High School 1 2021-2024 Strategic Improvement Plan - NSW ...
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2021-2024 Strategic Improvement Plan
High School 1
Page 1 of 27 High School 1 (2021-2024) 18 September 2020School vision and context
School vision statement School context
At High School 1 we are committed to educating a multicultural community, within High School 1 is a comprehensive secondary school with a Support Unit which has
an environment of inclusion, to become responsible and successful learners focused four classes, located in Sydney’s North Western area. The student population of 654
on educational attainment. Every student and every teacher will be challenged to has been stable over the last four years. Our school community is culturally and
continue to learn and improve every year. linguistically diverse. While 78% of students have a non-English speaking
background, 20% require some level of EAL/D (English an additional language or
To achieve academic excellence and prepare students for higher education, training
dialect) support. 6% of all students identify as having an Aboriginal background.
and work we use enquiry based learning and explicit teaching strategies to build
Students participate in a wide range of learning experiences focusing on enquiry-
strong foundations in literacy, numeracy and deep content knowledge underpinned
based learning in the pursuit of academic improvement and excellence.
by a confidence in each student’s ability to learn, adapt and become a responsible
citizen. The school’s staffing entitlement in 2020 was 75 teaching staff and 21 non-teaching
staff. The school also employs a Business Manager and Head Teacher Secondary
Studies from school funds. Our executive staff is stable with the majority being here
for more than five years. 20% of our staff are in their early career as teachers. There
is a 15% turnover of staff each year.
The school enjoys the support of its culturally and linguistically diverse community.
We have also fostered strong partnerships with universities, cultural institutions,
businesses and community groups and have established in-house enterprise
learning. Students represent the school across the metropolitan area in music and
dance ensembles and a wide range of sporting activities, with both state and
regional representation.
The majority of the school’s equity funding will be used to support initiatives
developed in the 2021-2024 Strategic Improvement Plan. Some funds will be used
to support other activities not embedded in this plan.
The school is committed to continually improving effective classroom practices with
staff professional learning being the key to ensuring this. This learning will ensure
that both literacy and numeracy levels can be enhanced through improved data
collection, analysis and use which underpins our belief in individualised and
differentiated learning.
The school will introduce and refine the Curiosity and Powerful Learning (CPL) and
protocols for Project-Based Learning (PBL) programs in order to improve student
engagement in Stage 4 and 5. Both programs are used to further develop the
effective classroom practices that research shows will lead to enhanced learning
outcomes for students.
There will also be a focus on Higher School Certificate performance including staff
professional learning around deeper analysis and use of data to develop both
individual and group support programs. Each faculty will develop ways of deepening
the knowledge base of their students.
Page 2 of 27 High School 1 (2021-2024) 18 September 20202021-2024 Strategic Improvement Plan
Strategic Direction 1: Student growth and attainment
Purpose
Our purpose is to ensure students grow in their learning through explicit, consistent and research-informed teaching. Our teachers will evaluate their effectiveness and
reflectively adapt their practice through quality, targeted professional learning and use of student assessment data to inform teaching.
Improvement measures Initiative Success criteria Evaluation plan
Highly effective teaching practices Teachers collaborate to share curriculum Question: What has been the impact of
• All Year 7-10 students achieve or Improve effective classroom practice knowledge, data, feedback and other using consistent, explicit enquiry-based
exceed their co-developed learning through a focus on explicit teaching information about student progress and teaching protocols, on student
goals based on the Learning practice, formative assessment, achievement which meet the learning performance? Do teachers collaborate to
Progressions progressions and EAL/D strategies. needs of all students. evaluate, reflect on and adapt practice?
• Results for Aboriginal and EAL/D Assessments are developed/sourced Data: External student performance
• Embed the use of formative data
students are equivalent to or and used regularly across the whole measures (NAPLAN), internal student
collection, use of Progressions for
exceeding the progress and school to help promote consistent and performance measures (Literacy and
goal setting leading to changes to
achievement of all students in the comparable judgement of student Numeracy Progressions), teaching
explicit teaching practice. Literacy
school. learning, monitor student learning programs, classroom observations,
and numeracy practice is informed by
• All teachers demonstrate high quality research. progress, and identify skill gaps for student work samples, coaching records.
skills in explicit teaching and improvement and areas for extension.
• Establish collaborative support for Analysis: Analyse the data to determine
differentiation.
teacher performance development, The school identifies expected growth the extent to which the purpose has
HSC attainment cross-faculty collaborations and for each student. Students are achieving been achieved.
evidence-based programs and higher than expected growth on internal
• Improvement in the percentage of lessons. school progress and achievement data Implications: Where do we go from
HSC course results in top three bands • Develop quality EAL/D teaching here? Future directions and next steps.
to the lower bound target 48.7% or School data demonstrates that student
professional learning and
above. progress and achievement is greater
implementation
• Increase the % of Aboriginal students than students at statistically similar
• Whole school adoption of Literacy schools on external measures. This is
attaining the HSC whilst maintaining and Numeracy Learning
their cultural identity to a minimum of consistent with strong student progress
Progressions and PLAN2 and achievement on internal measures.
the system-negotiated lower bound
• Change & adjust practice using the
target Progress and achievement of equity
Progressions, explicit individual
student goals, formative feedback to groups within the school is equivalent to
NAPLAN Top 2 or 3 Bands plot students and differentiated or greater than the progress and
teaching achievement of all students in the school
• Improvement in the percentage of • Analyse NAPLAN, HSC and
students achieving in the top 2 bands minimum standard data to identify EAL/D and LST teams are collaborative,
to be above the school’s lower bound target areas build the capabilities of all teachers and
system-negotiated target in reading of • Review and improve the use of are an integral component of whole
11.7% and numeracy of 17.2% formative data sources, monitoring school approaches to language, literacy
• Increase the percentage of Aboriginal and reflecting on teaching and numeracy programs.
students achieving top 3 NAPLAN effectiveness.
