Proud to Shine - Ashmore State School

School Name: Ashmore State School
School Address: Currumburra Road, Ashmore, 4214
Name of Principal: Margaret James
School Band: 9
Year Levels: Prep to Year 7
Productive School and Community Partnerships
What this means to us:
State School
We believe that a strong collegial network where expertise of others is valued and
where, practices are shared, is fundamental to a good school. Our staff is focussed
on ensuring that regular Stage & Year level meetings occur to meet their professional
needs whilst our active and supportive P&C provides assistance in the acquisition of
resources to support students and staff. Our Chaplaincy program embodies our values
approach to education where all members of our school community are appreciated,
regardless of cultural or religious background.
Proud to Shine
Strategic Plan
2013 2014 2015 2016
• Engage with cluster schools to build staff capacity &
sharing of resources
Begin Impl
Cons Comp
• Staff twilight planning meetings in own & with cluster schools
Begin Impl
Cons Comp
• Focussed meeting agenda for Stage and Year level meetings
Cons Comp
• Promote community confidence and pride in our school
E.g. newsletter, end of term ‘Show off’ days, media
Cons Comp
• Community Education in school agenda for parents/caregivers
Cons Comp
• Survey parents re expectations of Chaplaincy program
Begin Impl
Cons Comp
• Promote community days dedicated to emotional,
physical health and safety
Begin Impl
Cons Comp
• Work in partnership with Local Gov to improve school facilities
• Gain approval for International Schools’ Program accreditation
Begin Impl
Planned outcomes:
Cons Comp
Cons Comp
• Enhanced partnerships with cluster schools
• Building of staff capacity across sectors of schooling
Vision for 2016
• Stronger community partnerships with local school community and beyond
• We are widely recognised by the community for our staff and student achievements
• Deeper appreciation & understanding of Chaplaincy program
• All members of our community articulate and embrace our Proud to Shine mantra
• Greater public awareness of the school and its strengths
• Student pride in their cultural backgrounds
• Enhanced appreciation of multiculturalism
• Continued growth in student outcomes
Our Ashmore Values are:
Acceptance, Self-Discipline, Honesty, Manners,
Opportunity, Respect and Excellence.
“What the best and wisest parent
wants for his own child, that must
the community want for all of its
children. Any other ideal for our
schools is narrow and unlovely;
acted upon it destroys our
democracy.” (John Dewey, 1900)
Our vision is for every child at Ashmore State School
to possess high aspirations and demonstrate creative and
clever thinking in an environment where effort is rewarded,
ambition fulfilled and potential realised.
• High quality teaching that engages students and fosters creative and critical thinking
• Staff and students teaching and learning through connectedness to ICT
• A high quality curriculum that inspires aspirational learning
• A culture of staff collegiality in the sharing of expertise and where performance
is regularly reviewed and discussed
• On-going provision of quality staff professional development opportunities
• All students engaged in goal setting to inform their learning
• A culture of student support and intervention based on authentic data
• A community that recognises and embraces cultural and religious differences
Aspirational, Personalised, Connected Learning
• Effective transitioning of Yr. 7 to high school
Learning Focus Area: Connected Learning
Learning Focus Area: Aspirational Learning
Learning Focus Area: Personalised Learning
What this means to us:
2013 2014 2015 2016
• Expand use of varied ICT resources across the school
Cons Comp
Cons Cons Comp
• ICT coaching and mentoring will be provided to staff in a tailored
manner to further support professional learning
• Designated systems in place to support staff attainment of
ICT Pedagogical Licences
Cons Cons Comp
• Students will undertake authentic learning experiences that
link, and are in tune with, fundamental changes occurring in
the use of technology
• Easier access by students and staff to printers and scanners
Cons Cons Comp
Cons Comp
• Continued increase in ICT resources e.g. cameras,
i-pads & i-pods
• Desktop links to internet sites for all year levels
Planned outcomes:
• Enhanced student and staff engagement
with ICT’s as reflected though observation
and monitoring processes
• Increase staff pedagogical licences
• Yearly improvement in Opinion survey technology dimensions
• Improvement in annual ICT
Successful learners have the
essential skills in literacy and
numeracy and are creative and
productive users of technology,
especially ICT, as a foundation
for success in all learning areas.
Melbourne Declaration on
Educational Goals for Young
Australians 2008
Cons Cons Comp
Begin Cons Comp
Begin - Beginning
- Implement
Cons - Consolidate
Comp - Complete
To aspire in learning is to have powerful ambitions, a desire to achieve at a far greater height
than ever imagined. We recognise that learning is developmental and that aspirational
student goal setting is fundamental to individual student success. Learning takes top
priority every day in every classroom for every student. We encourage our students to
take learning risks to generate success. Our teachers also recognise that they are learners
in the process and continue to work to build their capacity as high level educators.
