· Web view% of teachers confident in utilising learning technologies to maximise 21st Century learning opportunities for students. What are our newly embedded practices and how

School plan 2015 – 2017

Planning template Branxton Public School

V1.1 [26 August 2014]

V1.1 [26 August 2014]

V1.1 [26 August 2014]

School background 2015 - 2017

SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

We believe Branxton Public School is a safe and happy school with a friendly environment which nurtures students to confidently approach the challenges of 21st century learning.

“Create opportunities for the present and into the future.”

We understand that school plays an important role in promoting the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of our students. We share this responsibility with the broader community, including parents/caregivers, families and the community.

Our vision also incorporates our three expectations that align themselves with school life: Respect, Responsibility & Personal Best.

“A respectful and responsible learning environment providing opportunities for all to achieve their personal best.”

Branxton Public School is a semi-rural school in the lower Hunter Valley. The school population is 350 students, of which 5% are identified as Aboriginal.

The staff is a team dedicated to improving outcomes for its students through their professional, collaborative learning. All teaching staff meet the professional requirements for teaching in NSW public schools.

Our school is part of the Rutherford Local Management Group of schools that work with our designated feeder high school, Rutherford High School. Plans and programs are developed to support the development of students and provide opportunities for participation and success.

Our school is new in incorporating the PBL (Positive Behaviour for Learning) processes into our school and its community. Our expectations of Respect, Responsibility & Personal Best are being incorporated into all aspects of school life. We are aware that this is a process and that it will be a key part of this three year plan.

Our

Core Planning Team was established to co-ordinate the development and writing of the plan which involved all stakeholders.

Mark Ouvrier (Principal)

Robyne Noble (Assistant Principal)

Michelle Ballenden (Assistant Principal)

Our consultation processes commenced in December 2014 with a Focus Group meeting attended by 45 community members. Feedback was obtained from discussion points about school life and possible future directions.

Parent and student completed surveys regarding the expectations and current practices at the school. The data provided feedback and information to guide the implementation of our PBL processes.

Teaching staff were involved in the sharing of the directions. Three staff meetings were used to update and review the development of the process as their understanding of the process was important in gaining the ownership element.

Progress reports were presented at P&C meetings and feedback obtained.

Students from Y4 – 6 took part in the Tell Them From Me survey which again gave us significant areas to include in the planning process.

NAPLAN data has been used to identify significant areas of note to guide planning.

Public Schools NSW | School plan 2015 - 2017 | Branxton Public School www.schools.nsw.edu.au 01

V1.1 [26 August 2014]

School strategic directions 2015 - 2017

This page identifies the 3 strategic directions and the purpose of each one. Each strategic direction will:

■ define the key improvements which combine for the school to achieve excellence■ represent a high level and future-focused educational priority which is evidence based and data informed■ be a succinct statement that drives the development of the school’s educational and organisational leadership culture■ make explicit links to the dimension of the school excellence framework.

To build the capacity of all staff to deliver relevant and engaging education programs through leading, teaching and learning initiatives (GTIL-Great Teaching, Inspired Learning), within our school and across the LMG (Local Management Group).

To consistently implement a whole school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment in line with the Melbourne Declaration.

To improve the quality of current school systems and embed new systems based on reforms and drivers relevant to Branxton Public School.


STRATEGIC DIRECTION 1

Quality Leading , Teaching, and Learning


Quality Relationships


Quality Systems

V1.1 [26 August 2014]

Strategic direction 1: Quality Leading, Teaching and Learning

PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES

Why do we need this particular strategic direction and why is it important?

To build the capacity of all staff to deliver relevant and engaging education programs through leading, teaching and learning initiatives (GTIL-Great Teaching, Inspired Learning), within our school and across the LMG (Local Management Group).

How do we develop capabilities of our people to bring about transformation?

Students:

Students are able to monitor their progress on literacy and numeracy continuums and identify what they need to do to progress further.

Students are engaged in meaningful and relevant learning experiences.Staff:

Use of continuums to track students’ progress. Use of data from this to guide teaching and learning.

Guide students in recognising different skills and knowledge required to attain clusters and benchmarksParents:

Parents understand the concepts of continuums and actively engage in conversation around them and how they relate to their support of their child

Parents are informed of the use of effective technology use in creative, collaborative settings.

Community partners:

Links with Local Management Group provide opportunities for students in a variety of ways. (LSLD-Local School, Local Decisions)Leaders:

Stage leaders share and demonstrate continuum progress at meetings and celebrate successes

How do we do it and how will we know?

Quality Teaching & Engagement

Teachers differentiate curriculum delivery to meet the needs of individual students.

To sustain and develop key programs of L3, FoR, Tens, TOWN, Newman’s Analysis

Tracking on Literacy & Numeracy Continuums

Developing a deeper, shared understanding of data driven results and differentiation,

21st century learners

Provide training and development support to build teacher capacity in Technology.

Improved pedagogy through purposeful, relevant and quality professional learning activities, focusing on catering for 21st Century Learners and Individual Needs.Evaluation plan:

Tell Them From Me SurveyInternal - Regular reporting against milestones by the leadership group; feedback from teams; focus group sessions and a staff survey.

What is achieved and how do we know?

Products:

“Tell Them From Me” survey shows growth in students’ interest and motivation. Number of students match pilot norm in the skills challenge quadrants for English and Maths.

100% of students tracked and demonstrating progress along the Literacy and Numeracy continuum.

100

% of teachers confident in utilising learning technologies to maximise 21st Century learning opportunities for students.

