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School plan 2018-2020 Tathra Public School 3173 Printed on: 6 April, 2018 Page 1 of 6 Tathra Public School 3173 (2018-2020)
School plan 2018-2020Tathra Public School 3173
Printed on: 6 April, 2018Page 1 of 6 Tathra Public School 3173 (2018-2020)
School background 2018–2020
School vision statement School context School planning process
We are dynamic and engaging leaders, confident andcreative learners, active and informed citizens.
Established in 1912 Tathra Public School is located on theFar South Coast of NSW in the rural coastal town ofTathra. In 2018 Tathra PS has an enrolment of 230students. The school is a proud member of the SapphireCoast Learning Community (SCLC) and is one of 15schools in this community. The school works in closecollaboration with the schools in the Bega Community ofSchools and Far South Coast Principals’ Network. Theschool has a strong connection to the community and issupported by a dedicated Parents and Citizens’ Association(P&C).
The school receives equity funding through the ResourceAllocation Model (RAM) as part of the Local Schools LocalDecisions educational reform. This funding includes a ruraland remote component. An equity loading provides fundsto support our Aboriginal and Torres Strait Islanderstudents (3% of the total population). The school alsoreceives Low SES Equity funding determined by its FamilyOccupation and Educational Index rating of 63. Targetedfunding is also received for individual students requiringhigh, moderate or low adjustment for disability.
The school offers evidence–based literacy and numeracyprograms such as Language, Learning and Literacy (L3),Targeted Early Numeracy (TEN), MULTILIT, Focus onReading and Writing in the Middle Years.
The Positive Behaviour for Learning (PBL) modeloverarches the wellbeing and discipline policies andpractices of the school. Key initiatives in Japanese andAboriginal language and culture, creative and performingarts, Coding and gardening programs ensure studentshave access to a wide range of learning opportunities.
The school plan has been developed in consultation withstaff, students, parents and community through surveys,focus groups and forums. During staff meetings andcommunity forums, the Melbourne Declaration, The SchoolExcellence Framework, and reforms such as GreatTeaching Inspired Learning, Rural and Remote Educationblueprint, Every Student, Every School were utilised to forma shared vision statement. Student and Parent survey wereanaylsed at the end of 2017 and a SWOT analysis wasused to identify the school’s Strengths, Weaknesses,Opportunities and Threats with all key stakeholders.
Student performance (Best Start, PLAN, NAPLAN,MULTILIT, TEN) as well as ongoing assessment data wasanalysed to determine areas of student weakness andstrength K–6. The Renovation House Tool (Keep, Add,Change, Chuck) was also utilised by staff to decide whatprograms/initiatives were and were not meeting studentneeds, what other initiatives could be introduced and whatmay need changing or could be reviewed. Theimplementation of these thinking tools provided an inclusiveprocess for the development of the three school strategicdirections for the next three years.
Each strategic direction is led by a member of theexecutive who works in teams to implement, monitor,measure and adjust strategies to ensure milestones aremet successfully.
Evaluation processes are embedded in the school plan andare linked to the School Excellence Framework V2 and TheWellbeing Framework for Schools.
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School strategic directions 2018–2020
STRATEGICDIRECTION 1Learning C3
STRATEGICDIRECTION 2Teaching – E3
STRATEGICDIRECTION 3Leading – S3
Purpose:
To provide a school culture thatsupports all students to connect, succeed, thrive andlearn through engaging curriculum and learningexperiences.
Purpose:
To deliver expert, effectiveand evidence–based teaching distinguished by highlevels of professionalism and commitment to best practice.
Purpose:
To develop strong, strategic and sustainable leadershipcommitted to fostering a school–wide culture of highexpectations and shared sense of responsibility forengagement
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Strategic Direction 1: Learning C3
Purpose
To provide a school culture thatsupports all students to connect, succeed,thrive andlearn through engaging curriculum andlearning experiences.
Improvement Measures
Premier's priorities – Increase theproportion of students in the top 2 NAPLANbands by 8% by 2019 (at least 35% ofstudents achieve in the top 2 bandsreading, writing and numeracy)
PBL data confirms 100% of students, staffand parents identify school values andpositive behaviours associated with these.Reduction in negative behaviour incidentsad suspensions
Student goals lead 3 way conversationsand report on success criteria.
