School plan 2018-2020 - Hastings Secondary College, Westport Campus 8554
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School plan 2018-2020 Hastings Secondary College, Westport Campus 8554 Page 1 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018
School background 2018–2020
School vision statement School context School planning process
Hastings Secondary College will enrich our professional College Context. An inclusive, collaborative and future focused planning
knowledge to empower staff and students for an innovative process has been implemented across Hastings
learning community. We will refine our professional practice Hastings Secondary College was formed in 2015 with 2 Secondary College. We have consistently asked the
to ensure success: we know every student; we grow every campuses, Port Macquarie and Westport. The College has questions: What are the strengths of the college? What are
student; we care for every student. We will shape pathways grown with staff, parents and students working together to the areas for improvement?Where do we want to be as a
for students (primary to post school), and for staff promote public education in Port Macquarie. We have college? How will we get there?
(beginning to leader) will foster opportunity, growth and designed a dynamic learning environment with a diverse
College belonging. Continued strengthening of college curriculum allowing students to pursue individual pathways. With a framework of a ship analogy, all staff were led
frameworks will deliver professional excellence. We have established innovative academies in Sport, through a series of tasks which embedded individual
Creative Industries, STEM (Science, Technology, reflection and collaborative feedback. Students across the
Engineering and Maths) and LEAP (Learning through college were represented in the consultation process via
Engaging Authentic Pedagogy). Shared curriculum across focus groups. Parents and carers were invited to engage in
the College allows senior students a broader choice. A the process by utilising opportunities such as
comprehensive range of student wellbeing programs have parent/student/teacher conferences and Parents & Citizens
been designed in response to complex student need. An Association meetings. The College Advisory Board
Aboriginal enrolment of 11 % has enabled the foundation of represented campus, Teachers Federation, Parents &
a variety of holistic programs, including the Clontarf Citizens Association and the Aboriginal Education
Academy and “Sista Connect”. To build Consultative Group in the planning process. All College
capacity in all students and staff for a positive learning Teams were tasked with a rigorous self–assessment
culture, both campuses utilize the Positive Behaviour for process, which provided a solid basis for where we are at.
Learning (PBL) framework and measure student
engagement in learning via COAL (College Ongoing The College Principals Leadership Team collated and
Attitude to Learning) scores twice a term. Student analysed the responses provided by the above consultative
excellence is evident in outstanding external academic process. This was then validated using interrogation of
results, as evidenced by our HSC and NAPLAN results. common external data i.e. Tell Them From Me student
College students have also consistently demonstrated surveys, RAP analysis, SMART analysis. The Scout tool
excellence in state, national and international was also utilised to compare and contrast data on
representation. An increasingly strong Hastings Valley attendance, retention and achievement. The principals
Community of Schools partnership is the cornerstone to a determined common areas of need and mapped these to
comprehensive transition program which allows students to the Schools Excellence Framework. The triangulation of
start high school with confidence. All students have data provided clear direction: Strategic Direction 1:
access to a wide range of extra–curricular activities, Learning for success, Strategic Direction 2: Teaching for
including Sport and Creative and Performing Arts growth of every student, Strategic Direction 3: Leading to
programs. The college is indelibly connected to its drive high expectations.
community and engages in a vast range of activities
including the Anzac Day March, Harmony Day, NAIDOC Once determined, the consultation process has continued
Week and our students volunteer for major events such as with each of the above advisory groups having input into
Ironman. Hastings Secondary College provides a vibrant each of the 5Ps: purpose, products, practices, people and
framework of support and opportunity for every student to processes.
excel in their chosen fields.
Page 2 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018School strategic directions 2018–2020
STRATEGIC STRATEGIC STRATEGIC
DIRECTION 1 DIRECTION 2 DIRECTION 3
Learning for Success Teaching for the Growth of Leading to Drive High
Every Student Expectations
Purpose: Purpose: Purpose:
To ensure every student, including every Aboriginal The College will remain at the forefront of contemporary To ensure collective College leadership responsibility for
student, is engaged and challenged with deep learning to teaching and learning to meet the needs of our students. leading teaching and learning. Leaders will build
build confidence and capability. Deep understanding of We will provide targeted opportunities for professional confidence and capability in promotion and leadership of
their metacognitive skills, learning progress and how to challenge and growth which build teacher confidence and educational networks to improve teacher learning in the
achieve set goals will develop life–long learners. capacity. This includes staff delivery of strong foundations development of future focused pedagogy.
skills, diverse curriculum pathways and a sense of College
Supported by a College wellbeing framework, students will belonging for all students.
feel connected to their learning and their College.
