Strategic Improvement Plan 2021-2024 - Armidale Secondary College 8915 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Armidale Secondary College 8915
Page 1 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021School vision and context
School vision statement School context
Our future, our learning. In 2021, Armidale Secondary College began operations at a new, state-of-the-art campus in
Armidale, NSW. The school's new facilities are the byproduct of a lot planning and
Our community promotes creativity, collaboration and success for every learner through a consultation that were conducted over the past three years and being operational in the new
safe, inclusive environment, and a personalised, relevant curriculum. build symbolises a step forward for public education in the region.
Armidale Secondary College is a unique education facility. The school is partially selective
(Years 7-10), has a comprehensive special education facility, and is also the location of the
Armidale Intensive English Centre. Armidale Secondary College enrols a very diverse
student cohort and is a proud educational facility catering for the needs of the full range of
learners. Armidale Secondary College has a large enrolment of ATSI, EAL/D and refugee
students.
As a result of a thorough situational analysis, the school has identified three critical areas
for improvement which include the system-negotiated targets in addition to student voice
and high-challenge, high-support teaching and learning strategies.
Page 2 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to ensure students grow in their learning Reading Initiatives • There is a high-functioning professional learning
through explicit, consistent and evidenced-based community which is focused on continuous
teaching. Our teachers will evaluate their effectiveness • Establishment of a Literacy Coordinator (0.2FTE) improvement of reading
and reflectively adapt their practice through quality,
• Accelerated Reader and reading intervention • The school uses embedded and explicit systems that
targeted professional learning and use of student
withdrawal groups facilitate professional dialogue and collaboration on
assessment data to inform teaching.
• Creation and extension of a whole-school reading data analysis
culture through CREW, Begin each new unit with a • Evidence informed strategies (Super Six and
Improvement measures reading initiative and Super Six Comprehension Reading for Meaning) optimise student progress in
Strategies and Reading for Meaning Professional reading and are embedded across the school
Target year: 2024 Learning (PL)
• A whole school reading culture is established
Reading • Progressive review of Stage 4 and then Stage 5
faculty programs evidencing Super Six and Reading
• Improvement in the percentage of students achieving for Meaning strategies
in the top 2 bands to be above the school's lower Evaluation plan for this strategic direction
• Initial training of identified faculty members in
bound system-negotiated target in reading 24.4%
Reading for Meaning and delivering this to faculty In order to reflect on the effectiveness of the strategic
• Improvement in the percentage of students achieving members directions, an evaluative process (QDAI) has been
expected growth to be above the school's lower- utilised.
bound target in reading of 63.3%. Numeracy Initiatives
• Question: Has staff capacity in interpreting and
• All KLA programs and classroom observations • Establishment of Numeracy Coordinator who analysing student data (STAR, Best Start, NAPLAN)
evidence Super Six Comprehension Strategies and implements a whole-school focus on numeracy and in the explicit teaching of reading strategies
Reading for Meaning strategies evidenced in all Key Learning Areas (KLAs) (Super Six and Reading for Meaning) been improved
• All Year 7 students are tested in Week 1/2 of Term 1 Teaching and Leaning programs through targeted PL?
using STAR Assessment. Students requiring • Mapping numeracy skills across each KLA • Is there evidence in all faculty programs of the
intervention identified an placed in withdrawal groups
• Introduction of an 'ASC Numeracy Guide' explicit teaching of reading?
by Week 3
• PL for staff - interpreting Best Start and NAPLAN • Is there a whole school reading culture through
• All Year 7 and 8 core classes participating in CREW and Accelerated Reader?
Accelerated Reader program and reading for 20 data
minutes per day across all KLAs • Are all Stage 4 classes engaged in the Accelerated
Aboriginal NAPLAN & HSC Initiatives Reader program?
• Robust communication with parents regarding
initiatives and interventions • Develop and adjust student subject selection • Data and analysis: This strategic direction will be
process led by the Learning and Engagement evaluated through staff surveys and TTFM data,
• All staff have engaged with Reading for Meaning PL Teaching and Learning programs and classroom
Centre.
• All staff are actively engaged in data analysis and observations through the PDP process, external
interpretation - evidenced by staff surveys, staff • Targeted individualised support for Aboriginal and student performance measures (STAR, NAPLAN,
TTFM data Torres Strait Islander students to achieve NAPLAN Best Start). This data will be analysed to to
growth in response to both external and school determine the extent to which initiatives are being
• School Evaluation Framework indicates improvement based data. taken up and improvement measures met.
from baseline 'working towards' to 'delivering' in Data
• Establish effective Personalised Learning Plans • Implications: Future directions and next steps will
skills and use.
(PLPs) using SMART goals, and Careers HUB to be developed from this data analysis.
Target year: 2024 develop individualised targeted support
Page 3 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives
• Student performance data is used to identify
Numeracy students requiring increased support and explicit
teaching.
Improvement in the percentage of students achieving in
the top 2 bands to be above the school's lower bound Attendance Initiatives
system-negotiated target in numeracy 22.3%.
