2016 Annual Implementation Plan: for Improving Student Outcomes - Draft

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Guide to developing the Annual Implementation Plan: for Improving Student Outcomes

Tyabb Primary School

To focus effort where it is most needed, four priorities have been identified for the entire Victorian
government school system. The four priorities are:

2016 

Excellence in teaching and learning
Professional leadership
 Positive climate for learning
 Community engagement in learning.
Based on Strategic Plan 2016 - 2019 Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and
evidence-based strategies that when implemented with consistency and depth help drive improved
student outcomes. The initiatives are associated with the four state-wide priorities, in the following
way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools):

Endorsements Priority Initiatives

Excellence in teaching and Building practice excellence: Teachers, principals and schools will work
Signed……………………………………….
Endorsement by learning together
School Principal Name Carole H
Curriculum planning and assessment: School will embed a culture of
Date 9/12/15 curriculum planning, and assess the impact of learning programs, adjusting them
to suit individual student needs

Professional leadership Building leadership teams: Schools will strengthen their succession planning,
develop the capabilities of their leadership teams in using evidence
Signed……………………………………….
Endorsement by
School Council Positive climate for learning Empowering students and building school pride: Schools will develop
Name………………………………………….
approaches that give students a greater say
Date……………………………………………
Setting expectations and promoting inclusion: Schools will work across their
communities to implement support to health, wellbeing, inclusion and
engagement of all students

Community engagement in Building communities: Schools will strengthen their capacity to build
learning relationships with the broader community by partnering
Signed……………………………………….
Endorsement by
Senior Advisor Name…………………………………………. To guide the development of the 2016 Annual Implementation Plan: for Improving Student
Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL)
Date…………………………………………… to conduct an annual evaluation of student outcomes data against the targets set in their School
Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or
more initiative.
Principal and teacher performance and development plans include explicit links with the AIP and the
School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives
to each individual’s plan. The Guidelines provide further context and detailed information to support
this work.
Summary page: the school’s priorities and initiatives
Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes.

Priorities Initiatives

Building practice excellence 

Excellence in teaching and learning
Curriculum planning and assessment 
Professional leadership Building leadership teams

Empowering students and building school pride

Positive climate for learning
Setting expectations and promoting inclusion

Community engagement in learning Building communities

Initiatives Rationale:
Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring
particular attention.
Excellence in teaching and learning
Building practice excellence: Teachers, principals and schools will work together
Curriculum planning and assessment: School will embed a culture of curriculum planning, and assess the impact of learning programs, adjusting them to suit individual student needs
The above initiatives have been selected as a result of our recent Self Evaluation and Peer Review. This focus is supported by the following statements from our Final Peer Review Report
(October 2015 p13-14)
“Data suggests that a clear focus on achieving expected learning growth or greater for students and increasing the numbers of students who excel in literacy and numeracy will be key to improving student
performance. The work of the Professional Learning Communities (PLCs) is achieving greater teacher collaboration as evidenced by the staff survey. It provides a research-based platform for personalising and
improving student performance in mathematics. It is suggested that the work in mathematics be refined and the PLCs extend practice to include English. Greater focus on using assessment for planning, well-
paced instruction that meets the learning needs of each student in English and, in particular, moderating samples of student work across year levels is suggested.

Staffing changes have highlighted the need for embedding a comprehensive induction process and professional learning for new staff. Learning growth will be enhanced as the school embeds research-based
and consistent whole school agreed classroom teaching and learning practices together with strong accountability. Building instructional practice and content knowledge through the PLCs, targeted professional
learning and feedback and coaching is suggested.

The Student Attitudes to School survey data suggests that student engagement in learning, while positive, is an area for continuing improvement. A goal to focus on strengthening student engagement in their
learning and developing creative, curious and motivated learners is suggested. The work of PLCs and ensuring authentic and real life learning through the inquiry approach was recommended by the panel. The
school plans greater focus on problem solving and critical thinking along with designing challenging tasks that align with the new Victorian curriculum.

