teachers engage with the elements of the QTM

as a basis for curriculum programming and new syllabus implementation.

Professional development focusses on

differentiation and instructional design as primary focus.

Teachers implement a focus on greater

differentiated opportunities in the classroom for all students based on a data driven understanding of students and the QTM informing practice.

Staff engage with training in the differentiated

curriculum, engage with Gagne’s model of differentiation , Blooms taxonomy and Debono’s thinking hats.

Teachers develop skills in instructional design

and facilitated learning as the basis for differentiating problem based learning workshops.

2012 2013 2014 Computer Coordinator

School Executive

$3000 PA

$2000 PA

$3000 PA

School identified priority: Technology Outcomes

Broaden the provision of learning opportunities and engagement through technology.

Targets

Evaluate and trial the enhanced use of mobile devices in the classroom. Integration of web 2.0 tools within teaching and leaning. Affect a 20% increase in the use of the connected classroom suite of tools. 25% increase in the use of student email via the DEC student portal.


Timeframe Responsibility Budget Support staff to incorporate a broad range of mobile technologies

such as ipads, mobile voting devices (Keepad ) and e‐pc devices to enhance student opportunity and engagement.

Enhance the use of web 2.0 tools such as wikis and blogs for both

student collaboration and parent communication.

Via the connected classroom suite of tools, develop virtual teaching

and learning opportunities with local and country schools. Incorporate virtual excursions and affect a greater participation in

video conference opportunities. Develop a suite of e‐commerce functionalities via an enhanced

school website to provide online administrative support to parents. Provide enhanced opportunities for students to interact with the

student portal. ICT procurement and asset replacement to provide optimum

learning tools for teaching and learning.

Infrastructure upgrades (wired and wireless) .

Implementation of mobile devices that provide a demonstrable enhancement to teaching and learning.

Teachers support students to engage in

collaboration opportunities through the use of wikis and blogs.

25% increase in the use of connected classroom

virtual learning experiences. Staff participate in professional learning

opportunities offered via the connected classroom.

virtual excursions are explored and

implemented. A new website is developed that includes online

returns, enrolments, fees payment, file storage and download and email based communications options for parents.

Students are provided with greater exposure to

the student portal with 100% of years 2 ‐ 6 students incorporating the use of email within the literacy program.

ICT device procurement (including Photocopier

replacement) determined by pedagogical need and in response to mobile device trials.

Network upgrade rolled out across Kempbridge

and Yatama campus to provide wireless and improved wired connectivity.

2012 2013 2014 Computer Coordinator

$3000 PA

$20’000 PA

$10’000 PA

School identified priority: Student engagement and attainment Outcomes

Enhance individualised learning potential through increased differentiation of the curriculum and provision of facilitated learning opportunities.

Targets

Implementation of a problem based group learning project within the context of Science and Technology and Human Society and its Environment.



Development of a planning frameworks and guidelines for practice for the implementation problem based group learning project days.

Development of assessment strategies to assist in tracking student achievement within the initiative.

Acquisition of resources required to support the program including the development of “workshop” kits based on either Science and Technology or HSIE topics.

Identification of students for which learning adjustments to enhance program access are required to be made (both gifted and talented and learning support).

Enhanced use of ICT to provide broad response options and recording of the initiative .

Review and evaluation of the initiative and adjustments made as required.

Development of a program policy, indicated

outcomes and guidelines for practice and scope of learning developed.

Staff engage in professional development

around assessment that use both formal and informal strategies.

Resources are purchased and organised

effectively to support the program.

Strategies for identify students with particular learning requirements are made and resources strategically placed to maximise learning outcomes of these students.

A broad range of appropriate technologies

feature as tools to enhance learning opportunities and options for the program that both support student learning opportunities as well as recording and delivering student products.

The program is regularly reviewed via student,

parent and teacher surveys and revisions made where required.

2012 2013 2014

School Executive & classroom teachers

School Executive

School Executive

School Executive & classroom teachers

School Executive

$4000 PA

$6000 PA

School identified priority: Transition to School and to High School Outcomes

Enhance transition programs to school and to high school that promotes student engagement and achievement.

Targets

Implement the Early Years Framework as the basis for curriculum and developmental planning for the pre‐school program Enhance High School connections to develop a focussed High School linkages and Transition Program


Timeframe Responsibility Budget Enhance staff understanding through professional development of

changing pre‐school polices and procedures Development of greater early intervention strategies for student

with learning difficulties or gifts and talent as part of an enhanced transition process to kindergarten

Establish links with prior‐to school programs to forge effective partnerships.

An extended transition to school program is implemented that

incorporates aspects of student observations, best start assessment and informal teacher judgements.

Enhance local connections with local Government High Schools to

develop structured transition and orientation processes for the Year 6 – 7 Transition.

Early years framework is incorporated within Kindergarten programs.