• Crew teachers counsel students with low or
Improvement in the percentage of students achieving decreasing attendance.
expected growth to be above the school's lower-bound • Community education program of explaining leave
target in numeracy of 64%. processes.
Target year: 2023 • Increased engagement with external agencies.
• Structured reward system for recognising good
Aboriginal NAPLAN & HSC
attendance and focused on improving attendance.
Increase the percentage of Aboriginal students achieving • PL around Department attendance obligations.
top 3 NAPLAN bands in reading and numeracy to be
above the school's lower bound system-negotiated • Introduction of School Bytes to improve school
targets. processes.
HSC Initiatives
Increased proportion of Aboriginal students achieving the
HSC by 2023 by 50% whilst maintaining their cultural
• Targeted professional learning for staff to improve
identity.
their ability to analyse Minimum Standard and HSC
data to identify target areas
Target year: 2022
• Targeted tutoring for students using school
Attendance attendance and N Warning data
Greater than 66.7% of students attending school for 90% • Develop a Professional Learning Community (PLC)
of time or more. with high-performing HSC schools.
• Targeted professional learning and mentoring of
Target year: 2024 Inexperienced and beginning HSC teachers
HSC
Improvement in the percentage of HSC course results in
the top 3 bands 51.7% base line trending towards the
lower-band target of 59%.
Page 4 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021Strategic Direction 2: High Challenge, High Support Teaching and Learning
Purpose Initiatives Success criteria for this strategic direction
To support all students to engage in their learning and Teaching and learning at Armidale Secondary College is
access the curriculum. Through a model of high challenge High Support Initiatives underpinned by well-planned structures that are
high support teaching and learning, teachers will support responsive to student needs. All students in class are
their learners to achieve their best in a high support • Professional learning for staff about system catered for through a fully differentiated curriculum, which
environment. differentiation requirements and how to record increases student access to the curriculum, improves
differentiation throughout the teaching and learning students' sense of wellbeing and success. Our EAL/D
cycle. cohort are able to access the curriculum as a result of
Improvement measures teachers' knowledge of trauma and its impact on learning
• Staff collaboration to develop and use learning
and how language is learned.
Target year: 2024 profiles of students using a range of student data.
• Staff collaboration to write high-support teaching and Assessment practices have been modified and improved
• Improve consistency in processes for differentiation
learning programs and resources, which consistently in responses to a school assessment review. Going for
of curriculum across KLAs and Stages to foster an
reflect differentiated activities to meet student needs. Green, Going for Gold is embedded in assessment
environment of high support.
practices in Years 7-10.
• Explore and implement student grouping structures
• High support structures support all students,
to increase support.
including those in the selective stream through to life There is increased satisfaction in the community in
skills students. • Implementation of the 2021 High Potential and Gifted relation to reporting on student progress. Parents/carers
Students policy. and students find reports to be meaningful and timely.
• All staff have high expectations of their learners.
• 100% of teaching and learning programs will reflect Staff at Armidale Secondary College are consistent in
authentic differentiation which improves curriculum EAL/D Initiatives their use of teaching and learning practices and embed
access for the full range of learners. literacy and numeracy priorities and general learning
• Establish a connection with School Performance capabilities across teaching programs. The consequences
Target year: 2024 Directorate's EAL/D Education Leader to work for both positive and negative behaviour are seen to be
collaboratively with the Principal and school the same in all school settings.
• All Armidale Secondary College staff have increased executive to reflect on EAL/D practices and use the
knowledge of EAL/D pedagogy, the impacts on EAL/D SEF to create an improvement plan.
trauma on learning and the EAL/D Learning • Provide staff with cultural awareness learning on Evaluation plan for this strategic direction
Progressions, which are used to cater for our EAL/D students from a refugee background, focusing on our
students. Ezidi enrolment. In order to reflect on the effectiveness of the strategic
directions, an evaluative process (QDAI) has been
Target year: 2024 • Provide staff with learning on trauma and its impact
utilised.
on student learning.
• Students and parents/carers understand the
assessment approaches in the school and their • Upskill staff in the field of EAL/D pedagogy, including • Question:
benefits for learning. the use of the ACARA EAL/D Learning Progressions
• Has staff capacity in the areas of differentiation,
and EAL/D reporting.
assessment and reporting improved?
• Feedback from students on their learning derived
from assessments informs future teaching. • EAL/D specialist staff, include a 0.6FTE SLSO,
• Is there evidence in all faculty programs of authentic
working collaboratively with teaching staff to plan for
differentiation?
• The school uses systematic and reliable information teaching and learning.
to evaluate student learning over time and • Is there evidence in an increase in staff collaboration
implements changes in teaching that leads to Assessment Initiatives to plan for teaching and learning?
measurable improvement.
• Review current assessment practices across the • Is there an increase in student accessibility to and
• The school has processes in place to support school engagement with the curriculum?
Page 5 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021Strategic Direction 2: High Challenge, High Support Teaching and Learning
Improvement measures Initiatives Evaluation plan for this strategic direction
teacher teachers consistent, evidenced-based • Up scale 'Going for green, going for gold' • Are staff consistent in their adoption of these
judgement and moderation of assessments. assessment/rubric initiatives?