Page 3 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 1: Learning for Success
Purpose People Processes Practices and Products
To ensure every student, including every Students LEARNING TO LEARN Practices
Aboriginal student, is engaged and
challenged with deep learning to build feel supported in their learning and 2018 Formative assessment LEARNING TO LEARN
confidence and capability. Deep confident in their holistic development (FA): Team
understanding of their metacognitive skills, Teachers will be highly skilled in the use of
learning progress and how to achieve set Staff • establish baseline data in relation to the formative assessment and reflective
goals will develop life–long learners. products practices. This will be evident in daily
will be more confident to be explicit in the classroom practice and validated through
• professional learning re FA ongoing collaborative learning walks.
Supported by a College wellbeing learning process and monitoring if their
– North Coast Region support
framework, students will feel connected to teaching is resulting in learning. They will
their learning and their College. be guided in the development of • development of FA tools to inform Students will demonstrate greater
increasingly positive learning teaching & learning cycle self–directed learning and ownership of
Improvement Measures environments learning. Evident in increased engagement.
• development of student learning
• Increased proportion of Aboriginal Parents/Carers feedback framework to inform students, Explicit teaching and assessment of critical
students in top 2 bands in NAPLAN parents & teachers thinking skills. Classroom observations and
writing and numeracy by 30% & feel included and connected to the College • implementation in own classrooms, teaching programs demonstrate explicit
growth which equals or and their child's learning refinement & success sharing teaching of higher order thinking skills.
exceeds Aboriginal students state
& SSSG • sharing of tools with all staff and team SEF: Learning > Learning Culture > High
members as faculty support for Expectations
• Increased proportion of students implementation
reporting a sense of belonging,
• staff feedback on tools for continued Learning > Curriculum > Teaching &
expectations for success and advocacy
refinement Learning programs
at school
• In the domain of Learning (SEF V2) we Learning goals/intentions & Learning > Assessment > Formative
will have sufficient evidence to validate reflection: Team Assessment & Student Engagement
an improvement in the element of
Assessment from delivering to excelling • development of shared understanding Teaching > Effective Classroom Practice >
of nature & value of learning Explicit Teaching & Feedback
goals/intentions and links to FA
Teaching: Data Skills & Use > Data
• development of shared understanding
analysis & Data Use in Teaching
of nature & value of student reflection
on learning
APSTs: 1.2.2– 1.2.4, 3.3.2 –
• development of reflection tool/s 3.3.4, 5.1.2 – 5.1.4, 5.2.2 –
5.2.4
• implementation of learning goals &
reflection tools to support FA in ABORIGINAL LEARNING
own classrooms
• leads staff PL in learning goals & Teachers engage in and meet the learning
student reflection. Tools provided goals of Aboriginal students as identified in
the Personalised Learning Plan. This is
Page 4 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 1: Learning for Success
Processes Practices and Products
2019 Formative evident in the teaching program, program
Assessment: Team evaluation, classroom delivery, student
learning samples and assessment task
• refinement of FA electronic tools for design and delivery.
consistency & efficiency
• evaluation of reports to ensure provision Every Aboriginal student communicates
of specific information about being known, valued and cared for by the
student learning, growth, next steps & high–level engagement and personal
improvement measures challenge to continue to learn. Visible in an
increase in Aboriginal student attendance
Student learning to learn (L2L) and a decrease invisible distractable
metacognitive skills – behaviours.