Staff are provided with enhanced professional

development in the early identification of children with specific learning difficulties and gifts and talents

Prior to School partnerships are developed

with a view to establishing a professional network to collaborate on the development and enhancement of school readiness programs.

Enhanced early intervention and identification

of support services are delivered to students who may require additional support to transition to school.

Staff are guided to implement an extended

transition program to enhance the transition to school process.

Connections are made with local High Schools to develop effective and supportive hand over strategies for student transition

Establish cooperative partnerships with High

School staff to provide transition days for year 6 students.

Investigate and initiate virtual connections

with High School specialist teachers through the connected classroom facility.

2012 2013 2014

School Executive & School Principal

Assistant Principal

Assistant Principal and

School Principal

Assistant Principal

School Principal

Assistant Principal

Assistant Principal

$2000 PA

$2000 PA

$3000 PA

School identified priority: Professional Development Outcomes

Provision of enhanced professional learning to develop teacher’s skills in differentiated learning and facilitated learning design.

Targets

Provide all staff with an individualised professional learning program to enhance their professional capacity both within their teaching practice and to support the delivery of aspects of the school plan.

Provide a mentorship program to guide beginning teacher accreditation and orientation to the profession and for aspiration teachers seeking promotions positions.



Through the TARS and EARS process, provide staff with a personalised professional learning plan that is conferenced and guides professional growth.

An accreditation process and school based assessment program for the NSW Institute of teachers accreditation for beginning teachers is implemented for beginning teachers.

Aspirational Promotions program is implemented for staff seeking advancement .

Staff engage in sharing sessions with teachers of parallel classes within our partner schools.

Staff participate productively in professional discourse.

Staff undertake whole school community organisational roles in the leading and managing of annual community events.

Staff complete a professional learning plan

which is reflective and conferenced.

Staff map professional learning goals to aspects of the school plan .

Beginning teachers are guided to participate in

an accreditation program that incorporates evidence gather, lesson observations and reflection of practice.

Staff seeking advancement are provided with

guidance and mentoring to undertake leadership opportunities.

Staff are provided with opportunities to

undertake school leadership professional development opportunities through the region.

Staff engage in collegial visits to local schools to

share and exchange teaching and learning skills, knowledge and strategies.

Implementation of a professional reading

program with fortnightly reflections in response to educational and philosophical readings.

Staff are provided with responsibility for the

leading and managing of whole school initiatives.

2012 2013 2014

School Principal

Assistant Principal

Assistant Principal

Classroom Teachers and School

Executive

School Principal and Assistant Principal

School Principal

$2000 PA

$5000 PA

$1500 PA

$3000 PA

School identified priority: Community engagement and participation Outcomes

Enhance opportunities for parents to participate in classroom assistive roles to increase their participation in the support of student learning across Kindergarten to Year 6

Targets

Affect a 20% increase in parents engaging in support roles within classrooms Kindergarten – Year 6 during literacy and numeracy activities. Affect a 30% increase in parent participation within the parents and citizens organisation Affect a 30% increase in utilising parent expertise to enhance the teaching and learning of students Kindergarten to Year 6 Successful management and implementation of the Stephanie Alexander Kitchen Garden Program Enhanced participation and alignment of professional learning goals with the Forest learning Community of Schools.



Greater stakeholder representation at Parents and Citizens Meetings

Develop parent skills and understandings of the literacy and numeracy curriculum to enhance the quality of parental support in the classroom.

Implementation of a Parent Mentorship Program

Engage educational partners including Universities to partner with the school in the delivery on innovative teaching and learning opportunities for students.

Implementation of the Stephanie Alexander Kitchen Garden Program

Implementation of the Stephanie Alexander Kitchen Garden curriculum program.

Enhanced participation and engagement with the Forest Learning

Community of Schools Network.

Affect a 20% over three years increase in parents attending P&C meetings.

Affect greater stakeholder representation on the school P&C association

Provision of opportunities for parents to

develop and implement community owned whole school initiatives that are in alignment with school expectations

Development of a series of parent workshops

around literacy and numeracy education held twice a term

Parents with relevant expertise to support the

teaching and learning program are invited to mentor our teaching programs within their area of expertise.

Meet with the University of Sydney and

University of Technology to investigate opportunities to collaborate on educational programs with the school around school priority areas.

The Stephanie Alexander Kitchen Garden is completed including construction of the kitchen

Community Garden and Kitchen specialists are

appointed and program run within the Science and technology Program.

Enhanced participation in joint planning,

engagement and alignment of some professional learning with the goals of the Learning Community.

2012 2013 2014

School Principal

Assistant Principal

Assistant Principal

Classroom Teachers and School

Executive

School Principal and Assistant Principal

School Principal

$2000 PA

$1500 PA

$130’000 over 3 years

Seaforth Public School 37 Kempbridge Avenue Seaforth 2092. Phone: 99481694 Fax: 99070858

Document REF: SPS‐PD/110712/D004

Documents

SPSPLANV2.pdf