Improvement Plan for Vision statement - 2019 to 2021 - steps 1 to 3
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Improvement Plan for
Northern Adelaide Senior College
2019 to 2021
Vision statement
At Northern Adelaide Senior College students learn at their own pace in a
Respectful Inclusive Adult Learning Environment.
Click to upload logo
(updated for 2021)Plan summary
Goals Targets Challenge of practice Success criteria
Improve learner achievement with a If all teachers implement High Impact Increase in daily attendance and long term
retention.
focus on High Impact Teaching Teaching Strategies, then learner Agreements on consistent expectations developed.
Practices across all teaching areas. achievement will improve. Learning intentions on Daymap explicit across all
learning areas.
All tasks graded with feedback on Daymap.
All teachers in PDP meetings reflect on evidence of
improvement in practice e.g..... embedding of FA &
All teachers embed Learning Intentions, Berry Street strategies and use of data.
formative assessment practices and effective 100% SACE completion and improved grades 22%
% A- & above; 85% B+ to C-; 0% D+ & below.
feedback within teaching programs on Daymap.
Assessment tasks across all learning areas explicitly
Increase learner literacy levels with If all teachers explicitly teach the incorporate focus on literacy. Teachers from range of
specific focus on reading for language and literacy requirements subject areas identify SMARTA literacy goals on
of their discipline, learner literacy Daymap for identified learners.
understanding and comprehension Discipline specific text types and targeted vocabulary
of the language requirements for levels will increase. are identified in all learning areas.
assessment tasks. All teachers break down complex reading and writing
tasks and provide opportunities for structured talk.
Learners will be able to apply language appropriate to
All unit plans and assessment tasks explicitly include literacy requirements.
Text types have been mapped across all teaching areas and scaffolds the purpose and text type of specific learning areas.
developed. 100% success rate in Stage 1 literacy.
100% teacher participation in some form of PD directly related to literacy.
Essential Maths learners will be able to apply financial literacy
Student numeracy levels increase If all Engage and Stage 1 Maths concepts in a variety of contexts.
with a specific focus on number, teachers explicitly teach number and Learners will be able to apply language appropriate to the
purpose and text type within Mathematics.
financial literacy and real-life financial literacy and develop tasks Learners will discuss and elaborate on existing ideas and
concepts.
applications. that connect to real-life applications, Learners are able to manipulate language, text and numbers
then learner numeracy levels will to interpret and find solutions in a variety of situations.
Learners can generalise mathematical concepts and
increase. procedures and apply them to a variety of situations.
50% of Stage 1 Essential Maths assessment tasks have a focus on Learners are able to interpret graphical information across all
financial literacy. learning areas. Learners will be able to apply language
Numeracy requirements have been mapped across all teaching areas. 100% successful completion on Numeracy component & 85%
100% teacher participation in PD related to numeracy. A+B grades.
Page 2 of 12Improvement plan for
Northern Adelaide Senior College
2019 to 2021
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will
provide support.
• Text will reduce in size the more you type. Exceeding the optimal limits will result in illegible text size electronically and in-print.
• Complete steps 1 to 3 during term 4 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 (steps 1-3) 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 - Review and evaluate 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.
• Note that each text box has a specific optimal character limit. Character limit includes words, punctuation, bullet points and spaces.
• Be careful when copying from other documents, and remove any paragraph spaces from lists and bullet points as that will reduce text size.
• Steps 1-3 will auto-populate as you type in text, meaning text will carry over across multiple pages and sections.
For further information and advice, contact:
Review, Improvement and Accountability
Phone: 8226 1284
education.RIA@sa.gov.au
Page 3 of 12Step 1 1
Analyse
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3 goals and annual and prioritise
targets for student learning improvement in the table below.
Goal Targets
Goal 1 Improve learner achievement
with a focus on High Impact 2019
Teaching Practices across all
teaching areas.
2020
All teachers embed Learning Intentions, formative assessment practices and effective feedback within
2021
teaching programs on Daymap.
Goal 2 Increase learner literacy levels
with specific focus on reading 2019
for understanding and
comprehension of the language
requirements for assessment 2020
tasks.
All unit plans and assessment tasks explicitly include literacy requirements.
2021 Text types have been mapped across all teaching areas and scaffolds developed.
100% teacher participation in some form of PD directly related to literacy.
Goal 3 Student numeracy levels
2019
increase with a specific focus
on number, financial literacy
and real-life applications.
2020
50% of Stage 1 Essential Maths assessment tasks have a focus on financial literacy.
2021 Numeracy requirements have been mapped across all teaching areas.
100% teacher participation in PD related to numeracy.
