BEAUMARIS INDEPENDENT PUBLIC SCHOOL 2010 – 2014 Business Plan
BEAUMARIS INDEPENDENT PUBLIC SCHOOL 2010 – 2014 Business Plan ‘21st Century Learning’ ‘…equipped to thrive in the 21st century… …meeting the needs of the i‐generation…’ S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 1 Table of Contents 1 2 3 4 5 6 7 8 9 Introduction .............................................................................................................................................. 3 1.1 Location............................................................................................................................................ 3 1.2 The School & Context....................................................................................................................... 3 1.2.1 Educational Context ................................................................................................................ 3 1.2.2 A Context of Challenge ............................................................................................................ 4 Strategic Planning ..................................................................................................................................... 8 2.1 2004‐2009 Strategic Plan ................................................................................................................. 8 2.2 Planning and Context for the Future ............................................................................................... 8 2.3 2010‐2014 Strategic Plan ................................................................................................................. 9 Strategic Goals and Focus Areas............................................................................................................. 11 Prerequisites for Success ........................................................................................................................ 13 4.1 Core Curricular Services, Programs and Strategies........................................................................ 13 4.2 Curricular Performance.................................................................................................................. 13 4.2.1 Evidence Based Decision Making .......................................................................................... 14 4.2.2 Teaching – Learning Relationships ........................................................................................ 14 4.2.3 Development & Improvement Focus Areas: .......................................................................... 15 4.3 Non Curricular Services & Partnerships ......................................................................................... 18 Workforce Planning ................................................................................................................................ 20 5.1 21st Century Learning: .................................................................................................................... 20 5.2 Hub School Project......................................................................................................................... 20 5.3 ECU Partnership ............................................................................................................................. 20 5.4 Accountability as an ISP School and Staff ...................................................................................... 20 5.5 Staff Management ......................................................................................................................... 21 5.6 Staff Demographic ......................................................................................................................... 21 5.7 Teacher Selection........................................................................................................................... 22 5.8 Non Teaching Staff Selection ......................................................................................................... 22 5.9 Staff Induction................................................................................................................................ 23 5.10 Risk Management .......................................................................................................................... 23 Community Planning............................................................................................................................... 24 6.1 School Community ......................................................................................................................... 24 6.2 Beaumaris Partnership Program .................................................................................................... 24 6.3 Strategic Decision Making Partners & Support.............................................................................. 24 6.4 Public Relations .............................................................................................................................. 25 Independent Public Schools Planning..................................................................................................... 27 7.1 21st Century Skills ........................................................................................................................... 27 7.2 Hub School Model.......................................................................................................................... 28 7.2.1 Project Description ................................................................................................................ 28 7.2.2 Project objectives................................................................................................................... 29 7.2.3 Potential Partnerships and Support Infrastructure and Activities......................................... 32 One Line Budget Guide: 2010‐2014 Strategic Plan................................................................................. 34 8.1 One Line Budget............................................................................................................................. 34 8.1.1 2011 One Line and Revenue Budgets for Beaumaris............................................................. 34 8.1.2 2011 School Generated Revenue Budgets for Beaumaris ..................................................... 35 8.2 Expenditure Budgets ...................................................................................................................... 35 8.2.1 School Staff Expenditure 2011............................................................................................... 35 8.2.2 2010‐2014 Contingencies Budgets ........................................................................................ 36 8.2.3 2010-2014 Strategic Reserve Budgets................................................................................... 36 8.2.4 2010-2014 Special Project Projections & Possibilities ........................................................ 37 Action Planning: Review & Development............................................................................................... 38 S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 2 1 Introduction 1.1 Location Beaumaris Primary School is located in Ocean Reef, a suburban coastal estate, some 30 kilometres north of Perth. Beaumaris is a relatively affluent area, with a socially mobile population that includes many immigrants from the UK and South Africa who have reinvested their wealth for a preferred lifestyle by the sea. The community supports several local schools including government and non‐government sectors. Parents are generally well off trades people, business people and workers. Most families participate in activities that promote positive outcomes for their children. 1.2 The School & Context The school draws the bulk of its student population from within the surrounding Beaumaris, Ocean Reef, Iluka and Burns Beach Suburbs. The School was established in 1991 and provides educational facilities for Years K– 7 (children aged 4 ‐ 12 years). Important features of the school include its Student Services Program and programs in the Arts, Technology, Music, Physical Education and Languages. 1.2.1 Educational Context Our School is one that provides endless opportunity for its students to experience variety and success. Through the diversity of our programs, the enthusiasm of our staff and the support of our wider school community, government and private sectors we strive to fulfil our Mission: Commitment to providing a strong, holistic foundation for relevant learning and living. Our endeavour is to make a difference in a dynamic global environment, encouraging excellence and well ‐ being. We prepare students for a future where values and ethics, along with knowledge of self and adaptable skills, are the keys to a successful life and a successful contribution to the wider community. In looking to the future and developing a vision that will carry the school towards the end of this decade and beyond, our school community has laid foundations for skills, understandings and practices that support appropriate teaching – learning relationships where the concept of schooling is a global experience being rapidly shaped by technology and new paradigms for learning. Examination of the past and present, as well as exploration of the future was required, with input and partnerships from within the school and community, as well from without. Beaumaris Primary School is classified, nationally, as a High Demand Government School. This is largely due to its innovative and collaborative school culture where: teaching – learning relationships are at the centre of contextual change development of 21st Century pedagogical approaches are engaging a whole school community in leaning to promote improved outcomes The school is well known for its highly professional culture and the will to ‘go the extra yard’ in providing curricular and extra curricular opportunities that connect with student interests, learning styles, skills, curiosity, culture and appetite for learning. The school has a long history of success, underpinned by its vision…’to be the leader in excellence…embracing change…and shaping the future!’ The Beaumaris story has been captured in its action research journal, ‘Developing a Learning, Thinking and Caring Community’ (www.beaumarisps.wa.edu.au/media/docs/bps_learning_thinking_caring_community_%20june_2009.pdf). It represents the journey over the past five years, underpinned by our 2004‐2009 Strategic Plan 2004 – 2009. In this time the school has expanded and revitalised a range of programs and services and in particular, installed around $500,000 of ICT and Smart Technology resources. It has reorganised structures S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 3 and collaborative practices that better meet needs of students, teachers and the Curriculum framework. There has been an exponential growth in learning for students, staff and parents. These have been exciting and rewarding times. In essence the school has laid the foundations for a new pedagogical DNA that is appropriate for the 21st Century, and in doing so is also educating its parent body. The school has shown an entrepreneurial flare in securing grants, attracting business partnerships and securing broader community support, both in kind and funding. This has enabled access to Smart Technology in every classroom, with the capacity to create home – classroom links as well as global networking. The school has shown a great capacity for independent strategic thinking, planning, implementation and review. It has developed sound self evaluation cycles and procedures, as well as a professional culture focused upon lifelong learning and outcomes. In recognition of the schools forward thinking it has been selected as one of the few vanguard government schools to become Independent Public Schools, shaping the future for both the system and other schools. Beaumaris also has very sound fiscal and school performance data. This has been substantiated by both recent and past Financial and Standards Review audits. We have a very competent and well trained staff who have the capability to operate in an independent context, with additional responsibilities and accountability. All staff are well skilled in technical systems, with an appetite for ongoing learning. All have been part of exponential growth and learning that has transformed past models of beliefs and practices into new systems, procedures and professional practices. Along with both our ‘School Spirit’ programs and “FISH” culture, Beaumaris is an engaging environment, a great place to be for our whole school community. 