2021 Annual Implementation Plan - STRATHMORE NORTH PRIMARY …

Strathmore North Primary School (4821) - 2021 - AIP - Overall

Submitted for review by Nicole Dimarco (School Principal) on 04 December, 2020 at 03:22 PM Endorsed by Allana Bryant (Senior Education Improvement Leader) on 18 January, 2021 at 04:38 PM Endorsed by Ben Starick (School Council President) on 03 February, 2021 at 09:00 AM

2021 Annual Implementation Plan for improving student outcomes

Strathmore North Primary School (4821)

Strathmore North Primary School (4821) - 2021 - AIP - Self Evaluation Summary

Self-evaluation Summary - 2021

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

Self-evaluation Level

Exce

llenc

e in

te

achi

ng a

nd

lear

ning

Building practice excellence Embedding moving towards Excelling

Curriculum planning and assessment Embedding

Evidence-based high-impact teaching strategies Embedding

Evaluating impact on learning Embedding

Prof

essi

onal

le

ader

ship

Building leadership teams Excelling

Instructional and shared leadership Excelling

Strategic resource management Embedding moving towards Excelling

Vision, values and culture Embedding


Posi

tive

clim

ate

for l

earn

ing

Empowering students and building school pride Embedding

Setting expectations and promoting inclusion Evolving

Health and wellbeing Evolving

Intellectual engagement and self-awareness Evolving

Com

mun

ity

enga

gem

ent i

n le

arni

ng

Building communities Embedding

Global citizenship Evolving

Networks with schools, services and agencies Evolving

Parents and carers as partners Embedding

Enter your reflective comments Key focus areas for Professional Learning in 2021 will be Student Wellbeing through the establishment of a whole school approach to social-emotional learning or belonging and engagement - The Resilience Project. We have three graduates in the DET Graduate Pilot program and four new generalist teachers. This number of new staff will require considerable induction, transition and mentoring. In 2021 the curriculum maps continue to be a key up to date tool for planning, moderation, reporting, goal setting and feedback for staff, students and families. The SNPS English Maps needed to be created and SNPS Maths Maps need to continue to be embedded in practice. A working party will revisit the 'SNPS Maths Maps' to update and refine. Our whole staff curriculum focus will be English and the creation of the English Maps. We continue to focus on high quality teacher instruction through the application of High Impact Teaching Strategies (HITS) as we have identified in our school review that we need to continue to go deeper into this work to support, embed and challenge teacher practices. Observations, teacher feedback and refection showed that staff have an understanding of HITS


but we need to continue this work for greater consistency across the school. In 2021, we will focus on explicit teaching, structuring lessons as well as differentiated teaching. The explicit teaching and goal setting focus will guide our whole school professional learning with teachers about regular, explicit small group instruction and the creation of effective and timely goals as part of actions for the 2021 Priority goal for 'catch up'.

Considerations for 2021 Funding for Catch Up Learning tutoring. DET Graduate Pilot program - budgeting, timetabling and expertise.

Documents that support this plan

Strathmore North Primary School (4821) - 2021 - AIP - SSP Goals Targets and KIS

SSP Goals Targets and KIS

Goal 1 2021 Priorities Goal

Target 1.1 Support for the 2021 Priorities

Key Improvement Strategy 1.a Curriculum planning and assessment

Learning, catch-up and extension priority

Key Improvement Strategy 1.b Health and wellbeing

Happy, active and healthy kids priority

Key Improvement Strategy 1.c Building communities

Connected schools priority

Goal 2 Improve English and Mathematics outcomes for all students.

Target 2.1 Teacher Judgements will indicate 12 months growth (1.0) or greater annually in Reading, Writing and Number.

Target 2.2 Increase the percentage of students assessed above expected level in Teacher Judgements in:

• Reading from 57% to 62% • Writing from 48% to 53%


• Number from 42% to 47%

Target 2.3 Increase the percentage of students achieving in the top two NAPLAN bands for Year 5:

• Reading from 65% to 69% • Writing from 33% to 37% • Numeracy from 55% to 59%

Target 2.4 Increase the percentage of Year 5 students assessed with ‘Above Benchmark Growth’ in the NAPLAN Benchmark growth measure from the 2019 threshold in:


Key Improvement Strategy 2.a Evidence-based high-impact teaching strategies

Build all teachers’ knowledge of precision in pedagogical practices for English and Mathematics.

Key Improvement Strategy 2.b Curriculum planning and assessment

Review and develop curriculum maps for English and Mathematics.

Key Improvement Strategy 2.c Evidence-based high-impact teaching strategies

Embed the high performing Professional Learning Communities approach with individual and collective accountability for improving student-learning outcomes.


Key Improvement Strategy 2.d Evidence-based high-impact teaching strategies

Refine and improve teachers’ capability in data literacy to implement consistent formal and informal assessment practices to determine students point of need and plan effective differentiated programs to challenge all students.

Key Improvement Strategy 2.e Parents and carers as partners

Develop a strategy to build parent engagement in student learning and effective home/school partnerships.

Goal 3 To improve student voice and agency in learning.

Target 3.1 Increase the percentage of positive responses in the Student Attitudes to School Survey:

• Student Voice and Agency factor from 92% (2019) to 96%

Target 3.2 Increase the percentage of positive responses in the Parent Opinion Survey:

• Student Agency and Voice factor from 83% (2018) to 87%

Target 3.3 Increase the Staff Opinion Survey: whole school component mean scores in the teaching and learning modules in:

• Use student feedback to improve practice (evaluation) from 79% (2018) to 83% • Seek feedback to improve practice (practice improvement) from 83% (2018) to 87%

Key Improvement Strategy 3.a Evidence-based high-impact teaching strategies

Build a shared understanding of student voice and agency in learning.

Key Improvement Strategy 3.b Embed opportunities for students to direct and take responsibility for their learning.


Empowering students and building school pride

Key Improvement Strategy 3.c Evidence-based high-impact teaching strategies

Build high quality teacher instruction through effective application of the High Impact Teaching Strategies (HITS) – goal setting, questioning, feedback, collaborative learning and differentiated teaching.

