2021-2024 strategic improvement plan · 2020. 9. 22. · 2021-2024 strategic improvement plan high...

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High School 1 (2021-2024)

2021-2024 Strategic Improvement Plan

High School 1



School vision and context

School vision statement At High School 1 we are committed to educating a multicultural community, within an environment of inclusion, to become responsible and successful learners focused on educational attainment. Every student and every teacher will be challenged to continue to learn and improve every year.

To achieve academic excellence and prepare students for higher education, training and work we use enquiry based learning and explicit teaching strategies to build strong foundations in literacy, numeracy and deep content knowledge underpinned by a confidence in each student’s ability to learn, adapt and become a responsible citizen.

School context High School 1 is a comprehensive secondary school with a Support Unit which has four classes, located in Sydney’s North Western area. The student population of 654 has been stable over the last four years. Our school community is culturally and linguistically diverse. While 78% of students have a non-English speaking background, 20% require some level of EAL/D (English an additional language or dialect) support. 6% of all students identify as having an Aboriginal background. Students participate in a wide range of learning experiences focusing on enquiry-based learning in the pursuit of academic improvement and excellence.

The school’s staffing entitlement in 2020 was 75 teaching staff and 21 non-teaching staff. The school also employs a Business Manager and Head Teacher Secondary Studies from school funds. Our executive staff is stable with the majority being here for more than five years. 20% of our staff are in their early career as teachers. There is a 15% turnover of staff each year.

The school enjoys the support of its culturally and linguistically diverse community. We have also fostered strong partnerships with universities, cultural institutions, businesses and community groups and have established in-house enterprise learning. Students represent the school across the metropolitan area in music and dance ensembles and a wide range of sporting activities, with both state and regional representation.

The majority of the school’s equity funding will be used to support initiatives developed in the 2021-2024 Strategic Improvement Plan. Some funds will be used to support other activities not embedded in this plan.

The school is committed to continually improving effective classroom practices with staff professional learning being the key to ensuring this. This learning will ensure that both literacy and numeracy levels can be enhanced through improved data collection, analysis and use which underpins our belief in individualised and differentiated learning.

The school will introduce and refine the Curiosity and Powerful Learning (CPL) and protocols for Project-Based Learning (PBL) programs in order to improve student engagement in Stage 4 and 5. Both programs are used to further develop the effective classroom practices that research shows will lead to enhanced learning outcomes for students.

There will also be a focus on Higher School Certificate performance including staff professional learning around deeper analysis and use of data to develop both individual and group support programs. Each faculty will develop ways of deepening the knowledge base of their students.



2021-2024 Strategic Improvement Plan

Strategic Direction 1: Student growth and attainment

Purpose Our purpose is to ensure students grow in their learning through explicit, consistent and research-informed teaching. Our teachers will evaluate their effectiveness and reflectively adapt their practice through quality, targeted professional learning and use of student assessment data to inform teaching. Improvement measures • All Year 7-10 students achieve or

exceed their co-developed learning goals based on the Learning Progressions

• Results for Aboriginal and EAL/D students are equivalent to or exceeding the progress and achievement of all students in the school.

• All teachers demonstrate high quality skills in explicit teaching and differentiation.

HSC attainment

• Improvement in the percentage of HSC course results in top three bands to the lower bound target 48.7% or above.

• Increase the % of Aboriginal students attaining the HSC whilst maintaining their cultural identity to a minimum of the system-negotiated lower bound target

NAPLAN Top 2 or 3 Bands

• Improvement in the percentage of students achieving in the top 2 bands to be above the school’s lower bound system-negotiated target in reading of 11.7% and numeracy of 17.2%

• Increase the percentage of Aboriginal students achieving top 3 NAPLAN bands in reading and numeracy to be

Initiative Highly effective teaching practices Improve effective classroom practice through a focus on explicit teaching practice, formative assessment, progressions and EAL/D strategies.

• Embed the use of formative data collection, use of Progressions for goal setting leading to changes to explicit teaching practice. Literacy and numeracy practice is informed by research.

• Establish collaborative support for teacher performance development, cross-faculty collaborations and evidence-based programs and lessons.

• Develop quality EAL/D teaching professional learning and implementation

• Whole school adoption of Literacy and Numeracy Learning Progressions and PLAN2

• Change & adjust practice using the Progressions, explicit individual student goals, formative feedback to plot students and differentiated teaching

• Analyse NAPLAN, HSC and minimum standard data to identify target areas

• Review and improve the use of formative data sources, monitoring and reflecting on teaching effectiveness.

Success criteria Teachers collaborate to share curriculum knowledge, data, feedback and other information about student progress and achievement which meet the learning needs of all students. Assessments are developed/sourced and used regularly across the whole school to help promote consistent and comparable judgement of student learning, monitor student learning progress, and identify skill gaps for improvement and areas for extension. The school identifies expected growth for each student. Students are achieving higher than expected growth on internal school progress and achievement data School data demonstrates that student progress and achievement is greater than students at statistically similar schools on external measures. This is consistent with strong student progress and achievement on internal measures. Progress and achievement of equity groups within the school is equivalent to or greater than the progress and achievement of all students in the school EAL/D and LST teams are collaborative, build the capabilities of all teachers and are an integral component of whole school approaches to language, literacy and numeracy programs.

