2019 annual implementation plan - park ridge high school · strategic resource management excelling...
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Park Ridge Primary School (5281) - 2019 - AIP - Overall Page 1
Submitted for review by Adele Gregson (School Principal) on 21 December, 2018 at 01:58 PM
Awaiting endorsement by Senior Education Improvement Leader
Awaiting endorsement by School Council President
2019 Annual Implementation Plan for improving student outcomes
Park Ridge Primary School (5281)
Park Ridge Primary School (5281) - 2019 - Self-evaluation Summary.docx Page 2
Self-evaluation Summary - 2019
FISO Improvement Model Dimensions
The 6 High-impact Improvement Initiatives are highlighted below in red.
Self-evaluation Level
Ex
cell
en
ce
in
tea
ch
ing
an
d
lea
rnin
g
Building practice excellence Evolving moving towards Embedding
Curriculum planning and assessment Evolving moving towards Embedding
Evidence-based high-impact teaching strategies Evolving moving towards Embedding
Evaluating impact on learning Evolving
Pro
fes
sio
na
l
lea
de
rsh
ip
Building leadership teams Embedding
Instructional and shared leadership Embedding moving towards Excelling
Strategic resource management Excelling
Vision, values and culture Embedding moving towards Excelling
Park Ridge Primary School (5281) - 2019 - Self-evaluation Summary.docx Page 3
Po
sit
ive c
lim
ate
for
lea
rnin
g
Empowering students and building school pride Evolving moving towards Embedding
Setting expectations and promoting inclusion Embedding moving towards Excelling
Health and wellbeing Embedding moving towards Excelling
Intellectual engagement and self-awareness Embedding
Co
mm
un
ity
en
gag
em
en
t in
lea
rnin
g
Building communities Embedding moving towards Excelling
Global citizenship Evolving moving towards Embedding
Networks with schools, services and agencies Evolving moving towards Embedding
Parents and carers as partners Embedding
Enter your reflective comments Over the past 12 months, we have made pleasing progress and improvement across the FISO Continua of Practice. We
have moved our self-evaluation score to 'evolving moving towards embedding' and have been able to progress to
embedding across many continua, including excelling in one area. The process of reflecting on our progress against the
continua throughout the year helps keep us focused on our goals and priorities.
Considerations for 2020 Our considerations for 2019 include continuing to focus on building practice excellence and empowering students and
building school pride. Our focus will continue on Mathematics and increasing the consistency of instructional practices
across the school (across all areas). We will be seeking to increase the level of student engagement and empowerment in
their learning.
Documents that support this plan Cohorts Data 2018.docx (0.02 MB)
Park Ridge Primary School (5281) - 2019 - AIP - SSP Goals Targets and KIS
Page 4
SSP Goals Targets and KIS
Goal 1 To improve learning growth for every student in literacy and numeracy
Target 1.1 Students
Increase medium and high relative growth in NAPLAN for years 3 to 5 and years 5 to 7, in Reading, Writing,
Spelling and Numeracy to a minimum of 85%
Increase the percentage of students in the top two bands of NAPLAN for Reading (Year 3 - 65%, Year 5 - 60%),
Writing (Year 3 - 70%, Year 5 - 60%), Spelling (Year 3 - 55%, Year 5 - 50%) and Numeracy (Year 3 - 60%,
Year 5 - 60%)
Decrease the percentage of students in the bottom two bands of NAPLAN for Reading (Year 3 - 2%, Year 5 -
3%), Writing (Year 3 - 1%, Year 5 - 1%), Spelling (Year 3 - 5%, Year 5 - 5%) and Numeracy (Year 3 - 2%,
Year 5 - 3%)
Teacher judgements to be within 10% of NAPLAN outcomes for Reading, Writing, Spelling and Numeracy
Key Improvement Strategy 1.a
Building practice excellence
