School plan 2018-2020 - Hastings Secondary College, Westport Campus 8554

 
School plan 2018-2020 - Hastings Secondary College, Westport Campus 8554
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, 2018
School 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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
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Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
Strategic 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, 2018
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