Evaluation plan Question: What has been the impact of using consistent, explicit enquiry-based teaching protocols, on student performance? Do teachers collaborate to evaluate, reflect on and adapt practice? Data: External student performance measures (NAPLAN), internal student performance measures (Literacy and Numeracy Progressions), teaching programs, classroom observations, student work samples, coaching records.

Analysis: Analyse the data to determine the extent to which the purpose has been achieved.

Implications: Where do we go from here? Future directions and next steps.



above the school’s lower bound system-negotiated targets.

NAPLAN Expected Growth

• Improvement in the percentage of students achieving expected growth to be above the school’s lower bound system-negotiated target in reading of 61.5% and numeracy of 65.5%.



2021-2024 Annual progress measures


2021 Progress measure

• All staff are aware of, and begin to use Literacy and Numeracy Learning Progressions in directing student learning goals

• All teachers understand, support and implement the three stages of the explicit teaching process: ‘I do, we do, you do’.

2022 Progress measures

• Individual Learning goals in Literacy and numeracy are mapped by all staff for all students in Year 7- 10

• All students in Year 7- 10 have awareness of their co-developed learning goals based on the Progressions, and the majority of students are achieving them.


• All students 7-10 achieve their co-developed learning goals based on the progressions

• Results for Aboriginal and EAL/D students are equivalent to the progress and achievement of all students in the school.

2024 Improvement measures

• All Year 7-10 students achieve or exceed their co-developed learning goals based on the Learning Progressions

• Results for Aboriginal and EAL/D students are equivalent to or exceeding the progress and achievement of all students in the school.

• All teachers demonstrate high quality skills in explicit teaching and differentiation.


• Increase the % of Aboriginal students attaining the HSC whilst maintaining their cultural identity to above the system-negotiated target baseline


• Increase the % of Aboriginal students attaining the HSC whilst maintaining their cultural identity to be trending towards the system-negotiated lower bound target


• Increase the % of Aboriginal students attaining the HSC whilst maintaining their cultural identity to a minimum of the system-negotiated lower bound target


• Increase the % of Aboriginal students attaining the HSC whilst maintaining their cultural identity to between the system-negotiated lower and upper bound target


• Improvement in the percentage of students in the top two bands to be above the school’s system-negotiated target baseline in reading of 6.1% and numeracy of 11.6%.

• Increase the percentage of Aboriginal students achieving top 3 NAPLAN bands in reading and numeracy to be above the school’s lower bound system-negotiated targets.


• Improvement in the percentage of students achieving in the top 2 bands to be above the school’s lower bound system-negotiated target in reading of 11.7% and numeracy of 17.2%.



• Improvement in the percentage of students in the top two bands to be between the school’s lower and upper bound target range in reading and numeracy.

• Increase the percentage of Aboriginal students achieving top 3 NAPLAN bands in reading and numeracy to be between the system-negotiated lower and upper bound target range in reading and numeracy.


• Improvement in the percentage of students in the top two bands to be trending upwards from 2023 baseline towards the upper bound target in reading and numeracy.

• Increase the percentage of students achieving top 3 NAPLAN bands in reading and numeracy to be trending upwards from 2023 baseline towards the upper bound target.


• Improvement in the percentage of HSC course results in top three bands from 43.5% baseline trending towards the lower bound target 48.7%.


• Improvement in the percentage of HSC course results in top three bands to the lower bound target 48.7% or above.


• Improvement in the percentage of HSC course results in top three bands from lower bound target 48.7% trending towards upper bound target.


• Improvement in the percentage of HSC course results in top three bands from lower bound target 48.7% trending towards upper bound target 53.7%.




• Improvement in the percentage of students achieving expected growth to be above the system-negotiated target baseline in reading of 56.1% and numeracy of 58.1%.


• School-determined growth targets based on the reading and viewing element of the Literacy Progressions, and number sense and algebra element of the Numeracy Progressions are identified for all students and more than 62.5% are showing expected growth.


• Improvement in the percentage of students achieving expected growth to be above the school’s lower bound system-negotiated target in reading of 61.5% and numeracy of 65.5%.


• Improvement in the percentage of students achieving expected growth to be between the system-negotiated lower and upper bound target range in reading and numeracy.



2021 – Implementation and progress monitoring


Initiative Highly effective teaching practices

Activity LST/Support (socio-economic background support teachers) Learning & Support Team 1.5 (combined staffing and flexible components) and Socio-economic background (2 FTE) are integrated with whole school practices for this initiative. Activities (below) include:

• plot students on progressions • buddy mentor role using work

samples to plot on PLAN2 • provide faculty support for PLAN2 • adjust teaching programs and

PBL outlines • development of literacy and

numeracy skills-based programs • develop PLAN2 Sentral data

system; integrating with LST Sentral workflows

• R2L & ALARM reading and writing

Adjust literacy & numeracy T&L programs, and deliver interventions for LLAD & socio-economic background students, informed by improved teacher effectiveness activities.

Resources Learning and support teacher practices embedded in whole school literacy and numeracy practices

Funding Sources: Equity (LLAD staffing) • Low level adjustment for disability 1

FTE $109,383 Equity (LLAD flexible) • Low level adjustment for disability 0.5

FTE $54.691 Equity (Socio economic background staffing) • Socio economic background 1.6 FTE

$175,014 Equity (Socio economic background flexible) • Socio economic background 0.4 FTE

$43,753

Evaluation Q: Are LST/Support actively involved in whole team initiative for activities in this initiative referenced for whole year, and have T&L programs been adjusted and delivered? D:LST data embedded in activities during year; T&L programs A LST data embedded in activities during year I: LST data embedded in activities during year

SEF elements Learning & Development Data Skills & Use Effective Classroom Practice Assessment Team HT Teach & Learn, support (socio-economic) & LST

When Term 1 Week 1

Please note: This example demonstrates the deployment of staff funded through equity loadings across a number of activities in the initiative. The level of detail in this activity is not expected for all activities.

