Strategic Improvement Plan 2021-2024 - Cootamundra High School 8190 - Amazon AWS

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Strategic Improvement Plan 2021-2024 - Cootamundra High School 8190 - Amazon AWS
Strategic Improvement Plan 2021-2024

                  Cootamundra High School 8190

Page 1 of 8              Cootamundra High School (8190) -2021-2024   Printed on: 31 March, 2021
School vision and context
       School vision statement                                                                                      School context
       At Cootamundra High School we believe that every student should be challenged to learn                       Cootamundra High School (CHS) is a rural comprehensive high school that services
       and continually improve in a respectful, inclusive and high expectation environment.                         Cootamundra and the surrounding rural community. CHS has a student population of 310,
       Together, with all stakeholders: Parents, students, staff, community, we will collaboratively                which includes three multi categorical classes that are fully immersed in mainstream
       empower our students to become adaptable, connected, resilient and self-directed learners                    curriculum and experiences. We offer an Off-campus Outreach Centre enabling students
       who make a successful transition from school to future pathways.                                             with exceptional circumstances to continue their educational journey with dignity and
                                                                                                                    respect. Our inclusive Enrichment Studio, Aboriginal Hub and Sensory gym along with
       Our core values are Respect, Responsibility and Excellence. Our mantra is Teachers                           access to both internal (School Psychologist) and external agencies and community
       Teach, Students Learn and Be Kind all of which are demonstrated by Every Student, Every                      partners (Headspace, CAMHS, Mission Australia, NDIS specialists, Rotary, Education
       Staff member, Every Leader, in Every Classroom, Every day through their Behaviour,                           Foundation, William Rubensohn), enable our students to connect, succeed and thrive at
       Attitudes and Actions.                                                                                       school. The school has 13% Aboriginal and Torres Strait Islander students and proudly
                                                                                                                    stands on 4 hectares of Gudhamangdhuray Wiradjuri land. Gudhamangdhuray means
                                                                                                                    marshlander or keep of the marsh. The task of the Gudhamangdhuray Wiradjuri people was
                                                                                                                    to keep their marsh lands and valley in good condition to protect their totems the long neck
                                                                                                                    turtle and pied currawong. We recognise the strength and resilience of the girls of the
                                                                                                                    'Stolen Generations' who attended our school having resided at The Cootamundra
                                                                                                                    Domestic Training Home for Aboriginal Girls, known as "Bimbadeen". Students are offered
                                                                                                                    a wide range of courses across all years and this includes Vocational Education and
                                                                                                                    Training courses at the local Cootamundra TAFE. CHS students continually experience
                                                                                                                    success in the HSC and have access to a wide and varied extra-curricular program
                                                                                                                    including the Duke of Edinburgh scheme and award winning Cattle Show team. CHS has
                                                                                                                    changing demographics that are clearly influenced by the state of the rural economy. The
                                                                                                                    school has a Family Occupation Employment Index of 128, indicating the socioeconomic
                                                                                                                    structure of the school. CHS is a Positive Behaviour for Learning school with the core
                                                                                                                    values of Respect, Responsibility and Excellence. CHS has recently undergone extensive
                                                                                                                    renovations and upgrades to all teaching and learning spaces which included the
                                                                                                                    installation of state of the art interactive panels in every teaching space. With the acquisition
                                                                                                                    of sufficient ICT resources, staff and students are becoming proficient at using Microsoft
                                                                                                                    Teams, Google Classroom and Edrolo platforms. Our outdoor spaces and sporting facilities
                                                                                                                    have also been upgraded most notably our new Basketball courts and cola. CHS staff is
                                                                                                                    comprised of a balance of experienced long-term teachers with younger and new scheme
                                                                                                                    teachers now an integral part of the framework of our school. Whole school professional
                                                                                                                    learning has a strong focus on evidence and research informed pedagogy including the
                                                                                                                    Berry Street Education Model, Dr Chris Sara's Strong Smarter philosophy, Bridges Out of
                                                                                                                    Poverty along with James Anderson's Growth Mindset continuum. A small but very active
                                                                                                                    P&C are our best advocates.

