School plan 2015-2017Sylvania Heights Public School 4024

Printed on: 12 May, 2017Page 1 of 8 Sylvania Heights Public School 4024 (2015-2017)

School background 2015–2017

School vision statement School context School planning process

At Sylvania Heights Public School we are 'growing thefuture' through innovative quality teaching that shapesmotivated, successful learners who are respectful,responsible and kind in a well–resourced, future focusedschool.

Sylvania Heights Public School develops students who arehappy, engaged and love learning. There is a strongemphasis on student growth in their learning and wellbeing.The school is located in the southern suburbs of Sydney.Sylvania Heights has an enrolment of 678 students whocome from a socio economically diverse community. 40%of students come from linguistically and culturally diversebackgrounds. Quality teaching programs cater for allstudents with programs for gifted and talented students aswell as those students who have additional learning needs.The community strongly supports the school’s focus onstudent wellbeing, healthy lifestyles and excellent studentbehaviour. Sylvania Heights Public School prides itself onthe huge number of extracurricular opportunities in theCreative and Performing Arts and Sport, led by a talentedand enthusiastic staff.

The school plan was developed through consultation withthe community, staff and students. The MelbourneDeclaration of Learning was used as key skills for focusingthe consultation on student, staff and school learning. Thecommunity had the opportunity to attend a number of focusgroups to look at developing the school vision and inputwas received around the types of programs valued by thecommunity. Additionally parents were surveyed around keyprograms including technology and sport. The staff hadinput into the plan through identifying key outcomes oflearning, evaluations of classroom and whole schoolprograms as well as input on the success of newinnovations and initiatives. The Stage 3 students wereasked about the types of skills values and attitudes theywould like to have when they leave Sylvania Heights PublicSchool. The Student Council with members from year 1–6were survey about the types of programs and projectsvalued by students.   The vision and strategic directionswere developed from key ideas and words from theconsultation.

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School strategic directions 2015–2017

STRATEGICDIRECTION 1

Grow student learning

STRATEGICDIRECTION 2

Grow staff learning

STRATEGICDIRECTION 3

Grow school leadership

Purpose:

The purpose of growing student learning is to buildacademic and well–being success. At SHPS we want ourstudents to be lifelong learners who are motivated andcreative, who can problem solve and are resourceful. Ourpurpose is to provide innovative learning opportunitiesusing the latest curriculum and a variety of excellentextra–curricular activities. Our purpose is for learning tohave an impact and that improvement is consistent so thatevery child is a success. We are developing future leaderswith a strong sense of self–worth and a moral compass.Student learning and well–being are hand in hand with thestrong values of respect, responsibility and kindness.  

Purpose:

The purpose of growing staff learning is to improve studentoutcomes from quality teachers and support staff who arepassionate, skillful and embed 21st century pedagogy(future focused learning) with the latest resources andtechnology. Our purpose is to develop a performance anddevelopment culture that builds future teacher leadersthrough opportunities for leadership, research and actionswith a firm focus on teamwork. Together our staff strive toconsistently improve to make a difference through thesharing of expertise and professional collaboration. Studentsuccess is the direct result of staff moral purpose, qualityand leadership.

Purpose:

The purpose of growing school leadership is to build schoolcapacity and align staff, students and community in apartnership that strengthens academic and well–beingoutcomes for students. The more parents and communityare partnered with the school, the better the outcomes forstudents. Our purpose is to have positive parents who arewell informed and work as a team with staff to ensurestudent success. Through strengthening connections withthe broader community support structures for all studentswill be improved. The school is committed to improving inall facets of school life.

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Strategic Direction 1: Grow student learning

Purpose People Processes Practices and Products

The purpose of growing student learning isto build academic and well–being success.At SHPS we want our students to belifelong learners who are motivated andcreative, who can problem solve and areresourceful. Our purpose is to provideinnovative learning opportunities using thelatest curriculum and a variety of excellentextra–curricular activities. Our purpose isfor learning to have an impact and thatimprovement is consistent so that everychild is a success. We are developingfuture leaders with a strong sense ofself–worth and a moral compass. Studentlearning and well–being are hand in handwith the strong values of respect,responsibility and kindness.  

Improvement Measures

PBL–Positive tell them from me surveysand less negative entries in Sentral.

A Years worth of growth for a years worthof learning.

Literacy Growth– Plan and NAPLAN dataindicating student growth.

Numeracy Growth–SENA data and plansoftware showing expected growth for80%of students.

Increased number of students in top 2bands for NAPLAN above state mean–(2013 – below all measures)

Student growth in NAPLAN at or abovestate mean. (2013 matched students belowon all measures) 

100% of students K–6 moving along theliteracy continuum writing clusters.

Students

PBL–Students will be respectful,responsible, kind learners with a moralcompass through the PBL program.Students will show growth and success intheir learning through improved teachingpractices. Students will demonstratecreativity and critical thinking includingthrough participation in extracurricular andG&T activities including the arts and sport.

