Strategic Improvement Plan 2021-2024 - Glenroy Public School 4468 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Glenroy Public School 4468
Page 1 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021School vision and context
School vision statement School context
Glenroy Public School strives to improve educational outcomes for all students through Glenroy Public School is situated in the rural city of Albury. The total enrolment number in
continuous improvement and collaboration. This is achieved by providing evidence-based, 2021 was 210, which is a 19% increase since 2017. There are a small number of English as
high impact learning. The school's commitment to all students, creates a culture of an Additional Language or Dialect students and 30% Aboriginal students. The dedicated
opportunities, in which students engage with high quality and challenging learning and enthusiastic staff work collaboratively to provide a safe and challenging learning
experiences within a context of high expectations. This is attained while building core values environment that encourages all students to meet their full potential in academic, cultural,
of Respect, Responsibility and Resilience. social and sporting endeavours.
The school has a strong focus on teacher development and instructional leadership. This
occurs through a designated professional learning day, collaborative programming and
lesson observations designed to improve and reflect upon teaching and learning. The
school flexibility utilises equity funding to provide additional teaching and support staff to run
literacy and numeracy intervention programs and support classroom learning.
The school has an unwavering focus on student wellbeing and attendance, with a
designated attendance officer and Aboriginal Education Officer working with families to
ensure regular attendance is maintained. The students are explicitly taught the three core
values of Respect, Responsibility and Resilience. To support the students and families, the
school operates a daily breakfast club, has a second hand uniform shop and works closely
with agencies outside of the school to help improve outcomes for all students.
Through our situation analysis we have identified a need to improve data informed practices
and explicit teaching to ensure effective and responsive curriculum delivery. Student
wellbeing remains a key driver at the school, with the need to further develop whole school
wellbeing processes and improve student attendance through increasing student
engagement. Developing strong collaborative practices will assist in lifting student and
teacher capabilities and practices. All this will be achieved through strong systemic whole
school systems.
Page 2 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
All teaching staff consistently utilise a range of data to Explicit Teaching Teaching and learning programs are dynamic, showing
understand the individualised learning needs of students evidence of revisions based on feedback on teaching
and implement evidence-based explicit Develop, embed and revise a core collection of explicit practices, consistent and reliable student assessment and
teaching practices in the classroom. teaching practices for reading, numeracy and learning continuous tracking of student progress and achievement.
support. (SEF - Curriculum- Teaching and Learning Programs)
Improvement measures • Evidence-based phonics teaching through the A whole school approach ensures the most effective
Foundation Literacy Project- Phonics and evidence-based teaching methods optimise learning
Target year: 2022 phonological awareness progress for all students, across the full range of abilities.
Teachers employ evidence-based effective teaching
At least 30% of students are in the top 2 bands in the • Develop teacher knowledge and understanding
strategies. Effective methods are identified, promoted and
NAPLAN Reading test. (System negotiated target) around proficiency, syllabus knowledge and learning
modelled, and students' learning improvement is
progressions
monitored, demonstrating growth. (SEF- Effective
Target year: 2022
• Explicit comprehension teaching, including Classroom Practice, Explicit Teaching)
At least 22% of students are in the top 2 bands in the professional learning
The learning goals for students are informed by analysis
NAPLAN Numeracy test. (System negotiated target) • Lesson observations on identified explicit teaching
of internal and external student progress and
practices
Target year: 2024 achievement data. Progress towards goals is monitored
• Develop and implement consistent teaching through collection of quality, valid and reliable data.
Increase of 15% in the number of students that received a practices in literacy and numeracy Reporting on school performance is based on valid and
grade appropriate, or above level on Essential reliable data and analysis. (SEF-Data Skill and Use, Data
• Develop evidence-based learning support Analysis)
Assessment. interventions in reading and numeracy
Target year: 2024 • Develop and embed whole school explicit teaching Teachers clearly understand, develop and apply a full
practices that are informed by research. (What range of assessment strategies - assessment for learning,
A 0.4 Hattie's effect size in Year 1 through to Year 6 in the Works Best) assessment as learning and assessment of learning - in
PAT-R assessment. determining teaching directions, monitoring and assessing
Use of Data to Inform Practice student progress and achievement and reflecting on
Target year: 2024 teaching effectiveness. (SEF-Data Skill and Use, Data
Ensure effective strategies and processes for data Use in Teaching)
75% of students reaching year level appropriate on the collection, analysis and reflection are used for responsive
Little Learners Assessment of Reading and Spelling curriculum delivery.
(LLARS) and DoE phonological assessment. Evaluation plan for this strategic direction
• High impact professional learning in data literacy,
data analysis and data use in teaching for all staff
Questions:
• Review and adapt practice to ensure reliable
formative and summative assessment tasks are used To what extent have we achieved our purpose and how
to analyse student progress, evaluate growth over can we demonstrate impact and improvement of student
time and report student achievement outcomes in reading and numeracy?
