School Strategic Plan for John Monash Science School School Number:

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1 School Strategic Plan for John Monash Science School School Number: Endorsements Endorsement by School Principal Signed Name Peter Corkill. Date 25/11/15 Endorsement by School Council Signed Name Steven Duggan. Date 25/11/15 School Council President s endorsement represents endorsement of School Strategic Plan by School Council Endorsement by the delegate of the Secretary Signed Name Robert Stephens Date 28/11/2015 1

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3 School Profile Purpose John Monash Science School (JMSS) is Victoria s first specialist secondary school focussed on science, mathematics and associated technologies. Formed as a result of a unique partnership between the Department of Education and Early Childhood Development (DEECD), now the Department of Education and Training (DET), and Monash University, the school accommodates up to 660 students from years 10, 11 and 12 after beginning with 191 Year 10 students in The Mission of John Monash Science School is to develop in all our students the skills, attributes, knowledge and balanced perspectives which will best enable them to make a positive difference to the world they will both inherit and co-create. We will achieve this by: continuing to increase student interest in, enthusiasm for, and engagement with science, mathematics and emerging technologies; continuing to support our students to reach their academic potential; enhancing teacher skills and knowledge in science, mathematics and emerging technologies, thereby contributing to improvements in student engagement; continuing to develop and modelling best practice in all aspects of teaching and learning in these areas; continuing to build capacity in JMSS students to enable them to succeed in both higher education and pathways beyond education. Our Vision is to become a nationally and internationally recognised centre of excellence and innovation in the later years of education in science, mathematics and associated technologies, responding to global directions and priorities in scientific research and knowledge creation. We seek to build and strengthen connections with globally renowned science and education-oriented organisations to inform and enhance the opportunities for every member of the school community. John Monash Science School is now an executive member of the International Science Schools Network, formed in Moscow in August We are now uniquely placed to achieve this vision. Our school will continue to contribute to state-wide improvement in science, mathematics and technology outcomes 3

4 through our work with our own students, and also with local and remote schools. Our work with Monash University to create and share unique cutting-edge curriculum programs has been a significant investment in helping achieve this outcome, and the establishment of the Emerging Sciences Victoria platform to deliver this curriculum to students across Victoria will continue to spread its influence. We will continue to build leadership capacity in school leaders and teachers to ensure the ongoing development of both relevant and engaging curriculum and effective pedagogies is maintained within JMSS and communicated to the wider educational community. This will contribute to Victoria s long term economic growth and prosperity. Values John Monash Science School aims to develop fully the talents and capacities of all students and staff underpinned by UNESCO s Four Pillars of Education, with its previous Strategic Plan structured around them: Learning to live together Learning to know Learning to do Learning to be The school s Learner Developmental Framework uses the pillars to define the core skills, behaviours and attributes of effective learners which we develop in all staff and students through our work. The Staff Code of Professional Practice, due to be reviewed in 2016, further outlines the practices and expectations we as teachers and educational support staff have agreed to put in place to achieve excellence in learning and high quality professional relationships throughout the school. The Four Pillars permeate all dimensions of our work, from day-to-day lessons, to staff performance plans and strategic decision-making. JMSS believes that the ongoing development of leadership capacity in its staff and students is at the core of any and all success. The Leadership Team structure was reviewed in 2015 and the new team will be in place to lead the development of this strategic plan by the start of Each member of this Leadership Team is a leader of learning and a leader of people. The team works closely together to ensure the policies, protocols and procedures put in place at JMSS honour the school s Learner Developmental Framework and Code of Professional Practice. Professional learning for all members of the staff is key, and the openness to new learning is a core attribute sought in every new appointment. The development of leadership skills and attributes in students is also a key platform of both the formal and the informal curriculum at JMSS. 4