bands in reading and numeracy to be
Page 3 of 27 High School 1 (2021-2024) 18 September 2020above the school’s lower bound system-negotiated targets. NAPLAN Expected Growth • Improvement in the percentage of students achieving expected growth to be above the school’s lower bound system-negotiated target in reading of 61.5% and numeracy of 65.5%. Page 4 of 27 High School 1 (2021-2024) 18 September 2020
2021-2024 Annual progress measures
Strategic Direction 1: Student growth and attainment
2021 Progress measure 2022 Progress measures 2023 Progress measures 2024 Improvement measures
• All staff are aware of, and begin to use • Individual Learning goals in Literacy • All students 7-10 achieve their co- • All Year 7-10 students achieve or
Literacy and Numeracy Learning and numeracy are mapped by all staff developed learning goals based on the exceed their co-developed learning
Progressions in directing student for all students in Year 7- 10 progressions goals based on the Learning
learning goals • All students in Year 7- 10 have • Results for Aboriginal and EAL/D Progressions
• All teachers understand, support and awareness of their co-developed students are equivalent to the progress • Results for Aboriginal and EAL/D
implement the three stages of the learning goals based on the and achievement of all students in the students are equivalent to or exceeding
explicit teaching process: ‘I do, we do, Progressions, and the majority of school. the progress and achievement of all
you do’. students are achieving them. students in the school.
• All teachers demonstrate high quality
skills in explicit teaching and
differentiation.
2021 Progress measures 2022 Progress measures 2023 Improvement measures 2024 Progress measures
• Increase the % of Aboriginal students • Increase the % of Aboriginal students • Increase the % of Aboriginal students • Increase the % of Aboriginal students
attaining the HSC whilst maintaining attaining the HSC whilst maintaining attaining the HSC whilst maintaining attaining the HSC whilst maintaining
their cultural identity to above the their cultural identity to be trending their cultural identity to a minimum of their cultural identity to between the
system-negotiated target baseline towards the system-negotiated lower the system-negotiated lower bound system-negotiated lower and upper
bound target target bound target
2021 Progress measures 2022 Improvement measures 2023 Progress measures 2024 Progress measures
• Improvement in the percentage of • Improvement in the percentage of • Improvement in the percentage of • Improvement in the percentage of
students in the top two bands to be students achieving in the top 2 bands students in the top two bands to be students in the top two bands to be
above the school’s system-negotiated to be above the school’s lower bound between the school’s lower and upper trending upwards from 2023 baseline
target baseline in reading of 6.1% and system-negotiated target in reading of bound target range in reading and towards the upper bound target in
numeracy of 11.6%. 11.7% and numeracy of 17.2%. numeracy. reading and numeracy.
• Increase the percentage of Aboriginal • Increase the percentage of Aboriginal • Increase the percentage of Aboriginal • Increase the percentage of students
students achieving top 3 NAPLAN students achieving top 3 NAPLAN students achieving top 3 NAPLAN achieving top 3 NAPLAN bands in
bands in reading and numeracy to be bands in reading and numeracy to be reading and numeracy to be trending
bands in reading and numeracy to be
above the school’s lower bound between the system-negotiated lower upwards from 2023 baseline towards
above the school’s lower bound
system-negotiated targets. and upper bound target range in the upper bound target.
system-negotiated targets. reading and numeracy.
2021 Progress measures 2022 Improvement measures 2023 Progress measures 2024 Progress measures
• Improvement in the percentage of • Improvement in the percentage of • Improvement in the percentage of HSC • Improvement in the percentage of HSC
HSC course results in top three bands HSC course results in top three bands course results in top three bands from course results in top three bands from
from 43.5% baseline trending towards to the lower bound target 48.7% or lower bound target 48.7% trending lower bound target 48.7% trending
the lower bound target 48.7%. above. towards upper bound target. towards upper bound target 53.7%.
Page 5 of 27 High School 1 (2021-2024) 18 September 20202021 Progress measures 2022 Progress measures 2023 Improvement measures 2024 Progress measures
• Improvement in the percentage of • School-determined growth targets • Improvement in the percentage of • Improvement in the percentage of
students achieving expected growth to based on the reading and viewing students achieving expected growth to students achieving expected growth to
be above the system-negotiated target element of the Literacy Progressions, be above the school’s lower bound be between the system-negotiated
baseline in reading of 56.1% and and number sense and algebra system-negotiated target in reading of lower and upper bound target range in
numeracy of 58.1%. element of the Numeracy Progressions 61.5% and numeracy of 65.5%. reading and numeracy.
are identified for all students and more
than 62.5% are showing expected
growth.
Page 6 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Initiative Activity Resources Evaluation
Highly effective teaching practices LST/Support (socio-economic Learning and support teacher practices Q: Are LST/Support actively involved in
SEF elements background support teachers) embedded in whole school literacy and whole team initiative for activities in this
Learning & Development Learning & Support Team 1.5 (combined numeracy practices initiative referenced for whole year, and
Data Skills & Use staffing and flexible components) and have T&L programs been adjusted and
Effective Classroom Practice Socio-economic background (2 FTE) are Funding Sources: delivered?
Assessment integrated with whole school practices for D:LST data embedded in activities during
Equity (LLAD staffing)
Team this initiative. Activities (below) include: year; T&L programs
• Low level adjustment for disability 1 A LST data embedded in activities during
• plot students on progressions
HT Teach & Learn, support FTE $109,383 year
• buddy mentor role using work
(socio-economic) & LST Equity (LLAD flexible) I: LST data embedded in activities during
samples to plot on PLAN2
• Low level adjustment for disability 0.5 year
• provide faculty support for PLAN2
FTE $54.691
• adjust teaching programs and
When PBL outlines Equity (Socio economic background
Term 1 Week 1 • development of literacy and staffing)
Tracking numeracy skills-based programs
• Socio economic background 1.6 FTE Please note:
• develop PLAN2 Sentral data $175,014
system; integrating with LST This example demonstrates the
Evidence Equity (Socio economic background deployment of staff funded through equity
Sentral workflows flexible)
LST Teacher program analysis • R2L & ALARM reading and loadings across a number of activities in
• Socio economic background 0.4 FTE the initiative. The level of detail in this
LST survey results writing $43,753
Adjust literacy & numeracy T&L programs, activity is not expected for all activities.
