School plan 2018-2020Maclean Public School 3946

Printed on: 13 April, 2018Page 1 of 9 Maclean Public School 3946 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

To be a school with children at the centre of all decisionmaking. To be an engaging and challenging place oflearning where teaching practice is of the highest calibre. Aschool where every child is known, valued and cared forand given a strong foundation in literacy and numeracy. Aplace where all students are equipped with the skills toembrace creativity, critical thinking, communication andcollaboration. A place of capable, adaptive and confidentcitizens in the making.

We will aspire to the “7 Principlesof Learning” (Dumont etal, 2010)

• Learners at the centre

• Social nature of learning

• Emotions are integral to learning

• Recognising individual differences

• Stretching all students

• Assessment for learning

• Building horizontal connections

Maclean Public School is in a rural area and has anenrolment of 165 students of whom 25% identify asAboriginal. The school has a FOEI (Family Occupation andEducation Index) of 126 and an ICSEA (Index ofCommunity Socio Educational Advantage) of 922.

The school delivers quality educational programs withmany opportunities for students to apply their learning toreal life situations. Maclean Public School staff iscommitted to excellence in teaching, leading and learning. 

High expectations are promoted across all areas of thecurriculum and an emphasis is placed on differentiatinglearning opportunities to meet the needs of all students.

Student participation and performance in the creative andperforming arts is particularly strong. Student performances at local Eisteddfods are outstandingand the school produces a musical and a short film everyyear.

Transition to school programs for students beginning inKindergarten and transitioning to High School arecontinually being developed. The school has establishedstrong links with high schools and preschools ensuring astress free beginning to school in year 7 andin Kindergarten. 

The school continues to be a leader in its Community ofSchools in STEM and future focused learning ensuring ourstudents are masters of change and leaders in learning. 

The school planning process was coordinated by theSchool Planning Team who carried out an extensivesituational and directional analysis involving:

• the interrogation of data from NAPLAN, PLAN schoolbased assessment and Sentral student wellbeingmodules

• surveys of students, teachers and school communitymembers

• parent forums

• staff focus groups

• Educator Impact data

• school leadership discussion workshops 

• SEF report 2016 and 2017

• Program evaluation and reports

• Scout data

• Annual Report 2017.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Teaching

STRATEGICDIRECTION 2

Leading Learning

STRATEGICDIRECTION 3

Future–Focused Learning

Purpose:

Highly effective teachers are committed to implementingthe most effective teaching methods through evaluatingtheir impact and applying evidence based teachingstrategies.

Our purpose is to develop a whole school community thatis actively engaged in meaningful, challenging learningexperiences to develop, literate and numerate lifelonglearners. We will incorporate the principles of ‘VisibleTeaching and Learning’ to guide & direct this. 

Purpose:

"The staffroom needs to be a professional community ofscholars working together to maximise each other’ssuccess." Professor John Hattie

In schools that excel, professional learning is aligned withthe school plan, and its impact on the quality of teachingand student learning outcomes is regularly evaluated. Theschool leadership team establishes a professional learningcommunity which is focused on continuous improvement ofteaching and learning.

Our purpose is to ensure there are explicit systems in placefor teacher collaboration and feedback that sustain qualityteaching practice and that the school leadership teamsupports a culture of high expectations resulting in wholeschool improvement.

Purpose:

Students who are future focused in their learning have theskills and capabilities to thrive and succeed in a rapidlychanging and interconnected world. Students have thecapacity to contribute to their school and community, andconfidence to shape their own futures.

Our purpose is to connect students and engage their senseof curiosity by systematically planning and deliveringlearning opportunities and environments that ensurestudent engagement in creative and critical thinkingthrough collaborative practice.  

School wide approaches to physical health and fitness,social skills and friendship, peer support and mentoring,student leadership, citizenship and community engagementcontribute to the growth of individual and collectivewellbeing.

