School plan 2015 – 2017
Willow Tree Public School
3451
School background 2015 - 2017
School vision statement
School context
School planning process
Willow Tree Public School is an innovative and caring community
school. Our vision is to provide a high quality education and offer a
wide variety of academic, cultural and social opportunities for all
students in a safe, happy and engaging learning environment.
Willow Tree Public School is a P5 school with a student population
of 38. 8% of students identify as Aboriginal or Torres Strait Islander.
The school prides itself on being a cohesive community which
works closely with both parents and the wider community. This
partnership is critical to the success of our students and all parents
are valued and welcomed as part of the whole school community.
The school has a highly active P&C who invest highly in the
education of the children of today.
School enrolments have decreased over the past couple of years
with families relocating out of the area however; there has been
strong kindergarten enrolment numbers over the past three years.
Willow Tree Public School’s planning process began with consultation
with the school community. Ideas and information were collected using
two forms of data collection. Firstly, a Dreaming/Visioning proforma
was distributed throughout the school community asking for input on 3
main areas:
As a school community, we aim to focus on educational and academic
readiness for the big, wide world that lies ahead of our students. We
aim to do this through creating life-long learners who have an interest
in their community, their country and their world.
At the conclusion of their primary and secondary education, we
envision that our students will have developed self-confidence, pride
in themselves, respect for themselves and respect for others.
The school houses modern facilities in an aesthetic and active
learning environment. It is located just off the New England
Highway, 75kms South of Tamworth and 20kms South East of the
Quirindi township.
The school is organised into 2 mainstream classes (K/1/2 &
3/4/5/6). The school has 3 teaching staff (including a teaching
principal) one part-time School Administration Manager and a parttime SLSO. Global funds and a P&C allocation subsidise time for
both the SAM and the SLSO to provide full time administration.
The school has a climate of high expectations for both staff and
students. School management focuses on quality teaching and
learning. There are clear expectations of all school community
members (staff, students and parents) that every child will be
learning every day to the best of their ability.
The school has kept pace with advances in technology by installing
Interactive Whiteboards in every classroom as well as the use of
iPad technologies. The school has also recently established a PC
technology lab which is fully networked and has access to video
conferencing facilities.
Willow Tree Public School also has a strong sporting culture where
students are very active. Students regularly represent the school at
a Zone, Regional and State level.
‘Aim High’
-
-
Student Learning (What will learning for children/young people look
like? How will they learn? What will they learn? What skills and
values would we like Kindergarten students to have when they exit
Year 12?)
Staff and Leader Learning (How will teachers be learning, teaching
and leading?)
School Community Learning (What will the learning environment
look like? What partnerships are possible? How will parents/carers
support the learning process?)
Other (What are other opportunities to DREAM a different model of
education that reflects our future rather than our past.)
The other form of data collection took place with senior students using
iPad technologies to interview school community members (staff,
students, pre-school staff , cleaners, GA, etc) two questions:
What is one thing that you think is fantastic about WTPS?
Do you have any fresh, new, or innovative ideas that could
engage students in learning?
Willow Tree Public School has also joined forces in an alliance of
schools called the Liverpool Plains Community of Schools. This has
involved school leaders meeting on numerous occasions to develop a
shared strategic direction with a focus on teacher quality and building a
common, collective goal which will lead to future success for our
students.
Another strategy in developing this plan has been a high level of
collaboration with Wallabadah PS. Both schools share a great deal of
similarities and have formed a strong partnership in recent years with a
focus on professional learning. It is our aim to have this plan strengthen
this collaboration and guide future professional development between
the two small schools.
The school planning team has also worked closely with Regional staff to
develop the school plan in alignment with DEC priorities.
Willow Tree Public School - 3451
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School strategic directions 2015 - 2017
STRATEGIC
DIRECTION 1
STUDENT LEARNING
Building a school culture where
students take responsibility for
their learning, have educational
aspirations and ongoing
performance improvement.
Purpose:
All students at Willow Tree Public School will be actively engaged in
meaningful, challenging and innovative learning experiences. Learning
opportunities will be differentiated to cater for individual learning needs
(intervention strategies) and cross-stage classrooms while embedding
current research based pedagogies into teaching practice including
Assessment For Learning concepts.
STRATEGIC
DIRECTION 2
STRATEGIC
DIRECTION 3
BUILDING TEACHER
CAPACITY
COMMUNITY
PARTNERSHIPS
Collectively building teacher
capacity to ensure quality
learning for all.