Page 4 of 12Step 2 2
Determine
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the question ‘What areas of challenge of
practice should we focus on improving to reach our goals?’ Specify your challenge of practice for each goal in the table below. practice
Challenge of practice Success criteria
Goal 1 If all teachers implement High Impact Teaching Increase in daily attendance and long term retention.
Strategies, then learner achievement will Agreements on consistent expectations developed.
improve. Learning intentions on Daymap explicit across all learning areas.
All tasks graded with feedback on Daymap.
All teachers in PDP meetings reflect on evidence of improvement in practice e.g..... embedding
of FA & Berry Street strategies and use of data.
100% SACE completion and improved grades 22% % A- & above; 85% B+ to C-; 0% D+ & below.
Goal 2 If all teachers explicitly teach the language and Assessment tasks across all learning areas explicitly incorporate focus on literacy. Teachers
literacy requirements of their discipline, learner from range of subject areas identify SMARTA literacy goals on Daymap for identified learners.
literacy levels will increase. Discipline specific text types and targeted vocabulary are identified in all learning areas.
All teachers break down complex reading and writing tasks and provide opportunities for
structured talk.
Learners will be able to apply language appropriate to the purpose and text type of specific
learning areas.
100% success rate in Stage 1 literacy.
Goal 3 If all Engage and Stage 1 Maths teachers Essential Maths learners will be able to apply financial literacy concepts in a variety of contexts.
explicitly teach number and financial literacy Learners will be able to apply language appropriate to the purpose and text type within Mathematics.
and develop tasks that connect to real-life Learners will discuss and elaborate on existing ideas and concepts.
Learners are able to manipulate language, text and numbers to interpret and find solutions in a variety of
applications, then learner numeracy levels will
situations.
increase.
Learners can generalise mathematical concepts and procedures and apply them to a variety of situations.
Learners are able to interpret graphical information across all learning areas. Learners will be able to apply
language
100% successful completion on Numeracy component & 85% A+B grades.
Page 5 of 12Step 3 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Improve learner achievement with a focus on High Impact Teaching Practices across all teaching areas.
Goal 1:
If all teachers implement High Impact Teaching Strategies, then learner achievement will improve.
Challenge of practice:
Actions Timeline Roles and responsibilities Resources
Leaders lead conversations in AOS mtgs to deepen understanding of
PD in identification of Learning Intentions for leaders and T4 2020, early T1 2021
learning intentions. All teachers post Learning intentions & Course LDAM (all leaders participated in PD
teachers. by end T1 2021 Outline on Daymap
By end Term 1 and Teachers practice and embed formative assessment strategies
2020).
PD on provision of formative assessment and effective feed
Term 3 (to allow for within classroom practice Class routines outlined on DM.
forward/feed back strategies. teachers to respond to
Leaders and teachers work collaboratively to develop classroom
Formal classroom observations by line managers, with a observation expectations. Leaders provide feedback of observation All leaders allocated time for
feedback). to classroom teachers. Observation feedback used by teachers to
focus on High Impact Teaching Strategies. reflect on PDP goals Classroom Observation PD.
Unpack performance standards explicitly for Throughout 2021 Teachers work with AOS leaders to
students. continually develop effective feedback
practices.
Whole school PD on trauma informed practice. Throughout 2021 Leaders model & support teachers to Berry Street program
embed BS tools and practices.
Page 6 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 1 continued:
Actions Timeline Roles and responsibilities Resources
Development of common understandings, language & Early T2 2021 Teachers develop differentiated tasks
expectations for assessment, feedback, learning that provide opportunities for
intentions and task design. achievement at all grade bands.
PD provided in SMARTA goals and QDTP to support T1-T3 2021 Teachers differentiate practice for range
development of One Plans & IESP applications. of learners and document SMARTA goals
and interventions on Daymap.
Data used to identify successful practice and areas for Ongoing 2021
improvement.
TASI grant TRT days for PD, financial support for leaders PD,
Total financial resources allocated
Increase in daily attendance and long term retention.
Agreements on consistent expectations developed.
Learning intentions on Daymap explicit across all learning areas.
Success criteria All tasks graded with feedback on Daymap.
All teachers in PDP meetings reflect on evidence of improvement in practice e.g..... embedding of FA & Berry Street strategies and use of data.
100% SACE completion and improved grades 22% % A- & above; 85% B+ to C-; 0% D+ & below.
Page 7 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Increase learner literacy levels with specific focus on reading for understanding and comprehension of the language requirements for assessment tasks.
Goal 2:
Challenge of practice: Ifincrease.
all teachers explicitly teach the language and literacy requirements of their discipline, learner literacy levels will
Actions Timeline Roles and responsibilities Resources
Literacy support provided for identified learners. Ongoing 2021 Teachers differentiate to meet diverse needs of Provision of in class SSO and/or
students and record SMARTA goals and
teacher support for literacy
adjustments on Daymap for identified students.