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Strategic Direction 1: Teaching

Purpose

Highly effective teachers are committed toimplementing the most effective teachingmethods through evaluating their impactand applying evidence based teachingstrategies.

Our purpose is to develop a whole schoolcommunity that is actively engaged inmeaningful, challenging learningexperiences to develop, literate andnumerate lifelong learners. Wewill incorporate the principles of ‘VisibleTeaching and Learning’ to guide & directthis. 

Improvement Measures

85% of students can articulate a responseto ‘Visible Learning’ questions identifyingthe learning goal, purpose and successcriteria.

90% of students achieve learning goalsand demonstrate progress on literacy andnumeracy continuum.

EAF’s data is consistent with state average.

All teaching programs show use ofevidence informed pedagogy.

Maths survey data shows increasedstudent engagement in maths activitiesK–6.

SENA testing shows an improvement innumber sense.

Staff and students can articulate anddemonstrate Jo Boaler's 7 maths norms.

People

Staff

Develop assessment capable learnersthrough the collaborative delivery oflearning intentions and success criteria.

Value the importance of consistent andinformed evaluation of student work tied toquality feedback.

Engage in professional learningopportunities that focus on improvingpedagogy with a focus on visible learning.

Use school wide systematically collecteddata to guide & direct teaching & learningprograms.

Implement the 7 norms mindsets and talkmoves in classrooms.

Students

Are engaged and active participants in thelearning process, they understand whatmakes a good learner and takeresponsibility for their own learning throughthe use of success criteria, goal setting andfeedback.

Understand where they are in theirlearning, where to next and know how toget there.

Students have a positive attitude towardmaths and see mistakes as a learningopportunity.

Leaders

Processes

Visible Learning

Provision of quality professional learningopportunities based upon the work of JohnHattie, Jo Boaler, Covey and Carol Dweck

Continued implementation of high qualityliteracy and numeracy programs includingL3 and TEN as per the EAF’s model leadby Instructional Leader.

Deliver collaborative and clear learningintentions and success criteria.

All learners are trained to develop personallearning goals to make informed decisionsabout their own learning.

Teachers engage in the Visible Learningmodel to deliver the curriculum – surface,deep and transition phases of learning

Utilise data walls to ensure learning isvisible across the school.

Implement consistent assessment practicesbased around visible learning models andtools. 

Develop a school culture where feedback iswelcomed and valued and students areencouraged to actively seek feedback fromtheir teacher and peers.

Maths and Algebra

Increase student and teacher engagementin Maths.

Teach Maths effectively and regularlyreflect on teaching practice.

Practices and Products

Practices

Visible Learning strategies are embeddedthroughout the school and are integral topedagogical practices.

Collegial practice and a culture of sharedresponsibility for the learning of all studentsis evident.

Professional development program isfocused on the identified needs, based onthe impact we are having at student, class,teacher and school level.

Number and Algebra taught conceptually.

Teachers implement Number Talks andNumber Moves to develop number sense.

Products

A school community that is activelyengaged in meaningful, challenginglearning experiences.

Lifelong learners that take responsibility fortheir learning and understand what makesa good learner.

Staff implement the most effective teachingmethods through evaluating their impactand applying evidence based teachingstrategies.

Positive math mindsets established instudents and teachers.

Students work confidently in Number andAlgebra.

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Strategic Direction 1: Teaching

People

Support teachers by modelling,implementing, mentoring and leadingevidenced based best practice models.

Will provide professional development andact as mentors/coaches to other staff inregards to data collection, interpretation,target setting and response to data at anindividual student level for literacy andnumeracy.

Will make relevant research findingsaccessible to school practitioners tosupport teachers in making decisions aboutpedagogical practices that raiseachievement and reduce disparity.

Parents/Carers

Collaboratively develop learning goals withstudents and teachers.  

Processes

Develop a common maths language for theprocess of learning across the school,including Jo Boaler's 7 Norms Mindsets.

