2019 Annual Implementation Plan - Park Ridge High School · Strategic resource management Excelling...

Park Ridge Primary School (5281) - 2019 - AIP - Overall

Submitted for review by Adele Gregson (School Principal) on 21 December, 2018 at 01:58 PM

Awaiting endorsement by Senior Education Improvement Leader

Awaiting endorsement by School Council President

2019 Annual Implementation Plan for improving student outcomes

Park Ridge Primary School (5281)

Park Ridge Primary School (5281) - 2019 - Self-evaluation Summary.docx

Self-evaluation Summary - 2019

FISO Improvement Model Dimensions

The 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level

Ex

cell

en

ce

in

tea

ch

ing

an

d

lea

rnin

g

Building practice excellence Evolving moving towards Embedding

Curriculum planning and assessment Evolving moving towards Embedding

Evidence-based high-impact teaching strategies Evolving moving towards Embedding

Evaluating impact on learning Evolving

Pro

fes

sio

na

l

lea

de

rsh

ip

Building leadership teams Embedding

Instructional and shared leadership Embedding moving towards Excelling

Strategic resource management Excelling

Vision, values and culture Embedding moving towards Excelling

Park Ridge Primary School (5281) - 2019 - Self-evaluation Summary.docx

Po

sit

ive c

lim

ate

for

lea

rnin

g

Empowering students and building school pride Evolving moving towards Embedding

Setting expectations and promoting inclusion Embedding moving towards Excelling

Health and wellbeing Embedding moving towards Excelling

Intellectual engagement and self-awareness Embedding

Co

mm

un

ity

en

gag

em

en

t in

lea

rnin

g

Building communities Embedding moving towards Excelling

Global citizenship Evolving moving towards Embedding

Networks with schools, services and agencies Evolving moving towards Embedding

Parents and carers as partners Embedding

Enter your reflective comments Over the past 12 months, we have made pleasing progress and improvement across the FISO Continua of Practice. We

have moved our self-evaluation score to 'evolving moving towards embedding' and have been able to progress to

embedding across many continua, including excelling in one area. The process of reflecting on our progress against the

continua throughout the year helps keep us focused on our goals and priorities.

Considerations for 2020 Our considerations for 2019 include continuing to focus on building practice excellence and empowering students and

building school pride. Our focus will continue on Mathematics and increasing the consistency of instructional practices

across the school (across all areas). We will be seeking to increase the level of student engagement and empowerment in

their learning.

Documents that support this plan Cohorts Data 2018.docx (0.02 MB)

Park Ridge Primary School (5281) - 2019 - AIP - SSP Goals Targets and KIS

SSP Goals Targets and KIS

Goal 1 To improve learning growth for every student in literacy and numeracy

Target 1.1 Students

Increase medium and high relative growth in NAPLAN for years 3 to 5 and years 5 to 7, in Reading, Writing,

Spelling and Numeracy to a minimum of 85%

Increase the percentage of students in the top two bands of NAPLAN for Reading (Year 3 - 65%, Year 5 - 60%),

Writing (Year 3 - 70%, Year 5 - 60%), Spelling (Year 3 - 55%, Year 5 - 50%) and Numeracy (Year 3 - 60%,

Year 5 - 60%)

Decrease the percentage of students in the bottom two bands of NAPLAN for Reading (Year 3 - 2%, Year 5 -

3%), Writing (Year 3 - 1%, Year 5 - 1%), Spelling (Year 3 - 5%, Year 5 - 5%) and Numeracy (Year 3 - 2%,

Year 5 - 3%)

Teacher judgements to be within 10% of NAPLAN outcomes for Reading, Writing, Spelling and Numeracy

Key Improvement Strategy 1.a

Building practice excellence

To build teacher capacity to identify and teach to each student’s individual point of learning need

Key Improvement Strategy 1.b


To increase the consistency of instructional practices across the school

Goal 2 To deepen student engagement and empowerment in their learning


Target 2.1 Increase the percentage of positive endorsement in the Attitudes to School Survey in the following factors:

- Motivation and Interest (95%)

- Self-Regulation and Goal Setting (95%)

- Learning Confidence (95%)

