2022 Annual Implementation Plan - for improving student outcomes - Templeton Primary School
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2022 Annual Implementation Plan for improving student outcomes Templeton Primary School (5196) Submitted for review by Marc Crilly (School Principal) on 16 March, 2022 at 09:42 AM Endorsed by Justin Butler (Senior Education Improvement Leader) on 20 March, 2022 at 01:08 PM Endorsed by Chris Munro (School Council President) on 02 April, 2022 at 10:26 AM Templeton Primary School (5196) - 2022 - AIP - Overall Page 1
Self-evaluation Summary - 2022 FISO 2.0 Dimensions Self-evaluation Level Teaching Documented teaching and learning program based on the Victorian and Curriculum and senior secondary pathways, incorporating extra- Learning curricula programs Embedding Use of common and subject-specif ic high impact teaching and learning strategies as part of a shared and responsive teaching and learning model implemented through positive and supportive student- staf f relationships Assessment Systematic use of assessment strategies and measurement practices to obtain and provide f eedback on student learning growth, attainment and wellbeing capabilities Embedding Systematic use of data and evidence to drive the prioritisation, development, and implementation of actions in schools and classrooms. Templeton Primary School (5196) - 2022 - AIP - Self Evaluation Summary Page 2
Leadership The strategic direction and deployment of resources to create and ref lect shared goals and values; high expectations; and a positive, saf e and orderly learning environment Embedding Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staf f at the core Engagement Activation of student voice and agency, including in leadership and learning, to strengthen students’ participation and engagement in school Embedding Strong relationships and active partnerships between schools and f amilies/carers, communities, and organisations to strengthen students’ participation and engagement in school Support Responsive, tiered and contextualised approaches and strong relationships to support student learning, wellbeing and inclusion Excelling Ef f ective use of resources and active partnerships with f amilies/carers, specialist providers and community organisations to provide responsive support to students Enter your reflective comments The school is in a strong position f inancially and culturally as we enter the next Strategic Plan. Our practices have improved signif icantly in the last f our years, particularly in planning, PLTs and protocols. We have ref ined our communication strategies, improving our messaging, permissions and reporting procedures to f ully online. Our results have continued to reach a high level, particularly in NAPLAN. Templeton Primary School (5196) - 2022 - AIP - Self Evaluation Summary Page 3
Considerations for 2022 We will be f ocusing on maintaining our high academic results, and complementing our curriculum with a ref ined Inquiry program and Learner Prof ile. EAL will continue to be a challenge, while Wellbeing af ter the last two years will be a whole school f ocus. Documents that support this plan Templeton Primary School (5196) - 2022 - AIP - Self Evaluation Summary Page 4
SSP Goals Targets and KIS Goal 1 2022 Priorities Goal Some of our students have thrived in the remote learning environment, others have maintained their learning progress, and some need extra learning and wellbeing support despite the best ef f orts of their teachers and f amilies. In 2022 we will continue to f ocus on student learning - with an increased f ocus on numeracy - and student wellbeing through the 2022 Priorities Goal, a learning Key Improvement Strategy and a wellbeing Key Improvement Strategy. We will teach and support each student at their point of need and in line with FISO. Target 1.1 Support for the 2022 Priorities Key Improvement Strategy 1.a Learning - Support both those who need extra support and those who have thrived to continue to extend their learning, Priority 2022 Dimension especially in numeracy Key Improvement Strategy 1.b Wellbeing - Ef f ectively mobilise available resources to support students' wellbeing and mental health, especially the most Priority 2022 Dimension vulnerable Goal 2 improve literacy and numeracy outcomes f or all students. Target 2.1 Increase the percentage of students achieving above Benchmark Growth in: • Numeracy 34 per cent (2019) to 35 per cent (2025) • Reading 27 per cent (2019) to 35 per cent (2025) • Writing 27 per cent (2019) to 35 per cent (2025). Decrease the percentage of students achieving below Benchmark Growth • Numeracy 12 per cent (2019) to 10 per cent (2025) • Reading 25 per cent (2019) to 10 per cent (2025) • Writing 25 per cent (2019) to 10 per cent (2025). Templeton Primary School (5196) - 2022 - AIP - SSP Goals Targets and KIS Page 5
