Strategic Improvement Plan 2021-2024 - Cootamundra High School 8190 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Cootamundra High School 8190
Page 1 of 8 Cootamundra High School (8190) -2021-2024 Printed on: 31 March, 2021School 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, 2021Strategic 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, 2021Strategic 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, 2021Strategic 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.
expectations.
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
difficulties.
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
behaviour.
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
things.
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, 2021Strategic 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
Excelling.
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, 2021Strategic 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.
together
• 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, 2021Strategic Direction 3: Leadership for Whole School Improvement
Evaluation plan for this strategic direction
• Tell Them From Me survey data -student, staff,
parent/carers
• Internal school survey data
• Community attendance and participation in school
events
• Student participation in House Group initiatives
Page 8 of 8 Cootamundra High School (8190) -2021-2024 Printed on: 31 March, 2021You can also read