- Effort (95%)

- Student Voice and Agency (92%)

- Experiencing Bullying (10%)

Reduce the percentage of students with 20 or more days absent to below 10%

Increase the percentage of positive endorsement (Principal/Teacher) in the School Staff Survey in the following

factors:

- Academic Emphasis (90%)

- Teacher Collaboration (90%)

- Active Participation (90%)

- Feedback (90%)

- Professional learning through peer observation (90%)

- Plan differentiated learning activities (90%)

- Focus learning on real life problems (90%)

- Promoting student ownership of learning goals (90%)

- Use student feedback to improve practice (90%)

Increase the percentage endorsement in the Parent Opinion Survey in the following factors:

- Teacher Communication (90%)

- Student Motivation and Support (90%)

- Effective Teaching (92%)

- Student Agency and Voice (92%)

- Managing Bullying (90%)

- Experience of Bullying (20%)


Key Improvement Strategy 2.a

Empowering students and building school

pride

Promote student drive, motivation and confidence for learning

Key Improvement Strategy 2.b

Empowering students and building school

pride

Cultivate an environment which enables student voice and agency

Park Ridge Primary School (5281) - 2019 - AIP - Annual Goals Targets and KIS Page 2

Select Annual Goals and KIS

Four Year Strategic Goals Is this

selected for

focus this

year?

Four Year Strategic Targets 12 month target

The 12 month target is an incremental step

towards meeting the 4-year target, using the

same data set.

To improve learning growth for every

student in literacy and numeracy

Yes Students

Increase medium and high relative growth in NAPLAN for

years 3 to 5 and years 5 to 7, in Reading, Writing, Spelling

and Numeracy to a minimum of 85%

Increase the percentage of students in the top two bands of

NAPLAN for Reading (Year 3 - 65%, Year 5 - 60%), Writing

(Year 3 - 70%, Year 5 - 60%), Spelling (Year 3 - 55%, Year 5

- 50%) and Numeracy (Year 3 - 60%, Year 5 - 60%)

Decrease the percentage of students in the bottom two bands

of NAPLAN for Reading (Year 3 - 2%, Year 5 - 3%), Writing

(Year 3 - 1%, Year 5 - 1%), Spelling (Year 3 - 5%, Year 5 -

5%) and Numeracy (Year 3 - 2%, Year 5 - 3%)

Teacher judgements to be within 10% of NAPLAN outcomes

for Reading, Writing, Spelling and Numeracy

Students

Increase medium and high relative growth

in NAPLAN for years 3 to 5 and years 5

to 7, in Reading, Writing, Spelling and

Numeracy to a minimum of 85%

Increase the percentage of students in

the top two bands of NAPLAN for

Reading (Year 3 - 60%, Year 5 - 75%),

Writing (Year 3 - 70%, Year 5 - 70%),

Spelling (Year 3 - 50%, Year 5 - 70%)

and Numeracy (Year 3 - 60%, Year 5 -

75%)

Decrease the percentage of students in

the bottom two bands of NAPLAN for

Reading (Year 3 - 2%, Year 5 - 3%),

Writing (Year 3 - 2%, Year 5 - 2%),

Spelling (Year 3 - 5%, Year 5 - 4%) and

Numeracy (Year 3 - 2%, Year 5 - 3%)

Teacher judgements to be within 10% of

NAPLAN outcomes for Reading, Writing,

Spelling and Numeracy


To deepen student engagement and

empowerment in their learning

Yes Increase the percentage of positive endorsement in the

Attitudes to School Survey in the following factors:




- Effort (95%)



Reduce the percentage of students with 20 or more days

absent to below 10%

Increase the percentage of positive endorsement

(Principal/Teacher) in the School Staff Survey in the

following factors:




- Feedback (90%)






Increase the percentage endorsement in the Parent Opinion

Survey in the following factors:





Description for 2019 AIP:

Increase the percentage of positive

endorsement in the Attitudes to School

Survey in the following factors:




- Effort (91%)



Reduce the percentage of students with

20 or more days absent to below 10%

Increase the percentage of positive

endorsement (Principal/Teacher) in the

School Staff Survey in the following

factors:




- Feedback (80%)

- Professional learning through peer

observation (80%)

- Plan differentiated learning activities

(90%)

- Focus learning on real life problems

(80%)

- Promoting student ownership of learning

goals (92%)

- Use student feedback to improve

practice (90%)

Increase the percentage endorsement in

the Parent Opinion Survey in the

following factors:











12 Month Target 1.1 Students

Increase medium and high relative growth in NAPLAN for years 3 to 5 and years 5 to 7, in Reading, Writing, Spelling and

Numeracy to a minimum of 85%

Increase the percentage of students in the top two bands of NAPLAN for Reading (Year 3 - 60%, Year 5 - 75%), Writing (Year

3 - 70%, Year 5 - 70%), Spelling (Year 3 - 50%, Year 5 - 70%) and Numeracy (Year 3 - 60%, Year 5 - 75%)

Decrease the percentage of students in the bottom two bands of NAPLAN for Reading (Year 3 - 2%, Year 5 - 3%), Writing

(Year 3 - 2%, Year 5 - 2%), Spelling (Year 3 - 5%, Year 5 - 4%) and Numeracy (Year 3 - 2%, Year 5 - 3%)


Key Improvement Strategies Is this KIS selected for focus this

year?

KIS 1


To build teacher capacity to identify and teach to each student’s individual point of learning

need

Yes

KIS 2


To increase the consistency of instructional practices across the school Yes


Explain why the school has selected this

KIS as a focus for this year. Please make

reference to the self-evaluation, relevant

school data, the progress against School

Strategic Plan (SSP) goals, targets, and the

diagnosis of issues requiring particular

attention.

With only being one year in to our Strategic Plan, we still have work to do around this goal and key improvement strategies to

achieve improved student learning outcomes. While we have made progress in our self-evaluation and in our student learning

outcomes which have shown improvement against 2017 data, we believe this is an area we need to continue to focus on. We

will continue to focus on building teacher capacity to identify and teach to each student's individual point of learning need and

increase the consistency of instructional practices across the school.


12 Month Target 2.1 Description for 2019 AIP:

Increase the percentage of positive endorsement in the Attitudes to School Survey in the following factors:




- Effort (91%)




Increase the percentage of positive endorsement (Principal/Teacher) in the School Staff Survey in the following factors:




- Feedback (80%)














Key Improvement Strategies Is this KIS selected for focus this

year?

KIS 1

Empowering students and building

school pride

Promote student drive, motivation and confidence for learning Yes

KIS 2

Empowering students and building

school pride

Cultivate an environment which enables student voice and agency No

Explain why the school has selected this

KIS as a focus for this year. Please make

reference to the self-evaluation, relevant

school data, the progress against School

Strategic Plan (SSP) goals, targets, and the

diagnosis of issues requiring particular

attention.

With only being one year in to our Strategic Plan, we still have work to do around this goal and key improvement strategies to

achieve improved student learning outcomes. While we have made progress in our self-evaluation and in our student learning

outcomes which have shown improvement against 2017 data, we believe this is an area we need to continue to focus on. We

will continue to focus on promoting student drive, motivation and confidence for learning.

Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities


12 Month Target 1.1 Students

Increase medium and high relative growth in NAPLAN for years 3 to 5 and years 5 to 7, in Reading, Writing, Spelling and Numeracy

to a minimum of 85%

Increase the percentage of students in the top two bands of NAPLAN for Reading (Year 3 - 60%, Year 5 - 75%), Writing (Year 3 -

70%, Year 5 - 70%), Spelling (Year 3 - 50%, Year 5 - 70%) and Numeracy (Year 3 - 60%, Year 5 - 75%)

Decrease the percentage of students in the bottom two bands of NAPLAN for Reading (Year 3 - 2%, Year 5 - 3%), Writing (Year 3 -

2%, Year 5 - 2%), Spelling (Year 3 - 5%, Year 5 - 4%) and Numeracy (Year 3 - 2%, Year 5 - 3%)


KIS 1


To build teacher capacity to identify and teach to each student’s individual point of learning need

Actions Build staff capacity to utilise data and a range of assessment strategies.