Tracking

Evidence LST Teacher program analysis LST survey results PL feedback


Activity EAL/D Team (part staffing and flexible components) are integrated with whole school practices for this initiative. Activities (below) include:

• plot students on progressions • buddy mentor role using work

samples to plot on PLAN2 • provide faculty support for PLAN2 • adjust teaching programs and

PBL outlines

Resources EAL/D teacher practices embedded in whole school literacy and numeracy practices

Funding Sources: Equity (ELP staffing) • English language proficiency 1.5 FTE

$164,074 Equity (ELP flexible)

English language proficiency 0.5 FTE $54.691

Evaluation Q: Are EAL/D team actively involved in whole team initiative for activities in this initiative referenced for whole year, and have T&L programs been adjusted and delivered? D:EAL/D data embedded in activities during year; T&L programs; EAL/D sliced NAPLAN (Custom groups) growth data A EAL/D data embedded in activities during year I: LST data embedded in activities during year

SEF elements Learning & Development Data Skills & Use Effective Classroom Practice Assessment Team HT Teach & Learn & EAL/D



2021 – Implementation and progress monitoring When Term 1 Week 1

• development of literacy and numeracy skills-based programs

• develop PLAN2 Sentral data system; integrating with LST Sentral workflows

• R2L & ALARM reading and writing

Adjust literacy & numeracy T&L programs, and deliver for EAL/D students, informed by improved teacher effectiveness activities.

Tracking

Evidence LST Teacher program analysis LST survey results PL feedback Initiative Highly effective teaching practices

Activity For Stage 6 subject teachers who have EAL/D students enrolled; 1.5 EAL/D specialist teachers:

• collaborate to plan, develop sequenced T&L programs using designed in scaffolding to meet the needs of EAL/D students, including marking criterion which differentiates between content knowledge and language skills

• T&L programs explicitly include English language and literacy demands of subject and utliise differentiated T&L approaches to develop students’ vocabulary, registers, grammatical features and structures of subject-oriented language

• collaborate to co-teach

Funding Sources: Equity (ELP staffing) • English language proficiency 1.5 FTE

$164,074

Evaluation Q: Are EAL/D team actively involved in whole Stage 6 team over time in all relevant subjects, and have T&L programs been adjusted and delivered? D: T&L programs; Stage 6 assessment data; T&L demonstrating backward mapping from key assessments A: Stage 6 with embedded language demands pre-taught for EAL/D students I: ongoing

SEF elements Data Skills & Use Learning & Development Educational Leadership Team HT Teach & Learn – Stage 6 – EAL/D When Term 1 Week 1 Tracking Evidence Stage 6 T&L programs Backward mapped assessment


Activity Personalised Learning Pathways (PLP) are co-developed by Aboriginal Education Officer (AEO) and Support teacher for all Aboriginal students:

• AEO assists in the development and implementation of PLP for Aboriginal students with focus on

Funding Sources:

Aboriginal Education Officer 1 x FTE $76,277 combined funding Equity (Aboriginal background - flexible)

• $32,018

Q: Do all Aboriginal students have a PLP with specific focus on literacy and numeracy improvement and is there collaboration with homework centre staff? D: PLP, PLAN2, retention & attendance data, NAPLAN, HSC A:Aboriginal student attendance improved by 5%; 62% achieved their personal

SEF elements Wellbeing Learning culture Effective classroom practice Professional standards School resources



2021 – Implementation and progress monitoring Team HT Teach & Learn & Aboriginal Education Officer

identifying and developing resources to support the literacy & numeracy learning outcomes.

• Co-development of literacy & numeracy resources for Aboriginal students attending homework centre (see Strategic direction 3)

• AEO helps to maintain effective relationships between Aboriginal students, Aboriginal parents, the Aboriginal community and school staff.

Equity (Socio-economic background - flexible)

• $44,259

learning goals based on the literacy & numeracy progression; % of Aboriginal students achieving top 3 NAPLAN bands increased by 1.2% and is on track for achieving the school’s lower bound target in 2022.

I: There needs to be a renewed focus on attendance to improve retention rates over time

When Term 1 Week 1

Tracking

Evidence Personal learning pathways


Activity Deliver Professional Learning Revisiting NAPLAN, HSC and minimum standard, Literacy & Numeracy Progressions with PLAN2 supporting Formative Assessment.

Resources Staff development days workshop resources = $500

Funding Sources: Initiative • Professional Learning $500

Evaluation Q: Can Teachers use formative assessment in relation to PLAN2? D: Teacher Survey. A: 92% of teachers indicated that they were confident in the use of the progressions to support formative assessment. 8% indicated they could proceed but wanted support. I: Coaching for 8% of staff who require support.

SEF elements Data Skills & Use Learning & Development Educational Leadership Team HT Teach & Learn When Term 1 Week 1 Tracking

Evidence Teacher survey results Initiative Highly effective teaching practices

Activity Plot all new students along the Progressions (see school-determined Areas of focus in ALAN)

Resources Equity resources listed in LST, LLAD, socio-economic background activities above

Evaluation Q: Have all students Year 7 – 10 been mapped against the Progressions? D: LST data sheets. A: All students, excluding new enrolments, have been assessed by Week 3. I: Ongoing process.

