Fig Tree Pocket State School Annual Implementation Plan 2021 - School Improvement Priorities - 2020-2023 Strategic Plan - Fig Tree Pocket State ...
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Fig Tree Pocket State School
Annual Implementation Plan - 2021
School Improvement Priorities – 2020-2023 Strategic Plan
Priority – PRECISION (Curriculum)
Strategy
Support the consistent, school wide implementation of Fig Tree Pocket’s P-6 Curriculum, Assessment and
Reporting Framework. (PR1)
Research and set clear whole school targets in achievement and improvement against like schools on a
national scale in literacy and numeracy. (PR2)
Actions Target Term Responsible Officer/s
- Publish & share FTPSS CARF in consultation FTPSS CARF created, applied
with School Council and School and reviewed consistently
throughout the school
Improvement Team (SIT)
- Review & publish the Whole School Three levels of planning
Principal
curriculum plan, year level plans and unit developed and published on
SharePoint Deputy Principal
plans for each learning area
Head of Curriculum
- Revise Assessment Schedule (Data Plan) to Whole School Curriculum
1-4
CPL Coach
collaboratively identify student data to plan, Unit and Term Learning Support
monitor and track student progress overviews published on
Teachers
- Admin research comparative school targets website
across Nation
Revised Assessment Schedule
that includes whole school &
year level targets
Strategy
Deepen teacher understanding of the relationship between student achievement and the Australian
curriculum standards through teacher clarity, moderation/consistent grading and collective efficacy. (PR5)
Actions Target Term Responsible Officer/s
- Continue assessment alignment process, 100% P-6 teachers use the
building on 2020 learning assessment alignment
process when adjusting or
- Modify C2C units & assessments to enable creating summative
greater student engagement and access assessment tasks and
- Extend clarity with alignment when moving marking guides
away from C2C materials & creating lines of
100% classroom teachers use
inquiry the Australian Curriculum to
- Embed consistent school moderation develop lines of inquiry in
processes Science or HASS
o Scheduling the second ‘after’
moderation with writing 100% P-6 classroom teachers Deputy Principal
implement calibration
1-4
o Moderation schedule shared with Head of Curriculum
moderation prior to English
staff as part of FTPSS CARF unit implementation
o Working within school and Cluster
to moderate the ‘after or end’ All English Year Level Plans
identify moderation
process opportunities within each
- Form local HOC network to ensure term/semester
consistency of purpose, process and
terminology of cluster moderation across 100% teachers enact school
participating schools and cluster moderation
practices as documented in
Moderation Schedule
Priority – PRECISION (Writing)
Strategy
Collaboratively develop clear expectations on the pedagogical practices across all classrooms, supporting
this with differentiated coaching and PD for staff. (PR4)
Action Target Term Responsible Officer/s
- Raise the achievement of identified >95% students meet
students in P-2 through the delivery of school PM benchmarks.
Speech Sound Pics (SSP), targeted programs
supported by Learning Support and teacher 100% P-Yr2 teachers
aides implementing agreed Deputy Principal
o document consistent SSP program SSP program Head of Curriculum
expectations from P-Yr2 1-4 Learning Support
o continue SSP training for Teacher Aides 100% P-Yr2 teachers & Teachers
o access expertise within staff, avail aides utilising tracking Teacher Aides
opportunities for videos /observation tool
for sharing with staff
o develop effective SSP tracking tool to
support the identification of targets
Action Target Term Responsible Officer/s
- Working party/team to continue research Finalised & documented
best practice for teaching writing and whole school approach Principal
1-4
develop FTPSS consistent approach to to writing Writing Working Party
writing (I3)
Strategy
Develop targets for all students for learning assets, reading, writing and numeracy that are regularly
reviewed and adjusted when met. These targets will be collaboratively developed with the student,
teacher and parent. (PR3)
Action Target Term Responsible Officer/s
- Enhance the use of Professional Learning 100% teachers
Teams (PLTs) for each year level, with an participating in Year
explicit writing focus - improving teacher Level PLTs
pedagogy, data literacy, use and creation of
formative & summative assessment, 100% teachers
resulting in increased student achievement accessing the Literacy
and feedback. Continuum to formulate Deputy Principal
o Analyse student writing data, review PLT SMART goals Head of Curriculum
strategies, skills and resources to inform Learning Support
future teaching & learning All year levels, meeting Writing Working
1-4
o PLT Focus meeting to include or exceeding Year level Party
identification of Literacy continuum targets for Sem 1 & Sem School Improvement
writing clusters and strategies, to 2 English Team
facilitate the creation of student writing
goals All students able to
o Teachers track student progress in articulate their writing
writing, using Literacy continuum, that goals
are below & above year level clusters
School NAPLAN targets
Priority - INNOVATION
Strategy
Research and implement innovative pedagogies targeting high student engagement, motivation and
confidence. Personalised student learning is purposeful, clearly defined and challenging. (I3)
Value and enact teacher and student agency to foster curiosity, deliberate practice and curriculum
ownership, within a context of inquiry. (I4)
Refine and embed learning assets to support, develop and challenge individual learners to go beyond
acquisition of curriculum knowledge. (I5)
Action Target Term Responsible Officer/s
- Continue to embed C&PL – Theories of 100% teachers using the
Action: Emphasise inquiry-focussed curriculum alignment
teaching & learning, in all year levels process & FTPSS Inquiry
through the alignment of the Australian framework to deliver and
Curriculum and integrated inquiries facilitate ‘integrated’
o Provide a responsive teacher inquiries
support model - modifying
specialist/NCT timetable, including Survey teachers - >90%
additional release time for year report competence and
levels to meet and be supported by benefit of inquiry teaching C&PL Coach
HOC & C&PL coach Head of Curriculum
1-4
o facilitate differentiated coaching Survey students - >95% Year Level Teams
and PD report benefit of inquiry
o use ongoing formative assessment based lessons/units.
