School plan 2018-2020 - Southern Cross School of Distance Education 4659 - AWS
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School plan 2018-2020 Southern Cross School of Distance Education 4659 Page 1 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018
School background 2018–2020
School vision statement School context School planning process
We are a catalyst for change, inspiring learners to reach Southern Cross School of Distance Education is a K–12 This plan was developed through ongoing consultation of
their full potential and to continue to support the whole child school committed to the wellbeing and engagement of our staff, students and community.
providing flexible quality teaching and learning programs students, creating a dynamic learning community, and
that are accessible and engaging. developing a culture of learning in distance education. Our
school contributes to the lifelong learning of a diverse
range of students and their communities with a focus on A planning team was established to manage this process
excellence and equity. Our school is built on the land of the including Danny Henman, David Thick, Sharon Hodgson,
We build supportive relationships with our school Traditional Custodians, the Aboriginal peoples of various Kim Morris, Tiffeny Cox and Rob Roberts.
community and develop partnerships that support learning, nations with our main campus being on the country of the
wellbeing and engagement. Bundjalung nation, providing educational services for
students south to the Coffs Harbour area, west to the
Inverell area and north to the Queensland border. Our context presents a significant challenge for the
involvement of our community in making decisions and
Our staff is innovative and dynamic, working collaboratively The school current has 34 learning hubs, 3 campus' and a contributing to educational improvement. Such as a wide
to inspire and support our students to be lifelong learners special programs unit to cater to the needs of students in geographical spread of students, parents/carers and staff,
who are active and informed citizens. various locations. Our staff are professional and dedicated diversity of students, changing nature of enrolments and
to supporting students, their families and their educational staff working in many disciplines.
needs and wellbeing.
Our core values are Opportunity, Wellbeing and
Engagement The school undertook a detailed collaborative process to
combat these challenges. Data collections and surveys
occurred at staff meetings, on School Development Days,
through the school newsletter, using electronic means and
1:1 with students/parents on visits.
The planning team analysed the information to identify the
school strengths, goals and areas for improvement. Three
strategic directions and purpose statements were
developed..
Page 2 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018School strategic directions 2018–2020
STRATEGIC STRATEGIC STRATEGIC
DIRECTION 1 DIRECTION 2 DIRECTION 3
Wellbeing and Engagement Culture of Learning Dynamic Community
Purpose: Purpose: Purpose:
To ensure the wellbeing of our students and staff, their To create a stimulating teaching and learning environment Increase community participation with the school, learning
engagement in the best possible educational pathway to underpinned by high expectation relationships and hubs and learners to create partnerships within the school
equip students with lifelong skills to become active and to ensure Teaching and Learning is designed and and across all our enrolment areas.
informed citizens. implemented to develop successful learning
outcomes through quality instruction and assessment. .
Page 3 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018Strategic Direction 1: Wellbeing and Engagement
Purpose People Processes Practices and Products
To ensure the wellbeing of our students Staff Teacher Professional learning and Practices
and staff, their engagement in the best Accreditation
possible educational pathway to equip Staff are involved in structured professional • TPL opportunities for all staff to
students with lifelong skills to become learning to increase knowledge and Student Leadership achieve best practice for the wellbeing
active and informed citizens. awareness in meeting the personalised of our students and staff. Primary
needs of students. Staff wellbeing Student Opportunities initiatives, one per term
Improvement Measures opportunities.
Promotion of student and school
Due to the diverse nature of our students Community Partners achievements. • Staff to assist students in
social, emotional and learning needs, increasing participation in co– curricula
their wellbeing is to be a major priority of Collaboration and consultation with external and student leadership roles.
any strategies agencies in providing holistic care to • Expansion of the Student leadership
students. Evaluation Plan team, initiate a peer mentoring program.
