2020 annual implementation plan...cranbourne primary school (2068) - 2020 - aip - overall page 1...

Cranbourne Primary School (2068) - 2020 - AIP - Overall

Submitted for review by Cheryl Van Deursen (School Principal) on 10 February, 2020 at 10:08 AM

Awaiting endorsement by Senior Education Improvement Leader

Awaiting endorsement by School Council President

2020 Annual Implementation Plan for improving student outcomes

Cranbourne Primary School (2068)

Cranbourne Primary School (2068) - 2020 - AIP - Self Evaluation Summary

Self-evaluation Summary - 2020

FISO Improvement Model Dimensions

The 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level

Excell

en

ce i

n

teach

ing

an

d

learn

ing

Building practice excellence Embedding moving towards Excelling

Curriculum planning and assessment Evolving moving towards Embedding

Evidence-based high-impact teaching strategies Evolving moving towards Embedding

Evaluating impact on learning Evolving moving towards Embedding

Pro

fessio

nal

lead

ers

hip

Building leadership teams Evolving moving towards Embedding

Instructional and shared leadership Evolving moving towards Embedding

Strategic resource management Embedding

Vision, values and culture Evolving


Po

sit

ive c

lim

ate

for

learn

ing

Empowering students and building school pride Evolving moving towards Embedding

Setting expectations and promoting inclusion Evolving moving towards Embedding

Health and wellbeing Evolving moving towards Embedding

Intellectual engagement and self-awareness Emerging moving towards Evolving

Co

mm

un

ity

en

gag

em

en

t in

le

arn

ing

Building communities Evolving moving towards Embedding

Global citizenship Evolving

Networks with schools, services and agencies Evolving moving towards Embedding

Parents and carers as partners Evolving moving towards Embedding

Enter your reflective comments The implementation of PrIncipal led Data discussions resulted in increased accountability of student outcomes across the

school which led to achievement of AIP goal - increase % of students making 12 months growth in 12 months

The appointment of substantive Learning specialists part way through the year contributed to increase of PLTs undertaking

deeper cycle of improvement

The appointment of substantive Leading Teacher in well being has contributed to the increase of Social & Emotional

Learning, school climate, student connectivity to school and and increase in community partnerships to support student well

being

Consistent monitoring of PLC matrix has resulted in increased staff awareness and understanding of school improvement

Leadership team members' increased shared analysis of data has contributed to improved data literacy

SIT reviews show consistent improvement across FISO dimensions

Considerations for 2020 increase intervention programs

increase observation and feedback of staff, by staff

increase student voice and agency opportunities within the classroom and across the school


improve PLT practices

continue to conduct regular data discussions

increase tracking of high student absences

improve practices related to staff and student induction

Documents that support this plan

Cranbourne Primary School (2068) - 2020 - AIP - SSP Goals Targets and KIS

SSP Goals Targets and KIS

Goal 1 To improve instructional and shared leadership across the school to ensure improvement in student outcomes.

Target 1.1 By 2022, the percentage of Prin/Teach endorsement of Collective efficacy of the school staff survey will be at or

above the state mean. (School climate module).

By 2022, the percentage of Prin/Teach endorsement of Leading change in the school staff survey will have 90% endorsement. (Professional leadership module).

Target 1.2 The Professional Learning Community (PLC) Maturity Matrix shows improvement each year.

Key Improvement Strategy 1.a

Instructional and shared leadership

Develop the instructional leadership capabilities across the school.

Key Improvement Strategy 1.b


Build a whole school culture of collective accountability and shared responsibility for student learning.

Goal 2 To improve the learning growth of all students in literacy

Target 2.1 Each year all students to achieve 12 months growth in reading as measured by teacher judgements and standardised testing e.g. Fountas and Pinnell and PAT reading.

Target 2.2 By 2022, increase the percentage of students in Year 3 and Year 5 in the top two bands in NAPLAN in reading and writing.

Cranbourne Primary School (2068) - 2020 - AIP - SSP Goals Targets and KIS

By 2022, the percentage of students achieving high relative growth in NAPLAN reading and writing for Year 3 to Year 5 and Year 5 to Year 7 to be at or above the state mean.


Building practice excellence

Build deep knowledge of the curriculum standards and learning continuum from pre- foundation to Year 8.