& student voice during inquiries to
recognise unit progress & student All students involved in an
understanding ‘action’, resulting from
o greater use of the environment as each inquiry/learning
the ‘3rd teacher’
o Inquiries to include a local or global
‘action’
Action Target Term Responsible Officer/s
Participate and collaborate with C&PL partner Positive feedback from
schools. Host visits of teacher and school instructional rounds
leadership teams to observe classroom practice participants. Principal
(Instructional Rounds). Share professional Continued joint projects 1-4 Deputy Principal
conversations and plans. (PT5) with C&PL partner schools. C&PL Coach
Action Target Term Responsible Officer/s
Connect with Inquiry expert, Kath Murdoch, on Survey teachers - >90%
effective implementation of inquiry-focused report increased Principal
teaching and other Theories of Action. competence and benefit of 2-4 Deputy Principal
inquiry teaching C&PL Coach
Action Target Term Responsible Officer/s
Develop targets for all students regarding All students able to
their acquisition of learning assets, which are articulate which learning C&PL Coach
regularly reviewed and adjusted when met. assets they know and Head of Curriculum
2-4
(PR3) which they are learning to Teachers
acquireStrategy
Research and embed environmentally friendly practices across the school. (I7)
Action Target Term Responsible Officer/s
- Each year level to identify an existing Each year level taking on
environmental school strategy or new initiatives that promote
sustainability initiative of which to expand sustainable, environmental
or implement & maintain during the year practices
o expand on recycling initiatives
o research and enact ways to
avoid/minimise waste Principal
o reduce water consumption Year Level Teams
o increase energy efficiency 1-4 Environmental
o upgrade gardens / increase committee &
biodiversity student leadership
- highlight environmental perspectives in
curriculum and all school/P&C events
- grow Environmental committee to include
student reps from each year level &
parent volunteers
Strategy
Investigate learning environments and technologies that are conducive to student needs. (I6)
Action Target Term Responsible Officer/s
- Embed effective ICT into teaching 100% teachers embedding
Pedagogy through the SAMR and TPACK effective ICT to enhance
models. teaching & learning C&PL Coach
- Support teachers to develop ICT pedagogy Head of Curriculum
1-4
skills through i4T PLT and targeted PD, >95% Positive results of ICT Teacher / Tech
informed from bi-annual ICT staff survey. staff & student ICT and Ambassador
School Opinion surveys
Action Target Term Responsible Officer/s
- Investigate and construct flexible learning 100% teachers provided
environments to enhance student with opportunity to create
engagement flexible learning spaces in Principal
classroom Deputy Principal
- Connect with Playmaker school cluster 1-4
C&PL Coach
and other related organisations to create Teachers
outdoor nature learning/play An established outdoor
opportunities learning/nature play spacePriority - PARTNERSHIPS
Strategy
Support all students, teachers and the community by introducing and monitoring a whole school well-
being approach, based on the FTPSS HEART values. (PT1)
Action Target Term Responsible Officer/s
- Continue to provide explicit HEART values Identified & documented Principal
lessons whole school approach to Deputy Principal
- Establish wellbeing working party/ team to staff and student wellbeing 2-4 Wellbeing Working
research wellbeing models / strategies Party
Strategy
Further embed Positive Behaviour Management Strategies across the school that underpin FTPSS HEART
values. (PT6)
Action Target Term Responsible Officer/s
- Embed the new FTPSS Student Code of Completed FTPSS School
Conduct Code of Conduct document
- Regular explicit teaching of School Rules
- Participation in behaviour management PD Decrease in student
- Review playground expectations incidents (major & minor) Principal
1-4
- Revise consistent reporting and recording of Deputy Principal
behaviour incidents Consistent application of
behaviour expectations
across all staff and
students
Strategy
Further support the development of staff to build adaptive teams to respond to the changing world. (PT3)
Action Target Term Responsible Officer/s
- Introduce DiSC Profiling to foster positive 100% staff utilising profiles
social efficacy of teams to build adaptive teams
- Use DiSC profile to establish a common
1-4 Principal
language in order to create greater
awareness of each other’s preferred ways
of working
Strategy
Advance collaborative partnerships within the school, community and through external affiliations to support
teaching, learning and leadership. (PT5)
Action Target Term Responsible Officer/s
- Liaise with P&C to establish a directory of Increase in parent
parent/community members who are /community contribution
experts in their field to contribute to to classroom inquiries Principal / P&C
classroom inquiries C&PL Coach
- Student Services Team (SST) look for 100% teachers that have 1-4 Teachers
opportunities to access specialists in the students diagnosed with Student Services
areas of ASD, ADHD & Dyslexia to provide ASD, ADHD and/or Team
staff PD dyslexia, to access
specialist PDEndorsement This plan was developed in consultation with the school community and meets identified school needs and systemic requirements. ________________ _____________________ Jason Boyd - Principal Dominic O’Brien - School Council Chair
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