Literacy Growth– Kindergarten, Year Oneand Two students will improve in readingcomprehension skills using the L3 model. 

Students 3–6 will  improve writing skillsincluding pre writing skill,sentenceconstruction,vocabulary and editing.

Numeracy Growth –Students K–6 willimprove in number sequencing and placevalue.

Staff

PBL–Staff will use PBL to develop studentresilience, empathy, behaviour andlearning. Staff will use innovative teachingpractices through professionalcollaborations and understanding of thenew curriculum. Staff will lead creativeextra–curricular programs throughexpertise and passion.

Literacy/Numeracy–Staff will engage incomprehensive professional learningincluding set tasks and lesson observations.

Parents/Carers

PBL–Parents will use PBL language and

Positive Behaviour for Learning Project–using positive behaviour strategies toimprove student wellbeing.

Literacy Growth Project– Writing in theMiddle Years professional learning andassociated tasks for student learning.

Numeracy Growth Project–Early Action forSuccess in numeracy professional learningand associated tasks for student learningusing the Maths Building Blocks forNumeracy 12 hours of online trainingprogram.

Evaluation Plan

Monitoring of the milestones for thisstrategic direction. Executive and teamleader evaluations. Yearly outcomemonitoring including evidence sets.Monitoring achievement of improvementsby systematically collecting and analysingand discussing evidence of progress.

Practices

PBL language used in all classes and 95%of students seamlessly following PBLrules. 

Literacy Growth–Kindergarten  studentsengaged in L3 strategies during literacygroups.

Students in year One and Two engaged inreading comprehension  activities in theclassroom.

Students in Year 3–6 engaged in  sentenceconstruction, vocabulary and editingactivities

Numeracy Growth–students K–6 engagedin place value activities.

Individualised learning goals used to mapdifferentiated programs

Products

• PBL–Fewer entries for anti–socialbehaviour in Sentral and monitoring ofgreen slips.More students positivelyinvolved in extracurricular activitiesdemonstrating student creativity andcollaboration.

• Literacy/Numacy–Student growth inNAPLAN at or above state mean. (2013matched students below on allmeasures) Increased number ofstudents in top 2 bands for NAPLANabove state mean–( 2013 – below allmeasures)

SENA, NAPLAN and Plan softwareshowing expected growth for 80% ofstudents.

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Strategic Direction 1: Grow student learning

Improvement Measures People Processes Practices and Products

positive parenting through PBL strategies.Parents will be active supporters of studentlearning as partners in the school.

Literacy/Numeracy–Parents will engage inprofessional learning sessions onLiteracy/Numeracy in the early years andbe kept well informed at P&C meetings ofLiteracy/Numeracy Growth Project.

Leaders

PBL–Leaders will model respect,responsibility kindness and learning intheir interactions with staff and students.

Literacy/Numeracy Growth– Leaders willdrive the project and present professionallearning to staff. They will check milestonesare being achieved.

Increased percentage students achievingsound or above in reports acrosscurriculum

100% of students completing innovativerich tasks and individual goals as part ofassessment cycle.

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Strategic Direction 2: Grow staff learning

Purpose People Processes Practices and Products

The purpose of growing staff learning is toimprove student outcomes from qualityteachers and support staff who arepassionate, skillful and embed 21st centurypedagogy (future focused learning) with thelatest resources and technology. Ourpurpose is to develop a performance anddevelopment culture that builds futureteacher leaders through opportunities forleadership, research and actions with a firmfocus on teamwork. Together our staffstrive to consistently improve to make adifference through the sharing of expertiseand professional collaboration. Studentsuccess is the direct result of staff moralpurpose, quality and leadership.

Improvement Measures

100% of teachers use innovative teachingpractice and future focused learningstrategies including collaboration,criticalthinking,communication and creativityreflected in observations, programs andstudent work samples.

BYOD usage in Years 4, 5 and 6 developsmotivated learners who are effective usersof technology assessed against ICTcapability framework and reflected in theTell them from me survey.

Teachers successfully meet personal goalsas supported by evidence and the PDF.

Students

Will increase and grow in their learningoutcomes as staff are more effectiveteachers and students will be moreengaged as learners.

Staff

Will have a moral purpose and motivationfor their own professional learning. Staff willuse observations and feedback for thedevelopment of the team. Staff will embed21st Century pedagogy and technology intheir teaching. Staff will be activeparticipants in the performance anddevelopment culture.

Parents/Carers

Support classroom learning through inclass and community links projects.Fundraising for 21st century classroomresources.

Leaders

Leaders will lead the performance anddevelopment cycle through anunderstanding of coaching for effectivefeedback . Teachers will be leaders acrossthe school in a variety of settings. Leaderswill lead the performance and developmentcycle through  coaching and effectivefeedback .

