Goals and Actions for 2016

A 1.1.4.1 Our staff will join the schools of South 5 Cluster for the One Conference. The focus for this conference will be communion with our own staff and with the staffs of the other schools.

A 1.1.4.2 We will invite staff from other schools to attend our retreat twilights.

BG 1.2 We will prioritise a cohesive and integrated approach for the spiritual formation and professional learning of staff in Religious Education and Theology.

S 1.2.3 We will deepen and broaden the understanding of Catholic traditions, prayers and rituals as outlined in the Religious Education Curriculum. We will further explore Jewish contexts so that staff better understand the world behind the texts.

A 1.2.3.2 We will change the name of Wednesday afternoon prayer to Faith Formation and Development so that the focus shifts to a deeper commitment to explore and learn about texts together. We will share the mandated texts from the Religious Education Curriculum and explore the worlds of the text.

2 Learning & Teaching

BG 2.1 We will build our whole school knowledge and understandings in Social Emotional Learning and Behaviour and build a common language and pedagogy.

S 2.1.5 We will continue to promote the use of the Bounce Back program across the school. We will begin a review of the Beating Bully Bulldozer Program.

A 2.1.5.1 The Kidsmatter Committee will work on ways of promoting the key concepts from the Bounce Back Program.

A 2.1.5.2 We will begin a revision of the Beating Bully Bulldozer Program, beginning with Cycle 1.

BG 2.4 Our students and staff will be able to receive and give effective and regular feedback and use it to reflect on achievements and to create further learning goals.

S 2.4.2 Promote positive environments in which teachers can invite and receive feedback.

A 2.4.2.2 Staff will be given the opportunity to book times to either go into another teacher's classroom or have another teacher observe in their classroom and provide/ask for feedback. Relief staff will be provided for this to happen. Staff will need to identify what they want to be the focus of the observation in regard to student learning, how this will be measured and what the feedback will look like eg: strategies that could be tried or questions that could be asked.

S 2.4.3 We will develop more refined systems for providing feedback to students. This will be reviewed in reference to the design of and use of assessment pieces.

A 2.4.3.2 The Leading Learning Teacher will support staff in using more strategies for providing feedback to students, particularly for assessment pieces. Online feedback through LIFE and Sharepoint will be focus strategies.

BG 2.5 We will consistently and comprehensively engage with the Australian Curriculum, in planning and in learning and teaching and maintain a growth mindset, constantly seeking to improve our practice.

S 2.5.5 Familiarisation of all staff with the newly reviewed version of the AC.

A 2.5.5.1 Staff will commence new unit plans, using the revised editions of the AC.

S 2.5.6 We will review and update our feedback to parents.

A 2.5.6.1 We will review and update our report card in light of the release of the phase 3 ACARA subjects.

BG 2.6 We will review our data collection schedule on a regular basis to ensure that it is positively impacting on our planning, teaching and learning. We will more extensively use the data collection schedule and the BI Tool as tools for identifying student progress, strengths and weaknesses and identifying learning goals.

S 2.6.5 The new staff induction process will be updated to include the reviewed testing and data schedule, tracking processes and student portfolio requirements. Support will be given for test implementation and interpretation/synthesis of data.

A 2.6.5.2 The New Staff Induction Process will be reviewed at the end of the year in keeping with the newly revised and updated Data Collection Schedule.

S 2.6.9 We will update our Data Collection Schedule in line with the BCE system-wide monitoring tools for assessment mandated and/or recommended through the DELT strategy.

A 2.6.9.1 Information will be provided to all staff regarding the data requirements from BCE. We will also edit our data collection schedule to incorporate these data requirements.

S 2.6.10 We use assessment tools for a defined and well understood purpose.

A 2.6.10.1 Teachers participate in Professional Learning focussing on the purpose of assessment tools for monitoring and/or making judgements about progress eg PM. What do we use for planning? What do we share with students as feedback? What do we share with parents and when/why?

A 2.6.10.2 Term 1 2015 Staff on Planning Days with Belinda Emmi - Explore using the Big Ideas from Maths as a monitoring tool for tracking progress in Numeracy.

A 2.6.10.3 By Semester 2, 2016, teachers will identify a personal goal using data about student progress. This will be added to their 2016 Individual Development Plan (IDP).

A 2.6.10.4 2016 Staff Meetings Term 3 2015 - Professional Dialogue focussing on each staff member’s project to measure their impact on Student learning (Prayer and Share).

S 2.6.11 We revise our whole school data collection schedule and tools.

A 2.6.11.1 Staff Meeting 2016 Term 1 after Planning Days - Staff will explore our Data Collection Schedule in light of Visible Learning and make connections between the data we collect and how this can change the impact that we have on our learners. We will also look at the schedule in light of system expectations. We will use pre and post test data more comprehensively.