People
Students
Build positive relationships and contributeactively to the school and community; areself–aware can self–regulate aroundlearning and behaviour; use reflectivepractice and feedback to plan for learning
Staff
Use information about individual students'learning to provide rich, personalisedlearning experiences; engage parents;support students to make successfultransitions into the future learning with skillsto make informed contributionsas citizens and leaders.
Leaders
Lead implementation of policies andinitiatives in consultation with the schoolcommunity to sustain wellbeing throughcoaching, instruction, resourcing, andsupport of staff and students; sustainpartnerships with SCLC, Bega CoS andFSC principal's networks.
Community Partners
Parents/Carers engage with their child'slearning process and effectively supportthem to learn and, along with othercommunity partners, contribute expertiseand resources through contextualdecision–making to broaden and enhancestudents' opportunities and wellbeing.
Processes
Culture that supports thecollaboration between staff and thecommunity to promote individual student success.
Curriculum planning, delivery andassessment to promote Quality LearningEnvironments
Connectedness to learning that isindividualised, inclusive and innovative.
Evaluation Plan
• Assessment schedule followed to collectbaseline data used ot set goals andtrack progress
• 3–way interviews and reports to parentsinclude students goals
• Regular opportunities for parent, studentand staff feedback
• Teaching and learning programs showscope and sequences, progressiontracking and differentiation to meet theneeds of all students
• Growth data indicates improvements inlearning for Aboriginal students andstudents needing learning adjustments
Practices and Products
Practices
Culture: Consistent, school–wide practicesembed positive and respectful relationshipsthat are evident and supported by staff andthe wider community.
Curriculum: Broardened learningopportunities, planning anddelivery promotes learning excellence andresponsiveness in meeting needs ofall students.
Connectedness: Students are activelyconnected to their learning throughmeaningful, engaging and rewardingpersonalised learning experiences.
Products
Culture: Collaborative practice hasresulted in a collective responsibility for andhigh expectations of learning progress andsound information about students'wellbeing and learning needs inconsultation with parents/carers.
Curriculum: Dynamic and integratedteaching and learning programs showevidence of reflective practice, consistentand reliable student assessment andcontinuous tracking of student progressand achievement.
Connectedness: Evidence–based,future–focussed learning experiences andenvironments, result in measurableimprovements in engagement. For e.g.ICAS, SCLC, Music camps, Bourndaprograms, band program, science andgardening clubs
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Strategic Direction 2: Teaching – E3
Purpose
To deliver expert, effectiveand evidence–based teaching distinguished by high levels of professionalism andcommitment to best practice.
Improvement Measures
Increase on means QLE using Leuven’sscale data.
100% of teaching/learning programs aredata–based, differentiated for individualstudent learning needs and demonstratesyllabus content measured by programreview and student work–samples.
People
Students
Have a clear understanding of how toimprove their own learning through goalsetting and regular teacher/studentfeedback.
Staff
Develop high levels of contemporarycontent knowledge and evidence–basedpractice through ongoing professionallearning. They take responsibility forchanges in their practice required toachieve improved performance,demonstrating a sophisticatedunderstanding of student assessment anddata to monitor the effectiveness of theirteaching.
Leaders
Demonstrate instructional leadership,promoting and modelling effective,evidence–based practice. They build thecollective capacity of the staff and schoolcommunity to ensure professional learningopportunities and to use data to informstrategic school improvement efforts.
Community Partners
Parents/Carers are informed partners whoactively engage in the development,monitoring and individualised learning oftheir children. Through engagement thereis an enhanced understanding of studentlearning practices and individual learninggoals. Community Partners contributeexpertise and resources to maximiselearning opportunities.
Processes
Expert teachers with contemporary contentknowledge, deploy effective teachingstrategies and provide coaching support toensure ongoing development andimprovement.
Effective, explicit teaching of literacy andnumeracy to all students in all subjectareas in well managed learningenvironments.