SEF elements Data Skills & Use Team HT Sec Studies & LST When Term 1 Week 2-3



2021 – Implementation and progress monitoring Tracking

Evidence LST data sheets


Activity Deliver PL on the impact & use of student work samples in PLAN2. Relate this to finding suitable reference guides and sources for individual learning, in consideration of the school-determined ‘Areas of focus’ in ALAN

Resources Staff Development evening workshop catering 54 staff x $15 = $810 Workshop resources = $500 Total = $1310

Funding Sources: Initiative • Professional Learning $1,310

Evaluation Q: Are teachers confident to continue using PLAN2? D: PL evaluation survey. A: 100% of teachers indicated they were confident in the process. Of this 30% indicated that they were extremely confident. I: Can now begin to ensure that teaching is differentiated to suit the learning needs of students.

SEF elements Data Skills & Use Effective Classroom Practice Team Not identified When Term 1 Week 4 Tracking

Evidence PL evaluation Initiative Highly effective teaching practices

Activity Teachers with buddy mentor use student work samples to plot with PLAN2.

Resources Release for coaching of 11% of teaching staff 5 teachers x $520.89 = $2,604.45

Funding Sources: Equity • Socio-economic background $2604.45

Evaluation Q: Can teachers relate student work samples to the progressions using PLAN2? D: Annotated student work samples, teacher survey, buddy teacher survey. A: 75% of teachers indicated they were confident. Mentors indicated that 70% of staff were confident and made consistent judgements. I: Additional coaching provided to 25% of staff. Additional PL to be delivered on consistent teacher judgement.

SEF elements Learning & Development Data Skills & Use Effective Classroom Practice Team Teachers When Term 1 Week 5 Tracking

Evidence Buddy teacher survey results


Activity Faculties use teaching materials to plot with PLAN2.

Resources Equity resources listed in LST, LLAD, socio-economic background activities above

Evaluation Q: Can teachers use PLAN2 to determine literacy standards for teaching resources? D: Annotated teaching resources, Faculty meeting minutes.

SEF elements Learning & Development Data Skills & Use




Effective Classroom Practice A: All HTs indicated that the process has been modelled and all teachers have been involved in the process and understand it. I: Teachers will evaluate the resources they are using to deliver explicit and relevant learning for students.

Team Head Teachers, LST When Term 1 Week 7 Tracking

Evidence Not provided Initiative Highly effective teaching practices

Activity Feedback to staff on plotting student work samples and resource materials with PLAN2.

Resources

Evaluation Delivered at staff meeting. Executive feedback delivered. Individual teacher feedback also delivered by 4 teachers.

SEF elements Learning & Development Data Skills & Use Effective Classroom Practice Team HT Sec Studies When Term 2 Week 1 Tracking

Evidence Not provided Initiative Highly effective teaching practices

Activity Adjust teaching programs & PBL outlines to ensure that PLAN2 data is adequately addressed.

Resources

Evaluation Coordinated by Head Teachers. To continue as an ongoing and regular process.

SEF elements Learning & Development Data Skills & Use Effective Classroom Practice Assessment Team Executive & each faculty When Term 1 Week 7-10




Evidence Not provided


Activity Deliver PL adjustments to teaching practice for EAL/D students.

Resources SDD

Evaluation Q: Have we taken into account the special requirements for EAL/D students in both literacy and numeracy to support student access to the classwork and the numeracy questions? D: Teacher Survey, coaching notes, HT feedback. I: Ready to proceed to next step. Changes in teaching should be observed and student data should start to reflect improvement.

SEF elements Learning & Development Data Skills & Use Effective Classroom Practice Assessment Team HT Teach & Learn LST When Term 2, Week 1 Tracking

Evidence Head teacher feedback


Activity Development of literacy and numeracy skills-based programs specific to each class and student. Faculties to analyse work samples and resources.

Resources Teacher release for initial workshop attendance 5 teachers x $520.89 = $2,604.45

Funding Sources: Equity • Socio-economic background $2604.45

Evaluation Q: What changes can be observed in teaching practices and student learning? D: Staff Survey, HT feedback, coaching notes. A: Teachers indicate they have improved differentiated learning and are using the progressions to modify teaching I: Move to next step. Look at the connections and impact on R2L & ALARM.

SEF elements Effective Classroom Practice Learning Culture Team Executive When Term 2, Week 3. Ongoing Tracking

Evidence Staff survey analysis


Activity Resources Staff Development Days

Evaluation



2021 – Implementation and progress monitoring SEF elements Data Skills & Use Effective Classroom Practice School Resources Management Practices

Deliver PL & workshop the use of consistent reading and writing strategies used across all faculties, including R2L and ALARM. R2L methodology scaffolds for numeracy

workshop resources = $400 Total = $400


Q: Has the appropriate use of the centralised strategies involving R2L and ALARM been reinforced with a consistent approach across the school? D: HT Teach and Learn feedback, teacher survey, HT Survey. A: All three data sources indicated a positive relationship between teacher understanding and willingness to continue using R2 L. This will build from the work conducted on R2L and ALARM last year. I: R2L and ALARM will remain as the central teaching strategies for both literacy and numeracy. R2L and ALARM, including the methodology statement for numeracy, enable learning to be differentiated and explicit and are compatible with determining student learning goals.