5 Environmental Context John Monash Science School is the first school of its kind in Victoria and one of only three such specialist science providers in Australia. Opening for the first time in 2010 with 197 Year 10 students, the school has over 640 students from Years 10 to 12 and over 80 full and part time members of staff. Some 25 of these are Education Support staff. The Leadership Team comprises three Principal Class Officers, eight Leading Teachers, the Business Manager and the Manager of Strategic Partnerships and Initiatives. The facilities and infrastructure are multi-storey and based on a learning commons design to facilitate the variety of flexible teaching and learning approaches characteristic of the school. The school hosts leading-edge technology resources which have provided an ideal opportunity to further enhance and enrich learning. Monash University provided the site for the school building at the southern end of the Science, Technology, Research and Innovation Precinct (STRIP). JMSS has formed strong partnerships with researchers and academics in a broad mix of scientific fields at Monash University, sharing resources and expertise and ensuring the courses offered at JMSS are rich, challenging, contemporary and relevant. JMSS has also proactively developed professional learning programs for teachers using our existing expertise, and in partnership with Monash University s Faculties of Science, Education and others as appropriate. Relationships with other state science centres and relevant professional associations are emergent. The curriculum at JMSS is challenging and stimulating and allows students to explore the leading issues pervading current scientific research and understanding, while still building solid foundational expertise in the areas of Physics, Chemistry, Biology, Earth Science, Mathematics, Engineering, Biomedical Science, Geography and Computer Science, among others. It is designed to allow students to integrate knowledge across these arbitrary boundaries and explore new ideas in much the same way as science researchers do from day-to-day. The aim was to create new programs and pedagogies firstly for the Victorian Essential Learning Standards (VELS) and now AusVELS (the National Curriculum), and new offerings within the Victorian Certificate of Education (the VCE). The curriculum in Year 1 comprises studies in English, Mathematics, Core Science, Enrichment Science (elective-based), Emerging Technologies, Issues Studies (part project-based) and Personal Learning which also includes Physical Education. A full range of VCE studies is available for students in Years 2 and 3, with enhancement opportunities existing for all students to access study at a higher level. This includes access to University Extension studies for suitably qualified students in Year 3. Our students originate from over 100 schools across the state, from all education sectors and from both metropolitan and regional centres. Gender balance is roughly 55% male to 45% female, and a rich and diverse ethnic mix is evident. Students are selected after analysis of written assessments, activities and interviews, and the school is continuing to refine these processes into the future. 5

6 Strategic Direction Achievement 1 Curriculum, data & assessment to inform teaching Goal To maximise student performance across all curriculum areas; but specifically higher levels of improvement in Literacy Targets 20% of all AusVELS Level 10 students to achieve A in Reading, Writing 22% VCE Scores above 40 VCE English, English Language, Chemistry and Mathematical Methods Mean Study Score 35 or above VCE Mean Study Score 35 Learning Confidence 3.85 or above in each of Years Key improvement strategy Build teacher capacity to use data and evidence-based strategies to maximise student performance in all curriculum areas with a specific focus on improved literacy skills. Planner Actions Success criteria Year 1 Align leadership structure to provide appropriate leadership for this goal New structure in place, clarity around lines of communication and governance Establish school-wide clarity on literacy, including digital literacy, skills to be improved, and obtain base-line data on the current situation with students at all year levels Staff trained in analysis of appropriate data, in literacy skills, VCE data and learning progress in all studies, incorporating the use of appropriate experts Review of Year 10 English curriculum to align with specialism in science, improve science communication and establish more formal links with research methods Develop a reliable method to measure the holistic value added to students from entry to graduation from JMSS, having set an agreed baseline Year 2 Include agreed literacy standards into Progress Reports, teacher SDPs and Learning Area Action Plans Literacy training incorporated into a 2-year professional learning program, with appropriate budget, and agreed strategies incorporated into teacher practice Data clarity about current student abilities, and where opportunities for improvement lie Greater staff capacity to recognise skill deficiencies in students and increased capacity to improve student learning Review organised in 2016, improved opportunities and engagement for students Clarity around the value JMSS adds to students Literacy skills monitored and followed up Increased staff capacity 6

7 Induction program for new staff to include literacy approach and expectations Annual review of Year 10, 11 and 12 academic outcomes and realignment of strategies for the following year in response Holistic value-add calculated for each graduating Year 12 cohort, based on agreed model Year 3 Annual review of Year 10, 11 and 12 academic outcomes and realignment of strategies for the following year in response Value-add calculated for each graduating Year 12 cohort, based on agreed model Include agreed literacy standards into Interim Reports, teacher SDPs and Learning Area Action Plans Literacy training incorporated into a 2-year professional learning program, with appropriate budget, and agreed strategies incorporated into teacher practice Classroom observations to gauge success of implementation, once there is clarity around teacher expectations Year 4 Annual review of Year 10, 11 and 12 academic outcomes and realignment of strategies for the following year in response Value-add calculated for each graduating Year 12 cohort, based on agreed model Classroom observations to gauge success of implementation, once there is clarity around teacher expectations Full review of Strategy and outcomes, with a view to informing the school s next Strategic Plan, and what still needs to be done, or needs to continue, so that students can continue to develop more effective literacy skills Consistency across all teaching staff Ongoing improvement Impact of JMSS on student learning is known 7