Key Improvement Strategy 3.d Empowering students and building school pride

Embed a culture of feedback and reflection for continual improvement.

Goal 4 Improve students’ intellectual engagement and self-awareness.

Target 4.1 Increase the percentage of positive responses in the Student Attitudes to School Survey:

• Stimulating Learning factor from 93% (2019) to 95% • Resilience factor from 92% (2019) to 95%

Target 4.2 Increase the whole school percentage of positive endorsement in the Staff Opinion Survey, Teaching and Learning module in:

• Support growth and learning of whole child from 86% (2018) to 90% • Focused learning on real life problems from 79% (2018) to 82%

Target 4.3 Increase the percentage of positive responses in the Parent Opinion Survey:

• Confidence and Resiliency Skills from 84% (2018) to 88% • Stimulating Learning Environment factor from 86% (2018) to 90%


Target 4.4 Increase the percentage of students assessed above the expected level in Teacher Judgements in the Personal and Social Capabilities from 27% (2018) to 32%.

Key Improvement Strategy 4.a Intellectual engagement and self-awareness

Build teacher capacity to understand, integrate and embed the Victorian Curriculum capabilities.

Key Improvement Strategy 4.b Health and wellbeing

Develop high quality, innovative and engaging learning strategies and content that embed the capabilities in Science, Technologies, Health and Physical Education, Humanities, Languages and the Arts.

Key Improvement Strategy 4.c Health and wellbeing

Embed a cohesive and consistent approach to building students’ social and emotional health.

Strathmore North Primary School (4821) - 2021 - 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.

2021 Priorities Goal Yes Support for the 2021 Priorities The targets for the targeted small groups will be achieved. Each small targeted group will have documented learning goal/s, for an approx 5 week cycle, which will be their specific target. These targets will be monitored by pre and post intervention/ extension data by both formative and summative tools, and depending on the goal and curriculum content could include , Fountas and Pinnell, PAT Reading and Maths, Teacher checklists and observational notes, Essential Learning Maps.

Improve English and Mathematics outcomes for all students.

Yes Teacher Judgements will indicate 12 months growth (1.0) or greater annually in Reading, Writing and Number.

Teacher Judgements will indicate 12 months growth (1.0) or greater annually in Reading, Writing and Number.


Increase the percentage of students assessed above expected level in Teacher Judgements in:

• Reading from 57% to 62% • Writing from 48% to 53% • Number from 42% to 47%

Increase the percentage of students assessed above expected level in Teacher Judgements in: • Reading from 57% to 59% • Writing from 48% to 50% • Number from 42% to 44%

Increase the percentage of students achieving in the top two NAPLAN bands for Year 5:


Increase the percentage of students achieving in the top two NAPLAN bands for Year 5: • Reading from 65% to 66% • Writing from 33% to 34% • Numeracy from 55% to 56%

Increase the percentage of Year 5 students assessed with ‘Above Benchmark Growth’ in the NAPLAN Benchmark growth measure from the 2019 threshold in:


Increase the percentage of Year 5 students assessed with ‘Above Benchmark Growth’ in the NAPLAN Benchmark growth measure from the 2019 threshold in: • Reading from 43% to 44% • Writing from 27% to 28% • Numeracy from 41% to 42%

To improve student voice and agency in learning.

Yes Increase the percentage of positive responses in the Student Attitudes to School Survey:

• Student Voice and Agency factor from 92% (2019) to 96%

Increase the percentage of positive responses in the Student Attitudes to School Survey: • Student Voice and Agency factor from 92% (2019) to 94%


Increase the percentage of positive responses in the Parent Opinion Survey:

• Student Agency and Voice factor from 83% (2018) to 87%

Increase the percentage of positive responses in the Parent Opinion Survey: • Student Agency and Voice factor from 83% (2018) to 85%

Increase the Staff Opinion Survey: whole school component mean scores in the teaching and learning modules in:

• Use student feedback to improve practice (evaluation) from 79% (2018) to 83%

• Seek feedback to improve practice (practice improvement) from 83% (2018) to 87%

Increase the Staff Opinion Survey: whole school component mean scores in the teaching and learning modules in: • Use student feedback to improve practice (evaluation) from 79% (2018) to 81% • Seek feedback to improve practice (practice improvement) from 83% (2018) to 85%

Improve students’ intellectual engagement and self-awareness.

Yes Increase the percentage of positive responses in the Student Attitudes to School Survey:

• Stimulating Learning factor from 93% (2019) to 95% • Resilience factor from 92% (2019) to 95%

Increase the percentage of positive responses in the Student Attitudes to School Survey: • Stimulating Learning factor from 93% (2019) to 94% • Resilience factor from 92% (2019) to 93%

Increase the whole school percentage of positive endorsement in the Staff Opinion Survey, Teaching and Learning module in:

• Support growth and learning of whole child from 86% (2018) to 90%

• Focused learning on real life problems from 79% (2018) to 82%

Increase the whole school percentage of positive endorsement in the Staff Opinion Survey, Teaching and Learning module in: • Support growth and learning of whole child from 86% (2018) to 88% • Focused learning on real life problems from 79% (2018) to 82%


Increase the percentage of positive responses in the Parent Opinion Survey:

• Confidence and Resiliency Skills from 84% (2018) to 88% • Stimulating Learning Environment factor from 86% (2018)

to 90%

Increase the percentage of positive responses in the Parent Opinion Survey: • Confidence and Resiliency Skills from 84% (2018) to 86% • Stimulating Learning Environment factor from 86% (2018) to 88%

Increase the percentage of students assessed above the expected level in Teacher Judgements in the Personal and Social Capabilities from 27% (2018) to 32%.

Increase the percentage of students assessed above the expected level in Teacher Judgements in the Personal and Social Capabilities from 27% (2018) to 29%.


12 Month Target 1.1 The targets for the targeted small groups will be achieved. Each small targeted group will have documented learning goal/s, for an approx 5 week cycle, which will be their specific target. These targets will be monitored by pre and post intervention/ extension data by both formative and summative tools, and depending on the goal and curriculum content could include , Fountas and Pinnell, PAT Reading and Maths, Teacher checklists and observational notes, Essential Learning Maps.

Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1 Curriculum planning and assessment

Learning, catch-up and extension priority Yes

KIS 2 Health and wellbeing

Happy, active and healthy kids priority Yes


KIS 3 Building communities

Connected schools priority 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.

Please leave this field empty. Schools are not required to provide a rationale as this is in line with system priorities for 2021.


12 Month Target 2.1 Teacher Judgements will indicate 12 months growth (1.0) or greater annually in Reading, Writing and Number.

12 Month Target 2.2 Increase the percentage of students assessed above expected level in Teacher Judgements in: • Reading from 57% to 59% • Writing from 48% to 50% • Number from 42% to 44%

12 Month Target 2.3 Increase the percentage of students achieving in the top two NAPLAN bands for Year 5: • Reading from 65% to 66% • Writing from 33% to 34% • Numeracy from 55% to 56%

12 Month Target 2.4 Increase the percentage of Year 5 students assessed with ‘Above Benchmark Growth’ in the NAPLAN Benchmark growth measure from the 2019 threshold in: • Reading from 43% to 44% • Writing from 27% to 28% • Numeracy from 41% to 42%



KIS 1 Evidence-based high-impact teaching strategies

Build all teachers’ knowledge of precision in pedagogical practices for English and Mathematics.

No


Review and develop curriculum maps for English and Mathematics. Yes


Embed the high performing Professional Learning Communities approach with individual and collective accountability for improving student-learning outcomes.

No



Yes

KIS 5 Parents and carers as partners

Develop a strategy to build parent engagement in student learning and effective home/school partnerships.

No


We are planning to continue our English focus in 2021 with a major strategy of documenting and working on further developing 'English Maps', embedding scaffolding literacy cycles and the transfer of these structures into their independent writing. We also have a small optional working party reviewing our 'SNPS Maths Maps'. We will continue to build the skills of our middle level leaders to run effective Professional Learning Communities, that are the key driving force, for outstanding curriculum knowledge, instruction and assessment practices.


12 Month Target 3.1 Increase the percentage of positive responses in the Student Attitudes to School Survey: • Student Voice and Agency factor from 92% (2019) to 94%


12 Month Target 3.2 Increase the percentage of positive responses in the Parent Opinion Survey: • Student Agency and Voice factor from 83% (2018) to 85%

12 Month Target 3.3 Increase the Staff Opinion Survey: whole school component mean scores in the teaching and learning modules in: • Use student feedback to improve practice (evaluation) from 79% (2018) to 81% • Seek feedback to improve practice (practice improvement) from 83% (2018) to 85%



Build a shared understanding of student voice and agency in learning. Yes

KIS 2 Empowering students and building school pride

Embed opportunities for students to direct and take responsibility for their learning. No


Build high quality teacher instruction through effective application of the High Impact Teaching Strategies (HITS) – goal setting, questioning, feedback, collaborative learning and differentiated teaching.

Yes


Embed a culture of feedback and reflection for continual improvement. Yes


The Moonee Valley network have continued to employ Russ Quaglia and his team to complete the professional learning in the area of student voice and agency and to support schools with this work. By using an inquiry improvement cycle, we will dive deep into the following HITS in 2020: differentiation, structuring lessons, multiple exposures, explicit teaching. We will continue our work on peer observations and feedback to embed this practice into our culture.



12 Month Target 4.1 Increase the percentage of positive responses in the Student Attitudes to School Survey: • Stimulating Learning factor from 93% (2019) to 94% • Resilience factor from 92% (2019) to 93%

12 Month Target 4.2 Increase the whole school percentage of positive endorsement in the Staff Opinion Survey, Teaching and Learning module in: • Support growth and learning of whole child from 86% (2018) to 88% • Focused learning on real life problems from 79% (2018) to 82%

12 Month Target 4.3 Increase the percentage of positive responses in the Parent Opinion Survey: • Confidence and Resiliency Skills from 84% (2018) to 86% • Stimulating Learning Environment factor from 86% (2018) to 88%

12 Month Target 4.4 Increase the percentage of students assessed above the expected level in Teacher Judgements in the Personal and Social Capabilities from 27% (2018) to 29%.


KIS 1 Intellectual engagement and self-awareness

Build teacher capacity to understand, integrate and embed the Victorian Curriculum capabilities.

No


Develop high quality, innovative and engaging learning strategies and content that embed the capabilities in Science, Technologies, Health and Physical Education, Humanities, Languages and the Arts.

No



Yes



We will continue to embed the Respectful Relationships program across the curriculum and adapt this to work alongside the introduction of the Resilience Project. This also fits in with the Happy, active and healthy kids priority in Goal 1.

Strathmore North Primary School (4821) - 2021 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities


12 Month Target 1.1 The targets for the targeted small groups will be achieved. Each small targeted group will have documented learning goal/s, for an approx 5 week cycle, which will be their specific target. These targets will be monitored by pre and post intervention/ extension data by both formative and summative tools, and depending on the goal and curriculum content could include , Fountas and Pinnell, PAT Reading and Maths, Teacher checklists and observational notes, Essential Learning Maps.


Learning, catch-up and extension priority

Actions In 2021 we will have an additional focus to establish a targeted small group support program for students. We will prioritise time and space for the catch up tutoring program led by an Executive staff member to actively monitor and document student progress. We will focus on the key curriculum areas of English and Maths and will target intervention and extension opportunities for identified students. The identified and targeted students in these small groups will receive at least 3 extra explicit targeted teaching sessions each week. Their progress will be tracked using both formative and summative assessment tools suited to their targeted need (e.g. Fountas and Pinell, Maths Essential Learning Maps, teacher checklists and observational notes) in an estimated 5 week cycle tracking progress against the set group learning goal/s. We have also prioritised smaller than average class sizes (23.5 on current numbers) so that teachers have more time to spend explicitly teaching small groups and individual students. We will use PLCs for staff to collaboratively plan units of work with a focus on differentiation whilst maintaining PLC structures to support teacher collaboration and reflection. Staff will also use this time to discuss and adapt strategies for individual students.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - Appoint an Executive leadership staff member to work with the nominated teacher tutor/s to establish and implement intervention / small group programs as well as document and track student outcomes - Clear role statements for nominated staff working as tutors - Provide an additional hour APT for all staff to ensure they have more opportunity to meet in PLCs to plan for small group in class instruction - Facilitate time for PLCs to meet to engage in reflective practice, evaluate and plan curriculum, assessments, lessons


