School plan

Transcription

1 School plan Update MOUNT VIEW HIGH SCHOOL 8574 Self Portrait by Magdalen Plater, Year 10, 2015

2 School background School vision statement School context School planning process At Mount View High School we believe in delivering excellence, innovation and success with a dual focus on academic and social-emotional learning. Students are encouraged and supported to achieve their personal best and to become confident, creative young people who are well-equipped to embrace the challenges and demands of contemporary society and to build our community for both the present and the future. In 2015, the key message to staff, students and our community is Step Up, Step Forward and Step Ahead and that we can strive, personally and professionally, for better than OK. Mount View High School is a comprehensive coeducational high school in Cessnock West. It has a steady enrolment of students, from a diverse socio-economic background. Approximately 11% of students identify as Indigenous. The school has participated in National Partnerships for Low Socio-Economic Status Communities, and the Improving Literacy and Numeracy National Partnership. It is committed to quality teaching and learning and programs which support students socio-emotional learning including Positive Behaviour for Learning. There is a strong culture of seeking improvement and commitment to raising aspirations and improving life experiences for the young people in its care. The Quality Teaching Framework underpins teaching pedagogy. The school enjoys strong community support and is a well-resourced school in an attractive bushland setting. Community partnerships exist with the Cessnock Chamber of Commerce, the Korreil Wonnai AECG, the Beacon Foundation and the University of Newcastle s Aim High Program. The school has used a wide range of strategies and data to evaluate the school plan and consultation practices to determine the school s future strategic directions. This has included: Analysis of student learning outcomes data, eg. HSC, NAPLAN, Literacy continuum, transition data Student surveys results on attitude to schooling, belonging and socio-emotional learning, eg. Tell Them From Me Analysis of community census data as provided by the Department of Employment and data collated by the Cessnock learning and Employment Options group Action research on student aspirations and feedback to students to improve learning Student feedback on school processes and structures that support learning through student leadership forums and captains meetings Beacon Foundation surveys of student aspirations Staff forums and P&C meetings where the school s financial position were openly discussed and strategies to make a difference were explored Recurrent themes emerged of the need to: address student wellbeing continue to strengthen school systems, practices and infrastructure address the academic achievement of our middle to upper middle performing students across all cohorts and KLAs and to personalise and differentiate learning Page 2

3 School strategic directions STRATEGIC DIRECTION 1 Positive wellbeing underpins student engagement in a school life which is future focused. STRATEGIC DIRECTION 2 Student learning is personalised and differentiated, responsive to student needs and connected in a purposeful way to their context, aspirations and the real world. STRATEGIC DIRECTION 3 Student and staff learning is enhanced by organisational effectiveness and quality professional practice, so as to move towards contemporary learning principles and opportunities. Purpose: To ensure our students are substantively engaged in their learning by equipping them with the skills to become independent thinkers and positive and resilient learners in a supportive school community. Purpose: To meet the individual educational needs of all students encouraging them to strive for their personal best. To provide opportunities for students to make meaningful connections with their future and their wider community. Purpose: To build and develop contemporary, creative and systematic practices and procedures that empower, engage and support collaborative quality learning for all members of our school community. Page 3