To build teacher capacity to identify and teach to each student’s individual point of learning need
Key Improvement Strategy 1.b
Building practice excellence
To increase the consistency of instructional practices across the school
Goal 2 To deepen student engagement and empowerment in their learning
Park Ridge Primary School (5281) - 2019 - AIP - SSP Goals Targets and KIS
Page 5
Target 2.1 Increase the percentage of positive endorsement in the Attitudes to School Survey in the following factors:
- Motivation and Interest (95%)
- Self-Regulation and Goal Setting (95%)
- Learning Confidence (95%)
- Effort (95%)
- Student Voice and Agency (92%)
- Experiencing Bullying (10%)
Reduce the percentage of students with 20 or more days absent to below 10%
Increase the percentage of positive endorsement (Principal/Teacher) in the School Staff Survey in the following
factors:
- Academic Emphasis (90%)
- Teacher Collaboration (90%)
- Active Participation (90%)
- Feedback (90%)
- Professional learning through peer observation (90%)
- Plan differentiated learning activities (90%)
- Focus learning on real life problems (90%)
- Promoting student ownership of learning goals (90%)
- Use student feedback to improve practice (90%)
Increase the percentage endorsement in the Parent Opinion Survey in the following factors:
- Teacher Communication (90%)
- Student Motivation and Support (90%)
- Effective Teaching (92%)
- Student Agency and Voice (92%)
- Managing Bullying (90%)
- Experience of Bullying (20%)
Park Ridge Primary School (5281) - 2019 - AIP - SSP Goals Targets and KIS
Page 6
Key Improvement Strategy 2.a
Empowering students and building school
pride
Promote student drive, motivation and confidence for learning
Key Improvement Strategy 2.b
Empowering students and building school
pride
Cultivate an environment which enables student voice and agency
Park Ridge Primary School (5281) - 2019 - 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.
To improve learning growth for every
student in literacy and numeracy
Yes Students
Increase medium and high relative growth in NAPLAN for
years 3 to 5 and years 5 to 7, in Reading, Writing, Spelling
and Numeracy to a minimum of 85%
Increase the percentage of students in the top two bands of
NAPLAN for Reading (Year 3 - 65%, Year 5 - 60%), Writing
(Year 3 - 70%, Year 5 - 60%), Spelling (Year 3 - 55%, Year 5
- 50%) and Numeracy (Year 3 - 60%, Year 5 - 60%)
Decrease the percentage of students in the bottom two bands
of NAPLAN for Reading (Year 3 - 2%, Year 5 - 3%), Writing
(Year 3 - 1%, Year 5 - 1%), Spelling (Year 3 - 5%, Year 5 -
5%) and Numeracy (Year 3 - 2%, Year 5 - 3%)
Teacher judgements to be within 10% of NAPLAN outcomes
for Reading, Writing, Spelling and Numeracy
Students
Increase medium and high relative growth
in NAPLAN for years 3 to 5 and years 5
to 7, in Reading, Writing, Spelling and
Numeracy to a minimum of 85%
Increase the percentage of students in
the top two bands of NAPLAN for
Reading (Year 3 - 60%, Year 5 - 75%),
Writing (Year 3 - 70%, Year 5 - 70%),
Spelling (Year 3 - 50%, Year 5 - 70%)
and Numeracy (Year 3 - 60%, Year 5 -
75%)
Decrease the percentage of students in
the bottom two bands of NAPLAN for
Reading (Year 3 - 2%, Year 5 - 3%),
Writing (Year 3 - 2%, Year 5 - 2%),
Spelling (Year 3 - 5%, Year 5 - 4%) and
Numeracy (Year 3 - 2%, Year 5 - 3%)
Teacher judgements to be within 10% of
NAPLAN outcomes for Reading, Writing,
Spelling and Numeracy
Park Ridge Primary School (5281) - 2019 - AIP - Annual Goals Targets and KIS Page 3
To deepen student engagement and
empowerment in their learning
Yes Increase the percentage of positive endorsement in the
Attitudes to School Survey in the following factors:
- Motivation and Interest (95%)
- Self-Regulation and Goal Setting (95%)
- Learning Confidence (95%)
- Effort (95%)
- Student Voice and Agency (92%)
- Experiencing Bullying (10%)
