Molong Central School School plan

Transcription

1 School plan

2 School background School vision statement School context School planning process Molong Central School is committed to providing opportunities for personal achievement in a supportive quality learning environment. The school is dedicated to promoting lifelong learning across K 12 and success is valued and recognised. Molong Central School has an enrolment of 477 students from K 12. The school offers a wide curriculum and its unique K 12 environment allows staff and students to share opportunities across Primary and Secondary sections of the school. Starting with L3 in Kindergarten, the school embraces proven programs to support numeracy and literacy initiatives. The school s results reflect consistency in all KLA s and an emphasis is placed on personal achievement. The school is well renowned for its ability to offer a diverse academic pattern of study in the senior years as well as vocational education programs. Molong Central School hosts students in the Virtual Selective High School Aurora College and has a separate Gifted and Talented program from Year Extracurricular opportunities are embraced and are seen as significant opportunities for students from smaller rural communities. Our three priority areas for the school plan are: Student engagement and learning through Quality Teaching, building capacity within staff and students and working with the wider community to create improved educational outcomes. Our teachers are dedicated to providing a quality education to the students in a supportive and friendly setting. The grounds and buildings of the school are well kept and this supports the positive learning culture that is a feature of the school. The school is eager to embrace new technology and systems to support student learning and is gradually phasing in a Bring Your Own Device (BYOD) policy for students to enhance technology skills in the classroom. The Numeracy and Literacy Continuum feature prominently in future directions for the school. In 2014 parents and students were surveyed to determine what aspects of the school could be improved upon. The results of these surveys were summarised and presented at Staff and Executive meetings. Staff also had extensive consultation and their ideas were presented at staff development days and then later consolidated at executive meetings. Page 2

3 School strategic directions Overall Purpose: The Molong Central School community has recognised the need to foster a culture that supports students to be equipped with the necessary learning skills of numeracy and literacy in order to embrace specific content. The community is keen to embrace strategies that acknowledge the advantages of having Primary and Secondary students in the one setting. Strategic Direction 1 Student engagement and learning through Quality Teaching Strategic Direction 2: Building capacity within staff and students Strategic Direction 3: Work with the wider community to create improved educational outcomes Purpose of Strategic Direction 1 1. To inspire a culture of collaboration that requires students to think deeply and critically. 2. To enable students to be socially, environmentally and culturally aware. Purpose of Strategic Direction 2 1. To utilise the current expertise of staff to encourage and lead processes within the school. 2. To provide opportunities for staff to expand the knowledge, understanding and expertise in teaching and learning. 3. To provide educational opportunities to enable students to maximise their educational outcomes from K 12. Purpose of Strategic Direction 3 1. To increase communication between the school and parents through consultation and collaboration with the goal of working together to include community values and expectations within the school. 2. To identify and develop community resources and negotiate partnerships for the benefits of the students. 3. To assist the community to recognise the value of education leading to lifelong education as a goal. Page 3

4 Strategic Direction 1: Student engagement and learning through Quality Teaching Purpose: To inspire a culture of collaboration that requires students to think deeply and critically. Students become socially, environmentally and culturally aware. Students and staff demonstrate a growth mindset where whole school student centred learning strategies are developed and shared across Key Learning Areas (KLAS). People: Processes: Product & Practices: Students: Are engaged in the classroom, have high expectations and demonstrate a growth mindset towards learning. Work independently and collaboratively to explore learning and communicate ideas. Access other learning opportunities in the wider community and tertiary institutions to provide a real world context. Staff: Engage in professional learning that supports our purpose and implement strategies as a result of these opportunities Create a climate where learning is seen as purposeful, shared, achievable and expected. Design and implement teaching and learning experiences that encourage social, environmental and cultural awareness. Develop assessment strategies that encourage deep Teachers highlight the value of higher level critical thinking. K 12 focus on numeracy Investigate Count Me In Too(CMIT)/TEN program to up skill teachers in delivering meaningful, hands on teaching/learning activities that will enhance students learning and understandings of mathematical concepts. School and DEC systems e.g. Sentral, Google DOCS and Primary Literacy and Numeracy (PLAN) software is used by staff as a tool to share and record programs to support differentiation and Australian National curricular requirements. Professionally develop staff to embed differentiation in all K 12 programs. Staff understand and use the Literacy and Numeracy continuums to drive student improvement. GAT program strengthened for our higher performers to encourage independent learning. Teachers are trained to analyse data available (e.g. Improved results in Writing component of NAPLAN Year 3 20% increase of students moving from band 3 to band 4 and band 4 to band 5 Year 5 20% increase of students moving from band 5 to band 6 and band 6 to band 7 Year 7 20% increase of students moving from band 4 to band 5 and band 5 to band 6 Year 9 20% increase from band 5 to band 6 and band 6 to band 7 Improved results in the Numeracy component of NAPLAN Year 3 20% increase from band 3 to band 4 and band 4 to band 5 Year 5 20% increase from band 4 to band 5 and band 5 to band 6 Year 7 20% increase in band 5 to 6 and band 6 to band 7 Year 9 20% increase in band 6 to 7 and band 7 to band 8 20 precent increase of Year 11 students who attain a HSC Page 4