Target 2.2 Increase the percentage of students in the top two NAPLAN bands in grade five in: • Reading from 54 per cent (2019) to 60 per cent (2025) • Writing from 32 per cent (2019) to 35 per cent (2025). Target 2.3 Increase the percentage of students achieving above the expected level in Teacher Judgement against the Victorian Curriculum in: Reading and Viewing in: • Year 3: from 43 per cent (2019) to 60 per cent (2025) • Year 5: from 43 per cent (2019) to 60 per cent (2025). Number and Algebra in: • Year 3: 43 per cent (2019) to 60 per cent (2025) • Year 5: 48 per cent (2019) to 60 per cent (2025). Writing • Year 3: 20 per cent (2019) to 75 per cent (2025) • Year 5: 25 per cent (2019) to 30 per cent (2025). Key Improvement Strategy 2.a Embed an instructional model consistently across the school. Building practice excellence Key Improvement Strategy 2.b Build staf f moderation and assessment capability to drive teaching and learning to narrow the gap b etween NAPLAN and Curriculum planning and assessment teacher judgements. Templeton Primary School (5196) - 2022 - AIP - SSP Goals Targets and KIS Page 6
Key Improvement Strategy 2.c Build teacher capacity to dif ferentiate the curriculum and increase the learning challenge f or all students. Building practice excellence Goal 3 To increase student voice and agency in their learning. Target 3.1 Increase the percentage of positive responses in the AtoS survey for the factors: • Student Voice and Agency from 90 per cent (2019) to 91 per cent (2025) • School Staff survey for the factor Use Student Feedback to Improve Practice from 75 per cent (2019) to 80 per cent (2025). Target 3.2 Increase the percentage of positive responses in the Parent Survey factor Student Voice and Agency from 85 per cent (2019) to 90 per cent (2025). Key Improvement Strategy 3.a Integrate metacognitive strategies into teaching and learning practices. Intellectual engagement and self - awareness Key Improvement Strategy 3.b Develop student intellectual engagement and self -awareness. Intellectual engagement and self - awareness Key Improvement Strategy 3.c Actively involve students in the design and implementation of their learning. Empowering students and building school pride Goal 4 To implement prof essional learning that improves teacher ef f ectiveness and student outcomes. Templeton Primary School (5196) - 2022 - AIP - SSP Goals Targets and KIS Page 7
Target 4.1 Increase the percentage of positive responses to School Staff survey factors of: • Professional learning through peer observation from 31 per cent (2019) to 60 per cent (2025) • Believe peer feedback improves practice: 69 per cent (2019) to 75 per cent (2025) • Seek feedback to improve practice: 69 per cent (2019) to 75 per cent (2025). Target 4.2 Increase the percentage of positive responses to Parent Survey factors: • Stimulated learning environment 86 per cent (2019) to 90 per cent (2025) • Student Motivation and support 81 per cent (2019) to 85 per cent (2025). Key Improvement Strategy 4.a Build teachers’ capacity and skills to observe, provide f eedback and ref ine practice. Building practice excellence Key Improvement Strategy 4.b Implement Prof essional learning that is evidence-based. Building practice excellence Key Improvement Strategy 4.c Build teacher capability to develop and teach using an inquiry approach. Evidence-based high-impact teaching strategies Templeton Primary School (5196) - 2022 - AIP - SSP Goals Targets and KIS Page 8
Select Annual Goals and KIS Four Year Strategic Goals Is this Four Year Strategic Targets 12 month target selected for focus this The 12 month target is an incremental step year? towards meeting the 4-year target, using the same data set. 2022 Priorities Goal Yes Support for the 2022 Priorities Wellbeing Some of our students have thrived in To support all students in Wellbeing, we the remote learning environment, will be building on the work of the others have maintained their learning Wellbeing Team by implementing two progress, and some need extra new programs at Templeton: learning and wellbeing support despite the best ef f orts of their 1. Respectf ul Relationships teachers and f amilies. In 2022 we will 2. Cybersaf ety Project continue to f ocus on student learning - with an increased f ocus on To measure the impact of these numeracy - and student wellbeing programs, we will f ocus on the f ollowing through the 2022 Priorities Goal, a targets: learning Key Improvement Strategy and a wellbeing Key Improvement Lif e Satisf action - 2021 Student Attitudes Strategy. We will teach and support to School Survey each student at their point of need 86% Positive and in line with FISO. Experience of Bullying - 2021 Student Attitudes to School Survey 11% had been bullied at school 20% had been physical threatened on purpose. By the end of 2022: >90% in Lif e Satisf action