Key Improvement Strategy 2.b


Build teacher capacity to collect and use assessment data for student learning and to monitor student learning growth over

time.

Goal 3 To improve student voice and agency in their learning.

Target 3.1 By 2022, improve the percentage endorsement for all survey factors in the AToS of the Learner characteristics and dispositions

domain.

By 2022, improve the percentage endorsement of the Student voice and agency factor in the AToS domain of Social engagement.

Target 3.2 By 2022 the average day absence Foundation to Year six will be at or above the state mean.


Empowering students and building school

pride

Develop policies and practices to build student motivation and engagement through student voice and agency.

Cranbourne Primary School (2068) - 2020 - 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 instructional and shared

leadership across the school to

ensure improvement in student

outcomes.

Yes By 2022, the percentage of Prin/Teach endorsement of

Collective efficacy of the school staff survey will be at

or above the state mean. (School climate module).

By 2022, the percentage of Prin/Teach endorsement of Leading change in the school staff survey will have 90% endorsement. (Professional leadership module).

The percentage of Prin/Teach

endorsement of Collective Efficacy of the

school staff survey will be a or above

65%

The percentage of Prin/Teach

endorsement of Leading Change of the

school staff survey will be at or above

70%

The Professional Learning Community (PLC) Maturity Matrix shows improvement each year.

Increase the components of 'Empowering

students and building school pride' from

'emerging' to 'evolving' and increase

"Data used to focus and drive

collaborative improvement and evaluate

impact on learning' & 'Curriculum

Planning and Assessment' from

'evolving' to 'embedding'. in the PLC

maturity matrix.

To improve the learning growth of all

students in literacy

Yes Each year all students to achieve 12 months growth in reading as measured by teacher judgements and standardised testing e.g. Fountas and Pinnell and PAT reading.

The % of students achieving 12 months

growth or more in Reading, as measured

by F&P will increase from 2019 to 2020


By 2022, increase the percentage of students in Year 3 and Year 5 in the

top two bands in NAPLAN in reading and writing.

By 2022, the percentage of students achieving high relative growth in NAPLAN reading and writing for Year 3 to Year 5 and Year 5 to Year 7 to be at or above the state mean.

Increase the % of students in Year 3 in

the top two bands in NAPLAN in Reading

and Writing comparing 2019 to 2020

Increase the % of students in Year 5 in

the top two bands in NAPLAN in Reading

and Writing comparing 2019 to 2020

Increase the % of students achieving high

relative growth in Reading from year 3 to

year 5 comparing 2019 to 2020

Increase the % of students achieving high

relative growth in Writing from year 3 to

year 5 comparing 2019 to 2020

To improve student voice and agency

in their learning.

Yes By 2022, improve the percentage endorsement for all survey factors in the

AToS of the Learner characteristics and dispositions domain.

By 2022, improve the percentage endorsement of the Student voice and agency factor in the AToS domain of Social engagement.

Increase the percentage endorsement for

all survey factors in the ATSS of the

Learner characteristics and dispositions

domain comparing 2019 to 2020

Increase the % endorsement of student

voice and agency in the ATSS domain of

social engagement comparing 2019 to

2020

By 2022 the average day absence Foundation to Year six will be at or above the state mean.

Reduce the % of students with 80% or

less attendance rates from 2019 to 2020


12 Month Target 1.1 The percentage of Prin/Teach endorsement of Collective Efficacy of the school staff survey will be a or above 65%

The percentage of Prin/Teach endorsement of Leading Change of the school staff survey will be at or above 70%


12 Month Target 1.2 Increase the components of 'Empowering students and building school pride' from 'emerging' to 'evolving' and increase "Data

used to focus and drive collaborative improvement and evaluate impact on learning' & 'Curriculum Planning and Assessment'

from 'evolving' to 'embedding'. in the PLC maturity matrix.

Key Improvement Strategies Is this KIS selected for focus this

year?

KIS 1


Develop the instructional leadership capabilities across the school. Yes

KIS 2


Build a whole school culture of collective accountability and shared responsibility for

student learning.

Yes

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.