• Consistent use of DoE short assessments to inform
Are all staff implementing the change in practice in lesson
practice
planning and delivery?
• Evaluate and improve Glenroy Pathways, based on
the Learning Progressions, to monitor student Data:
achievement
Page 3 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
• Assessment schedule to include the use of key data
collection points to assist in whole school and We will use a combination of data sources. These will
teaching evaluation include:
• Professional Collaboration Day to include a strong * Internal assessment, eg. PLAN2
focus on data collection and use in literacy and
numeracy * External assessment, eg. NAPLAN
* Survey
* Observation
* Focus group
* Student voice
* Interview
* Document analysis
Analysis:
Analysis will occur throughout the 4 year plan with termly
monitoring and yearly evaluation and analysis to enable
the review of the progress towards the improvement
measures.
Implications:
The finding from the analysis will inform
• Additional support required
• Future actions to staffing and programs
• Inform the Annual Report
• Assist in developing the strategic resourcing of the
school
Page 4 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Wellbeing and Attendance
Purpose Initiatives Success criteria for this strategic direction
To ensure that all of our students are able to connect, The school engages in strong collaborations between
succeed, thrive and learn, there will be a planned Wellbeing and Positive Relationships parents, students and the community that inform and
approach to developing whole support continuity of learning for all students at transition
school wellbeing processes that support high levels of To develop strong whole school wellbeing processes that points, including highly mobile students and students with
wellbeing, attendance support students so that they can connect, thrive and atypical enrolment. (SEF - Learning, Learning Culture)
and engagement. succeed.
Teachers, parents and the community work together to
• Develop a safe and supportive learning culture by support consistent and systematic processes that ensure
Improvement measures implementing whole school wellbeing guidelines, that student absences do not impact on learning outcomes.
promote positive behaviour and expectations. (SEF - Learning, Learning Culture)
Target year: 2022 Combined with proactive strategies to prevent
negative incidents The school has implemented evidence-based change to
At least 87% of students report positive wellbeing whole school practices, resulting in measurable
experiences on the Tell Them From Me survey. (System • Develop school based practices that support student
mental health and wellbeing improvements in wellbeing and engagement to support
negotiated target) learning. (SEF- Learning, Wellbeing)
• Authentic relationships are consistent, modelled,
Target year: 2024 practiced, and reinforced across the whole school Positive, respectful relationships are evident and
• Wellbeing guidelines and values are visible and widespread among students and staff and promote
At least 72% of students have an attendance rating of
promoted throughout the school student wellbeing to ensure optimum conditions for
90% or more. (System negotiated target)
student learning across the whole school. (SEF- Learning,
• Develop the school environment to be culturally Wellbeing)
Target year: 2024
inclusive and a functional wellbeing space
At least 85% of Aboriginal students identify that they feel • Improve student voice and leadership throughout the All classrooms and other learning environments are well
good about their culture on the Tell Them From Me school managed within a consistent, school-wide approach. Well
survey. planned teaching is taking place, so that all students can
• Teachers directly and regularly engage with parents engage in productive learning, with minimal disruption.
Target year: 2024 to improve understanding of student learning and Teachers model and share a flexible repertoire of
strengthen student outcomes strategies for classroom management and promotion of
70% of Personalised Learning Plans have a cultural goal student engagement and responsibility for learning. (SEF-
developed in partnership with families. Attendance and Engagement Teaching, Effective Classroom Practice)
Target year: 2024 Create a school culture that ensures student attendance
and engagement remain high.
Evaluation plan for this strategic direction
Increase overall attendance percentage to at least 87%.
• Continue to develop and refine attendance
procedures to incorporate positive practices that Questions:
Target year: 2024
improve student attendance
What is the student data showing us? Are there any links
Increase overall Aboriginal student attendance • Community engagement programs- workshops, meet or patterns across the data? What has been the impact on
percentage by 10% on 2020 results. and greet, AEO to liaise with families and develop community?
positive school experiences for Aboriginal families
Target year: 2024 Data:
At least 45% of Aboriginal students have an attendance • Continue to refine and develop the ILP, PLP, BMP
The school will use a range of data sources including:
rating of 90% or more. procedures through professional learning, to ensure
they are a collaborative and meaningful process
• Tell Them From Me Parent, Teacher and Student
Page 5 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021Strategic Direction 2: Wellbeing and Attendance
Initiatives Evaluation plan for this strategic direction
• Staff regularly utilise the Glenroy Pathways to ensure surveys
learning occurs at the point of need
• Attendance data
• Improve school physical environments to ensure that
the learning environment is engaging, inclusive and • Student voice
dynamic • Smiling Minds feedback from staff and students
• Improved intervention strategies and procedures that • Suspension data
are data informed and utilise evidence based
research • Reflection room data
• Improve key transition points to ensure greater • CPL High Expectations and Authentic Relations
student success: Between schools, classes and Audit
Stages
Analysis:
• Value the perspectives and opinions of students and
act on them in a way that genuinely shapes learning Analysis will be embedded within the initiatives through
and decision-making at the school progress and implementation monitoring. Attendance data
is reviewed weekly.