4 Strategic Direction 1: Positive wellbeing underpins student engagement in a school life which is future focused. Purpose People Processes Products and Practices To ensure our students are substantively engaged in their learning by equipping them with the skills to become independent thinkers and positive and resilient learners in a supportive school community. Improvement Measures Students engagement in school and wellbeing indicates - an increase of students actively engaging in their learning - students report a greater sense of wellbeing and connectedness / belonging How do we develop the capabilities of our people to bring about transformation? Students: will be afforded greater opportunities to have their wellbeing acknowledged and supported and their engagement in school heightened. Processes to support student voice will be supported. Staff: will develop an understanding of the principles of positive psychology and evaluate its effectiveness to underpin student wellbeing. Parents/Carers: will be afforded opportunities to learn more about adolescent psychology and ways in which they can support their child s wellbeing and engagement in school. Community Partners: will be afforded opportunities to understand the relevance of a joint focus on academic achievement and socio-emotional learning. Leaders: will actively engage in professional learning related to positive psychology in education, and lead the discussion of this in their areas of responsibility. How do we do it and how will we know? 1.1 Tell Them From Me TTFM survey to be run in 2017 to enable comparison with 2015 data. 1.2 House System House logos to be collaboratively developed with house patrons & students. House meetings to be conducted each fortnight. LED screens to be installed. Promotional banners to be developed and used frequently to identify houses House points to be regularly updated and publicised via LED screens, The View, and FaceBook Reward excursions to be held at end of each term Survey re house system introduction to be conducted for staff and students 1.3 HTs Wellbeing What is achieved and how do we measure it? Improvement measures related to students engagement in school, wellbeing, aspirations and effective teaching practices indicate improvement as compared to 2013/15 TTFM survey results. Products & Practices what are our newly embedded practices and how are they integrated and in sync with our purpose? TTFM Survey results are analysed and inform future planning. A revised House System is implemented to increase school spirit, morale and student belonging to their school. Additional data-evidenced wellbeing support is provided to students. Positive education practices are implemented and embedded Increased opportunities for student voice to inform decision making. Clarification of role statements is undertaken and published Scope and sequence of school-based Page 4

5 wellbeing programs is developed and published. In-school wellbeing programs are effectively evaluated 1.4 Positive Education & Wellbeing Professional reading and development in positive education is provided to executive and teaching staff via Principal s Notes, staff and executive meetings Attendance at relevant positive education training events for key identified personnel. Membership of PESA (Positive Education Schools Association) is confirmed. Staff survey to be conducted re introduction and implementation of positive education practices Framework, timeline & processes/projects to be determined for implementation Cessnock LGA positive wellbeing project to be conducted 1.5 Student Voice Formation of a SAT (Student Advisory Team) with student representation from key student groups, eg. JAECG, Senior Leaders, SRC and LEOs, Principal and Deputy Principals. Continuation of Principal and School Captains meetings Investigation of additional opportunities and processes for student representation and leadership development. Page 5

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7 Strategic Direction 2: Student learning is personalised and differentiated, responsive to student needs and connected in a purposeful way to their context, aspirations and the real world. Purpose People Processes Products and Practices To meet the individual educational needs of all students encouraging them to strive for their personal best. To provide opportunities for students to make meaningful connections with their future and their wider community. Improvement Measures All Aboriginal students have a current PLP which is readily accessible to staff, reviewed regularly and implemented in class All students with specific learning needs have access to differentiated learning opportunities, supported by evidence and documentation. Improved HSC retention rates Futures Centre established and provision of alternative education support is embedded How do we develop the capabilities of our people to bring about transformation? Students: will be encouraged to be active participants in personalising their learning and to look beyond the immediate school context of learning to connect learning to their aspirations and the real world. Staff: will be supported to develop deep understandings of the unique contexts of their students and class groups, and to respond in ways which acknowledge and celebrate individual differences. Parents/Carers: will be encouraged to be more intimately and actively involved in their student s education and to work in tandem with school staff to raise aspirations and achievement. Community Partners: will be approached to work in stronger community partnerships with school staff to more fully understand the unique nature of our student body and to actively provide additional opportunities for curriculum differentiation and real-world learning Leaders: will actively seek new solutions to step up, step forward & step ahead by keeping abreast of DEC reforms, teaching and learning approaches, and evidence-based research which supports personalised and differentiated student learning. How do we do it and how will we know? 2.1 Aboriginal Education Review current PLP template and processes. Monitor application and evidence of PLPs in learning programs, practices and strategies across faculties. Seek opportunities to strengthen staff understanding and application of Stronger, Smarter and 8 Ways of Learning Ensure that Aboriginal students have opportunities to build cultural awareness, leadership and connectedness. Continued employment of Aboriginal Liaison Officer RAM Aboriginal Education Funding $69, Curriculum Differentiation Continued staff training in differentiation strategies to address life skills outcomes, literacy and numeracy, and students at varying levels of achievement. Faculty-led review of teaching programs and practice to ensure that differentiation is evident and occurring in class. What is achieved and how do we measure it? All Aboriginal students have a current PLP which is readily accessible to staff, reviewed regularly and implemented in class. All students with specific learning needs have access to differentiated learning opportunities, supported by evidence and documentation. Improved HSC retention rates Futures Centre established and provision of alternative education support is embedded Products & Practices what are our newly embedded practices and how are they integrated and in sync with our purpose? A yearly timeline for development and review of PLPs, IEPs, etc is implemented. A vibrant JAECG works in consultation with the AECG and school to provide opportunities for Aboriginal students All subjects have differentiated learning programs and assessment tasks to address varying student needs and abilities. Effective collaboration ensures differentiation across all KLAs 2017 Literacy Support Plan formalised Page 7

