Improvement plan for 2019 to 2021 - Click to upload school logo - Victor Harbor High ...
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Improvement plan for Victor Harbor High School
2019 to 2021
School name
Victor Harbor High School Click to upload school logo
Vision statement
Our students will leave us as proficient writers and
speakers, great leaders when they can be, good
followers when they should be, creative no matter their
field, and positive team members when required.
As global citizens they are aware their behaviour
makes a difference, and above all they are generous
of spirit.
School Values
Perseverance, Creativity, Integrity and Respect
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
LITERACY: All students (32) who achieved a scale score of 556 and above in 2018 If we develop whole school approaches that address
Increase the number year 8-10 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATR
the relationship between written and spoken language
students who can take existing
All students who achieved a scale score of 556 and above in 2018 Year 7 NAPLAN will achieve a
writing knowledge and transfer it to a scale
the students will understand that academic written
score of 634 or above in 2020 NAPLAN Reading. And, all students who achieved a scale score
new context at the "A" standard. of 556 and above in 2019 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATR. language has more formality and distance.
Managed by Amanda O'Shea
All students who achieved a scale score of 556 and above in 2019 Year 7 NAPLAN will achieve a
(Principal) and Travis Roach (Senior scale score of 634 or above in 2021 NAPLAN Reading. And, all students who achieved a scale score
Leader English, HASS & Literacy) of 556 and above in 2019 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATR.
NUMERACY: All students (25) who achieved a scale score of 556 and above in 2018 If teachers differentiate for each student, then we will
Increase attainment and retention in Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATM.
effectively stretch all students and retain those who
high achievement bands for
numeracy in Years 8-10. All students who achieved a scale score of 556 and above in 2018 Year 7 NAPLAN will achieve a started year 8 in numeracy high bands.
scale score of 634 or above in 2020 NAPLAN Numeracy. And, all students who achieved a scale
Managed by David Bennett score of 556 and above in 2019 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2020 Year 8 PATM.
(Assistant Principal) and Ashley
All students who achieved a scale score of 556 and above in 2019 Year 7 NAPLAN will achieve a
Foote (Senior Leader Maths, scale score of 634 or above in 2021 NAPLAN Numeracy. And, all students who achieved a scale
Science & Numeracy) score of 556 and above in 2020 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2021 Year 8 PATM.
SACE: At least a 5% shift in student subject grades, "B" to "A" If SACE Stage 1 & 2 teachers understand and use
Increase the percentage of students from 11% at Stage 1 and 13% at Stage 2 (2017 baseline).
achieving SACE "A" band by developing
nominalisation including scaffolding students from
abstract and/or technical language spoken to written language and from written to spoken
through a focus on nominalisation.
At least a 7% shift in student subject grades, "B" to "A"
Managed by Adrienne Conley (Deputy from 11% at Stage 1 and 13% at Stage 2 (2017 baseline).. language then we will increase the percentage of
Principal) & Simon Harris Senior Leader
students achieving the SACE "A" band.
Engagement & Retention) At least a 10% shift in student subject grades, "B" to "A"
from 11% at Stage 1 and 13% at Stage 2 (2017 baseline).
Page 2 of 12Improvement plan for Victor Harbor High School
2019 to 2021
How to complete this template
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will provide support.
• Complete steps 1 to 3 during term 4 of 2018 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan on your school website.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the school year. This step does not need to be published on your website.
• Complete step 5 (Review and Evaluate) in term 4 of each year. This step does not need to be published on your website, though it should inform the
Improvement Planning and Outcomes section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
For further information and advice, contact:
Andrew Wells
Review, Improvement and Accountability Manager
Phone: 8226 1576
Andrew.Wells@sa.gov.au
Page 3 of 12Step 1 Analyse and prioritise
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3
goals and annual targets for student learning improvement in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Goals Targets
Goal 1 LITERACY: All students (32) who achieved a scale score of 556 and above in 2018 Year 7
2019
Increase the number year 8-10 students NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATR
who can take existing writing knowledge
and transfer it to a new context at the "A" All students who achieved a scale score of 556 and above in 2018 Year 7 NAPLAN will achieve a scale
2020 score of 634 or above in 2020 NAPLAN Reading. And, all students who achieved a scale score of 556 and
standard. above in 2019 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATR.