- Plan and deliver regular Professional Learning sessions for teachers and ES staff - Ensure the required resources are available to staff to implement the program/s identified - Use of Equity money and other SRP funds to support the catch up program across the whole year Teachers will: - Confidently and accurately identify student learning needs of their students - Consistently and explicitly implement the school’s instructional model - Provide regular feedback and monitor student progress - Provide students with the opportunity to work at their level using differentiated resources - Have more time to work on content at the students point of need - Regularly engage with the Executive Leader, Tutor/s and intervention staff for feedback on student growth - Identify students in need of extra targeted academic support or intervention Students will: - Know what their next steps are to progress their learning - Experience success and celebrate the acquisition of knowledge

Success Indicators Success Indicators for Leaders for the outcomes above could include: - Whole school data indicating student progress - Documentation of students in the catch up program and progress made Success Indicators for Teachers for the outcomes above could include: - Differentiated curriculum documents and evidence of student learning at different levels - Weekly planning documents reflect small group explicit teaching - Teacher records and observations of student progress Success Indicators for Students could include: - Data used to identify students for tailored supports - Differentiated resources used in tailored supports - Assessment data and student surveys from intervention groups

Activities and Milestones Who Is this a PL Priority

When Budget

Learning, catch-up and extension priority: - Employ a teacher tutor

þ Leadership Team þ PLP Priority

from: Term 1

$218,000.00


- Establishment and delivery of teacher tutor program - Documentation and tracking of student outcomes - Budget and timetable extra hour APT - School structure enables smaller than average class sizes - Provide Professional Learning opportunities to develop teacher practice

þ Principal

þ Teacher(s)

to: Term 4

þ Equity funding will be used


Happy, active and healthy kids priority

Actions This is also a Strategic Plan Focus for us. In 2021 we will continue to resource a full time Student Wellbeing Officer, expand on lunchtime club support and engagement groups and establish a whole school approach to social-emotional learning or belonging and engagement (Resilience Project - see Goal 4). Staff wellbeing will also be a priority supported through the staff components of the Resilience project, including our staff whole school mentor text called ' The Resilience Project. Finding Happiness Through Gratitude, Empathy and Mindfulness' and Staff Wellbeing Reflection Diaries.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - Communicate our SNPS wellbeing whole school approach - Prioritise the staffing of a Leading Teacher as the full time Student Wellbeing officer - Continue our Student Engagement and Wellbeing team (SEW) who will drive this KIS - Communicate agreed monitoring processes and will ensure these are visible for staff use - Facilitate the organisation of additional lunch time clubs - Engage with SSSO support services for at risk students Teachers will: - Develop and run a range of optional support and engagement lunch time groups with engaged community volunteers - Model and be consistent in following agreed wellbeing routines/procedures - Identify at-risk students to receive targeted wellbeing support in a timely manner - Create and implement ILPs in accordance with school guidelines - Implement with fidelity the Resilience Project and Respectful Relationships curriculum Students will: - Where appropriate, receive individualised support with regular monitoring and student support group meetings (with parents)


- Where appropriate, receive regular communication and support from the school to their families - Where appropriate, be connected to allied health and mental health services

Success Indicators Success Indicators for Leaders for the outcomes above could include: - Shared PL goals documented in staff PDPs - Updated curriculum documentation reflecting social and emotional learning - Whole school data in the Student Attitudes to School survey and PIVOT survey - Implementation of weekly google monkey surveys as an ongoing touchbase for staff wellbeing Success Indicators for Teachers for the outcomes above could include: - Relevant indicators in the Student Attitudes to School Survey - Relevant indicators in Pivot Survey data Success Indicators for Students could include: - Feedback from the Student Attitudes to School Survey - Compass chronicle entries of student wellbeing concerns


When Budget

Happy, active and healthy kids priority: - Employment of full time Student Wellbeing Officer - Development of additional Lunchtime clubs - Meet with SSSO support services for at risk students - SSGs conducted regularly - Leadership team to be trained in the PREPaRE wellbeing strategy - Implementation of the Resilience Project and Respectful Relationships program, including learning forums for staff, students and families

þ All Staff þ Allied Health

þ Leadership Team

þ Student Wellbeing Co-ordinator

þ PLP Priority

from: Term 1 to: Term 4

$143,000.00

þ Equity funding will be used

KIS 3 Building communities

Connected schools priority

Actions This is also a Strategic Plan Focus for us. In 2021 we will continue to utilise a Community Engagement committee to drive key work and provide feedback in this area and strengthen and embed the school-wide approach to communication with parents/carers. We will use communication channels to provide updates on student learning programs including more regular communication throughout


the year. With our Capital Works project, we will plan for school facilities and ground work improvements that will mean our school is a great place to learn.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours). Leaders will: - Work with the Community Engagement Committee to action agreed ideas and initiatives - Support staff to develop effective home/school partnerships through professional learning, time and resources - Lead the large-scale Capital Works project to upgrade school facilities and grounds - Provide time to support regular communication occurring each term Teachers will: - Provide regular feedback to families about student learning through regular communication and celebration opportunities - Follow SNPS guidelines, policies and procedures - Engage positively with families and the wider community to support students through structured regular communication and explicit small group instruction and individual conferencing Students will: - Be able to share and celebrate their learning progress with families in a regular communication opportunities each term

Success Indicators Success Indicators for Leaders for the outcomes above could include: - Community Engagement Committee and School Council meeting minutes and action plan - The continued creation of a safe, supportive and inclusive environment as supported in staff and student opinion data - Positive parent and staff opinion data - Creation of Year level booklets updated each term Success Indicators for Teachers for the outcomes above could include: - Clarity around structures for parent/ teacher conversations/ interviews - Informed, supportive families supporting student goals and Learning Intentions with students - Clear channels identified for home/school communication - Termly overviews for English and Maths communicated - Creation of Class Celebration newsletters each term Success Indicators for Students could include: - Feeling pride in their school and learning - Development of resilience and a growth mindset


- Supportive home/ school partnerships to further improve student outcomes - Regular reflection of achievement of learning goals with teachers and families


When Budget

- Continuity of Community Engagement Committee with the creation of an agenda template to guide the committee's focus and direction. - Introduction of Termly Learning Overviews. - Clarity for the structure of our parent teacher interviews/ conversations where the progress towards and development of appropriate individual learning goals are discussed with teachers, students and families. - Creation of a Year Level Information book updated each term. - Development of a celebration of student learning newsletter for each class produced each term. - Open afternoons held to showcase student learning (when Covid safe according to DET directives and plans). - Parent forums and webinars on identified topics of need to be conducted.