Team HT Teach & Learn When Term 3, Week 1 Tracking

Evidence HT and teacher survey analysis


Activity Develop a platform capturing PLAN2 data for each student on SENTRAL.

Resources Teacher release to develop system 5 teacher days x $520.89 = $2,604.45

Funding Sources: Equity • Socio economic background $2604.45

Evaluation Q: Has the data been successfully transferred to SENTRAL? Is the data easily understood by teaching staff? D: Technology team feedback, LST feedback, HT Sec Studies feedback. A:All data successfully transferred I: Move to next step of capturing data.

SEF elements

Team HT Sec Studies When Term 3 Week 1 Tracking

Evidence Staff feedback analysis


Activity Capture all student data on SENTRAL

Resources SAO to complete. 5 days x $264 = $1,320.

Funding Sources: Equity • Socio economic background $1,320

Evaluation Q: Has each student’s data become accessible to all teaching staff? D: Technology team Feedback, LST feedback, Head Teacher feedback. A: No issues with platform recorded I: Ready to begin use and deliver PL to staff.

SEF elements School resources Management Practices Learning culture Data Skills & Use Team HT Teach & Learn




LST When Term 3 Week 5 Tracking



Activity Deliver PL to staff re the SENTRAL System developed

Resources Staff Development evening catering 54 staff x $15 = $810 Workshop resources = $200 Total = $1,010

Funding Source

• Professional Learning $1,010

Evaluation Q: Can the staff use the SENTRAL data to differentiate learning? D: Staff Survey, Coaching notes, Executive Feedback. A: 90% of staff indicate they are confident in this area. Coaches indicate they can work with 5% of staff. They are confident of staff ability. Executive staff agree staff were confident. I: Coaches to continue with staff requiring support. HT to deliver RPL in Faculty meeting time. Overall ready to ensure full operation in 2022.

SEF elements School Resources Management Practices Learning Culture Effective Classroom Practice Data Skills & Use Team HT Teach & Learn LST When Term 3 Week 8 Tracking

Evidence Executive feedback document analysis Initiative Highly effective teaching practices

Activity Deliver PL to staff re the use of the centralised system to differentiate programs and student learning.

Resources Staff Development evening catering 54 staff x $15 = $810

Funding Sources: Initiative Professional Learning $810

Evaluation Q: Can the staff use the SENTRAL data to differentiate learning? D: Staff Survey, coaching notes, teaching programs, Executive feedback A: 90% of staff indicated they were confident in this area. Coaches indicated they could work with 5% of staff. They were confident of staff ability. Executive staff agreed staff were confident. I: Coaches to continue with staff requiring support. HT to deliver RPL in Faculty

SEF elements Educational Leadership Effective Classroom Practice Learning & Development Learning Culture Team HT Teach & Learn LST When Term 4, Week 1




meeting time. Overall ready to ensure full operation in 2022.

Evidence PL feedback results Sentral data analysis Teacher program document analysis



Strategic Direction 1: Annual reflection

Annual progress measures – prepopulated from the current year’s progress measures.

Resources allocated – auto-calculated as a total of the budgeted funds identified in the Resources column.

Evaluation – schools add text following evaluation of the impact of the initiatives.

Note – the annual reflection will be published in the annual report.

Annual progress measures • All staff are aware of, and begin to use

Literacy and Numeracy Learning Progressions in directing student learning goals

• All teachers understand, support and implement the three stages of the explicit teaching process: ‘I do, we do, you do’.

• Increase the % of Aboriginal students attaining the HSC whilst maintaining their cultural identity to above the system-negotiated target baseline

• Improvement in the percentage of students in the top two bands to be above the school’s system-negotiated target baseline in reading of 6.1% and numeracy of 11.6%.


• Improvement in the percentage of HSC course results in top three bands from 43.5% baseline trending towards the lower bound target 48.7%.

• Improvement in the percentage of students achieving expected growth to be above the system-negotiated target baseline in reading of 56.1% and numeracy of 58.1%.

Resources allocated A range of resources were used to implement and monitor the progress of our school’s initiatives detailed in our Strategic Improvement Plan. These resources contributed to the achievement of the annual progress measures. Funding Sources Initiative • Professional Learning $3,530

Equity • Socio economic background (staffing)

$175,014 • Socio-economic background (flexible)

$88,012 • Low level adjustment for disability

(flexible) $71,301 • Low level adjustment for disability

(staffing) $109,383 • English language proficiency (staffing)

$328,148 • English language proficiency (flexible)

$54,691 • Aboriginal background (flexible) $32,018

Evaluation [Evaluate the impact of the initiative(s) on student learning and effective teaching practice, and consider the implications for future planning.]

The impact on student learning and effective teaching practice is evidenced by:

• 58% of students attained expected growth in NAPLAN reading with 61% in NAPLAN numeracy

• 8.3% of students in top 2 bands reading • 12.1% of students in top 2 bands

numeracy • 100% of teachers and SLSOs have

undertaken Professional learning in Literacy and Numeracy Progressions with 65% of teachers using them to inform practice

• 100% of teachers indicated they understood plotting EAL/D students against progressions

• 65% of teachers evaluated the support from EAL/D, LST & socio-economic teams as effective in supporting the individual learning needs of all students

• 95% of teachers indicated that they could plot students accurately on the Numeracy progression

• Term 4 teacher evaluation of project indicates 5% of staff require follow up PL

• Planned expenditure total = $$12663.35 Actual expenditure total = $13681. Variance due to additional release time required to facilitate additional planning for SENTRAL system.