1.2.2 A Context of Challenge In progressing there are also several contextual factors that impact upon school development and learning. These are largely linked to socioeconomic cycles, changing demographics and a highly competitive local education environment, in which the school operates. They include: 1.2.2.1 Competition from private schools Of all variables this is perhaps the most challenging, especially in recent years. While we do compete with private primary schools, Beaumaris has always held its own. The Beaumaris reputation and product is well known, locally, nationally and abroad. The main competition arises from non government secondary schools, who only recently have adopted new policies, transferring Year 7 students to high school campuses. A catalyst for this change has no doubt been the ‘half year cohort’ whose numbers are significantly less, being the first June 30th birthday cut off group. These students have progressed through primary school as a half intake group. Sound economic planning, by private schools, has realised the potential shortfall this group may cause when graduating to secondary school – and subsequently an additional cohort, Year 7’s, are now located in secondary schools. There are arguments about pedagogy and relevance of such a dramatic shift. However, the reality is it has occurred and is now a serious challenge to government primary schools in our environment. Past practice by independent colleges has been to pressure parents into earlier enrolments, in their junior schools, to secure secondary placement. This has been a gentle drift, but the pressure is now far more evident. In essence the relocation of Year 7s to secondary has given new impetus to the pressure placed on parents for Year 6s to transfer to private colleges, by a perception even fewer spaces will be available, given two age cohorts are targeted. The trend in many similarly located government primary schools has seen a rapid increase of student movement out of the government sector. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 4 Table1: Enrolment Trends 2009‐2011 Year K P 1 2 3 4 5 6 7 Total 2009 80 83 89 81 82 106 113 95 54 783 2010 74 68 81 84 81 81 87 111 73 734 2011 80 80 81 97 81 81 91 93 64 748 Traditionally between 50% and 60% of Beaumaris students would graduate to private secondary schools after Year 7. What we have recently experienced is similar movement of around 23% of our Year 6 cohort. In addition middle primary students are also being targeted, with 18% making the transfer to the private sector. This is the reality in such a competitive environment. However, the positive is fewer students moved than tradition suggests could have. In comparison to other public primary schools, Beaumaris has fared reasonably well. However, the reality is it impacts on falling enrolments, resulting in falling funding and school flexibility. It also impacts on NAPLAN outcomes as these students are generally stronger academically. There is no guarantee the public sector will not make a similar shift of Year 7s to high school. In fact new secondary schools currently being built include capacity for Year 7 intake. 1.2.2.2 Local demographic changes As Table 1 also indicates enrolments in Early Childhood Education are on the decline. The Beaumaris Estate is now over 20 years old. Local catchments generally have older families. The new Burns Beach optional area is younger and provides growth. So too does Iluka, but this area is prime land and also attracts an older and more economically well off clientele, with fewer young families. The extrapolated trend may well be a steady decline. The results add to challenges outlined. 1.2.2.3 Transience associated with ‘boom and bust’ economy Families move into highly desirable local area in our catchment and nearby during periods of state economic growth, aided by nation immigration policies targeting skilled labour and national job seekers. Once the economic circumstances change, families unable to maintain existing accommodation move away or return to home states and countries. This creates fluctuations in enrolments which in turn impacts upon school grants and budgets, and requires close monitoring. It also impacts on student turnover and teaching – learning adjustments. This is evident by the loss of almost 40 students, post global crash days. Several families have returned home as a result of the downturn in the economy. However, we expect this to be countered as the state economy continues to grow. In conclusion; competition, an aging local area and transience collectively create the greatest challenge for Beaumaris. As a Level 6 school, we are able to offer an extensive range of opportunities and experiences that better engage students in their school and learning. Diminution of this status has the potential to undermine this flexibility. Consequently several strategic initiatives are required to counter the trend. This includes a partnership with a public relations company, being more aggressive in the education market and maintaining our position at the cutting edge of education and 21st Century Learning. 1.2.2.4 Student demographics An increasing number of migrant students has altered the local demographic where currently some 40% of the school population come from abroad, the largest group being from the UK. Others are largely from South Africa and Asia. The variance in teaching – learning relationships and pedagogy does present issues for students and parents. The collaborative learning cultures are vastly different to more traditional classroom cultures where many students have experienced rigid timetables, as well as inflexible curriculum S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 5 and uncreative classroom procedures. However, to our teachers’ credit their professional collaboration and that of the students, manages to overcome the majority of orientation issues, with students settling in over time. For parents, the curriculum framework, developmental learning and multi age classrooms is totally foreign and their greatest challenge. New families are provided opportunity to understand differences and with reassurances from ‘old hand’ immigrant families, these concerns are allayed over time. 1.2.2.5 Pressures on parenting With greater economic pressures on families there is also greater need for both parents to work, to make ends meet. Together with other pressures of lifestyle choices and extra busy lives there has been general diminution of ‘traditional family time.’ Screening in the Early Years of Education classes identifies more and more children who are not as socially and physically developed or skilled in comparison to expectations. They find it difficult to collaborate and share, their fine motor coordination is underdeveloped and their interactions with others can be inappropriate. We can only guess that some families today have less time to play, to learn and to interact with their children. In response the ECE Centre is running 0‐4 Parenting Programs and Transition to Kindy Programs, where both parents and their children participate in a series of parenting and developmental skills development programs. 1.2.2.6 A new pedagogical DNA… Students are digital natives…teachers are digital immigrants Today's kindergarteners will be retiring around the 2060’s decade. We have no idea of what the world will look like in five years, much less 60 years, yet we are charged with preparing our students for life in that world. Our students are facing many emerging issues, environmental and social, as well as an unknown future where the rate of change will create work, opportunities and technologies that are yet to be invented. How these will impact upon the I‐Generation is uncertain, hence it is critical our students develop critical 21st Century skills and capabilities for adaptability, problem solving, creativity, enterprise and collaboration; or as Peter Ellyard (Chairman of the Preferred Futures Institute) suggests ‐ “The ability to thrive – or Thrivability – in an unknown world.” One of our goals is to help this I‐Generation of students become iKids and truly global citizens. In many countries today’s students are referred to as “digital natives”, and today’s educators as “digital immigrants.” Teachers are working with students whose entire lives have been immersed in the 21st century media culture. Today’s students are digital learners – they literally take in the world via the filter of technological devices: cellular phones, handheld gaming devices, PDAs, laptops they take everywhere, plus the computers, TVs, and game consoles at home. Social networks are changing as is learning. Communications are as diverse as opportunities for their use; whether they be web based, wikis, twitter, diigo, and a range of many other instant messaging and interactive tools. However, as Dr. Michael Wesch points out, although today’s students understand how to access and utilise these tools, many of them are used for entertainment purposes only, and the students are not really media literate. We need to make our students truly 21st Century competent as they function in online inquiry and collaborative environments: researching, analysing, synthesizing, critiquing, evaluating and creating new knowledge. In addition we aim to develop essential New Millennium Skills and Attributes that go beyond the ‘Three R’s’ and embody the I‐Generation culture so they develop ‘thrivability.’ The questions we ask ourselves and address are many: “So what will schools look like, exactly? What will the curriculum look like? How will this 21st century curriculum be organised? How will it impact the way we view and utilise our buildings…how we assess students, how we purchase resources, how we acquire and S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 6 utilise the new technologies, and what does all this mean for us in an era of standardised testing and accountability?’ Our responses are emerging in our evolving 2010 – 2014 Strategic Plan and over half a million dollars of technological investments ensuring: Smart Technology access on every learning area; Home – Classroom links through Class Blogs; new projects connecting hub school partners promoting global professional and student networks; ongoing professional development opportunities for all staff; Learning opportunities for parents; need to further Productive Pedagogies; exploration and inclusion of I‐Generation culture in teaching – learning relationships; and continued emphasis on the need for core skills and knowledge by all students that lay the foundation to success in 21st Century Learning. 1.2.2.7 Staff demographic With an ageing workforce, many staff will retire in the coming decade. This will be an enormous loss of highly skilled personnel, as well as corporate knowledge and culture. It is essential succession planning forms a part of the next strategic plan, enabling a gradual rejuvenation and re‐skilling of staff to ensure continuity and stability to school directions and outcomes. 1.2.2.8 Open accountability & evidence based decision making The public focus on education has been steadily growing over the past decade. Global politics on international rankings, national league tables, school comparisons and cries of ‘back to basics’ have become popular panacea for all education ills. Everyone has been to school, so everyone knows about it and feels they can have their say about the state of national education systems. Governments across the world have responded with a range of national strategies and regimes, even to the point where all students do the same thing, simultaneously for the same length of time across the country. In addition a regime of ‘fix it strategies’ including external reviews, penalties, private sector school management trials, ‘name and shame’ lists and taking schools back to an industrial age culture where ‘the back basics’ prime movers have edged out nurturing and engaging learning areas such as the Arts and creativity. Yet, in many of these countries, nothing much has changed after all these years. In Australia, the Federal government has adopted a familiar Federal tactic, utilising the political purse to force systems to into delivering its agenda, with strings attached. This is not uncommon, but perhaps not to the extent currently experienced. And it has not ended yet. This high level, ongoing public scrutiny can be wearying and create uncertainty and disengagement by teachers, let alone lessen the popularity of teaching as a profession for the future. However, accountability is here ‐ and here to stay. Add to this the increased accountability of being an Independent Public School and the pressures mount on staff and students. It is essential therefore that Beaumaris staff continue to develop our own internal accountability frameworks and interactions to cope with all the demands at all levels. This means open accountability and developing a more useful and professional performance management process that engages accountability at three levels: Peer to peer – teachers sharing professional discussions and judgements amongst themselves Sub School – teachers collaboratively review accountability targets as a collaborative planning unit Line Management – teachers and line managers share targeted accountability procedures, policy and outcomes across learning areas Having greater understanding and local control over our local accountability is more critical with our local community. It will also comply with external requirements and expectations. All staff – in all positions – will have greater accountability – with greater purpose – in the next strategic planning phase. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 7 2 Strategic Planning 2.1 2004‐2009 Strategic Plan The 2004‐2009 Strategic Plan concluded last year. Our vision was about a whole school culture and pedagogical directions that enhance learning and transitional development through the Curriculum Framework by preparing students with a capacity to thrive in a rapidly changing world. It explored what schooling and learning might be like in the next decade and what we wanted Beaumaris students to be like in the final transition from primary school. It explored and proposed a framework to support teachers in moving students to those capabilities. In essence it enabled formulation of a framework that became our ‘Strategic Action Plan,’ underpinned by a foundation that links transition through the Sub Schools and the necessary capabilities, capacities and confidence for thrivability and success: Lifelong learning competencies and strategies Strategies from and understandings about “middle schooling culture” Creativity & well being Values and ethics Productive Pedagogy Whole school transitional development of supporting core skills, learning, understandings, knowledge and practices Technology as a tool and medium that binds the foundation for learning and the ‘knowledge v Through further restructure the school now comprises of three distinct Sub Schools (Junior K‐3; Middle 4/5; and Senior 6/7). Each has its own Sub School Head as leader and coordinator and each is being supported by provision of common collaborative times and targeted resourcing. Our new organisation is underpinned by philosophy of composite classes and collaborative pedagogy, with a growing focus on lifelong learning and middle schooling strategies. The realignment is consistent with the Curriculum Framework and teachers are professionally well advanced in an Outcomes Based environment. 2.2 Planning and Context for the Future In looking to the future, planning is focused on further developing the 2010‐2014 Strategic Plan and vision to carry the school towards the end of this decade and beyond. 2009 was a year of review and sharing future projections. 2010 is a year of projecting the vision into the culture of the 21st Century and mapping the journey ahead: further developing the past strategic plan continuing laying foundations for skills, understandings and practices exploring and developing appropriate teaching – learning relationships exploring and developing the concept of schooling as a global experience exploring the integration of this I‐Generation’s 21st Century culture into the culture learning exploring and developing global professional and student networks and collaboration Beaumaris is well placed to take up this challenge. Its current realignment, a developed whole school culture and pedagogical directions are exploring ways of enhancing transitional development through the S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 8 Curriculum Framework with emphasis on preparing students for a less predictable future and the ability to thrive in an unknown world. Such a vision is consistent with the current Outcome Based Education focus. It further explores what schooling and learning might be like in the next decade. It requires a framework that supports teachers in moving students to those capabilities, within the Curriculum Framework. This is our journey, building onto past plans and successful practices and shaping the future. The vision and goals we set will be both challenging and daunting, but achievable. Much has already been achieved. There is now a new level of professionalism and energy that has enabled optimism about a new future, as an Independent Public School. Staff and community alike see Beaumaris as something special, a lighthouse that is doing great things for its students and its community. There is a great deal of pride in the school and desire to do better…’to be the leader in excellence, embracing challenge, shaping the future!’ The school has an outstanding reputation, locally, nationally and abroad. It is described by families as: ‘being at the cutting edge; progressive; professional; caring; exciting; challenging; valuing achievement and effort; inviting and welcoming; a fun place; and educationally successful.’ As an independent school we will have the capacity to: develop a compatible, confident, competent and committed ‘Whole School Learning, Thinking & Caring Community’ protect, maintain and further develop our vision have the capacity to share and shift colleagues and sister schools to similar cultures reinvigorate and reengage teachers, students and communities in 21st Century learning work collaboratively to improving student outcomes promote public schooling 2.3 2010‐2014 Strategic Plan This Strategic Plan builds on the strengths and successes of our past plans and journey towards the future. It represents a wide and comprehensive review developed with our school community. The 2004–2009 Strategic Plan was underpinned by a foundation that linked transition through the Sub Schools to secondary and future education. These key elements continue into to be developed in our next plan as they remain essential to our vision. The 2010–2014 Strategic Plan continues this journey, developing ‘the shift’ required for 21st Century Learning through six key goals that guide initiatives and development over next five years: Student Success ‐ Students leave school well prepared for their future, equipped for thrivability, are happy and secure in themselves, and ready to contribute to community Teaching and Learning ‐ 21st Century Teaching – Learning relationships and pedagogy, enhancing developmental learning transition and students to experience success achieve their potential Leadership and Governance ‐ Distributive Leadership practises to maximise educational, resource, organisational, and operational leadership capacity, competence, confidence and accountability Values and School Spirit ‐ Affirm and uphold our ethos, values, pride and active participation, together, as a whole school community Resources and Organisation ‐ Acquisition & provision of the best possibly human; fiscal and physical resources to deliver the vision Accountability ‐ Cyclical and open accountability for student, staff and school development and performance S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 9 Annual School Action Plans, Reviews and Reports will guide our directions in educational programs, curriculum development, student services, teacher development, research, community participation, and the development of our facilities and business plans. 2010–2014 promises both an enormous challenge and another exciting journey, not only for our school community but also communities within our ‘Hub Schools partnerships!’ The future is 21st Century Learning for 21st Century cultures. The responsibility is for us all to ‘make the shift’ – to engage in 21st Century Literacy, technologies, flexibility, collaboration, creativity and ‘thrivability!’ The Strategic Plan is about: Learning to Change – Changing to Learn – Changing learning!’ So what will the 21st Century Classroom look like? Imagine a school in which the students – all of them – are so excited about school that they can hardly wait to get there. Imagine having little or no “discipline problems” because the students are so engaged in their studies that those problems disappear? Imagine having parents calling, sending notes, or coming up to the school to tell teachers about the dramatic changes they are witnessing in their children: newly found enthusiasm and excitement for school, a desire to work on projects, research and write after school and on weekends. Imagine your students making nearly exponential growth in their basic skills of reading, writing, speaking, listening, researching, scientific explorations, math, multimedia skills and more! It is possible. It has happened, and is happening, in schools across the globe, as well as Beaumaris. It will continue to grow as we further evolve and develop our vision. Imagine… ‘The seamless classroom of the future could resemble a space in real and virtual contexts ‐ a multidimensional experience with: multi media; learning collaborations; video conferencing; techno ‐ sharing ; wikis; podcasts; seamless groupings; high definition immersion; specialised collaborative places; learning nodes & gateways; an amazing interactive environment ‐ on the internet, locally, nationally and globally.’ This is what we are about…making ‘the shift’ to evolve a new pedagogical DNA for the 21st Century. The more we shift and engage the school community, the more chance we have of promoting improved outcomes, not for students alone, but for teachers as well, through renewed enthusiasm, commitment and local pedagogical ‘shift’ in teaching – learning relationships that promote engagement and improvement in learning. Shift happens because of exponential growth! As a profession, teaching must also shift…’learning to change…changing to learn…changing learning.’ We are limited only by our creativity. We at Beaumaris look outside the square…our culture encourages creativity, risk taking and innovation…all aimed to better engage the whole school community and improve learning outcomes. This is the challenge of our strategic vision! S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 10 3 Strategic Goals and Focus Areas Goals 1. Student Success Students leave school well prepared for their future, equipped for thrivability, are happy and secure in themselves, and ready to contribute to community. School Continue to promote learning diversity, innovation and success to maintain its position at the forefront of education as a ‘High Demand,’ world class school. Students Prepare students for a future where capabilities for adaptability, problem solving, creativity, enterprise & collaboration are regarded as essential for ‘Thrivability’ in the 21st Century Focus Staff Highly professional culture which goes the ‘extra yard’’ embraces change, is innovative, promotes progressive teaching – learning relationships, achieves success, & ‘has fun’ Community Our school community contributes to a ‘world class school’ enhancing and ensuring its global reputation. Hub Schools Share our expertise and professional drive as a Hub School to assist other communities towards pedagogical shifts and success in the 21st Century. Partners Productive partnership networking is crucial to the vision; whether they be government, public, systemic, industry, business or philanthropic. 1.1 Engages students through 21st Century Learning technologies and diverse education programs 1.2 Equip the i‐generation with skills, values and thrivability for the new millennium. 1.1 Students nurtured to be: excited to learn; excellent communicators; environmentally; socially responsible; fit & healthy; express themselves creatively; independent & confident learners; 1.2 Ensure Core skills are the foundation to thriving 1.1 Our teachers speak the language of today’s children and work together with them and their parents 1.2 Equip them with vital literacies so they can thrive in the 21st century. 1.1 Beaumaris’ programs, school staff, community and culture combine to provide outstanding experiences that develop student citizenship st for the 21 century. 1.1 Promote student networking and collaborative global projects across Schools 1.2 Provide broader curricular and extra curricular experiences 1.1 Foster and expand community volunteer and support programs 1.2 Foster philanthropic support for achievement 1.3 Encourage connected learning and performance opportunity outside school 2. Teaching & Learning 21st Century Teaching – Learning relationships & pedagogy, enhancing developmental learning transition and students to experience success achieve their potential. 3. Leadership & Governance Distributive Leadership to maximise educational, organisational, and operational leadership capacity, competence, confidence and accountability. 1.1 Adopt a new pedagogical 1.1 Foster distributive DNA to meet the needs of the i‐ leadership opportunities via generation. the Tri‐Sub School Structure & school operations & 1.2 Diverse academic & extra‐ curricular programs enrich and Procedures foster life‐long interest in 1.2 Foster a culture of learning, well being and creative volunteer leadership expression responsibilities 1.3 Acknowledge & support leadership 1.1 Students are nurtured to be: 1.1 Leadership programs foster vital social & techno‐savvy; decision makers; emotional literacies for problem solvers; collaborative, success: Student Council; creative, critical thinkers; adaptable & flexible; responsive Student Council; Faction Captains; Ambassadors; to change; goal oriented Leadership Week; and achievers; able to thrive in the st numerous sub school and 21 century. classroom leadership opportunities 1.1 Provide a diversity of 1.1 Promote leadership via programs and go the extra yard collaborative professional to ensure Beaumaris Primary cultures School students are engaged and 1.2 Sub School & School excited to learn in the classroom decision making groups & and beyond. management 1.3 Curriculum & Services leadership 1.4 Action Research trials 1.1 Provide information & 1.1 Foster community opportunity to develop participation in decision community skills and making through school understanding of new involvement technologies & cyber safety 1.2 Develop strong and active 1.2 Class – home IT links School Board and P&C 1.1 Encourage and support 1.1 Foster a culture of appropriate development of support and leadership teaching – learning relationships, innovation across schools 1.2 Provide community across Schools support 1.2 Provide experienced professional networking support to Hub Schools 1.1 Promote system & 1.1 Develop & foster industry professional associations partnerships with st support for leadership implementation of 21 Century Learning 1.2 Coopt strategic leaders to the School Board to maximise 1.2 Develop & foster industry partnerships for Hub School opportunities Networking 1.3 ATP leadership 1.3 ECU Partnership, shaping development ATP Program S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 11 Goals 4. Values and School Spirit 5. Resources & Affirm and uphold our ethos, Environment School Continue to promote learning diversity, innovation and success to maintain its position at the forefront of education as a ‘High Demand,’ world class school. Students Prepare students for a future where capabilities for adaptability, problem solving, creativity, enterprise & collaboration are regarded as essential for ‘Thrivability’ in the st 21 Century values, pride and active participation, together, as a whole school community. Acquisition & provision of the best possibly human; fiscal and physical resources to deliver the vision. 