Buninyong Public School Plan 2015 – 2017
V1.1 [26 August 2014]
School Planning Buninyong PS
V1.1 [26 August 2014]
School background 2015 - 2017
SCHOOL VISION SCHOOL CONTEXT SCHOOL PLANNING PROCESS STATEMENT
V1.1 [26 August 2014]
Buninyong Public School is situated in East This plan was developed by staff, parents, students At Buninyong Dubbo with 308 students, 72% of whom identify and community. It is endorsed by the AECG. Public School, we as Aboriginal. Our mission statement, ‘building are committed to - Students and parents have been given the better futures’ reflects our commitment to building Providing opportunity to reflect, evaluate and plan with the strong bonds between the school, parents and the underpinning outcome to improve students learning a community. We are building a skills focused through a concerted approach to professional caring, cooperative learning environment. To respectful teaching practice, parental support and community prepare students for their future. The school is interventions. caring, supported by a number of initiatives including: The 229 pilot Local Schools, Local Decisions professio education reform, Schools as Community The school executive will have direct responsibility nal Centres, The Stephanie Alexander Kitchen and accountability for the implementation of the Garden program, Reading to Learn, Early Action annual, whole school, stage and team plans, as environm for Success, Language, Learning and Literacy well as whole school, team and stage evaluation ent. (L3), Targeting Early Numeracy (TEN) and Build, reports. Maths Matters, Bro Speak and Sister Speak. Our Through special education unit has one class for students a with severe intellectual disabilities and two This plan articulates the school’s priorities over the classes for moderate intellectual disabilities. The next 3 years and beyond for quality teaching and compreh school has a rich sporting heritage. Opportunities learning, quality and improves relationships and ensive, to participate in a variety of sporting events and quality and practical systems through coaching competitions, at all levels are supported. and mentoring. and Extracurricular activities include public speaking, balanced Engineering Challenges, Premier’s Spelling, participation in the local Eisteddfod and school curriculu performances with a focus on Aboriginal m that education. The P&C is an integral part of the school. Committed to working collaboratively with promotes the staff to enhance learning opportunities. achievem Students achieve in a safe, happy, respectful and ent and culturally diverse environment through quality teaching practices, Positive Behaviour for recognise Learning (PBL) and constructive and supportive s community involvement. Our vision is one of success for all as safe respectful learners. individual differenc e. While
V1.1 [26 August 2014]
promotin g self- discipline , persever ance, resilience and responsib ility.
School strategic directions 2015 - 2017
V1.1 [26 August 2014]
This page identifies the 3 strategic directions and the purpose of each one. Each strategic direction will: define the key improvements
To provide a The Buninyong Public School Coaching for Improvement: To ensure the delivery of a quality education, underpinned by methodology for Learning and Teaching project has been designed to rigorous pedagogy, effective partnerships and strong enhancing the provide opportunities for teachers to deeply explore their organisational structures that value community participation. personal leadership personal strengths and areas for development as skills of participants classroom practitioners. and provide them with important skills and capabilities in key learning areas critical to successful school improvement.
Strategic direction 1: Teaching, learning and leadership
V1.1 [26 August 2014]
PRODUCTS AND PURPOSE PEOPLE PROCESSES PRACTICES
Why do we need this How do we develop capabilities of our How do we do it and how What is achieved and particular strategic people to bring about transformation? will we know? how do we know? direction and why is it important? Students: Engage students in being Collection of data on the PBL Products: classroom problem solving To provide a a quality learner of literacy and process with a particular focus To create effective methodology for numeracy. on improving learning learning enhancing the personal In classrooms build students skills outcomes for ATSI kids has environments leadership skills of been identified to be participants and provide as self-evaluators of their learning implemented at Buninyong through peer them with important and ensure students set high PS. coaching by building skills and capabilities in key learning areas expectations for themselves. All staff will be included in the collaboration, critical to successful problem solving framework collegial school improvement. Build on Student Leadership opportunities through the SRC and student mentoring in and decision making process partnerships and that will include delivering the learning across the school K-6. achieving personal Staff: Through current best practice practices of peer coaching IMPROVEMENT and classroom problem learning goals. MEASURE/S pedagogy research, using a solving at a classroom and collaborative, considered and stage level. PBL data reflects a consistent approach to improved Use of qualitative and Data collection and analysis is used to decline in days lost to classroom instruction. Via a quantitative student suspensions. assessment data as a means evaluate and direct coaching/ mentoring model. to inform and improve and learning focus across PBL data used Community partners: Develop the improve school programming, the school. systematically to assessment and reporting reinforce school capacity of external organisations or Best Practice Guides practices, with writing as the directions in learning developed and agencies to work collaboratively to focus. and engagement. circulated via the enrich and extend teaching, learning various mini To increase the and leadership. professional learning number of LSES and communities. Aboriginal students in Leaders: Develop capacity to the top two skill bands analyse and communicate whole Evaluation plan: What are our newly of NAPLAN for both school data, focused on monitoring embedded practices Year 3 and 5. Through supervision, ensure and how are they and processing whole school growth Increasing numbers of data and systems are used integrated and in sync students reaching and performance. Assisting to formulate all changes in with our purpose? classroom environments literacy and numeracy classroom teachers to recognise benchmarks as and that “effect size” is Practices: Peer and understand the impact of their being considered when identified on the coaching study continuums. pedagogical decisions. changes are being put into place. teams and planning teams established to
V1.1 [26 August 2014]
monitor implementation of new initiatives and how they will determine the impact of each initiative on the students.
Increased role modelling of PBL expectation by school leaders with data systems and practices model used to direct all learning within the school.
