Strategic Improvement Plan 2021-2024 - The Forest High School 8372 - Amazon AWS
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Strategic Improvement Plan 2021-2024
The Forest High School 8372
Page 1 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021School vision and context
School vision statement School context
At The Forest High School, we strive to provide opportunities for students to be challenged The Forest High School is a co-educational, comprehensive secondary school for Years 7
to engage in school and community life now and into the future. We are committed to to 12 students with a unit of three special education classes catering for the learning needs
ensuring that every student, every year is improving and progressing. We have high of students with autism. The school is located in Northern Metropolitan Sydney's Northern
expectations of our staff and students and we continually strive to improve ourselves and Beaches area. The student population of 825 students has been steadily growing over the
our work so that all students can acquire the knowledge, skills and character needed to live last several years. Our school community is culturally and linguistically diverse.
happy, healthy and successful lives. Approximately 20% of students are from an EAL/D (English an additional language or
dialect) background. 2.2% of all students identify as having Aboriginal background, with
some of the students coming from rural and remote areas of NSW. Students participate in a
wide range of curricular and extra-curricular learning experiences focusing on academic
improvement and excellence across a range of academic, cultural, sporting and vocational
pursuits.
The school's staffing entitlement in 2020 was 62 teaching staff and 13.5 non-teaching staff.
The school also employs a third Deputy Principal, a Head Teacher Secondary Studies, a
Head Teacher Wellbeing and an additional 0.6 Learning and Support Teacher (LaST) as
well as several School Learning and Support Officers. The majority of our executive staff
have been at the school for more than five years. There is a small turnover of staff each
year due to retirements, transfers and promotions.
The school is strongly supported by its diverse community, with an active Parent and
Community (P&C) Committee. We have fostered strong community partnerships with the
Northern Beaches Hospital, local communities of schools, universities, businesses, cultural
institutions and community groups. The school has established in-house enterprise learning
opportunities for students, including a student managed coffee café. Students
represent the school across the metropolitan area in art exhibitions, music and dance
ensembles, charity work, public speaking and a wide range of sporting activities with
national, state and regional representation.
The majority of the school's equity funding will be used to support initiatives developed in
the 2021 - 2024 School Improvement Plan. Some funds will be used to support other
activities not embedded in this plan.
The school is committed to continually improving and embedding quality teaching practices
with professional learning being a key strategy for achieving this objective. Professional
learning will ensure that both students' literacy and numeracy levels are enhanced through
improved data collection, analysis and use, which underpins our plan to ensure
individualised and differentiated learning programs are effectively implemented whole
school.
The school will move forward with a focus on four themes: data to inform practice,
classroom management, assessment and explicit teaching. We will continue to expand and
refine the Writing Passport Program 7 - 10 and continue our focus on wellbeing for effective
learning with a goal to ensure every student can identify a teacher advocate at school.
Professional learning will be implemented to build teachers' capacity to coach and mentor
students.
Page 2 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021School vision and context
School vision statement School context
The focus on Higher School Certificate performance will continue in the School
Improvement Plan with staff professional learning around analysis and use of data to
increase teachers' understanding of how to deepen student knowledge and skills through
explicit teaching of concepts and writing extended responses.
Page 3 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to ensure that every student is engaged, Strengthening students' knowledge and skills and At least 35% of students achieve in the top two bands for
challenged and encouraged to learn in every classroom. improving student achievement in the HSC through a NAPLAN reading and numeracy.
By creating a school culture of aspirational learning, continued teacher focus on quality teaching practice,
students are empowered to achieve sustained and long effective formative assessment, explicit feedback, high The expected growth for each student is identified and
term growth. expectations and differentiation. The most effective students are achieving higher than expected growth on
evidence-based teaching methods are identified, internal school progress and achievement data.
promoted and modelled, and students' learning
Improvement measures improvement is monitored, demonstrating growth. All teachers understand and explicitly teach literacy and
numeracy to students at all levels of achievement, in all
• Year 9 NAPLAN - Increase in the % of students • Teaching practice is informed by research such as subject areas, with success that can be measured by
achieving in the top 2 NAPLAN bands in reading to be What Works Best and High Impact Professional improved student progress and achievement data.
beyond the baseline data of 23.5%. Learning.