Develop a data plan to support the assessment schedule and provide regular moderation opportunities.

Develop assessment and data analysis protocols to ensure consistency in the administration and analysis of assessment tasks.

Support teachers to make effective use of data by building their data and assessment literacy and use of data protocols.

Assist teachers to use assessment data to track the impact of their teaching practice and the use of specific strategies to support

student learning growth.

Learning Teams privilege time weekly to discuss and analyse data to then use to design teaching and learning programs.

PLC leaders work directly with teachers to improve classroom practice.

PLCs engage in recurring cycles of inquiry to identify and address student learning challenges.

Outcomes Students are supported and challenged to reach their learning potential.

Teachers analyse student learning data to identify student individual point of learning need.

Teachers use student learning data to inform the design of targeted learning opportunities.

Teachers rely on formative assessment to monitor student learning progress toward and beyond learning goals.

Teachers use a range of teaching strategies that support different abilities and ways of thinking and learning.

Teachers set open-ended tasks that allow student to work at different levels and paces.


Leaders develop a data plan to support the school's assessment schedule.

Leaders provide and support regular opportunities for teachers to moderate student learning in literacy and numeracy.

PLCs address identified student learning challenges.

Success Indicators The development of a comprehensive data plan to support the school's assessment schedule.

All performance and development plans include a goal focused on teaching to each individual student's point of learning need.

The school's professional learning schedule provides time for learning about best practice in data collection, analysis and use to

inform teaching, moderation activities in literacy and numeracy, the effective use of data to identify student point of learning need and

the sharing of best practice.

Learning teams regularly discuss student learning data and design teaching and learning programs to meet the needs of students in

their year level cohorts.

Learning team planning documentation reflects differentiation and the inclusion of open-ended learning tasks.

Teacher data and assessment records reflect strong knowledge around student current point of learning need.

Students will feel challenged and supported in their learning.

Student learning outcomes will reflect a minimum of 12 months growth for 12 months learning.

Activities and Milestones Who Is this a PL

Priority

When Budget

Build staff capacity to utilise data and a range of assessment

strategies. All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Develop a data plan to support the assessment schedule and

provide regular moderation opportunities.

Leadership Team

PLP

Priority

from:

Term 1

to:

Term 2

$0.00

Equity funding will

be used

Develop assessment and data analysis protocols to ensure

consistency in the administration and analysis of assessment

tasks.

All Staff

PLP

Priority

from:

Term 1

to:

Term 2

$0.00

Equity funding will

be used


Support teachers to make effective use of data by building their

data and assessment literacy and use of data protocols.

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Assist teachers to use assessment data to track the impact of their

teaching practice and on the use of specific strategies on student

learning growth.

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

PLC leaders work directly with teachers to improve classroom

practice. Learning Specialist(s)

PLP

Priority

from:

Term 2

to:

Term 4

$0.00

Equity funding will

be used

PLCs engage in recurring cycles of inquiry to identify and address

student learning challenges. Teacher(s)

PLP

Priority

from:

Term 2

to:

Term 4

$0.00

Equity funding will

be used

KIS 2


To increase the consistency of instructional practices across the school

Actions Build opportunities for teachers to observe the practice of others and discuss their learning.

Ensure all performance and development plans include a goal relating to the use of High Impact Teaching Strategies (HITS) in the

teaching of literacy and numeracy including a whole school focus on Multiple Exposures and individual staff identified HITS.

Build opportunities for teachers to collaborate and learn together.

Align the content and work of Professional Learning Communities (PLCs) with AIP goals and strategies.

Align professional learning to the goals and strategies within the AIP.

Ensure the consistency in the use of common language across the school in literacy and numeracy.

Learning walks are regularly implemented by members of the school's Leadership Team, the school's Middle Leaders and teachers.


PLC leaders work directly with teachers to improve classroom practice.

PLCs engage in recurring cycles of inquiry to identify and address inconsistencies in instructional practice.

Outcomes Teachers include Multiple Exposures in their teaching and learning planning documentation and demonstrate the use of Multiple

Exposures and individual staff identified HITS in their teaching practice.