PL feedback
and deliver interventions for LLAD &
socio-economic background students,
informed by improved teacher
effectiveness activities.
Initiative Activity Resources Evaluation
Highly effective teaching practices EAL/D Team (part staffing and flexible EAL/D teacher practices embedded in Q: Are EAL/D team actively involved in
components) are integrated with whole whole school literacy and numeracy whole team initiative for activities in this
school practices for this initiative. practices initiative referenced for whole year, and
SEF elements Activities (below) include: have T&L programs been adjusted and
Learning & Development • plot students on progressions Funding Sources: delivered?
Data Skills & Use • buddy mentor role using work D:EAL/D data embedded in activities
Effective Classroom Practice Equity (ELP staffing)
samples to plot on PLAN2 during year; T&L programs; EAL/D sliced
Assessment • English language proficiency 1.5 FTE NAPLAN (Custom groups) growth data
• provide faculty support for PLAN2
$164,074 A EAL/D data embedded in activities
Team • adjust teaching programs and Equity (ELP flexible)
HT Teach & Learn & EAL/D PBL outlines during year
English language proficiency 0.5 FTE I: LST data embedded in activities during
$54.691 year
Page 7 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
When • development of literacy and
Term 1 Week 1 numeracy skills-based programs
• develop PLAN2 Sentral data
system; integrating with LST
Tracking Sentral workflows
• R2L & ALARM reading and
writing
Adjust literacy & numeracy T&L programs,
Evidence and deliver for EAL/D students, informed
LST Teacher program analysis by improved teacher effectiveness
LST survey results activities.
PL feedback
Initiative Activity Evaluation
Highly effective teaching practices For Stage 6 subject teachers who have Funding Sources: Q: Are EAL/D team actively involved in
SEF elements EAL/D students enrolled; 1.5 EAL/D Equity (ELP staffing) whole Stage 6 team over time in all
Data Skills & Use specialist teachers: relevant subjects, and have T&L
• English language proficiency 1.5 FTE programs been adjusted and delivered?
Learning & Development • collaborate to plan, develop $164,074
Educational Leadership sequenced T&L programs using D: T&L programs; Stage 6 assessment
designed in scaffolding to meet data; T&L demonstrating backward
Team mapping from key assessments
the needs of EAL/D students,
HT Teach & Learn – Stage 6 – A: Stage 6 with embedded language
including marking criterion which
EAL/D demands pre-taught for EAL/D students
differentiates between content
When knowledge and language skills I: ongoing
Term 1 Week 1 • T&L programs explicitly include
Tracking English language and literacy
demands of subject and utliise
Evidence differentiated T&L approaches to
Stage 6 T&L programs develop students’ vocabulary,
registers, grammatical features
Backward mapped assessment
and structures of subject-oriented
language
• collaborate to co-teach
Initiative Activity Q: Do all Aboriginal students have a PLP
Highly effective teaching practices Personalised Learning Pathways (PLP) Funding Sources: with specific focus on literacy and
are co-developed by Aboriginal Education numeracy improvement and is there
SEF elements Officer (AEO) and Support teacher for all Aboriginal Education Officer 1 x FTE collaboration with homework centre staff?
Wellbeing Aboriginal students: $76,277 combined funding D: PLP, PLAN2, retention & attendance
Learning culture • AEO assists in the development data, NAPLAN, HSC
Equity (Aboriginal background - flexible)
Effective classroom practice and implementation of PLP for A:Aboriginal student attendance improved
Professional standards • $32,018
Aboriginal students with focus on by 5%; 62% achieved their personal
School resources
Page 8 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Team identifying and developing Equity (Socio-economic background - learning goals based on the literacy &
HT Teach & Learn & Aboriginal resources to support the literacy flexible) numeracy progression; % of Aboriginal
Education Officer & numeracy learning outcomes. • $44,259 students achieving top 3 NAPLAN bands
When • Co-development of literacy & increased by 1.2% and is on track for
numeracy resources for achieving the school’s lower bound target
Term 1 Week 1
Aboriginal students attending in 2022.
Tracking homework centre (see Strategic
I: There needs to be a renewed focus on
direction 3)
attendance to improve retention rates
• AEO helps to maintain effective over time
Evidence relationships between Aboriginal
Personal learning pathways students, Aboriginal parents, the
Aboriginal community and school
staff.
Initiative Activity Resources Evaluation
Highly effective teaching practices Deliver Professional Learning Revisiting Staff development days Q: Can Teachers use formative
SEF elements NAPLAN, HSC and minimum standard, workshop resources = $500 assessment in relation to PLAN2?
Data Skills & Use Literacy & Numeracy Progressions with D: Teacher Survey.
Learning & Development PLAN2 supporting Formative A: 92% of teachers indicated that they
Educational Leadership Assessment. Funding Sources: were confident in the use of the
Team progressions to support formative
Initiative
assessment. 8% indicated they could
HT Teach & Learn • Professional Learning $500 proceed but wanted support.
When I: Coaching for 8% of staff who require
Term 1 Week 1 support.
Tracking
Evidence
Teacher survey results
Initiative Activity Resources Evaluation
Highly effective teaching practices Plot all new students along the Equity resources listed in LST, LLAD, Q: Have all students Year 7 – 10 been
SEF elements Progressions (see school-determined socio-economic background activities mapped against the Progressions?
Data Skills & Use Areas of focus in ALAN) above D: LST data sheets.
Team A: All students, excluding new
enrolments, have been assessed by
HT Sec Studies & LST Week 3.
When I: Ongoing process.