Target year: 2024 • Increase staff awareness of quality assessment • Data and analysis: This strategic direction will be
practices and research evaluated through staff surveys, community
School reporting is responsive to community feedback feedback (reporting) and teaching and learning
Reporting Initiatives programs, assessment tasks, CCVs and qualitative
and the school's curriculum directions and initiatives.
sources. . This data will be analysed to to determine
• Capture data from the community about our reporting the extent to which initiatives are being taken up and
• Formative assessment is increasingly used and
practices and how we can improve them. improvement measures met.
recorded to generate point-in-time reporting
opportunities for parents/carers. • Capture data in the form of student voice to ascertain • Implications: Future directions and next steps will
student perspectives and attitudes towards school be developed from this data analysis.
reports.
Target year: 2024
• Develop reimagined reports in response to feedback.
• Bring Your Own Device (BYOD) is fully established • Increase the use and engagement of Sentral's parent
at Armidale Secondary College. portal
• One-to-one learning is occurring in all KLAs.
BYOD Initiatives
• Staff are skilled in the delivery of curriculum in a one-
to-one environment. • Technology Team develops and refines a BYOD
policy that informs staff PL and the direction of
Target year: 2024 technology in the curriculum.
School has implemented a process of KLA review of • One-to-one learning is gradually implemented.
teaching and learning and all KLAs have been reviewed
and provided feedback to commit to continual KLA Review Initiatives
improvement..
• System of reviewing KLAs is implemented to commit
to continued best practice in teaching and learning.
Page 6 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021Strategic Direction 3: Student Voice
Purpose Initiatives Success criteria for this strategic direction
The school's situational analysis identified a need for Students actively participate in meaningful decision-
students to have the opportunity to actively participate in In the classroom making at the school and as a result experience higher
decision making at school on things that shape their levels of wellbeing, empowerment and learning outcomes.
educational experience. Student voice must value the • Learning dispositions are incorporated into teaching
perspectives and opinions of students and act on them in and learning programs and students work with staff Students develop skills and capabilities to feel connected
a way that genuinely shapes learning and decision to develop learning goals and success criteria and successful at school and in life.
making at the school.
• Project/inquiry-based learning is incorporated into
Students have greater agency over their learning and
Stage 4 and 5 with students and staff co-constructing
adults within the school value the perspectives of students
Improvement measures course content/assessment modes
and act on them in a genuine way.
• Learning and teaching activities include informed
Target year: 2024
and planned multicultural perspectives to ensure
students see things through different cultural lenses.
• Students design challenging learning experiences Evaluation plan for this strategic direction
based on learning goals, interests, talents and
In our school
passions. In order to reflect on the effectiveness of the strategic
directions, an evaluative process (QDAI) has been
• Annotated teaching programs showing opportunities • Establishment of Student Government at ASC to
utilised.
for voice, choice and working together. enable student-led projects to improve school
culture, climate and operations in addition to
• 100% of students engage in the reporting process Question: Have students had influence over decisions
engaging students in the governance and decision
through the creation of self-reflection statements. affecting them, their learning and interests? Have
making of the school
students had choice about their learning? Have students
• 100% of Stage 4 and Stage 5 assessment tasks • Student self-reflection on reports and student-led had genuine opportunities to collaborate with other
evidence choice. parent/teacher conferences students and adults in meaningful ways?
Target year: 2024 • Students work with staff to analyse data eg. Tell
Data: Teaching programs, CCVs, TTFM survey data,
Them From Me (TTFM) and identify other sources of
• All Stage 4 and 5 subjects will imbed student agency student focus groups
measuring student satisfaction
and passion will be supported by teachers who are
collaborating to deliver a mix of interdisciplinary and • Opportunities for students to make real-life Analysis: Analysis of the data to ascertain the extent to
project work. connections with our partner schools. which the purpose has been achieved.
• Student Government is the peak body for student • Student-led annual multicultural initiatives, such as
Implications: Where to from here? What are the next
advocacy in the school and is actively supported by Harmony Day and NAIDOC Week.
steps and future directions?
staff as facilitators. • Whole-school student-led events will always include
a student acknowledgement of country in addition to
• All students will be empowered to prepare informed
a multicultural item where possible.
self-reflections on reports and facilitate
student/teacher/parent conferences.
In our community
• Crew will become a vehicle where student agency
and leadership is exercised and sessions are led by • Community-based projects in partnership with other
students. agencies to support learning
• Student engagement with local government and
community organisations
Target year: 2024
• Opportunities for 'real world' learning exist in
Page 7 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021Strategic Direction 3: Student Voice
Improvement measures
partnership with community organisations and
members.
• Students practice and apply skills in agency and
leadership in the community.
• Student TTFM data shows that advocacy at school
will be trending upwards annually towards the state
average (73%).
Target year: 2024
• School events such as Harmony Day and NAIDOC
week will be organised and led by student leaders
• 100 percent of crew groups will be involved in such
school event/s.
• Staff and students will value participation in whole
school events as part of the culture at ASC.
Page 8 of 8 Armidale Secondary College (8915) -2021-2024 Printed on: 12 April, 2021You can also read