Teachers engage in regular observations of their colleagues' teaching practice and are observed by their colleagues.

Teachers have the opportunity to regularly reflect discuss the effectiveness of their practice.

Increased levels of consistency in the use of and the development of common language across the school in literacy and numeracy.

Success Indicators All performance and development plans include a goal relating to the use of High Impact Teaching Strategies (HITS) in the teaching

of literacy and numeracy including a whole school focus on Multiple Exposures and individual staff identified HITS.

Teachers regularly engage in and learn together.

Teachers share their learning from PLCs to enhance the practice of the team.

The school's professional learning schedule privileges time to address the literacy and numeracy goals and strategies as identified in

the AIP.

There is a high level of consistency in the use of common language across the school in literacy and numeracy.

Learning walks are conducted regularly by members of the school's Leadership Team, the school's Middle Leaders and teachers.

Student work reflects a high level of consistency across year level teams.

Student learning outcomes reflect a minimum of 12 months growth for 12 months learning.


Priority

When Budget

Ensure all performance and development plans include a goal

relating to the use of High Impact Teaching Strategies (HITS) in the

teaching of literacy and numeracy including a whole school focus

on Multiple Exposures and and individual staff identified HITS.

All Staff

PLP

Priority

from:

Term 1

to:

Term 1

$0.00

Equity funding will

be used

Build opportunities for teachers to collaborate and learn together

through peer observation, reflection and feedback.

Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used


Build teacher understanding and use of High Impact Teaching

Strategies.

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Align professional learning to the literacy and numeracy goals and

strategies within the AIP.

Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Ensure the consistency in the use of common language across the

school in literacy and numeracy.

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Learning walks are regularly implemented by members of the

school's Leadership Team and the school's Middle Leaders. Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

PLC leaders work directly with teachers to improve classroom

practice. Learning Specialist(s)

PLP

Priority

from:

Term 2

to:

Term 4

$0.00

Equity funding will

be used

PLCs engage in recurring cycles of inquiry to identify and address

inconsistencies in instructional practice. Teacher(s)

PLP

Priority

from:

Term 2

to:

Term 4

$0.00

Equity funding will

be used



12 Month Target 2.1 Description for 2019 AIP:

Increase the percentage of positive endorsement in the Attitudes to School Survey in the following factors:




- Effort (91%)




Increase the percentage of positive endorsement (Principal/Teacher) in the School Staff Survey in the following factors:




- Feedback (80%)













KIS 1

Empowering students and

building school pride

Promote student drive, motivation and confidence for learning


Actions Ensure all performance and development plans include a goal relating to student drive, motivation and confidence for learning that

focuses on supporting students to develop and revise challenging learning goals based on evidence from their own individual

learning data.

Build opportunities for students to develop challenging learning goals in partnership with their teachers.

Build opportunities to support students to use evidence to personalise and revise their learning goals, based on identified strengths

and areas for improvement.

Build opportunities for students to track and celebrate their own learning goals.

Outcomes Students actively engage with their own learning data to set challenging learning goals to plan their next steps in learning.

Students self-monitor their progress towards their learning goals and provide evidence they believe demonstrates they have

achieved their goals.

Students take greater responsibility for their learning.

Teachers monitor students learning and support students to work towards more independent practice.

Teachers recognise and celebrate student effort towards achieving their learning goals.

Build opportunities in every classroom to support the development of strong, positive relationships between teachers and students.

Success Indicators All performance and development plans include a goal relating to student drive, motivation and confidence for learning that focuses

on supporting students to develop and revise challenging learning goals based on evidence from their own individual learning data.

Students develop challenging learning goals in partnership with their teachers.

Students use evidence to personalise and revise their learning goals, based on identified strengths and areas for improvement.

Students track and celebrate their own learning goals.

Students and teachers report the establishment of strong, positive relationships between them.


Priority

When Budget

Ensure all performance and development plans include a goal

relating to student drive, motivation and confidence for learning that

focuses on supporting students to develop and revise challenging

learning goals based on evidence from their own individual learning

data.

All Staff

PLP

Priority

from:

Term 1

to:

Term 1

$0.00

Equity funding will

be used

Build opportunities for students develop challenging learning goals

in partnership with their teachers.

