school plan 2018-2020 - orange high school€¦ · the regional central western city of orange, nsw...

School plan 2018-2020Orange High School 8134

Printed on: 6 December, 2018 of 21 Orange High School 8134 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At Orange High School we ignite a lifelong love of learningwhich supports us to explore, challenge and create ourplace in the world.

School Goals

1. Every student is known, valued and cared for in ourschool

2. Every student, teacher and leader improves every year

3. Every student is engaged and challenged to learn

4. All students have a strong foundation in literacy andnumeracy, deep content knowledge and confidence in theirability to learn, adapt and be responsible citizens

5. Our students finish school well prepared for highereducation, training and/or work

Orange High School has proudly educated students fromthe regional Central Western city of Orange, NSW for morethan 105 years. Our school is steeped in values andtradition supported by strong connections to our localcommunity, who actively support our many initiatives. Ourpromising future is encapsulated by our school slogan,Honour the Past, Create the Future; and as result theschool is driven and identified by a strong culture ofexcellence, achieved in an innovative and progressiveteaching and learning environment.

Orange High School is lucky to be comprised ofoutstanding educators, many of whom are relatively early intheir teaching career, yet developing into exceptionaleducational practitioners of the future. The teaching team isled by a passionate leadership team who bring to theschool wide and deep prior experiences in educationalsettings

The school is proud to reflect the health and diversity of thewider Orange community and be comprised of studentsfrom the full range of socio–economic, cultural andacademic family backgrounds. As a result, the school has agenuine foundation on which we develop confident andresilient young people equipped with skills and experiencesto succeed and positively contribute the world beyondschool.

Our school has a Positive Behaviour for Learning (PBL)foundation. In addition, strong wellbeing initiatives ensurestudents graduate as positive and educated young citizensas a result of a high quality, supportive and inspirationaleducation experience.

The school is fortunate to have partnerships with activeparent and community groups in the arts, sport and cultureincluding the Orange High School Parents and CitizensAssociation and Orange Aboriginal Education ConsultativeGroup.

The Orange High School Leadership Team is comprised ofthe Principal, 2 Deputy Principals, an Instructional Leaderand 11 Head Teachers. The Leadership Team togetherlead a staff totalling more than 100 educators in all aspectsof school operations from day to day teaching and learningthrough to the continual development of a positive and highachieving learning culture. A key responsibility is thedevelopment of strategic plans based on the collectiveevaluation of evidence and planning for continualimprovement and development.

Planning at Orange High School begins with a 'learningcommunity' as its foundation. The Leadership Team fostersand continually develops a strong and collaborative teambased culture providing opportunities for staff to contributeto the future school direction. Parents and the widercommunity are encouraged to provide input to schoolstrategies and direction through activities such as regularsurveys, parent teacher nights, meetings with teachers andleaders along with formal channels such as the Parent andCitizens (P&C) Association and Aboriginal EducationConsultative Group (AECG). Increasingly, it is exciting tohave student input from talented, reflective and capablestudent leaders. Prefects and student leaders providevaluable input into school priorities and strategies.

Finally, key school strategic directions and priorities arebased on data and reflection against standards containedwithin the School Excellence Framework. The LeadershipTeam has developed and completed a comprehensivereflection process in 2018 resulting in the 2019 StrategicPlan contained within. We look forward to implementingand leading the following strategies.


School strategic directions 2018–2020

STRATEGICDIRECTION 1

Teaching


Learning


Leading

Purpose:

To further develop continually improving practices that aredriven by a balance of explicit teaching and future focusedpedagogies which create innovative and differentiatedlearning opportunities that provide all students with optimallearning outcomes.

Purpose:

To strategically deliver high quality literacy and numeracyskills in conjunction with high expectations, knowledge andcontent and understandings in a supportive and innovativelearning environment.

Purpose:

To ensure effective leadership practices are researchdriven, consistently applied and provide opportunities tonurture current leaders and grow aspiring leaders.


Strategic Direction 1: Teaching

Purpose

To further develop continually improvingpractices that are driven by a balance ofexplicit teaching and future focusedpedagogies which create innovative anddifferentiated learning opportunities thatprovide all students with optimal learningoutcomes.

Improvement Measures

High quality teaching practices andlearning practices in classrooms,evidenced in every KLA throughdifferentiated and individualisedprograms, assessment tasks and worksamples.