• Aboriginal student attendance improved by 5%.

• % of Aboriginal students achieving top 3 NAPLAN bands increased by 1.2% and



is on track for achieving the school’s lower bound target in 2022.

Where to from here?

• Introduce students to understanding the progressions and begin to set personalised goals

• More time to be made available for coaching and observation

• Additional PL be made available for staff who assess themselves as in need of additional support in CPL

• Staff who have not yet been involved be given priority for coaches to assist with lesson planning and observation. All observations to be completed by term 1 week 4 to ensure 100% uptake by staff

• One coach to be offered additional mentoring by team leader to upskill

• Review release time for this initiative and adjust resource allocations accordingly

• The next round of PL and coaching can take place as originally planned.

Continue to monitor progress using the SEF. How does this data accurately assess the school’s performance against the SEF? • (Learning Culture) 100% of staff indicated

that the school is demonstrating aspirational expectations of learning progress, has implemented evidence-based change to its whole school practices and there is a school-wide, collective responsibility for student learning and success

• (Curriculum) 100% of staff indicated that teaching and learning programs are being revised based on feedback on teaching practices

• (Learning and Development) 70% of teaching staff are actively demonstrating and sharing their expertise within the school



• (Educational Leadership) - The leadership team is focusing on sustaining a culture of effective, evidence-informed teaching and ongoing improvement enabling measurable learning progress.

• Continued focus on in-class support from EAL/D, LST & socio-economic teams to support the individual learning needs of all students building on teacher feedback baseline data



Strategic Direction 2: Refined teacher practice and collaboration

Purpose The school situational analysis identified the need for greater teacher collaboration and sharing. Project based Learning was a focus of the 2018-2020 school plan but was not deeply embedded in practice. Through Curiosity and Powerful Learning (CPL) all staff will develop a practical understanding of the structures to improve teaching practice by working collaboratively within and across faculties. CPL will provide a base from which Project Based Learning (PBL) can further develop. Enquiry based learning will also be used to positively impact on student engagement.

Improvement measures • 100% of teachers use the six

‘Teacher Theories of Action (CPL)’ areas mapped against the respective ‘Theory of Action’ rubric

• 50% of teachers are involved in coaching/ mentoring relationships. All staff participate in high-quality collaborative practice.

• Stage 4 and 5 teaching programs and classroom observations demonstrate embedded strategies of CPL and PBL as assessed by the Theory of Action rubrics.

• 100% of beginning teachers are aligned to a coach/mentor.

• Staff TTFM Data indicates improvement from baseline of 40% to 100% in the area of teacher collaboration.

• Student TTFM Data improves from baseline of 45% to be above 80% in the area of teaching relevance and rigour.

• EAL/D school evaluation framework indicates improvement from baseline of Delivering to Excelling in Learning ‘Curriculum, assessment & reporting’ and Teaching 'Data informed effective classroom practice'.

Initiatives Curiosity and Powerful Learning Implement Curiosity and Powerful Learning (CPL) program to develop a clear focus on school improvement, explicit teaching and staff collaboration. • PL in CPL Theories of action-

Teacher Theory and Teacher Action (6 research-based actions identified in excellent teaching and learning)

• Initial training of identified faculty members to undertake coach / mentor training and deliver CPL program to faculty members

• Beginning teachers aligned to a trained coach / mentor and CPL embedded in their programs

• High-quality collaborative practice focusing on Teacher Theories of Action rubrics.

• Formal PDP processes demonstrate teachers’ self-reflection against CPL rubrics.

• Pre and Post assessments undertaken by staff utilising teacher Theories of Action rubrics

• Ongoing review of Teaching Programs

• Progressive review of Stage 4 then stage 5 faculty programs.

• Collaborative practice integrating English language learning cross curricula programs

Success criteria There is a high functioning professional learning community which is focused on continuous improvement of teaching and learning. Teachers are engaged in strong collaborations to inform and support the continuity of learning for all students. The school uses embedded and explicit systems that facilitate professional dialogue, collaboration, classroom observation and the modelling of effective practice. Evidence informed teaching methods including CPL & PBL optimise learning progress for all students and are embedded across the school. Teaching staff demonstrate and share their expertise within their school and with other schools.

Evaluation Q: Has the introduction of CPL increased teacher’s knowledge and abilities regrading effective teaching strategies? What has been the impact of CPL on implementation of PBL? Have all staff and faculties engaged in the program? Have school wide practices been developed to support the implementation of the program? Have the CPL rubrics proven a worthwhile teacher reflection tool?

D: Teaching programs, classroom observations, student work samples, coaching records, staff / student surveys, pre and post teacher assessment utilising the CPL Theory of Action rubrics. TTFM survey data.

A: Analyse the data to determine the extent to which the purpose has been achieved

I: Where do we go from here? Future directions and next steps.



2021-2024 Annual progress measures

Strategic Direction 2: Refined teacher practice and collaboration 2021 Progress measure

• All staff demonstrate understanding of the theory and frameworks underpinning the CPL program.


• Stage 4 programs implemented. School reviews stage 5 programs to implement the elements of CPL and PBL.


• 100% of teachers are successfully implementing in two or three of the six Theories of Action areas mapped against the respective Theory of Action rubric.

2024 Improvement measure

• 100% of teachers use the six ‘Teacher Theories of Action (CPL)’ areas mapped against the respective ‘Theory of Action’ rubric.


