BLC plan 2015 2017 Blacktown Learning Community V1.1 [26 August 2014]
School background 2015-2017 SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS The Blacktown Learning Community (BLC) is a proactive learning community of schools in the Blacktown area who share a likeminded philosophy of education. The BLC aims to provide additional support and share opportunities and expertise within the group of schools. Our vision is best reflected in a quote that resonates with the group by Ed Margarson; Communities are places or entities where each member can give something that they feel especially able to give, something they are good at. The gift that each community gives back to each member is that of a role and a connection. The key component of the vision is support for all areas of our school communities including staff, students and parents. These three areas are form focus groups of support. The BLC Principals recognize that they must work together to achieve their collective purpose of learning for all. Therefore, our goal is to provide a structure to promote a collaborative culture across all areas of the community. The BLC is made up of 29 Government schools in the local Blacktown LGA. The schools are very diverse in size and complexity and include 1 local High School, 2 Schools for Specific Purposes and 26 local primary schools. The members of the BLC for the current period are Blacktown Boys High School, The Ponds School, William Rose SSP, Hambledon PS, The Meadows PS, Bert Oldfield PS, Vineyard PS, Marsden Park PS, Marayong Heights PS, Blacktown West PS, Schofields PS, Riverstone PS, Blacktown North PS, Caddies Creek PS, Kings Langley PS, Marayong PS, Quakers Hill PS, Seven Hills North PS, Seven Hills West PS, Vardy s Road PS, Lalor Park PS, Quakers Hill East PS, Lynwood Park PS, Seven Hills PS, Metella Road PS, Marayong South PS, Shelley PS, Blacktown South PS A rigorous development plan process has been undertaken by the BLC leadership team, focus teams and consultation has been sought from community groups such as parents, Police and non-government Support agencies. Our consultation process is based around our model of operation which is set out below. Leadership Team Oversight of the focus groups Focus Groups The powerful collaboration that characterizes the BLC as a professional learning community is a systematic process in which teachers work together to analyse and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement. Our student s access extension, enrichment and additional opportunities through this process of collaboration and the parent group has learning and support opportunities together with a community voice in the running of the BLC. Students Parents/ Community Staff/ SASS www.schools.nsw.edu.au 01
School strategic directions 2015-2017 This page identifies the 3 strategic directions and the purpose of each one. Each strategic direction will: define the key improvements which combine for the school to achieve excellence represent a high level and future-focused educational priority which is evidence based and data informed be a succinct statement that drives the development of the school s educational and organisational leadership culture make explicit links to the dimension of the school excellence framework. STRATEGIC DIRECTION 1 Student Group STRATEGIC DIRECTION 2 Parents / Community Group STRATEGIC DIRECTION 3 Staff /SASS Group The strategic goal for the Student Focus Group is to provide opportunities for students to access additional or collaborative programs to enrich learning. These opportunities are based around student leadership, opportunities to challenge and compete against peers in tasks and to provide greater access opportunities. The Strategic goal for the Parent / Community Focus group is to provide opportunities for parents to collaborate with individual schools and also have opportunities to access programs through the wider learning community or school clusters. The focus of this group has shifted to facilitating information to schools to offer to parents and families through the BLC. Members of the Parents and Community are invited to attend the Term 1 and term 3 meetings each year as the parent voice. The Staff / SASS strategic direction is around building capacity of staff through collaboration. The Learning Community provides a systematic process in which teachers work together to analyse and improve their classroom practice. Staff work in teams, engaging in an ongoing cycle of professional development that promotes deep team learning. This process, in turn, leads to higher levels of student achievement and greater capacity for staff achievement and school succession planning. www.schools.nsw.edu.au 02
Strategic direction 1: Students PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES Why do we need this particular strategic direction and why is it important? The strategic goal for the Student Focus Group is to provide opportunities for students to access additional or collaborative programs to enrich learning. These opportunities are based around student leadership, opportunities to challenge and compete against peers in tasks and to provide greater access opportunities. IMPROVEMENT MEASURE/S Results from evaluations and feedback data collected from and presented to all stakeholders. How do we develop capabilities of our people to bring about transformation? Students: Supporting students to be confident in participating in high interest activities with peers and staff across the learning community Staff: Building the capacity of staff to feel confident to offer courses, develop skills and take on career development opportunities by coordinating large events across the learning community Parents: Encouraging parents to be involved in activities offered and to provide them with feedback through evaluations and communication strategies i.e. Facebook Leaders: Focus group Principals