Managed by Amanda O'Shea (Principal)
and Travis Roach (Senior Leader English, All students who achieved a scale score of 556 and above in 2019 Year 7 NAPLAN will achieve a scale
2021 score of 634 or above in 2021 NAPLAN Reading. And, all students who achieved a scale score of 556 and
HASS & Literacy) above in 2019 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATR.
Goal 2 All students (25) who achieved a scale score of 556 and above in 2018 Year 7
NUMERACY: 2019
Increase attainment and retention in NAPLAN will achieve bands 7, 8 or 9 in 2019 Year 8 PATM.
high achievement bands for numeracy All students who achieved a scale score of 556 and above in 2018 Year 7 NAPLAN will achieve a scale
in Years 8-10. 2020 score of 634 or above in 2020 NAPLAN Numeracy. And, all students who achieved a scale score of 556
Managed by David Bennett (Assistant and above in 2019 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2020 Year 8 PATM.
Principal) and Ashley Foote (Senior All students who achieved a scale score of 556 and above in 2019 Year 7 NAPLAN will achieve a scale
Leader Maths, Science & Numeracy) 2021 score of 634 or above in 2021 NAPLAN Numeracy. And, all students who achieved a scale score of 556
and above in 2020 Year 7 NAPLAN will achieve bands 7, 8 or 9 in 2021 Year 8 PATM.
Goal 3 SACE: At least a 5% shift in student subject grades, "B" to "A" from 11% at Stage 1
2019
Increase the percentage of students and 13% at Stage 2 (2017 baseline).
achieving SACE "A" band by developing
abstract and/or technical language through 2020 At least a 7% shift in student subject grades, "B" to "A" from 11% at Stage 1
a focus on nominalisation. and 13% at Stage 2 (2017 baseline)..
Managed by Adrienne Conley (Deputy
Principal) & Simon Harris Senior Leader 2021 At least a 10% shift in student subject grades, "B" to "A" from 11% at Stage 1
Engagement & Retention) and 13% at Stage 2 (2017 baseline).
Page 4 of 12Step 2 Determine challenge of practice
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the
question ‘What areas of practice should we focus on improving to reach our goals?’ Specify your challenge of
practice for each goal in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Challenge of practice
Goal 1 If we develop whole school approaches that address the relationship between written and spoken language the students will
understand that academic written language has more formality and distance.
Goal 2 If teachers differentiate for each student, then we will effectively stretch all students and retain those who started year 8 in
numeracy high bands.
Goal 3 If SACE Stage 1 & 2 teachers understand and use nominalisation including scaffolding students from spoken to written language
and from written to spoken language then we will increase the percentage of students achieving the SACE "A" band.
Page 5 of 12Step 3 Plan actions for improvement
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ Specify your
actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below.
The Quality School Improvement Planning Handbook explains how to do this.
LITERACY:
Goal 1 Increase the number year 8-10 students who can take existing writing knowledge and transfer it to a new context at the "A" standard.
Managed by Amanda O'Shea (Principal) and Travis Roach (Senior Leader English, HASS & Literacy)
Challenge of practice If we develop whole school approaches that address the relationship between written and spoken
language the students will understand that academic written language has more formality and distance.
Actions Timeline Roles and responsibilities Resources
1. Student achievement data Feb/Mar Leader * 2018 achievement data
analysed to put faces on the data 2019 will access student achievement data NAPLAN & ACER Pat testing
by the leader for teacher action. distribute to teachers Student file & reports
lead process to identify students OneNote
(A diagrammatic look at NAPLAN
just below high bands DayMap
boundaries) OCOP
2. Identified teachers 8-9 English & Feb /Mar Line managers track and monitor 2*2 for impact during PD Literacy Guidebook
sessions SIP
HASS clearly identify where 2019
student/(s) are operating in at least Classroom Teacher will';
OneNote
Identify at least one class OCOP
one class and document on the
Document on 2x2 template effective 2x2 template
2x2 Literacy Strategy template. strategies for identified students Bright Path Writing strategies
Leadership Executive
3. Literacy teachers years 8 & 9 Week 6, scheduled meetings (week 6) on calendar
reinforce at L&M meetings
* Meeting schedule
will facilitate student goal setting terms 1-4 L&M Task Group
DayMap
with students using Brightpath 2019 Goal Setting Template developed by L&M Task Group
OneNote
Literacy Goal #1 group members t
assessment feedback. develop a process/system to transfer Brightpath writing goal to Mentor teachers Literacy for Learning training for Mentor
English/HASS teachers
Goals will be transferred by students to Mentor teachers week 1, term 2.
teachers
Page 6 of 12Step 3 continued Plan actions for improvement
LITERACY:
Goal 1 continued Increase the number year 8-10 students who can take existing writing knowledge and transfer it to a new context at the "A" standard.
