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1. Reflection

At our school, quality teaching and learning practices are incorporated in all teaching and learning programs. This

underpins school plans ensuring quality education provision throughout the school. This is a means of providing staff

with a platform for critical reflection and analysis of current teaching practice, and is used to guide planning of classroom

and assessment practices (DET, 2008 Quality Teaching Framework). Throughout the Key learning areas and cross

curriculum perspectives assessment for, of and as learning is occurring is structured into pre and post assessment with

teacher tracking formative assessment during a learning sequence. Our pedagogy commits to all teachers

understanding and implementing the most effective teaching methods, based on what they know students can do and

what students need to learn using evidence based assessment. Our staff and stage meetings are planned to incorporate

teacher dialogue around consistency in teacher judgement leading into whole school data tracking of students on PLAN

and the literacy and numeracy continuum.

2. Our school practices:

Our evidence will show planned and deliberate practice in supporting student transitions, integrated library

programs, students participating in extra curricula activities along with programs and strategies supporting

individualised learning in classes.

Our evidence will demonstrate how teachers reflect and revise on learning programs, and how well planned teaching

and preparation leads to well managed classrooms.

Our school strategically plans opportunities for staff to review teaching, curriculum and student achievement and

our evidence will show staff collaboration in a variety of meetings and feedback sessions.

Why are these practices important?

Enabling leadership practices incorporating capacity building in strategically planned teaching and learning programs,

reflection and evaluation along with evidence based analysis, at all levels of the school sustains quality teaching and

learning opportunities for all students. Embedding a culture of collaboration, ownership and pride in our school through

effective transitions, effective teaching methods and quality feedback develops ongoing quality teaching practice in all

classrooms.

3. Evidence and Data

The evidence collected comes from;

Early learning transition to school programs and links with our community preschool

Integrated Library programs

Student participation in a range of extra curricula learning opportunities

Differentiated teaching practice embedded in curriculum delivery in classrooms

Teaching programs and assessments

Staff working together to evaluate student achievement and share feedback with whole school, stage and

mentoring groups.

Learning Teaching Leading Link to School Plan Curriculum and

Learning

Effective Classroom Practice

Collaborative Practice

Strategic Direction 2 – Staff Leading Innovative and Reflective Practices

Evidence –

2.1- Successful student transitions – Curriculum and Learning

2.2 –Library programs – Curriculum and Learning

2.3 – Extra curricula learning – Curriculum and Learning

2.4 - Curriculum differentiation – Curriculum and Learning

2.5 – Using Data – Effective Classroom Practice

2.6 – Workable Routines – Effective Classroom Practice

2.7 – Strategic Collaboration – Collaborative Practice

2.8 – Expert teachers – Collaborative Practice

Evidence Set 2: Quality Teaching and learning Practices

4. Analysis and Annotations

Annotation 2.1 – Curriculum and Learning - Successful student transitions. Our transition programs have focused on

building community networks with our local preschool. Toward the end of 2016 our local preschool was placed under

new management and began using the early learning framework when developing their programs. We took a proactive

approach and met with the directors of the preschool establishing ways to incorporate the children in our school events

and programs. This led to a successful library program whereby the preschool children visit the school weekly and

participate in a library session along with borrowing books for home enjoyment. Our program also includes the preschool

children in our assemblies, reward days and Christmas concerts. Incorporating a structured transition to Kindergarten

program throughout term 3 and term 4 engages all children starting Kindergarten the following year and involves parent

meetings, informal assessment and identification of any child requiring additional support for a successful start to school.

Annotation- 2.2 Curriculum and Learning – Our Library programs are structured to incorporate an integrated approach

to curriculum delivery. All classes experience teaching and learning outcomes linked to History and Geography. The

program page is a sample displaying the key focus and content for a stage one class studied in Library. Engaging

students in their learning incorporates a broad use of technology (standard 3.4.2) and all students’ access interactive

programs using laptops, chrome-books and IPAD’s during Library lessons.