Critical Thinking/Higher Order Thinking
(CT/HOT) & Problem Solving (PS): High–level community engagement
Team continues to be a visible demonstration of
school success in Aboriginal community
• PL on CT/HOT & PS – research relations.
based
SEF: Learning > Wellbeing > Individual
• Baseline data gathered on current
Learning Needs
student achievement in CT & PS
• Development of explicit teaching tools APSTs: 1.3.2 – 1.3.4, 1.4.2 –
&scaffolding of levels of CT & PS 1.4.4, 2.4.2 – 2.4.4, 2.5.2
–2.5.4, 3.1.2 – 3.1.4
• Explicit teaching and data collection in
own classrooms POSITIVE LEARNING & WELLBEING
• Whole staff PL to develop
understanding All teachers demonstrate high–level skill
and alignment to PBL classroom practices
• Evaluate & revise teaching & learning in support of student learning and success
programs visible in the ongoing explicit teaching of
• Embed CT/HOT & PS in programs and PBL classroom expectations
assessment
A range of programs, support and
2020 Consolidation of key drivers: professional learning demonstrate our
Formative Assessment, Learning college response to emergent social and
Goals/Intentions, Critical Thinking skills. welfare needs that promote positive and
respectful relationships.
ABORIGINAL LEARNING
SEF: Learning > Wellbeing > Behaviour
2018 Active Personalised
Learning Plans (PLPs): Team APSTs: 4.1.2 – 4.1.4
• establish baseline data in relation to the
Page 5 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 1: Learning for Success
Processes Practices and Products
products Products
• design of clear framework for activating LEARNING TO LEARN
the PLP process with time frames
Increased accurate, timely and informative
• development of shared understanding learning data ensures individual student
of Teaching & Learning cycle re PLPs & growth and is evidenced in student learning
APSTs 2.5.2 & 3.1.2: assessment & survey, student work samples and teaching
diagnosis of learning; goal setting programs. Current meeting structures
process determined, incl Literacy & utilise the milestone planning process to
Numeracy goals; support for teachers to table, discuss and gather evidence of
plan strategies teaching & learning; impact of learning to learn initiatives.
assessment
• Team collaboration with Literacy & ABORIGINAL LEARNING
Numeracy Team re targeted support
Aboriginal teaching & learning practices
Team monitoring for student growth drives increased student performance
inLiteracy & Numeracy:
• Aboriginal Learning Team extended
(incl. AEWs, Clontarf reps & Aboriginal • greater proportion of students in top 2
tutors); clear roles & responsibilities; bands for reading & numeracy by 30%
regular communication pathways incl
parents/carers
• Increased percentage of Aboriginal
• Stronger Smarter principles applied to students achieving set PLP learning
underpin Team goals and operation goals as evidenced in attendance data,
• Monitoring process/framework designed COAL and assessment data
incl Sentral & MGoals – growth actively POSITIVE LEARNING & WELLBEING
monitored
• Areas of concern identified for targeted Increase of 10% of top band COAL scores
support
Increase in positive Sentral entries by 10%
2019 Active PLPs
TTFM student wellbeing data –
• Process cont’d with emphasis on Increased Social & Emotional outcomes:
student ownership of learning & active belonging, positive behaviour & rigour
teacher engagement
8 Ways of Learning: Team
• develops shared understanding of
APSTs 1.3.2, 1.4.2& 2.4.2 & Australian
Curriculum Aboriginal Cultures CCP
• PL in 8 Ways of Learning
Page 6 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 1: Learning for Success
Processes
• focus area for all staff determined e.g.