A 2.6.11.2 The Primary Leading Learning Teacher will explore methods of data collection not currently used and present these to the committee as options for consideration.

A 2.6.11.3 Teachers engage with the Writing Analysis as a means of gathering data about writing.

S 2.6.12 Our planning sessions have a focus on the data collected as a means for identifying learning goals and strategies for meeting these goals (Data Collection Schedule and BI Tool).

A 2.6.12.1 Ongoing from Term 4 2015 on Planning Days - Planning sessions start with the Focus part of the Brisbane Catholic Education Model of Pedagogy and the Data Collection which enables us to identify characteristics and needs of our learners through professional dialogue. The data available is printed and displayed making analysis and identification of needs more effective.

A 2.6.12.2 Print and display information sourced from the BI Tool for staff to begin planning days.

S 2.6.13 Teaching staff will explore ways of making all student learning all of our responsibility. This may be a whole school focus eg reading or more individual in order to embed a mindframe: I am a Change Agent (Committee decision). This process will help teachers to align, connect and refine their own learning plan/goals in light of learning and what we will continue to do, with a sharper focus.

A 2.6.13.1 The Visible Learning Team will explore the strategy of using a data wall to identify a focus for conversations as a whole staff on a common learning goal, strategies for reaching this learning goal and seeing student progress/measure our impact. This would involve collecting data from planning days and using this as a springboard for discussing a whole school area for improvement.

S 2.6.14 Staff have more extensive professional dialogue about the judgements made about progress for reporting to parents.

A 2.6.14.1 Committee Members will explore our SRS data to generate Professional Dialogue at staff meetings about making judgements on the five point scale in relation to the Achievement Standards. Eg Look at the year level requirements for reading.

BG 2.7 Teachers know and apply what we know about the impact of Hattie's Mindframes on learning and teaching.

S 2.7.1 Look at school documents and decision making in relation to what we know about John Hattie’s mindframes.

A 2.7.1.1 All teaching staff will explore further Hattie’s Mindframes and how these relate to our school documents and planning, particularly the Vision for Learning and Teaching (This was done with the Model of Pedagogy in 2015).

BG 2.8 LIFE LMS is used more comprehensively for Visible Learning.

S 2.8.1 Teachers more comprehensively use LIFE as a Learning Management System for teaching and assessing ie:LIFE LMS is used in all classrooms for feedback, making visible learning intentions and success criteria.

A 2.8.1.1 On planning days, LIFE is used to post learning intentions, success criteria (co-constructed) and forums for feedback.

A 2.8.1.2 Term 3 2016 - On each subject LIFE page, teachers will have the unit outline, the learning intentions, the success criteria and an exemplar to show the parents what the Achievement Standard looks like.

S 2.8.2 LIFE LMS will be used for sharing feedback.

A 2.8.2.1 In the classrooms, teachers give students feedback, on their work presented in LIFE and students engage in peer and self-given feedback.

3 Professional Practice & Collaborative Relationships

BG 3.1 We will continue to work as a community of professional learners where we feel comfortable and learn from being a critical friend for our peers and where peer feedback is valued and used to help us to grow as professional educators.

S 3.1.1 We will promote and reinforce our development as a community of learners, building collegiality in the staffroom and provide PL in areas of coaching and peer tutoring for key staff.

A 3.1.1.4 We will promote coaching courses for key staff, particularly members of the Visible Learning Team.

A 3.1.1.5 Staff will be given the opportunity to book times to either go into another teacher's classroom or have another teacher observe in their classroom and provide/ask for feedback. Relief staff will be provided for this to happen. Staff will need to identify what they want to be the focus of the observation in regard to student learning, how this will be measured and what the feedback will look like eg: strategies that could be tried or questions that could be asked.

BG 3.4 We will use the new Sparrow system online to record Whole School Goals and their aligned strategies and actions.

S 3.4.2 We will more comprehensively use Sparrow for recording and reporting school goals, strategies and achievements.

A 3.4.2.1 In 2016 we will exclusively use Sparrow for reporting Goals, Strategies and Achievements.

BG 3.6 We will further align the use of language, terminology and pedagogy across the school so that we provide an optimal learning environment for our students.

S 3.6.4 Regular communication occurs which builds common understandings about the language of Visible Learning

A 3.6.4.1 Ongoing - The parents and carers at our school continue to regularly receive information about learning intentions, success criteria, growth/fixed mindset, feedback, mindframes and positive learning dispositions through the newsletter and parent teacher meetings. They also get information about how they can support learning using this knowledge.

A 3.6.4.2 Term 3 - Information about learning will be shared with parents on LIFE.

A 3.6.4.3 Regular communication to parents via the school newsletter with information about learning using the language of Visible Learning. Regular communication with teachers in regard to professional learning about Visible learning.

