RIVERSIDE GIRLS HIGH SCHOOL School plan 2015 2017
School background 2015-2017 School vision statement School context School planning process Riverside Girls High School is a community passionate about learning where academic excellence is achieved through inspired teaching. We are proud of our traditions and community connections. We empower students for future success by building their confidence, independence, creative and critical thinking skills. Students are nurtured, guided, inspired and challenged. Our community consultation identified key statements about our school: High expectations : excellence in learning A school of outstanding opportunity Expert teachers inspiring students Where you connect, where you belong Your school your community Proudly educating generations of Riverside Girls Riverside Girls High School was established in 1934 and currently has an enrolment of 950 students, including 50% students from a non-english speaking background. We are a proud comprehensive girls school. With its central location on a major arterial road, Riverside draws students from over 23 primary schools. The school has a strong tradition of academic excellence. Students are articulate and passionate about having a voice which they achieve through public speaking, debating, leadership opportunities, involvement in school teams, the Amnesty International group and through involvement in the community. Riverside is a school of outstanding opportunity. Extension programs are offered to gifted and talented girls. There is a strong musical and performance program involving a band, string ensemble, choir, drama and dance groups and a school musical every two years. The highly skilled, dedicated staff work collaboratively and are committed to reflective practice as part of their professional learning. Student wellbeing programs are underpinned with positive psychology principles. The school is well resourced with technology, including five computer labs and the BYOD program will be accessed by all years in 2015. The process included extensive consultation with all members of the school community including: an evaluation of the previous school plan; data analysis using NAPLAN and HSC data; use of the Results Analysis Package (RAP) from the Board of Studies by all teachers led by the head teachers; surveys of students, staff and parents; focus groups with students; analysis of school wellbeing data including student responses to the Tell Them from Me survey; discussion at Parent & Citizen meetings; executive discussion of an audit of years 7 and 9 assessment tasks; executive consideration of international and national research from the state principals conference to develop the directions; and review of the draft directions with executive and keen aspiring leaders via support from the Principal School Liaison Officer. Triangulation of common areas for improvement suggest two key areas for improvement: informed planning for future community engagement especially by improving communication; and staff professional development on assessment to improve educational outcomes for all learners. Specific suggestions included: addressing the diversity in learning styles with more explicit differentiation; compacting common assessment tasks across faculties; providing a more thorough scaffolding of assessment tasks: and employing more assessment for learning. Page 2
School background 2015-2017 Academic excellence through inspired learning in a community that is proud of its traditions and community connections. Our school develops confident, independent and creative young women. STRATEGIC DIRECTION 1 Empower learners for success STRATEGIC DIRECTION 2 Inspire quality teaching and excellence in professional learning STRATEGIC DIRECTION 3 Build a school wide culture of proactive, purposeful leadership Purpose: To set students on the road to future success by developing their passion for learning through rich tasks that involve inquiry, challenge and that have impact in the real world. Students are active, self-motivated learners; confident risk takers who flourish in both independent and collaborative learning contexts. They are motivated to achieve their personal best. Purpose: To further develop, through on-going professional learning, inspiring teaching and innovative practice, a culture of high expectations, collective efficacy and collaboration. Purpose: To empower members of the learning community to take the initiative to lead and/or contribute to projects and partnerships that improve student learning outcomes. Page 3
Strategic Direction 1: Empower learners for success Purpose People Processes Products and Practices To set students on the road to future success by developing their passion for learning through rich tasks that involve inquiry, challenge and that have impact in the real world. Students are active, selfmotivated learners; confident risk takers who flourish in both independent and collaborative learning contexts. They are motivated to achieve their personal best. Improvement Measures increase the proportion of students in HSC with two or more Band 5-6 results to 50% 65% or greater number of students achieve expected growth in writing in NAPLAN Students Take an active role in their learning. They use reflection and accept descriptive feedback from peers and teachers. They use assessment criteria and feedback wisely. Teachers: Build their skills and expertise in writing explicit quality criteria for all tasks and providing constructive feedback; Develop an understanding of what sophisticated vocabulary looks like; Have a greater understanding of effective integration of literacy strategies into assessments; and Develop their capacity to identify evidence from data then strategies for addressing the gaps. Parents Through meetings, workshops and online communication, parents are engaged and understand the learning process and how to effectively support their daughter to learn. Quality Learning 1. STEM (Science, Technology, Engineering and Mathematics) Enrichment This project focuses on increasing engagement through inquiry based activities that are collaborative, solutions based and about real world challenges. STEM principles are implemented in cross faculty projects. 2.Empowering Learning through Language The focus of this project is to explicitly assess literacy outcomes in assessment tasks. Areas for improvement are identified through data. The literacy outcome is explicitly outlined in the assessment criteria, enabling specific feedback for improvement. 3. Visible Thinking The focus of this project is to teach creativity in thinking via a researched based model. Students can see more possibilities, become more innovative and develop sustained arguments. Evaluation Plan The analysis of NAPLAN, HSC data and Tell Them From Me student survey will inform the directions and improvements required; and Regular reporting against the milestones by the leadership team will inform feedback to the project teams. Products Increase in the proportion of students in HSC with two or more Band 5-6 results to 50%. 65% or greater number of students achieve expected growth in writing in NAPLAN. TTFM survey results demonstrate an improvement in the level of student engagement over three years. Publication of a coordinated whole school assessment schedule for years 7-10 Practices Students engage with the assessment criteria. Students have the resilience to accept descriptive feedback and reflect on their learning and what they need to do to plan for improvement. Students give and receive feedback to plan their own learning and where they go next. Students effectively transfer learning skills across subject areas and can articulate their thinking processes. Students utilise visible thinking routines. Products Increase in the numbers of students choosing senior TAS subjects, sciences and higher levels of mathematics. Increase in the number of students selecting TAS subjects in stage 5 Practice Teachers uitilse key STEM principles Page 4