Page 2 of 8                                                                              Cootamundra High School (8190) -2021-2024                                                                      Printed on: 31 March, 2021
Strategic Direction 1: Student growth and attainment

       Purpose                                                       Initiatives                                                    Success criteria for this strategic direction
       Student growth and attainment is the collective               Data informed teaching and learning (WWB Data to               All teaching and learning programs are responsive to the
       responsibility of all stakeholders in our school community.   inform practice, Assessment)                                   needs of all learners, showing evidence of revisions
       In order to maximise student learning outcomes in reading                                                                    based on feedback on teaching practices, student
       and numeracy and to build strong foundations for              An integrated approach to quality explicit teaching,           assessment and continuous tracking of student progress
       academic success, we will further develop and refine data     curriculum planning and delivery, assessment and data          and achievement.
       driven collaborative teaching practices that are responsive   analysis promotes learning excellence and
       to the learning needs of individual students.                 responsiveness in meeting the needs of all students.           Teachers collaborate to share curriculum knowledge,
                                                                                                                                    data, feedback & other information about student progress
                                                                      •   Embed and use professional learning models to build       & achievement which meet the learning needs of all
       Improvement measures                                               teacher capacity and collective pedagogical practice      students.
                                                                          in using data effectively.
       Target year: 2024
                                                                                                                                    Assessment data is collected in reading and numeracy on
                                                                      •   Dedicate regular time to using data effectively,
                                                                                                                                    a regular and planned basis and used responsively as an
       Target year: 2023                                                  collect meaningful data and analysing the data to
                                                                                                                                    integral part of classroom instruction.
                                                                          monitor student learning and progress.
       Results for Aboriginal students are equivalent to the
                                                                      •   Make informed point in time teaching decisions            Assessments are developed and used regularly across
       progress and achievement of other students in the school.
                                                                          based on data analysis.                                   the whole school to promote consistent and comparable
                                                                                                                                    judgment of student learning, monitor student learning
       Temora Network Priority -Aboriginal Student HSC                •   Make student assessment part of everyday practice         progress and identify skill gaps for improvement and
       Attainment                                                         enabling students to reflect on progress and inform       areas for extension.
                                                                          their personal learning goals.
       Increase the proportion of Temora Network Aboriginal
                                                                      •   Design and deliver high quality formal assessment         Data and feedback inform teaching practice and direct
       students attaining Year 12 HSC to 53.9% by 2023, while
                                                                          tasks including structured group assessments.             learners and learning.
       maintaining their cultural identity.

       Target year: 2024                                             Effective Classroom Practice (WWB-Explicit                     Staff monitor and analyse formative assessment data to
                                                                     Teaching, Classroom Management, Effective                      differentiate learning at the point of instructional need
       Year 7-10 students demonstrate growth and achieve their       Feedback)                                                      resulting in continuous academic improvement for every
       co-developed literacy and numeracy learning goals based                                                                      student.
       on the National Literacy and Numeracy Learning                All teachers are committed to identifying, understanding
       Progressions.                                                 and implementing the most effective explicit teaching          Students understand and achieve their personal literacy
                                                                     methods, with the highest priority given to evidence-based     and numeracy goals.
       Target year: 2024                                             teaching practice that optimises learning progress for all
                                                                     students, across the full range of abilities.                  Progress and achievement of equity groups within the
       Improvement as measured by the School Excellence                                                                             school is equivalent to the progress and achievement of
       Framework (SEF):                                               •   Prepare for explicit teaching.                            all students in the school.
                                                                      •   Explain, model and guide learning and develop high
       Learning: Curriculum and Assessment are validated as                                                                         Visible Learning Intentions and Co-constructed Success
                                                                          quality student-teacher relationships.
       Excelling.                                                                                                                   Criteria and feedback are embedded practices in all
                                                                      •   Provide structure, predictability and opportunities for   learning spaces across the school.
       Teaching: Effective Classroom Practice and Data Skills             active student participation in the classroom.
       and Use are validated as Excelling. Professional                                                                             Families are actively engaged in their child's learning,
                                                                      •   Actively supervise student to keep them on task,          working in close partnership with the school to support
       Standards Theme - Literacy and Numeracy focus is also              monitor student progress, check understanding and
       validated at Excelling.                                                                                                      learning with access to student goals and progress
                                                                          provide students with specific feedback about what        through a variety of sources.
                                                                          they need to do to achieve growth as a learner and
                                                                          to demonstrate mastery.
Page 3 of 8                                                                        Cootamundra High School (8190) -2021-2024                                                        Printed on: 31 March, 2021
Strategic Direction 1: Student growth and attainment

