MARTON PUBLIC SCHOOL
School Plan 2012 -2014
CREATING THE CHANGE…MAKING A POSITIVE DIFFERENCE.
SCHOOL PLAN 2012 ‐2014
SCHOOL CONTEXT
Marton Public School provides students with rich educational experiences catering for individuals needs in a community oriented learning environment. Staff are organised in Stage
Teams with support from Executive members. Parental expectations are high and striving for excellence forms part of the school ethos. All Staff members are committed to
providing a quality learning environment where students are happy and feel valued. The Staff maintains a standard of excellence through ongoing Professional Learning and by
providing sequential, challenging and innovative teaching and learning programs. A wide range of extra-curricular activities is offered to all students and the school has a high
reputation in the wider community for its strong academic results and achievements in sporting and creative arts endeavours.
The school also focuses on environmental initiatives and aims towards continuous improvement in sustainability targets.
SCHOOL IDENTIFIED PRIORITY AREA/S
INTENDED OUTCOME/S
 Increased levels of Literacy and Numeracy achievement for every student in line with State and
Regional targets.
Literacy and Numeracy
 Best Start data will provide guidance for improved planning in the yearly years.
 Strengthened teacher capacity to improve student learning outcomes in Literacy and Numeracy.
 Appropriate and innovative assessment and reporting practices are embedded in all teaching and
learning programs and practices.
 Enhanced teacher capacity to provide quality teaching and learning through the integration of ICT.
Curriculum and Assessment
 Clear alignment between the implementation of curriculum, professional learning and students
learning needs.
 Strengthened Leadership and Management and team building capacity of all School Staff,
Executive, aspiring leaders and Principal to strategically drive school improvement.
Leadership and Management
TARGETS
 To improve student learning outcomes in Literacy and Numeracy through quality teaching and learning strategies.
 Increase performance in writing with a focus on punctuation and grammar, paragraphing and elaborating. Our target is to move students in our school from the middle
bands to higher bands by 5% in 2012; 15% in 2013 and 18% in 2014.
 Increase performance in reading with a focus on inferential and applied comprehension. Our target is to move students in our school from the middle bands to higher
bands by 5% in 2012; 15% in 2013 and 18% in 2014.
 Increase the number of Year 3 students in Numeracy bands 5 and 6 from an average of 11.5% in 2011 to 13.5% in 2012, 16% in 2013 and 19% in 2014 with an
emphasis on improvement in the areas of Working Mathematically, 2D and 3D shapes, Fractions and Patterns and Algebra.
 Increase the number of Year 5 students in Numeracy band 8 from 9% in 2011 to 11% in 2012, 13% in 2013 and 15% in 2014 with an emphasis on improvement in the
areas of Working Mathematically, 2D and 3D shapes, Fractions and Patterns and Algebra.
 Cohesive staff teams engaged in strengthening differentiation in teaching and learning practices to meet the needs of all learners.
 Evidence based best practice in feedback and assessment is reflected in all teaching programs and practices.
 Teaching and learning programs and practices reflect the integration of ICT to enhance learning.
 The Leadership Team develop leadership capacity as educational leaders through professional dialogue sessions, focussed professional learning, mentoring,
supervision and team building.

Educational Leaders who demonstrate an enhanced understanding and expertise to lead and manage curriculum change.
PRINCIPAL’S SIGNATURE:
SED ENDORSEMENT:
DATE:
 Increased levels of Literacy achievement
for every student in line with State and
Regional targets.
 Best Start data will provide guidance for
improved planning in the early years.
 Strengthened teacher capacity to improve
student learning outcomes in Literacy.
STRATEGIES
 To improve student learning outcomes in Literacy through quality teaching and learning strategies.
TARGET/S
OUTCOME/S
SCHOOL IDENTIFIED PRIORITY - LITERACY
 Increase performance in writing with a focus on punctuation and grammar, paragraphing and elaborating. Our
target is to move students in our school from the middle bands to higher bands by 5% in 2012; 15% in 2013 and
18% in 2014.
 Increase performance in reading with a focus on inferential and applied comprehension. Our target is to move
students in our school from the middle bands to higher bands by 5% in 2012; 15% in 2013 and 18% in 2014.
INDICATORS
 Pre and post testing of students in paragraph
writing. Collection of work samples. Comparison of
work samples with rubrics based on NAPLAN
Writing marking guide. Focus group which
evaluates progress each term (years 2-6 provide
work samples each term). Smart data analysis by
all staff. Programs guided by smart data and
suggested strategies.
 Rubrics developed and utilised at
all stages of the learning cycle by
all teachers.
 Designing and implementing new scope and
continuum for Grammar and Punctuation based on
the National Curriculum.
 Continuum developed, trialled and
implemented consistently by Staff.
 Implement the Best Start Assessment Program
(K-2) to identify literacy learning and use this
information to plan and deliver quality early years
literacy teaching.
TIMEFRAME
2012
2013
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RESPONSIBILITY
2014
Literacy Team
All Staff
Focus Group
Executive
 Parents and pupils trained in
understanding rubrics.
 Teachers effectively employing
the strategies from SMART to
cater for the needs of all students
in their classroom.
 Professional dialogue at team
meetings and program reviews.
 Best Start data is collected and
analysed using the Literacy
Continuum.
 Literacy Planning and
Programming is explicitly informed
by Best Start assessment and
analysis.
 Best Start strategies are evident in
programs and practice K-2.