Reduce the percentage of students with 20 or more days
absent to below 10%
Increase the percentage of positive endorsement
(Principal/Teacher) in the School Staff Survey in the
following factors:
- Academic Emphasis (90%)
- Teacher Collaboration (90%)
- Active Participation (90%)
- Feedback (90%)
- Professional learning through peer observation (90%)
- Plan differentiated learning activities (90%)
- Focus learning on real life problems (90%)
- Promoting student ownership of learning goals (90%)
- Use student feedback to improve practice (90%)
Increase the percentage endorsement in the Parent Opinion
Survey in the following factors:
- Teacher Communication (90%)
- Student Motivation and Support (90%)
- Effective Teaching (92%)
- Student Agency and Voice (92%)
Description for 2019 AIP:
Increase the percentage of positive
endorsement in the Attitudes to School
Survey in the following factors:
- Motivation and Interest (93%)
- Self-Regulation and Goal Setting (94%)
- Learning Confidence (90%)
- Effort (91%)
- Student Voice and Agency (90%)
- Experiencing Bullying (15%)
Reduce the percentage of students with
20 or more days absent to below 10%
Increase the percentage of positive
endorsement (Principal/Teacher) in the
School Staff Survey in the following
factors:
- Academic Emphasis (80%)
- Teacher Collaboration (83%)
- Active Participation (85%)
- Feedback (80%)
- Professional learning through peer
observation (80%)
- Plan differentiated learning activities
(90%)
- Focus learning on real life problems
(80%)
- Promoting student ownership of learning
goals (92%)
- Use student feedback to improve
practice (90%)
Increase the percentage endorsement in
the Parent Opinion Survey in the
following factors:
Park Ridge Primary School (5281) - 2019 - AIP - Annual Goals Targets and KIS Page 4
- Managing Bullying (90%)
- Experience of Bullying (20%)
- Teacher Communication (88%)
- Student Motivation and Support (85%)
- Effective Teaching (90%)
- Student Agency and Voice (90%)
- Managing Bullying (92%)
- Experience of Bullying (22%)
Goal 1 To improve learning growth for every student in literacy and numeracy
12 Month Target 1.1 Students
Increase medium and high relative growth in NAPLAN for years 3 to 5 and years 5 to 7, in Reading, Writing, Spelling and
Numeracy to a minimum of 85%
Increase the percentage of students in the top two bands of NAPLAN for Reading (Year 3 - 60%, Year 5 - 75%), Writing (Year
3 - 70%, Year 5 - 70%), Spelling (Year 3 - 50%, Year 5 - 70%) and Numeracy (Year 3 - 60%, Year 5 - 75%)
Decrease the percentage of students in the bottom two bands of NAPLAN for Reading (Year 3 - 2%, Year 5 - 3%), Writing
(Year 3 - 2%, Year 5 - 2%), Spelling (Year 3 - 5%, Year 5 - 4%) and Numeracy (Year 3 - 2%, Year 5 - 3%)
Teacher judgements to be within 10% of NAPLAN outcomes for Reading, Writing, Spelling and Numeracy
Key Improvement Strategies Is this KIS selected for focus this
year?
KIS 1
Building practice excellence
To build teacher capacity to identify and teach to each student’s individual point of learning
need
Yes
KIS 2
Building practice excellence
To increase the consistency of instructional practices across the school Yes
Park Ridge Primary School (5281) - 2019 - AIP - Annual Goals Targets and KIS Page 5
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.
With only being one year in to our Strategic Plan, we still have work to do around this goal and key improvement strategies to
achieve improved student learning outcomes. While we have made progress in our self-evaluation and in our student learning
outcomes which have shown improvement against 2017 data, we believe this is an area we need to continue to focus on. We
will continue to focus on building teacher capacity to identify and teach to each student's individual point of learning need and
increase the consistency of instructional practices across the school.