Future Focussed and ICT skills areevident in all teaching programs andassessments in Stages 4 and 5.

People

Students

Articulate how they learn and why theylearn and develop their critical thinking,problem solving, collaborative andcommunication skills.

Staff

Improve their own practice to engagestudents and will enable learners toprepare them for their future goals andaspirations.

Leaders

Use the evidence to support theimplementation of professional learning thatenhances contemporary educationalpractice and pedagogy.

Parents/Carers

Are provided with the opportunities toengage in school based teaching andlearning activities.

Processes

Effective classroom practice

All teachers are committed to identifying,understanding and implementing the mosteffective teaching methods with the highestpriority given to evidenced based teachingstrategies.

Learning Development

Professional learning is aligned with theschool plan, and its impact on the quality ofteaching and student learning outcomes isevaluated. There are explicit systems forcollaboration and feedback to sustainquality teaching practice.

Student Engagement

Inquiry based teaching programs existacross selected parts of the schoolsupporting the focus of embedded deepcontent knowledge with 21st Centurylearning skills.

Evaluation Plan

Evaluation Plan

External NAPLAN, HSC data Internalattendance and PBL data Programs andregistrations. Student work andassessment samples PersonalisedLearning Plans Whole school and KLAProfessional Learning Plans

Practices and Products

Practices

All teachers understand and explicitly teachliteracy and numeracy to students at alllevels of achievement, in all subject areas,with success that can be measured byimproved student progress andachievement data.

Teachers routinely review learning witheach student both in class and on worksubmitted, ensuring all students have aclear understanding of how to improve.Student feedback is elicited by teachersand informs their teaching.

Products

The school has a high performing teachingstaff as measured against the AustralianProfessional Standards, whose capacitiesare continually built to ensure every studentexperiences high quality teaching.

A whole school approach ensures the mosteffective evidence–based teachingmethods optimise learning progress for allstudents, across the full range of abilities.Teachers employ evidence–based effectiveteaching strategies.


Strategic Direction 2: Learning

Purpose

To strategically deliver high quality literacyand numeracy skills in conjunction withhigh expectations, knowledge and contentand understandings in a supportive andinnovative learning environment.


Increased use of student assessmentdata teachers to inform the teaching andlearning process

The school demonstrates increasedlevels of wellbeing support in safety,learning and respect.

People

Students

Are engaged with explicit innovativelearning opportunities that are differentiatedto meet individual learning requirements.

Staff

Lead the personalisation of learning for allstudents to address identified skills gaps,extend and encich learners and cater fortheir personal interests and passions.

Leaders

Lead high level professional learning andthe collaborative implementation ofenhanced structures and accountabilities toensure a continually improving learningcentre.

Parents/Carers

Collaborate with school staff and leaders tosupport improvements in studentachievement.

Processes

Curriculum

There is an integrated approach to qualityteaching, curriculum planning delivery andassessment promoted learning excellenceand responsiveness in meeting the needsof all students.

Wellbeing

There is a strategic and planned approacharound the whole school wellbeingpractices that support the wellbeing of allstudents they can connect, thrive, succeedand learn.

Evaluation Plan

Assessment against Connect, Thrive andSucceed

Classroom observations

Assessment Documents including studentwork samples highlighting feedback

External NAPLAN Data

Enhanced role statements andaccountabilities


Practices

The school has implemented evidencebased change to whole school practices,resulting in measurable improvements inwellbeing and engagement to supportlearning.

Products

Teaching and learning programs aredynamic, showing evidence of revisionsbased on feedback on teaching practices,consistent and reliable student assessmentand continuous tracking of studentprogress and achievement.

The school is organised so that all studentshave regular opportunities to meet with anidentified staff member who can provideadvice, support and assistance to helpstudents fulfill their potential.


Strategic Direction 3: Leading

Purpose

To ensure effective leadership practicesare research driven, consistently appliedand provide opportunities to nurture currentleaders and grow aspiring leaders.


Instructional Leadership, coaching andmentoring as part of the Performance andDevelopment Framework informs theteaching and learning process across allKey Learning Areas.

