Stage 4 - consider all evidence

With the previous support of the Instructional Leader and a clear focus on improving the quality of the teacher, staff have an understanding of research informed practice, high impact teaching strategies and data/information analysis. Staff are in a strong position to replicate this into other subject areas, particularly Mathematics. The Instructional Leader has now retired so we will have a new IL for one day per week.

Consideration 1

There needs to be a strong emphasis on embedding quality teaching practices utilised in English across to other subject areas. Professional learning around conceptual mathematics understandings for all staff to remove the strong focus and reliance on a textbook to teach. Revisiting our learning around high impact teaching strategies and incorporating these will build on opportunities to challenge students in all subject areas.

Work with school services (LANSAs) or a numeracy coach/instructional leader to build mathematical knowledge and pedagogy. Also work with the LANSAs on formative assessment to reinforce the learning intentions and success criteria work. Opportunities for staff to develop their professional knowledge and understanding through the professional learning offered by schools services, which links with learning progressions. Opportunities to collaboratively design learning sequences and embed formative and summative assessment practices. Using CESE (What Works Best) and AITSL learning around effective feedback to guide student-student, teacher-student, and teacher-teacher.

Moving towards implementing learning walks or lesson study to extend the work we have started with teaching sprints provide extended opportunities for staff to collaborate develop feedback strategies and deeply reflect on teaching and learning. Using instructional rounds to guide our conversations and ensure feedback is well structured and supported.

> Strategic Direction 1: Student Growth and Attainment

Consideration 2

A school wide understanding of effective wellbeing practices to support student belonging. Developing an understanding of dispositions, trauma informed practice and teaching with poverty in mind to develop the skills and expertise teachers need to support the wellbeing of all.

Revisiting school wide procedures, policies and rules to reflect the needs of our current students and where to next.

Staff need time and contacts with people of expertise in this area in order to support their understanding and develop contextual based wellbeing practices with input from staff, students and the community.

> Strategic Direction 2: Wellbeing

Consideration 3

After careful consideration, we have decided to include 3 strategic directions. There will be a narrow and deep focus on one initiative for Strategic Directions 2 and 3. A focus on strategic decision-making processes by implementing structured analysis of the Question, Data, Analysis, Implications (QDAI) process to unpack the areas of Curriculum, Student Performance Measures and Educational Leadership.

The principal, utilising the support of the PSL and other school service staff, to develop and support an understanding of how to implement the QDAI process with school staff to ensure the continual improvement of all. This includes developing an understanding of qualitative and quantitative data, data triangulation to understand impact and where to next.

Embedding the QDAI process into analysing and evaluating impact of strategies and programs implemented. Having a research rich understanding of why we are doing what we do. Utilise CESE and AITSL documents to support skills, knowledge and understandings.

> Strategic Direction 3: Evaluative practices for school improvement

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