1–2 high impact aspects of 8 Ways
• PL & ongoing support for all staff (incl
meeting APSTs) to: embed 8 Ways
aspect (APSTs & Aboriginal CCP) in
programs; embed 8 Ways aspect in
assessment
2020 Consolidation of key drivers: Active
PLPs, Team Monitoring for student growth,
8 Ways of Learning.
POSITIVE LEARNING & WELLBEING
2018 Positive Behaviour for
Learning: Team
• Establish baseline data in relation to the
products
• Evaluation of PBL progress 2014–17
Plan & impact on environment
conducive to learning
• Areas of need identified (Tier 1
Universal)
• Site specific 3 phase plan designed for
2018–20 Plan using the 7 essential
features and a focus on classroom
practices
• Phase 1 implementation
Student social capability growth
program (e.g. Peer support/safe on
social): Team, Learning Support
Team & Deputy network
• Areas of need identified via Sentral data
• High impact social capabilities defined
• Program identified or designed: Phase 1
– Targeted intervention program
• Targeted student group identified &
Page 7 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 1: Learning for Success
Processes
implementation of program
Staff Wellbeing Plan: Team & Executive
• 3 phase plan devised on identified
areas of need & positive psychology
2019 PBL
• Collect & analyse SET data
• Identify key areas of need
• Phase 2 implementation
Student social capability growth
program (e.g. Peer support/ safe on
social)
• Implementation of Phase 2 – whole
school program
• Program introduced to staff
• Introduced to all students & families
Staff Wellbeing Plan
• Creation of strategies which promote:
sharing & celebration of positives; a
focus on individual strengths ;
productive professional relationships;
reflection on meaning & purpose; setting
of authentic goals; resilience building
• Plan implementation
2020 Consolidation of key drivers:
Positive Behaviour for Learning, Student
Social Capability program, Staff Wellbeing
Plan.
Evaluation Plan
Hastings Secondary College will utilise the
milestone improvement planning tool to
Page 8 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 1: Learning for Success
Processes
plan, implement and review key
improvement processes with evidence
collected and collated toward annual
milestone achievements.
Page 9 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 2: Teaching for the Growth of Every Student
Purpose People Processes Practices and Products
The College will remain at the forefront of Students FUTURE FOCUSED PRACTICE Practices
contemporary teaching and learning to
meet the needs of our students. We will are confident and active in determining 2018 FUTURE FOCUSED PRACTICE
provide targeted opportunities for their learning pathway
professional challenge and growth which Project/Inquiry based Teachers will engage in quality design &
build teacher confidence and capacity. This Parents/Carers learning(PBL/IBL): Team effective delivery of PBL/IBL across college
includes staff delivery of strong foundations classrooms. Teaching programs,
skills, diverse curriculum pathways and a confident in understanding their child's • establish baseline data in relation to the assessment task design and showcase of
sense of College belonging for all students. learning and are active participants in products learning will validate professional growth
supporting them in determining their and teaching expertise in PBL/IBL.
• Team PL on Project Based Learning
pathways
(incl teaching collaboration capabilities) ICT is effectively integrated into teaching
Improvement Measures Staff • College Project Based Framework incl andlearning programs, supporting
planning, programming & assessment classroom practice in PBL/IBL. Student
• Increased retention of students in 10–11 value and actively engage in professional learning products validate ICT support for
by 20% in 2020 growth to create classrooms which prepare • plan, program, implement & assess 1 learning growth.
their students for a successful future PBL task in own class
• Increase number of students in top two
bands in NAPLAN Year 9 writing and • supports Zenith Teachers to implement Students will demonstrate collaborative
Community Partners PBL learning skills, inquiry skills and increased
numeracy by 8%
engagement. Observations will record
• Increased teacher capacity in IBL/ICT is an integral partner in College life. Local & • delivers all staff PL on Project Based visible evidence of student PBL/IBL
as measured/assessed by teacher global links connect & validate teaching (incl collaboration) capabilities.
capacity matrix practice as well as providing guidance for
ICT integration
students in determining their pathways PATHWAYS TO SENIOR SCHOOL
• SEF > Teaching > Learning &
Development > Literacy & Numeracy • Team PL on ICT integration
College staff effectively support a clear
from Sustaining & Growing to Excelling • 3 Phase plan devised re ICT and guided transition process: learning,
implementation across the College, curriculum, administrative and
each phase inclusive of: Identification of social/personal. A program of College
high impact tools which support other options, events and support materials will
initiatives (i.e. formative assessment, validate greater clarity and support.
critical thinking, PBL &collaboration);
staff PL & ongoing support; classroom Classroom teachers will support all
implementation & support; evaluation of students in building learning capabilities
impact on learning and non–cognitive attributes which assist in
creating a streamlined transition of learning
Phase 1 implementation (incl Office 365 & from Year 10 to Year 11.
OneNote online)
College offers increased curriculum choice
Robotics (PLT & Robotics Team) in Stage 6 and innovative learning
pathways. An infographic demonstrates
• Devise a sustainable plan for Robotics choice, flexibility and mapping to
at the College with budget post–school pathways.