8 Engagement 1 Curriculum, data & assessment to inform teaching Goal Increase opportunities for higher levels of student cognitive engagement, challenge, self-directed inquiry and deep thinking. Targets New STEM curriculum plan by start of 2017 Emerging technologies used in 50% Year 10 science projects by end of 2017 New and existing courses developed with creative and critical thinking, computation, manufacture Key improvement strategy Design and implement an innovative curriculum in STEM which incorporates trans-disciplinary approaches, contemporary content and a strong integration with appropriate emerging technologies, especially computation, with a view to developing higher order thinking and entrepreneurship in our students. Framework for Improving Student Outcomes No. 2 Curriculum planning and assessment: Schools will embed a culture of planning and assessing learning programs, and adjusting them to suit student needs with the use of student assessment data Planner Year 1 Align leadership structure to provide appropriate leadership for this goal New structure in place, clarity around lines of communication and governance Map and compare computation and emerging technology skills and content Report from this comparison, clarity of approach to be taken already offered across VCE subjects (not only within enabling sciences), cross reference with new and emerging computation and technical skills required by STEM industry and research teams Begin a two-year review of the existing curriculum and delivery model in STEM at JMSS, and investigate the feasibility of possible changes and more inter-relationships between studies, in line with the new F-10 Victorian curriculum, and in view of expected STEM capabilities Ongoing improvements in student learning engagement Introduce the concept of Entrepreneurship to Year 10s via an Immersion Day in partnership with Monash s Research and Innovation division led by Prof. Ian Smith, local industry and local entrepreneurs Establish project options for students in partnership with Monash, CSIRO, local business and industry and not-for-profit organisations to undertake projects as part of their courses in science, starting with a trial involving a small number of students in Year 1 Year 2 Build links with the new City of Monash Technical School to enable more of our students to learn and use contemporary design and manufacture in their Increased awareness of STEM capabilities and development opportunities for JMSS students A wider range of projects now possible Method to identify suitable students Improved opportunities for JMSS students 8

9 science projects - JMSS to remain as part of the organising Consortium Continue the review of the existing curriculum in STEM at JMSS Increased engagement and relevance of curriculum Incorporate computation and emerging technologies into the Year 10 Extended Experimental Investigation, and widen opportunities to include computation and mathematics in chosen projects Introduce critical and creative thinking (core entrepreneurial skills and STEM capabilities ) as a part of the Year 10 curriculum, extend into Years 11 and 12 in appropriate places, and introduce JMSS students to contemporary entrepreneurs Continue to establish project options for students in partnership with Monash, CSIRO, local business, industry and not-for-profit organisations Year 3 Build links with the new City of Monash Technical School to enable more of our students to learn and use contemporary design and manufacture in their science projects Begin a wider review of the JMSS curriculum, and investigate the feasibility of possible changes into the future, which could include the incorporation of the International Baccalaureate, further first-year University options or further HESS subjects Merge the science and technology faculties to encourage greater use of computation in science and more formal collaboration in curriculum and pedagogy Continue to incorporate skills in entrepreneurship as a part of the Year 10 curriculum, and extend into Years 11 and 12 in appropriate places, and introduce JMSS students to contemporary entrepreneurs Explore the suitability and practicality of JMSS having its own curriculum, and if appropriate, put plans in place so that this could be achieved over the life of the next ( ) strategic plan Year 4 Build links with the new City of Monash Technical School to enable more of our students to learn and use contemporary design and manufacture in their science projects Increased use of computation in projects Entrepreneurship incorporated into the Learn To program at JMSS, annual Entrepreneurship Day to continue Further development of STEM capabilities 9