1.a

staff opinion survey indicated a need to: further develop distributed leadership -

increase Principal role as Instructional leader

further develop PLT structures

grow and develop the LS roles to influence student learning

FISO continuum identified the need to increase 'school leaders in leading teaching and learning' - from 'evolving' to

'embedding'

collective efficacy - 60% endorsement

instructional leadership - 77%

LS role - recently substantially appointed -

LT role - new in 2019 - expanding role and responsibilities

AP role

further develop the SIT - 2019 formalizing a new team

progress has been made - increase in % of endorsement for collective efficacy from 2018 to 2019

1.b


12 Month Target 2.1 The % of students achieving 12 months growth or more in Reading, as measured by F&P will increase from 2019 to 2020


12 Month Target 2.2 Increase the % of students in Year 3 in the top two bands in NAPLAN in Reading and Writing comparing 2019 to 2020

Increase the % of students in Year 5 in the top two bands in NAPLAN in Reading and Writing comparing 2019 to 2020

Increase the % of students achieving high relative growth in Reading from year 3 to year 5 comparing 2019 to 2020

Increase the % of students achieving high relative growth in Writing from year 3 to year 5 comparing 2019 to 2020


year?

KIS 1


Build deep knowledge of the curriculum standards and learning continuum from pre-

foundation to Year 8.

Yes

KIS 2


Build teacher capacity to collect and use assessment data for student learning and to

monitor student learning growth over time.

Yes







attention.

evidence of increased student outcomes in English reflects a trend of improvement

focus in 2019 to

higher expectations and increased accountability in 2019

keep building on the practices developed by staff as a result of undertaking Bastow Leading Literacy

progress of the

inital implementation of PLT practices has allowed teachers to reflect on PLT practices

2019 implementation of data discussions added to staff reflecting on their practices and using data to track student learning

growth

staff are beginning to develop understanding their planning their analysis of data

the ' curriuclum planning and assessment' compononat of FISO matrix has shown growth over the last 12 months


12 Month Target 3.1 Increase the percentage endorsement for all survey factors in the ATSS of the Learner characteristics and dispositions domain

comparing 2019 to 2020

Increase the % endorsement of student voice and agency in the ATSS domain of social engagement comparing 2019 to 2020

12 Month Target 3.2 Reduce the % of students with 80% or less attendance rates from 2019 to 2020



year?

KIS 1

Empowering students and building

school pride

Develop policies and practices to build student motivation and engagement through

student voice and agency.

Yes







attention.

the 2019 focus on student voice and agency has developed momentum through the formation of a student voice team and the

introduction of student learning goals in Reading.

student attendance has elivated in profile

student voice has increased throughout 2019 across curriculum areas and in school processes eg transition

3 of the 5 areas of learning characteristics in ATSS data showed improvement in 2019

in 2019, there was 65% endorsement of student voice and agency in ATSS

Cranbourne Primary School (2068) - 2020 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities


12 Month Target 1.1 The percentage of Prin/Teach endorsement of Collective Efficacy of the school staff survey will be a or above 65%

The percentage of Prin/Teach endorsement of Leading Change of the school staff survey will be at or above 70%

12 Month Target 1.2 Increase the components of 'Empowering students and building school pride' from 'emerging' to 'evolving' and increase "Data used to

focus and drive collaborative improvement and evaluate impact on learning' & 'Curriculum Planning and Assessment' from 'evolving'

to 'embedding'. in the PLC maturity matrix.

KIS 1

Instructional and shared

leadership

Develop the instructional leadership capabilities across the school.

Actions Strengthen the current practices of Professional Learning Teams (PLTs) across the school

Broaden the participation of middle leaders within the network CoP.

Review and refine the role of the Instructional leaders of the school to support the improvement in teaching and learning

Provide a broader dissemination of leadership roles across the school

engage external leadership coach to work with members of the SIT team

Outcomes Leaders will:

drive the collection and analysis of student data

consistently observe teacher practice and provide feedback for improvement of student learning

engage in network CoP

actively engage in coaching model with external coach

Teachers will:

use the analysis of student data to plan for and provide for student learning

actively engage in seeking and receiving feedback on teaching practices

adopt a wider range of leadership roles across the school


Students will:

engage in personal learning to achieve individual learning goals, specific to their personal learning.