What are our newly embedded practices and how are they integrated and in sync with our purpose?

Practices:

Teaching staff confident in the use of pedagogy involving technology. (“not technology for its own sake” - Fullan)

All class teachers using relevant continuums during parent interviews.

Teaching and Learning Cycle implemented and driven by K-6 continuums and common assessment tasks. Data analysis guides future planning with regards to pedagogy and programming in literacy, numeracy.

IMPROVEMENT MEASURE/S

80% of students exiting literacy and numeracy continuums at expected level or above.

Monitoring, evaluation and review processes are embedded and undertaken routinely.

Strategic direction 2: Quality relationshipsPublic Schools NSW | School plan 2015 - 2017 | Branxton Public School www.schools.nsw.edu.au 03

V1.1 [26 August 2014]



To consistently implement a whole school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment in line with the Melbourne Declaration.


Students:

Students are explicitly taught the expectations of Respect, Responsibility & Personal Best.

Students are self-aware, build positive relationships and actively contribute to the school, community and the society in which they liveStaff:

Provide strategic support for students requiring adjustments and learning support

Consistently using school developed strategies to support students with positive behaviour techniques across the school communityParents:

Parents are partners in their child’s learning and are kept informed

Parents are aware of strategies and support school behaviour expectations at homeCommunity partners:Community Partnerships strengthened through clear communication opportunities.

Leaders:Leaders actively supporting their stage teams and whole school processes


Effective systems for support

Staff identify students for the National Consistent Collection of Data (NCCD) and plan relevant support with Learning Support Team (LST)

Establish systems to identify students requiring support and management.

There are systematic policies, programs and processes to identify and address student learning needs.Aboriginal Education

Aboriginal and Torres Strait Islander students are engaged in and benefiting from schooling.

Aboriginal and Torres Strait Islander parents/carers are involved in decision making regarding their children’s education.PBLDevelop consistent expectations, planning and practices in student behaviour and social competence.PL to be focussed on implementation of consistent and engaging school culture incorporating our expectations.Evaluation plan:

“Tell Them from Me” survey data

Review growth on the continuums

Internal - Regular reporting against milestones by the leadership group; feedback from teams; focus group sessions and a staff survey.


Products:

Formal school based system utilised to identify student needs. (ESES-Every Student, Every School)

“Tell them from Me” survey indicates an increase in the number of Aboriginal and Torres Strait Islander students who feel good about their culture at school.

Sentral data shows improvement in positive behaviours across the school in all settings.


Practices:

Data is used to inform decision making for students requiring learning support.

Aboriginal students engaged in learning including active involvement in cultural experiences

PBL is consistently embedded in all school settings using skills, language and strategies.

Positive behaviour interventions and teaching strategies are reflected in class program and playground procedures. They are supported by stage leaders to ensure consistency across the school.


100% of student support needs are based on school and external data systems (Sentral, PLAN, NAPLAN)

60% of Aboriginal and Torres Strait Islander students at or above the national minimum standard in reading, writing and numeracy

PBL is embedded and sustained throughout the school and the SET tool reflects consistent and fair practice across the school.

Strategic direction 3: Quality Systems


V1.1 [26 August 2014]



To improve the quality of current school systems and embed new systems based on reforms and drivers relevant to Branxton Public School.


Students:

Provisions are made for students to actively participate in decision making processes within the school.

Staff:

Staff confidently address the Performance Development Framework as part of their professional learning.

Parents:

There are opportunities for the community to provide constructive feedback on school practices and procedures.

Community partners:

Leaders:

School Executive successfully using coaching methods to guide their stage teams.


Performance Development Framework

To promote, build and sustain the professional learning of all staff members, by creating systems for teachers and leaders to learn from each other as an enabler for continual development; collaborative team work; shared purpose and enhanced student outcomes.

Develop and embed teacher self-evaluations, lesson observations, feedback and Performance Development Framework process.Reforms and Drivers

To provide Principal and school leaders time to effectively lead and manage key DEC reforms and school systems through educational leadership, professional learning, learning outcomes; student wellbeing; financial resource management and school community partnerships.Australian Curriculum

Staff refer to DEC and BOSTES websites to guide effective planning, scope and sequence, programming and assessing.

Staff engage with staff meetings around Performance Development Framework.

Staff meeting sessions planned to work through new Curriculum, Assessment and Reporting Policy (due late 2015).Evaluation plan:Internal - Regular reporting against milestones by the leadership group; feedback from teams; focus group sessions and a staff survey.


Products:

100% of staff has a Performance Development Plan focusing on attainment of professional learning goals.(GTIL)

Executive staff will use consistent coaching practices aligned with Professional Teaching Standards.

Students will monitor their progress within the framework of the National Curriculum.


Practices:

Performance and Development processes confidently led and managed by executive staff with collegial discussions reflecting trust.

Proactive leadership across the school to support quality educational and organisational practices in alignment with DEC policy, Professional Teaching Standards and NSW Syllabus for Australian Curriculum.

Regular professional learning activities will occur which are aligned to school learning goals, system requirements and professional career aspirations of staff.

Curriculum , Assessment and Reporting Policy (2015) drives practice across the school and learning community


Policies and practices which describe, develop and evaluate staff in their respective roles are linked consistently.

Quality professional learning is aligned to the School Plan, system requirements and professional career aspirations of staff.


Documents

· Web view% of teachers confident in utilising learning technologies to maximise 21st Century learning opportunities for students. What are our newly embedded practices and how