10 Continue the review of existing curriculum, and investigate the feasibility of possible changes into the future, for example the incorporation of the International Baccalaureate, further first-year University options or further HESS subjects Merge the science and technology faculties to encourage greater use of computation in science and more formal collaboration in curriculum and pedagogy Explore the suitability and practicality of JMSS having its own curriculum, and if appropriate, put plans in place so that this could be achieved over the life of the next ( ) strategic plan Full review of Strategy and outcomes, with a view to informing the school s next Strategic Plan, and what still needs to be done, or needs to continue, so that students continue to benefit from computational skills in science, and a more enriched and contemporary curriculum 10

11 Engagement 2 Curriculum, data & assessment to inform teaching Goal Deepen student engagement, collaboration and motivation within a rich learning community. Key improvement strategy Targets Teacher Effectiveness (Student Attitudes) 4.0 at each of Years Stimulating Learning (Student Attitudes) 3.7 at each of Years Student Motivation (Student Attitudes) 4.6 at each of Years Learning Focus (Parent Survey) 6.3 Planner Actions Success criteria Develop domain-specific team-teaching instructional models based on JMSS s Phased Learning Cycle, which enable students to become active learners who collaborate, explore and make connections, and are consistently implemented by all staff. Year 1 Align leadership structure to provide appropriate leadership for this goal New structure in place, clarity around lines of communication and governance Finalise the resource Building Great Learners the JMMS Way, share with staff Booklet finished and shared and incorporate into our professional learning program Make links with other schools who engage in team teaching, via DET s Collaborative Learning Project, to share best practice Model produced, clarity for staff, better alignment and clarity for students Establish a teacher-team induction process which enables teachers to share More seamless induction of staff into work at JMSS their understandings, preferences and philosophies of practice at the start of each year or semester Establish a range of ways for teachers in teams to give appropriate constructive feedback to each other, and get and act on feedback from More effective teams, staff capacity built, greater investment in student voice students Year 2 Establish a lesson observation model for teacher teams, as opposed to individual teachers, and trial it More effective teams, staff capacity built Continue to implement an appropriate professional learning series on the effective working of high functioning teams Build the team teaching model of best practice into the professional learning program, allowing teachers to share their practice, videos of good practice, how to plan effectively for team teaching, how to incorporate student voice. Building Great Learners the JMSS Way is updated to reflect this new learning Broaden the lesson observation model for teacher teams to include all teaching staff, with incorporation of student feedback into lesson evaluation Teams functioning more effectively, less conflict, more collaborative approaches, equal contributions from all parties Model developed in consultation with staff, more effective teams, staff capacity built More effective teams, staff capacity built, consistency of practice, greater investment in student voice 11

12 Year 3 Build the team teaching models of best practice into the professional learning program, allowing teachers to share their practice, videos of good practice, how to plan effectively for team teaching Incorporate formal lesson observations using our agreed model for all teacher teams Teachers to include improvement goals in team teaching practice into their performance plans Year 4 Incorporate formal lesson observations using our agreed model for all teacher teams Teachers to include improvement goals in team teaching practice into their performance plans Full review of Strategy and outcomes, with a view to informing the school s next Strategic Plan, and what still needs to be done, or needs to continue, so that teachers understand and practice highly effective team-teaching 12

13 Well-Being 1 Curriculum, data & assessment to inform teaching Goal Develop students who are independent, resilient and confident learners and leaders. Key improvement strategy Design and embed a whole-school approach in Positive Psychology to build resilience and self-confidence in all students. Targets Girls Learning Confidence (JMSS Survey) - build from 2016 benchmarks Framework for Improving Student Outcomes No. 4 Teacher Empathy (Student Attitudes) 4.0 at each of Years Empowering students and building school pride: Schools will give students a Student Morale (Student Attitudes) 4.7 at each of Years greater say in the decisions that affect their learning and school life. Student Distress (Student Attitudes) 4.9 at each of Years Transitions (Parent Survey) 6.0 Planner Actions Success criteria A working party, involving appropriate stakeholder representatives, will audit existing practice and produce a revised Student Empowerment Plan based around Positive Psychology as the framework for action Build staff capacity to build resilience and recognise mental health problems via the Wednesday PD program in PD Share sessions, with visiting experts and by teacher shadowing and observations Revise the Year 10 Learn 2 program to include resilience, core study skills, and collaborative skills as key foci, which are then incorporated into teaching programs All Faculties to implement assessment practices that are equitable across ability ranges, skill range and challenge of expectations, and trial at least one Year 10 assessment with formative feedback, and without % grades or total scores More regularly promote to students and parents the importance of positive psychology and a balanced lifestyle, and a strong profile of extra-curricular involvement via the JMSS Diploma Staff trained in the effective interpretation of Student Attitudes to School data, and these data to be unpacked with students each year. Student feedback sought regularly via focus groups and surveys. Year 2 Staff to share tools and strategies, including mindfulness, to develop student resilience and confidence via PD Share sessions in the Wednesday PD program From the 2016 trial, develop school-wide common practices around giving students appropriate feedback from assessment tasks via feedback/forward New plan to build resilience and self-confidence in all students articulated and in place, clarity around the school s approach Staff sharing new ideas, building shared capacity, improved identification of problems and earlier intervention New program consolidated, and embedding of core skills taught in Learn To as Year 10 students use them in a range of contexts Builds greater student awareness of what is important in learning and how to build capacity from qualitative feedback Improved awareness of the relationship between a balanced lifestyle and academic performance Improved insight for staff and awareness in students Staff sharing new ideas, building shared capacity Builds greater student awareness of what is important in learning and how to build capacity from qualitative feedback 13