Observations and student feedback suggest personal skills such as resilience, persistence and social skills are areas to build. The panel suggested a goal to build a positive climate for learning that encourages
confident, healthy and resilient students. To support the goal strategies could include reviewing the school vision and values and ensuring all interactions and practices across the school align with the vision
and values. Secondly, by strengthening teaching and learning in Personal and Social Capabilities and Health and Physical Education. A third focus is suggested to enhance communication and partnerships with
parents and the wider community.”
Key Improvement Strategies (KIS)
List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the
diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.
Initiative: KIS

 Build instructional practice and staff capacity through collaborative professional learning communities (PLCS) and structured modelling, feedback and coaching.
Excellence in teaching and  Further develop and embed assessment and moderation practices to inform planning and instruction.
learning  Build research-based and consistent whole school agreed classroom teaching and learning practices.
 Design and implement curriculum that stimulates interest, curiosity and critical thinking through authentic and real life learning. ( PLC – engaging children by
challenging children at their individual point of need)
 Review school vision and values and embed across all interactions and practices within the school.
 Strengthen teaching and learning in Personal and Social Capabilities and Health and Physical Education.
 Enhance communication and partnerships with parents and the wider community
 Annual Implementation Plan: for Improving Student Outcomes
ACHIEVEMENT
Goals To maximize the learning Targets Please note – examples of targets below are taken from Review Documentation while our Strategic Plan 2016 – 2019 is being
growth of every student in developed.
literacy and numeracy across To increase the percentage achieving high growth on NAPLAN relative growth assessments for reading, and numeracy to above the
the school. state (25%).
The following are suggested areas for target development.
• Increasing the percentage of students achieving above the expected level in assessments (teacher judgements against AusVELS,
Theory of Action
If the school builds the content NAPLAN in numeracy, reading and writing).
knowledge and instructional • Increasing the percentage achieving high growth and decreasing the percentage achieving low growth on NAPLAN relative
practice of every teacher and staff growth assessments.
member through professional • School staff survey (school climate) improvement in for e.g. collective focus on student learning and guaranteed and viable
learning, regular feedback loops curriculum)
and the building of research-based • School staff survey (professional learning), e.g. Improvement in renewal of knowledge and skills, active participation, coherence
professional learning communities, and feedback.
then student learning growth will
12 month targets Through building research-based and consistent classroom teaching and learning practices we aim to increase the % of students
improve.
achieving high growth and decreasing the % achieving low growth on NAPLAN relative growth assessments in writing and spelling to
above the state measure of (25%).

SUCCESS CRITERIA:
HOW WHEN
ACTIONS: WHO Markers of success reflecting observable
KIS the school will do it timeframe for
what the school will do has responsibility changes in practice, behaviour, and
(including financial and human resources) completion
measures of progress
Build instructional Provide further professional learning around the Continued whole school professional learning of the PLC PLC Coordinator Continuous Evidence
practice and staff philosophy of Professional Learning Communities (PLC) philosophy including readings and PD by external Curriculum Leaders development
capacity through Revisit our PLC journey during the first year of its providers Leadership Team throughout Collaborative meetings and PLT minutes
collaborative implementation. Reflection of successes and areas for Eg Learning by Doing - Dufour Dufour All staff - shared the 2016 – checked by leadership
professional further development. Hawker Brownlow Conference responsibility year.
learning School Visits
communities Documented progression in writing –
(PLCS) Continue to develop the leadership skills of our PLT Professional reading and learning eg Bastow Leadership Leadership Team developmental sequence or scope and
leaders and aspirant leaders. Courses. Meetings and mentoring with the Leadership sequence documents
Team. Scheduled meeting times between Leadership
and PLT Leaders Moderation documents, writing samples.
PLT leaders to be provided with additional time to visit
schools and attend PL Work programs and planners – not
Development through the P& D process and the setting negotiables evident. Evidence of explicit
of goals. instruction through detailed work
programs. Checked by leadership

With the movement of staff to new year levels – the Continuation of Monday night PLT meetings. Leadership Team Consistent use of writing process.
building of new collaborative teams. Establishment of new norms and expectations with new PLC Coordinator
teams. Revisiting readings from previous year. Curriculum Leaders Text types document – text type pacing
Revisiting of documentation completed in the previous guide
year eg Developmental Sequence for Number, use of
Guttman Chart. Change in practice – lesson structure
with focus, modelling, scaffolding,
Training of new staff to the school on the PLC New staff induction Principal, AP sharing etc Evident through work
philosophy PLC Coordinator programs and classroom visits
Curriculum Leaders
Increased growth of 12 months or more
Development of teacher practice through PLC meetings Collaborative sharing of ideas and strategies to target PLT teams (AUSVELS teacher judgement, Naplan
children at their point of need. Collective research, relative growth report 2017)
planning and sharing of ideas.
 Explore latest research on developmental continuums Professional Development and research for English and Curriculum Leaders End of term Increased knowledge and understanding
and best practice in the teaching of writing and spelling. Maths curriculum leaders in best practice eg Leadership Team 3 by school leaders
 School visits, Fountas and Pinnell Continuum of
Introduce the PLC collaborative approach in writing and Literacy Learning, VCOP, Process Writing, Single
spelling. Word Spelling test
Whole School Professional Development Day with a Leadership Whole staff participation in the PD day
focus on writing. This day will include research on the Curriculum Leaders and development of Tyabb PS writing
development of writing. Staff will study the Victorian Whole staff and spelling program
Curriculum and develop a School Writing program.