S 3.6.5 We will build confidence in identifying learning intentions and co-constructing success criteria and using the levels of feedback.

A 3.6.5.1 Every term - 10 minute activity - 1 per term instead of Prayer and Share . All teaching staff know, understand and consciously work towards having a growth mindset and demonstrating this through communication and planning (MOP). This needs to be revised based on our Visible Learning Team Matrix for Immaculate Heart.

A 3.6.5.2 In Term 1 and 2, teachers share information about their learning intentions and success criteria and how they are using this for feedback. (eg: sharing an assessment tool) talking about the journey from Achievement Standard to Success Criteria that the students could use. Teachers could focus at this point on trialling co-constructed success criteria.)

A 3.6.5.3 Conduct Professional Learning opportunities for staff to read research, have professional dialogue and listen and engage with information around identifying Learning Intentions and Success Criteria.

S 3.6.6 We will use the Learning Progressions as a framework for conversations with learners about the curriculum in English and Maths.

S 3.6.7 Building confidence in identifying learning intentions and co-constructing success criteria and using the levels of feedback.

BG 3.7 We will strengthen and make explicit how our relationships and partnerships work successfully at Immaculate Heart.

S 3.7.2 We will use our learnings from Kidsmatter Component 3 (Working with Parents and Carers)to expand our strategies for building community engagement.

A 3.7.2.1 As a staff we will endeavour to communicate verbally and face to face with our new arrival families.

BG 3.8 Teachers from the VL committee engage with a member of BCE who will model giving feedback to teachers re co-constructing success criteria. Teachers work across classrooms to plan and give feedback to each other in co-constructing Success Criteria.

S 3.8.1 Timetabling and Resourcing enables teachers to work across classrooms in a formal manner and give and receive feedback re co-constructing Success Criteria.

A 3.8.1.1 Term 4 2016 - Timetable and budget for key people to co-construct success criteria and for a BCE person to model planning for and giving feedback re co-construction of success criteria.

4 Strategic Resourcing

BG 4.1 We will use Draft One of the Education Brief to direct and guide our facilities planning and applications and decision making in the school in an explicit and referenced way.

A 4.1.1.3 Review the Education Brief document in light of the Year 7 to Secondary move and other impacting factors.

A 4.1.1.4 The staff will review, update and add to the Education Brief, following review by the school board. The board review focussed on recording the work done to date in the document and updating information that has changed in the last five years. The focus for the staff will be on adding information in light of Visible Learning, LIFE LMS, the new Australian Curriculum and its revisions and other curriculum and pedagogical change.

BG 4.2 We will review and structure our 5 year plan for ICLT in order to cater for the growing need for technology across learning and teaching areas and also for administration purposes.

S 4.2.1 Perform regular reviews of the plan in light of technological developments, changes in available learning experiences and our developing and growing knowledge about rich use of ICLTs. We will also communicate these changes on an ongoing basis to relevant stakeholders.

A 4.2.1.6 Review our ICLT Action Plan and project ahead for the next 5 years. Implement the resulting components for 2016.

BG 4.3 We will complete our yearly review of components as part of our five yearly schedule of School Review.

S 4.3.5 Complete the review of components: 1.4 Social Action and Justice, 2.2 Responding to the Diverse Needs of Learners, 3.5 Accountability and Compliance and 4.5 School Improvement.

A 4.3.5.1 Train the Component Committee Chairs to collect and input data on Sparrow and complete the Component Reviews with feedback from staff meetings.

BG 4.5 We will review our Education Brief to update the information and to align our plans with current enrolment projections and pedagogical change.

S 4.5.1 We will review and update our Education Brief using advice and input from the School Board and staff.

A 4.5.1.2 We will review, update and add to the Education Brief in light of professional learning and school developments of the last 5 years and in particular the External School Review (2016).

BG 4.6 We will complete the External Review for the cycle 2012-2016.

S 4.6.1 Schedule and prioritise time and resources to complete the collation of data for the External Review.

A 4.6.1.1 Collect hard copies of resources and evidence where possible to facilitate the 3.5 compliance part of the review. Reference where other evidence can be sighted.

A 4.6.1.2 Collate evidence for the components from the five years into easily accessible folders. Reference where evidence that cannot be displayed can be sighted.

BG 4.7 Confidence is built and time is prioritised for practice of professional learning for staff.

S 4.7.1 A staff survey is conducted re confidence with learning to date in Visible Learning and actions are planned to address findings from the data.

A 4.7.1.1 Term 4 in 2015 and 2016. The Leading Learning Teacher conducts a staff survey re confidence with learning to date and actions are planned to address these findings. The committee for Visible Learning will respond to the data.

Goals and Actions for 2016

1 Mission and Religious Education

2 Learning & Teaching

3 Professional Practice & Collaborative Relationships

4 Strategic Resourcing