1.1 Foster values of difference; diversity and multiculturalism 1.2 Foster a learning culture that promotes, values, & acknowledges achievement 1.3 Zero bullying tolerance 1.1 Master plans for: post BER program needs; grounds & facilities; & Early Childhood centre 1.2 Sustainability plans for IT, equipment and plant 1.3 Maintenance management & Utilities 1.1 Foster an environment where all students feel safe & valued 1.2 Foster commitment to community service 1.3 Instil a commitment to school ethos, spirit and community 1.1 Integrate the latest technologies and state‐of‐ the‐art programs & experiential opportunities which engage student learning. 1.2 Provide quality facilities and aesthetic learning environments 1.1 Model and value the school’s culture of high professionalism and collaboration 1.2 Provide for staff and organisational well being 1.3 Live, walk, talk and model the school’s FISH culture 1.1 Maintain a vibrant school Community spirit and a strongly connected Our school community community. contributes to a ‘world class school’ enhancing and ensuring 1.2 Commitment to philanthropy and spirit of its global reputation. support for the school Focus Staff Highly professional culture which goes the ‘extra yard’’ embraces change, is innovative, promotes progressive teaching – learning relationships, achieves success, & ‘has fun’ Hub Schools Share our expertise and professional drive as a Hub School to assist other communities towards pedagogical shifts and success in the 21st Century. Partners Productive partnership networking is crucial to the vision; whether they be government, public, systemic, industry, business or philanthropic. 1.1 Foster sharing of cultures and programs that develop values, school spirit, behaviour management and morale across Hub Schools 1.1 Provision of partner scholarships that support values and school spirit 1.2 Ongoing public relations partnership to promote Beaumaris & its strategic programs, including Hub Schools 6. Accountability Cyclical and open accountability for student, staff and school development and performance. 1.1 Implement 2010‐2014 Strategic and Business Plans for 21st Century Learning 1.2 Performance Delivery Agreement Compliance 1.3 Foster open, evidence based accountability 1.4 Triennial Review 1.1 Achieve high standards of literacy & numeracy 1.2 Achieve to the best of one’s ability 1.3 Acknowledgement & support for excellence & progress 1.4 Exhibit independent & collaborative learning skills & cultures 1.1 Develop a Workforce Plan 1.1 Adopt a Performance Management culture focusing to support professional development, engagement on three tiers of interactions: and succession planning peer to peer; sub school and accountability 1.2 Support development of 21st Century teaching – learning relationships 1.1 Continue to promote and 1.1 ‘Open door’ policy to community interactions develop the P&C and its 1.2 Annual reporting to school school support programs community 1.2 Provide regular opportunities for community 1.3 Provide opportunities for involvement involvement in decision making & feedback 1.1 Assist Hub Schools in 1.1 Compliance with IPS, assessment, acquisition and system and government policies and procedures implementation of new 1.2 Action Research reports technologies st 1.2 Professional development 1.3 Inclusion of 21 Century Learning & Hub School Model support to Hub Schools in all schools’ strategic plans 1.3 Action Research support 1.1 Compliance with IPS, 1.1 ECU Partnership to provide ATP program for Hub system and government Schools policies and procedures 1.2 Collaborative grant 1.2 Accountability to local applications – ongoing School Boards 1.3 Industry partnerships for 1.3 Compliance with industry networking capacities policies and MOU’s ** These may change over the duration of the Strategic Plan, as required** S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 12 4 Prerequisites for Success Several prerequisite have been identified as part of the school review process that are considered essential in underpinning learning engagement, improving outcomes and teaching – learning relationships. These are not an exhaustive list, but reflect general consensus within the school community. 4.1 Core Curricular Services, Programs and Strategies Central to 21st Century Learning is the continued focus on continua of core skills, knowledge and understandings, ongoing from the previous 2001‐2009 Strategic Plan. This is the foundation to communication, collaboration and creativity, underpinned by 21st Century skills. It is prerequisite for thrivability. A feature of the school is a targeted approach to student core learnings which include: School entry screening Preliteracy and prenumeracy programs in the early years, as well as a balance between formal and informal learning that is more age appropriate Phonologically based language skills development across all sub schools Formal English skills development, including: a whole school approach to reading comprehension; grammar and language structure; Writing genre and creativity; and Oracy skills development Collaborative sub school core mathematics skills, understandings and problem solving, as well as a targeted focus on basic operational skills Developmental focus both extending and supporting student needs Opportunities for applying these skills in school and external competitions Collaborative, sequential sub school core skills and understandings, implementing curriculum requirements in Science and History and Geography, with a focus on application and connectivity to the wider world Collaborative integrated programs that combine and connect skills, knowledge and understandings across learning areas, linking learning Collaborative development of higher order teaching, learning and assessment practices across all areas Developmental specialist programs that promote well being, creative expression and learning engagement These are part of the overall contextual learning cultures evolving at Beaumaris which develop 21st Century Learning and value add to students’ lives and future opportunities. It is the collective of curricular and extracurricular programs and expectations that continue to make Beaumaris an exciting place to be…at the cutting edge of education. 4.2 Curricular Performance At Beaumaris student success is achieved via a combination of sound collaborative professional curricular and extra curricular practices. Student engagement is essential. So too are well planned and targeted developmental programs that cater for a diversity of needs through evidence based decision making. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 13 4.2.1 Evidence Based Decision Making Continue to foster and further develop collaborative analytical cultures and common assessment practices across sub schools that inform both classroom planning and school information systems Maintain SAER support programs to assist students at risk and related assessments to justify resources and outcomes Continue to develop formal reporting practices, consistent with evidence based decision making and teacher judgements Continue Early Entry Screening and Assessment programs to identify needs, support and to inform both the Pre – Literacy learning program and special parenting programs (e.g. 0‐4 Parenting Program) in Kindergarten Continue to assess students in the early years (PIPS /INCAS) to build on to Kindergarten data and inform on developmental needs for the teaching – learning program, as well as reviews to justify resources and outcomes Continue NAPLAN program, utilising specific data to inform areas of learning development needs, as well as across school improvement targets in terms of state, national and like school comparisons Continue assessment practices in Literacy, Numeracy, Society & Environment and Science (eg First Cut; SAIS; EARS, utilising specific data to inform areas of learning development needs, as well as across school improvement targets in terms of state and like school comparisons Introduce whole cohort assessment strategies for Years 2; 4; 6 that link to national programs, aimed at identifying areas for improvement and familiarity with these cultures Further develop whole school plans, continua and strategies for literacy; including core skills in Spelling, Reading and Writing Further develop whole school plans, continua and strategies for numeracy; including core skills and Working Mathematically 4.2.2 Teaching – Learning Relationships Developmental, collaborative learning utilising the Curriculum Framework to articulate transitional goals and making consistent judgements with regard to their achievement and future needs, as a consequence Further develop collaborative team teaching cultures promoting 21st Century professionalism; across the school; and across Hub schools Further development of Productive Pedagogy, including Productive Assessment, across the school that better fit a 21st Century learning model Further development and integration of Smart Technology and this century’s digital culture and capacities into teaching – learning cultures; across the school; and across Hub schools Continue to enhance and develop diverse opportunities for student engagement in extracurricular opportunities that promote connectedness to school and learning; both via participation and acknowledgement S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 14 Continue to foster safe, vibrant, connected and aesthetically pleasing learning environments and surrounds, conducive to learning and school pride Maintain and refine cyclical decision making procedures aimed at improving teaching ‐ learning outcomes, including: planning (long/short); implementation; evaluation; evidence based decision making; and post review planning Continuing to ensure individual needs and diversities are catered for in accordance with accountability requirements Continue the 2004‐2009 Strategic Plan focus on the necessity of core skills continua across all sub schools as an essential foundation to 21st Century learning Develop an implement a more useful and honest performance management process that engages accountability at three levels: Peer to peer – teachers sharing professional discussions and judgements amongst themselves; Sub School – teachers collaboratively review accountability targets as a collaborative planning unit; Line Management – teachers and line managers share targeted accountability procedures, policy and outcomes across learning areas 4.2.3 Development & Improvement Focus Areas: 4.2.3.1 NAPLAN Beaumaris consistently outperforms State norms; however National comparisons are less favourable. In accordance with “Focus 2010‐Directions for Schools” We will implement whole school strategies targeting Literacy and Numeracy development. Implement intervention programs for students below or near the National Minimum Standards Targets: 95% of students above the National Minimum Standards in Years 3, 5 and 7 30% of students in the top 20% of students Nationally in Reading, Writing, Spelling, Grammar and Numeracy Improve average scores in comparison to like schools as determined by the schools ICSEA (1097) S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 15 How will we know? Outcomes against targets to be reported in the Annual School Report Schools performance is reported on http://www.myschool.edu.au/ 4.2.3.2 Attendance: Implement intervention strategies for students with attendance issues Targets: Improve student attendance to 96% Reduce unexplained absences in all years Consistent, required procedural responsibilities by teachers How will we know? Performance audited each term and reported in the Annual School Report Teacher recording audited weekly for monitoring 4.2.3.3 ACARA Australian Curriculum In 2008 all Australian governments agreed an Australian curriculum would play a key role in delivering quality education and committed to the development of a K–12 national curriculum, initially in the areas of English, mathematics, science and history. Subsequently, all Australian education ministers committed to a set of educational goals and actions to better prepare young people for their participation in a changing and increasingly globalised world. Rather than the eight different arrangements that exist at the moment, there us national commitment to develop an Australian Curriculum where: The individual and combined efforts of states and territories can focus on how students' learning can be improved to achieve the national goals, regardless of individual circumstances or school location. Greater attention can be devoted to equipping young Australians with those skills, knowledge and capabilities necessary to enable them to effectively engage with and prosper in society, compete in a globalised world and thrive in the information‐rich workplaces of the future. High‐quality resources can be developed more efficiently and made available around the country. There will be greater consistency for the country's increasingly mobile student and teacher population. Beaumaris has also made the commitment to review, internalise and implement a new National Curriculum. This it will do as the new framework and implementation strategies develop further, as well as transitional plans for existing practices. The focus for a New National Curriculum will still be connected within a culture of 21st Century Learning. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 16 4.2.3.4 21st Century Learning Develop physical capacity to deliver physical capacity to deliver 21st Century Learning Develop community, staff and student understanding of 21st Century Learning Develop staff capacity to facilitate 21st Century Learning Develop key partnerships that foster 21st Century Learning Trial and develop through the Hub School Model Prioritise the recruitment of staff with 21st Century learning pedagogies Targets: Continue to utilise Smart Technologies (Interactive Whiteboards) Reduce student to computer ratio (6:1 by 2014) Upgrade network capacity as outlined in ICT Infrastructure Report 2009 Acquisition of videoconferencing facilities and capacities for all hub schools Develop capacity to participate in video conferencing; peer to peer networking; classroom networking; collaborative projects Development of a school radio station, streaming to classrooms, homes, hub schools and the wider community, via desk top networking and web site Provide training opportunities for parents and community members as Partners in Learning Provide professional development opportunities for staff to investigate develop and sustain global, national and rural partnerships Provide professional support for Hub School Partners Utilise Online Curriculum Services project to create capacity within staff to provide 21st Century Learning How will we know? Ongoing professional reviews and monitoring of action research trials, within the school and with Hub School partners Acquisition of and Integration of 21st Century tools into teaching – learning relationships via: Smart Technology and 21st Century Tools, including videoconferencing, web based networking, CENTRA, school based radio station and collaborative interschool visits and activities Ongoing performance management procedures, inclusive of development of 21st Century Learning skills, attributes and literacies – evaluating how we at Beaumaris have made ‘the shift’ Evolution of more flexible classroom and learning environments – global networking S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 17 Sharing development and progress in Hub Schools Maintaining action research journal to assist other schools in the future 4.2.3.5 On Line Curriculum Services Beaumaris and its Hub Schools have opted in to the Online Teaching and Learning Services, provided by the Department of Education. The service and framework are consistent with 21st Century Learning and offer support for the development of a new pedagogical DNA. There is greater opportunity and purpose for Hub collaboration and networking. Targets: Beaumaris will utilise the ‘train the trainer’ model, up skilling representatives from each sub school and in turn developing a school based training team to develop other staff, as well as assist Hub schools, in order to: transform teaching to a new pedagogical DNA that can ‘shift’ practices and develop productive pedagogy and Higher Order Thinking in teaching – learning relationships akin to 21st Century Learning, to improve learning engagement and outcomes develop teachers of the future, skilling final year students in Smart Technology and 21st Century Learning, which they may impart provide metropolitan and rural/remote teaching experiences that may influence ATP students to take up non metro appointments upon graduating How will we know? Ongoing professional reviews and monitoring of action research and networking, within the school and with Hub School partners Ongoing performance management procedures Evolution of more flexible classroom and learning environments – global networking; 21st Century tools, smart technology rubric Sharing development and progress in Hub Schools Maintaining action research journal to assist other schools in the future 4.3 Non Curricular Services & Partnerships In addition to an extensive curricular focus, the school also offers a wide range of non curricular programs, activities and support partnerships. These add to the culture of the school and enhance engagement and opportunities for leadership and contribution to school operations and directions. 4.3.1.1 Services & Partnerships Maintain and further develop Student Services Portfolio programs and support across the school, with annual qualitative feedback and quantitative data on effectiveness and outcomes to justify program investments S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 18 Maintain and continue to refine and evaluate Whole School BMS Policy, procedures and data to inform needs planning Continue to foster and further develop community partnerships through school involvement strategies, focus groups, information sessions, communications and active roles in school support and representations Continue to promote and develop distributive leadership cultures and opportunities across the school for staff, students and school community Develop the Hub School model to promote 21st Century Teaching ‐ Learning through professional and student networking Develop partnerships that enable delivery of 21st Century Learning through: strategic networking support; resourcing; personnel; expertise support; and public relations Continue to foster and develop ‘School Spirit’ through community and whole school engagement programs, awards 4.3.1.2 Governance & Community Further develop the School Council as an effective board of governance that includes existing legislated structures, as well as industry and community leaders whose expertise, connectedness and leadership can assist the school in the self assessment and delivery of its vision and outcomes Continue to provide school and community member opportunities in local decision making through the operations, review/recommendations as members of school committees Continue to provide and develop opportunities for student leadership, both informally across the school and via formal leadership programs in the Senior Sub School Continue to promote and foster the supportive role of the P&C as both a fund raising organisation and a social network that promotes whole school community events and get togethers S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 19 5 Workforce Planning 5.1 21st Century Learning: Utilising the culture of the I‐Generation to maximise learning and develop a teaching culture offering endless challenges and opportunities to engage and enrich learning, globally – the seamless classroom 5.2 Hub School Project Local pedagogical ‘shift’ and teaching – learning relationships that promote engagement and improvement in learning through ’learning to change…changing to learn’ Providing opportunities for broader, more appropriate and connected teaching – learning experiences that overcome limitations of location, equity and access, through the Hub School Model Providing a collaborative, concrete foundation enabling the positive evolution of Independent Public Schools Provide opportunities for a short term professional sea change and school leadership experiences in the hub schools Develop strategic partnerships with universities, industry, business, governments and the public sector to bring the vision to a reality The capacity for Beaumaris to further develop the Hub School Model and broaden its support for other rural and remote sister schools in the future, as well as serve as a systemic model 5.3 ECU Partnership To transform teaching to a new pedagogical DNA (21st Century Learning) that can ‘shift’ practices, develop productive pedagogy and develop the teachers of the future as a leader in the ECU Teacher Training Program Partner To provide metropolitan and rural/remote teaching experiences that may influence ATP students to take up non metro appointments upon graduating To partner redevelopment of ATP Course requirements with ECU, to include school based action research projects within the context of ATP programs in Beaumaris and other Hub Schools, largely based on 21st Century Learning 5.4 Accountability as an ISP School and Staff Remodel Performance Management procedures and formats to better suit the IPS culture. It is therefore essential that Beaumaris staff continue to develop a combination of our own formal and informal internal accountability frameworks and interactions to cope with all the demands at all levels – local, state and national. It means open accountability and developing a more useful and professional performance management process that engages accountability at three levels: S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 20 Peer to peer – teachers sharing professional discussions and judgements amongst themselves Sub School – teachers collaboratively review accountability targets as a collaborative planning unit Line Management – teachers and line managers share targeted accountability procedures, policy and outcomes across learning areas Having greater understanding and local control over our local accountability is more critical with our local community. It will also comply with external requirements and expectations. All staff – in all positions – will have greater accountability – with greater purpose – in the next strategic planning phase. It is part and parcel of the IPS culture. 5.5 Staff Management Effective recruitment, selection and appointment procedures compliant with all legislation Effective school profiling which best meets the Beaumaris context Risk management of a manageable balance between permanent and fixed term staff appointments Effective use and management of Global Budget Optimal management of local staff relief Risk management of plant, practices and policies that relate to staff well being and welfare 5.6 Staff Demographic With an ageing workforce, many staff will retire in the coming decade. This will be an enormous loss of highly skilled personnel, as well as corporate knowledge and culture. It is essential succession panning forms a part of the next strategic plan, enabling a gradual rejuvenation and re‐ skilling of staff to ensure continuity and stability to school directions and outcomes. With succession planning is the need to enhance staff induction and orientation programs The staff demographic is highly female bias, with very few males available for selection. Strategies to make inroads into the need for more male role models include: o Affirmative action by Beaumaris and ECU to include more male ATP participants in Hub School teacher training practicum o Encourage potential male applicants to apply through the local selection process, in accordance with the diversity policy and related legislation o Utilise opportunity, when possible, to develop gender representation in leadership teams Continue to develop distributive leadership practises as part of succession planning and to maximise: o educational, resource, organisational, and operational leadership capacity, competence, confidence and accountability o opportunities for career development and aspiration o ownership of and engagement in school operations through cohesive, collaborative and professional culture at Beaumaris Acknowledge and manage an aging staff profile where issues of personal well being, siblings and aging parents impact upon personal life and demand for more parental leave and carers leave S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 21 Despite Beaumaris’s staff demographic, staff are motivated and sufficiently skilled to ‘make the shift’ to 21st Century Learning. It is essential we continue our tradition of embracing change and challenge …learning to change…changing to learn….changing learning…otherwise there is the potential for people to become set in their ways to be unable or unwilling to ‘make the shift’ and, as Pink Floyd sang…to be ‘comfortably numb.’ Staff Management polices and procedures to comply with systemic and government requirements. Given the additional demands to manage curriculum, whole school IT and networks, the Hub School Project and to report to the School Board, the Curriculum Deputy position is to be reprofiled as Level Four, following submission to DoE. This position will be temporarily filled by the incumbent until it is advertised for permanent appointment in 2011. The difference in salary to be made up by savings in the Oneline Budget. Risk management procedures and requirements to be put in place and enacted. Provision for graduate professional development to be undertaken as a systemic requirement. More graduates are expected to participate in the program in 2011. Staff induction programs and supporting materials are in place for all new staff. Mentors to provide regular meetings. The collaborative sub school structure also improves the induction process. Considering the size of the staff, it is surprising there are no Level Three teachers. Most staff consider the process too onerous and too long. However, the school is fortunate to have so many highly professional staff who are more than eligible. Efforts to encourage and enable Level Three access will continue. Staff Development and collaboration opportunities for all staff will continue, as will our Fish Philosophy of having fun, acknowledging and engaging everyone in everything we do! 5.7 Teacher Selection Aim to offer opportunities to graduate teachers, where possible, for them to learn the trade and develop a history for future employment Aim to explore available transfer/EIP teachers, metro and especially non‐metro for appointment, subject to meeting local needs criteria and compatibility Run annual or biannual pools (utilising more than one) for staffing needs: Permanent; Fixed Term; and Opportunity for Extension – for all positions Recruit staff with a 21st Century skill set Training and Recruitment through RAMS online program 5.8 Non Teaching Staff Selection Develop and provide opportunities for new staff to learn the trade and develop a history for future employment Develop opportunities for professional development, performance management and support in developing staff skills, interests and contribution to school culture and strategic directions Consider available displaced staff along with new potential employees in selection procedures, subject to meeting local needs criteria and compatibility S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 22 Run annual pools for staffing needs: Permanent; Fixed Term; and Opportunity for Extension – for all positions Recruit staff with a 21st Century skill set and mind set Recruitment through RAMS online program 5.9 Staff Induction Develop Teacher Induction/Orientation Policy and support programs to focus upon: o Up‐skilling to 21st Century Learning o Professional collaborative and team teaching cultures o School & systemic policy, procedures and strategic directions o Performance management and accountability procedures o Support programs, including professional development, peer mentors, professional networks o Personal well being, to balance work and life o Graduate support programs o Leadership opportunities 5.10 Risk Management Ensure all staff comply with legislated and systemic requirements for: Training; Duty of Care; OHS; EO; Public Sector Standards; Copyright; Curriculum Framework; National Curriculum; Commonwealth Accountabilities; Fiscal Management; Child Protection; etc. Maintain OHS Committee and procedural operations as per government legislation Provide essential ‘risk management’ training and professional development Continue to review and implement essential risk management and critical incident procedures, including: o Evacuation o Lockdown o Earthquake o Excursion o School visitors protocol requirements o School security o Bushfires and weather hazards Develop portfolio risk management awareness and safeguard lists, across the school: o Facilities and Services o Student Services o Curriculum Services o Fiscal Services o Human Resources Services S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 23 6 Community Planning 6.1 School Community The success of the 2101‐2014 Strategic Plan will be closely linked with the level of community engagement, understanding and support as it evolves and is implemented. This will require: broad input and feedback on the development and implementation of the 2010‐2014 Strategic Plan broad input and feedback on the development & implementation of the Beaumaris Brand as an IPS broad input and feedback on the development and implementation of the 21st Century Learning, as well training and learning programs and opportunities for parents and community members broad input and feedback on the development and implementation of the Hub Schools Model Implementing community focus discussion sessions for feedback and directions School community publications and local media opportunities to promote strategic directions School community surveys for opinions, feedback and suggestions ‘Open Door’ culture across the school Development of broad and diverse fund raising strategies, including greater awareness of the tax deductible P&C Building Fund, with the community to meet existing and future program works, such as: o Air cooling new BER teaching blocks o Grounds and environment development surrounding new blocks and connections to existing structures o Building program ventures such as a possible ‘Early Childhood – 0‐4 Program’ facility 6.2 Beaumaris Partnership Program Such a broad and challenging future vision cannot be delivered independently or alone within our local community. Strategic partnerships will need to be developed to provide support and leadership to help us achieve our gaols. This will include: Engaging industry & business partner the development of strategic projects essential for our vision Engaging sponsor partners to benefit form being part of new and exciting developments as an IPS school and 21st Century Learning Engaging and supporting local businesses as friends of Beaumaris Engaging philanthropic partners to promote excellence and achievement Engaging business venture partners in special projects, such as a possible ‘Early Childhood – 0‐4 Program’ facility 6.3 Strategic Decision Making Partners & Support As an IPS school there are greater accountability expectations. However there are also greater opportunities for innovation, creativity and better addressing local needs, whether they be educational investments or capital investments. Utilisation of community and external expertise and strategic networks can greatly assist in school governance, development and special projects. As such it is essential part of the strategic plan involves co‐option of community members able to assist with strategic initiatives, networks and projects, onto the School Council (Board). These may include those with: S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 24 Strategic political and industry networks Business acumen and skills Project management skills Strategic and creative thinking 6.4 Public Relations Two key factors require addressing as we move into the next strategic phase of school development. These are the possibility of diminishing enrolments and our new status as an Independent Public School. The two are closely linked; the latter having the potential to influence the former. Our new strategic directions and ongoing development to 21st Century Learning is unique and have been made possible by a very highly professional school culture, where staff and students walk the talk’ in terms of our vision and key messages: ‘Equipped to thrive in the 21st century… Meeting the needs of the i‐generation’ There are many strengths and wonderful happenings in the school which can be marketed successfully in a highly competitive education environment. How we see ourselves and how the wider community see us is critical to what happens in terms of the two key factors, in the future. 6.4.1 Engagement of Consultants Consequently the school will seek an ongoing business partnership with an integrated business‐to‐business marketing consultant, with extensive experience in local and national education, across all sectors. Preferably they will have high profile clients in government and non government schools as well as the corporate sector, with not only capacity for re‐branding Beaumaris but also for development of government, industry and commercial partnerships and grants. The purpose of the consultant partnership is to: Develop a brand identification for Beaumaris Develop public Beaumaris Brand, updating the school’s public face – Stationery; Brochures; Awards & Certificates; Advertisements; Signage; Year Book; Newsletter; Circular; Prospectus; etc Development of a new, more interactive web site capable of the networking and streaming facilities required for IPS 21st Century Learning and Hub Schools projects – Blogs; Twitter; Wikis; Video streaming; Polling; On line forms; Etc… Manage media opportunities and training, such as: o Promote BIPS in local community papers – new independent school; what we have to offer; school tours; enrolment queries o Mapping Beaumaris culture, school spirit; difference; vision; organisation & operations: o Image7 School Tour o Plot special features for future media release and interaction o Ongoing promotional strategies in 2010 Develop strategies to attract potential industry, business, government and philanthropic partners to promote and assist with delivery of the 2010‐2014 Business Plan as: o Sourcing sponsorship moneys, grants and philanthropic support for school S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 25 o School major partner Web Site Publications – Newsletter; Year Book; Stationery; etc Awards Scholarships Program Partnerships Sourcing major partnerships and moneys for 21st Century Learning and Hub School Concept: School Communities partnerships to accommodate: networking, interschool visits; video conferencing; Smart Technology development; Classroom networking; Industry, government and commerce funding and business ventures to enable connectivity and networking in the Hub School Model Expansion of Pre Kindergarten Early Childhood program, services deliver and facilities and business ventures This process will involve school and community representation, not only to achieve the above goals, but also to bring everyone together into motivated and cohesive whole school and Hub School communities as we move forward, together, shaping the next five years. Such energy and collective collaboration is essential in terms of how successful we will be. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 26 7 Independent Public Schools Planning The reality of liberating Beaumaris from the plethora of: bureaucratic ‘red tape;’ procedural duplication; centralised channels of communications and line management layers; policy and procedural inflexibility; ‘the one hat fits all’ panacea to every issue or idea, regardless of local variations; central staffing nightmare; and a general culture of compliance, conformity and lack of professional freedom and acknowledgement…has been liberating, to say the least. To say staff and community are excited about the new status and opportunities is an understatement. Independence has delivered the catalyst for a new era at Beaumaris, an opportunity to be creative and unrestrained as we develop new directions to motivate each other to ‘shift’ to 21st Century teaching – learning cultures. The developing 2010‐2014 Strategic Plan aims to transform classrooms to a new pedagogical DNA that can ‘shift’ practices to more appropriate teaching – learning cultures that better engage students and teachers and improve outcomes. At Beaumaris, we believe we have the foundations, expertise and professional drive to achieve this goal, not just as a local school community, but as a Hub School Model. We can also learn and develop further by assisting other educators and communities to make the same pedagogical shift through integration of: technology; professional networking; student/classroom networking; organisational collaboration; the ATP Partnership Program; community networking; industry partnerships; and committed distributive leadership. The future is exciting! 7.1 21st Century Skills We need to make our students truly 21st Century competent as they function in online inquiry and collaborative environments: researching, analysing, synthesizing, critiquing, evaluating and creating new knowledge. To do so we aim to develop essential New Millennium Skills and Attributes that go beyond the ‘Three R’s’ and embody the I‐ Generation culture so they develop ‘thrivability:’ 21st Century Multiple Literacies Media Literacy Social/Emotional Literacies Globalisation and Multicultural Literacies Physical Fitness and Health Literacies Cyberliteracy Ecoliteracy The Arts & Creativity Financial Literacy 21st Century Education Teaching – Learning Attributes: Technologies & Multimedia Integrated & Interdisciplinary Global Classrooms 7 Globalisation 21st Century Skills Relevant, Rigorous and Real World Adapting to and Creating Constant Personal and Social Change, and Lifelong Learning S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 27 Project‐Based & Research‐Driven Student‐Centred Developments of these essential skills rely on the professional learning of staff and implementation in teaching – learning relationships and programs. Initially these will be trialled through action research, with volunteers, who learn and develop collaboratively with each other, with ATP students from ECU and with colleagues in our Hub Schools. Over time the program will be broadened with more staff coming on board and more students being involved. 