Strategic direction 2: Personalised learning and professional practice
PRODUCTS AND PURPOSE PEOPLE PROCESSES PRACTICES
Why do we need this How do we develop capabilities of our How do we do it and how What is achieved and particular strategic people to bring about transformation? will we know? how do we know? direction and why is it important? Students: Students evaluate and A coach will work in the Products: Teachers direct their own learning through the school regularly to help will have the skills to individual teachers and and knowledge to The Coaching for establishment of individual learning stage teams achieve ensure they are Improvement: intentions that are based on their professional comfortable and Learning and reflective questioning and self- learning goals. confident to initiate Teaching project has assessment using the literacy and change and try new been designed to Developing a common numeracy continuums as success ideas and strategies provide opportunities language and criteria. within their own for teachers to deeply understanding about Staff: Through coaching and mentoring, classrooms. explore their personal effective teaching and staff will experience variety of delivery strengths and areas classroom instruction Staff professional methodologies including personal for development as
V1.1 [26 August 2014]
classroom coaching, presentations, facilitated Using classroom and learning goals practitioners. In line discussions, demonstrations and external data sets to aligned to the school with current research reflective questioning to improve inform learning and plan. underpinning school classroom practices. teaching decisions All staff focused on improvement. Provide opportunities for teachers to Discussing, observing the Australian engage in collaborative learning that and deconstructing Standards for builds capacity to identify and implement effective teaching Teachers (BOSTES) effective instructional practice. (Mini PLC strategies to guide their @ BPS) personal learning Learning more about goals, practices and Parents: Improved communication questioning, learning facilitate improved IMPROVEMENT systems that use social media as a prompts and graphic MEASURE/S teacher quality organisers base. through mentoring To improve student Community partners: External Reflective practice – the and coaching. outcomes through the mentor employed as a critical friend what , why and how Practices: Coaching, use of the Learning to ask reflective and data driven Continuums and PLAN Establishing a coaching practice and questions to all staff to provoke data across the whole foci – building a plan and reflection are used analytical thinking and challenge school. including evaluation to deliver growth schools systems and practices to Each teacher has a Current research on and improvement create change. professional learning pedagogy over time. plan that reflects the The power of quality The Early Action For key elements of quality Leaders: Enhance engagement through feedback Success model used teaching as described ongoing situational action learning. in the standards. to enhance the Developing a quality coaching and Increased accreditation personal professional of staff at appropriate learning plan mentoring initiative and higher levels of to improve learning knowledge and practice and engagement. outcomes for K-2 Evaluation plan: School students. PLAN data monitored Using the BOSTES every 5 weeks to teaching standards to ensure improvement define the work of and appropriate teachers and make interventions are being explicit the elements of implemented for high quality, effective students experiencing teaching in 21st century difficulties classrooms that will improve educational outcomes for students..
V1.1 [26 August 2014]
The school culture recognises leadership based on relevant experience as well as position
Strategic direction 3: Building sustainable communities
PRODUCTS AND PURPOSE PEOPLE PROCESSES PRACTICES
Why do we need this How do we develop capabilities of our How do we do it and how What is achieved and particular strategic people to bring about transformation? will we know? how do we know? direction and why is it Students: Engage students in To encourage home Products: important? programs to improve emotional support for learning Improved To ensure the delivery of resilience, social intelligence and through 3 way learning understanding of ESES a quality education, proactive leadership behaviours. and the implications for underpinned by rigorous processes that classroom learning pedagogy, effective Through the teaching of Wiradjuri language empowers carers and partnerships and strong across the K-6 environment with trained Establishment of a organisational structures tutors, students will develop a deeper students to be active Homework Centre that that value community understanding of their culture. participants in their promotes reciprocal participation. student/ parent /carer Staff: Develop individual and team capacity education system. interactive learning. to lead the whole school and community to enhance teaching practices through Buninyong Bucks incentives Use feedback on improved communication practices. are used to promote being at homework to create IMPROVEMENT school on time and ready for high positive effect size learning every day, on student learning. MEASURE/S Parents: Establish a collaborative
V1.1 [26 August 2014]
learning community with students, 100% of students have (Hattie) a developed parents, carers, community Create a two way members and teachers to support Improved attendance Personalised Learning communication system that rates through giving Plans written at 3 way student engagement and learning. supports active, regular and students self- conferences and To encourage Family – School constructive communication determining skill; using reviewed twice a year. Partnerships for the educational between school and home in the Walking Bus and Breakfast Club and benefit of all students beginning with all classrooms. Increased numbers of the use of the Schools as using Buninyong Bucks students and carers at Build staff capacity to to support the Community Centre. educational process. homework centre over collaboratively plan and three year. Community partners: Develop capacity of community partners (including business and program and What are our newly Increased attendance community organisations) to support the communicating embedded practices rates so that school and how are they school and contribute to opportunities and differentiated learning attendance is in line outcomes of students, especially the integrated and in sync with the state average. Buninyong Outreach Preschool. using the Every Student with our purpose? Parental/ Community Every School principles, Practices: Develop a groups requesting quality teaching elements proactive leadership information and Leaders: To promote and co-ordinate culture that supports education regarding community collaboration and partnerships and the literacy students through new reforms and numeracy continuums. collaborative decision learning. Evaluation plan: making, reflective HSIE and Science units Closely monitor data, practice, will reflect Aboriginal acknowledgement of perspectives with a student feedback, SRC success and addressing focus on Wiradjuri surveys, parent areas of improvement language across all attendance data and through professional classrooms. community survey learning, coaching and information. The school mentoring. will develop programs Reciprocal, respectful and strategies to improve communication between students, staff, parents in these areas as and the school required. community Promote reciprocal, respectful communication between students, staff, parents and the school community centred around student learning and wellbeing
V1.1 [26 August 2014]
Develop an agenda of professional learning to be delivered to the P &C to promote school programs and parental engagement.
V1.1 [26 August 2014]