Learning Numeracy To support all students in numeracy we will be f ocusing on Problem Solving P-6. Each term will be allocated a f ive day minimum problem solving f ocus, with resources and support of fered by Di Hynes in PLTs. The open-ended nature of Problem Solving addresses point of need with students on Learning Improvement Plans (LIPs) and Learning Extension Plans (LEPs) To measure the impact of this initiative, we will f ocus on the f ollowing targets: By the end of 2022: Increase the achievement level of students on LIPs 1-6: >90% of students will demonstrate 12 months of growth in 12 months in Number & Algebra Increase the achievement level of students on LEPs 1-6 >90% of students will demonstrate 12 months of growth in 12 months in Number & Algebra improve literacy and numeracy No Increase the percentage of students achieving above outcomes f or all students. Benchmark Growth in: Templeton Primary School (5196) - 2022 - AIP - Annual Goals Targets and KIS Page 3
• Numeracy 34 per cent (2019) to 35 per cent (2025) • Reading 27 per cent (2019) to 35 per cent (2025) • Writing 27 per cent (2019) to 35 per cent (2025). Decrease the percentage of students achieving below Benchmark Growth • Numeracy 12 per cent (2019) to 10 per cent (2025) • Reading 25 per cent (2019) to 10 per cent (2025) • Writing 25 per cent (2019) to 10 per cent (2025). Increase the percentage of students in the top two NAPLAN bands in grade five in: • Reading from 54 per cent (2019) to 60 per cent (2025) • Writing from 32 per cent (2019) to 35 per cent (2025). Increase the percentage of students achieving above the expected level in Teacher Judgement against the Victorian Curriculum in: Reading and Viewing in: Templeton Primary School (5196) - 2022 - AIP - Annual Goals Targets and KIS Page 4
• Year 3: from 43 per cent (2019) to 60 per cent (2025) • Year 5: from 43 per cent (2019) to 60 per cent (2025). Number and Algebra in: • Year 3: 43 per cent (2019) to 60 per cent (2025) • Year 5: 48 per cent (2019) to 60 per cent (2025). Writing • Year 3: 20 per cent (2019) to 75 per cent (2025) • Year 5: 25 per cent (2019) to 30 per cent (2025). To increase student voice and Yes Increase the percentage of positive responses in the Developing an Inquiry program P-6 with agency in their learning. AtoS survey for the factors: an investment in Prof essional Development over two years. By the end of 2022, each year level will have • Student Voice and Agency from 90 per cent incorporate a Learner Prof ile into their (2019) to 91 per cent (2025) weekly planners and a consistent • School Staff survey for the factor Use Student approach to planning and teaching Feedback to Improve Practice from 75 per cent Inquiry. (2019) to 80 per cent (2025). To measure the impact of this initiative, we will f ocus on the f ollowing areas: By the end of 2022: Sense of Conf idence - 90% Positive Percentage Endorsement Stimulated Learning - 90% Positive Percentage Endorsement Templeton Primary School (5196) - 2022 - AIP - Annual Goals Targets and KIS Page 5
Motivation and Interest - 93% Positive Percentage Endorsement Increase the percentage of positive responses in the By the end of 2022: Parent Survey factor Student Voice and Agency from 85 In the Parent Survey, the Student Voice and Agency percentage of responses will per cent (2019) to 90 per cent (2025). rise f rom 85% to 87% To implement prof essional learning No Increase the percentage of positive responses to School that improves teacher ef f ectiveness Staff survey factors of: and student outcomes. • Professional learning through peer observation from 31 per cent (2019) to 60 per cent (2025) • Believe peer feedback improves practice: 69 per cent (2019) to 75 per cent (2025) • Seek feedback to improve practice: 69 per cent (2019) to 75 per cent (2025). Increase the percentage of positive responses to Parent Survey factors: • Stimulated learning environment 86 per cent (2019) to 90 per cent (2025) • Student Motivation and support 81 per cent (2019) to 85 per cent (2025). Templeton Primary School (5196) - 2022 - AIP - Annual Goals Targets and KIS Page 6