14 proforma, focusing on the skills and attributes students develop, the successes and the areas for improvement, alongside or without numeric feedback Ensure the key components of the revised Student Empowerment Plan into all teacher induction programs Develop a more reliable method of collecting and distributing students progress and wellbeing data to teachers, including a more consistent application of Chronicle entries Year 3 Replace %-based feedback with skills-based feedback in at least half of Year 10 assessments by each Faculty, replaced by high-quality feedback on achievements and areas for improvement More regularly promote to students and parents the importance of positive psychology and a balanced lifestyle, and adequate support as opposed to pressure, to parents at all information sessions Further embed and grow the mindfulness program across the school to include all students Year 4 Consolidate feedback systems in Year 10 around achievements, skills developed and areas for improvement rather than numeric marks and grades Further embed and grow the mindfulness program across the school to include all students Full review of Strategy and outcomes, with a view to informing the school s next Strategic Plan, and what still needs to be done, or needs to continue, so that students are empowered learners resilient enough to thrive in difficult circumstances and confident in their own abilities Quantifying the development of skills and attributes Consistency across the school in teacher approaches Greater and more reliable lines of communication between staff and from Empowerment team to teachers 14

15 Productivity 1 Curriculum, data & assessment to inform teaching Goal Build greater interest and passion in Science, Mathematics and Associated Technologies in students and teachers external to JMSS Targets External satisfaction surveys (build from 2016 benchmarks) ESV Participation rates increase by 20% each year Teacher PD participation rates increase by 20% each year New programs offered in each year of the Strategic Plan Key improvement strategy Develop and implement a strategic plan for the sustainable provision of outreach in Science, Mathematics and Associated Technologies Framework for Improving Student Outcomes No. 6 Building communities: Schools will partner with the community sector and providers to build relationships with the broader community and increase the services delivered "inside the school gate". Planner Actions Success criteria Align leadership structure to provide appropriate leadership for this goal New structure in place, clarity around lines of communication and governance Build a strategic, pedagogical and business case around existing outreach programs, including international partnerships and trips, and consolidate a recurrent funding stream to make this sustainable into the future Achievement of a sustainable budget allocation for outreach so it can operate independently of the school s SRP Investigate potential relationships with training providers e.g. Bastow Institute of Leadership, the Royal Society and the Science Convergence Network, to incorporate professional learning with teachers at JMSS in the future Expand the existing offerings in the Emerging Sciences Victoria program and initiate professional learning for teachers Establish an Industry Advisory Board for JMSS, with Monash University and DET, and including business and industry partners keen to support JMSS s mission and advise us on key initiatives and programs to build core STEM capabilities in our students Year 2 Expand the existing offerings in the Emerging Sciences Victoria program and further the opportunities for professional learning for teachers Continue to investigate potential relationships with training providers e.g. Bastow Institute of Leadership Develop a mission, vision and strategy for outreach programming beyond existing offerings, including Experimental Science Bus, Professional Development for teachers via the ESV studio, the annual JMSS Science Fair, Achievement of partnerships to enhance and endorse what we offer, and add to our own capacity to deliver high-quality programs Sustaining and embedding ESV, building capacity in teachers and students across the system Strategic alignment of our goals with what industry wants Sustaining and embedding ESV, building capacity in teachers and students across the system Partnerships like this can enhance and endorse what we offer, also add to our own capacity to deliver high-quality programs Provides a fuller view of what we can offer and sustain, a greater clarity of purpose, and builds greater capacity in the system 15