Evaluation Plan

Lesson observations/Walkthroughs.

Students can articulate  and achievelearning goals. 

EAF's Data

PLAN data

NAPLAN data

Teaching programs

Maths survey data

SENA testing

Articulation of Maths 7 Norms

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Strategic Direction 2: Leading Learning

Purpose

"The staffroom needs to be a professionalcommunity of scholars working together tomaximise each other’s success." ProfessorJohn Hattie

In schools that excel, professional learningis aligned with the school plan, and itsimpact on the quality of teaching andstudent learning outcomes is regularlyevaluated. The school leadership teamestablishes a professional learningcommunity which is focused on continuousimprovement of teaching and learning.

Our purpose is to ensure there are explicitsystems in place for teacher collaborationand feedback that sustain quality teachingpractice and that the school leadershipteam supports a culture of highexpectations resulting in whole schoolimprovement.

Improvement Measures

Leaders identified and roles andresponsibilities assigned (Impact Coach,Maths Instructional Leader, StudentWellbeing Team Leader, Early Action forSuccess Instructional Leader)

School wide system in place to supportregular teacher mentoring, coaching andcollaboration.

100% of teaching staff take part in 3classroom observations and 4 LearningWalks receiving a variety of written andverbal feedback.

Professional Learning Community thatdelivers 50% of staff professional learningneeds required to achieve School PlanImprovement Measures in StrategicDirections 1 and 3, established.

People

Staff

Share teacher expertise, throughcollaborative meetings, mentoring andcoaching to encourage ongoing stafflearning.

Reflect and self–assess teaching  practiceagainst the NESA standards.

Leaders

Align professional learning to the SchoolPlan and the NESA ProfessionalStandards.

Design and deliver professional learningthat is evidence–based and engaging.

Create systems and structures required tosupport collaborative practice.

Processes

Developing a Professional LearningCommunity (PLC)

Provide teachers with the opportunity tolead professional learning in areas ofidentified strength and/or interest as afoundation for our PLC.

Develop a PLC based on collaboration,sharing and ongoing critical interrogation ofteaching practices in line with NESAprofessional standards.

Ensure the PLC is learning–oriented andthat it promotes the growth of teachers andstudents.

Working Collaboratively

Engage all staff in personalisedprofessional learning through a range ofstrategies focusing on feedback, self–reflection and evaluation.

Provide opportunities for teachers to shareprofessional practice, aligned to the NESATeaching Standards.

Evaluation Plan

Performance and Development Plans

Professional Learning Action Plans

Lesson Observations

Learning Walks

Mentor, co–teaching and coachingschedules

Professional Learning Schedule 

Practices and Products

Practices

The staff regularly evaluates professionallearning activities to identify andsystematically promote and implement themost effective strategies to improveteaching and learning.

The school identifies expertise within itsstaff and draws on this to further develop itsprofessional learning community.

The school uses embedded and explicitsystems that facilitate professionaldialogue, collaboration, classroomobservation, the modelling of effectivepractice and the provision of specific andtimely feedback between teachers. 

Products

Professional Learning Community ensuresongoing, school– wide improvement inteaching practice and student results.

Whole school relationships, systems andstructures provide mentoring and coachingsupport to ensure the ongoing developmentand improvement of all teachers.

School–wide pedagogical changes aresustainable.

Teachers' confidence and self–efficacystrengthened.

Increased leadership capacity.

Consistent learning experiences forstudents across the school.

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Strategic Direction 2: Leading Learning

Processes

Logic Modelling

Evaluative Thinking

Annual completion of SEF–SaS

NESA Accreditation

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Strategic Direction 3: Future–Focused Learning

Purpose

Students who are future focused in theirlearning have the skills and capabilities tothrive and succeed in a rapidly changingand interconnected world. Students havethe capacity to contribute to their schooland community, and confidence to shapetheir own futures.