Goal 1 2022 Priorities Goal Some of our students have thrived in the remote learning environment, others have maintained their learning progress, and some need extra learning and wellbeing support despite the best ef f orts of their teachers and f amilies. In 2022 we will continue to f ocus on student learning - with an increased f ocus on numeracy - and student wellbeing through the 2022 Priorities Goal, a learning Key Improvement Strategy and a wellbeing Key Improvement Strategy. We will teach and support each student at their point of need and in line with FISO. 12 Month Target 1.1 Wellbeing To support all students in Wellbeing, we will be building on the work of the Wellbeing Team by implementing two new programs at Templeton: 1. Respectf ul Relationships 2. Cybersaf ety Project To measure the impact of these programs, we will f ocus on the f ollowing targets: Lif e Satisf action - 2021 Student Attitudes to School Survey 86% Positive Experience of Bullying - 2021 Student Attitudes to School Survey 11% had been bullied at school 20% had been physical threatened on purpose. By the end of 2022: >90% in Lif e Satisf action
By the end of 2022: Increase the achievement level of students on LIPs 1-6: >90% of students will demonstrate 12 months of growth in 12 months in Number & Algebra Increase the achievement level of students on LEPs 1-6 >90% of students will demonstrate 12 months of growth in 12 months in Number & Alg ebra Key Improvement Strategies Is this KIS selected for focus this year? KIS 1 Learning - Support both those who need extra support and those who have thrived to Yes Priority 2022 Dimension continue to extend their learning, especially in numeracy KIS 2 Wellbeing - Ef f ectively mobilise available resources to support students' wellbeing and Yes Priority 2022 Dimension mental health, especially the most vulnerable Explain why the school has selected this Please leave this f ield empty. Schools are not required to provide a rationale as this is in line with system priorities f or 2022. 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. Goal 2 To increase student voice and agency in their learning. 12 Month Target 2.1 Developing an Inquiry program P-6 with an investment in Prof essional Development over two years. By the end of 2022, each year level will have incorporate a Learner Prof ile into their weekly planners and a consistent approach to planning and teaching Inquiry. To measure the impact of this initiative, we will f ocus on the f ollowing areas: By the end of 2022: Templeton Primary School (5196) - 2022 - AIP - Annual Goals Targets and KIS Page 8
Sense of Conf idence - 90% Positive Percentage Endorsement Stimulated Learning - 90% Positive Percentage Endorsement Motivation and Interest - 93% Positive Percentage Endorsement 12 Month Target 2.2 By the end of 2022: In the Parent Survey, the Student Voice and Agency percentage of responses will rise f rom 85% to 87% Key Improvement Strategies Is this KIS selected for focus this year? KIS 1 Integrate metacognitive strategies into teaching and learning practices. No Intellectual engagement and self - awareness KIS 2 Develop student intellectual engagement and self -awareness. Yes Intellectual engagement and self - awareness KIS 3 Actively involve students in the design and implementation of their learning. No Empowering students and building school pride Explain why the school has selected this Our Management has identif ied that Inquiry Learning at Templeton is an area inconsistent with our Literacy and Numeracy KIS as a focus for this year. Please make teaching and learning. While our teams address History, Science and Geography with elements of an integrated curri culum, reference to the self-evaluation, relevant they do not plan or teach according to whole school approach, or specif ic scope and sequence. We do not wish to become an school data, the progress against School IB school, but we are interested in implementing aspects of the PYP methodology to complement and enhance our planning. Strategic Plan (SSP) goals, targets, and the The Management Team believes that this adjustment of our methodology will increase learning conf idence, inspire stimulating diagnosis of issues requiring particular learning and motivate our students. attention. Templeton Primary School (5196) - 2022 - AIP - Annual Goals Targets and KIS Page 9
Define Actions, Outcomes and Activities Goal 1 2022 Priorities Goal Some of our students have thrived in the remote learning environment, others have maintained their learning progress, and some need extra learning and wellbeing support despite the best ef f orts of their teachers and f amilies. In 2022 we will continue t o f ocus on student learning - with an increased f ocus on numeracy - and student wellbeing through the 2022 Priorities Goal, a learning Key Improvement Strategy and a wellbeing Key Improvement Strategy. We will teach and support each student at their point of need and in line with FISO. 12 Month Target 1.1 Wellbeing To support all students in Wellbeing, we will be building on the work of the Wellbeing Team by implementing two new programs at Templeton: 1. Respectf ul Relationships 2. Cybersaf ety Project To measure the impact of these programs, we will f ocus on the f ollowing targ ets: Lif e Satisf action - 2021 Student Attitudes to School Survey 86% Positive Experience of Bullying - 2021 Student Attitudes to School Survey 11% had been bullied at school 20% had been physical threatened on purpose. By the end of 2022: >90% in Lif e Satisf action