• 10% of staff attain coach / mentor credentials.

• 50% of staff participate in high-quality collaborative practice within each faculty.


• 20% of staff attain coach/ mentor credentials

• 100% of staff participate in high-quality collaborative practice within their faculty

• 25% of staff participate in high-quality collaborative practice across faculties.


• 25% of staff attain coach/ mentor credentials.

• 100% of staff participate in high-quality collaborative practice within their faculty. 50% of staff participate in high-quality collaborative practice across faculties.


• 50% of teachers involved in coaching mentoring relationships. All staff participate in high-quality collaborative practice.


• School reviews stage 4 programs to implement the elements of CPL and PBL.


• 50% of teachers are successfully implementing in two of the six Theories of Action areas mapped against the respective Theory of Action rubric.


• All Stage 4 and 5 programs implement the elements of CPL and PBL.


• Stage 4 and 5 teaching programs and classroom observations demonstrate embedded strategies of CPL and PBL as assessed by the Theory of Action rubrics.


• CPL is embedded in Beginning Teacher program. 100% of new scheme aligned teachers aligned to a coach mentor.

2022 Improvement measure • CPL is embedded in Beginning

Teacher program. 100% of beginning teachers aligned to a coach mentor.


• CPL is maintained as embedded practice in Beginning Teacher program. 100% of beginning teachers are aligned to a coach mentor.


• 100% of beginning teachers are aligned to a coach mentor.


• Staff TTFM Data is above the baseline of 40% in the area of teacher collaboration.


• Staff TTFM Data improves from baseline 40% to 80% in the area of teacher collaboration


• Staff TTFM Data is above 80% in the area of teacher collaboration.


• Staff TTFM Data indicates improvement from baseline of 40% to 100% in the area of teacher collaboration.

2021 Progress measure 2022 Progress measure 2023 Progress measure 2024 Improvement measure

• Student TTFM Data improves from baseline of 45% to be above 80% in



• Student TTFM Data is above the baseline 45% in the following areas: Teaching relevance and rigour.

• Student TTFM Data is above 55% in the following areas: Teaching relevance and rigour.

• Student TTFM Data is above 80% in the following areas: Teaching relevance and rigour.

the area of teaching relevance and rigour.





Initiative Implementation of CPL

Activity Form the project team - Consultation and selection process. Identify staff interested in undertaking coach / mentor training. Align to beginning and new scheme teachers. Training ongoing.

Resources Coaching course fees $5000 Teacher release 5 staff x 2 days each @$521per day = $5209. Total = $10209

Funding Source Initiative Professional Learning $7604 Beginning Teacher funds $2605

Evaluation Q: Has the CPL team been formed and is it representative of the staff. Are all NST aligned with a coach? D: Team meeting minutes A: Composition of the team is indicative of and representative of all staff except for Industrial Arts (IA) faculty? I: Recruit IA rep and then move to Activity

SEF elements Educational Leadership School Planning Team Principal When Term 1, Week 2 Tracking



Activity After School Executive Professional Development CPL – Stage 1. Whole School Theories of Action (Theory1&2)

Resources Dinner $250 Guest Presenter $500

Funding Sources:

Initiative Professional Learning $250 Equity Socio Economic $500

Evaluation Q: Are all Head teachers on board with the program? What areas of practice across faculties can be better aligned?

D: Team meeting minutes. Feedback from each individual HT

A: Well received by most HT’s.

I: Follow up with Maths and CAPA HT’s to resolve their concerns. Postpone next Session until Week 8.

SEF elements Educational Leadership School Planning Team Principal When Term 1, Week 2 Tracking

Evidence HT feedback analysis


Activity After School Executive Professional Development CPL – Stage 1 Whole School Theories of Action (Theory 3 &4)

Resources Dinner $400 Guest Presenter $500

Q: Are all HTs committed to roll out of the program to staff? What concerns do they have? Will this improve collaboration and student classroom experiences? SEF elements

Educational Leadership School Planning





Team Principal

Funding Sources:

Initiative Professional Learning $400 Equity Socio Economic $500

D: Team meeting minutes. Group and Individual Feedback

A: Positive response for all.

I: Follow up with Maths and CAPA HT’s to work through concerns they expressed. Postpone next Session to Week 8.

When Term 1, Week 4 Tracking

Evidence HT feedback of PL analysis


Activity Deliver PL Workshops for Team Leaders - CPL Theories of Action. Development of Term 2, 3 ,4 Beginning teacher program aligned to CPL

Resources Teacher release for workshop attendance 5 teachers x $520.89 = $2,604.45 Course Fees 5 teachers x $200 = $1000 Total = $3,604.45

Funding Sources: Initiative • Professional Learning $3,604.45

Evaluation Q: Are all Team leaders and coaches equipped and confident to deliver the PL and coaching? D: Workshop feedback survey, team meeting minutes. A: Analysis of the data determined that all team leaders are confident to deliver. I: Team leaders plan Staff PL.

SEF elements Educational Leadership Effective Classroom Practice Learning & Development Learning Culture Team Principal When Term 1, Week 10 Tracking

Evidence Workshop feedback analysis


Activity Deliver whole staff PL for CPL Teacher Theories of Action. Alignment of rubrics to PDP observation proformas.

