hopetounp12.files.wordpress.com · Web view2020. 6. 21. · FISO Improvement Model Dimensions....

Submitted for review by Graeme Holmes (School Principal) on 14 November, 2017 at 02:01 PMEndorsed by Brendan Ryan (Senior Education Improvement Leader) on 30 November, 2017 at 05:15 PMAwaiting endorsement by School Council President

2018 Annual Implementation Planfor improving student outcomes

Hopetoun P-12 College (8904)

Self-evaluation Summary - 2018Hopetoun P-12 College (8904)

FISO Improvement Model DimensionsThe 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level Evidence and Analysis

Hopetoun P-12 College (8904) - 2018 - Overall implementation plan.docxPage 2

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Building practice excellence Emerging moving towards Evolving The goal was to improve learning gain for every student in all domains through the development and implementation of an agreed instructional model and the use of data to inform teaching and improve assessment. An instructional model based on visible learning has been developed and peer learning walks have been implemented to view implementation and provide feedback to teachers. Based on peer learning walks and teacher review, we have self-assessed our progress measured against the continua as ‘mid-evolving’ however, when all components are considered the assessment is emerging moving to evolving. Student Survey data indicates Effective Teacher Practice is rated by students as between 90- and 95%. Student learning growth shows that there is strong growth across the Year 7 to 9 cohort exceeding targets in Reading Writing and Numeracy and the Year 3 to 5 growth data exceeded targets in Reading.

Curriculum planning and assessment Evolving School self-assessment indicates that we show all elements of evolving and we are now moving into the embedding stage.

Evidence-based high-impact teaching strategies

Emerging moving towards Evolving Staff are aware of and using many of the HITS prior to the release of the document. Since its release, we have checked overlap in our instructional model and ensured consistency of usage. Staff have self-assessed our level on the continua as mid-way through embedding however subsequent analysis indicates there are areas which require substantial revision before becoming embedded.

Evaluating impact on learning


Prof

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ipBuilding leadership teams Evolving The focus has been on developing the roles and

responsibilities of each member of staff including the roles of the leadership team. The roles align with the current AIP to ensure implementation of the improvement strategies. Leaders are heavily involved in planning, participating in and delivering professional learning for staff. The Leadership Team has also been involved in a structured coaching program. Team building has been a focus along with professional reading on Change Management. No data is available at present, however, we have assessed our level on the FISO continua as part way through ‘Evolving’.

Instructional and shared leadership

Strategic resource management

Vision, values and culture


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Empowering students and building school pride

Emerging moving towards Evolving The focus this year has been on building a positive climate for learning. This has been operationalised through continuation of the implementation of the School Wide Positive Behaviour model. All of the strategies identified for implementation have been put into practice. School-based data from the Student Survey indicates strengths in transition, inclusion and the presence of an advocate at school. Areas requiring attention include resilience, sense of connectedness and motivation. Self regulation, goal setting and student confidence also need attention. There are also some concerns around bullying, especially bullying of girls. SWPBS has been a highly successful program which has spanned a number of the Positive Climate elements. The areas identified through the Student Attitudes to School Survey will be followed-up in 2018.

Setting expectations and promoting inclusion Emerging moving towards Evolving We clearly meet many of the criteria in the continua in this area however there are also many gaps. Expectations are clear and there are documented guidelines on student management and engagement. these are currently being reviewed and revised in line with community expectations and DE&T guidelines. One area of work for 2018 involves student goal setting. This will be part of their home group structure and monitored through the Year Level coordinators and Pastoral care. We need to do more work around diversity and inclusion, areas which will become part of the student wellbeing program in 2018.

Health and wellbeing

Intellectual engagement and self-awareness


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Building communities Emerging moving towards Evolving A number of the aspects of 'Evolving' are in place at Hopetoun P-12 College however they are not regular practice hence require further attention. We have a close link with the broader community and we are heavily involved in many community events. We also undertake considerable volunteer work through our Hands on Learning, VCAL and Advance programs. There are opportunities for parent/carer/community involvement in the school however this has not been exploited to the fullest extent. Program effectiveness of community activities and events needs to be evaluated.

Global citizenship

Networks with schools, services and agencies

Parents and carers as partners

Enter your reflective comments Hopetoun P-12 College’s Strategic Plan was written in 2016 before much of the FISO material became available hence there is overlap as well as gaps in the various elements of the school plan when compared with FISO. This was addressed somewhat in the 2017 AIP however there are still issues where we need to make alignment. This will be addressed in our 2018 AIP. The major issue, however, is that there is very limited data available at this point of time to show growth or improvement. Further, some of the strategic actions have not been implemented as they are scheduled for term 4. These matters make it difficult to identify progress and make celebration of achievement somewhat hollow.