To measure the impact of this initiative, we will f ocus on the f ollowing targets: By the end of 2022: Increase the achievement level of students on LIPs 1-6: >90% of students will demonstrate 12 months of growth in 12 months in Number & Algebra Increase the achievement level of students on LEPs 1-6 >90% of students will demonstrate 12 months of growth in 12 months in Number & Algebra KIS 1 Learning - Support both those who need extra support and those who have thrived to continue to extend their learning, especially in Priority 2022 Dimension numeracy Actions 1. Build staf f capacity in moderation and curriculum knowledge through Prof essional Development and PLTs 2. Ref ine Learning Improvement Plans and Learning Extension Plans in Numeracy Outcomes Students: 1. Achieve relative parity in their Teacher Judgement results with NAPLAN results 2. Develop Goal Setting strategies that address WALT success indicators and identif y own point of need in Literacy, Numeracy and Inquiry Teachers: 1. Writing moderation sessions address NAPLAN criteria and work samples to achieve parity with teacher judgements and NAPLAN 2. Guide and reinf orce goal setting with students, consistently use WALT success indicators f or each lesson 3. Ref ine and personalise LIPs and LEPs in Numeracy 4. Coordinators attend PLC training in Semester 2 to develop leadership and team collaboration Leaders: 1. Continue f unding Learning Specialists to attend PLTs weekly (Rod) 2. Provide Prof essional Development in writing moderation, goal setting and WALT once per term f or 2022 and 2023 (Ayse, Aidan, Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 3
Janice, Andrea and Di) 3. Provide support in f ormulation and technical upload of LIPs and LEPs (Di and Marc) 4. Organise and coordinate PLC training in Semester 2 (Marc) Success Indicators Early indicators 1. Mid-year LIPs and LEPs parent communication increased (XUNO) 2. Teacher judgements closer to our NAPLAN data (Accelerus) 3. Formative, summative assessment demonstrating growth (Essential Assessment and Accelerus) Late Indicators 1. End of the year teacher judgements meeting goals 2. Victorian Curriculum judgements will show growth 3. NAPLAN data top two bands Activities and Milestones People Responsible Is this a PL When Funding Streams Priority Continue to employ Prep Aides in f ive classrooms providing literacy Principal PLP f rom: $120,000.00 and numeracy support. Priority Term 1 to: Term 4 Equity f unding will be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 4
may include DET f unded or f ree items Continue employment of two Learning Specialists in Literacy and Leadership Team PLP f rom: $240,000.00 Numeracy outside the classroom to support learning Learning Specialist(s) Priority Term 1 to: Principal Term 4 Equity f unding will be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items Ability based dif ferentiated teaching and learning in classrooms Learning Specialist(s) PLP f rom: $240,000.00 Priority Term 1 Focus on problem solving P-6 – one f ull week per term (minimum) to: Term 4 Equity f unding will To encourage perseverance when the answer is not immediately be used apparent by explicit teaching of problem solving strategies Disability Inclusion including but not limited to guess, check and ref ine, create a table, Tier 2 Funding will be make a list used Use quality resources, including those f rom the Australasian Schools Mental Problem Solving Mathematics Olympiad (APSMO) 2-6 Health Menu items will be used which Use online resources such as ReSolve, Problemo and nRich to may include DET assist with planning rich Mathematics tasks f unded or f ree items LS to visit classrooms to model multi ability PS session P-6, 2 year levels per term Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 5
