School plan 2018-2020Glenmore Park Public School 4591

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School background 2018–2020

School vision statement School context School planning process

Glenmore Park Public School aims to empower allstakeholders to become successful life long learnersthrough effective communication and collaborativepractices that cater for the whole child to adapt in becomingcreative and reflective modern learners.

Glenmore Park Public School was established in 1996 andcurrently has an enrolment of 660 students, of which 18%come from a language background other than English and6% identify as Aboriginal or Torres Strait Islander.  Theschool has a highly dedicated and hard working staffcomprising of 45 teachers and 13 Support andAdministrative Staff.  Glenmore Park Public School has aSupport Unit for students with additional needs. There aretwo Multi Categorical classes and one Autism class.

The school is strongly supported by the parents/carers andcommunity in general. The school has a ParentConsultative Group (PCG) with two working parties:Belonging and Fundraising. 

Consultation with students, parents/carers and staffoccurred throughout the process of developing this plan.Information collected from all stakeholders was consideredwhen decisions about the Products and Practices weremade.

Information was collected via surveys, forums and planningsessions.

 The Melbourne Declaration was used as springboard fordiscussions on purpose, whilst DoE reforms provided theoperational context.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Teaching & Learning

STRATEGICDIRECTION 2

Culture & Values

STRATEGICDIRECTION 3

Student Achievement andEngagement

Purpose:

That highly skilled staff will develop a deeperunderstanding of the curriculum through collaboration andan inquiry based approach towards next practice.

To support all students to become creative, collaborativeand resourceful critical thinkers through authentic learningopportunities.

Purpose:

To establish a school ethos of respect and inclusivity thatnurtures the whole child and values the input of allstakeholders.

Purpose:

To maintain and grow a school environment that enhancesstudent engagement in learning and fosters a sense ofbelonging, that results in active and informed citizens.

To provide every student with the opportunity to achieve,and to recognise and celebrate that achievement.

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Strategic Direction 1: Teaching & Learning

Purpose

That highly skilled staff will develop adeeper understanding of the curriculumthrough collaboration and an inquiry basedapproach towards next practice.

To support all students to become creative,collaborative and resourceful criticalthinkers through authentic learningopportunities.

Improvement Measures

All staff are using an inquiry basedprofessional learning model focussed ondata informed, evidence based practice toinform the teaching and learning cycle.

Teachers will have an in–depthunderstanding of formative assessmentstrategies that is evidenced in reflectiveclassroom practice.

All students are showing growth against thelearning progressions in both literacy andnumeracy.

People

Students

All students will develop an understandingof their required learning pathway.

Staff

Staff have a greater understanding of awider range of formative assessmentstrategies, leading to evidence basedpractices that inform teaching and learning.

Leaders

Leaders will facilitate and guide an inquiryprocess that enables staff to feel confidentand supported with formative assessment,evidence based practices and the learningprogressions.

Parents/Carers

Parents and carers will be consulted andinformed of the school initiatives to enablea common language and understandingacross the school community.

Community Partners

Community partners provide and enhancethe development of sustainableprofessional learning networks within andacross Department of Educationboundaries.

Processes

The professional learning model of Spiralsof Inquiry continues to allow staff tocollaboratively plan and implementevidence based practices into theirteaching.

Formative assessment strategies in studentself assessment and questioning will beintroduced and embedded into classroompractice complementing existing strategies.

Uninterrupted morning literacy sessionsusing all available human resources.

Evaluation Plan

• PLAN data

• Continuum tracking sheets

• Program supervision

• QTSS time

• Discussions in Spirals of Inquiry andteam meetings

• Staff Surveys

Practices and Products

Practices

Staff and students will make the learningpublic to create an informed schoolcommunity.

Staff will have undertaken professionallearning in effective questioning andstudent self assessment, enabling theimplementation of a school–wide consistentapproach.

Staff will effectively use the learningprogressions in conjunction with thesyllabus to inform their teaching andlearning.

Products

All staff participate in Spirals of Inquiry touse evidence based practices to informtheir teaching.

Effective questioning and student selfassessment is evident in all classrooms.

All staff are using evidence based practiceswithin the teaching and learning cycle.

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Strategic Direction 2: Culture & Values

Purpose

To establish a school ethos of respect andinclusivity that nurtures the whole child andvalues the input of all stakeholders.

Improvement Measures

There is early identification of at riskstudents.

Resources are directed according to needin order to support students.

There is an increase in attendance andparticipation of families and communitymembers at school events as well asincreased participation in the schooldecision making process.

Students participate in a range of wellbeing programs.

People

Students

Students value and respect the diversity ofbackgrounds and cultures within the schooland embrace individuality.

Staff

Staff reach out to the community tocelebrate successes, student progress andschool initiatives.

LaST/Support Teachers support andcollaborate with staff, empowering targetedchildren in the learning process throughobservation and data collection.

Parents/Carers

Parents and carers communicate ideas andcontribute to school decision makingprocesses.