Term 1 Week 2-3
Page 9 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Tracking
Evidence
LST data sheets
Initiative Activity Resources Evaluation
Highly effective teaching practices Deliver PL on the impact & use of student Staff Development evening Q: Are teachers confident to continue
SEF elements work samples in PLAN2. Relate this to workshop catering using PLAN2?
Data Skills & Use finding suitable reference guides and 54 staff x $15 = $810 D: PL evaluation survey.
Effective Classroom Practice sources for individual learning, in Workshop resources = $500 A: 100% of teachers indicated they were
Team consideration of the school-determined Total = $1310 confident in the process. Of this 30%
‘Areas of focus’ in ALAN indicated that they were extremely
Not identified Funding Sources: confident.
When I: Can now begin to ensure that teaching
Initiative
Term 1 Week 4 is differentiated to suit the learning needs
• Professional Learning $1,310 of students.
Tracking
Evidence
PL evaluation
Initiative Activity Resources Evaluation
Highly effective teaching practices Teachers with buddy mentor use student Release for coaching of 11% of teaching Q: Can teachers relate student work
SEF elements work samples to plot with PLAN2. staff samples to the progressions using
Learning & Development 5 teachers x $520.89 = $2,604.45 PLAN2?
Data Skills & Use D: Annotated student work samples,
Effective Classroom Practice Funding Sources: teacher survey, buddy teacher survey.
Team A: 75% of teachers indicated they were
Equity
confident. Mentors indicated that 70% of
Teachers • Socio-economic background $2604.45 staff were confident and made consistent
When judgements.
Term 1 Week 5 I: Additional coaching provided to 25% of
Tracking staff. Additional PL to be delivered on
consistent teacher judgement.
Evidence
Buddy teacher survey results
Initiative Activity Resources Evaluation
Highly effective teaching practices Faculties use teaching materials to plot Equity resources listed in LST, LLAD, Q: Can teachers use PLAN2 to determine
SEF elements with PLAN2. socio-economic background activities literacy standards for teaching resources?
Learning & Development above D: Annotated teaching resources,
Data Skills & Use Faculty meeting minutes.
Page 10 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Effective Classroom Practice A: All HTs indicated that the process has
been modelled and all teachers have
Team been involved in the process and
Head Teachers, LST understand it.
When I: Teachers will evaluate the resources
Term 1 Week 7 they are using to deliver explicit and
Tracking relevant learning for students.
Evidence
Not provided
Initiative Activity Resources Evaluation
Highly effective teaching practices Feedback to staff on plotting student work Delivered at staff meeting.
SEF elements samples and resource materials with Executive feedback delivered.
Learning & Development PLAN2. Individual teacher feedback also delivered
Data Skills & Use by 4 teachers.
Effective Classroom Practice
Team
HT Sec Studies
When
Term 2 Week 1
Tracking
Evidence
Not provided
Initiative Activity Resources Evaluation
Highly effective teaching practices Adjust teaching programs & PBL outlines Coordinated by Head Teachers. To
SEF elements to ensure that PLAN2 data is adequately continue as an ongoing and regular
Learning & Development addressed. process.
Data Skills & Use
Effective Classroom Practice
Assessment
Team
Executive & each faculty
When
Term 1 Week 7-10
Page 11 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Tracking
Evidence
Not provided
Initiative Activity Resources Evaluation
Highly effective teaching practices Deliver PL adjustments to teaching SDD Q: Have we taken into account the special
SEF elements practice for EAL/D students. requirements for EAL/D students in both
Learning & Development literacy and numeracy to support student
Data Skills & Use access to the classwork and the
Effective Classroom Practice numeracy questions?
Assessment D: Teacher Survey, coaching notes, HT
feedback.
Team I: Ready to proceed to next step. Changes
HT Teach & Learn in teaching should be observed and
LST student data should start to reflect
When improvement.
Term 2, Week 1
Tracking
Evidence
Head teacher feedback
Initiative Activity Resources Evaluation
Highly effective teaching practices Development of literacy and numeracy Teacher release for initial workshop Q: What changes can be observed in
SEF elements skills-based programs specific to each attendance teaching practices and student learning?
Effective Classroom Practice class and student. Faculties to analyse 5 teachers x $520.89 = $2,604.45 D: Staff Survey, HT feedback, coaching
Learning Culture work samples and resources. notes.
Team Funding Sources: A: Teachers indicate they have improved
differentiated learning and are using the
Executive Equity
progressions to modify teaching
When • Socio-economic background $2604.45 I: Move to next step. Look at the
Term 2, Week 3. Ongoing connections and impact on R2L &
Tracking ALARM.
Evidence
Staff survey analysis
Initiative Activity Resources Evaluation
Highly effective teaching practices Staff Development Days
Page 12 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
SEF elements Deliver PL & workshop the use of workshop resources = $400 Q: Has the appropriate use of the
Data Skills & Use consistent reading and writing strategies Total = $400 centralised strategies involving R2L and
Effective Classroom Practice used across all faculties, including R2L ALARM been reinforced with a consistent
School Resources and ALARM. R2L methodology scaffolds Funding Sources: approach across the school?
Management Practices for numeracy D: HT Teach and Learn feedback, teacher
Initiative
Team survey, HT Survey.
• Professional Learning $400 A: All three data sources indicated a
HT Teach & Learn
positive relationship between teacher
When understanding and willingness to continue
Term 3, Week 1 using R2 L. This will build from the work
Tracking conducted on R2L and ALARM last year.
I: R2L and ALARM will remain as the
central teaching strategies for both
Evidence literacy and numeracy. R2L and ALARM,
HT and teacher survey analysis including the methodology statement for
numeracy, enable learning to be
differentiated and explicit and are
compatible with determining student
learning goals.
Initiative Activity Resources Evaluation
Highly effective teaching practices Develop a platform capturing PLAN2 data Teacher release to develop system Q: Has the data been successfully
SEF elements for each student on SENTRAL. 5 teacher days x $520.89 = $2,604.45 transferred to SENTRAL? Is the data
easily understood by teaching staff?