þ All Staff þ Assistant Principal

þ Curriculum Co-ordinator (s)

þ PLC Leaders

¨ PLP Priority


$25,000.00

¨ Equity funding will be used


12 Month Target 2.1 Teacher Judgements will indicate 12 months growth (1.0) or greater annually in Reading, Writing and Number.

12 Month Target 2.2 Increase the percentage of students assessed above expected level in Teacher Judgements in: • Reading from 57% to 59% • Writing from 48% to 50% • Number from 42% to 44%

12 Month Target 2.3 Increase the percentage of students achieving in the top two NAPLAN bands for Year 5: • Reading from 65% to 66% • Writing from 33% to 34% • Numeracy from 55% to 56%


12 Month Target 2.4 Increase the percentage of Year 5 students assessed with ‘Above Benchmark Growth’ in the NAPLAN Benchmark growth measure from the 2019 threshold in: • Reading from 43% to 44% • Writing from 27% to 28% • Numeracy from 41% to 42%


Review and develop curriculum maps for English and Mathematics.

Actions This will be a continued focus in 2021 to ensure that the curriculum maps continue to be a key up to date tool for planning, moderation, reporting, goal setting and feedback for staff, students and families. The SNPS English Maps needed to be created and SNPS Maths Maps need to continue to be embedded in practice. A working party will revisit the 'SNPS Maths Maps' to update and refine. Our whole staff curriculum focus will be English and the creation of the English Maps.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - Create time and provide the resources staff need to document the curriculum - Coach in planning, PLC meetings and in the classroom Teachers will: - Engage in whole staff PL to develop the English Maps - Use the maps regularly in their classroom for goal setting and feedback - Use them in PLC meetings for planning, moderation and reporting to families Students will: - Be able to use the maps to set achievable goals and to formulate next steps in their learning

Success Indicators Success Indicators for Leaders for the outcomes above could include: - The curriculum map documentation completed; - SIT and Executive meeting minutes; - Work programs and observation notes for small groups and individuals; - Notes from peer coaching; notes from learning walks, Year level PLC planning and minutes. Success Indicators for Teachers for the outcomes above could include: - Work programs, PLC planning and minutes, visible evidence in classroom displays and student work samples.


Success Indicators for Students could include: - Ability to articulate writing goals, use of Maths and English continuums for goal setting.


When Budget

Review and develop curriculum maps for English and Mathematics: - SNPS Maths Learning Maps implementation monitored and supported in PLC planning and moderation meetings. - The Maths working party will refine the 'SNPS Maths Maps' and yearly overviews for the teaching of maths. - Through whole staff meeting schedule the SNPS English Maps and curriculum documentation will be developed. - New staff inducted with curriculum focus including SNPS Curriculum Maps and Teaching and Learning handbook.



þ PLC Leaders

þ PLP Priority


$30,000.00




Actions This will be a new focus in 2021 which will be driven by and improve the effectiveness of PLCs. We will build leadership capacity within our PLC level leaders through school based and external professional development and professional readings.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - prioritise PLC time within the meeting schedule and timetable - facilitate PL opportunities for all staff - produce and update collated information for staff to create clarity around interpreting and using data - analyse whole school data - provide two sessions in the timetable each week for staff to work in their PLC as well as meeting time after school documented in the meeting schedule Teachers will: - have a deep understanding of the PLC cycle for using data to drive teaching - strong data literacy and analysis skills - use this data to improve student outcomes by catering for their needs


- measure their impact Students will: - have goals at their point of need - engage in small group instruction at the point of need informed by the data

Success Indicators Success Indicators for Leaders for the outcomes above could include: - Meeting the data targets outlined for this goal - The assessment, data and reporting handbook documentation updated and completed - SIT and Executive meeting minutes - Progression on the continuum within the PLC maturity matrix Success Indicators for Teachers for the outcomes above could include: - PLC minutes and planning - Creation of well structured and targeted small group and whole class instruction Success Indicators for Students could include: - Ability to articulate writing goals, use of Maths and English continuums for goal setting


When Budget

Refine and improve teachers’ capability in data literacy to implement consistent formal and informal assessment practices to determine students point of need and plan effective differentiated programs to challenge all students: - Provide mentors for graduate teachers and new staff - Enrol staff in LDAP Bastow course - Facilitate PL for staff on data literacy and Hattie's Mind frames - Update Assessment, Data and Reporting Handbook - Provide regular opportunities for data literacy PL at SIT - Reference and provide regular opportunities to read and understand the Assessment, Data and Reporting Handbook - Induction for new staff - Self assessment against the PLC maturity matrix

þ Assistant Principal þ Leadership Team

þ PLC Leaders

þ Teacher(s)

þ PLP Priority


$2,000.00




12 Month Target 3.1 Increase the percentage of positive responses in the Student Attitudes to School Survey: • Student Voice and Agency factor from 92% (2019) to 94%

12 Month Target 3.2 Increase the percentage of positive responses in the Parent Opinion Survey: • Student Agency and Voice factor from 83% (2018) to 85%

12 Month Target 3.3 Increase the Staff Opinion Survey: whole school component mean scores in the teaching and learning modules in: • Use student feedback to improve practice (evaluation) from 79% (2018) to 81% • Seek feedback to improve practice (practice improvement) from 83% (2018) to 85%


Build a shared understanding of student voice and agency in learning.