People

Staff

Continual collaboration and reflection todevelop explicit and shared practices

Leaders

Lead the ongoing cycle of consultation,planning, implementation, evaluation andreporting school processes and practices

Parents/Carers

Are actively engaged and involved with theongoing performance of the school

Processes

Instructional Leadership

Is modelled by all staff and supports aculture of high expectations, resulting insustained and measurable whole schoolimprovement.

Performance management

The school demonstrates ahigh–performance culture with all studentstaught by high performing teachers asevidenced through the performance anddevelopment process.

Staff Wellbeing

Structures and processes exist, whichunderpin systems to ensure ongoing schoolimprovement for all stakeholders.

Evaluation Plan

Tell Them From Me Surveys

Implementation documents aroundPerformance and Development Plans

School Excellence Framework

PBL data


Practices

Authentic implementation across all Kla's ofall aspects of the Performance andDevelopment process.

The leadership team takes a creativeapproach to use of the physicalenvironment to ensure that it optimiseslearning within the constraints of the schooldesign setting

Senior executive mentoring and coachingof head teachers to further developindividual skills as instructional leadersincluding the use of evaluation tools.

Products

Further development of whole schoolstructures and systems to ensureInstructional Leadership is the focus ofevery teacher in every classroom.

Further development of the coaching andmodelling frameworks to support highexpectations and improved studentlearning outcomes.

Enhancement of whole school and KeyLearning Area Strategies that support staffwellbeing.



2019 Project Leader/s: On track Implementation Delayed Off track

Process 1: Effective classroom practice

All teachers are committed to identifying, understanding and implementing the most effective teaching methods with the highest priority given to evidenced based teaching strategies.

Milestone Activities Resources Evaluation

MID TERM 1

END TERM 1 Beginning and early career teacher induction program commences

Performance Development Plans commenced for all staff at OHS mappedto standards.

HSC Monitoring and Compliance collected and discussed with FacultyHT's

All professional learning activities are evaluated and reviewed.

HT's are using internal and external data to inform the teaching andlearning cycle, articulating reflections and adjustments.

• Support for beginningteachers ($17,500.00)

MID TERM 2

END TERM 2MID–YEARREFLECTION

Beginning and early career teacher induction program continues




MID TERM 3

END TERM 3 Beginning and early career teacher induction program




MID TERM 4




END TERM 4ANNUALMILESTONE

Beginning and early career teacher induction program




Process 2: Learning Development

Professional learning is aligned with the school plan, and its impact on the quality of teaching and student learning outcomes is evaluated. There are explicit systems for collaboration andfeedback to sustain quality teaching practice.


MID TERM 1

END TERM 1 2019 internal professional learning mapped to school plan and APST

Professional learning (SDD, Staff meetings) are evaluated

All PL is registered on MyPL@EDU for all staff

Regular team meetings across the school attached to portfolio areas.

MID TERM 2


2019 internal professional learning mapped to school plan and APST




MID TERM 3

END TERM 3 2019 internal professional learning mapped to school plan and APST




MID TERM 4





2019 internal professional learning mapped to school plan and APST




Process 3: Student Engagement

Inquiry based teaching programs exist across selected parts of the school supporting the focus of embedded deep content knowledge with 21st Century learning skills.


MID TERM 1

END TERM 1 PL Meetings for Year 7 TDP teachers to review programs andassessment adjustments

Embed design thinking skills in Years 8,9,and 10

MID TERM 2


Lesson Observations of TDP class activities.

Register TDP adjustments

MID TERM 3

END TERM 3 Lesson Observations of TDP class activities.


MID TERM 4


Film model lessons for internal professional learning





Process 1: Curriculum

There is an integrated approach to quality teaching, curriculum planning delivery and assessment promoted learning excellence and responsiveness in meeting the needs of all students.


MID TERM 1

END TERM 1 Executive lead the analysis of external data sources and triangulate withinternal data to create faculty strategic directions.

Professional learning on literacy and numeracy HSC minimum standards.

Best Start Year 7 Testing

DP's collaborate with HT's to validate explicit writing in Stage 5 programsand assessments.

Years 9 and 10 focus on embedding literacy and numeracy in programs toclass profile and ensure students work towards meeting the minimumstandards

MID TERM 2


Evidence of literacy and numeracy skills in programs and assessments.

LST analyse Best Start data to compose and adjust student learning andsupport plans.