Our purpose is to connect students andengage their sense of curiosity bysystematically planning and deliveringlearning opportunities and environmentsthat ensure student engagement in creativeand critical thinking through collaborativepractice.  

School wide approaches to physical healthand fitness, social skills and friendship,peer support and mentoring, studentleadership, citizenship and communityengagement contribute to the growth ofindividual and collective wellbeing.

Improvement Measures

Student survey data shows increasedengagement due to flexible learningenvironments.

Future focussed pedagogies evident inteaching programs.

Students demonstrate fluency in creativity,Innovation, critical thinking, problemsolving, communication and collaboration.

Students are actively connected to theirlearning through meaningful, engaging andrewarding learning experiences.

Students will plant, maintain and harvest arange of vegetables, fruit, herbs andflowers in the school Food Garden. Acompost system will be established

People

Students

Students will develop skills in creative andcritical thinking through collaborativepractice.

Students will engage their curiosity inflexible learning spaces.

Our students will be actively connected totheir learning, have positive and respectfulrelationships and experience a sense ofbelonging to their school.

Staff

Staff  will attend professional learning and implement project based/flipped learningactivities.

Use flexible learning spaces to allowcollaborative teaching and learning acrossgrade levels.

Staff contribute to environments whichallow students to thrive by delivering highquality learning experiences.

Leaders

Will research and implement professionallearning on current future focussedpedagogy.

Will evaluate impact and set future goalsfor moving forward, either to scale theproject more broadly across the school, orto further refine the practice in thetransitioned prototype space.

The school identifies expertise within itsstaff and draws on this to further develop itsprofessional learning community. Areas

Processes

Future–Focussed Learning

Ensure future focussed student learningthat is  both collaborative andpersonalised.  Enable diverse learningthrough the provision of flexible andadaptive learning spaces.

Kitchen Garden Program

The school will reactivate plantings in theFood Garden and use the produce toprepare healthy and nutritious meals forclasses and the Kitchen Program.

Student groups will be involved in thegrowing of food, all aspects of mealpreparation and routines that revolvearound sharing a meal .

Evaluation Plan

Monitoring of direction milestones.

Surveys

Student Interviews

Lesson observation

Collection and analysis of evidence ofprogress.

Teaching programs.

Garden plantings of vegetables, fruit trees,herbs and flowers.

Development of school wide compostingprocedures.

Kitchen cooking plan linked to gardenproduce and social skill monitoring.

Practices and Products

Practices

Students work collaboratively to create andproblem solve in a flexible learning spacewhere they learn from each other as well asthe teacher.

Students effectively use technology toenhance and present learning.

Students are provided opportunities tosucceed and success is celebrated in away that is meaningful to the student.

Students are confident and resilientlearners. They have positive self–esteem,stretch themselves and take risks in theirlearning. They demonstrate self–disciplineand effort toward their learning.

Staff enable success by contributing to apositive, supportive and encouraginglearning environment.

Products

Students engage in collaborative practiceto create and problem solve usingincreasingly sophisticated meta–language.

Future focussed learning hubs areestablished, where students are engagedand challenged.

Increased student engagement through thepromotion of student agency.

The Food Garden is fully operational withseasonal plantings of vegetables, fruittrees, compost system, herbs andflowers. Increasing members of staff beginto  involve their classes in using thegarden.

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Strategic Direction 3: Future–Focused Learning

Improvement Measures

to recycle lunchbox waste.

Plantings in the Food Garden and otherfresh produce will be used by students,staff and community to prepare healthy andnutritious meals for classes and the KitchenProgram.

People

for development in teacher expertise areidentified and addressed. Teachers aresupported to trial innovative orevidence–based, future–focused practices.

Practices and Products

Our students will grow and flourish, do welland prosper. They will apply theknowledge, skills and values developed bycreating healthy and nutritious meals in theKitchen Garden Program within school,community and home settings.

Aspects of the Kitchen Garden Program willbe reflected in teaching / learning acrossKey Learning Areas.

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