Evidence of the Social, Emotional and
Learning needs of students embedded into Students • TPL monitoring by executive staff • Teachers deliver a range of strategies
teaching and learning programs • Annual review of school leadership specifically designed to Improve the
Students make positive leadership team outcomes for Aboriginal students
Tell them from me or other survey results contribution to the school through sporting,
indicate that students feel a sense of pride academic, performing arts leadership and • Merit system review • Students have a pattern of study that
and belonging in their school and education learning provides a pathway to post school
• Records of alternate and transition options.
by having a voice in their future direction programs eg "Yes", TAFE, white card
Staff etc • Enrolment and wellbeing team maintain
All student achievement is recognised. close relationship with external
Promote and celebrate student • Monitoring publicity of events and digital agencies
Improved recognition of students, abilities achievements through various media platforms
and achievements in a variety of contexts • Refinement of the Skills for Work and
and forums as measured by feedback on • Monitor attendance and engagement
Staff Vocational Pathways course to prepare
canvas and learning materials, student • Wellbeing survey results students for work readiness.
awards at presentation days. Mentoring and advising students of
• Executive evaluation of teaching • Leaving destination survey
transitional pathways for post school
A greater range of post school options are programs
options and linking them to external support • Promotion of activities and
accessed by students. and educational institutions • Leaving destination survey achievements on internal digital
Creativity, collaboration and innovation are platforms
Students
employed to enhance student learning and • External media agencies used for
wellbeing and maximise student post Consider use of high school hubs for upper publicity
school career options. primary students
• K–12 Awards ceremonies and
How do we measure? presentation days
Staff
• Merit system
Increased attendance and engagement Staff
Products
Maintain contact with students & families at
Relevant information regarding school
Page 4 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018Strategic Direction 1: Wellbeing and Engagement
People Practices and Products
least weekly through video lessons, as well practices and decision making processes.
as emails, Google for Education etc
Trained knowledgeable staff in student
Parents/Carers wellbeing practices.
Positive relationships a priority to gain Implementation of valuable support
access to student programs.
Community Partners • Active student leadership team
Transition program similar to high school • Students participation in external
facilitated collaborative forums
• Conduct presentation days
Leaders
• Representation at community events eg
Liaise with high school to ensure ANZAC Day
consistency across school
• Increase percentage of parents/carers
completing the wellbeing survey up to
75%, to provide community voice and
feedback on DE practices.
• Increased participation in school camp.
• Staff to use set systems to refer
students to possible support including
LaST, Enrolment and Wellbeing teams.
• Embedding Aboriginal cultural practices
into everyday procedures
• Kid's Club, Rainbow Gallery programs
• Every student has a pattern of study
that provides a pathway to a credential
•
• active users on all digital platforms
• Media articles
Page 5 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018Strategic Direction 2: Culture of Learning
Purpose People Processes Practices and Products
To create a stimulating teaching and Students Individualised support for students Practices
learning environment underpinned by high
expectation relationships and to ensure Build skills to self assess utilising rubrics, Evidence informed teaching and learning Teaching and learning focuses on the
Teaching and Learning is designed and literacy and numeracy progressions to programs, especially in numeracy and learner through adjustments, quality
implemented to develop successful improve learning. literacy assessments tasks and feedback both from
learning outcomes through quality and to the student.
instruction and assessment. . Staff Opportunities for students
Primary LAST spread sheet updated and
Improvement Measures Teaching staff will develop expert skills in a Creating continuity of learning K–12 monitored
range of learning pedagogies and
Majority of students in Year 12 meet HSC technologies to produce teaching and Evaluation Plan Teachers implement the 5 elements of the
minimum standards in Literacy and learning programs that are student centred Literacy and Numeracy Strategy 2017
Numeracy and improve student learning outcomes Process towards improvement measures –2020.
will be evaluated through:
Decrease number of N determinations in Leaders Teachers apply HOW2Learn and Stronger
Stage 5 • student engagement reviews Smarter strategies to increase effective
Leaders create a shared vision of • faculty reviews and plans engagement in learning
Increased value added data of students curriculum implementation and embrace
enrolling in SCSoDE varied pedagogical practices • analysis of school based and external The school has processes in place to
student assessment data support teacher's consistent,
Improved academic outcomes, measured Leaders evidence–based judgement and
in PLAN data and primary campus • analysis of success of school teams
moderation of assessments.
assessments The school executive adopts a coordinated • review of professional learning
approach to literacy where the teaching of Learning sequences personalised for each
literacy skills is valued and there is an Learning plan evaluated by student, student
expectation of improvement in literacy teacher and supervisor at the end of each
standards across the school. cycle. Seven Steps writing used throughout
primary
Parents/Carers
Feed back on assessment tasks to be
Parents/carers develop their skills as received by student within a week (after
supervisors to support student engagement receipt from teacher), delivered by most
in learning. appropriate technology.