Evidence–based practice committedto identifying, understanding andmonitoring the effectiveness of teaching.
Evaluation Plan
• Quality Teaching Alliances (coding)exist
• All staff engage in collegial observationof practice and peer coaching toachieve or exceed PDP goals indelivering effective and explicit teaching.
• Data analysis identifies student gapsand progress to inform adjustments.
• Student goals, differentiated teachingand learning programs reflect positiveimpact of teaching.
Practices and Products
Practices
Expert: Teachers demonstrateunderstanding of the Quality TeachingFramework and Australian ProfessionalStandards monitoring their ownProfessional Learning which is aligned toaccreditation and the school plan.
Effective teaching: Teachers model andshare repertoire of strategies for classroommanagement and promotion of studentengagement and responsibility. Studentfeedback informs teaching.
Evidence–Based: Staff implement themost effective strategies to improveteaching and learning and use reliableassessment data to inform and differentiatefor all students.
Products
Expert: The capacities of all teaching staffare continually built to ensure every studentexperiences high quality teaching.
Effective: Systematic and reliableassessment information is used toevaluate teaching and learning programswhich are adjusted to address individualstudent needs.
Evidence–based: Effective,evidence–based teaching methodsoptimise learning progress for all studentsacross abilities. Lessons are coherently,systematically and collaboratively planned.
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Strategic Direction 3: Leading – S3
Purpose
To develop strong, strategic andsustainable leadership committed tofostering a school–wide culture of highexpectations and shared sense ofresponsibility for engagement
Improvement Measures
Teachers maintain and strive for higherlevels of accreditation aligned to the APS.
Feedback from staff surveys/ forums)strongly supports IL, collaborative culturehas improved teacher performance andsatisfaction.
Student performance data shows thepositive impact of Instructional Leadershipin the school and Professional Learning inbest practice as indicated by improvedstudent learning and performance data.
People
Students
Engage with the school community topromote learning andmake informed decisions by monitoring,evaluating and learning using qualityfeedback to set improvement goals.
Staff
Demonstrates purposeful leadership rolesbased on professional expertise, committedto fostering a culture of high expectationand shared responsibility for studentengagement , learning, development andsuccess; enhance opportunities forstudents to connect with the local and siderlearning community.
Leaders
Promote and support distributed leadershipthrough a coaching framework and accessresources for the purpose of enriching theschool's standing within the localcommunity, improving the outcomes ofstudents
Community Partners
Parents/Carers and Community Partnersare committed to the school's strategicdirections and practices to achieveeducational priorities and offer skills andexpertise to maximise studentlearning opportunities and develop strongerconnections with the school.
Processes
Strong educational leadership, a culture ofhigh expectations andcommunity engagement supportssustained and measurable schoolimprovement.
Strategic school planning implementation ,reporting and resourcing ensurescontinuous school improvement andshared accountability
Sustainable administrative systemsstructures and processes underpin schoolimprovement and professionaleffectiveness
Evaluation Plan
• School internal and external data
• Feedback community forums, surveys –staff students parents
• PL aligned to school plan, PDPsaccreditation needs
• Teachers maintain accreditation
• SAP system utilised and budgetsmonitored and expended
Practices and Products
Practices
Strong: Instructional leadership ismodelled by school leadership team anddistributed through professional learningcommunities to sustain effective,evidence–based teaching and ongoingimprovement in teaching and learning.
Strategic: The school systematically andregularly monitors a range of indicators togauge impact of the plan and to informchange.
Sustainable: Resource planningis integrated with the school plan andresources are strategically used to achieveimproved student outcomes.
Products
Strong: Distributed instructional leadershipdemonstrates a high performance culturewith a clear focus on student progress,achievement and high quality servicedelivery.
Strategic: Planning is at the core ofcontinuous improvement efforts, the visionand strategic directions evident in activities and is well implemented andeffects change.
Sustainable: The school monitorsand evaluates administrative systems andprocesses, ensuring the successfulimplementation of the school plan.
Printed on: 6 April, 2018Page 6 of 6 Tathra Public School 3173 (2018-2020)