Success Indicators The endorsement of 'Leading Change' will improve from 2019 in the staff opinion survey

The endorsement of 'Collective Efficacy' will improve from 2019 in the staff opinion survey

The PLC maturity matrix will reflect development in 'Empowering students and building school pride', 'Data used to focus and drive

collaborative improvement and evaluate impact on learning' & 'Curriculum Planning and Assessment'

The 'Professional learning' component of staff opinion survey will reflect growth and development as compared to 2019

leaders will have engaged in CoP

data trackers will be current

coaching program will have been implemented and members of leadership will have implemented effective actions plan

Activities and Milestones Who Is this a PL

Priority

When Budget

establish a leadership coaching model for members of the

leadership team Principal

PLP

Priority

from:

Term 1

to:

Term 1

$30,000.00

Equity funding will

be used

establish clear roles and responsibilities for all staff

Principal

PLP

Priority

from:

Term 1

to:

Term 1

$0.00

Equity funding will

be used

develop and implement a school wide professional learning plan

and tracker Assistant Principal

PLP

Priority

from:

Term 1

to:

Term 1

$0.00

Equity funding will

be used

develop and implement a school wide observation program Learning Specialist(s)

PLP

Priority

from:

Term 2

$0.00


to:

Term 4

Equity funding will

be used

identify professional learning opportunities for leadership team

members in the development of Instructional Leadership Assistant Principal

PLP

Priority

from:

Term 1

to:

Term 4

$20,000.00

Equity funding will

be used

KIS 2

Instructional and shared

leadership

Build a whole school culture of collective accountability and shared responsibility for student learning.

Actions establish PLT practices across the school

establish and implement a whole school transition program

establish and implement a staff induction program for new and returning staff

establish and implement a student induction program for new students


be actively involved in PLT practices

be actively involved in establishing and leading the collection of student data

Teachers will:

be actively involved in PLTs

collaboratively establish and follow norms

share, analyse and challenge data at team and whole school levels

Students will:

participate in induction program when enrolling at CPS

Success Indicators whole school data will be consistently collected and shared at team and whole school levels

collective efficacy component of staff opinion survey will improve from 2019 to 2020


PLC maturity matrix of 'Data used to focus and drive collaborative improvement and evaluate impact on learning' will move from

evolving to embedding


Priority

When Budget

PLT team to establish shared norms PLT Leaders

PLP

Priority

from:

Term 1

to:

Term 1

$0.00

Equity funding will

be used

school wide transition program will be documented Leading Teacher(s)

PLP

Priority

from:

Term 4

to:

Term 4

$0.00

Equity funding will

be used

document outlining staff induction will be developed Assistant Principal

PLP

Priority

from:

Term 4

to:

Term 4

$0.00

Equity funding will

be used

documented student induction program Wellbeing Team

PLP

Priority

from:

Term 1

to:

Term 4

$600.00

Equity funding will

be used


12 Month Target 2.1 The % of students achieving 12 months growth or more in Reading, as measured by F&P will increase from 2019 to 2020


12 Month Target 2.2 Increase the % of students in Year 3 in the top two bands in NAPLAN in Reading and Writing comparing 2019 to 2020

Increase the % of students in Year 5 in the top two bands in NAPLAN in Reading and Writing comparing 2019 to 2020

Increase the % of students achieving high relative growth in Reading from year 3 to year 5 comparing 2019 to 2020

Increase the % of students achieving high relative growth in Writing from year 3 to year 5 comparing 2019 to 2020

KIS 1


Build deep knowledge of the curriculum standards and learning continuum from pre- foundation to Year 8.

Actions Include a specific goal in teacher’s PDPs around 'curriculum development' with a focus on reading

Further develop teacher capacity and knowledge to teach and evaluate reading.

Continue the process of teachers engaging in regular data discussion with Principal class

Teachers will support Students in the development and evaluation of regular Reading goals


consistently conduct observations and provide feedback to teachers about the teaching of Reading

be regularly involved in discussions that review reading data

Teachers will:

consistently follow the assessment schedule

accurately record student reading data

regularly review student reading progress with members of leadership team

engage in regular data discussions with Principal class

work with students to develop and track reading learning goals

make learning intentions and success criteria explicit in every lesson

support students to develop and review reading goals on a regular basis

Students will

participate in the development and review of reading goals

be able to explain their learning goals, why they are focused on that goal and how they will know when they have been successful

