Strategic Improvement Plan 2021-2024 - Katoomba High School 8150 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Katoomba High School 8150
Page 1 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
Katoomba High School strives for excellence in teaching, learning and wellbeing and, Katoomba High School rests on the lands of the Darug and Gundungurra people whose
working in partnership with students, parents, carers and the local community, aims to elders provide a strong connection between the school and the original owners.
develop students who are responsible, responsive, respectful and resilient.
Katoomba High School is a large centre for secondary education located in the Upper Blue
The school culture is focused on high expectations, explicitly teaching the attributes needed Mountains. The student body has almost doubled in number over the last eight years,
for students to reach their full potential, to be advocates for social justice, to be life-long reaffirming the comprehensive nature of the school. The Upper Blue Mountains community
learners and to grow in critical and creative thinking. falls largely into the upper or middle socio-educational advantage range. More than 64% of
student carers completed school at Year 12 (or equivalent) and 84% have gained post-
The school is committed to understanding the stories of each student so that every student school qualifications. The school's FOEI (Family Occupation and Education Index - an index
is known, valued, cared for, and has a strong sense of purpose. The school's foundation is of educational disadvantage related to socio-economic background. FOEI values range
built on its close relationships with parents, carers and community, its genuine consultation from 0-300, the higher the number the higher the levels of need) for 2019/2020 is 73 which
with students as agents of change and its relentless focus on ongoing improvement so that attracts equity funding of $814, 992.
every student, every member of staff and every leader grows.
Alliances and partnerships that supplement and complement the work of the school include:
The school is dedicated to increasing the educational and wellbeing outcomes for all local Blue Mountains Aboriginal Education Consultative Group (AECG), Mountains Youth
students, so they are equipped to leave the school with the knowledge, skills, courage, and Services Team (MYST), Headspace, Women's Health Centre, TAFE, the Upper Blue
positive mindset to navigate their future and succeed in a complex world. Mountains Learning Community (a coalition of public schools working together to benefit the
work of all members) and various cultural and artistic organisations. In 2021, Katoomba
High School has been selected to be part of a pilot school project - Tomorrow Man,
Tomorrow Woman, addressing issues around challenging gender stereotypes.
The student population comprises 6.5% Aboriginal or Torres Strait Islander and 4% from a
language background other than English. The school hosts a large special needs unit with
eight classes catering for students with learning and behavioural disabilities, as well as
autism and anxiety. Most students are drawn from six local primary schools with which the
high school has developed strong partnerships.
Each year between 76%-80% of students successfully transition from Year 10 to Year 11;
most stay at school to gain a Higher School Certificate. Those who leave do so primarily to
take up an apprenticeship or other area of continuing education or employment. A small
number moves to another secondary school. While this trend is viewed as positive by the
community, as part of its 2021-2024 Strategic Improvement Plan (SIP) the school will
collaboratively examine every student's educational journey through analysis of internal and
external wellbeing and student progress and achievement data and evaluate current
practices to best support continuity of learning at all transition points. We will introduce new
ways of working with students and their families throughout their secondary education to
reach personal and educational goals.
At Katoomba High School, every student matters, every lesson, every day. The school's
wellbeing indicator sits at 61.1%. which is calculated by the Department of Education by
aggregation of data from the annual Tell Them From Me survey of students. Internal
deconstruction of this data indicates student 'expectations of success' and 'advocacy at
school' are above State average but 'sense of belonging' is below State average. The
building and maintaining of positive relationships within the school community is at the heart
of Katoomba High School. Through strong social connections, students are best positioned
to progress in their learning, parents develop a strong partnership with teachers and staff
Page 2 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
feel supported, valued and empowered to do their job effectively. The school approaches all
issues from a Choice Theory perspective. This is a philosophical framework based on the
belief that the only person we can ever change is ourselves. This approach encourages
personal responsibility, a clear understanding of the consequences of our behaviour and
seeks to comprehend why the behaviour occurred in the first place. From this transparent,
compassionate and nurturing position, Katoomba High School staff are best equipped to
manage the many complex challenges young people may face during their high school
years. Each year, funds are set aside for professional learning to ensure more staff are
skilled in this program and the competencies that underpin it.
The current and recent pattern of student attendance falls below Department of Education
targets and the school has initiated strategies to directly impact this. The school will
continue to employ a specialist attendance administrator, Community Liaison Officers and
Youth Workers to work with students and executive staff to implement creative initiatives to
improve student attendance. The new SIP will further address ways for teachers, parents
and the community to work together to support consistent and systematic attendance and
wellbeing processes to ensure student learning outcomes continue to grow.