Goal 2 To deepen student engagement and empowerment in their learning
12 Month Target 2.1 Description for 2019 AIP:
Increase the percentage of positive endorsement in the Attitudes to School Survey in the following factors:
- Motivation and Interest (93%)
- Self-Regulation and Goal Setting (94%)
- Learning Confidence (90%)
- Effort (91%)
- Student Voice and Agency (90%)
- Experiencing Bullying (15%)
Reduce the percentage of students with 20 or more days absent to below 10%
Increase the percentage of positive endorsement (Principal/Teacher) in the School Staff Survey in the following factors:
- Academic Emphasis (80%)
- Teacher Collaboration (83%)
- Active Participation (85%)
- Feedback (80%)
- Professional learning through peer observation (80%)
- Plan differentiated learning activities (90%)
- Focus learning on real life problems (80%)
- Promoting student ownership of learning goals (92%)
- Use student feedback to improve practice (90%)
Increase the percentage endorsement in the Parent Opinion Survey in the following factors:
- Teacher Communication (88%)
- Student Motivation and Support (85%)
- Effective Teaching (90%)
Park Ridge Primary School (5281) - 2019 - AIP - Annual Goals Targets and KIS Page 6
- Student Agency and Voice (90%)
- Managing Bullying (92%)
- Experience of Bullying (22%)
Key Improvement Strategies Is this KIS selected for focus this
year?
KIS 1
Empowering students and building
school pride
Promote student drive, motivation and confidence for learning Yes
KIS 2
Empowering students and building
school pride
Cultivate an environment which enables student voice and agency No
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.
With only being one year in to our Strategic Plan, we still have work to do around this goal and key improvement strategies to
achieve improved student learning outcomes. While we have made progress in our self-evaluation and in our student learning
outcomes which have shown improvement against 2017 data, we believe this is an area we need to continue to focus on. We
will continue to focus on promoting student drive, motivation and confidence for learning.
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 2
Define Actions, Outcomes and Activities
Goal 1 To improve learning growth for every student in literacy and numeracy
12 Month Target 1.1 Students
Increase medium and high relative growth in NAPLAN for years 3 to 5 and years 5 to 7, in Reading, Writing, Spelling and Numeracy
to a minimum of 85%
Increase the percentage of students in the top two bands of NAPLAN for Reading (Year 3 - 60%, Year 5 - 75%), Writing (Year 3 -
70%, Year 5 - 70%), Spelling (Year 3 - 50%, Year 5 - 70%) and Numeracy (Year 3 - 60%, Year 5 - 75%)
Decrease the percentage of students in the bottom two bands of NAPLAN for Reading (Year 3 - 2%, Year 5 - 3%), Writing (Year 3 -
2%, Year 5 - 2%), Spelling (Year 3 - 5%, Year 5 - 4%) and Numeracy (Year 3 - 2%, Year 5 - 3%)
Teacher judgements to be within 10% of NAPLAN outcomes for Reading, Writing, Spelling and Numeracy
KIS 1
Building practice excellence
To build teacher capacity to identify and teach to each student’s individual point of learning need
Actions Build staff capacity to utilise data and a range of assessment strategies.
Develop a data plan to support the assessment schedule and provide regular moderation opportunities.
Develop assessment and data analysis protocols to ensure consistency in the administration and analysis of assessment tasks.
Support teachers to make effective use of data by building their data and assessment literacy and use of data protocols.
Assist teachers to use assessment data to track the impact of their teaching practice and the use of specific strategies to support
student learning growth.
Learning Teams privilege time weekly to discuss and analyse data to then use to design teaching and learning programs.
PLC leaders work directly with teachers to improve classroom practice.
PLCs engage in recurring cycles of inquiry to identify and address student learning challenges.
Outcomes Students are supported and challenged to reach their learning potential.
Teachers analyse student learning data to identify student individual point of learning need.
Teachers use student learning data to inform the design of targeted learning opportunities.
Teachers rely on formative assessment to monitor student learning progress toward and beyond learning goals.
Teachers use a range of teaching strategies that support different abilities and ways of thinking and learning.
Teachers set open-ended tasks that allow student to work at different levels and paces.
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 3
Leaders develop a data plan to support the school's assessment schedule.
Leaders provide and support regular opportunities for teachers to moderate student learning in literacy and numeracy.
PLCs address identified student learning challenges.
Success Indicators The development of a comprehensive data plan to support the school's assessment schedule.
All performance and development plans include a goal focused on teaching to each individual student's point of learning need.
The school's professional learning schedule provides time for learning about best practice in data collection, analysis and use to
inform teaching, moderation activities in literacy and numeracy, the effective use of data to identify student point of learning need and
the sharing of best practice.