Considerations for 2018 There will be two major priority areas in 2018 – Building Practice Excellence and Empowering Students. Building Practice Excellence will focus on embedding the instructional model. Professional Learning Teams will continue along with extensive professional learning and implementation of the instructional model. This element of FISO will also include reflection and feedback, the effective use of student data and the use of High Impact Teaching Strategies to improve learning growth across the College.The second priority, empowering students will see a continuation of implementation of School Wide Positive Behaviour. This will be extended by the development of student voice. Student voice will cover two area. Firstly there will be more


rigorous collection and better input of student views into school management. This will be through an enhanced role of the SRC as well as continuation of student forums and in-depth analysis of the Student Survey. Secondly, student voice will be incorporated into student feedback on teaching and learning. Strategies will be developed collaboratively to support teachers in gathering student feedback on the use of the instructional model and the effectiveness of teaching strategies.

Documents that support this plan


Annual Implementation Plan - 2018FISO Improvement Initiatives and Key Improvement StrategiesHopetoun P-12 College (8904)

Four Year Strategic Goals Four Year Strategic Targets Is this selected for focus this year?

12 month target

Outline what you want achieve in the next 12 months against your Strategic Plan target.

FISO initiative

To Improve student learning gain for every student in all domains, with an explicit focus on improving learning outcomes in reading.

NAPLAN relative Growth to have 80% in High/Medium Category Yrs 3-5NAPLAN relative Growth to have 80% in High/Medium Category Yrs 7-9PAT Testing Growth – effect size of 0.4Student Survey results:All four elements of "Effective Teacher Practice" to continue to be in the fourth quartile.

Yes NAPLAN Learning gain in to be at 80% or higher for Year 3-5 and Years 7-9.Effect size of 0.4 or greater on PAT reading, writing and maths.'Effective Teacher Practice' in the fourth quartile for all four elements.

Building practice excellence

To ensure students feel safe, positive and motivated to learn

Attitudes to School Survey Results for the following for Years 7-12 (numbers in Year 5-6 are too small for reliable data):Sense of Connectedness - above 75th percentileSense of Confidence - above the 75th percentileMotivation and Interest - 90th percentile +.Resilience - above 75th percentile.Attendance Data;P-6 at 17.0 & Yr 7-12 at 19.0

Yes Attitudes to SchoolSense of Connectedness above 50th percentileSense of Confidence above 75th percentileMotivation and Interest 90th+ percentileResilience above 50th percentile. Attendance Data at 20.0 or lower

Empowering students and building school pride

Hopetoun P-12 College (8904) - 2018 - Overall implementation plan.docx Page 8

Improvement Initiatives Rationale

Hopetoun P-12 College has set a specific direction based on FISO and diagnosis of progress against the continua. Thus our emphasis is on Excellence in Teaching and Learning which will involve embedding the instructional model and focusing on HITS. The second focus area is on establishing and building a positive climate for learning which includes building student agency, developing resilience and improving attendance.


Goal 1 To Improve student learning gain for every student in all domains, with an explicit focus on improving learning outcomes in reading.

12 month target 1.1 NAPLAN Learning gain in to be at 80% or higher for Year 3-5 and Years 7-9.Effect size of 0.4 or greater on PAT reading, writing and maths.'Effective Teacher Practice' in the fourth quartile for all four elements.

FISO Initiative Building practice excellence

Key Improvement Strategies

KIS 1 Build staff capacity to recognize and implement an agreed Instructional Model and consistently implement high impact strategies (HITS).

KIS 2 Build staff capacity to identify and use a range of data sets to inform both teaching and assessment for every student


Goal 2 To ensure students feel safe, positive and motivated to learn

12 month target 2.1 Attitudes to SchoolSense of Connectedness above 50th percentileSense of Confidence above 75th percentileMotivation and Interest 90th+ percentileResilience above 50th percentile. Attendance Data at 20.0 or lower

FISO Initiative Empowering students and building school pride

Key Improvement Strategies

KIS 1 Build staff and student capacity to promote positive interactions and behaviours through the development and implementation of programs such as School Wide Positive Behaviours and continue the focus on student health and wellbeing, particularly resilience strategies.

KIS 2 Investigate avenues and implement strategies to improve student voice across the College including survey processes and protocols and other feedback tools.