• Year 9 NAPLAN - Increase in the % of students All teachers are committed to identifying, understanding
• Develop thorough teacher understanding and
achieving in the top 2 NAPLAN bands in numeracy to and implementing the most effective explicit teaching
professional capacity for analysis of HSC (RAP data)
be beyond the baseline data of 32.2%. methods, with the highest priority given to evidence-based
and minimum standard data to identify improvement
teaching strategies.
• Increase in the % of HSC course results in the top measures and to target areas as required. (WWB -
three bands beyond the baseline data of 61.2% use of data to inform practice)
Teachers clearly understand, develop and apply a full
• Strengthen teacher use of effective formative range of assessment strategies in determining teaching
• Year 9 NAPLAN - Increase the % of students assessment and feedback as guided by the School directions, monitoring and assessing student progress
achieving at or above expected growth in reading Excellence Framework. and achievement, and reflecting on teaching
beyond the baseline data of 63.8%.
effectiveness.
• All teachers build a culture of high expectations in
• Year 9 NAPLAN - Increase the % of students their classroom through appropriate differentiation of
achieving at or above expected growth in numeracy the curriculum in order to challenge and engage Evaluation plan for this strategic direction
beyond the baseline data of 59.1%. students.
Questions: Are effective evidence-based teaching
• SEF assessment of the element of 'Student • All teachers collaborate on their teaching practice and methods used to improve student literacy and numeracy
Performance Measures' indicates improvement from reflect on teaching effectiveness. and their achievement in the HSC? What is the impact of
Delivering to Sustaining and Growing. increasing teachers' ability to analyse data, collaborate
• Review and improve the use of student goal setting,
• SEF assessment of the element of 'Effective mentoring and study skills program to plot student and reflect on practice on student performance?
Classroom Practice' indicates improvement from learning and differentiate teaching.
Sustaining and Growing to Excelling. Data: A combination of multiple data sources will be
collected, analysed and regularly reviewed by teachers,
Build the capacity of all teachers to improve students' leaders and project teams. These will include: external
literacy and numeracy skills through effective professional student performance measures (NAPLAN, PLAN2,
learning, data analysis, use of progressions, collaboration SCOUT, RAP and HSC minimum standards); VALID?
and explicit teaching practice. Check-in Assessments? internal student performance
measures (Literacy and Numeracy Progressions); school-
• Professional learning in literacy and numeracy via based data (student work samples, PLPs, ILPs); feedback
MyPL and teaching practice is informed by CESE from project teams, staff and community via observations,
research. (PL) surveys and focus groups; and School Excellence
Framework assessments.
• Develop thorough teacher understanding and
professional capacity for analysis of Best Start,
Analysis: Regular review of data for analysis, reflection
NAPLAN, Check-in assessment data to identify
and reporting. Collegial discussion and collaboration by
monitor improvement measures and to target areas as
Page 4 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021Strategic Direction 1: Student growth and attainment
Initiatives Evaluation plan for this strategic direction
required. (WWB - use of data to inform practice) teachers, leaders and project teams to assess the extent
to which the purpose and improvement measures have
• Whole school adoption of Literacy and Numeracy
been achieved. Regular reporting against the progress
Learning Progressions and PLAN2.
measures by the leadership team will inform feedback to
• Strengthen whole school teacher collaboration of the project teams.
evidence-based programs used for writing and
numeracy, guided by the School Excellence Implications: Whole school data will show the level of
Framework. student growth and achievement attained that will inform
future school planning to ensure continuous improvement
• Develop high impact professional learning for EAL/D in teaching practice and a school culture of student
and GAT teaching and implementation. empowerment in learning.
• All teachers explicitly teach literacy and numeracy
skills to students, addressing individual student needs
and ensuring that all students are challenged and all
adjustments lead to improved learning. (WWB -
explicit teaching)
• Implement targeted intervention and strategies for
students identified as achieving in the bottom two
bands of NAPLAN for literacy and numeracy.