Learning teams regularly discuss student learning data and design teaching and learning programs to meet the needs of students in
their year level cohorts.
Learning team planning documentation reflects differentiation and the inclusion of open-ended learning tasks.
Teacher data and assessment records reflect strong knowledge around student current point of learning need.
Students will feel challenged and supported in their learning.
Student learning outcomes will reflect a minimum of 12 months growth for 12 months learning.
Activities and Milestones Who Is this a PL
Priority
When Budget
Build staff capacity to utilise data and a range of assessment
strategies. All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Develop a data plan to support the assessment schedule and
provide regular moderation opportunities.
Leadership Team
PLP
Priority
from:
Term 1
to:
Term 2
$0.00
Equity funding will
be used
Develop assessment and data analysis protocols to ensure
consistency in the administration and analysis of assessment
tasks.
All Staff
PLP
Priority
from:
Term 1
to:
Term 2
$0.00
Equity funding will
be used
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 4
Support teachers to make effective use of data by building their
data and assessment literacy and use of data protocols.
All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Assist teachers to use assessment data to track the impact of their
teaching practice and on the use of specific strategies on student
learning growth.
All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
PLC leaders work directly with teachers to improve classroom
practice. Learning Specialist(s)
PLP
Priority
from:
Term 2
to:
Term 4
$0.00
Equity funding will
be used
PLCs engage in recurring cycles of inquiry to identify and address
student learning challenges. Teacher(s)
PLP
Priority
from:
Term 2
to:
Term 4
$0.00
Equity funding will
be used
KIS 2
Building practice excellence
To increase the consistency of instructional practices across the school
Actions Build opportunities for teachers to observe the practice of others and discuss their learning.
Ensure all performance and development plans include a goal relating to the use of High Impact Teaching Strategies (HITS) in the
teaching of literacy and numeracy including a whole school focus on Multiple Exposures and individual staff identified HITS.
Build opportunities for teachers to collaborate and learn together.
Align the content and work of Professional Learning Communities (PLCs) with AIP goals and strategies.
Align professional learning to the goals and strategies within the AIP.
Ensure the consistency in the use of common language across the school in literacy and numeracy.
Learning walks are regularly implemented by members of the school's Leadership Team, the school's Middle Leaders and teachers.
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 5
PLC leaders work directly with teachers to improve classroom practice.
PLCs engage in recurring cycles of inquiry to identify and address inconsistencies in instructional practice.
Outcomes Teachers include Multiple Exposures in their teaching and learning planning documentation and demonstrate the use of Multiple
Exposures and individual staff identified HITS in their teaching practice.
Teachers engage in regular observations of their colleagues' teaching practice and are observed by their colleagues.
Teachers have the opportunity to regularly reflect discuss the effectiveness of their practice.
Increased levels of consistency in the use of and the development of common language across the school in literacy and numeracy.
Success Indicators All performance and development plans include a goal relating to the use of High Impact Teaching Strategies (HITS) in the teaching
of literacy and numeracy including a whole school focus on Multiple Exposures and individual staff identified HITS.
Teachers regularly engage in and learn together.
Teachers share their learning from PLCs to enhance the practice of the team.
The school's professional learning schedule privileges time to address the literacy and numeracy goals and strategies as identified in
the AIP.
There is a high level of consistency in the use of common language across the school in literacy and numeracy.
Learning walks are conducted regularly by members of the school's Leadership Team, the school's Middle Leaders and teachers.
Student work reflects a high level of consistency across year level teams.
Student learning outcomes reflect a minimum of 12 months growth for 12 months learning.
Activities and Milestones Who Is this a PL
Priority
When Budget
Ensure all performance and development plans include a goal
relating to the use of High Impact Teaching Strategies (HITS) in the
teaching of literacy and numeracy including a whole school focus
on Multiple Exposures and and individual staff identified HITS.
All Staff
PLP
Priority
from:
Term 1
to:
Term 1
$0.00
Equity funding will
be used
Build opportunities for teachers to collaborate and learn together
through peer observation, reflection and feedback.
Leadership Team
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 6
Build teacher understanding and use of High Impact Teaching
Strategies.