Annotation 2.3 – Curriculum and Learning – Providing a range of extra curricula learning opportunities. At Hill Top Public

School we value student and community interest as a tool to promote learning across a range of perspectives. Each

year students from across K-6 are offered opportunities to participate in leadership, sporting, environmental and

connected curriculum programs. Our evidence displays examples of the range of extra curricula learning experiences

offered to all students.

Annotation 2.4 – Curriculum and Learning – Curriculum Differentiation. Our introduction of Learning intentions and

Success Criteria to set explicit, challenging and achievable learning goals for all students underpins curriculum

differentiation for students as individual learners. Selecting and using relevant strategies to engage students and

promote learning (standard 3.2.2) through strategically planned curriculum delivery encompasses a process of

assessment, tracking, student reflection and provision of learning activities that support every student as a learner. We

have embedded LISC, flexible and fluent student groupings, I can statements and individual programs for students with

additional needs in all classes. Our evidence displays programs and organisers supporting differentiation and

responsiveness to the learning needs of all students.

Annotation 2.5 – Effective Classroom Practice - Alignment of evidenced based teaching and effective teaching methods

to our school plan (Strategic Direction 2) involves building teacher practice in using internal and external data tracking

along with linking self-evaluation of their own teaching programs to improve student outcomes. All staff use the Literacy

and Numeracy continuum to guide student assessment tracking with most using PLAN learning plans to support ongoing

review of the learning taking place in their classrooms. The use of LISC and ‘I can’ statements support timely feedback

to students on how they can improve. Teaching program reflect ongoing planning cycles with students moving flexibly

through expected clusters and KLA content. Our evidence shows a variety of classroom planning samples highlighting

a range of evidenced based teaching strategies.

Annotation 2.6 – Effective Classroom Practice - At Hill Top PS establishing and maintaining orderly and workable

routines (standard 4.2.2) and implementing positive interactions to engage and support all students (standard 4.1.2)

ensures students can learn productively and with minimal disruption. All teachers implement planned and organised

teaching and learning sequences. Our current L3 reading and writing programs are evidence that exemplifies the timely

and efficient management in classrooms across the school.

Annotation 2.7 – Collaborative Practice - Developing systems for strategic collaboration to become quality professional

practice across the school is supported through our planned and structured stage and whole school meetings. Teachers

work together during these meetings to view, discuss, reflect and analyse teaching practice and student achievement.

Our evidence displays planned meetings to support opportunities for staff collaboration along with staff working together

to improve teaching and learning across the school.

Annotation 2.8 – Collaborative Practice - In order to build innovative and quality teaching practice across the school we

funded our inclusion in the EAFS program. Through this model we engaged in a teacher exchange with Ambarvale PS

and strategically engaged the expertise of a teacher who had extensive experience in the instructional leadership model

promoted by EAFS. This role encompasses formal mentoring and teacher feedback along with delivery of targeted

professional learning. Additionally, we have utilised the role of the AP to create more flexible and fluent support in

whereby the expertise of the AP is used to implement Reading Recovery, Learning and support structures and deliver

professional development aligned with the role of the IL and school plan targets. Our evidence displays both the IL and

AP role supporting collaborative practice across the school.

5 .Judgement

In the element Curriculum and Learning we are delivering. Our evidence shows

We effectively transit students into the school.

Key learning areas are embedded into Library programs.

We provide a range of extra-curricular learning opportunities for students, some of which encompass sporting,

environment, and performance.

In the element Effective Classroom Practice we are delivering. Our evidence shows;

Our teachers regularly review teaching programs and plan for learning using assessment.

Students engagement in learning is evident in our teachers management of planned and prepared teaching

programs.

Students have clear expectations of learning goals.

In the element Collaborative Practice our evidence will show that we are sustaining and growing. We have;

Staff participation in meetings to discuss curriculum, quality teaching practice and evaluate student achievement is

engaged in by all teachers.