Actions This KIS has been selected because in 2020 we pooled resources with our network schools, to undertake a professional learning program with Russell Quaglia and associates, who are educational experts in the field of Student Voice. Due to the pandemic in 2020 half of this professional learning was moved to 2021. This professional learning will continue in 2021 with a key focus on building a shared knowledge and understanding of student voice. Time at the Moonee Valley Principal Network will be used to unpack this learning and share practices across the network.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - Undertake this professional learning with Russell Quaglia and share with staff - Develop a strategy for the development of student voice within the school, support the trialing of strategies as directed by this program - Continue to support and embed initiatives such as Service Learning, leadership positions, JSC Teachers will: - Articulate and implement a definition of student voice that will guide their practice - Trial recommendations from the professional learning - Continue to embed current practice that provides student voice opportunities Students will: - have opportunities to express their voice in a variety of ways


Success Indicators Success Indicators for Leaders for the outcomes above could include: - Data improvement in the parent and student opinion surveys in relation to student voice and agency - Increased professional knowledge to share with staff - Use of common definition at SNPS - Utilisation of other network schools best practice Success Indicators for Teachers for the outcomes above could include: - Clarity around a shared understanding of a student voice that will guide our direction and practices - Knowledge and use of our common definition - Provide opportunities for feedback from students to inform learning / teaching - Continue to facilitate JSC, service learning and student leadership roles Success Indicators for Students could include: - Understanding and discussion of our student voice definition - Engagement in their schooling - Increased agency and voice in the curriculum, in particular goal setting and feedback


When Budget

Build a shared understanding of student voice and agency in learning: - Active participation and follow up of professional learning opportunity with Russell Quaglia and associates with our staff and other network schools - Undertaking all 'homework' tasks provided in the Student Voice training - Embed the SNPS definition of student voice to guide our practices - Continue to embed current practices such as student working parties, service learning challenge, JSC, captains - Access DET resource Amplify - Nicole to continue to chair the Moonee Valley Principal Network - Use of the PIVOT survey for student feedback to teachers in years 3-6

þ All Staff þ Leadership Team

þ PLC Leaders

þ Principal

þ PLP Priority


$3,000.00


KIS 2 Build high quality teacher instruction through effective application of the High Impact Teaching Strategies (HITS) – goal setting, questioning, feedback, collaborative learning and differentiated teaching.


Evidence-based high-impact teaching strategies

Actions We continue to focus on high quality teacher instruction through the application of High Impact Teaching Strategies (HITS) as we have identified in our school review that we need to continue to go deeper into this work to support, embed and challenge teacher practices. Observations, teacher feedback and refection showed that staff have an understanding of HITS but we need to continue this work for greater consistency across the school. In 2021, we will focus on explicit teaching, structuring lessons as well as differentiated teaching. The explicit teaching and goal setting focus will guide our whole school professional learning with teachers about regular, explicit small group instruction and the creation of effective and timely goals as part of actions for the 2021 Priority goal for 'catch up'.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - Facilitate the professional learning - Monitor and support staff to embed the HITS into their everyday practice - Curriculum coaches in planning, PLC meetings and in the classroom to support implementation - Facilitate the Pedagogy team - Have a HITS goal as part of the Performance and Development Process - Provide time in the meeting schedule - Update the SNPS Teaching and Learning Handbook to reflect key staff agreements made about implementation of these strategies Teachers will: - Show evidence in their practice, planning, work programs - PLC discussions and team minutes will show evidence of trialing, implementing and using these high impact strategies in their teaching - Be accountable for personal improvement within the Performance and Development Process with journals, used as evidence in PDP discussions, showing evidence of staff key learnings and reflections of the professional learning undertaken about these high impact strategies - Provide regular small group explicit teaching opportunities Students will: - Be supported in their learning by consistent implementation of the high impact teaching strategies - Participate in regular small group explicit teaching opportunities

Success Indicators Success Indicators for Leaders for the outcomes above could include: - Minutes from executive team meetings reflecting on progress - SIT meeting minutes


- Lesson plans and observation notes - Reflections from coaching sessions - Notes from peer observations Success Indicators for Teachers for the outcomes above could include: - Work programs - PLC inquiry into small group instruction - Notes from peer observations and/or coaching - Entries in professional learning journal, visible evidence of implementation in classroom displays and environment. Success Indicators for Students could include: - Improvement in student learning outcomes


When Budget

Build high quality teacher instruction through effective application of the High Impact Teaching Strategies (HITS) – goal setting, questioning, feedback, collaborative learning and differentiated teaching: - New staff including graduates will be inducted in HITS strategies. - Key professional readings are unpacked and linked to HITS across the year. - Conduct inquiry cycles with all staff for the following HITS: explicit teaching, differentiation and structuring lessons - Revisit the HITS in the meeting schedule, PLC leaders, PLC planning sessions. - Continued focus on curriculum documentation. - Continued coaching in planning and classrooms. - Continuous links to HITS and Professional Practice Principles made in staff professional development. - All staff to have a HITS goal in their PDP and track their learning and practice improvement in their journals. - Use the newsletter to inform and communicate to families our commitment to high quality teaching strategies to improve student outcomes.


þ Teacher(s)

þ PLP Priority


$24,000.00



-Lead SIPS action plan implementation with Flemington, semester 1 2021.


Embed a culture of feedback and reflection for continual improvement.

Actions In 2021 a continued focus is needed to embed this change. We will continue to implement and refine the SNPS Peer Observation process with staff actively involved in peer observation and reflection. In addition to this, we will also continue to link these walks and observations to staff PDP goals, professional learning, and succession planning. Through our work with student voice, students will give feedback to their teachers.

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - Provide Professional Development to further embed peer observations - Provide mentor, resources and time to support the Graduate Pilot Program - Have the SNPS Peer Observation process as part of the Performance and Development Process; - Use multiple sources of evidence to track peer coaching and observations; - Learning Specialists will invite teachers to observe their classes; - Finalise and document a SNPS coaching cycle - Develop their own peer coaching skills. Teachers will: - Undertake peer observation and feedback cycles following the SNPS process; - Reflect and record observations in their journals; - Feel confident to give and receive feedback to their peers; - Reflect on their learnings and the process within the PDP cycle - Invite colleagues into their classroom for the purposes of feedback and reflection - Respond to feedback provided to improve their practice. Students will: - Be encouraged to give and receive feedback to their teacher formally in Years 3 to 6 via the Pivot Survey and the Student Opinion Survey in Years 4 to 6 - Be encouraged to give and receive feedback to their teacher informally in lesson reflections in years F-6.