5 thinking, creativity and lifelong learning. School Measurement, Assessment and Reporting Toolkit (SMART) and use it to differentiate the curriculum to provide targeted intervention. Parents: Families support student learning by being aware of school strategies and programs. Families have high expectations of their children and the school and support the school purpose. Professionally develop staff to produce quality assessment for learning and improve their ability to give effective feedback. A Learning and Response Matrix', (ALARM) is investigated Visits to Universities and businesses to expand student horizons. Scope and Sequence is developed in all KLAs for K 12 TAFE links are expanded to allow students to explore vocational opportunities while attaining a HSC. Professional learning funds used to support staff learning from each other especially between Primary and Secondary staff. Embedded curriculum practice to ensure that cultural perspectives are in written into programs and there is participation in NAIDOC week and Harmony Day. Provide professional learning (PL) opportunities in technology to support Bring Your Own Device (BYOD) Quality comprehensive and contextualised programs being used across K Intercultural understandings. - ICT capability. - Differentiated. Differentiation is embedded in all programs and lessons Students and Staff have high expectations. Students recognise Higher Education opportunities. Improved ATARs allow for the consideration of tertiary study.. Students retained at School whilst obtaining TAFE qualifications. Maximise the outcomes of GAT students K 12. Increase retention rate throughout transition times 6 7 and Teaching and Learning across the School will be driven by assessment data (e.g. Literacy Continuum Data, PLAN, NAPLAN), and differentiated to meet the needs of all students. Regular cross visits and discussions between Primary and Secondary teachers. Bring your own device (BYOD) is expanded to all years allowing increased access to ICT. Page 5

6 Strategic Direction 2: Building capacity within Staff and Students Purpose: To utilise current expertise of staff to encourage and lead other staff to take on processes within school to improve learning outcomes for students. Provide opportunities for staff to expand their knowledge, understanding and expertise in teaching and learning. People: Processes: Product & Practices: Students: Believe they have the ability to improve their results and support each other to achieve their goals. Staff: Create a culture of sharing expertise within the K 12 context and are encouraged to share with other schools in the region to improve teaching practice. Parents: Recognise the potential of children and support the staff in maximising student outcomes. National Curriculum programs are evaluated, improved and contains differentiation strategies. Teachers use existing systems to record student learning, differentiation and welfare to its full capacity. Staff are trained in Secondary Learning Strategy (2LS), L3, Count Me In Too (CMI)T and the Numeracy and Literacy Continuum. Utilising staff expertise when considering up skilling staff as identified in Performance and Development Framework. Staff identify leadership aspirations in Performance and Development Framework. Executive and expert teachers mentor staff to build capacity. Literacy and Numeracy Continuum is identified and used to support a middle school concept. Educational opportunities are identified and students Staff processes and school systems are aligned to collect analyse and report on student learning. Professional learning plans identify staff with leadership aspirations and staff are supported to achieve goals as identified in the Performance and Development Framework. All staff adhere to and improve existing processes in the school e.g. assessment, programming, differentiation behaviour management. Staff use best practice and are empowered to improve numeracy and literacy of students. A culture of learning and personal best that is supported by the sharing of knowledge and Page 6

7 are actively encouraged and supported to persue these opportunities e.g academic competitions, university visits, lectures etc. Incursions and excursions are aligned with KLA outcomes. The establishment of K 12 learning teams that identify skills within existing staff that can be shared with others to improve student outcomes. Teachers collaborate within and across stages and faculties to ensure consistency of curriculum delivery including strategies for differentiation. Literacy and Numeracy Continuum is identified and used to support a middle school concept. Educational opportunities are identified and students are actively encouraged and supported in pursuit of these opportunities e.g academic competitions university visits, lectures etc. Incursions and excursions are aligned with KLA outcomes. Numeracy and Literacy Continuum forms the basis for students to improve on fundamental skills required for learning. Numeracy and Literacy Continuum forms the basis for students to improve on fundamental skills required for learning. best practice within the school and the DEC. Leadership team models effective evidence based practice Performance and Development Framework is used to drive and sustain school wide improvement in teaching practice. Teachers demonstrate and share expertise and have high levels of contemporary content knowledge and teaching practice. There is a K 12 responsibility for student learning and high levels of student engagement. A growth mindset exists in both staff and students. Value added results are achieved. Students select challenging electives and 60% of students attain an ATAR Students who choose to leave before the HSC have been given skills to be lifelong learners. Numeracy and Literacy Continuum forms the basis for students to improve on fundamental skills required for learning Students use reflection on assessment, reporting and feedback to drive future learning. Page 7

8 Strategic Direction 2: Work with the wider community as a team to better create educational outcomes. Purpose: To increase communication between the school and parents through consultation and collaboration with the goal of working together to include community values and expectations within the school. Community businesses, resources and individuals are identified and partnerships formed for the benefits of students and the community. People: Processes: Product & Practices: Students: Are actively involved in the wider community and accept opportunities and challenges presented to them. Staff: Use a wide variety of communication techniques to ensure opportunities and experiences are shared with the school community. Parents: Contribute ideas and support the school and children to grow into productive and informed citizens. The investigation and development of communication with parents e.g. information evenings, online, telephone, and . This will involve insuring contact details are up to date and knowledge of the type of communication that parents prefer through surveys. Ongoing negotiations to improve and create new partnership opportunities for the community allowing students and parents to make informed decisions about educational and vocational opportunities that are available. Parents are actively informed and encouraged to be part of the school community. There is an emphasis on transition in Year 6 to Year 7 for parents to encourage communication into the secondary year of education. Communication with parents is enhanced and e.g. online, telephone, postcards etc. Staff record parent contact on Sentral. School Website and Facebook page is utilised by staff students and parents on a regular basis to keep abreast of current issues, assessments and news. DEC policy and best practice is followed. A culture that values academic performance. Informed students, parents and the wider community of the opportunities available to students in all stages. Open communication between all stakeholders Students offered employment locally as well as in urban environments. Local identities promote the value of tertiary education and opportunities for students willing to pursue goals outside of the local community. Page 8

9 Parents remain actively involved in children s education into the secondary years. Higher profile within the local community. Closer connection between past students and the school. Stronger relationships with feeder schools. Page 9