Success Indicators students will achieve 12 months growth in reading in 12 months

reading assessment schedule has been followed and data has been entered on trackers

Observations and Feedback program will be documented


Planning documents reflect learning intentions and success criteria

Student goals and progress will be documented

records of Data discussions will be documented


Priority

When Budget

Refine Data Discussions related to students' achieving 12 months

growth in Reading Principal

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Implement teacher observation and feedback program Learning Specialist(s)

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Collaboratively establish one consistent PDP goal for all teachers

related to 'curriculum development' Principal

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

refine the trackers established to collect student data in reading Learning Specialist(s)

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

establish consistent method of recording and tracking of student

learning goals Assistant Principal

PLP

Priority

from:

Term 1

to:

Term 4

$3,000.00


Equity funding will

be used

KIS 2


Build teacher capacity to collect and use assessment data for student learning and to monitor student learning growth over time.

Actions develop teacher's data literacy

refine whole school intervention programs


resource intervention programs

facilitate the analysis of data

provide PD on data analysis

Teachers will:

focus on what the data is telling us

be objective when looking at data

use data to identify students to inform teaching and learning

refine the development of pre and post assessment

provide students with feedback on their growth in reading

Students will:

develop an awareness of their own progress in learning through data

receive regular feedback in their growth in reading

Success Indicators The intervention programs will have been implemented

Data discussions will be documented

PLT minutes will reflect data discussions

Students will have established and reviewed learning goals in reading

students will be able to articulate their growth in reading


Priority

When Budget


Students identified to participate in Intervention programs Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

refine the PLT process to include targeted data discussions Learning Specialist(s)

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

reference to data as evidence of student progress School Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used


12 Month Target 3.1 Increase the percentage endorsement for all survey factors in the ATSS of the Learner characteristics and dispositions domain

comparing 2019 to 2020

Increase the % endorsement of student voice and agency in the ATSS domain of social engagement comparing 2019 to 2020

12 Month Target 3.2 Reduce the % of students with 80% or less attendance rates from 2019 to 2020

KIS 1

Empowering students and

building school pride

Develop policies and practices to build student motivation and engagement through student voice and agency.

Actions .

Identify opportunities to activate student agency in learning

Strengthen the identification and follow-up processes related to student absences


engage in network CoP - student voice and agency


raise the profile of student voice and agency across the community

raise the importance of student attendance

actively participate in network student voice and agency CoP

Teachers will:

explicitly teach collaborative learning skills for students to contribute to negotiating roles and outcomes within the classroom

include student interests and experiences which will be reflected through work samples

provide opportunities for students to reflect and provide feedback to staff

implement processes to increase student connection to school within their classrooms

Students will:

report improved levels of student voice, agency and leadership, and will demonstrate increased agency in learning

collaborate with teachers to develop Individual Learning goals

participate in regular classroom dialogue to discuss concerns and share solutions

actively and frequently provide feedback to teachers and peers

co design with teachers learning activities that include student interests

be able to identify their own learning growth and achievements

be involved in discussions related to the importance of regular attendance

Success Indicators Success Indicators:

AToSS will demonstrate improved perceptions of student agency and voice, social engagement and connections to school

Parent opinion survey data will reflect increased student agency and voice

Attendance data will reflect improvement

Reduction in student behaviour incidents

contribution to shared strategies for student voice and agency through CoP


Priority

When Budget


Develop and implement a student survey across Year 1-6 focusing

on student engagement and connectedness to school to inform

teaching programs

Leading Teacher(s)

PLP

Priority

from:

Term 2

to:

Term 4

$0.00

Equity funding will

be used

Develop and implement the Positive Climate for Learning

handbook to ensure teaching practice is consistent and students

are provided with authentic learning opportunities to increase

autonomy in their learning

Leading Teacher(s)

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Incorporate Positive Climate for learning handbook into the staff

induction process Leading Teacher(s)

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Establish Social & Emotional Learning (SEL) within Launch into

Learning program Leadership Team

PLP

Priority

from:

Term 1

to:

Term 1

$0.00

Equity funding will

be used

Develop an environment that stimulates play and imagination for

students in the yard Leading Teacher(s)

PLP

Priority

from:

Term 1

to:

Term 4

$30,000.00

Equity funding will

be used

Engage staff in professional development with a focus on HITS and

Student Voice Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$5,000.00

Equity funding will

be used

Cranbourne Primary School (2068) - 2020 - AIP - Equity Funding Planning Page 2

Equity Funding Planner

Equity Spending Totals

Category Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $80,600.00 $80,600.00

Additional Equity funding $140,100.00 $140,100.00

Grand Total $220,700.00 $220,700.00

Activities and Milestones

Activities and Milestones When Category Total proposed budget ($)

Equity Spend ($)

establish a leadership coaching model for members of the leadership team

from: Term 1

to:

Term 1

Professional development (excluding CRT

costs and new FTE)

$30,000.00 $30,000.00

identify professional learning opportunities for leadership team members in the development of Instructional Leadership

from: Term 1

to:

Term 4


costs and new FTE)

$20,000.00 $20,000.00

documented student induction program from: Term 1

to:

Term 4

Teaching and learning programs and

resources

$600.00 $600.00

Develop an environment that stimulates play and imagination for students in the yard

from: Term 1

to:

Term 4

Assets $30,000.00 $30,000.00

Cranbourne Primary School (2068) - 2020 - AIP - Equity Funding Planning Page 3

Totals $80,600.00 $80,600.00

Additional Equity spend

Outline here any additional Equity spend for 2020 When Category Total proposed budget ($)

Equity Spend ($)

school organised incursions and camps from: Term 1

to:

Term 4

Teaching and learning programs and

resources

$60,000.00 $60,000.00

furniture and equipment from: Term 4

to:

Term 4

Assets $30,000.00 $30,000.00

sensory garden from: Term 1

to:

Term 4

Assets $100.00 $100.00

professional development related to student engagement, (ie Teir 2 & 3 students), EAL, refugee, understanding impact of disabilities on learning, cultural awareness (CUST), SWPBS, etc

from: Term 1

to:

Term 4


costs and new FTE)

CRT

$20,000.00 $20,000.00

service providers - OT, SP from: Term 1

to:

Term 4

Support services $30,000.00 $30,000.00

Totals $140,100.00 $140,100.00

Cranbourne Primary School (2068) - 2020 - 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

establish a leadership

coaching model for members

of the leadership team

Principal

from:

Term 1

to:

Term 1

Planning

Individualised Reflection

Formal School Meeting /

Internal Professional

Learning Sessions

External consultants

Jan White

On-site

develop and implement a

school wide professional

learning plan and tracker

Assistant

Principal

from:

Term 1

to:

Term 1

Planning

Curriculum development


Whole School Pupil

Free Day

Professional Practice

Day



Learning Sessions

Network Professional

Learning

Communities of Practice

PLC/PLT Meeting

School improvement

partnerships

Internal staff

Bastow

program/course

Learning Specialist

Departmental

resources

literacy tool kit

numeracy tool kit region

experts

Practice Principles

for Excellence in

Teaching and Learning

Pedagogical Model

High Impact

Teaching Strategies

(HITS)

On-site

Cranbourne Primary School (2068) - 2020 - AIP - Professional Learning Plan Page 3

identify professional learning

opportunities for leadership

team members in the

development of Instructional

Leadership

Assistant

Principal

from:

Term 1

to:

Term 4


Peer observation

including feedback and

reflection

Student voice, including

input and feedback



Learning Sessions

Communities of Practice

Area Principal Forums

Regional Leadership

Conferences


Jan White TBA

On-site

Implement teacher

observation and feedback

program

Learning

Specialist(s)

from:

Term 1

to:

Term 4

Collaborative

Inquiry/Action Research

team



Professional Practice

Day

PLC/PLT Meeting

Learning Specialist


Jan White

On-site

Collaboratively establish one

consistent PDP goal for all

teachers related to

'curriculum development'

Principal

from:

Term 1

to:

Term 4

Planning



Timetabled Planning

Day

Internal staff On-site

refine the PLT process to

include targeted data

discussions

Learning

Specialist(s)

from:

Term 1

to:

Term 4

Planning

Moderated assessment

of student learning




Learning Sessions


Engage staff in professional

development with a focus on

HITS and Student Voice

Leadership

Team

from:

Term 1

to:

Term 4

Planning


Student voice, including

input and feedback

Whole School Pupil

Free Day



Learning Sessions