Processes in place to support teacher mentoring and coaching

6. Plan for the Future

Strengthen alliances and networks with other schools

Investigate and plan for COS network meetings based on evaluation of student data and teaching processes

for improvement

Engage teachers in collaborating with local schools for improvement through targeted and shared observation

of teaching and learning sessions

Embed strategic systems for collaboration, classroom observation and modelling of effective practice across

the whole school and through interschool relationships

Refine evidence based programs and teaching practices

Develop policy on identifying and addressing student learning needs

Strengthen collection of data and analysis of student achievement across the whole school with specific

targets for growth clearly established and tracked by all teachers

All teachers incorporate the Quality Teaching Framework elements into class programs and planning

Annotation 2.1 – Curriculum and Learning - Successful student transitions.

Our transition programs have focused on building community networks with our local preschool. Toward the end of 2016

our local preschool was placed under new management and began using the early learning framework when developing

their programs. We took a proactive approach and met with the directors of the preschool establishing ways to incorporate

the children in our school events and programs. This led to a successful library program whereby the preschool children

visit the school weekly and participate in a library session along with borrowing books for home enjoyment. Our program

also includes the preschool children in our assemblies, reward days and Christmas concerts. Incorporating a structured

transition to Kindergarten program throughout term 3 and term 4 engages all children starting Kindergarten the following

year and involves parent meetings, informal assessment and identification of any child requiring additional support for a

successful start to school.

Preschool group in Library

Kindergarten Orientation Organisation

WEDNESDAY 9TH NOVEMBER AND 30TH

NOVEMBER 2016

Children attend both sessions

Parents attend the 1st session

Arrive 9.15AM

Parents take children to the Kindergarten room as they arrive

Parents proceed to the library.

Children will be doing activities in classroom

Parents will be given information from both teachers and p&C

PARENT SESSION 9TH NOVEMBER

9.30am start

Mark Gardiner – Welcome and

Principal talk (10-15 mins)

Mrs … Scripture talk (10 mins)

Kylie- School Readiness and Kinder

curriculum etc (15-20 mins)

Erin – Library talk (10 mins)

Suzanne – PBL talk (10 mins)

Mrs Camash -P&C Uniform talk

Morning Tea provided by school

10.45-11:00ish – Parents return to

rooms to pick up their children

KF will be split to 3/4s, 6C and 5F until

12:20 when they will go to Library for

RFF for the afternoon.

K/1/2G will be split 9-11 into 1/2WB,

1/2D and 3/4F until 11:00 am so Erin

can support in Kinder rooms and

replace Suzanne when it’s her time to

talk.

2017 Kinders will be supervised by

Leonie and Erin for the duration with

Vanessa V as a volunteer helper

(thankyou Vanessa).

SESSION 2 30TH NOVEMBER

9:15 Parents drop kids to rooms and

leave

10:45 Parents return to pick kids up

KF will be split across the school until

12:20 when they will go to Library for

RFF for the afternoon.

Preschool learning in our school

garden

Annotation- 2.2 Curriculum and

Learning – Our Library programs

are structured to incorporate an

integrated approach to curriculum

delivery. All classes experience

teaching and learning outcomes

linked to History and Geography.

The program page is a sample

displaying the key focus and

content for a stage one class

studied in Library. Engaging

students in their learning

incorporates a broad use of

technology (standard 3.4.2) and all

students’ access interactive

programs using laptops, chrome-

books and IPAD’s during Library

lessons.

Annotation 2.3 – Curriculum and Learning – Providing a range of extra curricula learning opportunities

At Hill Top Public School we value student and community interest as a tool to promote learning across a

range of perspectives. Each year students from across K-6 are offered opportunities to participate in

leadership, sporting, environmental and connected curriculum programs. Our evidence displays examples

of the range of extra curricula learning experiences offered to all students.

Annotation 2.4 – Curriculum and Learning – Curriculum Differentiation

Our introduction of Learning intentions and Success Criteria to set explicit, challenging and achievable learning goals for all

students underpins curriculum differentiation for students as individual learners. Selecting and using relevant strategies to engage

students and promote learning (standard 3.2.2) through strategically planned curriculum delivery encompasses a process of

assessment, tracking, student reflection and provision of learning activities that support every student as a learner. We have

embedded LISC, flexible and fluent student groupings, I can statements and individual programs for students with additional needs

in all classes. Our evidence displays programs and organisers supporting differentiation and responsiveness to the learning needs

of all students.

