www.dumbleyungps.wa.edu.au 49 Taylor St, Dumbleyung WA, 6350 Tel: 08 9863 4068 Our Targets 2017—2019: Reading Increase the percentage of Pre-Primary to Year 2 students achieving at and above On-Entry progression point indicators in semester 2 each year (PP—1.0, Y1—1.5, Y2—2.0). Increase the reading growth of every stable cohort Year 3 by 2.5 NAPLAN bands when tested again in Year 5. Wring & Convenons Increase the percentage of Pre-Primary to Year 2 students achieving at and above On-Entry progression point indicators in semester 2 each year (PP—1.0, Y1—1.5, Y2—2.0). 100% of students achieving above naonal minimum standard in wring (NAPLAN) for year 3 and year 5. Mathemacs Increase the percentage of Pre-Primary to Year 2 students achieving at and above On-Entry progression point indicators in semester 2 each year (PP—1.0, Y1—1.5, Y2—2.0). Increase the percentage of Year 5 students achieving NAPLAN Numeracy bands of 6 and above. Increase the percentage of Year 3 students achieving NAPLAN Numeracy bands of 4 and above. Dumbleyung Primary School Strategic Plan 2017- 2019 www.dumbleyungps.wa.edu.au 49 Taylor St, Dumbleyung WA, 6350 Tel: 08 9863 4068 ‘Commitment to Achieve’
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Our Targets 2017 2019: ‘Commitment to Achieve’dumbleyungps.wa.edu.au/wp-content/uploads/2018/08/...49 Taylor St, Dumbleyung WA, 6350 Tel: 08 9863 4068 Our Targets 2017—2019:
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Dumbleyung Primary School Staff are committed to high quality teaching and building their capacity to deliver
quality learning opportunities within a safe and inclusive learning environment through professional reflection and
feedback.
We Will;
All staff open to growth and reflection opportunities for the purpose of refining their pedagogical practice
Peer and Principal observation to be undertaken by all teaching staff with written feedback against AITSL standards in a view of continuous improvement
Maintain staff growth through performance management & engagement in professional learning
Set high expectations and model high standards across the school
Conduct regular and detailed review of student performance data and use it to guide teaching and learning
Devise a whole school literacy/numeracy plan and refine our literacy/numeracy block
Provide a learning environment that is safe and inclusive
Provide effective and timely feedback to students
Provide opportunities to develop teaching strategies that engage, extend and enrich student learning
Enhance academic expectations in the Early Childhood setting
Use explicit teaching strategies which target the identified needs of learners
Provide ongoing professional learning for Teachers and Education Assistants
Milestones;
Staff transfer new knowledge and skills from professional learning and whole school initiatives into practice
All staff reflect against the AITSL standards regularly for continued development and growth
Raise the bar in our expectation and performance of students and selves
Use NAPLAN, SAIS and On-Entry data to feed planning for teaching and learning programs, individual targets and IEP’s
Develop teacher and education assistant skills in delivering timely and specific feedback to students for growth and improvement purposes
Look for trends in data analysis and explicitly teach student needs during the literacy and numeracy blocks
Identify areas of improvement in our staff skill set and access quality AITSL aligned professional learning
Performance Information;
Positive trends in performance and progress in Literacy and
Numeracy (NAPLAN) data
Higher performance of progression points for PP-2 students in
On Entry data
Achievement of recommendations in National Quality Standards
(NQS) plan
School-based student assessment data and work samples