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This holistic school development plan outlines a 3-4 year trajectory for educational progress, encompassing goal-setting, objectives, operational issues, and support mechanisms to cultivate a thriving learning environment. The SMART principle guides the creation of specific, measurable, attainable, results-oriented, and time-bound goals. Each school year begins with a detailed one-year plan that breaks down objectives into actionable strategies, measurable indicators of success, and necessary supports. Operational issues, though not part of the formal plan, are crucial for addressing immediate concerns and ensuring overall success. By aligning goals with the school's mission and connecting them to district and provincial initiatives, this model aims to enhance student achievement and foster a strong educational community.
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School Development Goal Development “Building a Learning Community”
School Development Plan (3-4 year) • A long term plan provides direction for change • A 3-4 year school development plan is divided into: • Goals • Objectives • Operational Issues
Goals • General statements of desired results to be achieved over time • Measurable and attainable • Few in number • Reflected in the school’s mission statement • Focused on student achievement • Linked to district and provincial strategic plans as well as to teachers’ professional growth plans • Results oriented
Objectives • Specific targets or milestones set to promote achievement of a particular goal by a specific time • Express, in measurable, broadly stated terms, what will be done in a reasonable and specified period of time (Answer both “what” and “when”)
SMART Principle Goals should be: • Specific • Measurable • Attainable • Results oriented • Time bound “Goals are made SMART through their objectives, indicators of success, strategies and actions.”
School Development Plan (1 year) • Completed at the beginning of each school year • Provides the details for each objective by: • listing the strategies required • stating how the strategies and objectives will be measured • listing the supports required to implement the strategies and objectives
Parts of the 1 year Plan • Goals • Objectives • Strategies • Indicators of Success • Support Plan • Operational Issues
Strategies These describe how the school intends to accomplish its objectives. Strategies… • are implemented through the actions of teachers, students, parents and other school partners • are measurable through the indicators of success • are numbered and cross-referenced with objectives
Indicators of Success These are measurable and attainable outcomes of the strategy or objective. Indicators of success.. • may be specific – measure a strategy • may be general – measure a number of strategies or the objective
may be quantitative – assessment results • may be qualitative - actions and practices • demonstrate the effectiveness of an objective and its accompanying strategies • are numbered and cross-referenced with the strategies
Support Plan This component clearly identifies the supports needed to implement the strategies under each objective. Supports… • may be financial in nature • may be professional development requirements • are numbered and cross-referenced with strategies
Operational Issues Issues that come out of the internal review but are not a direct part of the school development plan. Operational Issues… • don’t require long term planning • can be addressed through short meetings or by taking an appropriate action • are important to the success of the plan
“Every shared vision effort needs not just a broad vision, but specific realizable goals – milestones we expect to reach before too long. Goals represent what people commit themselves to do.” (Senge, 1994)