Builds partnerships with
parents, families, local
businesses and community
organisations to improve
opportunities and outcomes
for students
Purpose:
Our learning community has identified that consistent quality learning
opportunities for all children can be provided through collaborative
teacher learning initiatives.
Teachers at Willow Tree Public School and in the Liverpool Plain
Community of Schools will continue to develop innovative approaches to
teaching and learning, assessment and measurement through quality
professional learning and evidence-based approaches.
Willow Tree Public School - 3451
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Purpose:
To continually build and increase community relationships and
community support of our students through a school-wide focus on
student equity, well-being and welfare programs.
Strategic Direction 1: STUDENT LEARNING
Purpose
People
Processes
Products and Practices
All students at Willow Tree Public School will be
actively engaged in meaningful, challenging and
innovative learning experiences. Learning
opportunities will be differentiated to cater for
individual learning needs (intervention strategies)
and cross-stage classrooms while embedding
current research based pedagogies into teaching
practice including Assessment For Learning
concepts.
STUDENTS – take responsibility and take an active role
in their learning including outcome achievement and selfassessment.
STUDENTS – become confident risk-taking learners who
demonstrate high order thinking skills
STUDENTS – demonstrate an increased range of
English and Numeracy skills.
- Professional Development for teaching staff in
Assessment for Learning to provide students with
engaging and challenging learning experiences.
WHAT IS ACHIEVED and HOW DO WE MEASURE?
Improvement Measures 2016
- Implementation of A4L components (Learning Goals,
Success Criteria, Exit Slips) in Numeracy lessons increase
levels of student engagement measured via lesson
observations, walk throughs and student surveys.
- As a result of improved assessment and feedback practices
(Student Learning Notebooks, NAPLAN Analysis, Learning
Continuum tracking), students in Year 5 and 7 achieve equal
to or greater than expected growth in NAPLAN Numeracy.
- Development of intervention strategies and ILPs will result
in student growth in reading levels measured using
Benchmark testing and literacy continuum tracking.
- The Leader In Me program implementation will improve the
school culture and environment having a positive impact on
student learning and engagement measured via student,
staff and school community surveys.
- SMART data analysis and development of a writing
program addressing identified student needs will result in
improved writing outcomes measured using external and
internal assessment data.
STAFF – will participate in professional learning
opportunities to effectively implement current researchbased pedagogies into their teaching practices.
STAFF – will provide engaging and innovative learning
opportunities for all students.
STAFF – will differentiate the curriculum by accessing
data, assessing for, as and of learning.
STAFF – will increase their knowledge and
understanding to effectively implement new NSW
syllabus documents.
PARENTS/CARERS – will participate in workshops to
build an understanding of current teaching pedagogies
and practices.
- Staff work collaboratively to increase student learning
through provision of effective feedback (Student
Learning Notebooks) and student self-assessment
(Student Learning Notebooks/Goal Setting).
- Student learning is supported through effective
intervention strategies and development of Individual
Learning Plans (ILPs).
- Staff develop effective assessment procedures and
data analysis strategies to guide teaching programs
and improve student learning outcomes in writing.
- Student progress is monitored and tracked on the
Literacy and Numeracy continuums.
- Staff participate and engage in professional learning
to develop an understanding of new NSW Syllabus
documents (Science, History & Geography) according
to DET timeline for implementation.
- Staff continue to develop a greater understanding of
digital technologies to support and enhance student
learning in an ever-changing world.
- Staff work collaboratively to develop Scope and
Sequences for new NSW Syllabus Documents.
- Implementation of The Leader In Me program across
the Liverpool Plains Alliance.
- Professional Learning for SLSO for delivery of
MultiLit program.
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Page 4
- Implementation of A4L components (Learning Goals, Success
Criteria, Exit Slips) in Numeracy lessons increase levels of
student engagement measured via lesson observations, walk
throughs and student surveys.
- As a result of improved assessment and feedback practices
(Student Learning Notebooks, NAPLAN Analysis, Learning
Continuum tracking), students in Year 5 and 7 achieve equal to
or greater than expected growth in NAPLAN Numeracy.
- Development of intervention strategies and ILPs will result in
student growth in reading levels measured using Benchmark
testing and literacy continuum tracking.