Research, reading and school visits to observe best Sharing of learning at Staff Meetings, PL
practice in the teaching and development of writing and sessions and PLC meetings
spelling.

Structured meeting sessions / planning time for PLC

PLC teams engaged in professional
collaboration in the development of writing skills.
reading and dialogue.
Timetable to include weekly PLC meetings on Monday
Meeting minutes, PLC leaders meetings,
nights run by PLC team leaders focusing on reviewing
staff reflection and professional
our cycles in number and collaborative discussions for
development delivery sharing of
writing and spelling. Common understanding of what
knowledge
this collaboration should look like.
Increased expectations around consistent Provide PD and examples of consistent Curriculum Leaders End of Term Expectation of consistent Literacy and
documentation and consistent high level classroom - Literacy and Numeracy planners, Leadership Team 2 Numeracy Planners
practice eg consistent planners, work programs, lesson - lesson structures Consistent structure to writing lessons ie
structures, meeting agendas etc - work programs ( non-negotiables)Continue the tuning in, lesson focus, group work,
work completed previously on effective planning differentiation and reflection
and documentation
- meeting agenda template
Explore and trial During 2016 the Leadership Team will conduct Leadership training in the Art and Science of Teaching Leadership Team End of Year Professional development attended will
structured research, reading and professional development around Marzano. (Framework for effective instruction could be and Ongoing help to create a plan for 2017 and the
feedback and best practice in building teacher capacity through used by staff to identify areas for future development. introduction of a peer coaching model
coaching to feedback and coaching techniques. This will not be These areas could also be used as a focus for
develop a formally introduced until 2017. For example performance and development plans, feedback and
teacher’s  PD and reading of the Art and Science of Teaching by coaching)
capacity. Marzano to explore the elements of best practice and Leadership reading of Art and Science of Teaching
a framework for effective instruction
 Leadership team to visits schools who use this School visits – eg Boneo Primary School who are
framework to develop practice. Explore other peer currently using this framework
coaching and feedback strategies used.
 Leadership development in feedback and coaching eg Leadership training in coaching model eg GROWTH
continued training in the GROWTH coaching model. coaching.
Trialling of coaching model with staff volunteers
 Research of structured classroom visits /coaching and Trial coaching within the Performance and Development
peer observation models. process with staff volunteers in the first year.
Further develop Continued weekly PLT meetings to now include Time provided through meeting structures for Leadership Team End of Term Timetable with weekly PLT meetings
and embed collaborative discussions around writing and teachers to meet, collaborate and moderate. This 2 2016 Professional reading provided to
assessment and spelling. Discussion to focus on - What students can be achieved through PLT meetings Monday stimulate discussion
moderation need to learn? How will we know if they have nights and at set times prior to mid and end of
practices to learnt it? What we will do if they don’t know it? year reports.
inform planning What will we do if they do know it?
and instruction. Discussions that moderate using consistent Staff PD on the Victorian Curriculum in writing Moderation protocols
standards against writing samples and and spelling. Collection of writing samples at set Literacy Team Breakdown of Victorian Curriculum,
AUSVELS/Victorian Curriculum Standards. standards to create a moderation tool. standards and progression points.
Research on the explicit instruction of writing and Staff visits to other schools to explore assessment Development of Tyabb PS Scope and
spelling including assessment practices. practices in writing and spelling Sequence in writing and spelling
 Further develop teacher understanding of Modelling of effective moderation strategies Writing sample book
developmental progression in writing and spelling. Writing of scope of sequence documents.
Development of school Scope and Sequence
Documents