Page 5 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021Strategic Direction 2: Quality Teaching Practices
Purpose Initiatives Success criteria for this strategic direction
We have high expectations and we continually seek to Observable characteristics of the desired future state
improve ourselves and our work. Teachers will work Improve Quality Teaching practice through focus on for the school once their success has been achieved.
collaboratively and reflectively adapting their practice dialogue, collaboration, and classroom observation. To A description of what success looks like:
through quality, targeted professional learning and use of achieve this:
student data to inform teaching. Quality Teaching Rounds
• Teachers work collaboratively in groups by
undertaking Quality Teaching Rounds Professional The school uses embedded and explicit systems that
Improvement measures Learning. This is facilitated by experts in the school facilitate ongoing professional dialogue, collaboration,
and increasing the number of groups trained each classroom observation, the modelling of effective practice
• Increase the % of teachers trained in Quality Teaching year. and the provision of specific and timely feedback between
Rounds to 38%
teachers(SEF-SaS Framework, Learning & Development-
• Teacher participation in QTR practices promotes
• Increase whole school communication and Collaborative Practice and Feedback). The number of
deeper understanding of educational pedagogies
collaboration utilising the Canvas Platform. All teachers trained in QTRs increases.
which become recognisable and measurable in the
teachers using key features for all classes classroom.
A whole school approach ensures the most effective
• Majority of teachers (%) trained in Quality Teaching • Teachers trained as experts in Quality Teaching evidence-based teaching methods optimise learning
Rounds to 68% promote a deep understanding of educational progress for all students, across the full range of abilities.
pedagogies in the classroom Teachers employ evidence-based effective teaching
• Canvas is consistently utilised by all teachers as the
strategies. Effective methods are identified, promoted and
whole school online learning platform.
All teachers effectively utilise Canvas to work modelled, and students' learning improvement is
collaboratively, teach online and provide assessment and monitored, demonstrating growth. (SEF-SaS Framework ,
feedback to students. To achieve this: Effective classroom practice-Explicit Teaching)
• Mentoring and support for Canvas in all faculties CANVAS Learning Platform
• Teachers use data to inform and improve pedagogy.
Teaching staff demonstrate and share their expertise
Teachers PL delivered to develop better
within their school. All teachers have expert contemporary
understanding of data collection points - What Works
content knowledge and deploy effective teaching
Best, RAP analysis, Tell Them from Me, semester
strategies. The school trials innovative practices and has
student reports, Sentral Insight and Profile data,
processes in place to evaluate, refine and scale success.
Individual Learning Plans, Nationally Consistent
(SEF SaS Learning and Development-Expertise and
Collection of Data information, SCOUT
Innovation)
• Mentoring and Coaching relationships and processes
embedded Teachers clearly understand, develop and apply a full
range of assessment strategies- assessment for learning,
Improve effective classroom practice through a whole assessment as learning and assessment of learning - in
school approach that ensures the most effective determining teaching directions, monitoring and assessing
evidence-based teaching methods with a focus on explicit student progress and achievement, and reflecting on
teaching, formative assessment and effective classroom teaching effectiveness. (SEF SaS - Data Skills and Use-
management. To achieve this: Data Skills in Teaching)
• All lessons commence with Learning intentions and • Teachers have a strong knowledge and
success criteria. understanding of quality teaching, work and
• PBL expectations clearly posted in all classrooms. collaborate during observations and are confident in
coding lessons.
• Clear procedures for teachers needing assistance
• Collaborative practices built into timetable
Page 6 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021Strategic Direction 2: Quality Teaching Practices
Initiatives Evaluation plan for this strategic direction
• Professional learning for all teachers in explicit • All teachers can effectively utilise Canvas to work
teaching of literacy and numeracy collaboratively, teach online and provide feedback to
students.
• All teachers analyse their class data (internal
assessments, Sentral and external data) to inform • Mentoring and Coaching relationships and processes
evidence-based teaching programs and formative and embedded
summative assessment processes.