Literacy Team
All Staff

Early Learning Team
K-2 Team
K-6 Team
T4
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
2012
 Implementation of a program where staff are trained
in the teaching of grammar and punctuation;
paragraphing and elaborating; and inferential and
applied comprehension. This program will consist
of a minimum of 10 hours of training each year in
staff, stage and team planning meetings. Smart
data analysis.
 Teachers explicitly teaching
grammar, punctuation and
cognitive and metacognitive
comprehension strategies.
 Implement a series of parent workshops on reading
in Year K-6 including comprehension strategies and
how to support their children at home.
 Parents report a greater
awareness of how to support their
child at home with reading.
 Use whole school and team planning processes to
identify aspects of literacy underperformance and
enrichment for particular student cohorts and for
individual students.
 All teachers trained in the use and
analysis of student data to cater to
students needs (DASA).
 Develop consistent practices to engage high
performing students.
 TPL for curriculum differentiation.
 All staff develop a shared
understanding of NAPLAN data
and its consistent use across all
stages to identify and meet the
need of individual students and
groups of students to inform
teaching and learning programs
and strategies.
2013
2014
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All Staff
P.L. Team
STLA & DSTLA
Literacy Team Leader
All Staff
Literacy Team
PL Team
 IEP’s developed for low
performing students (At risk
students or those who achieve in
the lowest two bands in
NAPLAN).
 Teachers participating in
professional dialogue to develop
shared understanding of the
curriculum differentiation.
 Staff programs and practices
reflect clear differentiation of
learning activities for all pupils.
Stage Teams
 Continued implementation of Focus on Reading.
 Teachers assess students using
comprehension learning
sequence and track progress on
the continuum.
2012
2013
2014
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All Staff
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
Literacy Team
All Staff
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
Executive Team
 Teacher programs and practices
reflect use of comprehension
strategies in modelled, guided and
independent reading
 Purchase high interest authentic literacy resources.
 Book boxes
 Teachers utilise authentic texts in
their literacy programs.
 National English curriculum implemented in line with
DEC and Regional expectations.
 Training and support provided for
teachers in the understanding and
use of the Curriculum.
All Staff
 Increased levels of Numeracy achievement
for every student in line with State and
Regional targets.
 Best Start data will provide guidance for
improved planning in the early years.
 Strengthened teacher capacity to improve
student learning outcomes in Numeracy.
STRATEGIES

 Increase the number of Year 3 students in Numeracy bands 5 and 6 from an average of 11.5 % in 2011 to 13.5% in
2012, 16% in 2013 and 19% in 2014 with an emphasis on improvement in the areas of Working Mathematically, 2D
and 3D shapes, Fractions and Patterns and Algebra.
 Increase the number Year 5 students in Numeracy Band 8 from 9% in 2011 to 11% in 2012, 13% in 2013 and 15%
in 2014 with an emphasis on improvement in the areas of Working Mathematically, 2D and 3D shapes, Fractions
and Patterns and Algebra.
INDICATORS
 Structure a professional Learning plan for teachers to
improve the richness and depth of their numeracy
teaching and assessment:

 To improve student learning outcomes in Numeracy through quality teaching and learning strategies.
TARGET/S
OUTCOME/S
SCHOOL IDENTIFIED PRIORITY - NUMERACY
Build capacity by staff undertaking relevant
stage based professional mathematics
learning projects; Early Stage 1 to Stage 2
on the Count Me in Too project, Stage 2 and
3 on the Come to TOWN – Taking Off With
Numeracy and Counting On in the Middle
Years
 Students assessed using the
Schedule for Early Number
Assessment (SENA) and Counting
On Assessment Schedule and
teachers are delivering integrated
lessons with CMIT and against the
K-10 Mathematics Continuum.
TIMEFRAME
2012
2013

RESPONSIBILITY
2014
MEASURED/MONITORED BY:
 Teachers’ active
participation in correct
stage based mathematics
professional learning
projects and activities
including CMIT, CO,
TOWN and the
Mathematics Scope and
Continuum (North Coast).