8 Continue to investigate opportunities for higher-ability students to extend their curriculum knowledge. NCCD-identified students will be supported via accommodations and adjustments which are relevant, purposeful and documented with strong evidence. Enrichment Class Coordinator to be appointed. 8 days $4,000 RAM and communicated to all staff Learning Intentions and Success Criteria and explicit literacy strategies are evident across all classroom settings A revised curriculum structure and electives are made available to Stage 5 and Stage 6 in 2017 is responsive to student needs, and reflects contemporary educational practices. SETT Plans for all Year 10 students is recorded on SENTRAL 2.3 Literacy Support Employment of an additional Learning and Support teacher (LaST) Beacon programs a minimum of 3 Business blackboards/ collaborative classroom events in Semester 2, HIP conducted Page 8 Investigate DLPs to complement SENTRAL NAPLAN information so as to provide strategies for class teachers. Review Focus on Reading strategies to ensure they are embedded in faculty programming and lesson delivery. Learning and Support funds 2.4 Curriculum Offerings Continue to investigate and develop new courses for Stage 5 & 6 electives to be introduced in 2017 and beyond. Evaluate new curriculum structure of electives in Stage 5. Employment of additional staff to support 2016 Curriculum offering RAM $5,000 Relief for PL RAM $100, Futures Education & Student Aim High partnership is high profile and support programs are made available to relevant students and year groups Increased student engagement and uptake of Aim High opportunities 2017 Tell Them From Me data indicated increased student connection and engagement Evidence from lesson observations ad HSC team teaching demonstrates best practice Provision of alternative education support is embedded

9 Profiling Investigate alternative models of careers education provision for possible implementation Support the development of a Futures Centre. Introduce SETT Plans for all students year and upload to SENTRAL. RAM $5,000 SASS $50, Beacon Foundation Expand involvement in Beacon Foundation programs in order to provide additional support to students seeking employment and/or linking curriculum to real-world contexts. RAM $20,000 (relief, catering, program costs) 2.7 Aim High Expand involvement in Aim High programs in order to better understand and support students aspirations and wellbeing. RAM $10, Responding to diverse socioeconomic student backgrounds Provide subsidised support for additional student learning opportunities to enrich student learning ( eg Bell Shakespeare, Australian Mathematics Competition). RAM $10, HSC Support Additional support mechanisms are Page 9

10 explored and implemented to support HSC students and their teachers eg Elevate study sessions, HSC Seminar day. Investigate sharing of HSC expertise between school. Support inexperienced HSC teachers through HSC monitoring processes and PL. RAM $15, Alternative Education Pathways Investigate alternative education pathways for disengaged / students at risk of disengagement, as alternatives to CDLC Employment of additional teaching staff RAM $100,000 Page 10