       Improvement measures                                       Initiatives                                                    Evaluation plan for this strategic direction
       Leading: Educational Leadership is validated as             •   Students to self-asses, reflect and monitor their work.   The school will use the following data sources to regularly
       Excelling.                                                      Students act on feedback they receive.                    analyse the effectiveness of the initiatives in achieving the
                                                                                                                                 purpose and improvement measures of the Strategic
       Target year: 2022                                           •   All learning environments are well manged within a
                                                                                                                                 Direction. This analysis will guide and inform the school's
                                                                       consistent, whole school approach. A clear
                                                                                                                                 future direction:
       Achievement of 2022 system negotiated targets                   escalation path for persistent misbehaviour and
                                                                       associated consequences are known by all.                  •   NAPLAN, Yr 7 Best Start, Yr 8-9 Check In
       23.5% of students will be in the Top 2 Bands for                                                                               Assessment, PAT and HSC data
       Numeracy (baseline 13.8%)
                                                                                                                                  •   SCOUT - value add data
       19.9% of students will be in the Top 2 Bands for Reading                                                                   •   Teaching Sprint and Learning Walk data analysis
       (baseline 9.4%)
                                                                                                                                  •   Student work samples
       18.7% of students Results will be the in Top 2 Bands for                                                                   •   Literacy and Numeracy PLAN 2 data
       the HSC (baseline 6.3%)
                                                                                                                                  •   Student progress mapped against the progressions
       47.5% of Aboriginal student Results will be in the Top 3                                                                   •   Student PLP's and IEP's - goal achievements
       Bands for the HSC (baseline 35.4%)
                                                                                                                                  •   Student, staff, parent focus groups and survey
       Target year: 2023                                                                                                              responses
                                                                                                                                  •   Observations
       Achievement of 2023 system negotiated targets
                                                                                                                                  •   Faculty programs, lesson plans and assessment
       68.7% of students will achieve expected growth in                                                                              tasks
       Numeracy (baseline 55.8%)
                                                                                                                                 The evaluation plan will involve:
       69.6% of students will achieve expected growth in
       Reading (baseline 59.0%)                                                                                                   •   Regular review of these data sources to provide
                                                                                                                                      clarity around whether we are on track for achieving
                                                                                                                                      the intended improvement measures.
                                                                                                                                  •   Regular whole school professional discussions
                                                                                                                                      around the School Excellence Framework elements
                                                                                                                                      and themes
                                                                                                                                  •   Executive team and whole staff reflective sessions.
                                                                                                                                  •   Term by term review and triangulation of data
                                                                                                                                      sources including qualitative and quantitative,
                                                                                                                                      internal and external data to corroborate conclusions.
                                                                                                                                      and inform future actions.

Page 4 of 8                                                                     Cootamundra High School (8190) -2021-2024                                                         Printed on: 31 March, 2021
Strategic Direction 2: Wellbeing - Connect, Succeed, Thrive and Learn