 Teaching and assessment activities
include NAPLAN style questions as
a teaching focus in their classroom.
Hold meetings to share resources and
discuss progress towards the project’s goals.
 Implement the Mathematics Scope and Continuum
(North Coast) as the programming structure for the
whole school ensuring that quality teaching principles
are embedded and evident in teaching, learning and
assessment.
 Consistent mathematical language
is used across the school.
 Teachers are using the
Mathematics Scope and Continuum
(North Coast) as their mathematics
teaching program.



 Teacher engagement in
Mathematics reflection
and sharing sessions in
school professional
learning and stage
meetings.
 Data from Schedule for
Early Number
Assessment (SENA) and
Counting On Assessment
Schedule kept on school
staff share and student
progress monitored by
class teacher and stage
supervisor.
 Teaching and Learning programs to include a Working
Mathematically focus across the strands including
strategy instruction to facilitate question interpretation
and error analysis eg Newman’s Error Analysis.
 Use whole school and team planning processes to
evaluate the quality of numeracy teaching.
 Implement professional learning programs that will
increase teacher’s capacity to identify and address
student’s numeracy learning needs.
 Use whole school and team planning processes to
identify aspects of numeracy underperformance and
enrichment for particular student cohorts and for
individual students.
 Teachers K-6 trained in WM
teaching strategies such as those
used in Newman’s analysis.
 Evidence of explicit Working
Mathematically strategies in
programs and practice.
 Increased proportion of lowest
performing students meeting
minimum standards in accordance
with regional and state plan targets.
 All staff develop a shared
knowledge and understanding of
NAPLAN data and its consistent
use across all stages to identify and
meet the need of individual
students and groups of students to
inform teaching and learning
programs and strategies.
2012
2013




2014
MEASURED/MONITORED BY:
Numeracy Team
All Staff

PL Team
PL Team



Numeracy Team
All Staff
 IEP’s developed for low performing
students (At risk students or those
who achieve in the lowest two
bands in NAPLAN).
 Develop consistent practices to
enrich high performing students.
Maths Consultant
 TPL for curriculum differentiation.
 Teachers participating in
professional dialogue to develop
shared understanding of the
curriculum differentiation.
 Best Start is collected and analysed
using the Early Numeracy
Continuum.
Best Start Consultant
 Implement the Best Start Assessment Program (K-2)
to identify numeracy learning and use this information
to plan and deliver quality early years numeracy
teaching.
 Numeracy Planning and
Programming is explicitly informed
by Best Start assessment and
analysis.
 Purchase quality numeracy resources.
 Classrooms maths resources
boxes created and maintained.
 Mathletics used effectively in
class and for homework.
2012
2013
2014
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

MEASURED/MONITORED BY:
Best Start Team
K-2 Staff
Numeracy Team
 Appropriate and innovative assessment
and reporting practices are embedded in
all teaching and learning programs and
practices.
 Enhanced teacher capacity to provide
quality teaching and learning through the
integration of ICT.
 Clear alignment between the
implementation of curriculum, professional
learning and students learning needs.
STRATEGIES
 Embed a rigorous and continuous school evaluation
process into the school policy.
 Develop, implement and evaluate whole school K-6
quality assessment policy, processes and practices
utilising the English and Maths Syllabus, Literacy
and Numeracy continuum.
TARGET/S
OUTCOME/S
SCHOOL IDENTIFIED PRIORITY - CURRICULUM & ASSESSMENT

Cohesive staff teams engaged in strengthening differentiation in teaching and learning practices to meet the needs
of all learners.

Teaching and learning programs and practices reflect the integration of ICT to enhance learning.

Evidence based best practice in feedback and assessment is reflected in all teaching programs and
practices.
INDICATORS
 Whole school decisions informed
by data analysis and school
evaluation.
 Teachers plan assessments that:
 Use backward mapping to
explicitly identify
assessment criteria.
 Contain a variety of
strategies including
summative and formative
tasks.
 Incorporate higher order
knowledge, skills and
understanding.
TIMEFRAME
RESPONSIBILITY
2012
2013
2014