Deliver analysis to staff for literacy and numeracy adjustment using itemanalysis using Best Start resources.

Faculties collect work samples to demonstrate explicit writing inclassrooms.


MID TERM 3




END TERM 3 Evidence of literacy and numeracy skills in programs and assessments.

Explicitly teach literacy and numeracy skills using Best Start information inStage 4.

Faculties collect work samples to demonstrate explicit writing inclassrooms


MID TERM 4


Review 2019 external data with internal data to evaluate the growth inliteracy and numeracy.

Collate and review data in Stage 5 from the HSC Minimum standards toassess student eligible for a HSC or adjust programs to support students.

Best Start Year 7 growth for targeted students mapped to literacy andnumeracy progressions using Plan 2.

Senior Executive work with Ht's to cross reference impact of explicitwriting in programs to assess how many students met the HSC Minimumstandards and Naplan.

Process 2: Wellbeing

There is a strategic and planned approach around the whole school wellbeing practices that support the wellbeing of all students they can connect, thrive, succeed and learn.


MID TERM 1




END TERM 1 Review PBL Handbook

LST lead the enhanced construction, distribution and evaluation of LSP.

LST initiatives communicated and support student learning

Wellbeing plan adjusted for 2019

PL Year Advisors and role statement reviewed

Mandatory Child Protection Training for 2019 completed by all staff.

PBL data reviewed, shared fortnightly and used to drive professionallearning of staff to support student learning.

LST and PBL Teams work together and meet fortnightly

Mandatory training for new staff to the school casual or permanent

MID TERM 2


Assess the audit of the wellbeing framework



PBL data reviewed, shared fortnightly and used to drive professionallearning of staff to support student learning



PBL updates and PL in response to the data

MID TERM 3

END TERM 3 LST lead the enhanced construction, distribution and evaluation of LSP.


PBL data reviewed, shared fortnightly and used to drive professionallearning of staff to support student learning


Mandatory training for new staff to the school casual or permanent.





MID TERM 4




PBL data reviewed, shared fortnightly reviewed to inform planning for2020.




Rewrite 2020 Learning and Support Plans

Collection of adjusted work and assessment samples and attach tostudent's LSP




Process 1: Instructional Leadership

Is modelled by all staff and supports a culture of high expectations, resulting in sustained and measurable whole school improvement.


MID TERM 1

END TERM 1 Executive PDP process weeks 5 and 10.

Lesson observation for Ht's by Senior executive

HT's evaluate and triangulate data to improve faculty practice andteaching and learning outcomes.

Refinement of whole school and faculty processes to support newteachers.

Senior Executive explore 2018 external validation for 2019 using the SEFas a platform.

MID TERM 2


Executive PDP process weeks 5 and 10

Head Teachers lead the ongoing consolidation and evaluation of newcurricula teaching programs to further individualise and enhance learning.

Evidence of ongoing reflection and review of teaching and learningprograms and student learning outcomes through assessment

LST support individualised teaching and learning faculties.

Continue to investigate Cross curricula project based learning

MID TERM 3




END TERM 3 Executive PDP process weeks 5 and 10

Lesson observation for Ht's by Senior executive.

HT's lead the ongoing development of new curricula teaching and learningprograms to further individualise and enhance learning.

DP's evaluate programs ad student evidence of triangulating dataimproved student learning outcomes

Evaluation of teaching programs to improve student learning

PL for executive to develop a framework and strategic plan to pilot crosscurricula learning opportunities

MID TERM 4


Executive PDP process weeks 5 and 10

Evaluation using the SEF to validate the success of instructionalleadership to improve student learning outcomes. EG Naplan, Valid, HSCand report data.

Survey new teachers used to guide plans for 2020.

Discuss faculty direction for 2020 sharing data such as Naplan, HSC,RAP and trends in SCOUT with Snr Executive.

PL for executive to develop a framework and strategic plan to pilot crosscurricula learning opportunities

Process 2: Performance management

The school demonstrates a high–performance culture with all students taught by high performing teachers as evidenced through the performance and development process.