All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Align professional learning to the literacy and numeracy goals and
strategies within the AIP.
Leadership Team
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Ensure the consistency in the use of common language across the
school in literacy and numeracy.
All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Learning walks are regularly implemented by members of the
school's Leadership Team and the school's Middle Leaders. Leadership Team
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
PLC leaders work directly with teachers to improve classroom
practice. Learning Specialist(s)
PLP
Priority
from:
Term 2
to:
Term 4
$0.00
Equity funding will
be used
PLCs engage in recurring cycles of inquiry to identify and address
inconsistencies in instructional practice. Teacher(s)
PLP
Priority
from:
Term 2
to:
Term 4
$0.00
Equity funding will
be used
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 7
Goal 2 To deepen student engagement and empowerment in their learning
12 Month Target 2.1 Description for 2019 AIP:
Increase the percentage of positive endorsement in the Attitudes to School Survey in the following factors:
- Motivation and Interest (93%)
- Self-Regulation and Goal Setting (94%)
- Learning Confidence (90%)
- Effort (91%)
- Student Voice and Agency (90%)
- Experiencing Bullying (15%)
Reduce the percentage of students with 20 or more days absent to below 10%
Increase the percentage of positive endorsement (Principal/Teacher) in the School Staff Survey in the following factors:
- Academic Emphasis (80%)
- Teacher Collaboration (83%)
- Active Participation (85%)
- Feedback (80%)
- Professional learning through peer observation (80%)
- Plan differentiated learning activities (90%)
- Focus learning on real life problems (80%)
- Promoting student ownership of learning goals (92%)
- Use student feedback to improve practice (90%)
Increase the percentage endorsement in the Parent Opinion Survey in the following factors:
- Teacher Communication (88%)
- Student Motivation and Support (85%)
- Effective Teaching (90%)
- Student Agency and Voice (90%)
- Managing Bullying (92%)
- Experience of Bullying (22%)
KIS 1
Empowering students and
building school pride
Promote student drive, motivation and confidence for learning
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 8
Actions Ensure all performance and development plans include a goal relating to student drive, motivation and confidence for learning that
focuses on supporting students to develop and revise challenging learning goals based on evidence from their own individual
learning data.
Build opportunities for students to develop challenging learning goals in partnership with their teachers.
Build opportunities to support students to use evidence to personalise and revise their learning goals, based on identified strengths
and areas for improvement.
Build opportunities for students to track and celebrate their own learning goals.
Outcomes Students actively engage with their own learning data to set challenging learning goals to plan their next steps in learning.
Students self-monitor their progress towards their learning goals and provide evidence they believe demonstrates they have
achieved their goals.
Students take greater responsibility for their learning.
Teachers monitor students learning and support students to work towards more independent practice.
Teachers recognise and celebrate student effort towards achieving their learning goals.
Build opportunities in every classroom to support the development of strong, positive relationships between teachers and students.
Success Indicators All performance and development plans include a goal relating to student drive, motivation and confidence for learning that focuses
on supporting students to develop and revise challenging learning goals based on evidence from their own individual learning data.
Students develop challenging learning goals in partnership with their teachers.
Students use evidence to personalise and revise their learning goals, based on identified strengths and areas for improvement.
Students track and celebrate their own learning goals.
Students and teachers report the establishment of strong, positive relationships between them.
Activities and Milestones Who Is this a PL
Priority
When Budget
Ensure all performance and development plans include a goal
relating to student drive, motivation and confidence for learning that
focuses on supporting students to develop and revise challenging
learning goals based on evidence from their own individual learning
data.
All Staff
PLP
Priority
from:
Term 1
to:
Term 1
$0.00
Equity funding will
be used
Build opportunities for students develop challenging learning goals
in partnership with their teachers.
All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Park Ridge Primary School (5281) - 2019 - AIP - Actions Outcomes and Activities Page 9
Equity funding will
be used
Build opportunities to support students to use evidence to
personalise and revise their learning goals, based on identified
strengths and areas for improvement.