Community Partners This will be achieved through the schools
focus strategies of HOW2Learn and
Collaboration with external agencies to stronger smarter as well as the NSW
create learning alliances to enhance Department of Education Literacy and
student outcomes and supporting high Numeracy Strategy 2017–2020. and NESA
expectation relationships Stronger HSC Standards
Students Products
Use the language and practices of Growth Teaching and learning programs are
Page 6 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018Strategic Direction 2: Culture of Learning
People Practices and Products
Mindset & High Expectations dynamic, showing evidence of adjustments
to meet student needs and revisions based
Staff on feedback.
Professional development in HOW2Learn, Assessment supports student learning, is
Stronger Smarter, technology andLiteracy accessible and meets individual personal
and Numeracy (Rip it up Reading, Seven and cultural needs enabling students to
Steps writing) readily attain educational outcomes.
Leaders Literacy and Numeracy progressions inform
staff and enable them to individualise
Develop relationships with high school and learning materials to build skills.
other distance education schools for
pooling of resources
Collaboratively developed project based
Parents/Carers learning sequences including
Professional learning for supervisors eg • clearly communicated learning goals,
SMART goals, growth mindset, literacy negotiated with student and/or family
Community Partners • explicit instruction, including live lesson
opportunities preferably via video
Families encouraged to incorporate local conferencing and worked examples
experiences and discuss changes with • multiple practice opportunities with
teacher some choice of activities and options for
peer interaction
• assessment tag points, success criteria,
self–assessment opportunities
contextual formatting
Page 7 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018Strategic Direction 3: Dynamic Community
Purpose People Processes Practices and Products
Increase community participation with the Students Data analysis and student outcomes Practices
school, learning hubs and learners to
create partnerships within the school and Students are engaged in school life through Partnerships and community Alliances. Communication through newsletters and
across all our enrolment areas. their learning and interactions with the publications, community engagement days,
wider school community via our Professional learning reporting and Annual Report.
Improvement Measures communication methods, mini schools,
outreach program and learning hubs. Holistic community Communication through online sources and
A larger number of Community Partners social media, phone contacts, morning
providing opportunities for students. Opportunities that help engage students in Evaluation Plan conversations during student pickups and
school life such as, being part drop offs
Increased parent and carer interaction in of representative sporting teams, Evaluation to be conducted though use of
surveys and planning processes. leadership and mentor programs. online surveys, phone calls and written Regular surveys and analysis of these to
opportunities for all to provide feedback on provide data and inform executive and
Improved community perspective of the Staff how well the school is providing for school teams.
school and our students. measured through students and student outcomes in our
parent/teacher interaction. Staff actively make contact with students, circumstances and method of delivery. Specific practices targeting different
parents, community partners, mentors and Also on the opportunities provided for enrolment categories
Enrolment enquiries dealt with as the need their peers to promote learning. Teachers students and any recommendations or
requires in a consistent and timely manner. sourcing and supporting programs to ideas that they may have. mini–schools for Isolated & sometimes
ensure student engagement. travellers
Weekly Articles/posts in school newsletter Ask enrolling families how they heard about
and Facebook promoting activities within us. online collaboration for all
Leaders
the school
Regular communication through school Survey on bottom of leavers form: What Products
newsletters, meetings and visits to the hubs worked for you? How could we improve?
and programs. Any other comments? Regular updates from the community in a
package that can be presented to staff and
Filtering information to Teachers and used for the AR.
Student on a daily weekly basis. Staff
Monthly primary Facebook posts &
meetings.
contributions in every newsletter
Parents/Carers
Parents are encouraged and
supported to make contact seek advice,
clarity and monitor the progress of their
children through SCSoDE.
Parents and carers share information that
will help teachers be more effective in the
implementation of educational programs.
Keeping open lines of communication.
Page 8 of 9 Southern Cross School of Distance Education 4659 (2018-2020) Printed on: 11 April, 2018Strategic Direction 3: Dynamic Community
People
Community Partners
Actively work with the school to provide and
promote opportunities for students to
access and excel.
Working with community to create
opportunities and a learning culture
through connections with community Elders
and family.
Students
Student voice expressed in Kids’ Club
Staff
Active participation in community and
networks
Leaders
AP to attend NR Network meetings and join
other relevant networks
Parents/Carers
Invited to contribute skills at mini–schools
eg older families mentoring new families
Community Partners
Engage local experts for learning at
mini–schools eg emergency services
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