- The Leader In Me program implementation will improve the
school culture and environment having a positive impact on
student learning and engagement measured via student, staff
and school community surveys.
- SMART data analysis and development of a writing program
addressing identified student needs will result in improved
writing outcomes measured using external and internal
assessment data.
Strategic Direction 2: BUILDING TEACHER CAPACITY
Purpose
People
Processes
Products and Practices
Our learning community has identified that consistent
quality learning opportunities for all children can be
provided through collaborative teacher learning
initiatives.
Teachers at Willow Tree Public School and in the
Liverpool Plain Community of Schools will continue to
develop innovative approaches to teaching and learning,
assessment and measurement through quality
professional learning and evidence-based approaches.
STUDENTS –improvements in teacher practice will
facilitate growth in student capacity to engage as
learners both at and beyond school as confident and
creative individuals.
- Staff participate and engage in professional learning to
develop a shared understanding of effective teaching
practices based on Assessment For Learning.
WHAT IS ACHIEVED and HOW DO WE MEASURE?
Improvement Measures
- Implementation of A4L components (Learning Goals, Success
Criteria, Exit Slips) in Numeracy improves quality of teacher
instruction measured using lesson observations and program
supervision.
- Delivery of L3 and TEN (on completion of training) will provide
students with differentiated learning opportunities and improve
student learning outcomes measured using ongoing data entry
on PLAN and individual tracking on literacy/numeracy
continuums.
- Scope and Sequences developed for new NSW Syllabus
documents (Maths, Science, History and Geography) resulting in
greater teacher confidence to teach in these learning areas as
evidenced by classroom observations and program reviews.
- Staff achieve goals set in their personal Performance and
Development Plans evidenced through completion of planned
professional development and PDP review.
- Staff effectively use programming checklist and classroom
observations checklist to self-assess and guide teaching and
learning practices measured through program reviews and
lesson observations.
- All staff utilise a standardised programming proforma to improve
Numeracy teaching and learning programs that include
challenging learning goals and success criteria evidenced by
program review.
- Professional Learning around new NSW Syllabus documents
and collaborative development of school Scope and Sequences
increases teacher knowledge of syllabus content and their
confidence in curriculum delivery.
STAFF – As an alliance of schools, we recognise that
our teaching staff and school leaders have a variety of
strengths, developmental needs and capacities. DEC
Performance and Development policy and procedure will
provide a scaffold for further exploration of capacity
building for all staff (Great Teaching, Inspired Learning).
This will be supported by school-based planning and
professional learning to ensure transformation of
practice.
Teaching staff at each school will be professionally
developed, with a particular focus on implementation of
recent evidence-based pedagogy in ‘Assessment for
Learning’.
STAFF – will provide engaging and innovative learning
opportunities for all students.
STAFF – will differentiate the curriculum by accessing
data, assessing for, as and of learning.
STAFF – will increase their knowledge and
understanding to effectively implement new NSW
syllabus documents.
STAFF –Principals will develop a leadership alliance
focused on a systems leadership approach to current
reform agendas. Principals will lead the development of
their colleagues across schools in targeted areas.
- Build and support teacher capacity to incorporate and
differentiate curriculum strategies that meet the specific
learning goals and needs of their students into their
teaching practice through L3 and TEN Training and
implementation.
- Staff develop a Performance and Development Plan with
a personal goal aligned to the Australian Professional
Standards for Teachers
- Development of programming checklist and classroom
observations checklist to monitor teacher quality and
classroom practice
- Prioritising principal ‘leading and learning’ across DEC
reform agendas through collegial leadership, regular
collaboration and Principal Professional Learning for
improved resource allocation and sharing and teacher
capacity building.
- Review, revise and develop school Scope and
Sequences, Assessment and Reporting processes
through collaborative teaching and learning meetings.
- 100% of staff will develop a PDP with a personal goal
aligned to the Australian Professional Standards for
Teachers.
- Implementation of A4L components (Learning Goals, Success
Criteria, Exit Slips) in Numeracy improves quality of teacher
instruction measured using lesson observations and program
supervision.
- Delivery of L3 and TEN (on completion of training) will provide
students with differentiated learning opportunities and improve
student learning outcomes measured using ongoing data entry
on PLAN and individual tracking on literacy/numeracy
continuums.
- Scope and Sequences developed for new NSW Syllabus
documents (Maths, Science, History and Geography) resulting
in greater teacher confidence to teach in these learning areas
as evidenced by classroom observations and program reviews.