KIS 2 Wellbeing - Ef f ectively mobilise available resources to support students' wellbeing and mental health, especially the most vulnerable Priority 2022 Dimension Actions 1. Develop staf f capacity through f urther implementation of the Cybersaf ety Project 2. Embed wellbeing structures to improve student mental health 3. Target vulnerable students f or additional support through Wellbeing Team and Glenda Watkins 4. Develop whole school strategy f or dif ficult behaviours and corrective measures Outcomes Students: 1. Increased f ocus on individual goal setting 2. Increased f ocus on self -regulation in classroom and yard 3. Increased understanding of Cyber-Saf ety 4. Increased understanding of dif ficult behaviours and corrective measures Teachers: 1. Continue ref ining goal setting in the classroom 2. Increased use of circle time and wellbeing strategies 3. Implementation of Cybersaf ety Project in the planning and learning 4. Implement whole school strategy f or dif ficult behaviours and measures Leaders: 1. Develop common language to discuss multi tiered response to wellbeing (Leadership Team) 2. Allocate f unds using disability ref orm to support teacher capacity (Rod) 3. Manage and provide support f or implementation of the Cybersaf ety Project (Andrea) 4. Develop whole school strategy to manage dif f icult behaviours and associat ed measures (Management Team) Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 6
Success Indicators Early indicators 1. Goal setting prevalent in planning and classrooms 2. Circle Time, wellbeing strategies prevalent in planning and classrooms 3. Cybersaf ety lessons prevalent in planners 4. Less need f or leadership intervention in dif f icult behaviours Late indicators 1. Student survey - Lif e satisf action above 90% positive 2. Student survey - Bullying below 10% 3. Student survey - Physically threatened below 10% Activities and Milestones People Responsible Is this a PL When Funding Streams Priority Employment of Glenda Watkins Principal PLP f rom: $43,598.00 Priority Term 1 to: Term 4 Equity f unding will be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items Implementation of Cybersaf ety Project Assistant Principal PLP f rom: $8,000.00 Priority Term 1 to: Term 4 Equity f unding will be used Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 7
Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items Implementation of Respectf ul Relationships Program Assistant Principal PLP f rom: $0.00 Priority Term 1 to: Term 4 Equity f unding will be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items Goal 2 To increase student voice and agency in their learning. 12 Month Target 2.1 Developing an Inquiry program P-6 with an investment in Prof essional Development over two years. By the end of 2022, each year level will have incorporate a Learner Prof ile into their weekly planners and a consistent approach to planning and teaching Inquiry. To measure the impact of this initiative, we will f ocus on the f ollowing areas: By the end of 2022: Sense of Conf idence - 90% Positive Percentage Endorsement Stimulated Learning - 90% Positive Percentage Endorsement Motivation and Interest - 93% Positive Percentage Endorsement Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 8
12 Month Target 2.2 By the end of 2022: In the Parent Survey, the Student Voice and Agency percentage of responses will rise f rom 85% to 87% KIS 1 Develop student intellectual engagement and self -awareness. Intellectual engagement and self -awareness Actions Develop inquiry planning and learning across the school, through f ocused Prof essional Development utilising Nadine Crane Outcomes Students 1.Develop a deeper understanding of Inquiry at Templeton 2. Achieve higher Teacher Judgement results in Science, History and Geography Teachers 1. Attend and implement Inquiry prof essional development sessions with Nadine Crane 2. Incorporate Inquiry into planning and teaching 3. Develop assessment criteria/rubrics to ref lect progress in Inquiry units Leaders 1. Provide Prof essional Development in Inquiry twice each term f or 2022 and 2023 (Marc) 2. Provide support f or staff in implementing Inquiry planning and teacher (SIT) 3. Adapt reporting to ref lect Inquiry success criteria (Marc) Success Indicators Early indicators 1. Inquiry learning and planning evident P-6 2. Inquiry success criteria included in June reporting 3. Rubrics and assessment tasks developed f or June reporting Late indicators 1. Inquiry learning and planning documented and visible in classrooms Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 9
2. Inquiry success criteria continued in December reporting 3. Rubrics and assessment tasks embedded in December reporting Activities and Milestones People Responsible Is this a PL When Funding Streams Priority Develop inquiry planning and learning across the school, through Assistant Principal PLP f rom: $10,000.00 f ocused Prof essional Development utilising Nadine Crane Principal Priority Term 1 to: School Improvement Team Term 4 Equity f unding will be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items Develop a deeper understanding of Inquiry at Templeton Student(s) PLP f rom: $0.00 Achieve higher Teacher Judgement results in Science, History and Priority Term 1 Geography to: Term 4 Equity f unding will be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 10