Page 10 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 2: Teaching for the Growth of Every Student
Processes Practices and Products
• Build long–term partnerships to support
student & staff learning – industry & Every student feels supported and
university recognises a clarity of progression from
Year 10 to Year 11at the College as
2019 validated by TTFM belonging data.
Project/Inquiry based learning(PBL/IBL) Students are increasingly engaged in
school and community life via a College
• All staff plan, program, implement & leadership program. This will be evidenced
assess 1 Project Based task by student achievement of a leadership
• Framework designed for evaluation, credential which validates growth in social
sharing & refinement capability and impact on College and wider
community.
• Common tools designed to support
programming, learning & assessment Parents understand key components of
e.g. programming checklist, their child's learning pathway. Parent
differentiated project planning templates surveys indicate increased parent
for each stage & assessment rubrics confidence in supporting their child.
ICT Integration
LITERACY & NUMERACY
FOUNDATIONS
Phase 2 implementation
Teachers in all KLAs are confident to
Robotics (PLT & Robotics Team)
embed explicit teaching and assessing of
• Digital Literacies embedded across Literacy& Numeracy in their classroom
KLAs practice. This is validated by teaching
programs, assessment task design and
• HVCS Robotics PL & activities lesson observations.
2020 Teachers clearly monitor and articulate
individual student areas of strength and
Consolidation of key drivers: PBL/IBL, ICT need. They provide clear support via
integration & Robotics specific strategies to promote individual
student growth. Students are aware of their
PATHWAYS TO SENIOR SCHOOL individual strengths and areas of need.
Teacher records and student literacy and
2018 numeracy learning goals are evidence of
ongoing improvement.
Transition to senior school: Team
• establish baseline data in relation to the Products
products FUTURE FOCUSED PRACTICE
Learning transition Stage 5 to
Page 11 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 2: Teaching for the Growth of Every Student
Processes Practices and Products
Stage 6 analysed and evaluated Current meeting structures utilise the
milestone planning process to table,
• Key elements of learning transition discuss and gather evidence of impact of
identified (e.g. assessment) and future focused practice initiatives.
strategies designed to address e.g.
authentic assessment, parent Increased capability of staff in design and
workshops delivery of PBL/IBL as evidenced by
achievement of related PDP goals, student
Belonging transition Stage 5 to work samples and teaching programs.
Stage 6 analysed and evaluated
Teachers effectively engaging with ICT
• Yr 10 College program explored &
learning tools as evidenced by teachers
consistent framework established re
meeting APST 2.6.2 – 2.6.4 & 3.4.2
learning, leadership and belonging
– 3.4.4
Yr 10 Leadership program: Team
& Year Advisors Increased student engagement in learning
as evidenced by student
• Leadership program devised with 2 Tier evaluation/reflection of learning, increased
implementation: Tier 1 All Yr 10; Tier 2 assessment submission and achievement.
nominated/volunteer group TTFM survey indicates increase in interest,
motivation & effort.
Pathways design (non–HSC program,
campus focus, pathways SEF: Teaching > Learning & Development
options): Team & Curriculum > Expertise & Innovation
• Current pathways options documented APSTs: 2.1.2 – 2.1.4, 2.6.2 –
as an infographic & clearly 2.6.4, 3.2.2 – 3.2.4, 3.4.2–
communicated to students & 3.4.4
parents/carers
SENIOR PATHWAYS
• Exploration of alternate pathways
options at other schools e.g. Non–HSC Current meeting structures (Team,
& University links Curriculum Think Tank, Executive &
• Exploration of possible campus focus Faculty) utilise the milestone planning
process to table, discuss and gather
2019 evidence of impact of senior pathways
initiatives.