Team Funding Sources: D: Technology team feedback,
HT Sec Studies LST feedback, HT Sec Studies feedback.
Equity
When A:All data successfully transferred
• Socio economic background $2604.45 I: Move to next step of capturing data.
Term 3 Week 1
Tracking
Evidence
Staff feedback analysis
Initiative Activity Resources Evaluation
Highly effective teaching practices Capture all student data on SENTRAL SAO to complete. 5 days x $264 = Q: Has each student’s data become
SEF elements $1,320. accessible to all teaching staff?
School resources D: Technology team Feedback,
Management Practices Funding Sources: LST feedback,
Learning culture Head Teacher feedback.
Equity
Data Skills & Use A: No issues with platform recorded
• Socio economic background $1,320 I: Ready to begin use and deliver PL to
Team
staff.
HT Teach & Learn
Page 13 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
LST
When
Term 3 Week 5
Tracking
Evidence
Not provided
Initiative Activity Resources Evaluation
Highly effective teaching practices Deliver PL to staff re the SENTRAL Staff Development evening Q: Can the staff use the SENTRAL data
SEF elements System developed catering to differentiate learning?
School Resources 54 staff x $15 = $810 D: Staff Survey, Coaching notes,
Management Practices Workshop resources = $200 Executive Feedback.
Learning Culture Total = $1,010 A: 90% of staff indicate they are confident
Effective Classroom Practice in this area. Coaches indicate they can
Data Skills & Use Funding Source work with 5% of staff. They are confident
of staff ability. Executive staff agree staff
Team • Professional Learning $1,010 were confident.
HT Teach & Learn I: Coaches to continue with staff requiring
LST support. HT to deliver RPL in Faculty
When meeting time. Overall ready to ensure full
Term 3 Week 8 operation in 2022.
Tracking
Evidence
Executive feedback document
analysis
Initiative Activity Resources Evaluation
Highly effective teaching practices Deliver PL to staff re the use of the Staff Development evening Q: Can the staff use the SENTRAL data
SEF elements centralised system to differentiate catering to differentiate learning?
Educational Leadership programs and student learning. 54 staff x $15 = $810 D: Staff Survey, coaching notes, teaching
Effective Classroom Practice programs, Executive feedback
Learning & Development Funding Sources: A: 90% of staff indicated they were
Learning Culture confident in this area. Coaches indicated
Initiative
Team they could work with 5% of staff. They
Professional Learning $810
were confident of staff ability. Executive
HT Teach & Learn staff agreed staff were confident.
LST I: Coaches to continue with staff requiring
When support. HT to deliver RPL in Faculty
Term 4, Week 1
Page 14 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Tracking meeting time. Overall ready to ensure full
operation in 2022.
Evidence
PL feedback results
Sentral data analysis
Teacher program document
analysis
Page 15 of 27 High School 1 (2021-2024) 18 September 2020Strategic Direction 1: Annual reflection
Annual progress measures – Annual progress measures Resources allocated Evaluation
prepopulated from the current
A range of resources were used to [Evaluate the impact of the initiative(s) on
year’s progress measures. • All staff are aware of, and begin to use implement and monitor the progress of our student learning and effective teaching
Resources allocated – auto- Literacy and Numeracy Learning school’s initiatives detailed in our Strategic practice, and consider the implications for
calculated as a total of the Progressions in directing student learning Improvement Plan. These resources future planning.]
budgeted funds identified in the goals contributed to the achievement of the
Resources column. • All teachers understand, support and annual progress measures.
implement the three stages of the explicit The impact on student learning and
Evaluation – schools add text teaching process: ‘I do, we do, you do’. effective teaching practice is evidenced by:
following evaluation of the impact Funding Sources
• Increase the % of Aboriginal students • 58% of students attained expected
of the initiatives. attaining the HSC whilst maintaining their Initiative growth in NAPLAN reading with 61% in
Note – the annual reflection will cultural identity to above the system- NAPLAN numeracy
• Professional Learning $3,530
be published in the annual report. negotiated target baseline • 8.3% of students in top 2 bands reading
• Improvement in the percentage of Equity
• 12.1% of students in top 2 bands
students in the top two bands to be above • Socio economic background (staffing) numeracy
the school’s system-negotiated target $175,014
• 100% of teachers and SLSOs have
baseline in reading of 6.1% and • Socio-economic background (flexible) undertaken Professional learning in
numeracy of 11.6%. $88,012 Literacy and Numeracy Progressions with
• Increase the percentage of Aboriginal • Low level adjustment for disability 65% of teachers using them to inform
students achieving top 3 NAPLAN bands (flexible) $71,301 practice
in reading and numeracy to be above the • Low level adjustment for disability • 100% of teachers indicated they
school’s lower bound system-negotiated (staffing) $109,383 understood plotting EAL/D students
targets. • English language proficiency (staffing) against progressions
• Improvement in the percentage of HSC $328,148 • 65% of teachers evaluated the support
course results in top three bands from • English language proficiency (flexible) from EAL/D, LST & socio-economic
43.5% baseline trending towards the $54,691 teams as effective in supporting the
lower bound target 48.7%. • Aboriginal background (flexible) $32,018 individual learning needs of all students
• Improvement in the percentage of
• 95% of teachers indicated that they could
students achieving expected growth to be
plot students accurately on the Numeracy
above the system-negotiated target
progression
baseline in reading of 56.1% and
• Term 4 teacher evaluation of project
numeracy of 58.1%.
indicates 5% of staff require follow up PL
• Planned expenditure total = $$12663.35
Actual expenditure total = $13681.
Variance due to additional release time
required to facilitate additional planning
for SENTRAL system.
• Aboriginal student attendance improved
by 5%.
• % of Aboriginal students achieving top 3
NAPLAN bands increased by 1.2% and
Page 16 of 27 High School 1 (2021-2024) 18 September 2020is on track for achieving the school’s
lower bound target in 2022.
Where to from here?
