School Strategic Plan for
Kallista Primary School
Eastern region
2013-2016
Endorsement by School Principal / Signed………………………………………. (Principal’s signature)Name………Barbara Rose………………………………….
Date……………………………………………
Endorsement by School Council / Signed………………………………………. (School Council President’s signature)
Name……Paul Grujic…………………………………….
Date……………………………………………
Endorsement by Regional Director or nominee / Signed………………………………………. (Regional Director or nominee’s signature)
Name………………………………………….
Date……………………………………………
1
School Profile
Purpose / At Kallista Primary School we strive to engage students in challenging, inspiring and purposeful learning opportunities where sustained shared thinking empowers independent thinkers and problem solvers. We aim to develop curiosity, perseverance, responsibility and innovation through rich teacher-child interactions in an atmosphere of mutual respect. We see our school as the vibrant hub of the community and we embrace opportunities to strengthen these connections. In an increasingly complex world, we work towards preparing our students for the future by motivating them to develop the knowledge, skills and understandings necessary to be positive global participants.Values / Students, staff and parents together have developed these four values that underpin every action, process, program, innovation, decision and reflection at our school. All groups in the school community try to live and breathe our values every day. The values are imbedded by all, forming the culture of the school.
At Kallista Primary School we show respect for ourselves, others and the environment.
We show courage by believing in ourselves and being prepared to try new things.
We take responsibility for our own behaviour, work and belongings.
We show honesty in our relationships with others by being truthful, open and inclusive.
Environmental Context / Kallista Primary School is located in the Dandenong Ranges some 50 km east of Melbourne in the Shire of Yarra Ranges. The physical location is beautiful with the school surrounded on three sides by substantial hills, towering Eucalypt trees and an adjacent National Park public picnic area. The school is located in the established village style community of Kallista adjacent to the Kallista Kindergarten and Community House. The school grounds are well maintained with available flat playing spaces well organised. There is a well-maintained kitchen garden, school oval, hard courts and passive playing spaces.
The school building projects commenced in 2009 with a school modernisation program which saw the conversion of seven small classrooms to four generous sized rooms plus a workspace; the 2010 Building Education Revolution (BER) program providing four classrooms and a gallery which is the Junior Learning Centre; and the 2011 replacement portable program with a new 5-mod building. The administration section is still in need of upgrading. Through partnerships with businesses such as the Bendigo Bank the school now has its own kitchen to run the Stephanie Alexander Kitchen Garden Program.
There has been an increase in the number of young families in the area with quite diverse employment profiles. The school now enjoys a high reputation in the area and has undergone quite a dramatic enrolment growth from 141 in 2009 to 220 in 2012. This growth has necessitated changes in class structures each year and this will continue until the ceiling of 250 is reached. A low school stability rate has been an issue with the dramatic enrolment growth; however by 2011 it had steadied and is now at the 60th percentile in the state. Prep enrolment has varied between 24 and 40 over the past four years.
The student family occupation (SFO) index of 0.327 in 2012 has been relatively stable for the past four years. This indicates a fairly high socio-economic profile placing Kallista at the 85th percentile of Victorian government schools. A third of the families receive the Education Maintenance Allowance (EMA) and this equates to 71 students. Only two students come from a language background other than English, currently there are no indigenous students, no refugees and one student who qualifies for the disabilities program (PSD). The student population is quite homogenous.
Apart from the principal there are no other substantive leadership positions at the school. There is a range of experience amongst the staff with only one teacher in 2012 remaining in a classroom from the seven classroom teachers in 2009. Inducting new staff has been a challenge and ensuring the sustainability of school processes and the curriculum presents a challenge. Kallista provides specialist programs in visual arts, library, physical education and music. Japanese language will be taught again commencing in 2013. Reading Recovery is available for year 1 students and the reading recovery teacher also acts as a literacy coach The Levelled Literacy program supports older children’s literacy development.
The school is well-resourced including extensive digital technology equipment. The education support staff (ESS) who work in the office, in the kitchen garden program and the outside school hours care program provide excellent support. Parent volunteers provide excellent support in classroom programs as well as the kitchen program. Parents have expressed a desire to be more involved in the school and the school is keen to enhance the parent partnerships. The school council and parent class representatives program illustrate the high calibre support in the school community.
Kallista is part of the active Dandenong Ranges Network of 27 schools and the smaller Mondec Cluster of 6 schools. This provides a wonderful source of professional development activities and collegiality. Kallista, along with two other local schools, participates in an innovative program with the local Wurrundjeri people and Parks Victoria and this, rightly so, is highly valued.
Strategic Intent
Goals / Targets / Key Improvement Strategies
Student Learning / To maximise the achievement of highquality learning outcomes for allstudents with a strong focus onimproving writing, speaking andlistening, and spelling.
To maximise the achievement of highquality learning outcomes for all students in mathematics with a strongfocus on years 3 to 6. /
- NAPLAN – Writing in year 5 to show an upward trend and reach 520 with no students, deemed capable,failing to reach the national minimum standards by 2015.