The school offers a wide range of extracurricular activities and has a strong culture of
student volunteering both in school and external to the school. The school has a long
tradition of cultural engagements within the broader Blue Mountains community,
environmental programs and sporting opportunities, both competitive and recreational. In
the 2021-24 SIP we will be innovative in our endeavour to generate greater involvement of
students in the life and governance of the school. We will explore new approaches to
extend our inclusive strategies to engage and support all students in their learning.
At Katoomba High School there is a focus on establishing learning goals, balanced with a
focus on caring. The teaching practices that support this focus are based on trust and
respect and are: student-centred; built on positive communication; centred around
continuous feedback between teacher and students; active, requiring students to work
collaboratively; and engaging, providing students with purposeful activities to stimulate
thinking, enquiry and enjoyment in learning.
Student classroom experiences are enhanced by access to a sacred Aboriginal site
(Birriban) on school grounds that is central to many student learning activities. In addition,
students can be involved in mentoring, work placement, enrichment programs, independent
learning, and study skills programs. The school offers innovative information and
communication technology (ICT) and science, technology, engineering and mathematics
(STEM) initiatives and has a sophisticated computer network, commercial grade hospitality
facilities, a well-resourced library and strong connections with local businesses and
community agencies. Through vocational education courses available on site, the school
enables senior students to gain advanced standing in all vocational training institutions. The
school encourages all VET (Vocational Education and Training) students to take the
opportunity to extend their qualification to an HSC result which can have a positive effect on
their ATAR (Australian Tertiary Admissions Rank).
Page 3 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
Learning goals for students are informed by analysis of internal and external student
progress and achievement data. Building on the school's achievements and the Department
of Education goal that every student, every teacher, every leader and every school
improves every year, the next four years will see Katoomba High School intensify its focus
on strategies for learning success. The school's situational analysis identifies a need to
implement more rigorous approaches to student learning in reading, writing and numeracy
founded on research and supported by teacher professional learning. The school works
tirelessly to have every student engaged and challenged to continue to learn. School
internal data analysis of NAPLAN shows growth in the three key areas of reading (17.2%
from Year 7 to Year 9 with 74.2% of results falling within the top 3 bands in Year 9), writing
(30.6% from Year 7 to Year 9 with 60.2% of results falling within the top 3 bands in Year 9)
and numeracy (11.3% from Year 7 to Year 9 with 77.7% of results falling within the top 3
bands in Year 9). In the new SIP the school will work towards most students achieving in
the top two bands for NAPLAN reading, writing and numeracy.
Since 2017, the school HSC results in the top 3 bands have remained consistently around
50%, which is 9% lower than the Department of Education lower bound target. The school
recognises there needs to be a decrease in the number of Band 1 and Band 2 results
through exemplary teaching practices. Complementing this, there needs to be a response to
issues around student study and learning management practices to improve those results
that fall at the 'borderline'. As part of the 2021-24 SIP, the school will evaluate school
assessment and reporting procedures and strategies to support colleagues in using
assessment data to diagnose, respond to and report on student learning needs. Ongoing
school-wide improvement in teaching practice and student results will be enhanced through
embedded and explicit professional learning based around dialogue, collaboration,
classroom observation, the modelling of effective practice and the provision of specific and
timely feedback.
For teachers to see themselves as leaders for and of learning and enablers of the
conditions for effective learning to take place, they need to develop and enact self-efficacy.
17% of teacher goals on the 2020 Professional Development Plans (PDPs) can be placed
at highly accomplished or lead level of the Australian Professional Standards for Teachers.
This fails to recognise both the experience of the staff and the school's collegial approach to
ongoing professional learning. In the 2021-24 SIP, strategies will be introduced to highlight
and expand strengths-based leadership amongst all school staff and to embed evidence
and informed practices into school operations and classroom practices and to make broader
and deeper connections with the community.
The school is resourced by Department of Education funding for operations and equity.
Funding supports students with additional needs and provides resourcing to ensure all
students are catered for. Additionally, funds are allocated to the school to ensure teaching
and non-teaching staff are provided with relevant professional learning.