MID TERM 1

END TERM 1 All staff PDP's have clearly mapped out and understand linked to APST

2–19 whole school PL mapped by Head Teacher Teaching and Learning

MID TERM 2


HT's review faculty milestones with Snr Executive




MID TERM 3

END TERM 3 HT's review faculty milestones with Snr Executive

PDP reviews conducted for all executive staff

MID TERM 4


HT's review faculty milestones with Snr Executive

Final review of staff PDPs 2019

Review evidence implementation of faculty plan, using SEF andtriangulation of internal and external data.

AITSL Self Assessment Tool used to begin 2020 PDP planning cycle

Process 3: Staff Wellbeing

Structures and processes exist, which underpin systems to ensure ongoing school improvement for all stakeholders.


MID TERM 1

END TERM 1 Implement Wellbeing Initiatives at whole school and faculty levels.

New and Beginning Career teacher meetings fortnightly

MID TERM 2


Implement Wellbeing Initiatives at whole school and faculty levels

Team meetings to build staff capacity in line with DoE directions EG: TDP,ATSI, Exec, LST, PBL, Wellbeing and Student Advisors.

MID TERM 3

END TERM 3 Implement Wellbeing Initiatives at whole school and faculty levels


Team meetings to build staff capacity in line with DoE directions EG: TDP,ATSI, Exec, LST, PBL, Wellbeing and Student Advisors.

MID TERM 4





Implement Wellbeing Initiatives at whole school and faculty levels


Team meetings to build staff capacity in line with DoE directions EG: TDP,ATSI, Exec, LST, PBL, Wellbeing and Student Advisors


Key funding initiatives: progress monitoring of initiatives, resources and impact

2019 Off track Implementation Delayed On track

1. Aboriginal background loading

Milestone Activities Resources ($ value) Evaluation processes and impact assessment

MID TERM 1

END TERM 1

MID TERM 2


Deadly Times released for semester 1

Aboriginal support program established for boys and girls (Wharton/Ford)

Dance program established and students working towards NAIDOCperformances (Crane)

Homework centre continuing to support Aboriginal students 3 afternoonsper week

Aboriginal attendance supported through attendance officer

All personalised learning pathway plans completed for semester

TSO supporting students through BYOD program

• Aboriginal backgroundloading ($71,000.00)

MID TERM 3

END TERM 3

MID TERM 4


Deadly Times released for semester 2

Aboriginal support program evaluated for boys and girls (Wharton/Ford)

Dance program evaluated and students performing at School Spectacular

Homework centre continuing to support Aboriginal students 3 afternoonsper week

Aboriginal attendance supported through attendance officer

All personalised learning pathway plans completed for semester 2

TSO supporting students through BYOD program

See semester 1 resource tab

2. English language proficiency





MID TERM 1

END TERM 1 LAST employed to support students eligible for additional support • English languageproficiency ($10,000.00)

MID TERM 2


MID TERM 3

END TERM 3

MID TERM 4


Evaluation undertaken through PLP meetings with student and familyregarding successes in 2019

See term 1 funding

3. Low level adjustment for disability


MID TERM 1 2 FTE SLSO's employed to support students on low level adjustmentfunding

• Low level adjustment fordisability ($120,000.00)

END TERM 1

MID TERM 2


MID TERM 3

END TERM 3

MID TERM 4


SLSO evaluation on successes achieved throughout the year based onsupport provided, improvement in outcomes and updated PLP for 2020

See term 1 funding




4. Socio–economic background


MID TERM 1 Community psychologist employed 1 day per week

Youth counsellor employed 1 day per week

IFS SLSO employed 1 FTE

2019 Talent Development program established

Stephanie Alexander Kitchen Garden project established

IL Aboriginal Students continues into final year

Positive Behaviour for Learning reviewed

IL Aboriginal Students –$160000

• Socio–economicbackground ($143,000.00)

END TERM 1 Flexible learning environments established

Assistant Head Teachers have completed their first term of support forKLA's

Year 7 Transition program begins

Business Manager employed for 2019–2020 school year

Shark Tank initiatives begin by SRC

Technology Transition program established for 2019

• Socio–economicbackground ($210,000.00)

MID TERM 2


MID TERM 3

END TERM 3

MID TERM 4


5. Support for beginning teachers





MID TERM 1

END TERM 1 Beginning teacher (1st year) and BT (2nd year) have reduction in theirteaching load as per policy

• Support for beginningteachers ($17,000.00)

MID TERM 2


MID TERM 3

END TERM 3

MID TERM 4