16 partnerships with industry to provide mentoring for teachers, special programs for Pre-service teachers in the STEM fields, potential teacher swaps between JMSS and Regional schools for short-term experiences Establish the viability of having a Boarding Facility built near the school in terms of design, size and cost, and seek partners to develop and invest in the plan, for the purpose of hosting short-term stays for staff and students from schools across Victoria Year 3 Continue to investigate potential new opportunities for outreach, including further partnerships with industry, further development of the International Science Schools Network and international partnerships Continually review and refresh the model for Outreach based on what JMSS can afford to run with the facilities and human resource at its disposal Ongoing review of Strategy and outcomes, with a view to informing the school s next Strategic Plan, and what still needs to be done, or needs to continue to improve this program Year 4 Continue to investigate potential new opportunities for outreach, including further partnerships with industry, further development of the International Science Schools Network and international partnerships Continually review and refresh the model for Outreach based on what JMSS can afford to run with the facilities and human resource at its disposal Full review of Strategy and outcomes, with a view to informing the school s next Strategic Plan, and what still needs to be done, or needs to continue, so that we can offer an effective and financially stable outreach program according to our mission Potential to greatly increase the opportunity for students across regional Victoria to experience time at JMSS 16

17 Productivity 2 Curriculum, data & assessment to inform teaching Goal To build a staff community underpinned by a culture of collaboration, learning, risk-taking and opportunity Targets Teacher Collaboration (Staff Survey) 80% Applicability of Professional Learning (Staff Survey) 80% Collective Participation (Staff Survey) 80% Feedback (Staff Survey) 80% Key improvement strategy Develop staff capacity to lead change through professional learning, collaboration, learning experiences and opportunities Planner Actions Success criteria Align leadership structure to provide appropriate leadership for this goal New structure in place, clarity around lines of communication and governance Reconfigure the Wednesday professional learning program to provide multiple options at all times to engage all staff. Reintroduce PD share sessions More effective use of time, builds greater capacity in staff, opportunities for more learning and the ARTs projects. Teacher-driven learning often has greater impact and is targeted more closely to areas of greatest need for individual teachers Redesign the induction program resources for all new staff to include current More seamless introduction to JMSS for staff no matter when they arrive priorities and make it usable at any stage a new staff member come to the school beginning of or during the year. Design a structure whereby the professional learning of every member of staff More reliable database for VIT records for staff is easily recorded, including professional learning led by them for others Continue to encourage JMSS staff to enrol in Leadership Courses at the Bastow Institute of Leadership using their individual Performance Plans as a Builds leadership capacity in more of our staff, and eventually in our system catalyst for targeting appropriate learning and development Continue the annual professional learning scholarship offered by the JMSS Builds greater perspective and capacity in staff School Council, and broaden opportunities for staff to attend overseas Science Fairs and similar STEM events both in Australia and internationally Year 2 Establish a team of learning coaches at JMSS who can work with colleagues to continually build teaching capacity in everyone Build a regular model of PD Share sessions within our program at JMSS incorporating the key strategic needs of the school, and spread to Faculty meetings as well as Wednesday afternoons Builds greater collaboration and capacity in staff Builds greater collaboration and capacity in staff 17

18 Annual review of program to ensure needs and expectations are being met use staff survey to assist Year 3 Establish PD courses for JMSS staff in collaboration with the Bastow Institute of School Leadership, to enable more teachers to be involved in sharing their expertise with others Annual review of program to ensure needs and expectations are being met, including the staff survey, and engage student and parent feedback to gauge the effectiveness of the program Year 4 Establish PD courses for JMSS staff in collaboration with the Bastow Institute of School Leadership, to enable more teachers to be involved in sharing their expertise with others Full review of Strategy and outcomes, with a view to informing the school s next Strategic Plan, and what still needs to be done, or needs to continue, so the program builds capacity in staff and is appropriately related to their work Stakeholder feedback will share ongoing improvement in the program 18