Managed by Amanda O'Shea (Principal) and Travis Roach (Senior Leader English, HASS & Literacy)
Actions Timeline Roles and responsibilities Resources
4. Year 8-9 English/HASS teachers Feb to Dec Learning area coordinators – coordinate professional Brightpath / Literacy Guidebook
engage in Brightpath professional learning for each learning area team
2019 •Literacy leader – support learning area coordinators with
Differentiated assessment tasks - KL Feedback
learning and embed literacy selected reading comprehension to de code texts for understanding Social Emotional Skills - Occupational Therapist
progressions in their classroom •Teachers – attend professional learning. Review and act LeadLearn
teachers
practice using student writing samples upon student writing samples to identify next steps in Release time
and classroom responses.. learning.
5. SIP Literacy Group develop the Term 2 --> Identified SIP Literacy Group members develop learning
progression for solo taxonomy and provide T&D to teaching staff.
BITL Tool
learning progression required solo Solo Taxonomy
Line Managers, Learning Area Leaders, teachers of English/HASS
taxonomy for each learning area. track & monitor impact
Learning Improvement Division- Shelly
Teachers to embed the approach Brown
Learning Area Leaders provide Professional Learning for
in their teaching practice. implementing taxonomy
6.In Learning Area teams – A and 11 June Learning Area Leaders Vocab Lists
C grade learning portfolios to be 2019 participate in Quad School leaders program Exemplars
developed by all staff using Week 7 plan and lead meetings DfE - LDAM priority
All teachers – participate in meetings AC Genre Maps
student work samples and the Term 2
Literacy leader – support learning area leaders AC & SACE curriculum
moderation process. Partnership School Moderation
Total financial resources allocated $10,000.00
Success criteria 1. Students will demonstrate improved writing and proficient speaking skills.
2. Student can explain an "A" standard piece of writing and how they can ensure improvement towards
the "A" standard (links to goal setting)
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2
NUMERACY:
Increase attainment and retention in high achievement bands for numeracy in Years 8-10.
Managed by David Bennett (Assistant Principal) and Ashley Foote (Senior Leader Maths, Science & Numeracy)
Challenge of practice If teachers differentiate for each student, then we will effectively stretch all students and retain those who
started year 8 in numeracy high bands.
Actions Timeline Roles and responsibilities Resources
1. Student achievement data Feb/March Leader 2018 achievement data
analysed, teachers use effective 2019 will access student achievement data NAPLAN and PATM data
teaching strategies to target the distribute to teachers Student files and reports
class profiles. lead process to identify students OCOP
just below SEA and high bands
Feb/March 2018 achievement data
2019 NAPLAN and PATM data
Student files and reports
OCOP
2x2 template
Term 1 Maths Leader: Coordinate professional learning for Maths Pathway Training Portal
2019 maths team. Monitor progress of each
teacher/class on online portal
Maths teachers – 100% engagement and
implementation of professional learning
Page 8 of 12Step 3 continued Plan actions for improvement
NUMERACY:
Goal 2 continued Increase attainment and retention in high achievement bands for numeracy in Years 8-10.
Managed by David Bennett (Assistant Principal) and Ashley Foote (Senior Leader Maths, Science & Numeracy)
Actions Timeline Roles and responsibilities Resources
4. In Learning Area teams – A and 11 June Vocab Lists
Exemplars
C grade learning portfolios to be 2019 Task Design
developed by all staff using student Week 7 Moderation Matters
work and moderation. Term 2 AC Genre Maps
AC & SACE curriculum
Partnership School Moderation
5. Teachers analyse students AC Learning Continuums
thinking skills using the SOLO BITL Tool
taxonomy lens. Students are then Solo Taxonomy
supported to develop their skills at
a relational level or above.