Success Indicators Success Indicators for Leaders for the outcomes above could include: - Quality of PDP discussions and evidence of staff learning and implementation of goals.


Success Indicators for Teachers for the outcomes above could include: - Journal reflections and formal peer observation records; - Notes from peer coaching observations; - Visible evidence of strategy implementation in classroom displays and environment; - PDP reflections. Success Indicators for Students could include: - Being able to provide insightful and respectful feedback to staff.


When Budget

Embed a culture of feedback and reflection for continual improvement: - SNPS Peer Observation Process discussed and linked to performance accountability through the PDP process. - Continue to utilise departmental training and resources to support our processes. - Staff make a minimum of four visits for the year with two focused on receiving feedback about own instructional practice. - Evidence of visits and personal professional reflection documented by all staff in their learning journals and used as a basis of discussion in the PDP process. - Continue to provide opportunities for staff to build their leadership capabilities - Learning Walks of our classroom environments - Graduate teachers and their mentors will engage in the Graduate Pilot Program


þ Learning Specialist(s)

¨ PLP Priority


$70,000.00



12 Month Target 4.1 Increase the percentage of positive responses in the Student Attitudes to School Survey: • Stimulating Learning factor from 93% (2019) to 94% • Resilience factor from 92% (2019) to 93%


12 Month Target 4.2 Increase the whole school percentage of positive endorsement in the Staff Opinion Survey, Teaching and Learning module in: • Support growth and learning of whole child from 86% (2018) to 88% • Focused learning on real life problems from 79% (2018) to 82%

12 Month Target 4.3 Increase the percentage of positive responses in the Parent Opinion Survey: • Confidence and Resiliency Skills from 84% (2018) to 86% • Stimulating Learning Environment factor from 86% (2018) to 88%

12 Month Target 4.4 Increase the percentage of students assessed above the expected level in Teacher Judgements in the Personal and Social Capabilities from 27% (2018) to 29%.



Actions This KIS has been selected as we will begin to build and embed a cohesive approach to students' health and emotional health through the introduction of the Resilience Project to align with the Respectful Relationships program. Also see Goal 1 - Happy, Active and Healthy Kids priority

Outcomes We expect to see the following outcomes (changes in knowledge, skills or behaviours) Leaders will: - Liaise with the Resilience Project team to ensure staff professional learning - Purchase a copy of the Resilience Project book and diary for all staff members - Support the introduction of both programs through resources, committed time, and organising student and parent forums Teachers will: - Implement and action the Resilience Project within classrooms - Utilise their own Resilience Project journals - Implement Respectful Relationships modules within classrooms - Plan for students to use their journals within the classroom Students will: - Be learning in a safe and inclusive culture; - They will be informed and educated about Resilience project strategies and daily practice. - Complete the national resilience survey


Success Indicators Success Indicators for Leaders for the outcomes above could include: - Meeting the data targets outlined for this goal - Clarity around and implementation at a whole school level of the Resilience Project - Further establish and implement Respectful Relationships Success Indicators for Teachers for the outcomes above could include: - Work programs and PLC planning documents and discussions - Calm and collaborative classroom environments Success Indicators for Students could include: - Being able to articulate the key learnings/behaviours from the program appropriate to their year level; - Behaving in ways that contribute to a safe and inclusive school.


When Budget

Embed a cohesive and consistent approach to building students’ social and emotional health: - Students to complete national student resilience survey within the Resilience Project - Professional Learning for all staff about the Resilience Project and how it will work alongside Respectful Relationships - Liaising with Resilience Project staff to support the implementation of the program including an overview at our first curriculum day and a parent forum presentation - Establish the Respectful relationships programs within the curriculum - Access advice and resources from the Resilience Project as well as our RR partner school - Monitor implementation of program via the Student Engagement and Wellbeing (SEW) team and School Improvement Team (SIT) - Purchase and provide any resources required to implement the program - Use Student Consultation groups as a channel to seek student feedback about the program

þ Leadership Team þ Student Wellbeing Co-ordinator

þ Teacher(s)

þ Wellbeing Team

þ PLP Priority


$23,000.00



- Create a change management program for the implementation of this project

Strathmore North Primary School (4821) - 2021 - AIP - Equity Funding Planning Page 2

Equity Funding Planner Equity Spending Totals

Category Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $361,000.00 $15,197.00

Additional Equity funding $0.00 $0.00

Grand Total $361,000.00 $15,197.00

Activities and Milestones

Activities and Milestones When Category Total proposed budget ($)

Equity Spend ($)

Learning, catch-up and extension priority: - Employ a teacher tutor - Establishment and delivery of teacher tutor program - Documentation and tracking of student outcomes - Budget and timetable extra hour APT - School structure enables smaller than average class sizes - Provide Professional Learning opportunities to develop teacher practice


þ School-based staffing þ Teaching and learning programs and resources

$218,000.00 $7,622.00

Happy, active and healthy kids priority: - Employment of full time Student Wellbeing Officer - Development of additional Lunchtime clubs - Meet with SSSO support services for at risk students - SSGs conducted regularly - Leadership team to be trained in the PREPaRE wellbeing strategy - Implementation of the Resilience Project and Respectful Relationships program, including learning forums for staff, students and families


þ School-based staffing þ Teaching and learning programs and resources

þ Professional development (excluding CRT costs and new FTE)

$143,000.00 $7,575.00

Strathmore North Primary School (4821) - 2021 - AIP - Equity Funding Planning Page 3

Totals $361,000.00 $15,197.00

Additional Equity spend

Outline here any additional Equity spend for 2021 When Category Total proposed budget ($)

Equity Spend ($)

Totals $0.00 $0.00

Strathmore North Primary School (4821) - 2021 - 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