will develop systems and capabilities to coordinate these events and support each other to ensure the skills and systems are sustainable across the BLC. How do we do it and how will we know? Student Leadership opportunities developed for all BLC schools to work together to provide extended leadership opportunities and development of skills including camps, conferences and showcases. Sharing will provide students the opportunity to take part in high interest activities to support networking and confidence in working across the learning community. Public Speaking competition is open to all schools within the BLC. Students have the opportunity to further develop these skills and compete against other students providing the opportunity to receive quality feedback and observe others. Evaluation plan: Each individual event is evaluated by all participants and associated staff/parents. The Student focus group reviews and reports back to BLC in relation to these evaluations. What is achieved and how do we know? Products: Student leaders participate in at least 3 development opportunities during the year Target of 40 Sharing courses offered to students across the BLC Public Speaking Competition held in Term 2. What are our newly embedded practices and how are they integrated and in sync with our purpose? Practices: Students are provided with opportunities to further develop knowledge, skills and experiences by working with other students and staff in the learning community. Focus group team has a clear set of procedures and resources as part of succession planning. www.schools.nsw.edu.au 03
Strategic direction 2: Parents / Community PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES Why do we need this particular strategic direction and why is it important] The Strategic goal for the Parent /Community Focus group is to provide opportunities for parents to collaborate with individual schools and also have opportunities to access programs through the wider learning community or school clusters. The focus of this group has shifted to facilitating information to schools to offer to parents and families through the BLC. Members of the parent Community are invited to attend the Term 1 and Term 3 meetings each year as the parent voice. IMPROVEMENT MEASURE/S Surveys-school based-blc Parent participation Parent Feedback-SHARING etc Feedback from Facebook How do we develop capabilities of our people to bring about transformation? Parents: The BLC will provide Professional development and up skill parents in curriculum and current issues. Community partners: The BLC will endeavour to develop community relationships by raising the knowledge of school issues and giving the community a voice. Leaders and Staff: Developing staff resources to assist schools to pass on relevant information to the community. How do we do it and how will we know? Running courses Utilize Community hubs Inclusion in BLC meetings, Terms 1 and 3 Accessing outside agencies: Government and Non-Government Individual schools responsible for costs where necessary. Evaluation plan: Evaluating the processes at the end of each year and making changes where necessary. What is achieved and how do we know? Products: Cyber Bullying on individual school basis Parent Presentations at BLC meetings in Term 1 and 3 Advertising Tafe and parenting courses from Hubs Setting up a library of electronic resources for parent workshops/literacy and numeracy A list of support classes available in the BLC to assist communication with parents What are our newly embedded practices and how are they integrated and in sync with our purpose? Practices: Ensuring that the Focus Group Leader has a backup of all resources on an external hard drive www.schools.nsw.edu.au 04
Strategic direction 3: Staff / SASS PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES Why do we need this particular strategic direction and why is it important? The Staff / SASS strategic direction is around building capacity of staff through collaboration. The Learning Community provides a systematic process in which teachers work together to analyse and improve their classroom practice. Staff work in teams, engaging in an ongoing cycle of professional development that promotes deep team learning. This process, in turn, leads to higher levels of student achievement and greater capacity for staff achievement and school succession planning. IMPROVEMENT MEASURE/S Staff surveys How do we develop capabilities of our people to bring about transformation? Students: Students will have their capabilities developed through the increase effectiveness of the delivery of the new syllabus. Staff: Staff will be provided with resources developed locally, professional learning and sharing opportunities to enhance and challenge their practice. Parents: Parents will form part of the individual school s implementation plans and utilise the activities of the parents/community group. Leaders: Emerging school leaders will have opportunities to network and share skills across the BLC. How do we do it and how will we know? 2 x TPL sessions for English and Mathematics held for BLC schools Beginning teacher network hub organised and meets on a termly basis Evaluation plan: Each event individually evaluated. Annual evaluation by staff focus group reported to BLC. What is achieved and how do we know? Products: Staff confident and proficient in implementing new syllabus documents Beginning teachers confident and proficient for their career stage. Common resources shared across BLC schools for Mathematics and English What are our newly embedded practices and how are they integrated and in sync with our purpose? Practices: Beginning teacher network hub established. Workshop evaluations and feedback Continuing Practices: School leader observation of beginning teachers Termly Principal s network meeting SAMs participation in term 2 and 4 BLC meeting www.schools.nsw.edu.au 05