Annual Implementation Plan: for Improving Student Outcomes

ENGAGEMENT
Goals To strengthen student Targets Targets
engagement in their learning The following measures are suggested for target development:
and develop creative, curious • ATSS survey teaching and learning variables (e.g. student motivation, stimulating learning, learning confidence,
and motivated learners. teacher effectiveness)
• School devised surveys
Theory of action: • Student attendance
When teachers have high
expectations and design authentic,
relevant and challenging tasks and 12 month • Improved results (raw score data) on our Attitudes to School Survey in relation to student motivation, stimulating
students have ownership of their targets learning, learning confidence, teacher effectiveness)
learning then student confidence
and engagement will be enhanced.
 Increased levels of attendance

SUCCESS CRITERIA:
HOW WHEN
ACTIONS: WHO Markers of success reflecting observable
KIS the school will do it timeframe for
what the school will do has responsibility changes in practice, behaviour, and
(including financial and human resources) completion
measures of progress

Design and Continued focus on PLC to engage and challenge Continued whole school professional learning of the PLC PLT leaders and Continuous All PLT members in attendance and
implement students at their point of need philosophy including readings and PD by external teams development active contributors
curriculum that providers throughout
stimulates the 2016 Student engagement and motivation
interest, curiosity Eg Learning by Doing Dufour Dufour year. surveys – PLT maths workshops
and critical Hawker Brownlow Conference
thinking through School Visits Attitude to school data – improved raw
authentic and real score data in student motivation,
life learning. stimulating learning, learning confidence,
PLC teacher effectiveness
Implementation of the Victorian Curriculum. Staff Provision of Professional Development through DET All staff Term 3 & 4 Documentation to reflect and evidence
Professional Development of this new curriculum – Whole school / unit level professional learning the Victorian Curriculum
update current whole school documentation to match Time provided for planning and updating of Report against the Victorian Curriculum
the new standards documentation

Further development of whole school Humanities scope Updating of Inquiry Units to reflect new Victorian Inquiry team Term 3 & 4 Humanities Scope and Sequence with
and sequence through an inquiry learning approach (an Curriculum during planning days and meeting times reference to the Victorian Curriculum
approach that is directly linked to the goal to stimulate Possible PD in Inquiry learning – Kath Murdoch New Units of Work in the Humanities
curiosity and thinking skills) areas

Problem solving whole school focus in mathematics – Whole school to have a problem solving Friday. Maths Maths team Introduced Problem solving Friday in planners
making maths real and relevant committee to present this to staff and develop planning Term 2 Student surveys
documentation and resources. Improved Naplan results in mathematics
 Annual Implementation Plan: for Improving Student Outcomes
WELLBEING
Goals To build a positive climate for Targets The following measures are suggested for target development:
learning that encourages • Attitudes to School Survey –student relationship variables (connectedness to peers, behaviour & safety) and teaching
confident, healthy and and learning (connectedness to school)
resilient students. • School Staff Survey (e.g. trust in students & parents)
• Parent Opinion Survey (e.g. social skills, school connectedness)
Theory of Action
If there is a whole school focus on 12 month  Improved results to the raw data of the ATSS with student feedback showing more positive scores regarding
fostering student wellbeing and targets connectedness to peers, behaviour & safety) and teaching and learning (connectedness to school)
building student’s personal and
interpersonal skills then social  Increased levels of attendance
skills, resilience and wellbeing will
be enhanced.

SUCCESS CRITERIA:
HOW WHEN
ACTIONS: WHO Markers of success reflecting observable
KIS the school will do it timeframe for
what the school will do has responsibility changes in practice, behaviour, and
(including financial and human resources) completion
measures of progress

Strengthen Revisit the school values (update if necessary) and lift Survey students, staff and parents to provide feedback Leadership team End of 2016 Surveys complete – decision made
teaching and our school community understanding of what they about our current values and whether there are other whether to keep current values or move
learning in mean and our expectations in upholding them. values that are considered more important. forward with more modern/child friendly
Personal and values
Social Capabilities
and Health and
Physical Education. Revisit and refresh the principles of the You Can Do It Staff to revisit the program and resources available SWET team End of 2016 Increased profile of YCDI program
program. Increase staff awareness and understanding through unit meetings. New staff PD of the program. Keys mentioned in work programs and
of the program. Increase the children’s understanding Do we consider having a focus on one YCDI key per Unit leaders at planning documentation
of the You Can Do It keys and their importance. Lift the term? Explicit lessons on the YCDI keys unit meetings
expectation of students in regards to these keys.