Principal
Executive & Leadership
Team



Executive
All Staff
 Conduct an audit of ICT professional learning
needs. Staff to update their ICT learning plans on
CLAS.
 Students utilise a variety of ICTs
to demonstrate knowledge and
understanding.
 Implement personalised learning plans which will be
supported through planned fortnightly staff
development sessions.
 ICT tasks are integrated across all
Key Learning Areas.
 All classes to participate in virtual excursions. All
teachers to be registered with Connect/DART.
 Develop specific enriched tasks for units of work.
 Increase awareness of available resources through
use of TALE, Weekly Staff Bulletin, Wikis etc.
 Develop a culture of sharing resources through
Wikis and SENTRAL.
 Purchase of peripheral devices such as digital
microscopes, webcams and cameras (both video
and still).
 Professional learning meetings dedicated to
unpacking the alignment of NSW content with the
National Curriculum.
2012
2013


2014
Executive
ICT Team
Principal
All Staff
 A school policy and rich tasks to
support teaching units exist for
each stage.
 Connected classroom technology
is utilised by all teachers.
 Teachers demonstrate knowledge
and use of ICTs when developing
Teaching and Learning programs.
 Staff and students have access to
appropriate ICT resources.

 Staff demonstrate and
understanding of the new
syllabuses and can confidently
implement them.


PL Team
All Staff
Principal


Principal
Executive
Stage Teams
 Staff utilising rubrics that have been collaboratively
developed by Stage Teams in all Key Learning
Areas.
 Assessment practices drive
teaching and learning practices to
meet all student needs.
 Stage team collaborate to create quality opened
assessment tasks.
 Informative and authentic K-6
reporting.
 Teams establish a framework for moderation
discussions which include work samples to ensure
Consistent Teacher Judgement (CTJ).
 Established data base of
open-ended quality assessment
tasks.
 Stage meetings reflect procedures
to ensure CTJ.

OUTCOME/S
 Strengthened Leadership and
Management and Team Building capacity
of all School Staff, Executive, aspiring
leaders and Principal to strategically drive
school improvement.
STRATEGIES
 Implement the MPS Leadership Program.
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Executive TPL meetings (2 per Term)
Provision of research material and readings.
Professional dialogue sessions.
Lesson observations and professional
feedback.
Formal program feedback meetings.
Allocation of time for professional dialogue in
Team Meetings.
 All Staff to participate in personal and team goal
setting.
 TPL is closely linked to school targets, as well as
team and personal goals.
TARGET/S
SCHOOL IDENTIFIED PRIORITY - LEADERSHIP & MANAGEMENT
 The Leadership Team develop leadership capacity as educational leaders through professional dialogue sessions,
focussed professional learning, mentoring, supervision and team building.
 Educational Leaders who demonstrate an enhanced understanding and expertise to lead and manage curriculum
change.
INDICATORS
 Consistent team leadership
practices to support focused TPL
and TARS process.
 Evidence of team leaders
demonstrating an understanding
of school targets, team needs,
school priorities and active
leadership and acting on these to
elicit change.
 Evidence of active teacher
reflection and responsive teaching
practice.
 Teachers refer to and update
Professional Learning Plans
(PLPs).
 Executive staff refer to and use
Professional Learning Plans to
support team and individual
dialogue and TPL.
 External TPL allocation aligned to
PLPs and staff goals.
 PLPs and Goals are used as a
part of the TARS and EARS
process.
TIMEFRAME
RESPONSIBILITY
2012
2013
2014



Principal
Executive Team
Stage Teams
Team Leader



Principal
Executive Team
All Staff
2012
 Clarify executive leadership roles through the use of
newly developed executive role statement, aligned
with the leadership capability framework and
leading and managing the school documents.
 Develop a formal induction process for all new staff
including early career teachers (ECT) to familiarise
with school procedures, programs and resources.
 Update systems to improve ICT within the school
2013
2014
 Executive team consistently using
a framework to guide their work
within both the whole school
leadership and as leaders at a
team level.
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 New staff are aware of the
resources and programs within
the school.
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 Streamlining of school server,
intranet and Shared folders.
 Increased teacher use of
SENTRAL for data storage and
student tracking.
 Development and ongoing
maintenance of the new MPS
website.
Principal
Executive Team
Executive Team
Technology Team
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All Staff
 Increased use electronic storage
and communication by staff such
as resource banks.
 Staff effectively employ their communication skills to
further develop a home school partnership with
parents.
 Community displays confidence
and appreciation of staff and have
an increased involvement in every
day school life.
 Staff have the opportunity to experience mentoring
and leadership responsibilities and executive
shadowing opportunities to develop leadership
capacity.
 A group of committed staff members participate in
the Team Leadership for School Improvement.
(TLSI)
 Staff feel confident to take on a
variety of leadership roles and
responsibilities.
Principal

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All Staff

TLSI Team