Strategic Direction 2: Inspire quality teaching and excellence in professional learning Purpose People Processes Products and Practices Quality Teaching To further develop, through on-going Students professional learning, inspiring teaching and innovative practice, a culture of high expectations, collective efficacy and Seek, accept and respond to quality feedback on their learning. collaboration Teachers Improvement Measures Increased number of teachers seeking accreditation at highly accomplished and lead levels Value added results for the HSC and NAPLAN match similar schools Provide professional learning that is differentiated to accommodate teacher expertise Acknowledge and provide for teacher strengths Facilitate peer relationships Revisit and implement QT model, in particular significance; deep knowledge and connectedness Develop staff capacity to differentiate the curriculum through project based learning and 21 st century learning fluencies Develop staff capacity to identify evidence from data; place significance on formative assessment; to value drafting Begin all units of work with pretesting Use learning spaces flexibly and make technology accessible to staff and students Parents have access to information about assessment including how to unpack the assessment criteria attend workshops on visible thinking strategies 1. Assessment Review This will encompass curriculum mapping and the development of rich, authentic tasks requiring deep understanding and higher order thinking. 2. Visible Thinking Teachers can use this project for developing a variety of feedback strategies. 3. Broadening the AB project - The purpose of this project is to apply the existing welfare framework to outline teacher expectations of a quality learning environment - one of active engagement in both independent and collaborative work. Evaluation Plan Evaluate faculty programs by monitoring and reviewing using executive performance and development review Analyse teacher feedback on effectiveness of the professional learning for targeted programs Regular reporting against the milestones by the leadership team will inform feedback to the project teams Products: Increase in the number of teachers seeking accreditation at highly accomplished and lead levels. Value added results for the HSC and NAPLAN match similar schools. Assessment tasks include strategies for chunking the task and quality feedback is provided throughout task completion. Parent surveys demonstrate they value the depth and breadth of student learning and understand that it can be demonstrated in a variety of ways eg. the assessment of creativity /critical thinking. Practices: Quantitative and qualitative student assessment data is used to inform teaching programs and assessment. Staff conversations reflect a sophisticated understanding of student assessment, analysis of work samples and data and a committment to implementing evidence -based teaching strategies. Assessment for learning is used with explicit quality criteria, scaffolding and feedback Teachers utilise visible thinking routines and use these to provide descriptive feedback Product All staff have evidence to demonstrate their progress and plans to map out their own development. Practice Professional learning plans for individuals, teams and the school underpin ongoing, deep professional learning and staff practice. Page 5
Strategic Direction 3: Build a school wide culture of proactive, purposeful leadership Purpose People Processes Products and Practices To empower members of the learning community to take the initiative to lead and/or contribute to projects and partnerships that improve student learning outcomes. Improvement Measures The percentage of students and staff involved in purposeful leadership roles increases Half the staff has clearly defined roles in a succession program involving shadowing and job sharing. Students Engage in activities and opportunities provided by community partnerships. Initiate or act on student suggestions for school improvement. Teachers Work collegially and collaboratively with teacher networks. Improve positive modes of communication in the community. Promote and engage in opportunities provided by the community to enrich student learning. Where possible, include student choice and self direction in assessment. Parents Actively participate in school initiatives and in professional learning activities Contribute to the school through volunteering and sharing professional expertise 1. Mentoring The Aspiring Leaders Project supports established leaders to develop leadership skills in a greater number of the learning community. 2. North Sydney - Entente Cordiale This project focuses on fostering more collegial links with local North Sydney high schools. 3. Transition program - the purpose is to share teacher expertise with local primary schools to optimise student learning. 4. School teams Differentiated teams investigating leadership projects/pl relevant to each team. 5. Investigate further student leadership opportunities within school and in the community eg Max Potential; Youth Parliament. Evaluation Plan School reports will be uitilised to monitor and review student participation in extra-curricular and leadership activities. School data will be analysed to monitor the number of teachers participating in whole school programs, teams and succession programs. Regular reporting against the milestones by the leadership team will inform feedback to the project teams. Products: The percentage of students and staff involved in purposeful leadership roles increases. Half the staff has clearly defined roles in a succession program involving shadowing and job sharing. Increase in the number of teachers across KLAs actively engaged with our community of schools NS-EC. Increase in the number of purposeful community partnerships. Practices: Teachers take personal and collective responsibility for improving student learning and wellbeing, working together and with parents to learn from each others practice. Sharing and showcasing of best practice is common. Teachers contribute to broader school programs. Students are self aware, build positive relationships and actively contribute to the school, the community and the society in which they live. Succession planning and leadership development drive whole school improvement. Page 6