7.2 Hub School Model 7.2.1 Project Description The 2010‐2014 Strategic Plan aims to transform classrooms to a new pedagogical DNA that can ‘shift’ practices to more appropriate teaching – learning relationships that better engage students and teachers in a culture of exponential technological growth. At Beaumaris, we believe we have the foundations, expertise and professional drive to achieve this shift, not just as a local school community, but as a Hub School Model and as an ECU Teacher Training Program Partner, to assist other educators and communities to make the same pedagogical shift. We may do so through integration of: technology; professional networking; curricular and extra‐curricular interchange; teacher – student ‐ classroom collaboration, the ATP Partnership Program; community networking; industry partnerships; and committed distributive leadership. Vision ‐ Hub School Model Concept Aim: Enabling networking access and whole school connectivity with regional primary schools to encourage and support 21st Century teaching – learning relationships, professional cultures and school improvement Three Springs IPS DoE Coorow IPS Perenjori IPS Beaumaris IPS Hub ECU School Sister School Sister School Partners Sister School S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 28 7.2.2 Project objectives Local pedagogical ‘shift’ and teaching – learning relationships that promote engagement and improvement in learning through ’learning to change…changing to learn’ Developing 21st Century Skills to enable ‘the shift’ ‐ e.g. Smart Technology; videoconferencing; radio station; desktop networking Providing opportunities for broader, more appropriate and connected teaching – learning experiences that overcome limitations of location, equity and access, through the Hub School Model Providing a collaborative, concrete foundation enabling the positive evolution of Independent Public Schools Develop strategic partnerships with universities, industry, business, governments and the public sector to bring the vision to a reality The capacity for Beaumaris to further develop the Hub School Model and broaden its support for other rural and remote sister schools in the future, as well as serve as a systemic model Teaching – Learning Relationships The school offers a range of potential support in developing teaching – learning relationships: Sharing Hub School teacher expertise and innovation to develop Sister School Staff, via: o Video Conferencing facilities o On line learning facilities o Visits to and by Sister Schools o School based radio station o Sharing common collaborative practices – planning; common tasks; common assessment; MCJ; evaluation strategies; explicit goal setting – teaching; connected learning – utilising local/global environments; Reporting; core skills & knowledge strategies; etc o Smart technology; multi media o ‘Developing a Learning, Thinking & Caring Community’ o Whole school/sister schools planning, implementation, review and collaboration cultures o Learning Area access – e.g. LOTE via Video Conference or on‐line facilities or media o Specialist Teacher access – Art; Music; PE; LOTE o Productive Pedagogy Sharing Student Collaboration: o Student visits & exchanges o Student leadership collaboration o Local & global learning pathways projects o Classroom – classroom IT links and communications o Shared extra curricular activities – Arts; performances; exhibitions; sports; etc… S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 29 Professional Development The school offers a range of potential support in professional development: Virtual Learning via Technology: o Video Conferencing o On line learning o Video & IT Media Face to Face Learning: o Interschool visits o Short term teacher/admin exchanges o Short term teacher/admin visits Action Research Learning o Collaborative strategic partnerships and projects o Strategic development journals re: innovation, change & developments Professional & Engaging Culture: o FISH philosophy – local & collective Marketing & promotion Leadership support between school leadership teams, across all levels of distributed leadership structures Performance Management Collaborative Model: o Across schools, linked to collaborative partnerships and learnings, assisted by Hub School Sub Schools and Admin Team o Based on professional learning needs and collaborative professional discussions o Signed off by Sister School Principals and Hub School Principal Accountability Collaborative Model o Based on collective whole school strategic planning culture for whole school development incorporating: Beaumaris Strategic Planning Model – long term planning vision Beaumaris Action Planning Model – short term strategies for delivering specific goals essential to the vision o Review, evaluation, needs assessment, planning, implementation and reporting – cyclical strategies to qualify and quantify progress, achievement and needs o Review & planning for resource implementation and budgeting – human & fiscal Annual Reporting o Concise & explicit Action Plan assessment report and future recommendations and actions – ratifies by local principal and community, with support from Hub School principal, if required S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 30 o Ongoing review of teaching – learning relationships and responsibilities by local and Hub School Principals/Admin teams Curriculum Services Collaborative Model: Sharing across school expertise and interests o Sharing Hub School expertise – Curriculum Coordinators; Sub School Heads; ICT; support; addressing needs; IEP’ IBP’GEP’GBP support o Productive assessment strategies o Online Curriculum project collaboration o Student and classroom networking and collaborative projects and interactions o Etc Access to specialist support: Art; Music; LOTE; PE Collaborative activities: Performances – multi media; visits; shared performances; Multi dimensional communications – IT; etc Video Conferencing Student Services Collaborative Model: o Managing Student Behaviour o Beaumaris Student Services Portfolio o Beaumaris Awards programs o Collective celebration of success – multi media; visits Financial Services Collaborative Model: o Hub school Financial Services Support – multi media communications & visits o Local systems and procedure models o Systemic accountability and requirements support Teacher Training &Succession Planning Engaging Trainee Teachers: o Final Year Students appointed to Beaumaris for final year/two years of Training , each as supernumerary, working & learning alongside class teachers, typically those involved in Sister School collaborative practices and support o Trainees appointed to the school also undertake practices in Sister Schools, with a view to future appointments to these or similar non metro schools where their skills can be utilised o Additional staffing entitlements be given to Hub School to also appoint 3 trainee teachers to 1‐2 year Fixed Term teaching position where PP is given, but completed in non metropolitan school, as part of their contract, thereby adding to local expertise S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 31 7.2.3 Potential Partnerships and Support Infrastructure and Activities School – Industry partnership aimed at developing the local community and local schools through memoranda of agreement for support & access to: Video Conferencing facilities On line learning facilities Visits to and by Sister Schools Smart technology; multi media Learning Area access – e.g. Specialist Teacher access – Art; Music; PE; LOTE Examples of potential partners may include: Mid West Region – with industries developing new mining facilities Onslow region – with industry development groups such as Chevron ECU – Teacher Trainee ATP school based placements Local businesses Foundations, such as ‐ Graham Farmer; Beacon Foundation; etc Hub School Support: Access to experienced teacher expertise, willing to participate Principal coordinator to oversee Model and support collective admin teams Facilities and services Whole school & collaborative models and cultures Experienced parent body and school council support Experienced Teacher 7 Special Needs Assistant support Department of Education Support: Capacity to offer similar EIP for those who feel they cannot or do not want to be part of the Hub School Model Local Staff Selection for those who do Re‐profiling of staff to meet specific local needs Additional Hub School FTE/support for teacher release & support, consummate to support being replaced in the local region Acknowledge and support the Hub School Model Provide enabling systemic policy parameters in place of existing restrictive policies & procedures Additional fiscal grant per annum, in budget, equal to services being provided elsewhere otherwise Capacity to fast track Level 3 Teacher Status for key teachers providing professional support S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 32 Government Support Flexibility with whole of government policy – e.g. Public Sector Standards; Government Purchasing; Recruitment & Selection; School Autonomy; School Fees; etc… Legislation amendments – e.g. Regulations Edith Cowan University Support: Enabling final year of teacher training (ATP) to be completed in one semester at: o Beaumaris o Rural and remote Hub Schools Action research of effectiveness of above – linked to ECU action research project aimed at up skilling ATP students and utilising their skills in the classroom Up skilling university staff with smart technologies, via Hub School We need to further explore possibilities and potential of a Hub – Sister Schools Model. It requires further networking, development and strategic planning, post commencement of Independent Public Schools. The concept has been accepted positively by staff, who also see merit in providing wider system help, as well as regenerating themselves. We find the concept exciting! S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 33 8 One Line Budget Guide: 2010‐2014 Strategic Plan 8.1 One Line Budget From 2010 the school will be allocated a One Line Budget for funding for salaries together with a cash grant to purchase goods and services as follows: The allocation will be calculated on predicted student enrolments in August of the previous year. The salary allocation will be provided in notional dollars and unused salary can be included in the cash grant. Fifty percent of the cash grant will be provided at the beginning of Semester 1. The remainder of the cash grant will be adjusted in accordance with student enrolment at the February census and provided at the beginning of Semester 2. The One Line Budget enables a range of flexibility options to manage local variables so they best meet local education needs and plans for school improvement These include flexibility to: manage staff and contingencies through a one‐line budget; to appoint, acquire, implement, deploy and manage human, fiscal and curricular resources for school improvement; manage a range of local services such as utilities, maintenance, contracts and retain savings; and to determine accounting and financial procedures and establish a wider range of reserve accounts providing they meet compliance policies. For Beaumaris this enables the school community to plan strategically over a five year Global Budgetary cycle with the capacity and confidence for long term development, investment and project innovations. 8.1.1 2011 One Line and Revenue Budgets for Beaumaris REVENUE: INITIAL ALLOCATIONS 2011 2010 Carry Forward ‐ School Flexible Staffing Allocation (SFSA) from 2010 Total 2011 School Flexible Staffing Allocation (SFSA) Total 2011 Contingencies (Dollars) Total 2011 Salary Pool Allocation (1346) Total Revenue from Private Sources (In Dollars) REQUIRED TRANSFERS School Flexible Staffing to Contingencies (Dollars) TOTALS $110,524 $4,014,850 $359,967 $66,390 $304,500 $110,524 BALANCE AVAILABLE FOR STAFF AND CONTINGENCY EXPENDITURE Total value of resources to be used for employment of staff (SFSA) Total value of dollar resources (Contingencies managed in SIS/MAZE) Total value to be reserved in the Salary Pool (1346) TOTAL VALUE OF ALL RESOURCES AVAILABLE FOR THE SCHOOL (One‐Line Budget) $4,014,850 $774,991 $66,390 $4,856,231 In total, the school has a One Line Budget allocation totalling approximately $4.8 million. The majority, approximately three quarters, is salary linked, with the remainder for contingencies. The 2010‐2014 Business Plan extrapolates this amount over five years to develop its vision and goals. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 34 8.1.2 2011 School Generated Revenue Budgets for Beaumaris These funds are generated through school community programs, fees, charges and partnerships with industry and organisations. SCHOOL REVENUE Commissions Fcailities Hire Fees & Charges Interest Overseas Fees P&C Association Student Council Special Projects Grants and Awards Applications P&C Building Fund Sponsorship Hub School Project ‐ Industry/Organisation Partnerships Advertising ‐ Via Web Site Business Partnerships (Sponsorship; ECE Centre) SCHOOL BASED ONELINE BUDGET SCHOOL REVENUE BUDGET 2012 2013 $4,000.00 $4,000.00 $500.00 $500.00 $40,000.00 $40,000.00 $5,000.00 $5,000.00 $1,000.00 $1,000.00 $20,000.00 $20,000.00 $15,000.00 $15,000.00 2010 $4,000.00 $500.00 $40,000.00 $5,000.00 $1,000.00 $20,000.00 $15,000.00 2011 $4,000.00 $500.00 $40,000.00 $5,000.00 $1,000.00 $20,000.00 $15,000.00 2014 $4,000.00 $500.00 $40,000.00 $5,000.00 $1,000.00 $20,000.00 $15,000.00 TOTALS $20,000.00 $2,500.00 $200,000.00 $25,000.00 $5,000.00 $100,000.00 $75,000.00 $5,000.00 $10,000.00 $10,000.00 $5,000.00 $10,000.00 $82,220.00 $5,000.00 $10,000.00 $5,000.00 $5,000.00 $10,000.00 $5,000.00 $5,000.00 $10,000.00 $5,000.00 $20,000.00 $50,000.00 $97,220.00 $15,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 $55,000.00 $250,000.00 $115,500.00 $4,224,355.00 $202,720.00 $4,856,231.00 $115,500.00 $4,856,231.00 $115,500.00 $115,500.00 $4,856,231.00 $4,856,231.00 TOTAL BUDGET REVENUES: Less Staffing Approximations (85% of Oneline Budget) Possible Contingencies and Projects Budget $914,720.00 $23,649,279.00 $24,563,999.00 $20,074,250.00 $4,489,749.00 $15,000.00 8.2 8.2.1 Expenditure Budgets School Staff Expenditure 2011 Expenditure may exceed revenue where savings have been made in other Oneline Budget Areas and directed to identified needs TEACHING STAFF School Administrator Level 6 1 School Administrator Level 4 1 School Administrator Level 3 1.6 Teacher (Level 2 or Level 3) 33.2 Special Responsibility Allowance (Band 4) 1 TOTAL FOR TEACHING STAFF 36.8 SCHOOL SUPPORT STAFF Ministerial Officer Level 5 (75 hr/fnt) 1 Ministerial Officer Level 2 (75 hr/fnt) 3 Gardener / Handyperson Level 2 0.7 Cleaner in Charge Level 3 1 Cleaner Level 1 1.94 Education Assistant (Mainstream L1 / L2) 7.9 Special Needs Assistant L2/3 5.05 TOTAL FOR SCHOOL SUPPORT STAFF 20.59 TOTAL EXPENDITURE ON STAFF APPOINTED TO SFSA TOTAL SCHOOL FLEXIBILITY SALARY ALLOCATION (April 2011) $133,523 $108,673 $97,511 $81,590 $2,428 $69,045 $47,637 $39,548 $40,789 $38,337 $36,367 $38,062 TOTALS $133,523 $108,673 $156,017 $2,708,788 $2,428 $3,109,429 $69,045 $142,911 $27,684 $40,789 $74,374 $287,297 $192,214 $834,314 $3,943,742 $4,010,850 S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 35 8.2.2 2010‐2014 Contingencies Budgets Ongoing curricular and non curricular related expenditure to effectively deliver education services at Beaumaris. CONTINENCIES EXPENDITURE BUDGET ‐ ONGOING MAJOR EXPENDITURE ITEMS 2010 2011 2012 1013 2014 Admin & Publications (Printing; Ink; $37,000.00 $37,000.00 $37,000.00 $37,000.00 $37,000.00 Servicing; Photcopying) Building Maintenance $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 Classroom Cost Centres $3,550.00 $3,550.00 $3,550.00 $3,550.00 $3,550.00 Cleaning $12,000.00 $12,000.00 $12,000.00 $12,000.00 $12,000.00 Curriculum English $17,000.00 $17,000.00 $17,000.00 $17,000.00 $17,000.00 Curriculum General $26,500.00 $26,500.00 $26,500.00 $26,500.00 $26,500.00 Curriculum Maths $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 Early Childhood Program $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 ECE $19,000.00 $19,000.00 $19,000.00 $19,000.00 $19,000.00 Furntiure & Fittings $7,000.00 $7,000.00 $7,000.00 $7,000.00 $7,000.00 Grounds $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 ICT & Smart Technology $50,000.00 $50,000.00 $50,000.00 $50,000.00 $50,000.00 Leases (Equipment) $25,000.00 $25,000.00 $25,000.00 $25,000.00 $25,000.00 Medical Supplies $800.00 $800.00 $800.00 $800.00 $800.00 Miscellaneous $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 Plant $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $40,000.00 $4,000.00 $4,000.00 $4,000.00 $4,000.00 Public Relations (Pormotions; Web Site; Publications) SOLCS Project & Online Learning $23,450.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 Student Services (Awards; School Spirit; $2,500.00 $3,000.00 $3,000.00 $3,000.00 $3,000.00 BMS; SAER; Geaduation) Faults Program $63,000.00 $63,000.00 $63,000.00 $63,000.00 $63,000.00 Electricity (2009 $32000) $37,546.65 $37,546.65 $37,546.65 $37,546.65 $37,546.65 Water (2009 $40000) $37,143.40 $37,143.40 $37,143.40 $37,143.40 $37,143.40 Gas (2009 $5000) $5,665.56 $5,665.56 $5,665.56 $5,665.56 $5,665.56 Rubbish Removal (2009 $6400) $7,337.00 $7,337.00 $7,337.00 $7,337.00 $7,337.00 TOTAL MAJOR EXPENDITURE $437,492.61 $383,542.61 $383,542.61 $383,542.61 $383,542.61 TOTALS $185,000.00 $10,000.00 $17,750.00 $60,000.00 $85,000.00 $132,500.00 $25,000.00 $10,000.00 $95,000.00 $35,000.00 $10,000.00 $250,000.00 $125,000.00 $4,000.00 $55,000.00 $5,000.00 $56,000.00 $43,450.00 $14,500.00 $315,000.00 $187,733.25 $185,717.00 $28,327.80 $36,685.00 $1,971,663.05 8.2.3 2010-2014 Strategic Reserve Budgets Reserve budgets are essential for effective education service delivery though sustainability of plant, equipment and resources, as well as long term goals and projects. MAJOR RESERVES ACCOUNT ICT & Computer Replacement Smart Technology Replacement Furniture Replacement Equipment Replacement IPS Reserve TOTAL RESERVE ACCOUNTS 2010 $5,000.00 $10,000.00 $5,000.00 $5,000.00 $5,000.00 $30,000.00 2011 $5,000.00 $20,000.00 $5,000.00 $5,000.00 $5,000.00 $40,000.00 RESERVE ACCOUNTS 2012 1013 $5,000.00 $5,000.00 $20,000.00 $20,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $40,000.00 $40,000.00 2014 TOTALS $5,000.00 $25,000.00 $20,000.00 $90,000.00 $5,000.00 $25,000.00 $5,000.00 $25,000.00 $5,000.00 $25,000.00 $40,000.00 $190,000.00 Reserve accounts are directly linked to the strategic 21st Century Learning focus. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 36 8.2.4 2010-2014 Special Project Projections & Possibilities Special projects are closely linked to supporting two key strategies: 21st Century Learning Tools and the associated contingencies and plant that supports its development Revenue generation to develop and sustain 21st Century Learning and curriculum development SPCIAL PROJECTS Early Childhood Centre Hub School Project ‐ Networking Broadband Hub School Project ‐ Travel IPS Hub School Project ‐ Videoconferencing Hardware 21st Century Learning Notebooks 21st Century Learning Radio Station TOTAL SPECIAL PROJECT EXPENDITURE 2010 2011 PROJECTED TARGETS 2012 1013 $3,000.00 $5,000.00 2014 TOTALS $500,000.00 $500,000.00 $5,000.00 $5,000.00 $18,000.00 $3,000.00 $82,220.00 $3,000.00 $9,000.00 $3,000.00 $9,000.00 $35,000.00 $35,000.00 $5,000.00 $5,000.00 $0.00 $128,220.00 $8,000.00 $3,000.00 $12,000.00 $5,000.00 $105,220.00 $35,000.00 $105,000.00 $5,000.00 $5,000.00 $20,000.00 $8,000.00 $508,000.00 $530,000.00 Under current legislative arrangements, an Early Childhood Centre cannot be run by the school, as its jurisdiction is only related to its existing K to 7 client base. Several schools in WA are however doing so as part of government supported pilot projects or by the school community. In our case this would be the P&C Association. Legislation does not preclude community groups from managing and generating fees for service in the 0‐4 Early Childhood area. This is a real possibility for Beaumaris. Requirements for an Early Childhood Centre at Beaumaris: Beaumaris school community undertaking, as the named organiser and provider Business partner to provide substantial revenue towards establishment and development in turn for shared income generation through the partnership School community and school fund raising to assist with this development Both education and out of school care services provided School to manage staff specialists to provide education services Business partner to manage out of school care A skilled project manager to further develop the vision and coordinate strategic development plans for the vision to successfully evolve The School Board provides the logical vehicle through which school community and business input developments and reviews can be coordinated. The project serves to address two identified needs from strategic planning and school review: the need for early screening and intervention in the 0‐4 area prior to students commencing school and formal learning; and The opportunity for business partnerships to g4enerate revenue to deliver the 2011‐2014 Strategic Plan. The current projections would leave a surplus of around $133,587 dollars, subject to school generated fund raising and industry partnerships. S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 37 9 Action Planning: Review & Development ACTION PLANNING PREREQUISITES FOR SUCCESS: 2010‐2019 Linked to Performance Management procedures Review Coding Key: Peer to Peer Review Sub School Review Line Management Review Triennial Review Teaching ‐ Learning PREREQUISITE FOR SUCCESS Relationships Developmental, collaborative learning utilising the Curriculum Framework to articulate Curriculum transitional goals and making consistent judgements with regard to their achievement and Framework future needs, as a consequence 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Collaborative Cultures Further develop collaborative team teaching cultures promoting 21st Century professionalism; across the school; and across Hub schools Pedagogy Further development of Productive Pedagogy, including Productive Assessment, across the school that better fit a 21st Century learning model Learning Engagement Further development and integration of Smart Technology and this century’s digital culture and capacities into teaching – learning cultures; across the school; and across Hub schools School Engagement Continue to enhance and develop diverse opportunities for student engagement in extracurricular opportunities that promote connectedness to school and learning; both via participation and acknowledgement Environment Continue to foster safe, vibrant, connected and aesthetically pleasing learning environments and surrounds, conducive to learning and school pride Cyclical Review Maintain/refine cyclical decision making procedures aimed at improving teaching ‐ learning outcomes, including: planning long/short; implementing; evaluation; evidence based decision making; post review plans Difference and Diversity Continuing to ensure individual needs and diversities are catered for in accordance with accountability requirements Core skills, knowledge Continue the 2004‐2009 Strategic Plan focus on the necessity of core skills continua across and attitudes all sub schools as an essential foundation to 21st Century learning Governance & Community PREREQUISITE FOR SUCCESS School Council (Board) Further develop the School Council (Board) as an effective board of governance that includes existing legislated structures, as well as industry and community leaders who can assist the school in the delivery of its vision and outcomes School Committees Continue to provide school and community member opportunities in local decision making through the operations, review/recommendations as members of school committees Student Council Continue to provide and develop opportunities for student leadership, both informally across the school and via formal leadership programs in the Senior Sub School P&C Association Continue to promote and foster the supportive role of the P&C as both a fund raising organisation and a social network that promotes whole school community events and get togethers S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 38 Curricular Performance PREREQUISITE FOR SUCCESS Classroom & Sub Schools Continue to foster and further develop collaborative analytical cultures and common assessment practices across sub schools that inform both classroom planning and school information systems SAER outcomes Maintain SAER support programs to assist students at risk and related assessments to justify resources and outcomes Reporting Continue to develop formal reporting practices, consistent with evidence based decision making and teacher judgements Kindy Continue Kindy Screening and Assessment programs to identify needs, support and to inform both the Pre – Literacy learning program and special parenting programs (e.g. 0‐4 Parenting Program) PIPS Continue PIPS assessment program across P to 1 Classes to build on to Kindy data and inform on developmental needs for the teaching – learning program, as well as reviews to justify resources and outcomes NAPLAN Continue NAPLAN program, utilising specific data to inform areas of learning development needs, as well as across school improvement targets in terms of state, national and like school comparisons First Cut; SAIS; EARS Continue First Cut; SAIS; EARS, utilising specific data to inform areas of learning development needs, as well as across school improvement targets in terms of state and like school comparisons 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Non Local & National Introduce whole cohort assessment strategies for Years 2;4;6 that link to national programs, Assessment Cohorts aimed at identifying areas for improvement and familiarity with these cultures Literacy Further develop whole school plans, continua and strategies for literacy; including core skills in Spelling, Reading and Writing Numeracy Further develop whole school plans, continua and strategies for numeracy; including core skills and Working Mathematically Non Curricular Services & Partnerships PREREQUISITE FOR SUCCESS Student Services Maintain and further develop Student Services Portfolio programs and support across the school, with annual qualitative feedback and quantitative data on effectiveness and outcomes to justify program investments BMS evidence Maintain and continue to refine and evaluate Whole School BMS Policy, procedures and data to inform needs planning Community engagement Continue to foster and further develop community partnerships through school involvement strategies, focus groups, information sessions, communications and active roles in school support and representations Leadership Continue to promote and develop distributive leadership cultures and opportunities across the school for staff, students and school community Hub School Model Develop the Hub School model to promote 21st Century Teaching ‐ Learning through professional and student networking Partnerships Develop partnerships that enable delivery of 21st Century Learning through: strategic networking support; resourcing; personnel; expertise support; and public relations School Spirit Continue to foster and develop ‘School Spirit’ through community and whole school engagement programs, awards programs and our ‘FISH’ culture S:\2011 Admin Filing\100 ADMINISTRATION\117 Independent Public Schools\Business Planning\BPS Business Planning Framework 2011.doc 39
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