Ku-ring-gai High School Plan 2015 2017 Student Engagement Wellbeing Learning Community
School background 2015-2017 School vision statement School context School planning process Our vision is to create a strong learning community with a futures focus which addresses the needs of 21 st Century Learners. To create a culture of creative thinking and problem solving skills supporting all students in areas of learning to achieve their personal goals and lead successful lives. This vision is underpinned by the school s ethos Academic excellence in a Creative Environment Our vision is to cater for the needs of all students through a culture of creative thinking and problem solving skills. Authentic international educational partnerships are being fostered through a developing international student program, overseas excursions and the widening of our language program to include Mandarin and our organisational structure is underpinned by inclusivity, transparency and the flexibility to respond to the needs of students and changing pedagogies. Established in 1965, Ku-ring-gai High School is a comprehensive, co-educational high school situated in the beautiful and stimulating environment adjacent to the Ku-ringgai National Park. The school specialises in the provision of high quality learning experiences with a focus on academic excellence and creativity in learning. Ku-ring-gai H.S. is a member of the North Shore alliance of five public secondary schools in Northern Sydney. The school has highly visible and collaborative leadership teams which foster a dynamic and innovative culture in teaching and learning. The Talent Enrichment Program is a unique initiative to Ku-ring-gai H.S. which offers a wide selection of subjects in creative and performing arts, humanities, technology and sport. Strong school and community partnerships support a diverse and committed staff in providing enhanced opportunities for all students. During the last 12 months Ku-ring-gai High School has engaged in wide range community consultation which has informed the school planning cycle 2015-2017. In Terms 1 and 2, 2014, a series of consultations occurred with the whole school community including staff, parents and students. The process began with a SWOT analysis of teachers and the employment of the School Assessment Tool matrix to identify agreed focus areas. This tool was employed at staff meetings and parent meetings. As a result areas of current practice were identified as priorities for future focus and strengthening. These included widening consultative decision making, collaborating beyond the school and building capacity in community organisations to engage with the school and support families. Communication across the school and with the community was identified as an area for building. Parents identified the need to encourage more sport in the school and committed funds for the upgrading of tennis courts and other sporting facilities. They indicated great satisfaction with the widened curriculum and enrichment opportunities through the TEP (Talent Enrichment Program). In 2014 the Tell them from Me Survey Tool was employed for student consultation and Year Forums held for students to identify areas of improvement to encourage success, engagement and school spirit amongst students. As a result, the area of student well- being and in particular, the mental health of adolescents was an area of concern highlighted by these discussion forums. Over the year, Primary school parents input was sought through interview and feedback during their school visits at Enrichment days and School Tours regarding -perceptions/ preferences in the school/ school focus/ name of school ie, Creative Arts Designation. Data indicated that only 20% of enrolments were as a result of the Arts designation. A Curriculum survey of parents, teachers and students was undertaken in Term 1 2014. There was a high level of satisfaction with the curriculum offerings and a suggestion of the introduction of software and design courses being offered in 2016. School Learning Community- NS5 Our learning community of Principals, executive and teachers identified, through a consultation process, across the five schools, identified a priority and shared focus on Student engagement ; the continuation of curriculum and extra curricula opportunities for students; and professional learning opportunities for teachers. The outcome has been the recognition of our 3 strategic directions 1. Student engagement 2. Wellbeing- students and staff 3. Learning community. Page 2
School strategic directions 2015-2017 STRATEGIC DIRECTION 1 Student Engagement STRATEGIC DIRECTION 2 Wellbeing STRATEGIC DIRECTION 3 Learning Community Purpose: Our purpose is to deliver supportive, creative, high quality differentiated learning practice that promotes visible thinking, relevance and future focused learning based on data. Purpose: Our purpose is to promote proactive student and staff wellbeing programs to develop confidence, resilience and leadership based on the principles of Positive Psychology. Purpose: Our purpose is to develop a collaborative connected learning community with a future locus through the strengthening of connections within our school and the wider community. Page 3
Strategic Direction 1: Student Engagement Purpose People Processes Products and Practices Our purpose is to build student How do we develop the capabilities of our people to bring about transformation? How do we do it and how will we know? What is achieved and how do we know it? engagement through supportive, creative, high quality differentiated learning practice that promotes visible thinking, relevance and future focused learning. Survey students through the Tell them From Me survey tool to inform teaching and learning directions. 10% Improvement of student engagement and confidence in teaching and learning at Ku-ring-gai HS indicated through Tell Them From Improvement Measures 10% improvement in positive learning experiences as indicated from the Tell Them From Me Survey and relevant data Movement of the number of students in HSC bands 5 to 6. Increase in the effective implementation of Individual learning programs and meaningful adjustments are embedded in programs for all students. Results from Naplan will indicate students are achieving at or above state level and Value Added is significant Across KLAs differentiated teaching and learning programs, assessments, and reports are in alignment with the Australian Curriculum. Students: Build student commitment to their learning through BYOD technology, Creative Thinking, Project Based Learning, SRC and Leadership programs - VET. Build student confidence through study skills and practice. Develop student capacity to reflect on their learning and achievement. Provide opportunities for students to feedback on their experience of teaching and learning at Ku-ring-gai High School. Staff: Teachers will participate in PL and build their capacity to create unique learning opportunities for their students. Teachers will collaborate across the NS5 to improve student outcomes. Parents: High expectations of Parents and carers will be actively supported through constructive feedback focused on student engagement and school learning culture. Provide opportunities for parents and carers to develop involvement and build understanding as a partner in student engagement. Leaders: Build capacity of school leaders to support implementation of explicit teaching practices, including meaningful feedback to students. High quality differentiated learning practices in place Ongoing evaluation of teacher programs reflecting creativity and innovative teaching