Hill Top Public School Christopher Rogov-Gao - PLP Overview Student ID: 444895501 Gender: Male Date of Birth: 31/08/2008 Year: 3 Age: 8Medical Conditions Class:A 3l/l4e rOgiReAsN02

Plan Details Creation Date 13/06/2017

(Last Modified: 13/06/2017)

Consulted With No

participants have been defined.

Background and Interests • No details.

Additional Information Christopher lives with his Grandparents. The grandparents speak Russian and English is their second language. Chris is a well behaved student who sincerely wishes to do his very best. He is working well below grade expectation in both Literacy and numeracy- Early Stage 1. He is keen to do learn but finds it difficult to retain new facts and skills. He often misunderstands directions and finds it hard to express himself or construct a grammatically correct sentence verbally. RR Level-5

Targets Target #1: To improve Chistopher's knowledge of basic number facts. In order to achieve this target, the following strategies will be employed • Chris attends a maths group daily ( during Jemm Time) in which he works individually on a personalised program. eg Counting up to 30 and back, friends to 10, writing numbers. Daily assessment of improvements are recorded • Completion of Quick maths daily. • Daily work with arrays to aid the understanding of Multiplication Evaluation - daily assessment of early Maths concepts and skills- recorded - progress in Quick maths - improvement in Times table knowledge

Target #2: Improvement in

Cristopher's knowledge of the meaning of words and how to use them- emersion in language In order to achieve this target, the following strategies will be employed • Christopher is read to daily in class and there is a deliberate

Samples of

differentiation plans,

programs and

strategies in

classrooms.

Annotation 2.5 – Effective Classroom Practice

Alignment of evidenced based teaching and effective

teaching methods to our school plan (Strategic

Direction 2) involves building teacher practice in using

internal and external data tracking along with linking

self-evaluation of their own teaching programs to

improve student outcomes. All staff use the Literacy

and Numeracy continuum to guide student

assessment tracking with most using PLAN learning

plans to support ongoing review of the learning taking

place in their classrooms. The use of LISC and ‘I can’

statements support timely feedback to students on

how they can improve. Teaching programs reflect

ongoing planning cycles with students moving flexibly

through expected clusters and KLA content. Our

evidence shows a variety of classroom planning

samples highlighting a range of evidenced based

teaching strategies.

Samples of timetables/visual organisers

Annotation 2.6 – Effective Classroom Practice

At Hill Top PS establishing and maintaining orderly and workable routines (standard 4.2.2) and

implementing positive interactions to engage and support all students (standard 4.1.2) ensures

students can learn productively and with minimal disruption. All teachers implement planned and

organised teaching and learning sequences. Our current L3 reading and writing programs are

evidence that exemplifies the timely and efficient management in classrooms across the school.

Instructional Leader writing lesson Stage 2/3

Annotation 2.7 – Collaborative Practice

Developing systems for strategic collaboration to become quality professional practice across the school is

supported through our planned and structured stage and whole school meetings. Teachers work together during

these meetings to view, discuss, reflect and analyse teaching practice and student achievement. Our evidence

displays planned meetings to support opportunities for staff collaboration along with staff working together to

improve teaching and learning across the school.

Annotation 2.8 – Collaborative Practice

In order to build innovative and quality teaching practice across the school we funded our inclusion in the EAFS

program. Through this model we engaged in a teacher exchange with Ambarvale PS and strategically engaged

the expertise of a teacher who had extensive experience in the instructional leadership model promoted by

EAFS. This role encompasses formal mentoring and teacher feedback along with delivery of targeted

professional learning. Additionally, we have utilised the role of the AP to create more flexible and fluent support in

whereby the expertise of the AP is used to implement Reading Recovery, Learning and support structures and

deliver professional development aligned with the role of the IL and school plan targets. Our evidence displays

both the IL and AP role supporting collaborative practice across the school.