Page 4 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
At Katoomba High School we aim for improved student Improving Student Performance Using External Teachers employ evidence-based effective teaching
growth and attainment by engaging students as Measures strategies. Effective methods are identified, promoted and
responsible learners showing measurable improvement in modelled, and students' learning improvement is
literacy, numeracy and academic skills. Improved student The school, through a renewed focus on research- monitored, demonstrating growth. (SEF 2.1.2.3)
performance will result from the implementation of supported teaching strategies, will work towards improved
researched impactful teaching strategies based on data strategies for learning success for all students as Assessment is used flexibly and responsively as an
rich practices in tracking and measuring student progress. measured by external data. integral part of daily classroom instruction (SEF 1.4.1.3)
The school culture of high expectations, innovative
curriculum delivery, excellence in assessment procedures Improving Student Performance Using Internal Teaching and learning programs are dynamic, showing
and teacher feedback will be deepened by building Measures evidence of revisions based on feedback on teaching
student learning management skills. practices, consistent and reliable student assessment and
Through an analysis of all student progress and continuous tracking of student progress and achievement.
achievement data and a range of other contextual (SEF 1.3.2.3)
Improvement measures information the school will re-evaluate its strategies for
learning success with a focus on assessment and student The school analyses student progress and achievement
Target year: 2024 learning management skills. data and a range of other contextual information.
Teachers respond top trends in student achievement, at
DoE WELLBEING target that aggregates Tell Them from
individual, group and whole school levels (SEF
Me data on 'expectations of success', 'advocacy', and
1.4.2.3)
'sense of belonging' increase by 9.5% from 61.6%
(baseline) to 71.1% (upper bound)
Target year: 2022 Evaluation plan for this strategic direction
DoE NAPLAN READING target 1: 33.1% of students For each activity:
(combined Years 7 and 9) are placed in the top 2 bands in
NAPLAN READING. We will be examining the factors that impact on strategies
for learning success through capturing and analysing data
Target year: 2023 including:
DoE NAPLAN READING target 2: 72.1% of students • Internal audit of current practices
(combined Years 7 and 9) achieve expected growth in
NAPLAN READING. • Teacher and student surveys
• Student performance data
Target year: 2022
• Teaching programs and teacher evaluations
DoE NAPLAN NUMERACY target 1: 32.4% of students • Teacher observation data - teacher self and peer
(combined Years 7 and 9) are placed in the top 2 bands in evaluations
NAPLAN NUMERACY.
• Tell Them from Me
Target year: 2023
• NCCD accommodations
DoE NAPLAN NUMERACY target 2: 73% of students • Student health data
(combined Years 7 and 9) achieve expected growth in
NAPLAN NUMERACY. We will specifically look at the degree to which the
initiatives contributed towards meeting improvement
Page 5 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Evaluation plan for this strategic direction
Target year: 2022 measures in the short, medium or long term.
DoE HSC target: increase % of HSC course results in the Finally, we will ascertain the outcomes (both planned and
top 3 bands from 49.8% to 63.7% unplanned) that were produced and the impact on school
improvement.
Target year: 2023
DoE ABORIGINAL HSC ATTAINMENT target: Increase
the proportion of Aboriginal students attaining Year 12 by
50% while maintaining their cultural identity.
Page 6 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Strategies for Learning Success
Purpose Initiatives Success criteria for this strategic direction
At Katoomba High School student learning success will be The school engages in strong collaborations between
achieved by students setting and reaching individual Every Student's Journey parents, students and the community that inform and
goals at a level commensurate with their ability, becoming support continuity of learning for all students at transition
resilient, empowered learners skilled to meet post-school The school will analyse data and review current practices points, including highly mobile students and students with
challenges as engaged citizens. Improvements in learning that directly impact on student growth and attainment to atypical enrolment (SEF 1.1.2.3)
will result from quality relationships, a focus on the inform and support continuity of learning at all student
development of grit, the adoption of a growth mindset and transition points. Effective partnerships in learning with students mean
greater involvement in school governance resulting in students are motivated to deliver their best and continually
perceivable value placed on academic success and Every Student Matters improve (SEF 1.1.1.3)
clearer delineation of post-school options.
