Name of principal: Michael Brett / Address: Cnr Dr Mays Rd & Branyan St
Norville Qld 4670 / School band:10
Year levels: P-12 / Quadrennial school review (QSR) year was: 2013
School Profile
BundabergSpecialSchool was established in 1970. The school is a Band 10 school with approximately 120 students from Prep to Year 12. Students travel from the Bundaberg district through to Agnes Waters, Gin Gin and Childers. All students enrolled at the school have an intellectual disability and 50% of students are also verified as being on the Autistic Spectrum. A small percentage of students also have additional physical and/or sensory impairments.The school provides an educational program that represents best practice for students with disabilities.
Vision
Our purpose is to achieve the best educational outcomes for each student through:
- The provision of a challenging, and rich curriculum
- Pedagogy that enhances learning and is the link between the learner and the curriculum
- Assessment that provides challenging learning opportunities
- Fostering a safe, secure and supportive environment
- Providing access to and supportive participation in relevant, quality, inclusive programs
- Facilitating student independence and interdependence
- Assisting our students to apply their learning within the broader community.
Values
All students and staff are learners.
School is a safe place for everyone.
We all play a role in caring for each other.
Research underpinning teaching practice
Marzano- Pedagogy King, Debaun, Piaget & Brofenbrenner-Early Learning
Luke- Reading and Literacy Mesibov- TEACCH/ Visual Schedules
Barbar- Intensive Interaction Musselwhite- ACS/AAC
Carol Grey- Social Stories
Halliday and Hasan- Language Development
Goosen- Aided Language Stimulation
Vygotsky- Reading and Learning
/ Priorities
Continue to develop the whole school pedagogical framework, the Art and Science of Teaching (ASoT). Ensure explicit teaching of skills and content, individualised attention and timely feedback to guide student actions are key elements of the school’s push for improved teaching and learning.
Continue to provide professional development aimed at building staff members’ data literacy skills. Use literacy and numeracy data to identify gaps in student learning, to monitor improvement over time and to monitor growth across the years of schooling.
Continue to build on the collegial and self-reflective culture in which teachers invite school leaders and colleagues to observe their teaching, discuss their work with them and provide written and verbal feedback. The formalisation of the pedagogical framework will provide all staff members with a clear focus for formal observation and feedback protocols.
Continue to build vertical alignment of the curriculum so that there is continuity and progression of learning across the years of schooling and successful post-school pathways.
Enhance parent engagement through the alignment of student learning, celebrations and school activities.
Ensure all aspects of school operations, capacity building, every facet of curriculum and parent engagement are aligned with clear and explicit messages for implementation each year.
Embed SWPBS across the whole school through progression to Tier 3 and improved performance in discipline audits.
/ Indicators of Success
Student reports will reflect positively on teaching strategies and curriculum offerings
PriorityLearning Goals will be developed within every unit of work
School benchmarks and systemic data will indicate a trend of continual improvement.
All teachers and school leaders will be engaged in formal coaching relationships and achieving progress towards agreed goals based on ASOT
School OpinionSurvey data; 90% of parents express satisfaction that the school provides good learning opportunities for your child.
All students will engage in Units of Work derived from the Australian Curriculum anddifferentiated to reflect individual learning needs
School Opinion Survey data; 90% of parents will express satisfaction that positive school relationships are in place
Evidence sources used
School Opinion Survey
Behaviour data
Literacy, Numeracy and
Communicationdata
Attendance data
Teacdhing and Learning audit / Destination data
Student achievement data
Diagnostic Assessment data
Teaching and Learning Audit
/ Discipline audit
Student achievement data
Diagnostic Assessment data
Destination data
School and Community partnerships
High levels of student, parent, staff and broader school community confidence in the school’s performance and achievement / School curriculum
Commitment to core learning priorities, Coherent and squenced plan for curriculum, Teaching and learning audits, Planing for improvement / Teaching practice
High quality teaching practices, Collaborative practices, Consistent pedagogical practice, Evidence-base decision making / Principal leadership
and School capability
Instructional leadership, Principal’s capability and leadership framework (PCLF), Developing workforce performance, Differentiated supervision, Capability development / Staff Wellbeing
Staff wellbeing represented through high levels of emotional intelligence as well as a healthy and capable workforce.
Strategies / 2014 / 2015 / 2016 / 2017 / Strategies / 2014 / 2015 / 2016 / 2017 / Strategies / 2014 / 2015 / 2016 / 2017 / Strategies / 2014 / 2015 / 2016 / 2017 / Strategies / 2014 / 2015 / 2016 / 2017
Provide parent information sessions on key subjects to enhance parent wellbeing and knowledge / / / / / Implement the Australian Curriculum and finalise the three year cycle for the school. / / Implement the Art and Science of Teaching (ASoT) framework across P-12 / / / / / Continue to develop a leadership coaching model and program aligned with ASoT and Growth Coaching / / / / / Maintain a collegial coaching model particularly for the teacher aides / / / /
Continue to engage a chaplain to support the school community / / / / / Build the three year cycle with vertical alignment and enhance understandings of the intended curriculum / / / Continue to enhance all staff’s knowledge of disability specific information and how that connects with pedagogy. / / / / / Build the induction and update program to align with the ASoT framework / / / Continue to implement the competency spotting program / /
All classes to communicate about learning through a range of media / / / / / Develop and enhance data literacy of staff and use the data tool to analyse data and inform future decision making / / / / / Enhance teacher and teacher aides capacity to differentiate for all learners within each lerning area across P-12 / / / / / Utilise the ASoT feedback cycles and processes for teachers / / / / / Continue to support staff health programs / / / /
Continue to build the celebration of learning days into the units of work for each sector / / / / / Develop scales and rubrics as part of the ASoT process for all subject areas. / / / Re-engage with the 10 day teaching and learning cycle with a focus on the Four Resources Model / / / Align all professional development to school priorities / / / / / Enhance each sector’s capacity to work as a team and build individual’s skills as members of teams. / / / /
Develop the PATH process for senior schooling in conjunction with parents / / / / / Continue to work with QSA to trial and develop further materials for Senior Schooling / / / Ensure resource development and acquisition aligns with curriculum intent and student needs. / / / / / Continue implementation of the Developing Performance Framework to build staff capability and wellbeing / / / / / Decrease the number of workplace injuries and work cover claims / / / /
Continue to liaise with all agencies and foster productive partnerships / / / / / Document differentiation and decision making within the overall school and curriculum planning and implementation processes and structures / / / Facilitate the development of professional learning communities / /
Continue to develop and foster positive relationships with local business, community organisations and support groups. / / / / / Implement the recommendations of the 2014 Discipline Audit – see attached Action Plan / / / /
Employ a range of strategies to enhance parent engagement with the P&C / / / /
Consultation has occurred with
All staff
Pand C
Leadership team
Endorsement
This plan was developed in consultation with the school community and meets school needs and systemic requirements. Updated 12/06/2014.
………………………………………………….Principal ………………………………………………… P and C/ School Council ……………………………………………….. Assistant Regional Director