- NAPLAN – Numeracy in year 5 to show an upward trend and reach 520 with no students, deemedcapable, failing to reach the national minimum standards by 2015.
- Teacher Judgment against the VELS and AusVELS to indicate a higher proportion of students in theupper 2 levels and no students, deemed capable, to achieve in the lower 2 levels by 2015.
Ensure high functioningprofessional teams that have as afocus, the collection and analysisof a range of student data toenhance teaching and learningacross the whole school.
To develop an integrated and documented approach to the use of ICT across the school.
Student Engagement and Wellbeing / To improve student attendance.
To develop in every student a stronglevel of morale and connection to theschool. /
- To improve student morale from 5.85 to 6.25 by 2015.
- To improve school connectedness from 4.63 to 4.73 by 2015.
- To progressively narrow the gap between boys’ and girls’ outcomes.
- To progressively narrow the gap between year 5 and year 6 outcomes.
- To improve the average student absence rate from 15.4 to 12 days by 2016 and at the same timereduce the variation between year levels.
Develop strategies to promote agreater student voice.
To follow the procedures required to become a certified eSmart school.
Student Pathways and Transitions / To improve transition experiences for
all students and their families as
students move into, through and from
the school.
To improve planning for student
pathways to include all students. /
- In the parent survey improve the transition score from 5.81 to 6.20 and improve the survey response rate.
- Improve the school-based data from students about transition into and through and from the school andcontinuously improve this data from 2012 to 2016.
- In the school’s documented curriculumguarantee that all year levels have a pathways component in their teaching and learning program by 2016.
Introduce into the curriculum asystematic approach toaddressing pathways for allstudents at the school.
School Strategic Planner 2013- 2016: Indicative Planner
Key Improvement Strategies(KIS across the three student outcomes areas) / Actions / Achievement Milestones
(Changes in practice and behaviours)
Student Learning
Fully establish a guaranteed, cohesive, continuous and sustainable curriculum from Prep to year 6. / Year 1 /
- Document and monitor the implementation of a viable curriculum in all areas of Mathematics in terms of AusVELS
- Complete the documentation and implementation of a viable curriculum in all areas of English in terms of AusVELS. (focus on Writing and Reading documentation)
- Ensure high level thinking tasks are utilised in the curriculum ( a priority focus on mathematics).
- Implement teacher peer observation to improve teaching and learning
- Ensure quality teaching incorporating Explicit instruction, Guided practice, Collaborative practice and Independent practice (Gradual Release of Responsibility)
- Encourage teachers to make lesson learning intentions clear to students
- Provide Professional Learning through coaching, professional reading, PL sessions and mentoring (especially regarding high level thinking tasks)
- Ensure that we are providing differentiated classroom programs
- Commence documentation of a curriculum of core content to create a viable, cohesive sequential program in Mathematics in terms of AusVELS
- Ensure completion of Writing, Spelling and Reading documentation in line with AusVELS. Teachers will be implementing a sequential and cohesive curriculum
- Curriculum planning will show thinking skill focus
- An agreed peer observation implementation plan will be developed
- GRR model will be evident in teaching lessons
- Learning intentions evident in teacher planning documents
- All staff access Professional Learning. Best practice based on research will underpin teaching
- Each child will experience personalised instruction and be able to clearly articulate their learning goals
Year 2 /
- Complete the documentation and implementation of a viable curriculum in all areas of English in terms of AusVELS. (focus on Oral Language documentation)
- Complete the documentation and implementation of a viable curriculum in all areas of Mathematics in terms of AusVELS
- Implement teacher peer observation to improve teaching and learning
- Monitor use of Gradual Release of Responsibility in teaching practice
- Continue to provide professional learning through coaching, professional reading, PL sessions and mentoring
- Ensure that we are providing differentiated classroom programs
- Ensure completion of Oral Language documentation in line with AusVELS. Teachers will be implementing a sequential and cohesive curriculum
- Ensure completion of Mathematics documentation in line with AusVELS. Teachers will be implementing a sequential and cohesive curriculum
- Continue implementation of the agreed peer observation plan
- GRR model evident in teaching lessons
- Best practice based on research will underpin all teaching
- Each child will routinely experience personalised instruction and be able to clearly articulate their learning goals
Year 3 /
- Monitor implementation of AusVELS
- Monitor teacher peer observation to improve teaching and learning
- Monitoruse of Gradual Release of Responsibility in teaching practice
- Continue to provide professional learning through coaching, professional reading, PL sessions and mentoring
- Ensure that we are providing differentiated classroom programs
- All Teachers will be implementing a sequential and cohesive curriculum based on AusVELS
- Peer Observation will be accepted and valued by teachers
- GRR model will be embedded in teaching practice
- Best practice based on research will underpin all teaching
- Each child will routinely experience personalised instruction and be able to clearly articulate their learning goals
Year 4 /
- Monitor and reflect on the implementation of AusVELS
- Reflect and evaluate the impact of teacher peer observation on student learning
- Monitoruse of Gradual Release of Responsibility in teaching practice
- Continue to provide professional learning through coaching, professional reading, PL sessions and mentoring
- Ensure that we are providing differentiated classroom programs
- All Teachers will be implementing a sequential and cohesive curriculum based on AusVELS
- The value and impact of Peer Observation will be assessed by teachers
- GRR model will be embedded in teaching practice
- Best practice based on research will underpin all teaching
- Each child will routinely experience personalised instruction and be able to clearly articulate their learning goals
Student Learning
Ensure high functioning professional teams that have as a focus, the collection and analysis of a range of student data to enhance teaching and learning across the whole school. / Year 1 /
- Expand the use of additional assessment platforms such as OnDemand Testing, Literacy Benchmark Assessment System and the Maths Online Interview to ensure a triangulated approach to data.