The school will analyse data and review current practices The school has implemented evidence-based change to
that directly impact on student growth and attainment and whole school wellbeing practices, resulting in measurable
Improvement measures implement evidence-based change to improve wellbeing improvements in wellbeing and engagement to support
and engagement outcomes. learning (SEF 1.2.2.3)
Target year: 2022
Teachers, parents and the community work together to
DoE ATTENDANCE target: % of students attending
support consistent and systematic processes that ensure
more than 90% of available school time increases from
student absences do not impact on learning outcomes
58.1% to 77.1%
(SEF 1.1.3.3)
Target year: 2022
DoE NAPLAN target: increase % of Aboriginal students Evaluation plan for this strategic direction
achieving top 3 bands in reading and numeracy
For each activity:
Target year: 2023
We will be examining the factors that impact on student
DoE WELLBEING target that aggregates Tell Them from growth and attainment through capturing and analysing
Me data on 'expectations of success', 'advocacy', and data including:
'sense of belonging' increase by 4.5% from 61.6%
(baseline) to 66.1% (lower bound) • Internal audit of current practices
• Various surveys, including from focus groups and
Tell Them from Me
• Student learner profiles and school formal reporting
documents
• Student attendance, suspension, referrals
• Student analysis of school data and
recommendations
• Number of students involved in school governance
We will specifically look at the degree to which the
initiatives contributed towards meeting improvement
measures in the short, medium or long term.
Page 7 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Strategies for Learning Success
Evaluation plan for this strategic direction
Finally, we will ascertain the outcomes (both planned and
unplanned) that were produced and the impact on school
improvement.
Page 8 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Enabling Conditions for Effective Learning
Purpose Initiatives Success criteria for this strategic direction
At Katoomba High School we recognise excellence School staff collaborate with the school community to use
requires the development of self-efficacy in individuals Use Evidence-Based Leadership to Inform and student progress and achievement data to identify
enabling them to take risks, reflect on their impact, work Operationalise School Improvement strategic priorities, and develop and implement plans for
alongside colleagues and the community to continue to continuous improvement. (SEF 2.2.4.3)
grow the conditions enabling all students to thrive in an Build capacity across the school at all levels to drive
environment created for effective learning to take place. collaborative school improvement focusing on the The leadership team establishes a professional learning
Through this strategic improvement plan we aim for development of processes, systems and structures to community which is focused on continuous improvement
teachers to see themselves as leaders for / of learning, ensure improvement at Katoomba High School. of teaching and learning (SEF 3.1.2.3)
providing the enabling conditions for effective learning.
Our staff will be role models for students in responsible Building and Utilising Staff Strengths and Community The school demonstrates a high performance culture, with
risk-taking while building the skills needed to be leaders in Partnerships for Improved Student Performance a clear focus on student progress and achievement and
faculty, classroom or administration. high quality service delivery. All students are taught by
Enabling conditions for effective learning will be enhanced high performance teachers, and the leadership team
by an expanded team of school leaders that works supports the recognition of this through the teacher
Improvement measures collaboratively with the broad professional learning accreditation process. (SEF 3.1.3.3)
community to solicit and address feedback on school
Target year: 2024 performance. participation and partnership with the The school regularly solicits and addresses feedback on
community, to enhance its positive impact on student school performance from students, staff, parents and the
Increase in % of teachers who rate their self-efficacy learning and wellbeing. broader school community (SEF 3.1.4.2)
above 4 on the Collective Teacher Efficacy survey from
2020 baseline
The school uses research, evidence-based strategies and
innovative thinking in designing and implementing a
Target year: 2024
school plan that successfully delivers ongoing, measured
improvement in student progress and achievement. (SEF
Increase by 10% the proportion of students involved in
3.2.2.3)
data analysis and school planning from 2020 baseline
Target year: 2024
Evaluation plan for this strategic direction
50% of teaching staff involved in Observe and Share
For each activity:
Target year: 2024
We will be examining the factors that impact on enabling
Increase in the proportion of staff PDP goals at Highly conditions for effective learning through capturing and
Accomplished level from 13.5% to 50% analysing data including:
Target year: 2024 • Internal audit of current practices
Annual parent and student focus groups and surveys • Various surveys, including from focus groups and
indicate 50% growth in feedback and engagement. Tell Them from Me
• Planning documents, notes from meetings & reports
Target year: 2024 from key stakeholders
80% increase in parent access of parent portal from 2020 • Teacher PDP
baseline • Student performance data
Page 9 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Enabling Conditions for Effective Learning
Improvement measures Evaluation plan for this strategic direction
Target year: 2024 • Parent portal data
• Number of students involved in school governance
30% increase in number of programs that involve parents
/ carers in the education of their children and broader • Evaluations from parent / community programs
school priorities and activities
We will specifically look at the degree to which the
initiatives contributed towards meeting improvement
measures in the short, medium or long term.
Finally, we will ascertain the outcomes (both planned and
unplanned) that were produced and the impact on school
improvement.
Page 10 of 10 Katoomba High School (8150) -2021-2024 Printed on: 1 April, 2021You can also read