- Staff achieve goals set in their personal Performance and
Development Plans evidenced through completion of planned
professional development and PDP review.
- Staff effectively use programming checklist and classroom
observations checklist to self-assess and guide teaching and
learning practices measured through program reviews and
lesson observations.
- All staff utilise a standardised programming proforma to
improve Numeracy teaching and learning programs that include
challenging learning goals and success criteria evidenced by
program review.
- Professional Learning around new NSW Syllabus documents
and collaborative development of school Scope and Sequences
increases teacher knowledge of syllabus content and their
confidence in curriculum delivery.
PARENTS/CARERS – have been consulted in the
planning process. To ensure their maximum
understanding and support of our teacher capacity
building direction, communication about direction will be
regular, practical and celebratory in its nature. Joint P&C
information will be prioritised and widely published,
including strategies parents can use at home along with
parent workshops held in schools.
COMMUNITY PARTNERS – An expert facilitator will be
engaged across the schools to provide joint professional
learning around Assessment for Learning and evidencebased practices.
Willow Tree Public School - 3451
Page 5
Strategic Direction 3: COMMUNITY PARTNERSHIPS & STUDENT WELLBEING
Purpose
People
Processes
Products and Practices
To continually build and increase community
relationships and community support of our students
through a school-wide focus on student equity, wellbeing and welfare programs.
STUDENTS – feel a sense of pride and engagement in
Willow Tree Public School.
STUDENTS – become involved in community based
activities and represent the school with pride.
- Development and implementation of LPCS middle
schools strategy to provide improved transition
programs, learning continuums and technology skills
for all students Years 5-8.
WHAT IS ACHIEVED and HOW DO WE MEASURE?
STAFF – engage with, and make connections with the
wider community by promoting school activities within the
community.
STAFF – encourage the participation of the wider
community in school and classroom activities on a
regular basis.
STAFF – work closely with other schools/organisations
to provide smooth and meaningful transition programs for
students entering Kindergarten or transitioning to high
school.
STAFF – implement whole school wellbeing programs
with a focus on the ‘whole child’.
- Strengthening of transition programs for students
enrolling in Kindergarten from the on-site community
based Pre-School.
Improvement Measures
* The Leader In Me implementation has a positive effect
on school culture measured using community surveys of
key stakeholders and visual evidence of changes to
learning environments.
* Employment of a speech pathologist will improve
targeted student language skills measured using preentry assessment data and post program assessment
data.
* Strengthening the partnership with the on-site
community pre-school and collaborative development of
a transition plan will improve the school readiness of
incoming students measured through pre-school parent
survey.
PARENTS – act as advocates for the school within the
community through the support of school events,
practices and values.
PARENTS – where available, provide school with
financial support (P&C) for SLSO, student learning
activities and school excursions.
COMMUNITY
PARTNERS
–
engage
local
organisations/businesses (eg Lions, The Graze, LPSC)
to provide support to school activities where suitable.
- Employment of a private Speech Pathologist to work
with LaST targeting specific students (through
assessment) for individual speech program.
- Employment of SLSO (4hrs per day/4 days per
week) co-funded from P&C and school funds focusing
on support of student learning and wellbeing.
- Continue school involvement in KidsMatter Mental
health strategy in collaboration with Wallabadah Public
School.
- Community of school leadership opportunities for
increased inter-school promotion initiatives, such as,
Performing Arts, Community Participation strategies
and media opportunities.
- Implementation of ‘The Leader In Me’ program as
part of the Liverpool Plains Alliance including the
development of a Scope and Sequence.
- Review Willow Tree Public School’s Core Values and
wellbeing programs at school.
Willow Tree Public School - 3451
Page 6
- Staff professional learning for ‘Covey’s 7 Habits of Highly
Effective People’ and implementation of ‘The Leader In Me’
program strengthens school culture and identity measured
via parental, student and staff surveys.
- Strengthening the partnership with the on-site community
pre-school and collaborative development of a transition
plan will improve the school readiness of incoming students
measured through pre-school survey
- Employment of a speech pathologist will improve targeted
student language skills measured using pre-entry
assessment data and post program assessment data.
- Students, staff and parents share and demonstrate the
core values of the school and embrace ‘The Leader In Me’
program by working together in a cooperative and respectful
way measured using visual evidence of changes to learning
environments.