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00


Equity funding will

be used

Build opportunities to support students to use evidence to

personalise and revise their learning goals, based on identified

strengths and areas for improvement.

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Build opportunities for students to track and celebrate their own

learning goals. All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Park Ridge Primary School (5281) - 2019 - AIP - Equity Funding Planning Page 2

Equity Funding Planner

Equity Spending Totals

Category Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $0.00 $0.00

Additional Equity funding $80,000.00 $80,000.00

Grand Total $80,000.00 $80,000.00

Activities and Milestones

Activities and Milestones When Category Total proposed budget ($)

Equity Spend ($)

Totals $0.00 $0.00

Additional Equity spend

Outline here any additional Equity spend for 2019 When Category Total proposed budget ($)

Equity Spend ($)

The implementation of an intervention program in Literacy and Numeracy run by two experienced teachers to support those students achieving below expected levels.

from: Term 1

to:

Term 4

School-based staffing $80,000.00 $80,000.00

Totals $80,000.00 $80,000.00

Park Ridge Primary School (5281) - 2019 - AIP - Professional Learning Plan Page 2

Professional Learning and Development Plan

Professional Learning

Priority

Who

When

Key Professional Learning

Strategies

Organisational Structure Expertise Accessed Where

Build staff capacity to utilise

data and a range of

assessment strategies.

All Staff

from:

Term 1

to:

Term 4

Planning

Preparation

Formal School Meeting /

Internal Professional

Learning Sessions

Internal staff On-site

Develop a data plan to

support the assessment

schedule and provide regular

moderation opportunities.

Leadership

Team

from:

Term 1

to:

Term 2

Planning

Preparation

Moderated assessment

of student learning



Learning Sessions


Develop assessment and

data analysis protocols to

ensure consistency in the

administration and analysis of

assessment tasks.

All Staff

from:

Term 1

to:

Term 2

Planning

Preparation



Learning Sessions


Support teachers to make

effective use of data by

building their data and

assessment literacy and use

of data protocols.

All Staff

from:

Term 1

to:

Term 4

Planning

Preparation

Design of formative

assessments



Learning Sessions


Assist teachers to use

assessment data to track the

impact of their teaching

practice and on the use of

All Staff

from:

Term 1

to:

Term 4

Planning

Preparation

Design of formative

assessments



Learning Sessions



specific strategies on student

learning growth.

PLC leaders work directly

with teachers to improve

classroom practice.

Learning

Specialist(s)

from:

Term 2

to:

Term 4

Peer observation

including feedback and

reflection

Formalised PLC/PLTs

Demonstration lessons

PLC/PLT Meeting PLC Initiative

Internal staff

Learning Specialist

On-site

PLCs engage in recurring

cycles of inquiry to identify

and address student learning

challenges.

Teacher(s)

from:

Term 2

to:

Term 4

Collaborative

Inquiry/Action Research

team

Formalised PLC/PLTs


Internal staff

Learning Specialist

On-site

Build opportunities for

teachers to collaborate and

learn together through peer

observation, reflection and

feedback.

Leadership

Team

from:

Term 1

to:

Term 4

Peer observation


reflection

Individualised Reflection




Learning Sessions


Build teacher understanding

and use of High Impact

Teaching Strategies.

All Staff

from:

Term 1

to:

Term 4

Collaborative


team





Learning Sessions


Align professional learning to

the literacy and numeracy

goals and strategies within

the AIP.

Leadership

Team

from:

Term 1

to:

Term 4

Planning

Preparation



Learning Sessions



PLC leaders work directly

with teachers to improve

classroom practice.

Learning

Specialist(s)

from:

Term 2

to:

Term 4

Peer observation


reflection

Formalised PLC/PLTs



Internal staff

Learning Specialist

On-site

PLCs engage in recurring

cycles of inquiry to identify

and address inconsistencies

in instructional practice.

Teacher(s)

from:

Term 2

to:

Term 4

Collaborative


team

Formalised PLC/PLTs


Internal staff

Learning Specialist

On-site

2019 Annual Implementation Plan - Park Ridge High School · Strategic resource management Excelling...

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