Define Evidence of Impact and Activities and Milestones - 2018Hopetoun P-12 College (8904)




Key Improvement Strategy 1 Build staff capacity to recognize and implement an agreed Instructional Model and consistently implement high impact strategies (HITS).

Actions Using PLTs, continue to embed the Hopetoun P-12 Instructional Model.Support Peer Learning Walks centred on implementation of the instructional model.

Evidence of impact Student will ...See consistency between teachers on how a lesson is structured.Articulate the Learning Intentions and if they have been successful during the lesson.Have the opportunity to provide regular feedback in a variety of ways to teachers about the effectiveness of their practice.

Teachers will ...Demonstrate a sound knowledge of the instructional model; what the beginning, middle and end of a lesson looks like and sounds like.Plan and implement lessons that follow the model.Work collaboratively within PLTs to conduct peer learning walks and provide expert timely feedback.Embed the HITS into their planning, especially differentiation, questioning and feedback.

School leaders will ...Support staff through professional learning and conversations to deepen their understanding of HITS.Model the use of the school's instructional model.Facilitate and support collaborative practices across the school.

Activities and Milestones Who Is this a When Budget


Professional Learning Priority

1. Maintain and strengthen our current Professional Learning Teams. The focus of these teams will be on Peer Learning Walks and High Impact Teaching Strategies. Peer Learning Walks will be scheduled in week 6 of each term in 2018.

Leading Teacher(s) No from: Term 1 to: Term 4

$0.00 Equity funding will be used

2. Strengthen the agreed understanding of how to implement and lead Professional Conversations amongst staff. Develop a Professional Conversation Protocol by week 6 of term 1 and monitor its implementation and use in PLTs, Professional Learning and staff meetings.

Leading Teacher(s) Yes from: Term 1 to: Term 1


3. Whole staff professional learning on the High Impact Teaching Strategies (HITS), link these to our Instructional Model and ensure a whole school focus on the three HITS of questioning, differentiation and feedback.

Assistant Principal Yes from: Term 2 to: Term 3


4. Develop a shared understanding between teachers and students on what feedback looks like in the classroom; teacher to student, student to teacher. Introduce an agreed, collaborative formal model for receiving feedback from students e.g Survey Monkey.



5. Appoint a Learning Specialist who will coach staff using the Hopetoun P-12 College Instructional Model through; collaborating/co-planning with teachers, observation of teaching, debriefing and providing explicit feedback on observations and model implementation, with the initial focus being literacy and numeracy.

Learning Specialist(s) No from: Term 1 to: Term 4

$10,000.00 Equity funding will be used

6. Review the Hopetoun P-12 Instructional Model in term three and renew the model wherever deemed necessary.

Assistant Principal No from: Term 3 to: Term 3


7. Analyse student attitudes to school survey data at the whole Assistant Principal No from: Term 3 $0.00


school then at PLT level with specific emphasis on the effective teaching practice domain. Implement agreed changes based on the survey data.

to: Term 4 Equity funding will be used




Key Improvement Strategy 2 Build staff capacity to identify and use a range of data sets to inform both teaching and assessment for every student

Actions 1. Assist teachers to accurately plan and assess against the Victorian Curriculum, using rubrics, backwards design and assessment 'for' learning.2. Develop understanding of data sets to inform teaching and introduce how to triangulate data sets.

Evidence of impact Sudents will ... Understand their progress/knowledge achieved and articulate what they need to learn next. Be able to clearly see what they are being assessed on rubrics.Be able to explain how rubrics are used to assess their learning and be able to discuss their progress with subject teachers.

Teachers will ...Backwards design their curriculum, ensuring they can assess with increasing accuracy using content descriptors and achievement standards. Plan and implement assessments consistent with the assessment schedule.Demonstrate clear backward design knowledge when assessing students against the Victorian Curriculum.Be able to use the consistent approach to rubrics to create meaningful tools to assess student learning.Ensure that curriculum documentation accurately outlines assessment for learning.Be able to analyse student data and begin to triangulate data and access data on Compass.Provide students with adequate time and opportunities to be prepared for NAPLAN.Work collaboratively with colleagues and literacy consultant to develop understanding of data collection and how it can impact teaching and learning.

School leaders will ...


Support staff through regular professional learning to build staff capacity.Introduce how to triangulate data and ensure time is given to analyse data sets.Facilitate meeting times including planning and organisation as a follow-up to meetings.Ensure curriculum documents reflect assessment tasks.Engage an external literacy consultant.