Learning, catch-up and extension priority: - Employ a teacher tutor - Establishment and delivery of teacher tutor program - Documentation and tracking of student outcomes - Budget and timetable extra hour APT - School structure enables smaller than average class sizes - Provide Professional Learning opportunities to develop teacher practice

þ Leadership Team þ Principal

þ Teacher(s)


þ Planning þ Design of formative assessments

þ Moderated assessment of student learning

þ Formal School Meeting / Internal Professional Learning Sessions þ Timetabled Planning Day

þ PLC/PLT Meeting

þ Literacy Leaders þ High Impact Teaching Strategies (HITS)

þ Numeracy leader

þ On-site

Happy, active and healthy kids priority: - Employment of full time Student Wellbeing Officer - Development of additional Lunchtime clubs - Meet with SSSO support services for at risk students - SSGs conducted regularly - Leadership team to be trained in the PREPaRE wellbeing strategy - Implementation of the Resilience Project and Respectful Relationships

þ All Staff þ Allied Health

þ Leadership Team

þ Student Wellbeing Co-ordinator


þ Planning þ Curriculum development

þ Formalised PLC/PLTs

þ Formal School Meeting / Internal Professional Learning Sessions þ PLC/PLT Meeting

þ Internal staff þ Learning Specialist

þ External consultants

Resilience Project

þ On-site


program, including learning forums for staff, students and families

Review and develop curriculum maps for English and Mathematics: - SNPS Maths Learning Maps implementation monitored and supported in PLC planning and moderation meetings. - The Maths working party will refine the 'SNPS Maths Maps' and yearly overviews for the teaching of maths. - Through whole staff meeting schedule the SNPS English Maps and curriculum documentation will be developed. - New staff inducted with curriculum focus including SNPS Curriculum Maps and Teaching and Learning handbook.



þ PLC Leaders


þ Planning þ Collaborative Inquiry/Action Research team

þ Curriculum development

þ Formal School Meeting / Internal Professional Learning Sessions þ Timetabled Planning Day

þ PLC/PLT Meeting

þ Internal staff þ Departmental resources

ACARA Learning Progressions

þ Practice Principles for Excellence in Teaching and Learning

þ Pedagogical Model

þ On-site

Refine and improve teachers’ capability in data literacy to implement consistent formal and informal assessment practices to determine students point of need and plan effective differentiated programs to challenge all students: - Provide mentors for


þ PLC Leaders

þ Teacher(s)


þ Design of formative assessments þ Moderated assessment of student learning


þ Professional Practice Day þ Formal School Meeting / Internal Professional Learning Sessions

þ Timetabled Planning Day

þ PLC/PLT Meeting

þ Internal staff þ Bastow program/course

þ Literacy Leaders

þ Departmental resources

Graduate Pilot Program

þ On-site


graduate teachers and new staff - Enrol staff in LDAP Bastow course - Facilitate PL for staff on data literacy and Hattie's Mind frames - Update Assessment, Data and Reporting Handbook - Provide regular opportunities for data literacy PL at SIT - Reference and provide regular opportunities to read and understand the Assessment, Data and Reporting Handbook - Induction for new staff - Self assessment against the PLC maturity matrix


þ Numeracy leader

Build a shared understanding of student voice and agency in learning: - Active participation and follow up of professional learning opportunity with Russell Quaglia and associates with our staff and other network schools - Undertaking all 'homework' tasks provided in the Student Voice training - Embed the SNPS definition of student voice to guide our practices - Continue to embed current


þ PLC Leaders

þ Principal


þ Collaborative Inquiry/Action Research team þ Student voice, including input and feedback

þ Formal School Meeting / Internal Professional Learning Sessions þ Network Professional Learning

þ External consultants Russel Quaglia

þ Departmental resources

Amplify

þ On-site


practices such as student working parties, service learning challenge, JSC, captains - Access DET resource Amplify - Nicole to continue to chair the Moonee Valley Principal Network - Use of the PIVOT survey for student feedback to teachers in years 3-6

Build high quality teacher instruction through effective application of the High Impact Teaching Strategies (HITS) – goal setting, questioning, feedback, collaborative learning and differentiated teaching: - New staff including graduates will be inducted in HITS strategies. - Key professional readings are unpacked and linked to HITS across the year. - Conduct inquiry cycles with all staff for the following HITS: explicit teaching, differentiation and structuring lessons - Revisit the HITS in the meeting schedule, PLC leaders, PLC planning sessions. - Continued focus on


þ Teacher(s)


þ Planning þ Collaborative Inquiry/Action Research team

þ Peer observation including feedback and reflection

þ Professional Practice Day


þ Literacy Leaders


þ High Impact Teaching Strategies (HITS)

þ Numeracy leader

þ On-site


curriculum documentation. - Continued coaching in planning and classrooms. - Continuous links to HITS and Professional Practice Principles made in staff professional development. - All staff to have a HITS goal in their PDP and track their learning and practice improvement in their journals. - Use the newsletter to inform and communicate to families our commitment to high quality teaching strategies to improve student outcomes. -Lead SIPS action plan implementation with Flemington, semester 1 2021.

Embed a cohesive and consistent approach to building students’ social and emotional health: - Students to complete national student resilience survey within the Resilience Project - Professional Learning for all staff about the Resilience Project and how it will work alongside Respectful Relationships - Liaising with Resilience Project staff to support the implementation of the program including an

þ Leadership Team þ Student Wellbeing Co-ordinator

þ Teacher(s)

þ Wellbeing Team


þ Planning þ Curriculum development


þ Formal School Meeting / Internal Professional Learning Sessions þ PLC/PLT Meeting


þ External consultants

Resilience Project

þ On-site


overview at our first curriculum day and a parent forum presentation - Establish the Respectful relationships programs within the curriculum - Access advice and resources from the Resilience Project as well as our RR partner school - Monitor implementation of program via the Student Engagement and Wellbeing (SEW) team and School Improvement Team (SIT) - Purchase and provide any resources required to implement the program - Use Student Consultation groups as a channel to seek student feedback about the program - Create a change management program for the implementation of this project

2021 Annual Implementation Plan - STRATHMORE NORTH PRIMARY …

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