Parents and carers stay informed withschool programs and initiatives and valueeducation and the role of the school in theirchildren's lives.

Parents and carers advocate for the schoolin the wider community.

Community Partners

Community partners are informed aboutschool initiatives and ways that they cansupport and contribute.

Processes

Students are supported to engage withtheir learning and experience successwithin all facets of school life.

Parents, carers and the community areinvested in the success and vision of theschool.

Diversity is celebrated and there is aculture of respect and inclusivity amongstall stakeholders.

Evaluation Plan

• Event attendance rolls

• LST statistics

• Triangulation of data – PLAN, LaST,NAPLAN

• Community engagement includingsocial media

• PCG attendance

• Timetabling of additional humanresources

• Surveys & Tell Them For Me

Practices and Products

Practices

The PCG continues to operate as a forumfor parent/carer input into the running of theschool.

Classrooms are linked to authenticaudiences through school events, onlineplatforms and community partnerships.

Children's backgrounds are valued andincluded in the classroom and throughwider school awareness.

Students' needs are identified early andmonitored closely.  School resources aredirected to optimise support and impact.

Products

Parents and carers are invested in thesuccess of students and the school andparticipate in the PCG and school events.

Students view school activities and projectsas meaningful and important to their worldbeyond the classroom.  They see theinherent value in what they do and feelempowered to make change in the world.

Students experience a deep sense ofbelonging in their classrooms and the widerschool.

Resources are directed in a timely mannerto support students as needs arise andhelp them to achieve success.

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Strategic Direction 3: Student Achievement and Engagement

Purpose

To maintain and grow a schoolenvironment that enhances studentengagement in learning and fosters asense of belonging, that results in activeand informed citizens.

To provide every student with theopportunity to achieve, and to recogniseand celebrate that achievement.

Improvement Measures

Every student believes they are capable ofachieving growth in their learning and canname two people in our school that believethey can achieve success.

All students are actively setting their ownlearning and school citizenship goals andare assessing their own achievement.

Students are actively engaging in theopportunities available to them to contributeto a positive school environment.

People

Students

Receive coaching and encouragement inpersonal goal setting.

Develop an understanding of learning andcitizenship success criteria – what goodlooks like – so they know where their goalsshould be leading them.

Have opportunities to collaborate, lead,communicate, support, recognise andcelebrate each other.

Staff

Actively engaged in adapting to their roleas a facilitator of learning.

Are confidently integrating modernpedagogies in a meaningful way.

Are modelling goal setting and self–assessment.

Are explicitly teaching students how to be acontributing citizen in our schoolenvironment.

Leaders

Are ensuring the integration of an engagingcurriculum, inquiry learning, goal setting,self–assessment.

Are actively fostering a collaborative,collegial team culture.

Parents/Carers

Are joining in the celebration ofachievement through physical attendanceat events and engagement through social

Processes

LEARNING ENGAGEMENT:

Setting and assessing learning goals.

Co–constructing Learning Intentions andSuccess Criteria.

Integrating modern pedagogies and flexiblelearning spaces.

Collaborating on planning andprogramming.

LEARNING ACHIEVEMENT:

Students believe they can achieve growth.

Students name 2 people who believe inthem and their success.

Recognising and celebrating learning andcitizenship achievements.

Collaborative planning and programming.

ENGAGEMENT IN SCHOOLENVIRONMENT

Students experience a sense of belonging.

All school citizens are setting andassessing citizenship goals.

Students are engaging in opportunities tocontribute to a positive and inclusive schoolenvironment

Evaluation Plan

• Attendance data – staff, students,parents

• Discussions at team meetings

• Belonging survey

Practices and Products

Practices

Teachers are assisting all students tounderstand that they have an essential roleand a personal responsibility in making ourschool a positive environment for learning.Students are setting their own goals tocontribute to this.

Students have opportunities to recogniseand celebrate each other's achievements.

All teachers are implementing a relevant,engaging and motivating curriculum andlearning environment.

The school community is lifting the profileof leadership opportunities like the SRC asa means for students to take ownership ofour school environment.

Products

Students indicate a clear understanding oftheir learning progress, and the successcriteria of their learning – this is reflected intheir learning goals.

Student citizenship goals are being set andself–assessed by every student in everyclassroom.

Modern pedagogies are integrated into dayto day programming. Students are engagedin collaborative learning opportunities andinquiry–based learning.

Students have access to flexible learningspaces.

Teachers have implemented opportunitiesfor students to recognise and celebrateeach other's learning and citizenshipachievements, within the context of the

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Strategic Direction 3: Student Achievement and Engagement

People

media.

Are supporting school programs, initiativesand events.

Processes

• Tell Them From Me

• Involvement in extracurricular activities

• PBL data

• Program supervision

• QTSS

• Extra Curricula data

Practices and Products

PBL framework. eg weekly student–votedorange award

Students and teachers are involved inmaking learning public – students arechoosing their own work samples to shareand celebrate.

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