Transition to senior school: Team
Increased retention of senior students
• Evaluation of Term 4 Year 10 College fromYear 10 to Year 11 by 20% in 2020
program. Refinement
• Phase 2 of learning transition Stage 5 to Decrease in N award Warning and
Stage 6 determinations for Year 11 students by
Page 12 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 2: Teaching for the Growth of Every Student
Processes Practices and Products
Yr 10 Leadership program 25%
• Evaluation and refinement of program An increasing percentage of Year 10
with increased community links students achieving college leadership
credential: 2018 50%, 2019 65% & 2020
Pathways design (non–HSC program, 80%
campus focus, pathways options)
SEF: Learning > Transitions and
• Implementation of alternate pathway/s if
Continuation of Learning
appropriate
• Implementation of campus focus if Learning > Curriculum > Curriculum
appropriate provision
2020 Consolidation of key drivers: APSTs: 1.1.2 – 1.1.4, 4.1.2 –
learning transition, belonging transition, 4.1.4
leadership program & pathways design
LITERACY & NUMERACY
LITERACY & NUMERACY FOUNDATIONS
FOUNDATIONS
Increase of number of students in top two
2018 Writing initiative (incl HVCS & bands in NAPLAN writing and numeracy by
supported by NC Region) & 8%
Progressions
Increased growth in NAPLAN writing and
Team numeracy which meets or exceeds DOE
average
• establish baseline data in relation to the
products Value Added 7–9 from sustaining &
• data analysis & key areas of need in growing to excelling
Writing identified
Each year, the percentage of students
• determination of common areas of need achieving the HSC minimum standards
across College & HVCS increases
• logic modelling planning process
SEF: Teaching > Professional Standards >
• determination of common strategies & Literacy & Numeracy
language for all KLA’s
• delivers intensive PL for executive staff Learning> Student Performance Measures
&evidences agreed > NAPLAN
• delivers all staff PL which targets: APSTs: 2.5.2 – 2.5.4
understanding of key writing criteria;
links to syllabus; links to current
initiatives i.e. iWrite, PEEEC & ALARM;
Page 13 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 2: Teaching for the Growth of Every Student
Processes
effective strategies for explicit teaching;
assessment for, as & of; consistency of
teacher judgment; progressions tracking
• Support by faculty reps for teachers to
evidence APST2.5.2
• collaboration with Aboriginal Learning
Team re targeted support
HSC minimum standards –
Literacy/Numeracy Coordinator & LAST
• Tracking & monitoring process
established for College
• Identification of Target student group &
design of testing schedules
• Communications to students & parents
• Delivery of staff PL in programming to
build student capability
• Design & delivery of intensive support
program
2019
Numeracy Initiative introduction, Writing
initiative cont’d & Progressions
• Same process above repeated for
Numeracy initiative
• Tracking & monitoring individual student
achievement against writing & targeted
Numeracy aspect progressions by all
staff
HSC minimum standards
• 2018 process broadened and refined
2020
Consolidation of key drivers: Writing
initiative, Numeracy initiative, HSC
Page 14 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 2: Teaching for the Growth of Every Student
Processes
minimum standards
Evaluation Plan
Hastings Secondary College will utilise the
milestone improvement planning tool to
plan, implement and review key
improvement processes with evidence
collected and collated toward annual
milestone achievements.
Page 15 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 3: Leading to Drive High Expectations
Purpose People Processes Practices and Products
To ensure collective College leadership Students INSTRUCTIONAL LEADERSHIP Practices
responsibility for leading teaching and
learning. Leaders will build confidence and demonstrate the capabilities of a growth 2018 All College staff are offered the
capability in promotion and leadership of mindset including taking responsibility for opportunity to participate in either a
educational networks to improve teacher their own educational development. Framework mentoring or coaching program. PDPs will
learning in the development of future evidence support and resulting
focused pedagogy. Staff • PLT to devise College Instructional achievement of goals.
