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The plan sets long-term measurable outcomes and AIP targets for engagement, belonging, student voice, attendance and behaviour wellbeing data, and improved self-efficacy and practice change through PD. It defines monitoring by terms, establishes multi-tier case management and observation/feedback systems, and specifies leadership, faculty collaboration, and resource allocation to support targeted interventions and consistent curriculum 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School priority 1:CULTURE &WELLBEING  \u003Cbr>We foster environments where every student and aduit;feels safe,is valued,belongs and can learn.   | Monitoring  \u003Cbr>Term2  \u003Cbr>Term 4  \u003Cbr>Term3  \u003Cbr>Termi   | Long term measurable/desired outcomes:  \u003Cbr>·5-week case management cycles  \u003Cbr>·Student Engagement Case Management lists outward facing  \u003Cbr>·Multitiered approach embedded in school(outside SEP)  \u003Cbr>·Junior Engagement HODs presenting T&Lapproaches to school  \u003Cbr>·Student snap shots shared by SECMs to all teachers and parents  \u003Cbr>·Staff have opportunities to unpack and use the language of:PEEC  \u003Cbr>strategies,Fisher &Frey Belonging,Berry Engagement Continuum  \u003Cbr>·Staff Survey shows increase in selfefficacy and practice change  \u003Cbr>based on engagement and belonging evidence.  \u003Cbr>·Obs and Feedback model sees teachers choose high impact  \u003Cbr>strategies that suit their student needs.   | AIP measurable/desired outcomes:  \u003Cbr>·Data improvement on students @risk  \u003Cbr>·SOS Data  \u003Cbr>·School Wellbeing Data(Attendance,Behaviour)  \u003Cbr>·Staff Feedback re,case management/focus strategie.  \u003Cbr>·Whole school/classroom surveys  \u003Cbr>·SLA gathered studentvoice  \u003Cbr>·Student feedback on cultural inclusion/belonging  \u003Cbr>·QEW Resilient Youth/CARE Survey  \u003Cbr>·Parent Feedback-surveys   |\n| --- | --- | --- | --- |\n| Strategy/ies:  \u003Cbr>·As a whole staff team,we wil focus on a culture of learning and wellbeing;enacting effective belonging and engagement strategies that  \u003Cbr>support students and teachers in the school and the classroom.   |  |  |  |\n| Actions:  \u003Cbr>·Provide strategies for engagement,strong relationships and belonging in every classroom(Fisher &Frey,Amy Berry).  \u003Cbr>·Provide multiple channels for student voice regarding school culture,learning and wellbeing feedback at a classroom and grade level.  \u003Cbr>·Provide equitable PDopportunities in student engagement,learning&welbeing (Caroline Blackley,Trauma Informed Practices).  \u003Cbr>·Strengthen our focus on the PERMAH model throuh practical resources(TRP and PEEC Diaries).  \u003Cbr>·Use a3-tier model and case management support for targeted intervention practices with disengaged Students 7-9.   |  | Responsible officer(s):  \u003Cbr>Principal &Culture &Wellbeing DP/Teaching &Learning DP/Inclusion DP  \u003Cbr>SLA Coordinators  \u003Cbr>HODs Faculty &HODs Jnr Engagement  \u003Cbr>GOs&Wellbeing Team  \u003Cbr>Student Engagement Case Managers &SOC Teams   | Resources:  \u003Cbr>PD Budget  \u003Cbr>Case managers 3×0.6 FTE  \u003Cbr>Afraican liason Officer1×0.6  \u003Cbr>Extra GO0.6  \u003Cbr>Professional Readings for Leaders &Staff   |\n| School priority 2:LEARNING &TEACHING  \u003Cbr>We action larning and teaching approaches to support our diverse student population.  \u003Cbr>We support each other in developing our craft,to improve our self-efficacy,efficiency,impact and welbeing   | Monitoring  \u003Cbr>Term4  \u003Cbr>Tern3  \u003Cbr>Term2  \u003Cbr>Term1   | Long term measurable/desired outcomes:  \u003Cbr>·Teachers engage in PD linked to ther SPG measures.  \u003Cbr>·Al meetings are collaborative;workshop,feedback focused,not  \u003Cbr>information delivery/lecture style.  \u003Cbr>·Staff Meeting schedule reflects this focus on a term-by-term basis.  \u003Cbr>·Leadership Meeting schedule reflects this focus  \u003Cbr>·Faculty Meeting schedule and Facuity Action pans reflect a time  \u003Cbr>allocation and plan for faculty sharing.  \u003Cbr>·Staff Survey shows increase in self efficacy and practice changed  \u003Cbr>in these areas of culture/inclusion/challenging behaviours.   | AIP measurable/desired outcomes:  \u003Cbr>·50%of teachers engage in Obs&FB model in sem 1.  \u003Cbr>·100%of teachers engage in Obs&FB model in sem  \u003Cbr>2(1observation minimum)  \u003Cbr>·Staff Survey shows increase in self-efficacy and  \u003Cbr>practice change  \u003Cbr>·100%New and BT engage in Teacher Induction  \u003Cbr>·10%of teachers engage in Aspirant Leadership P/gm.  \u003Cbr>·Draft model is created by","cbCaiuxsDJz3nBDN","https://ap.wps.com/l/cbCaiuxsDJz3nBDN","pdf",274298,9,"English","# FOREST LAKE SHS 2025 ANNUAL IMPLEMENTATION PLAN\n## School priority 1: CULTURE & WELLBEING\n## School priority 2: LEARNING & TEACHING\n## School priority 3: CURRICULUM","[{\"question\":\"What are the three main school priorities in the 2025 Annual Implementation Plan?\",\"answer\":\"The plan focuses on School priority 1: Culture \\u0026 Wellbeing, School priority 2: Learning \\u0026 Teaching, and School priority 3: Curriculum.\"},{\"question\":\"How does the plan measure culture \\u0026 wellbeing outcomes?\",\"answer\":\"It includes monitoring and long-term outcomes such as student engagement case management cycles, attendance/behaviour wellbeing data, and staff survey results showing increased self-efficacy and practice change, supported by observation and feedback.\"},{\"question\":\"What learning and teaching actions are included to improve teacher practice?\",\"answer\":\"Actions include PD linked to school improvement measures, intentional collaboration, implementing a classroom observation and feedback system across career stages, and increasing teacher engagement with the Forest Lake Pedagogy Hub.\"}]","FOREST LAKE SHS 2025 ANNUAL IMPLEMENTATION PLAN | PDF",1789185655]