All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Build opportunities for students to track and celebrate their own
learning goals. All Staff
PLP
Priority
from:
Term 1
to:
Term 4
$0.00
Equity funding will
be used
Park Ridge Primary School (5281) - 2019 - AIP - Equity Funding Planning Page 2
Equity Funding Planner
Equity Spending Totals
Category Total proposed budget ($)
Spend ($)
Equity funding associated with Activities and Milestones $0.00 $0.00
Additional Equity funding $80,000.00 $80,000.00
Grand Total $80,000.00 $80,000.00
Activities and Milestones
Activities and Milestones When Category Total proposed budget ($)
Equity Spend ($)
Totals $0.00 $0.00
Additional Equity spend
Outline here any additional Equity spend for 2019 When Category Total proposed budget ($)
Equity Spend ($)
The implementation of an intervention program in Literacy and Numeracy run by two experienced teachers to support those students achieving below expected levels.
from: Term 1
to:
Term 4
School-based staffing $80,000.00 $80,000.00
Totals $80,000.00 $80,000.00
Park Ridge Primary School (5281) - 2019 - 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
Build staff capacity to utilise
data and a range of
assessment strategies.
All Staff
from:
Term 1
to:
Term 4
Planning
Preparation
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Develop a data plan to
support the assessment
schedule and provide regular
moderation opportunities.
Leadership
Team
from:
Term 1
to:
Term 2
Planning
Preparation
Moderated assessment
of student learning
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Develop assessment and
data analysis protocols to
ensure consistency in the
administration and analysis of
assessment tasks.
All Staff
from:
Term 1
to:
Term 2
Planning
Preparation
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Support teachers to make
effective use of data by
building their data and
assessment literacy and use
of data protocols.
All Staff
from:
Term 1
to:
Term 4
Planning
Preparation
Design of formative
assessments
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Assist teachers to use
assessment data to track the
impact of their teaching
practice and on the use of
All Staff
from:
Term 1
to:
Term 4
Planning
Preparation
Design of formative
assessments
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Park Ridge Primary School (5281) - 2019 - AIP - Professional Learning Plan Page 3
specific strategies on student
learning growth.
PLC leaders work directly
with teachers to improve
classroom practice.
Learning
Specialist(s)
from:
Term 2
to:
Term 4
Peer observation
including feedback and
reflection
Formalised PLC/PLTs
Demonstration lessons
PLC/PLT Meeting PLC Initiative
Internal staff
Learning Specialist
On-site
PLCs engage in recurring
cycles of inquiry to identify
and address student learning
challenges.
Teacher(s)
from:
Term 2
to:
Term 4
Collaborative
Inquiry/Action Research
team
Formalised PLC/PLTs
PLC/PLT Meeting PLC Initiative
Internal staff
Learning Specialist
On-site
Build opportunities for
teachers to collaborate and
learn together through peer
observation, reflection and
feedback.
Leadership
Team
from:
Term 1
to:
Term 4
Peer observation
including feedback and
reflection
Individualised Reflection
Demonstration lessons
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Build teacher understanding
and use of High Impact
Teaching Strategies.
All Staff
from:
Term 1
to:
Term 4
Collaborative
Inquiry/Action Research
team
Individualised Reflection
Demonstration lessons
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Align professional learning to
the literacy and numeracy
goals and strategies within
the AIP.
Leadership
Team
from:
Term 1
to:
Term 4
Planning
Preparation
Formal School Meeting /
Internal Professional
Learning Sessions
Internal staff On-site
Park Ridge Primary School (5281) - 2019 - AIP - Professional Learning Plan Page 4
PLC leaders work directly
with teachers to improve
classroom practice.
Learning
Specialist(s)
from:
Term 2
to:
Term 4
Peer observation
including feedback and
reflection
Formalised PLC/PLTs
Individualised Reflection
PLC/PLT Meeting PLC Initiative
Internal staff
Learning Specialist
On-site
PLCs engage in recurring
cycles of inquiry to identify
and address inconsistencies
in instructional practice.
Teacher(s)
from:
Term 2
to:
Term 4
Collaborative
Inquiry/Action Research
team
Formalised PLC/PLTs
PLC/PLT Meeting PLC Initiative
Internal staff
Learning Specialist
On-site