• Introduce students to understanding the
progressions and begin to set
personalised goals
• More time to be made available for
coaching and observation
• Additional PL be made available for staff
who assess themselves as in need of
additional support in CPL
• Staff who have not yet been involved be
given priority for coaches to assist with
lesson planning and observation. All
observations to be completed by term 1
week 4 to ensure 100% uptake by staff
• One coach to be offered additional
mentoring by team leader to upskill
• Review release time for this initiative and
adjust resource allocations accordingly
• The next round of PL and coaching can
take place as originally planned.
Continue to monitor progress using the
SEF. How does this data accurately
assess the school’s performance against
the SEF?
• (Learning Culture) 100% of staff indicated
that the school is demonstrating
aspirational expectations of learning
progress, has implemented evidence-
based change to its whole school
practices and there is a school-wide,
collective responsibility for student
learning and success
• (Curriculum) 100% of staff indicated that
teaching and learning programs are being
revised based on feedback on teaching
practices
• (Learning and Development) 70% of
teaching staff are actively demonstrating
and sharing their expertise within the
school
Page 17 of 27 High School 1 (2021-2024) 18 September 2020• (Educational Leadership) - The
leadership team is focusing on sustaining
a culture of effective, evidence-informed
teaching and ongoing improvement
enabling measurable learning progress.
• Continued focus on in-class support from
EAL/D, LST & socio-economic teams to
support the individual learning needs of
all students building on teacher feedback
baseline data
Page 18 of 27 High School 1 (2021-2024) 18 September 2020Strategic Direction 2: Refined teacher practice and collaboration
Purpose
The school situational analysis identified the need for greater teacher collaboration and sharing. Project based Learning was a focus of the 2018-2020 school plan but was
not deeply embedded in practice. Through Curiosity and Powerful Learning (CPL) all staff will develop a practical understanding of the structures to improve teaching
practice by working collaboratively within and across faculties. CPL will provide a base from which Project Based Learning (PBL) can further develop. Enquiry based
learning will also be used to positively impact on student engagement.
Improvement measures Initiatives Success criteria Evaluation
• 100% of teachers use the six Curiosity and Powerful Learning There is a high functioning professional Q: Has the introduction of CPL
‘Teacher Theories of Action (CPL)’ Implement Curiosity and Powerful learning community which is focused on increased teacher’s knowledge and
areas mapped against the respective Learning (CPL) program to develop a continuous improvement of teaching and abilities regrading effective teaching
‘Theory of Action’ rubric clear focus on school improvement, learning. strategies? What has been the impact of
• 50% of teachers are involved in explicit teaching and staff collaboration. CPL on implementation of PBL? Have
coaching/ mentoring relationships. All Teachers are engaged in strong all staff and faculties engaged in the
staff participate in high-quality • PL in CPL Theories of action- collaborations to inform and support the
Teacher Theory and Teacher Action program? Have school wide practices
collaborative practice. continuity of learning for all students.
(6 research-based actions identified been developed to support the
• Stage 4 and 5 teaching programs and
in excellent teaching and learning) The school uses embedded and explicit implementation of the program? Have
classroom observations demonstrate
• Initial training of identified faculty systems that facilitate professional the CPL rubrics proven a worthwhile
embedded strategies of CPL and PBL
as assessed by the Theory of Action members to undertake coach / dialogue, collaboration, classroom teacher reflection tool?
rubrics. mentor training and deliver CPL observation and the modelling of
effective practice. D: Teaching programs, classroom
• 100% of beginning teachers are program to faculty members observations, student work samples,
aligned to a coach/mentor. • Beginning teachers aligned to a
Evidence informed teaching methods coaching records, staff / student
• Staff TTFM Data indicates trained coach / mentor and CPL
including CPL & PBL optimise learning surveys, pre and post teacher
improvement from baseline of 40% to embedded in their programs
100% in the area of teacher progress for all students and are assessment utilising the CPL Theory of
• High-quality collaborative practice embedded across the school. Action rubrics. TTFM survey data.
collaboration.
focusing on Teacher Theories of
• Student TTFM Data improves from A: Analyse the data to determine the
Action rubrics. Teaching staff demonstrate and share
baseline of 45% to be above 80% in
• Formal PDP processes demonstrate their expertise within their school and extent to which the purpose has been
the area of teaching relevance and
teachers’ self-reflection against CPL with other schools. achieved
rigour.
• EAL/D school evaluation framework rubrics.
I: Where do we go from here? Future
indicates improvement from baseline • Pre and Post assessments directions and next steps.
of Delivering to Excelling in Learning undertaken by staff utilising teacher
‘Curriculum, assessment & reporting’ Theories of Action rubrics
and Teaching 'Data informed effective • Ongoing review of Teaching
classroom practice'. Programs
• Progressive review of Stage 4 then
stage 5 faculty programs.
• Collaborative practice integrating
English language learning cross
curricula programs
Page 19 of 27 High School 1 (2021-2024) 18 September 20202021-2024 Annual progress measures
Strategic Direction 2: Refined teacher practice and collaboration
2021 Progress measure 2022 Progress measure 2023 Progress measure 2024 Improvement measure
• All staff demonstrate understanding of • Stage 4 programs implemented. • 100% of teachers are successfully • 100% of teachers use the six ‘Teacher
the theory and frameworks School reviews stage 5 programs to implementing in two or three of the six Theories of Action (CPL)’ areas
underpinning the CPL program. implement the elements of CPL and Theories of Action areas mapped mapped against the respective
PBL. against the respective Theory of Action ‘Theory of Action’ rubric.
rubric.
2021 Progress measures 2022 Progress measures 2023 Progress measures 2024 Improvement measure
• 10% of staff attain coach / mentor • 20% of staff attain coach/ mentor • 25% of staff attain coach/ mentor • 50% of teachers involved in coaching
credentials. credentials credentials. mentoring relationships. All staff
• 50% of staff participate in high-quality • 100% of staff participate in high-quality • 100% of staff participate in high-quality participate in high-quality collaborative
collaborative practice within each collaborative practice within their collaborative practice within their practice.
faculty. faculty faculty. 50% of staff participate in high-
• 25% of staff participate in high-quality quality collaborative practice across
collaborative practice across faculties. faculties.