Major whole school focus on the YCDI key of Resilience. Parent Education Sessions on parenting and building Leadership team End of 2016 Attendance at forum and regular
Our review has shown that our student’s levels of resilience – Parent forum though newsletter items
resilience affects their perception of class behaviour and Subscription to Parent Ideas. Provide parents with results may Resilience lessons in work programs and
safety. Whilst positive this is not as high as like schools. regular articles in the newsletter with parent tips eg not show planning documentation
resilience until 2017 Student of the week award
Explicit lessons on resilience within the classroom via ATSS Improved results on ATSS in relation to
YCDI program connectedness to peers, behaviour &
Teachers to focus on resilience awards for Student of safety
the Week Improved level of attendance
 Annual Implementation Plan: for Improving Student Outcomes
PRODUCTIVITY
Goals To maximize school Targets Target development:
resources to enable  Improvement in staff opinion of professional learning.
successful implementation  Improvement in parent opinion of school improvement
of school goals and  Student achievement data linked to resourcing priorities.
priorities.
12 month  To achieve and maintain an annual budget surplus.
targets  Increase PD budget and ensure alignment to priorities
 Leadership budget to target aspirant leaders
 Equity funding to target PD and resources that support students with special learning and behavioural needs

SUCCESS CRITERIA:
HOW WHEN
ACTIONS: WHO Markers of success reflecting observable
KIS the school will do it timeframe for
what the school will do has responsibility changes in practice, behaviour, and
(including financial and human resources) completion
measures of progress

Strategically design After identifying areas for improvement and the Leadership team and curriculum leaders to meet during Leadership Team End term 1 Completed Strategic Plan and Annual
resource allocation setting of goals during a Peer Review in 2015 term one to write plan and present to School Council for Curriculum Implementation Plan
to support school complete the new Strategic Plan 2016 – 2019 approval. Leaders
improvement. Comprehensive whole school budget that reflects Whole school budget approved at February Meeting of Confirmed budgets Budget approved at School Council Feb
school goals and priorities school council and distributed to relevant coordinators. in February
Create and implement Action Plans for SIT SWET and Committees to develop strategically aligned Action Plans Committee Action Plans completed by SIT SWET and
Curriculum areas that focus on improvement and to set goals and allocate resources. Coordinators Curriculum coordinators
achievement of school goals.
Support a strong Further PD in the philosophy of a PLC Approach Curriculum days, school professional learning sessions, Leadership Throughout Continued implementation of a PLC
learning community Time provided for PD and ongoing PLT meetings formal PD PLC coordinator 2016 approach extending in to English areas.
with a school plan Employment of staff with experience or an Timetabling
that prioritises understanding of the PLC philosophy Workforce planning
PLCs,
Emphasizes strong Implement well planned workforce management Distributive leadership – balanced workforce that Principal AP End 2016 Documented leadership structure that
distributed leadership practices maximises the use of the SRP whilst maintaining surplus Leadership Team demonstrates shared roles and
Development of a strong Leadership Structure and School Council responsibilities
Distribution of Roles and responsibilities Leadership PD budget for courses eg Bastow Leadership
Development of Aspirant leaders Courses
Targeted professional Professional learning targeted towards school goals Increased Professional Development budget Leadership team End 2016 Documented Professional Development
learning. and priorities identified during our peer review and PD procedures that ensure that PD attended
coordinator to is shared and aligns with school goals
allocate funding Sharing of knowledge learnt from PD to
the rest of the staff
Targeted professional Equity funding to be used to support students with Encouraging relevant staff to attend PD to support Leadership team End 2016 Staff trained in reading recovery
learning in relation to special needs through staff professional development students with additional needs eg and PD Trained staff to PD whole staff on their
students with learning and additional resources. - Intervention coordinator to learning eg development of reading and
difficulties. - Reading Recovery Training allocate funding how to support children within their
grade who are experiencing difficulty
Monitoring of Annual Implementation Plan: for Improving Student Outcomes
ACHIEVEMENT

Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget
Spending to date
Status Evidence Status Evidence

ENGAGEMENT

Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget
Spending to date
Status Evidence Status Evidence

WELLBEING

Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget
Spending to date
Status Evidence Status Evidence

PRODUCTIVITY

Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget
Spending to date
Status Evidence Status Evidence