11 Strategic direction 3: Student and staff learning is enhanced by organisational effectiveness and quality professional practice, so as to move towards contemporary learning principles and opportunities. PURPOSE Why is this important? PEOPLE How do we develop the capabilities of our people to bring about transformation? PROCESSES How do we do it? PRODUCT AND PRACTICES What is achieved? What are our new practices? To build and develop contemporary, creative and systematic practices and procedures that empower, engage and support collaborative quality learning for all members of our school community IMPROVEMENT MEASURE/S Quantitative or qualitative improvement measure/s resulting from the achievement? Shane Hookway Craig Jarrett Liz Alder Leanne Triggs Ross Thompson Chris Bell 3.1 Sentral / Edval Implementation $15,000 licence fees $10,000 relief training / team meetings Product: Staff have common and consistent practices using Sentral mark book, reporting and other modules. Student attendance is accurately recorded Product: 50% of parents actively engaged on the parent portal on a regular basis. The student portal is implemented across specific year groups. Practice: Increase training of casual teaching staff in Sentral processes. Development of a casual teacher induction program including how to use Sentral Staff evaluations indicate a good understanding of the Sentral modules Assessment, Wellbeing, and Attendance. At least 50% of the community are engaged in use of the Sentral Parent Portal. Year 10 and Year 11 students access the Student Portal on a regular basis. The TAS staffroom, School Gym, and Future Centre have all commenced the process for redevelopment / construction. A number of learning spaces are developed to improve student engagement in learning. Timeline of annual review of policy and procedure is implemented. Desley Pfeffer Shane Hookway Brian Means Sue Ford Jamie Grove Leanne Triggs 3.2 Contemporary Learning Spaces $75,000 TAS $60,000 School Gym $25,000 Future Centre $?? Aboriginal Cultural Centre $?? EOI s refurbished learning spaces Leap Centre and Library have been complete on target (well almost) Practice: Increase in the training of permanent staff on processes and procedures. Attendance and handling VOR s (eg. Early leave, work placement, etc) are a priority. Product: Executive familiar with Edval daily for the purpose of investigating class lists. PD Edval daily training occurs for executive. Product: TAS staffroom constructed. Structural engineer has checked site and OK. AMU requires a formal request for approval to proceed with project. Product: School Gym constructed. Permission has been requested from AMU. Process has commenced. Product: Future Centre constructed. Initial discussions have been held with AMU. AMU requires a formal request for approval to proceed with project. Product: Grants investigated and applied for to construct Aboriginal Cultural Centre. Investigate school and departmental funding to subsidise. Page 11

12 An effective school network forms a platform with which to develop a timeline for a BYOD program. HT Faculty Practice / Product: Faculties regularly review and plan for the refurbishment of learning spaces. Apply to the Principal for financial support Blue Sky enhances the ability to monitor Performance and Development framework and professional development. A teacher observation program is developed and implementation has commenced. Julie Smith Executive Program managers 3.3 SOP s Policy and Procedure Relief x 20 days ($8,000) Product: Develop timeline for regular audit of implementation of DEC policy and procedures, Legal Issues Bulletins, WHS compliance etc and implement as appropriate. Develop role statements for key school-based programs to ensure continuity and sustainability, eg. Yr 6-7 transition, Year Advisers, Executive meetings Standard Operating Procedures (SOPs) developed to enhance organisational effectiveness. SOP s feature a one page graphic representation of the policy / procedure within the school Bernadette Jasper 3.4 Business & personnel Management Practice: Revised work practices of the office admin Desley Pfeffer 1 x additional SASS employed ($50,000) Product / Practice: Additional SASS employed to assist teaching staff - admin practices. Mark Bassett 3.5 Technology for T&L systems Technological Hardware $100,000 Product: WiFi access / connection is available across the entire school. Infrastructure is up to date and complete. Shane Hookway TSO role $?? $28,000 Practice: BYOD policy is implemented at MVHS. Staff are supported with professional learning and hardware through faculty based requests. The use of a consistent school based online platform is determined and implemented. Practice: Technology is supported by a TSO position. Julie Smith Mel Wyper Steve Quigley 3.6 Professional Development and Classroom Observation Blue Sky licence $8,000 Practice: All staff are actively engaged in the Performance and Development framework process. Practice: Staff are supported to manage PD through Blue Sky education. Practice: Staff are actively being observed in their practice and are actively observing others. Page 12

13 School Executive 3.7 School Excellence Framework Practice: SEF guides discussion and planning in the pursuit of excellence. School Executive 3.8 Staff Induction Practice: New staff undergo a structured induction program. : Staff that provide personal Practice: Review of induction program, content and delivery. Page 13