- Utilise SPA to its optimal capacity to track every student’s learning outcomes and to inform teacher judgment
- Develop school-based excel spreadsheets to track every student’s learning data from Prep to Year 6
- Introduce the new Abilities Based Learning and Education Support (ABLES) assessment for at risk students below Year 3.
- Strengthen both horizontal and vertical moderation of student work to ensure shared high, consistent expectations of teachers and of student learning.
- Teachers to become aware of the Genre of Test Reading (Harvey and Goudvis)
- School Assessment Schedule will be revised and then fully implemented
- Spa is being used to inform teaching
- Develop school-based Excel spreadsheets of common assessment data
- Abilities Based Learning and Education Support (ABLES) assessment is being used
- Document moderation tasks.
- Teachers will have a better understanding of expected outcomes at AusVELS levels
- Children will be able to approach NAPLAN testing with skill and confidence
Year 2 /
- Refine the use of assessment platforms according to the School Assessment Schedule
- Ensure optimum use of SPA to track every student and inform teaching
- Implement school-based excel spreadsheets to track every student’s learning data from Prep to Year 6
- Ensure optimum use ofAbilities Based Learning and Education Support (ABLES) assessment for at risk students below Year 3.
- Continue to strengthen both horizontal and vertical moderation of student work
- Appling the techniques associated with the Genre of Test Reading (Harvey and Goudvis) is accepted practice
- School Assessment Schedule will be implemented
- Spa is being used to inform teaching
- Implement school-based Excel spreadsheets of common assessment data
- Abilities Based Learning and Education Support (ABLES) assessment is being used
- Teachers have a better understanding of expected outcomes at AusVELS levels
- Children approach NAPLAN testing with skill and confidence
Year 3 /
- Monitor the use of the School Assessment Schedule
- Monitor the use of SPA
- Monitor the use of school-based excel spreadsheets to track every student’s learning data from Prep to Year 6
- Monitor the use of Abilities Based Learning and Education Support (ABLES) assessment
- Continue to strengthen both horizontal and vertical moderation of student work
- Continue to apply the techniques associated with the Genre of Test Reading
- School Assessment Schedule implemented
- Spa used to inform teaching
- Monitor the use ofschool-based Excel spreadsheets of common assessment data
- Abilities Based Learning and Education Support (ABLES) assessment used
- Teachers understand expected outcomes at AusVELS levels
- Children approach NAPLAN testing with skill and confidence
Year 4 /
- Review the School Assessment Schedule
- Review the use of SPA
- Review Excel spreadsheets of student’s learning data
- Review the use of Abilities Based Learning and Education Support (ABLES) assessment
- Review the methods used in the moderation of student work
- Review the application of techniques associated with the Genre of Test Reading
- School Assessment Schedule reviewed
- Spa used effectively to inform teaching
- Review use of school-based Excel spreadsheets of common assessment data
- Abilities Based Learning and Education Support (ABLES) assessment used routinely
- Teachers across all levels use AusVELS in a consistent manner
- Children approach NAPLAN testing with skill and confidence
Student Learning
To develop an integrated and documented approach to the use of ICT across the school. / Year 1 /
- Begin to identify areas for further development arising from the e-potential survey
- Identify resources available for staff to support implementation of the broader curriculum
- Develop and document a scope and sequence for the teaching of ICT across the school
- Complete epotential survey annually and analyse results
- Share and document available resources for all learning areas
- Identify and purchase appropriate and relevant software for use in classrooms
- Publish scope and sequence in accordance with AusVELS
Year 2 /
- Ensure that pd is provided for staff to meet needs identified in e-potential survey
- Continue to identify and upgrade available resources for curriculum support
- Begin to Implement whole school scope and sequence for ICT
- Staff attend relevant PD
- Update documentation regarding available resources to support curriculum
- Update curriculum documents to reflect incorporation of ICT, and publish/report results
Year 3 /
- Monitor staff ICT requirements through e-potential survey
- Continue to provide relevant professional development and resources
- Adapt ICT scope and sequence as needed
- Analysis of Completed e-potential surveys
- Collect feedback from staff about resources available for curriculum support
- Updated curriculum documents to reflect adaptations to scope and sequence
Year 4 /
- Review and evaluate staff skills and knowledge in use of ICT
- Review effectiveness of ICT resources used to support curriculum
- Evaluate and update scope and sequence for explicit teaching of ICT
- Document the effectiveness of ICT implementation throughout the school