1. Attend and implement Inquiry prof essional development Teacher(s) PLP f rom: $10,000.00 sessions with Nadine Crane Priority Term 1 2. Incorporate Inquiry into planning and teaching to: 3. Develop assessment criteria/rubrics to ref lect progress in Inquiry Term 4 Equity f unding will units be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items 1. Provide Prof essional Development in Inquiry twice each term f or Assistant Principal PLP f rom: $10,000.00 2022 and 2023 (Marc) School Improvement Team Priority Term 1 2. Provide support f or staff in implementing Inquiry planning and to: teacher (SIT) Term 4 Equity f unding will 3. Adapt reporting to ref lect Inquiry success criteria (Marc) be used Disability Inclusion Tier 2 Funding will be used Schools Mental Health Menu items will be used which may include DET f unded or f ree items Templeton Primary School (5196) - 2022 - AIP - Actions Outcomes and Activities Page 11
Funding Planner Summary of Budget and Allocated Funding Summary of Budget School’s total funding ($) Funding Allocated in activities ($) Still available/shortfall Equity Funding $18,408.60 $0.00 $18,408.60 Disability Inclusion Tier 2 Funding $226,477.37 $346,477.37 -$120,000.00 Schools Mental Health Fund and Menu $0.00 $0.00 $0.00 Total $244,885.97 $346,477.37 -$101,591.40 Activities and Milestones – Total Budget Activities and Milestones Budget Continue to employ Prep Aides in f ive classrooms providing $120,000.00 literacy and numeracy support. Continue employment of two Learning Specialists in $240,000.00 Literacy and Numeracy outside the classroom to support learning Ability based dif ferentiated teaching and learning in $240,000.00 classrooms Focus on problem solving P-6 – one f ull week per term (minimum) To encourage perseverance when the answer is not immediately apparent by explicit teaching of problem solving strategies including but not limited to guess, check and ref ine, create a table, make a list Use quality resources, including those f rom the Australasian Problem Solving Mathematics Olympiad Templeton Primary School (5196) - 2022 - AIP - Funding Planner Page 2
(APSMO) 2-6 Use online resources such as ReSolve, Problemo and nRich to assist with planning rich Mathematics tasks LS to visit classrooms to model multi ability PS session P-6, 2 year levels per term Totals $600,000.00 Activities and Milestones - Equity Funding Activities and Milestones When Funding allocated ($) Category Totals $0.00 Activities and Milestones - Disability Inclusion Funding Activities and Milestones When Funding allocated ($) Category Continue to employ Prep Aides in f rom: $120,000.00 Education workf orces and/or assigning existing school staf f to inclusive f ive classrooms providing literacy Term 1 education duties and numeracy support. to: Term 4 • Teaching and learning programs and resources • Continue employment of two f rom: $100,000.00 Teaching and learning programs and resources Learning Specialists in Literacy and Term 1 Templeton Primary School (5196) - 2022 - AIP - Funding Planner Page 3
Numeracy outside the classroom to to: • support learning Term 4 Prof essional learning f or school-based staf f • Education workf orces and/or assigning existing school staf f to inclusive education duties • Ability based dif ferentiated teaching f rom: $120,000.00 Prof essional learning f or school-based staf f and learning in classrooms Term 1 to: • Teachers Focus on problem solving P-6 – Term 4 one f ull week per term (minimum) To encourage perseverance when the answer is not immediately apparent by explicit teaching of problem solving strategies including but not limited to guess, check and ref ine, create a table, make a list Use quality resources, including those f rom the Australasian Problem Solving Mathematics Olympiad (APSMO) 2-6 Use online resources such as ReSolve, Problemo and nRich to assist with planning rich Mathematics tasks LS to visit classrooms to model multi ability PS session P-6, 2 year levels per term Templeton Primary School (5196) - 2022 - AIP - Funding Planner Page 4
Totals $340,000.00 Activities and Milestones - Schools Mental Health Fund and Menu Activities and Milestones When Funding allocated ($) Category Totals $0.00 Additional Funding Planner – Total Budget Activities and Milestones Budget Inquiry Specialist $10,000.00 Totals $10,000.00 Additional Funding Planner – Equity Funding Activities and Milestones When Funding allocated ($) Category Inquiry Specialist f rom: Term 1 to: Term 4 Totals Templeton Primary School (5196) - 2022 - AIP - Funding Planner Page 5