Inclusive Ed and AOS leaders work with teachers development
to track & monitor students on One Plans
Literacy support for EALD learners. LEAP trained teachers identify & Additional training provided to
monitor literacy levels of EALD learners increase teacher capacity in teaching
to model EALD informed practice EALD learners
across all curriculum areas.
Teachers provided with strategies to help all learners English AOS Leader and LAT model All teachers supported by leaders and
develop literacy within class. good practice across range of LAT (Literacy Action Team)
curriculum areas.
Page 8 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 2 continued:
Actions Timeline Roles and responsibilities Resources
Embed use of BKSB (Basic Key Skills Builder) for all Student Services team Classroom teachers access BKSB Development of Literacy development
and CMs support all
learners to identify areas for improvement. students to complete
reports from Daymap to inform course based on BKSB diagnostic tools
BKSB at induction and teaching practice and program
bi-annually . development.
Targeted literacy interventions based on analysis of AP: Data for Improvement' supports BKSB
data. AOS leaders to develop data literacy.
Monitoring of SACE literacy
achievement within English AOS
Total financial resources allocated
Assessment tasks across all learning areas explicitly incorporate focus on literacy. Teachers from range of subject areas
identify SMARTA literacy goals on Daymap for identified learners.
Discipline specific text types and targeted vocabulary are identified in all learning areas.
Success criteria All teachers break down complex reading and writing tasks and provide opportunities for structured talk.
Learners will be able to apply language appropriate to the purpose and text type of specific learning areas.
100% success rate in Stage 1 literacy.
Page 9 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 3: Student numeracy levels increase with a specific focus on number, financial literacy and real-life applications.
If all Engage and Stage 1 Maths teachers explicitly teach number and financial literacy and develop tasks that connect
Challenge of practice: to real-life applications, then learner numeracy levels will increase.
Actions Timeline Roles and responsibilities Resources
Learning intentions in Engage & Stage 1 Mathematics Ongoing 2021 Teachers differentiate practice to meet LDAM (all leaders participated in PD
are clear, and formative and summative assessment diverse needs of students and record 2020)
activities reflect the diverse needs of students. SMARTA goals and adjustments on
Daymap for identified students.
Teachers identify real world outcomes based on Ongoing 2021 Teachers trial new assessment tasks, SACE website, student surveys,
students’ interests and develop assessment tasks are 50% with a focus on financial literacy, additional PD supported by AOS
explicitly linked to real-life experiences. that are relevant to the student group. Leader, NASSSA Maths CAT
Teachers develop tasks that allow for collaboration/sharing of resources.
achievement across all grade bands.
Real life applications are deconstructed and Ongoing 2021 Teachers apply deep knowledge of
embedded into teaching programs. specific text types for Mathematics.
Page 10 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 3 continued:
Actions Timeline Roles and responsibilities Resources
Use of data to identify students for whom intervention is Ongoing 2021 Student Services team and CMs support all students to BKSB screening and diagnostic testing
complete BKSB at induction.
required and put strategies in place to target and address Classroom teachers access BKSB reports from Daymap SACE results
their learning needs in Mathematics. Data obtained via to inform teaching practice and program development.
introduction of BKSB (Basic Key Skills Builder) for all Teachers work with Maths Leader to analyse data sets
and identify areas for improvement.
learners to identify areas for improvement.
Embed use of BKSB (Basic Key Skills Builder) for all Student Services team Classroom teachers access BKSB reports Development of Numeracy
and CMs support all
learners to identify areas for improvement. from Daymap to inform teaching development course based on BKSB
students to complete
BKSB at induction and practice and program development. diagnostic tools
bi-annually .
All teachers provided with PD to raise awareness of numeracy Ongoing 2021 Maths teachers support all teachers Mapping and survey data of numeracy
requirements, build skills and obtain strategies. Students through PD. Students supported via requirements from learning areas.
provided with support to improve numeracy skills across targeted tutorial sessions run by Maths Link to AC numeracy capability.
learning areas based on identified numeracy requirements.
faculty.
Total financial resources allocated
Essential Maths learners will be able to apply financial literacy concepts in a variety of contexts.
Learners will be able to apply language appropriate to the purpose and text type within Mathematics.
Learners will discuss and elaborate on existing ideas and concepts.
Success criteria Learners are able to manipulate language, text and numbers to interpret and find solutions in a variety of situations.
Learners can generalise mathematical concepts and procedures and apply them to a variety of situations.
Learners are able to interpret graphical information across all learning areas. Learners will be able to apply language
100% successful completion on Numeracy component & 85% A+B grades.
Page 11 of 12Approvals
Approved by principal
Name
Date
Approved by governing council chairperson
Name
Date
Approved by education director
Name
Date
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