Activities and Milestones Who Is this a Professional Learning Priority

When Budget

1. A consistent approach to rubric design will be developed for use by teachers to assess learning. Teachers will be expected to use one rubric in one subject in term one followed by a gradual introduction of additional rubrics.



2. Backwards design - staff Professional Learning on first day on how to use current curriculum document and Victorian Curriculum.Additional sessions for writing the documents.



3. Assessment for learning included in curriculum document. Meeting and planning time.



4. Staff professional learning on analysis of each data set after the data becomes available including VCE (previous year's results), Progressive Achievement Test, On Demand and NAPLAN.



5. Assessment schedule made explict to all teachers and training provided on how to upload the results to Compass. Monitor use of assessment schedule through Domain meetings.



6. NAPLAN preparation for Years 3, 5, 7, & 9 teachers. Leading Teacher(s) Yes from: Term 1 to: Term 2


7. External Literacy Consultant assist with data collection, collation Assistant Principal No from: Term 1 $5,000.00


and analysis as well as coach teachers on the use of data to inform teaching.

to: Term 4 Equity funding will be used





Key Improvement Strategy 1 Build staff and student capacity to promote positive interactions and behaviours through the development and implementation of programs such as School Wide Positive Behaviours and continue the focus on student health and wellbeing, particularly resilience strategies.

Actions 1. Embed SWPBS across the College.2. Respectful Relationships and Safe Schools aligned with our school-based Vic Curriculum.3. Introduce and expand school-wide wellbeing and resilience programs.

Evidence of impact Students will ...Consistently display College values through day-to-day interactions with peers and staff.Participate in engagement programs designed to increase resilience and coping strategies.Be able to develop positive and respectful relationships with peers, staff and community.

Teachers will ...Be using the SWPBS matrix in class consistently to acknowledge and redirect student behaviour.Use behaviour incident data to inform teaching.Assist in the running of Engagement programs.Consistently use the Behaviour Matrix to model and acknowledge positive behaviour.Implement Respectful Relationships and Safe Schools curriculum in appropriate subject areas.Use restorative practices techniques to resolve student behaviour issues.

School leaders will ...Organise and run professional development to build staff capacity in teaching positive behaviour and resilience strategies to students.Coordinate and facilitate school engagement programs.


Ensure that our curriculum incorporates the necessary Respectful Relationships and Safe Schools content.


When Budget

1. Continue to implement and develop the SWPBS approach, including staff professional development on teaching expected behaviours and resilience, continual monitoring of the acknowledgement system and the teaching of positive behaviours and resilence during the Tuesday pastoral care sessions. Transfer incident reporting system to COMPASS.



2. Audit the current school curriculum to identify aspects of Respectful Relationships and Safe Schools that are already being taught and modify the current curriculum to incorporate content that is not being covered.



3. Professional development for staff to deliver new aspects of Respectful Relationships and Safe Schools. Access expertise and information from partner schools to facilitate professional learning and course content.



4. Develop student reslience and wellbeing through four sessions for :Term 1 - Mind Matters for Yrs 7-10 (LLEN & HeadSpace)Term 2 - Save Your Mate for Yrs 7-10 (Red Cross)Term 3 - Conflict ResolutionTerm 4 - Antibullying program - focus on cybersafety.



5. All teachers will be trained in Restorative Practices to complement our student management plan.



6. Provide self-esteem programs for girls and build resilience through programs such as 'Sparkle' and 'Shine'.

Education Support No from: Term 2 to: Term 2

$1,000.00 Equity funding will


be used

7. Introduce goal setting for all students Years 5-12. Year Level coordinators collaboratively develop a goal setting model then implement across the year levels.







Key Improvement Strategy 2 Investigate avenues and implement strategies to improve student voice across the College including survey processes and protocols and other feedback tools.

Actions Enhance student voice, leadership and agency.Student leaders exert influence around rules, policies and facilties through formal feedback processes and decision-making forums.

Evidence of impact Students will ...Actively participate in decision making, presenting their views, concerns and ideas on the school and their education.Produce student-led media about the school. Fully and proudly participate in school life.Collaboratively co-construct an agreed model of enhancing student feedback on curriculum, lesson structure and assessment.

Teachers will ... Seek and include student views about curriculum content, lesson structure and assessment.Encourage students to have a greater say in decisions that effect their lives at school.