Additional Funding Planner – Disability Inclusion Funding Activities and Milestones When Funding allocated ($) Category Inquiry Specialist f rom: $6,477.37 Prof essional learning f or school-based staf f Term 1 to: • Term 4 Teaching and learning programs and resources • Totals $6,477.37 Additional Funding Planner – Schools Mental Health Fund and Menu Activities and Milestones When Funding allocated ($) Category Inquiry Specialist f rom: Term 1 to: Term 4 Totals Templeton Primary School (5196) - 2022 - AIP - Funding Planner Page 6
Professional Learning and Development Plan Professional Learning Who When Key Professional Learning Organisational Structure Expertise Accessed Where Priority Strategies Continue to employ Prep Principal f rom: Planning Formal School Meeting / Primary Mathematics On-site Aides in f ive classrooms Term 1 Preparation Internal Prof essional and Science specialists providing literacy and to: Learning Sessions Literacy expertise numeracy support. Term 4 Moderated assessment PLC/PLT Meeting of student learning Internal staf f Continue employment of two Leadership f rom: Planning Formal School Meeting / Primary Mathematics On-site Learning Specialists in Team Term 1 Design of f ormative Internal Prof essional and Science specialists Literacy and Numeracy Learning to: assessments Learning Sessions Literacy expertise outside the classroom to Specialist(s) Term 4 PLC/PLT Meeting support learning Curriculum development PLC Initiative Principal Internal staf f Ability based dif ferentiated Learning f rom: Planning Formal School Meeting / PLC Initiative On-site teaching and learning in Specialist(s) Term 1 Preparation Internal Prof essional Internal staf f classrooms to: Learning Sessions Term 4 Design of f ormative PLC/PLT Meeting High Impact Focus on problem solving P-6 assessments Teaching Strategies – one f ull week per term (HITS) (minimum) To encourage perseverance when the answer is not immediately apparent by explicit teaching of problem solving strategies including but not limited to guess, check and ref ine, create a table, make a list Templeton Primary School (5196) - 2022 - AIP - Professional Learning Plan Page 2
Use quality resources, including those f rom the Australasian Problem Solving Mathematics Olympiad (APSMO) 2-6 Use online resources such as ReSolve, Problemo and nRich to assist with planning rich Mathematics tasks LS to visit classrooms to model multi ability PS session P-6, 2 year levels per term Implementation of Respectf ul Assistant f rom: Planning Prof essional Practice Internal staf f On-site Relationships Program Principal Term 1 Preparation Day to: Formal School Meeting / Term 4 Collaborative Internal Prof essional Inquiry/Action Research Learning Sessions team PLC/PLT Meeting Develop inquiry planning and Assistant f rom: Planning Whole School Pupil External consultants On-site learning across the school, Principal Term 1 Preparation Free Day Nadine Crane f rom through f ocused Prof essional Principal to: Formal School Meeting / Melbourne University Development utilising Nadine Term 4 Collaborative Internal Prof essional Crane School Inquiry/Action Research Pedagogical Model Learning Sessions Improvement team Team Timetabled Planning Day Templeton Primary School (5196) - 2022 - AIP - Professional Learning Plan Page 3
Develop a deeper Student(s) f rom: Planning Whole School Pupil Internal staf f On-site understanding of Inquiry at Term 1 Preparation Free Day Pedagogical Model Templeton to: Prof essional Practice Achieve higher Teacher Term 4 Curriculum development Day High Impact Judgement results in Teaching Strategies Science, History and Formal School Meeting / (HITS) Geography Internal Prof essional Learning Sessions 1. Attend and implement Teacher(s) f rom: Planning Whole School Pupil External consultants On-site Inquiry prof essional Term 1 Preparation Free Day Nadine Crane f rom development sessions with to: Prof essional Practice Melbourne University Nadine Crane Term 4 Collaborative Day 2. Incorporate Inquiry into Inquiry/Action Research Pedagogical Model planning and teaching team Formal School Meeting / High Impact 3. Develop assessment Internal Prof essional Teaching Strategies criteria/rubrics to ref lect Learning Sessions (HITS) progress in Inquiry units 1. Provide Prof essional Assistant f rom: Planning Whole School Pupil Internal staf f On-site Development in Inquiry twice Principal Term 1 Preparation Free Day External consultants each term f or 2022 and 2023 School to: Prof essional Practice (Marc) Improvement Term 4 Collaborative Nadine Crane f rom Day 2. Provide support f or staff in Inquiry/Action Research Melbourne University Team implementing Inquiry team Pedagogical Model planning and teacher (SIT) 3. Adapt reporting to ref lect High Impact Inquiry success criteria Teaching Strategies (Marc) (HITS) Templeton Primary School (5196) - 2022 - AIP - Professional Learning Plan Page 4
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