Implications:
The findings will be utilised by the Wellbeing Team, for
revising current whole school practices. Areas for support
and change will be identified.
Page 6 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021Strategic Direction 3: High Expectations Culture
Purpose Initiatives Success criteria for this strategic direction
To pursue and achieve aspirational expectations of The school uses embedded and explicit systems that
improvement for teaching and learning across the whole Whole School Improvement Systems facilitate professional dialogue, collaboration, classroom
school community through observation, the modelling of effective practice and the
effective systems of goal-setting, self-reflection, feedback Achieve consistently high expectations for all students, provision of specific and timely feedback between
and collaboration. staff and at the whole-school level. teachers. This drives ongoing, school-wide improvement
in teaching practice and student results. (SEF Learning
• Develop strong systems to support building teacher and Development, Collaborative Practice and Feedback)
Improvement measures capacity through a culture of continuous
improvement Teaching staff demonstrate and share their expertise
Target year: 2024
within their school and with other schools. All teachers
• Embed systematic data collection that informs
have expert contemporary content knowledge and deploy
The school rates itself "good to great" as a High teaching and learning
effective teaching strategies. The school trials innovative
Performance School Culture and Data Driven High
• All staff engaged with a number of high leverage practices and has processes in place to evaluate, refine
Reliability Systems on the CPL School Improvement
development activities such as observation of and scale success. (SEF- Learning and Development,
Pathway.
classroom methods, video/audio review and Expertise and Development)
observing the practice of others and being observed
Target year: 2024
(CPL - Challenging, Engaging and Intentional The leadership team maintains a focus on distributed
Instruction) instructional leadership to sustain a culture of effective,
Receive "Excelling" for "Collaborative practice and
evidence-based teaching and ongoing improvement so
feedback" on external validation. • There is key identified professional learning that all
that every student makes measurable learning progress
classroom teachers access (CPL - Challenging,
Target year: 2023 and gaps in student achievement decrease. (SEF-
Engaging and Intentional Instruction)
Educational Leadership, Instructional Leadership)
At least 55% of students achieving expected growth in • High expectations, goal setting for teachers and
numeracy. (System negotiated target) leaders - AITSL Self-Evaluation Tool, Professional The school is recognised as excellent and responsive by
Standards for Teachers, PDP processes its community because it uses best practice to embed a
Target year: 2023 culture of high expectations, and effectively caters for the
• Consistent teaching and learning protocols range of equity issues in the school. (SEF- Educational
At least 53% of students achieving expected growth in • Improve school data and record keeping so that it is Leadership, Community Engagement)
reading. (System negotiated target) accessible, timely and efficient (OneNote
programming & teacher profiles, develop teacher
Target year: 2024 handbook that outlines dates for ILPs, etc for each Evaluation plan for this strategic direction
term and file locations)
At least a 10% increase in the number of Aboriginal Questions:
students achieving top 3 NAPLAN bands in reading and Collaborative Practice
numeracy. What further actions need to occur as a response to our
To leverage excellence in evidence-based collaborative impacts so far? How will this inform future planning?
practice to establish a culture of continuous improvement. What aspects of this initiative can be improved?
• Identifying expert practitioners and staff areas of Data:
strength to share expertise developed through CPL
Triads, practice statements We will use a combination of data sources. These will
• School systems supporting structured and targeted include:
lesson observations
• Survey
• School wide systems developed for collaborative
Page 7 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021Strategic Direction 3: High Expectations Culture
Initiatives Evaluation plan for this strategic direction
planning and programming, that embeds student • Observation
data
• Focus group
• Reflective practice for teachers and leaders through
AITSL self-evaluation • Interview
• School coaching/mentoring: Formalised coaching • Document analysis
and mentoring at all levels of practice • School self-evaluation
• System-level collaboration - collaboration between • CPL School improvement pathway
schools to share innovative practice, professional
learning communities • AITSL Teacher self-assessment
• Tell Them From Me teacher survey
• CPL High Expectations Audit
Analysis:
Analysis will include term by term review and triangulation
of data sources including quantitative and qualitative,
internal and external data to develop and corroborate
conclusions.
Regular review of these data sources to provide clarity
around whether we are on track for achieving the intended
improvement measures.
Implications:
After analysing the data a determination will be made as
to the future of the four years' work and 'Where to Next?'
Page 8 of 8 Glenroy Public School (4468) -2021-2024 Printed on: 30 March, 2021You can also read