Community Partners

Positively support the school through fundsfor resources and classroom equipment.

Formative Assessment Project–Performance and development cultureproject. Professional goals,selfassessment,feedback,formative teaching,observations and reflections. Professionallearning, explicit teaching,pre and posttests.immediate feedback for students,Standards and higher levels.

Instructional Leader Support –2016 and2017 to support beginning teachers andteachers K–2.

Future Focused Learning Project– ICTLearning (embedded across other strategicdirections– including BYOD)– The 4 C's of21st century fluencies–collaboration andcreativity 2016, critical thinking andcommunication 2017.

Evaluation Plan

Future focused learning strategiesembedded across strategic directions.

Evaluate students ability to think criticallyand assess communication skills.

Practices

• Professional collaborations across theschool including feedback andobservation cultures. 

• Staff seeking professional learning andare passionate about student success.

• Innovative creative teaching practicethat engages students with collaborativeand creative outputs. 

• Students who are effective users oftechnology to enhance learning and theproduction of rich task products..

Products

• Student learning across the curriculumshows growth above state means due toincreased teacher effectiveness. ( Plandata, NAPLAN, student reports) 

• 100% of teachers use innovativeteaching practice and 21st centuryfluencies including collaboration andcreativity reflected in observationsprograms and student work samples. 

• BYOD usage in Years 4, 5 and 6develops motivated learners who areeffective users of technology assessedagainst ICT capability framework andTell them from me survey.

• Teachers successfully meet personalgoals as supported by evidence and thePDF.

• Well–equipped 21st century classroomsfeaturing innovative teaching practicereflected in programs, BYOD usage andwork samples.

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Strategic Direction 3: Grow school leadership

Purpose People Processes Practices and Products

The purpose of growing school leadershipis to build school capacity and align staff,students and community in a partnershipthat strengthens academic and well–beingoutcomes for students. The more parentsand community are partnered with theschool, the better the outcomes forstudents. Our purpose is to have positiveparents who are well informed and work asa team with staff to ensure studentsuccess. Through strengtheningconnections with the broader communitysupport structures for all students will beimproved. The school is committed toimproving in all facets of school life.

Improvement Measures

Increased attendance at P&C and numbersof parents working with the school. (2014–average 15 and 100 working in school.)

Increased attendance at parent workshopson student wellbeing, literacy andnumeracy.

Numbers of fathers supporting WhiteRibbon events and Fathering Projectevents.

Father feedback.

Numbers of students attending WulabaKids meetings and attending excursions.

Happy motivated learners experiencingsuccess in their school life.– Positive parentand student Tell them from me surveys.(new in 2015)

Students

Students will be supported by theirengaged parents, and the wider communityto improve their student learning outcomes.

Staff

Staff will engage with the wider communityto build links that strength learning forstudents through professionalcollaborations and outreach programs.Staff will have increased understanding ofindigenous education and issues.

Parents/Carers

Will join in their child’s learning journey andsupport school initiatives through parentworkshops and support opportunities.Positive parents will be well informed andwork as a team with staff to ensure studentsuccess.

Community Partners

Will join in their child’s learning journey andsupport school initiatives through parentworkshops and support opportunities.Positive parents will be well informed andwork as a team with staff to ensure studentsuccess.

Leaders

Will lead the community to link with theschool and plan for improved learningopportunities for students. Leaders willengage with remote indigenouscommunities through a rural links project

White Ribbon Project– Whole schoolcommunity engaged in White Ribbon Dayevent.

Promotion of the White Ribbon Oath acrossthe school

Fathering Project

For fathers at the school to be the bestfathers they can be by engaging inFathering events

Community Consultation Project

Consultation with the community aboutdirection for the school plan 2018–2020 byforming a parent consultation group

Community Connection Project– Teachersfrom SHPS teach in remote Aboriginalcommunities.

Evaluation Plan

Monitoring of milestones and executivereporting. Critical friending by principalcolleagues. Monitoring achievement ofimprovements by systematically collectingand analysing and discussing evidence ofprogress. Collection and analysis ofevidence sets. 

Practices

All school community” not silent not violent”and White Ribbon Oath articulated tostudents and the community.

Parents especially fathers, confident inusing new parenting strategies with theirchildren.

Community consultation used to developschool planning and parents supportingimplementation. Parents active in theirsupport.

Staff using rural experiences to buildstudent understanding of indigenousissues. School wide quality aboriginaleducation .

Products

Attendance at P&C and numbers of parentsworking with the school. (2014– average 15and 100 working in school.)

Numbers of fathers supporting WhiteRibbon  and Fathering project events. 

Happy motivated learners experiencingsuccess in their school life.– Positive Tellthem from me surveys. (new in 2015) 80 %of Parenting course reflections are positive

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Strategic Direction 3: Grow school leadership

Improvement Measures People Processes Practices and Products

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