2021 Progress measure 2022 Progress measure 2023 Progress measure 2024 Improvement measure
• School reviews stage 4 programs to • 50% of teachers are successfully • All Stage 4 and 5 programs implement • Stage 4 and 5 teaching programs and
implement the elements of CPL and implementing in two of the six Theories the elements of CPL and PBL. classroom observations demonstrate
PBL. of Action areas mapped against the embedded strategies of CPL and PBL
respective Theory of Action rubric. as assessed by the Theory of Action
rubrics.
2021 Progress measure 2022 Improvement measure 2023 Progress measure 2024 Improvement measure
• CPL is embedded in Beginning
• CPL is embedded in Beginning • CPL is maintained as embedded • 100% of beginning teachers are
Teacher program. 100% of beginning
Teacher program. 100% of new practice in Beginning Teacher aligned to a coach mentor.
teachers aligned to a coach mentor.
scheme aligned teachers aligned to a program. 100% of beginning teachers
coach mentor. are aligned to a coach mentor.
2021 Progress measure 2022 Progress measure 2023 Progress measure 2024 Improvement measure
• Staff TTFM Data is above the baseline • Staff TTFM Data improves from • Staff TTFM Data is above 80% in the • Staff TTFM Data indicates
of 40% in the area of teacher baseline 40% to 80% in the area of area of teacher collaboration. improvement from baseline of 40% to
collaboration. teacher collaboration 100% in the area of teacher
collaboration.
2021 Progress measure 2022 Progress measure 2023 Progress measure 2024 Improvement measure
• Student TTFM Data improves from
baseline of 45% to be above 80% in
Page 20 of 27 High School 1 (2021-2024) 18 September 2020• Student TTFM Data is above the • Student TTFM Data is above 55% in • Student TTFM Data is above 80% in the area of teaching relevance and
baseline 45% in the following areas: the following areas: Teaching the following areas: Teaching rigour.
Teaching relevance and rigour. relevance and rigour. relevance and rigour.
Page 21 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Strategic Direction 2: Refined teacher practice and collaboration
Initiative Activity Resources Evaluation
Implementation of CPL Form the project team - Consultation and Coaching course fees $5000 Q: Has the CPL team been formed and is
SEF elements selection process. Teacher release 5 staff x 2 days each it representative of the staff. Are all NST
Educational Leadership @$521per day = $5209. aligned with a coach?
School Planning Identify staff interested in undertaking Total = $10209 D: Team meeting minutes
Team coach / mentor training. Align to beginning A: Composition of the team is indicative of
Principal and new scheme teachers. Training Funding Source and representative of all staff except for
ongoing. Industrial Arts (IA) faculty?
When Initiative I: Recruit IA rep and then move to Activity
Term 1, Week 2 Professional Learning $7604
Tracking Beginning Teacher funds $2605
Evidence
Not provided
Initiative Activity Resources Evaluation
Implementation of CPL After School Executive Professional Dinner $250 Q: Are all Head teachers on board with
SEF elements Development CPL – Stage 1. Whole Guest Presenter $500 the program? What areas of practice
School Theories of Action (Theory1&2) across faculties can be better aligned?
Educational Leadership
School Planning Funding Sources:
D: Team meeting minutes. Feedback from
Team Initiative each individual HT
Principal Professional Learning $250
Equity A: Well received by most HT’s.
When
Socio Economic $500 I: Follow up with Maths and CAPA HT’s
Term 1, Week 2
to resolve their concerns. Postpone next
Tracking Session until Week 8.
Evidence
HT feedback analysis
Initiative Activity Resources Q: Are all HTs committed to roll out of the
Implementation of CPL After School Executive Professional Dinner $400 program to staff? What concerns do they
Development CPL – Stage 1 Whole Guest Presenter $500 have? Will this improve collaboration and
SEF elements
School Theories of Action (Theory 3 &4) student classroom experiences?
Educational Leadership
School Planning
Page 22 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Strategic Direction 2: Refined teacher practice and collaboration
Team D: Team meeting minutes. Group and
Principal Funding Sources: Individual Feedback
When Initiative A: Positive response for all.
Term 1, Week 4 Professional Learning $400
I: Follow up with Maths and CAPA HT’s
Tracking Equity to work through concerns they expressed.
Socio Economic $500 Postpone next Session to Week 8.
Evidence
HT feedback of PL analysis
Initiative Activity Resources Evaluation
Implementation of CPL Deliver PL Workshops for Team Leaders - Teacher release for workshop attendance Q: Are all Team leaders and coaches
SEF elements CPL Theories of Action. 5 teachers x $520.89 = $2,604.45 equipped and confident to deliver the PL
Educational Leadership Course Fees and coaching?
5 teachers x $200 = $1000
Effective Classroom Practice
Development of Term 2, 3 ,4 Beginning Total = $3,604.45
Learning & Development D: Workshop feedback survey, team
teacher program aligned to CPL
Learning Culture meeting minutes.
Funding Sources:
Team
Principal Initiative
• Professional Learning $3,604.45 A: Analysis of the data determined that
When
all team leaders are confident to deliver.
Term 1, Week 10
Tracking
I: Team leaders plan Staff PL.
Evidence
Workshop feedback analysis
Initiative Activity Resources Evaluation
Implementation of CPL Deliver whole staff PL for CPL Teacher Staff Development Days Q: Was the staff PL effective and are staff
SEF elements Theories of Action. Alignment of rubrics to Workshop resources = $500 equipped and confident to co-plan
Educational Leadership PDP observation proformas. Total = $500 programs implementing the CPL
Effective Classroom Practice initiatives?