       Purpose                                                          Initiatives                                                     Success criteria for this strategic direction
       To enable our students to connect, succeed, thrive and                                                                           Planning for learning is informed by sound holistic
       learn, there will be a planned approach to developing            Wellbeing and Engagement (WWB Wellbeing and                     information about each student's wellbeing involving
       whole school wellbeing process that support high levels of       High Expectations)                                              consultation with parents/carers.
       wellbeing and engagement. The school engages in strong
       collaborations between all stakeholders including, the           The school culture is strongly focused on learning, the         The implementation of whole school practices that
       Gudamundury Community of Schools, that inform and                building of educational aspiration and ongoing                  facilitate measurable improvements in wellbeing and
       support continuity of learning for all students at significant   performance improvement throughout the whole school             engagement that support all students learning at high
       transition points.                                               community. High levels of student wellbeing, cognitive,         stake transition points including Stage 3-4 (Middle
                                                                        social, physical, emotional and spiritual, foster this.         School), Stage 5-6 (Snr High School) and post school.
       Improvement measures                                              •   Establish clear and consistent expectations for            High functioning Learning and Support processes guide
                                                                             learning and behaviour with all stakeholders and           and assist all stakeholders in actively supporting students
       Target year: 2022                                                     guide and support students towards meeting these           learning and wellbeing needs.
       Achievement of 2022 system negotiated targets:
                                                                         •   Develop strategies to proactively teach healthy            All stakeholders work together to support consistent and
                                                                             coping strategies, resilience and self-regulation.         systematic processes that ensure absences do not impact
       67.1% of students will be Attending at or above 90%
                                                                                                                                        on learning outcomes.
       (baseline 57%).                                                   •   Build a positive learning environment characterised
                                                                             by supportive high expectation relationships and           Teachers demonstrate increased expertise in
       Tell Them From Me Wellbeing data will increase to 67.9%               regular contact with each student.                         implementing explicit teaching strategies that support
       (baseline 57.5%).
                                                                                                                                        students with complex trauma and/or behaviour
                                                                         •   Target support for different phases of student
       Target year: 2024                                                     development and for students who may be at risk.
                                                                         •   Use collaborative strategies and share with all            Visible student and staff movement along the Growth
       Targeted students achieve their Personal Learning and
                                                                             stakeholders across our community of schools,              Mindset continuum.
       Support Plan (PLSP) goals in wellbeing, attendance and
                                                                             including other agencies as required, to support the
                                                                             wellbeing of students.                                     Widespread positive and respectful relationships are
                                                                                                                                        evident throughout the school through explicit teaching
       Aboriginal students achieve their robust, co developed
                                                                        Expertise and Collaboration (WWB High Expectations,             and reflection of school values and expectations,
       Personalised Learning Pathway goals every year.
                                                                        Explicit Teaching and Collaboration)                            promoting student wellbeing and ensuring optimum
                                                                                                                                        learning conditions.
       All students have a mentor/advocate who helps them to
                                                                        Whole school and inter-school relationships provide
       identify annual learning and personal goals that are
                                                                        systems that facilitate professional dialogue, collaboration,
       monitored and achieved.
                                                                        classroom observation, the modelling of effective practice
                                                                        and the provision of specific and timely feedback between
                                                                                                                                        Evaluation plan for this strategic direction
       Target year: 2024
                                                                        teachers. This drives ongoing, school wide improvement
                                                                                                                                        The school leadership, Learning and Support and
                                                                        in teaching practice and student results.
       The Learning and Support Team (LST) systems,                                                                                     Wellbeing teams will, through consultation with all
       processes and practices, that address the learning needs                                                                         stakeholders, determine whether student's wellbeing,
       of students, is known, valued and utilised in a timely and                                                                       attendance and behaviour programs are enabling
                                                                         •   Consistently challenge all students to learn new
       effective manner by all staff.                                                                                                   students to maximise their learning potential and assisting
                                                                                                                                        them to become engaged, independent, responsible and
       Improved learning outcomes for students identified                •   Seek professional learning opportunities to share          self-regulatory.
       through the LST is consistently observed in learning                  and gain expertise in evidence based teaching
       spaces across the school and is measurable.                           practice.                                                  The following data will be analysed in the determination:

Page 5 of 8                                                                           Cootamundra High School (8190) -2021-2024                                                        Printed on: 31 March, 2021
Strategic Direction 2: Wellbeing - Connect, Succeed, Thrive and Learn

       Improvement measures                                           Initiatives                                                   Evaluation plan for this strategic direction
       Target year: 2024                                               •   Participate in regular, structured lesson observations    •   Attendance data
                                                                           that focus on how different teaching approaches
                                                                                                                                     •   Wellbeing data
       Stronger and improved collaborations between the                    impact on student learning.
       Gudhamangdhuray Community of Schools (GCoS)                                                                                   •   Behaviour data
       informs and supports continuity of learning for all students    •   Dedicate time throughout the school year for working
       as they transition to high school.                                  with colleagues, including our GCoS colleagues, to        •   Suspension data
                                                                           plan, develop and refine teaching and learning
                                                                           programs.                                                 •   TTFM survey data
       Teaching staff across the GCoS consistently demonstrate
       and share their expertise.                                      •   Work in partnership with colleagues to achieve            •   Positive Behaviour for Learning data
                                                                           shared collaboration goals.                               •   Program/Activity evaluations
       The GCoS embeds innovative transition practices and has
       processes in place to evaluate, refine and scale success.                                                                     •   Student, staff and parent feedback and surveys

       Target year: 2024

       Improvement as measured by the School Excellence
       Framework (SEF):

       Learning: Learning Culture and Wellbeing are validated
       as Excelling.

       Teaching: Learning and Development is validated as

       Leading: Educational Leadership and School Planning,
       Implementation and Reporting are validated as Excelling.