and learning practices. Strengthening the Talent Enrichment Program offering wide curriculum choices to further engage students and Increased extra curricula activities. Strengthen link between learning pathway and School VET programs Evaluation Plan: To ensure, through audit, that all teaching and learning programs reflect elements of the Schools Excellence Framework, Quality Teaching and Wellbeing for Schools Framework. To determine the success of Enhanced Learning Resources online study skills handbook and Enhanced Learning (Prue Salter) incursions across all stages. Student Focus groups to assess and reflect on student understanding of their learning. Recognition of staff expertise to deliver master workshops to staff. Embed technology BYOD, enhance learning through Edmodo, Google etc across all KLAs Me Survey and relevant data. The elements of the Schools Excellence Framework and Wellbeing Framework for Schools underpin all KLA teaching and learning programs and Quality Teaching elements are explicitly embedded. All students are challenged and extended by the creative and differentiated curriculum including Gifted and Talented and Learning Support Practices: Staff from all KLA s and stages work together to effectively develop knowledge and understanding of how to effectively support and develop students learning practices. Teaching observation is embedded in school professional development plan. Effective feedback and student reflection are inherent in assessment practices across KLS and stages and directs future teaching practice. Students reflect on assessment reporting processes and descriptive feedback to plan their learning. Students will collaborate to support each other to achieve relevant learning goals. Students engage as independent learners with a clear understanding of personal capabilities and actively set goals for personal improvement. Page 4
Strategic Direction 2: Wellbeing Purpose People Processes Products and Practices Our purpose is to create promote How do we develop the capabilities of our people to bring about transformation? How do we do it and how will we know? What is achieved and how do we know it? proactive student and staff wellbeing programs to develop confidence, resilience and leadership based on the Principles of Positive Psychology. Teachers setting personal professional goals to be achieved through the Professional Development Framework Increased targeted, quality professional learning activities informed by professional goals and school plan. Improvement Measures Increase in student surveyed measure of positive student teachers relationships through Tell Then From Me and relevant data. Staff survey data from Tell Them From me indicates inclusive school Increased numbers of teachers seeking accreditation at HAT and LEAD Increase of students agree or strongly agree teachers create opportunities for challenging discussion Staff survey data reflects increased motivation and connectedness to future focused teaching practices through professional goal setting and differentiated professional learning. Students: The school wide framework based on the principles of Positive Psychology and underpinned by PBEL empowers students to develop resilience, pursue leadership roles, and to be independent and successful life long learners. Teachers: Staff to aspire to leadership roles and to develop knowledge around the process and requirement of accreditation. Parents and Carers: Parents and carers will be active and informed partners in student support practices. Leaders: Cultivate and embed positive relationships and practices which develop and support innovative whole school wellbeing programs processes. Increased leadership opportunities for teachers across the school and NS5 partnership of schools. Establishment of Head Teacher support role mentoring teachers seeking accreditation. Positive Psychology principles embedded across teaching and learning experiences to build resilience Development of the staff Positive Psychology program in their professional life to increase sense of wellbeing in the workplace with focus on Strengths. Review of the School merit award program to align with Positive Psychology principles with focus on Strengths. Evaluation: Students in leadership roles across the school Embed KCAHS Induction Program for beginning teachers and new to KCAHS teachers Review, develop and refine wellbeing processes and strategies and evaluate programs - students and staff PBEL/Positive Psychology/Mentoring/Leadership Focus on mentoring and support of early career teachers Identification and implementation of the Professional Development Framework and the elements of Wellbeing Framework for Schools. Successful accreditation of new teachers and increased staff seeking accreditation at HAT and Lead levels. Practices: Opportunities for teachers to share exemplary practice experience and encourage collegial collaborative classroom visits enabling professional dialogue and feedback to improve teaching practice and student outcomes. Staff and students seek and embrace purposeful leadership opportunities. All staff implement appropriate referral processes for the wellbeing of students Page 5
Strategic Direction 3: Learning Community Purpose People Processes Products and Practices How do we develop the capabilities of our How do we do it and how will we know? What is achieved and how do we do it? Our purpose is to develop a collaborative connected learning community with a future focus through the strengthening of connections within our school and the wider community. people to bring about transformations? Students: Engage in activities and opportunities through the NS5 and wider community groups Opportunities for students to connect with their world, facilitating local and global awareness Establishment of a family/school reference group to develop key educational priorities across the school. Showcase and publicise our best practice Strengthen Partner Primary Links and build Tertiary Links Evaluate and design school web page as main window of communication for the school to the world Evaluate and promote programs to link with Partner Primary schools and wider community Improvement Measures Increased positive parent/community engagement Increased curriculum links with Primary schools Increased enrolments of international students Tell Them From Me survey indicates increase in parent involvement Project Based Learning student/staff and parent reflection survey data reinforces positive responses to real world relevant learning experiences. Staff NS5 will foster collegiality and collaboration offering opportunities to enrich student learning through professional development Parents and Carers Support, develop and promote meaningful partnerships within the community and school. Leaders Foster and develop collaborative relationships within community school and NS5 and Partner Primary Schools Continued Development of Project Based Learning initiative in Middle School links to broader community as authentic audience and experts in field. Develop and foster International student enrolments and professional practice links. Evaluation Plan: Data collection and evaluation across teaching and learning. Further develop focus team to strengthen the school s International Student program. Ku-ring-gai High School Alumni focus on further development and value. Practices Students engage with learning opportunities (PBL) to demonstrate 21 st Century Learning skills. The wider school community engages with the school to enhance educational and vocational pathways. Harness Ku-ring-gai-High School Alumni as community links and professional partnerships. Page 6