Leadership (IL) Framework to support
Improvement Measures to be an active part of a culture of effective, HT’s &Team leaders. Includes: A College Team Leaders network
evidence–based teaching and ongoing supports leadership capability building, an
• SEF > Leading > Educational improvement • Establish baseline data in relation to the effective distributed leadership model and a
Leadership > Instructional Leadership products clear framework for instructional leadership.
from delivering to Excelling Leaders • Intensive Leadership Coaching for Meeting structures(Leaders network,
Team Leaders & Exec (see below) Teams & Faculty) will allow for monitoring
confident in their capacity to lead to meet of milestones in Instructional Leadership.
the expectations of the College planning • College Team Leaders Network
processes. All executive staff will articulate established. PL program incl effective Executive staff will build and sustain a
academic goals to their staff, build team processes, logic modelling & culture of effective, evidence–based
understanding of collective efficacy and SCOUT teaching and ongoing improvement. Their
embed them into team, faculty and campus • Teams communications framework increased knowledge of how to use data to
procedures. established inform practice and build a growth mindset
will guide and support faculties, teams and
Parents/Carers • Executive leadership program: individual staff. Meeting minutes will
Leadership Pathways; Leading as Head validate the focus on learning growth and
have an understanding of the Growth Teacher 1.2.4; Evidence–based faculty / staff sharing sessions(combined
Mindset Model and its application to practice 6.3.4; Monitoring individual faculty & staff meetings) will demonstrate
learning. student growth 2.5.4; Data to drive and disseminate high–impact practice.
improvement CESE
Community Partners
• Scheduled exec IL time e.g.
Coaching, Observations, Learning Products
Community partnerships are established
Walks
which support and promote the learning Analysis of external and internal
development of every student. • Scheduled opportunities for sharing assessment data to drive teaching practice
successful practice as evidenced in faculty sharing sessions at
staff meetings with 100% of faculties
• Accountability measures re key successfully demonstrating positive impact
initiatives e.g. Literacy & Numeracy on teaching practice.
2.5.4
• Schedule of evaluative practice internal Professional learning growth as evidenced
&external (RAP, SCOUT, Markbook) to in by pre & post survey of team leaders
inform programming &exec re PL & confidence in use of growth
coaching.
• Faculty Booklet revised to reflect IL
Page 16 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 3: Leading to Drive High Expectations
Processes Practices and Products
Performance & Development 100% of PDPs demonstrate evidence of
professional growth.
Refine & strengthen the PDP & observation
process incl: SEF: Leading > Educational Leadership >
Instructional Leadership & High
• All staff encouraged to identify team Expectations Culture
initiatives to meet APSTs via
observation & evidence requirements Leading > School Planning, Implementation
& Reporting > School Plan
• Encouragement of staff to be observed
&/or coached by Team Leaders
Teaching > Professional Standards >
• PDP language reflect the growth Improvement of Practice
mindset
Teaching > Learning & Development >
• Beginning Teachers supported to utilise
Collaborative Practice, Feedback &
PDP process for building quality
Expertise & Innovation
accreditation portfolio
Learning Walks APSTs: 1.2.4, 2.3.4, 2.5.4, 5.4.4,6.3.4
• Learning Walks Team membership
dynamic incl Beginning Teachers &
volunteers
• Framework to be utilised by Teams
• Areas of Focus to be addressed by
executive & support mechanisms
implemented
2019
Framework
• Exec & Team Leaders reflect on APSTs
as a tool for ongoing growth
Growth Mindset & Coaching
• Staff volunteer for coaching/mentoring
program(supplementary to PDP)
Performance & Development
• Professional growth and expertise
identified through PDP process,
Page 17 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018Strategic Direction 3: Leading to Drive High Expectations
Processes
shared & celebrated
• Exec identify IL goal in PDP
Learning Walks
• Learning Walks process established as
regular gauge of teaching & learning
(e.g. twice a term)
• Team includes Stage 3 teachers
2020 Consolidation of key drivers:
Instructional Leadership framework, Growth
mindset coaching/mentoring, Performance
& development, Learning Walks.
Growth Mindset, Coaching & Mentoring
–
• All staff introductory PL on GROWTH
mindset and coaching
• All Exec & Team Leaders undertake
intensive Coaching PL (open to HVCS
Exec)
• PLT devise strategies to embed in
leadership operations e.g. PDP
meetings
• College Leadership develops
Coaching/Mentoring Canvas as a map
for effective College implementation
Evaluation Plan
Hastings Secondary College will utilise the
milestone improvement planning tool to
plan, implement and review key
improvement processes with evidence
collected and collated toward annual
milestone achievements.
Page 18 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020) Printed on: 12 October, 2018You can also read