Page 6 of 8                                                                         Cootamundra High School (8190) -2021-2024                                                    Printed on: 31 March, 2021
Strategic Direction 3: Leadership for Whole School Improvement

       Purpose                                                       Initiatives                                                      Success criteria for this strategic direction
       The Principal and school leadership team model                                                                                  •   The leadership team maintains a focus on distributed
       instructional leadership and support a culture of high        Building Staff Leadership Capacity (WWB -Explicit                     instructional leadership to sustain a culture of
       expectations and community engagement, resulting in           Teaching and Collaboration)                                           effective, evidence-based teaching and ongoing
       sustained and measurable whole school improvement.                                                                                  improvement so that every student makes
       The building of leadership capacity within both students      Lead teachers are recognised and respected as                         measurable learning progress and gaps in student
       and staff is highly visible.                                  exemplary teachers. They demonstrate consistent and                   achievement decrease.
                                                                     innovative teaching practice over time. Inside and outside
                                                                     the school they initiate ,drive and lead activities that focus    •   The leadership team establishes a professional
       Improvement measures                                          on improving educational opportunities for all students..             learning community which is focused on continuous
                                                                     They engender the relationship between highly effective               improvement of teaching and learning.
       Target year: 2024                                             teaching and learning in ways that inspire colleagues to          •   The school demonstrates a high performance
                                                                     improve their own professional practice.                              culture, with a clear focus on student progress and
       Leadership is evidenced at every level of the school
       environment. There will be an uplift in the number of                                                                               achievement and high quality service delivery. All
                                                                       •   Leading teaching and learning                                   students are taught by high performing teachers, and
       students, staff, parents and carers contributing to the
       leadership of the school and to the achievement of its          •   Developing self and others                                      the leadership team supports the recognition of this
       goals and priorities.                                                                                                               through the teacher accreditation process.
                                                                       •   Leading improvement, innovation and change
                                                                                                                                       •   The school is recognised as excellent and
       Target year: 2024                                               •   Leading the management of the school                            responsive by its community because it uses best
                                                                       •   Engaging and working with community                             practice to embed a culture of high expectations, and
       Professional learning in the school emphasises                                                                                      effectively caters for the range of equity issues in the
       developing effective instructional leadership, management                                                                           school.
                                                                     Building Student Voice, Participation and Leadership
       skills and leadership attributes to facilitate whole school
                                                                     Capacity                                                          •   Staff and students go beyond "Fixed v's Growth" to a
       improvement and builds a strong pipeline of leaders.
                                                                                                                                           deeper understanding of mindsets in the 8 core focus
                                                                     Student voice, participation and leadership is students               areas: World View, Challenges, Encountering
       Uplift in us seeking opportunities for professional growth
                                                                     actively participating in decision making at school on                Difficulty & Obstacles, Effort, Feedback & Criticism,
       through engagement in state, national and global
                                                                     things which shape their educational experiences.                     Success of Others, Making Mistakes and Offered
       educational developments.
                                                                     Student voice, participation and leadership is more than              Help and Support.
                                                                     just students 'having a say' and 'being heard'. To be
       Target year: 2024                                                                                                               •   Visible and measurable increase in student voice,
                                                                     successful schools must value the perspectives and
                                                                     opinions of students and act on them in a way that                    student participation and Leadership capacity across
       The school creates challenging roles, responsibilities and                                                                          the many facets of the school and beyond the school
                                                                     genuinely shapes learning and decision making at school.
       opportunities for staff and students that leverage and grow                                                                         gates.
       their talents.
                                                                     Including student voice, participation and leadership in          •   Uplift in the number of parents/carers actively
                                                                     decision making can:                                                  engaging in school events such as P&C,
                                                                                                                                           Teacher/Parent sessions, Tell Them From Me and
                                                                       •   Allow students and teachers to design solutions
                                                                                                                                           school based surveys, school forums.
                                                                                                                                       •   Uplift in the number of students actively engaging in
                                                                       •   Increase engagement in learning
                                                                                                                                           whole school and House Group activities.
                                                                       •   Build connections and belonging
                                                                                                                                       •   Junior AECG established.
                                                                       •   Create a positive environment and culture
                                                                                                                                       •   Uplift in the number of students participating in and
                                                                       •   Develop personal and social capabilities                        completing the Duke of Edinburgh Award Scheme.

Page 7 of 8                                                                        Cootamundra High School (8190) -2021-2024                                                          Printed on: 31 March, 2021
Strategic Direction 3: Leadership for Whole School Improvement

                                                                                           Evaluation plan for this strategic direction

                                                                                            •   Tell Them From Me survey data -student, staff,
                                                                                            •   Internal school survey data
                                                                                            •   Community attendance and participation in school
                                                                                            •   Student participation in House Group initiatives

Page 8 of 8                                    Cootamundra High School (8190) -2021-2024                                                  Printed on: 31 March, 2021
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