Learning & Development Funding Sources:
Learning Culture D: Teacher evaluation of PL, faculty
Initiative
Team meetings
• Professional Learning $500
CPL team leaders, principal
When
Term 2, Week 1
Page 23 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Strategic Direction 2: Refined teacher practice and collaboration
Tracking A: Teacher feedback shows YY% of
teachers are confident to implement CPL
strategies
Evidence
Teacher evaluation of PL analysis I: Additional PL required for YY% of
teachers in CPL strategies
Initiative Activity Resources Evaluation
Implementation of CPL Plan & Deliver co-planned teaching Release of coaches and teachers Q: Have the co-developed lessons been
SEF elements lessons – Teacher and Peer Coach. 54 staff x ½ day release ($260.45) = successfully planned, delivered and
Educational Leadership (Beginning teacher aligned to their coach) $14,064.03 observed?
Effective Classroom Practice
Learning & Development Funding Sources: D: Coaching notes, lesson plans,
Learning Culture observation records.
Initiative
Wellbeing • Professional Leaning $4,064.03
Team A: Reflection by coaches showed that
Operational teachers from the Science and English
CPL Team faculties engaged well with the co-
• Per capita $10,000
When development of lessons with quality
Commence. Term 2, Week 5 – lesson planning and delivery
Term 3 –Week 5 encompassing the 6 CPL strategies
Tracking embedded. The Maths faculty had
difficulty in incorporating a number of the
strategies into their lessons. The majority
Evidence of the PE faculty teachers have not yet
Observation notes document planned or delivered lessons.
analysis
I: Additional PL required at the faculty
level for Maths and PD.H.PE. Classroom
observations and modelling of English
and Science lessons and sample lesson
plans will be provided.
Initiative Activity Resources Evaluation
Implementation of CPL Collect and process quality data of early Teacher Release for data capture and Q: How do we effectively measure the
SEF elements implementation including. analysis impact of the project on improved teacher
Educational Leadership 5 teachers x $520.89 = $2,604.45 practice and student learning?
School Planning D: Teaching Practice: Pre & post PL
Funding Sources:
Effective Classroom Practice teacher Survey, collation of lesson plans
Learning & Development Initiative and observation reports post PL, student
Page 24 of 27 High School 1 (2021-2024) 18 September 20202021 – Implementation and progress monitoring
Strategic Direction 2: Refined teacher practice and collaboration
Data skills • Professional Leaning $2,604.45 feedback via exit slips, post PL coach
Learning culture survey and feedback.
Team Student performance data baselines –
Literacy and Numeracy System-
CPL Team
negotiated targets, Progressions and RAP
When data.
Term 3, Week 10
Tracking A: Using the above data as a baseline for
the project was established and agreed to
by the team.
Evidence
Observation report doc analysis I: A clear and well-informed outline of
improved teaching practice has been
determined.
Initiative Activity Resources Q. What worked well? From whose
Implementation of CPL Recommended changes to program for Teacher Release for data capture and viewpoint? It would be better if …?
2021 presented to staff. analysis
SEF elements
5 teachers x $520.89 = $2,604.45 D & A. Data collected at end of Term 3.
Learning & Development
Data skills Funding Sources: I. A clear well informed outline of how the
Learning Culture program will operate to staff in 2021 is
Initiative presented.
Professional Leaning $2,604.45
Team
CPL Team
When
By Term 4, Week 5
Tracking
Evidence
Not provided
Page 25 of 27 High School 1 (2021-2024) 18 September 2020Strategic Direction 2: Annual reflection
Annual progress measures – Annual progress measures Resources allocated Evaluation
prepopulated from the current
2021 Progress measures Staff Development • 75% of teachers have undertaken
year’s progress measures.
• Workshop Catering $650 mentoring and coaching sessions and of
All staff demonstrate understanding of the
Resources allocated – auto- • Workshop resources – $2,100 these 65% have adapted CPL practices
theory and frameworks underpinning the
calculated as a total of the • 60% of teachers have undertaken
CPL program.
budgeted funds identified in the Funding Sources classroom observations/ feedback
Resources column. sessions
10% of staff attain coach / mentor
Evaluation – schools add text credentials. Initiative • 90% of coaches indicated that they have
following evaluation of the impact • Professional Learning the skills to successfully work with staff on
of the initiatives. 50% of staff participate in high-quality teacher release $14,485 the project but indicated more time was
collaborative practice within each faculty. Catering $650 required for quality implementation
Note – the annual reflection will Course fees $6000 • Term 4 teacher evaluation of project
be published in the annual report. Workshop resources $500 indicates 12% of staff require follow up
Schools review stage 4 programs to
implement the elements of CPL and PBL. • Beginning Teacher – Teacher release PL.
$2605
CPL imbedded in Beginning Teacher Equity Where to from here?
program. 100% of new scheme aligned • Additional PL be made available for staff
• Socio Economic
teachers aligned to a coach mentor. who assess themselves as in need of
Guest Presenters $11,933.35
additional support in CPL
Staff TTFM Data to improve to be above Operational • Staff who have not yet been involved be
the baseline of 40% in the area of teacher Per capita $10,000 given priority for coaches to assist with
collaboration. lesson planning and observation. All
observations to be completed by term 1
Student TTFM Data to improve from week 4 to ensure 100% uptake by staff
baseline 45% in the following areas: • The next round of PL and coaching can
Teaching relevance and rigour. take place as originally planned.
Continue to monitor progress using the
SEF. How does this data accurately
assess the school’s performance against
the SEF?
• (Effective classroom practice) 60% of
teachers are employing an evidence-
based effective set of teaching strategies.
Effective strategies have been promoted
and modelled for staff
• (Learning and Development) 70% of
teaching staff are actively demonstrating
and sharing their expertise within the
school
• (Educational Leadership) - The
leadership team is focusing on sustaining
Page 26 of 27 High School 1 (2021-2024) 18 September 2020a culture of effective, evidence-based
teaching and ongoing improvement
enabling measurable learning progress.
Page 27 of 27 High School 1 (2021-2024) 18 September 2020You can also read
