Chatswood Public School External Validation 2017

Analysis

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In our self-assessment process the leadership team analysed and reviewed a range of evidence to support our judgement. The evidence set shows our ongoing commitment from school leaders to build positive teaching practice and to work together with other members of staff to achieve a common goal.

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SEF Connections

In regards to Learning Culture Chatswood Public school is Excelling as the learning environments we create in schools and settings plays an essential part in the achievement of students. Through the Quality teaching Rounds and QTSS allocated time, focus groups are able to concentrate on a part of the student learning environment discussing areas of strength and areas of improvement needed to make a difference. There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities. There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities. The Aspiring Leaders Program (EOI) allows the school to use skills from staff within the school to strengthen and deliver on school priorities by using expertise within the school while fostering the development of leadership skills. Team teachers at Chatswood Public School has worked collaboratively to develop their teams to move to the online program. Each individual teacher is at different stages of their mastery of using Google Drive however, there is been great collegial support amongst staff including a workshops run by a Certificate 1 ‘Google classroom teacher’ on using online programming. Two staff members from each stage also engaged in a registered professional development course on google drive and in-serviced their stage teams on using this resource more effectively and efficiently. This was initiated from requests by stage teams for more in-servicing, demonstrating the willingness to be involved in continuous professional learning.

 

In regards to Wellbeing Chatswood Public School is Sustaining and Growing.  Quality teaching and professional practice are evident in every learning environment, providing students with opportunities to connect, succeed and thrive that are relevant to their stages of learning and development. The school consistently implements a whole school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment.  Quality teaching and professional practice are evident in every learning environment, providing students with opportunities to connect, succeed and thrive that are relevant to their stages of learning and development.  This is nurtured through the Aspiring Leaders Program with teachers’ knowledge and skills being developed and shared.  An example of this is the assistant principal leading the Learning and Support Team with the guidance of the principal and deputy principals as required. The Mentoring Program fosters positive, respectful relationships between staff in turn promotes student wellbeing and respectful relationships between staff and students and between students. The Mentoring Program increases teacher capacity and wellbeing as they see improvements in their teaching practice and in student learning outcomes. Teachers who are new to the school are able to learn about the behavioural expectations of the school and ways to create a positive teaching and learning environment. The survey indicates that quality teaching and professional practice are evident on a regular basis both from the school's leaders and collegially between classrooms. Teachers regularly discuss strategies and support each to create learning environments that provide new learning opportunities for their students

 

In regards to Curriculum and Learning Chatswood Public School is Sustaining and Growing because extra-curricular learning opportunities are significant, support student development, and are strongly aligned with the school’s vision, values and priorities. There are systematic policies, programs and processes to identify and address student learning needs. There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities, as well as identify, address and monitor students learning needs. Quality teaching and professional practice are evident with students provided with opportunities to connect, succeed and thrive relevant to their stages of learning and development.

 

In regards to Assessment and Reporting Chatswood Public School is Sustaining and Growing and has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels. The school has developed explicit processes to collect, analyse and report internal and external student and school performance data. The school has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels.

 

 

In regards to Student Performance Measures Chatswood Public School is Sustaining and Growing and Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices.

 

In regards to Effective Classroom Practice Chatswood Public School is Sustaining and Growing, Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching. Students receive timely specific feedback to students on how to improve. Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice.  The Quality Teaching Rounds allow teachers to mentor each other and build collegial dialogue to enhance teaching and learning practice. The Quality Teaching Rounds include classroom observations and evaluation of the lessons. At the end of 2016 an internal survey was conducted with overwhelming positive results.

 

In regards to Data Skills and Use Chatswood Public School is Sustaining and Growing because teachers incorporate data analysis in their planning for learning. Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps for improvement. The school leadership team engages the school community in reflecting on student performance data.

 

In regards to Collaborative Practice Chatswood Public School is Sustaining and Growing and identifies expertise within its staff and draws on this to further develop its professional community. Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice. Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups. Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups. The school identifies expertise within its staff and draws on this to further develop its professional community. Moving to online programs were included in the school executive plan. In addition to collaborating on quality learning experiences, teachers regularly use the online program and program feedback to evaluate the effectiveness of their own teaching practices. Processes are in place to provide informal and formal training allowing teachers to mentor each other and build collegial dialogue to enhance teaching and learning experiences through more workshops during staff and team meetings. Teachers provide and receive feedback from their peers and school leaders to improve teaching practice. They work together to improve teaching and learning.