2013 2014 2015 2016
• Embed consistent model for student learning in literacy
and numeracy across the school
Begin Impl
• Expand WOW (Watching Others Work) program to build
and reinforce quality teaching practices across the school
Cons Comp
• Continued consolidation of the Proud to Shine mantra
across the school
Cons Comp
• Curriculum planning and delivery provides multiple
opportunities for students to discover knowledge
Cons Comp
• Emphasis placed on uninterrupted teaching and learning time
Cons Comp
• Collegial observation & feedback is highly valued & provided
for through alignment of NCT
Cons Comp
• Admin & coaching staff to work at key stages to oversee
the teaching and learning of students
Begin Impl
Cons Comp
Cons Comp
Planned outcomes:
• Improved student achievement rates in Literacy and Numeracy
• All staff engaging consistently with instructional model and WOW program as evidenced through
school observation and monitoring process
• Continued consolidation of the Proud to Shine brand
• Teachers will demonstrate high quality teaching practices characterized by:
- High expectations of all students
- A safe, supportive and disciplined learning environment
- Collaborative processes to develop highly effective
instructional practices
2013 2014 2015 2016
• Focus on enhancing instructional leadership skills associated
with coaching and feedback
• Allocate appropriate budget for the capability development of the
principal and other school leaders playing a hands-on role in
leading instruction, coaching and feedback
• Embed processes where staff regularly discuss their teaching
with the principal or other school leader
• Designated literacy and numeracy learning mentors /coaches
will support the building of a culture of collegial feedback and
sharing in relation to their portfolios
• Ongoing professional development in relation to provision of
effective feedback to students, monitoring of progress and
adjusted delivery of lessons
• Regular review of data and intervention strategies where
appropriate for students including indigenous children and children
in care to support their literacy and numeracy outcomes
• Professional development to build knowledge of personalised
learning and embed practices in planning and teaching
• Increased literacy learning support - Link It Program
• Introduction gifted and talented programs
• Introduction of numeracy support through - Link It Program
Cons Comp
Cons Comp
Cons Comp
Cons Comp
Cons Comp
Cons Comp
Cons Comp
Cons Comp
Planned outcomes:
• An informed and strong instructional leadership team
• Shared responsibility for Teaching and Learning coaching and mentoring
• NAPLAN relative gain achieved for all students Prep - 7
• 100% of all eligible students are above the national minimum standard
• Targets are set each year to increase performance across the bands
• Evidence of intervention and differentiation for students in planning as noted in school observation
and monitoring processes
• Teachers will routinely use data to inform, monitor and review their teaching practices and
contribute to whole school strategies including WALT and WILF to assist in identifying and
addressing student learning needs
• Staff will effectively analyse and interpret data to inform whole school and individual student
improvement stratagies.
• Teachers will be provided with professional development to enhance their skills of administering tests
and analysing test results
“We can build ‘learning organisations, organisations where
people expand their capacity to create results they truly desire,
where new expansive patterns of thinking are nurtured, where
collective aspiration is set free, and where people are continually
learning how to learn together.” (Senge, 1990)
“Creating the kinds of conditions in schools in which teachers systematically use data
to inform their practice for the benefit of students requires that they teach in contexts in
which such practice becomes part of the organisational routines.” (Timperley, 2009)
School Profile:
Performance measures:
Set among picturesque landscaped grounds and natural
bushland, only minutes from Surfers Paradise, Ashmore State
School has been providing quality educational programs since
1978. We boast an award winning music program, a focused
integrated approach to a range of ICT resources , a choice of
languages, comprehensive after school extra curricular activities
and an emphasis on excellence and high expectations in all
aspects of schooling. We deliver the Australian Curriculum in
Mathematics, English, Science and History and the QLD curriculum in The Arts, Languages, Technology and Health & P.E.
Our facilities include a picturesque oval, large multi purpose
courts, a school hall, music block, 2 computer labs, science and
cooking rooms together with a new information and research
centre and conference room called the Carmichael Centre. Our
students are given diverse opportunities to engage in programs
which facilitate their achievement in literacy, numeracy and
citizenship as preparation for living in a complex, multicultural,
networked society. We provide a balanced curriculum program
throughout the school with high expectations of student
achievement, engaged learning time and structured teaching
focused on student needs. Classroom teaching programs are
balanced and innovative but never lose sight of the foundations,
English and Mathematics. We actively involve our school
community as partners in the learning process of our students.
Our dedicated staff are regularly engaged in professional
learning opportunities and are passionate about providing the
best education possible for our students.
Research underpinning teaching practice
·Dimensions of Teaching and Learning: Department of
Education Training & Employment 2010
·Gradual Release of Responsibility: Pearson & Gallagher 1993
·Inquiry Based Learning: University of Manchester 2012
·The Art and Science of Teaching: Marzano R.J 2007
·Visible Teaching Visible Learning: Hattie J.2009
·Personalising Education: Department of Education and Early
Evidence Sources:
·Teacher assessment
Student results
Student portfolios
Early years profiles
SOS - students
SOS - parents
SOS - teachers
Enrolment, attendance, continuity
School disciplinary absences
Class size
Progression rates
School ICT Index
Teaching & Learning Audit
Consultation to develop the Ashmore State
School Strategic Plan has occured with:
·Parents & Citizens Association
·Local Consultative Committee
·School Staff
·Assistant Regional Director
·Principal Education Officer School Improvement
Childhood 2007
·The Teaching and Learning Cycle: Fullan M. & Hargreaves A. 1991
·Fifth Discipline (Watching Others Work/Feedback Loops):
Senge P. 2009
·Gardner’s Multiple Intelligences: Gardner H. 1991
·Higher Order Thinking: Bloom B. 1956
·Content Pedagogical Knowledge: Shulman L. 1987
This plan was developed in consultation with the school community and meets school needs and systemic requirements.
Jody McLeod……………… P and C President
Alan Sampson…………….. Assistant Regional Director