Resources Staff Development Days Workshop resources = $500 Total = $500


Evaluation Q: Was the staff PL effective and are staff equipped and confident to co-plan programs implementing the CPL initiatives? D: Teacher evaluation of PL, faculty meetings

SEF elements Educational Leadership Effective Classroom Practice Learning & Development Learning Culture Team CPL team leaders, principal When Term 2, Week 1





Tracking

A: Teacher feedback shows YY% of teachers are confident to implement CPL strategies I: Additional PL required for YY% of teachers in CPL strategies

Evidence Teacher evaluation of PL analysis


Activity Plan & Deliver co-planned teaching lessons – Teacher and Peer Coach. (Beginning teacher aligned to their coach)

Resources Release of coaches and teachers 54 staff x ½ day release ($260.45) = $14,064.03

Funding Sources: Initiative • Professional Leaning $4,064.03

Operational • Per capita $10,000

Evaluation Q: Have the co-developed lessons been successfully planned, delivered and observed? D: Coaching notes, lesson plans, observation records. A: Reflection by coaches showed that teachers from the Science and English faculties engaged well with the co-development of lessons with quality lesson planning and delivery encompassing the 6 CPL strategies embedded. The Maths faculty had difficulty in incorporating a number of the strategies into their lessons. The majority of the PE faculty teachers have not yet planned or delivered lessons. I: Additional PL required at the faculty level for Maths and PD.H.PE. Classroom observations and modelling of English and Science lessons and sample lesson plans will be provided.

SEF elements Educational Leadership Effective Classroom Practice Learning & Development Learning Culture Wellbeing Team CPL Team When Commence. Term 2, Week 5 –Term 3 –Week 5 Tracking

Evidence Observation notes document analysis


Activity Collect and process quality data of early implementation including.

Resources Teacher Release for data capture and analysis 5 teachers x $520.89 = $2,604.45

Funding Sources: Initiative

Evaluation Q: How do we effectively measure the impact of the project on improved teacher practice and student learning? D: Teaching Practice: Pre & post PL teacher Survey, collation of lesson plans and observation reports post PL, student

SEF elements Educational Leadership School Planning Effective Classroom Practice Learning & Development





Data skills Learning culture

• Professional Leaning $2,604.45 feedback via exit slips, post PL coach survey and feedback. Student performance data baselines – Literacy and Numeracy System- negotiated targets, Progressions and RAP data. A: Using the above data as a baseline for the project was established and agreed to by the team. I: A clear and well-informed outline of improved teaching practice has been determined.

Team CPL Team When Term 3, Week 10 Tracking

Evidence Observation report doc analysis


Activity Recommended changes to program for 2021 presented to staff.

Resources Teacher Release for data capture and analysis 5 teachers x $520.89 = $2,604.45

Funding Sources: Initiative

Professional Leaning $2,604.45

Q. What worked well? From whose viewpoint? It would be better if …? D & A. Data collected at end of Term 3. I. A clear well informed outline of how the program will operate to staff in 2021 is presented.

SEF elements Learning & Development Data skills Learning Culture

Team CPL Team

When By Term 4, Week 5

Tracking




Strategic Direction 2: Annual reflection

Annual progress measures – prepopulated from the current year’s progress measures.

Resources allocated – auto-calculated as a total of the budgeted funds identified in the Resources column.

Evaluation – schools add text following evaluation of the impact of the initiatives.

Note – the annual reflection will be published in the annual report.

Annual progress measures 2021 Progress measures All staff demonstrate understanding of the theory and frameworks underpinning the CPL program. 10% of staff attain coach / mentor credentials. 50% of staff participate in high-quality collaborative practice within each faculty. Schools review stage 4 programs to implement the elements of CPL and PBL. CPL imbedded in Beginning Teacher program. 100% of new scheme aligned teachers aligned to a coach mentor. Staff TTFM Data to improve to be above the baseline of 40% in the area of teacher collaboration. Student TTFM Data to improve from baseline 45% in the following areas: Teaching relevance and rigour.

Resources allocated Staff Development • Workshop Catering $650 • Workshop resources – $2,100 Funding Sources Initiative • Professional Learning

teacher release $14,485 Catering $650 Course fees $6000 Workshop resources $500

• Beginning Teacher – Teacher release $2605

Equity • Socio Economic

Guest Presenters $11,933.35

Operational Per capita $10,000

Evaluation

• 75% of teachers have undertaken mentoring and coaching sessions and of these 65% have adapted CPL practices

• 60% of teachers have undertaken classroom observations/ feedback sessions

• 90% of coaches indicated that they have the skills to successfully work with staff on the project but indicated more time was required for quality implementation

• Term 4 teacher evaluation of project indicates 12% of staff require follow up PL.

Where to from here? • Additional PL be made available for staff

who assess themselves as in need of additional support in CPL

• Staff who have not yet been involved be given priority for coaches to assist with lesson planning and observation. All observations to be completed by term 1 week 4 to ensure 100% uptake by staff

• The next round of PL and coaching can take place as originally planned.

Continue to monitor progress using the SEF. How does this data accurately assess the school’s performance against the SEF? • (Effective classroom practice) 60% of

teachers are employing an evidence-based effective set of teaching strategies. Effective strategies have been promoted and modelled for staff

• (Learning and Development) 70% of teaching staff are actively demonstrating and sharing their expertise within the school

• (Educational Leadership) - The leadership team is focusing on sustaining

Danka Murray

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a culture of effective, evidence-based teaching and ongoing improvement enabling measurable learning progress.

2021-2024 strategic improvement plan · 2020. 9. 22. · 2021-2024 strategic improvement plan high...

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