 

In regards to Learning and Development Chatswood Public School is Sustaining and Growing and teachers actively share learning from targeted professional development with others. There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas. Teachers are actively engaged in planning their own professional development to improve their performance. Teachers actively share learning from targeted professional development with others. There is a focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas. The Aspiring Leaders Program facilitates and supports teachers to actively engage in planning their own professional development and to improve their performance in the area of leadership.  This is evident in school wide opportunities for all staff to develop leadership skills and build the capacity of Chatswood Public School.

                                                        

In regards to Professional Standards Chatswood Public School is Sustaining and Growing as teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals. Teachers work beyond their classrooms to contribute to broader school programs. Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals. Teachers work beyond their classrooms to contribute to broader school programs. Teachers participating in the Aspiring Leaders Program and other leadership opportunities within the school work beyond their classrooms to contribute to broader school programs. All staff are given opportunities to contribute to school programs beyond their classrooms. This can be in the form of being given opportunities to be part of the school leadership team via the Aspiring Assistant Principal (EOI) or other areas throughout the school including co-ordinating clubs, co-ordinating scripture, co-ordinating the Ready for Life, Ready for Success  programs to occur within our school. Beginning and early-career teachers are provided with targeted support in areas of cooperatively identified needs. Staff attainment of professional goals are part of the school’s performance and development processes. The school has a culture of supporting teachers to pursue higher-level accreditation. Teacher mentors and teachers being mentored are working beyond their classrooms on this program.

 

In regards to Leadership Chatswood Public School is Sustaining and Growing.  The school’s leadership strategy promotes succession planning, distributed leadership and organisational best practice. Leadership development is central to school capacity building. The school leadership team makes deliberate and strategic use of its partnerships and relationships to access resources to enrich the school’s standing within the local community and improving student outcomes. Leadership development is central to school capacity building. Staff have purposeful leadership roles based on professional expertise. Leadership development is used to drive continuing whole school improvement.  Many programs within the school include connections with external agencies such as the music program, Sports Pro, excursions, incursions, dance, drama, choir, music e.g. Sydney North Dance, Eisteddfod performances, invitations to participate in performances beyond the school. The school provides support and feedback at a collegial and school leader level to build teacher capacity.

 

In regards to School Planning, Implementation and Reporting Chatswood Public School is Sustaining and Growing because there is broad understanding of, and support for, school expectations and aspirations for improving student learning across the school community. Staff are committed to, and can articulate the purpose of, each strategic direction in the school plan.

 

In regards to School Resources Chatswood Public School is Sustaining and Growing and the Quality Teaching Rounds provide opportunities for succession planning and leadership as each Professional Learning Group requires a leader to organise, lead discussions and ensure the process is run smoothly. Eight participants had the opportunity to attend the two day training course run by the University of Newcastle to ensure a common understanding of the process and the expectations required. Effective allocation of school resources including financial is necessary in the positive and successful implementation of this project at Chatswood Public School. Moving away from individual classroom programs has provided opportunities for staff with skills and expertise in certain Key Learning Areas to contribute and share their knowledge with their stage or take a lead to influence whole school programs. Resources for areas concerned are shared and therefore used more effectively amongst staff. Workforce planning supports curriculum provision and the recruitment of high quality staff.  Through workforce planning the recruitment of high quality staff enables the Mentoring Program to be successfully implemented to support teachers in delivering curriculum content leading to high level achievement of outcomes by a very large percentage of the school student population.  This is evident in our NAPLAN results.  Through the Mentoring Program the school leadership team and teachers learn from each other flexibly use physical learning spaces and to equitably share use of technology so it is accessible to all staff and students.

 

In regards to Management Practices and Processes Chatswood Public School is Sustaining and Growing and throughout the school staff are encouraged and given the opportunity to participate and contribute to specific school programs, management practices and processes and opportunities that encourage and foster the development of leadership skills. This demonstrates our commitment to improving the professional effectiveness of school staff while using professional expertise within the school to further develop management systems, structures and processes to achieve continuing school improvement.