School leaders will ...Engage with the SRC in discussion aout the rules students can and should have within a school and how this can happen.Ensure SRC executive and SRC student body are provided with professional learning about meeting procedure.


When Budget


1. The Student Representative Council (SRC) will be remodelled to be more fully representative of the student body. Their role will be more clearly defined and a variety of activities will be planned and implemented by the students for our school community.

Assistant Principal No from: Term 1 to: Term 1


2. SRC representatives will be trained in meeting procedures as well as on how to gather information and input from the student body. Training will also be provided for the SRC executive and student leaders such as house captains and bus captains.

Principal No from: Term 1 to: Term 1


3. Student representatives on College Council will undertake an induction program on College Council procedures and how to have effective input to meetings and Council operations. The representatives on the Finance sub-committee and the Policy sub-committee will be inducted and provided with the information necessary to enable them to have input to the committees.

Principal No from: Term 1 to: Term 1



Professional Learning and Development Plan - 2018Hopetoun P-12 College (8904)

Professional Learning Priority

Who When Key Professional Learning Strategies

Organisational Structure Expertise Accessed Where

2. Strengthen the agreed understanding of how to implement and lead Professional Conversations amongst staff. Develop a Professional Conversation Protocol by week 6 of term 1 and monitor its implementation and use in PLTs, Professional Learning and staff meetings.

Leading Teacher(s)

from: Term 1 to: Term 1

Curriculum development Formalised PLC/PLTs

Whole School Pupil Free Day Formal School Meeting / Internal Professional Learning Sessions

PLC/PLT Meeting

Leadership partners Internal staff

On-site

3. Whole staff professional learning on the High Impact Teaching Strategies (HITS), link these to our Instructional Model and ensure a whole school focus on the three HITS of questioning, differentiation and feedback.

Assistant Principal


Curriculum development Formalised PLC/PLTs


PLC/PLT Meeting

Internal staff Learning Specialist

On-site

1. A consistent approach to rubric design will be developed for use by teachers to assess learning. Teachers will be expected to use one rubric in one subject in term one followed by a gradual introduction of

Assistant Principal


Design of formative assessments Curriculum development

Formalised PLC/PLTs

Formal School Meeting / Internal Professional Learning Sessions PLC/PLT Meeting

External consultants

Consultant yet to be appointed

On-site


additional rubrics.

2. Backwards design - staff Professional Learning on first day on how to use current curriculum document and Victorian Curriculum.Additional sessions for writing the documents.

Leading Teacher(s)


Planning Curriculum development

Peer observation including feedback and reflection

Whole School Pupil Free Day


On-site

4. Staff professional learning on analysis of each data set after the data becomes available including VCE (previous year's results), Progressive Achievement Test, On Demand and NAPLAN.

Assistant Principal


Planning Preparation

Curriculum development

Professional Practice Day Formal School Meeting / Internal Professional Learning Sessions

PLC/PLT Meeting


On-site

5. Assessment schedule made explict to all teachers and training provided on how to upload the results to Compass. Monitor use of assessment schedule through Domain meetings.

Leading Teacher(s)



Curriculum development


Internal staff Learning Specialist

Literacy Leaders

On-site

6. NAPLAN preparation for Years 3, 5, 7, & 9 teachers.

Leading Teacher(s)



Formal School Meeting / Internal Professional Learning Sessions

Internal staff External consultants

Literacy consultant

On-site

1. Continue to implement and develop the SWPBS approach, including staff professional development on

Leading Teacher(s)



Formalised PLC/PLTs

Formal School Meeting / Internal Professional Learning Sessions

Teaching partners Internal staff

On-site


teaching expected behaviours and resilience, continual monitoring of the acknowledgement system and the teaching of positive behaviours and resilence during the Tuesday pastoral care sessions. Transfer incident reporting system to COMPASS.

PLC/PLT Meeting

3. Professional development for staff to deliver new aspects of Respectful Relationships and Safe Schools. Access expertise and information from partner schools to facilitate professional learning and course content.

Leading Teacher(s)



Formal School Meeting / Internal Professional Learning Sessions Timetabled Planning Day

PLC/PLT Meeting

Teaching partners Leadership partners

School improvement partnerships

Internal staff

Off-site

At Warracknabeal (partner school) and Horsham.

5. All teachers will be trained in Restorative Practices to complement our student management plan.

Leading Teacher(s)


Formalised PLC/PLTs Whole School Pupil Free Day

External consultants

Employ external consultant Jane Langley

On-site

Documents that support the planThe school has uploaded the following documents to support the self-evaluation.


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