Total financial resources allocated $10,000.00
Success criteria
Page 9 of 12Step 3 continued Plan actions for improvement
SACE:
Goal 3 Increase the percentage of students achieving SACE "A" band by developing abstract and/or technical language through a focus on nominalisation.
Managed by Adrienne Conley (Deputy Principal) & Simon Harris Senior Leader Engagement & Retention)
Challenge of practice If SACE Stage 1 & 2 teachers understand and use nominalisation including scaffolding students from
spoken to written language and from written to spoken language then we will increase the percentage of
students achieving the SACE "A" band.
Actions Timeline Roles and responsibilities Resources
1. All SACE teaching staff continue to LEADERSHIP
Week 0 Simon Harris (Engagement & Retention Leader)
SIP
deepen knowledge of the differences LAL's plus SSL's Engagement & Retention Leader
between literacy for generic purposes SACE Improvement Strategy
and disciplinary/interdisciplinary Understand the purpose of SIP Goal 3 & its place in the SACE
Improvement Strategy and will enact changes to teaching practice. Literacy for Learning Professional Learning
purposes to facilitate student agency
and agency/knowledge production. (in house)
2. LDAM cycle to be reflected in TEACHERS
Quad Apply the literacy register for their subject to their teaching practice.
Release time for observations
classroom pedagogy (learning design, school LeadLearn
assessment, benchmarking, student free Review assessment task design and writing instruction, determining
Release time for networked learning
the extent to which students are supported to develop self-regulation
moderation, student to teacher
day week 7 strategies, reconsider and grapple with complex concepts and use conversations
feedback, feedback from collegiate language expertly, to expand meaning during the writing process.
observations back to learning design. term 2
LEADERS Meeting structure
3. Mentor teachers 10-12 will facilitate Week 6, Work with teachers to make clear the distinctive ways language and texts
individual student goal setting DayMap
terms 1-4 are used in disciplinary contexts. For example, in terms of
authorawareness, historians will examine rhetorical positioning of the One Note
focussed on the nominalisation 2019 author asking, ‘Who is this author and what bias does he or she bring to the Revised PLP
process in week 6 of each term using text?’ Scientists and mathematicians are more likely to establish the Integrated Learning Unit
scientific/mathematical reputation of a source and then focus on the quality
Stage 1 & Stage 2 specific templates. of the content (Shanahan & Shanahan, 2012; Lee & Spratley, 2010;
Stage 1 Student Goal template
Christie & Derewianka, 2008). Stage 2 Student Goal template
Page 10 of 12Step 3 continued Plan actions for improvement
SACE:
Goal 3 continued Increase the percentage of students achieving SACE "A" band by developing abstract and/or technical language through a focus on nominalisation.
Managed by Adrienne Conley (Deputy Principal) & Simon Harris Senior Leader Engagement & Retention)
Actions Timeline Roles and responsibilities Resources
4. Teachers analyse student Ongoing TEACHERS One Note
achievement data, use formative 2019 collaborative work with colleagues informs LeadLearn
assessment strategies observe, share, improvement through evidence based practice. School Calendar 2019 (time set aside)
reflect & re-design with colleagues Literacy for Learning program (in house
delivery)
5. In 1 class teacher identify Term 1, TEACHERS Template for 2x2 strategy
students who are B-, B or B+ 2019 Identification of students just falling out and SSO Data Manager (downloads data for
students, identify high impact or below of the "A" band. L&M leaders)
strategies, test them, review, and
with others evaluate progress'
6. Document high impact End of TEACHERS Template for 2x2 strategy
strategies on 2x2 template, share Semester 1 Documentation undertaken
successes with Learning Area Outcomes shared
team members followed by End of
adoption of new strategies. Semester 2
Total financial resources allocated $10,000.00
Success criteria Students are able to articulate strategies for improvement documented through Student Goal templates.
Students are highly effective writers of abstract and/or technical languages aligned to subject specific
Performance Standards, this will result in an increase of "A" grades in SACE Stage 1 and 2.
Page 11 of 12School improvement plan Approvals
Approved by principal
Name Amanda O'Shea
Date
Approved by governing council chairperson
Name Lynette Fahey
Date
Approved by education director
Name Ann Prime
Date
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