• Explicit literacy and numeracy teaching strategies
• Embed the use of formative data sources, monitoring evident in programs and observable in classrooms
and reflecting on teaching effectiveness
• Teachers implement obtained data regarding where
• Build capabilities of staff to analyse, interpret and their students are in their learning and use this to plan
extrapolate student performance through formative what to do next.
assessment practices and internal and external data
sources. • Effective analysis of student data helps teachers
Ensure effective strategies and processes for data identify areas where students' learning needs may
analysis and reflection are used for responsive require additional attention and development.
curriculum delivery and targeted interventions. To
achieve this:
• Review HSC, VALID and NAPLAN through SCOUT Evaluation plan for this strategic direction
and RAP as whole school, faculty and individual
teachers. 1. Regular gathering of data for analysis, reflection and
reporting may include:
• Provide quality PL in data collection, analysis and the
development of targeted teaching strategies. • analysis of school-based data - Student work
samples, PLPs, IEPs
• Evaluate and monitor teaching practices to ensure
teachers respond to data in programming, planning • external assessment data -NAPLAN, SCOUT, RAP
and lesson delivery. and VALID
• Refine the processes through collaborative cross • feedback from project teams, staff, community and
faculty practices, ensuring "Learning Intentions, focus groups survey
Success Criteria" and both formative and summative • videos, photos, graphics
assessment are evident in classroom practice.
2. The Evaluation will involve:
• Regular review of data
• Collegial discussion
3. Whole school data will show an increasing level of
student growth and achievement
4. Regular reporting against the milestones by the
leadership team will inform feedback to project teams
Page 7 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021Strategic Direction 3: Learning and Wellbeing Support
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to ensure a shared community Observable characteristics of the desired future state
responsibility where school, families and support services Teachers, parents and the community work together to for the school once their success has been achieved.
work together to achieve a sense of belonging in a support consistent and systematic processes that ensure A description of what success looks like:
supportive and inclusive environment. We aim to student absences do not impact on learning outcomes.
empower students to develop resilience and empathy Improve attendance, learning and well-being through a • Consistent and systematic processes ensure
through positive relationships and student advocacy. tiered framework of support and intervention. attendance data shows improvement towards upper
(Government school attendance 2019 CESE) To achieve bands and student absences do not impact on
this: learning outcomes. (Government school attendance
Improvement measures 2019, What works best 2020 CESE)
• Attendance data is regularly analysed and is used to
• Improve % of student attendance to an uplift of 5.4% inform planning. Whole of school and personalised • The number of student whole school awards for
points attendance approaches are implemented to improve improved and excellent attendance increases.
regular attendance rates for all students including • The percentage of students who identify a positive
• Improve % of students' with sense of well being those at risk. sense of belonging and advocacy at school increases
(TTFM) to an uplift of 3.6% points
• Implement whole school strategies to promote and towards upper band. (Tell Them From Me)
• Improve % of student attendance to an uplift of celebrate excellent and improved attendance. • The percentage of students who can identify a staff
member who can provide advice, support and
The school is organised so that all students have regular assistance increases each year with all students able
• Improve % of students' with sense of well being opportunities to meet with an identified staff member who to identify a staff advocate by 2024.
(TTFM) to an uplift of can provide advice, support and assistance to help
students fulfill their potential. To achieve this:
• Improve % of student attendance to an uplift of Evaluation plan for this strategic direction
• Embed evidence-informed practices through an
effective Pastoral Care Program. (What works best Attend and Learn
• Improve % of students' with sense of well being 2020; CESE)
(TTFM) to an uplift of Question: To what extent are consistent processes in
• Work with a community consultation groups (EAL/D, place and to what extent has student attendance
Refugee, AECG) teachers and students to develop improved?
proactive, culturally inclusive opportunities for
improved communication and welcoming community Data: We will use a combination of data sources. These
events to increase participation and well-being. will include:
(Aboriginal Background, English Language
Proficiency and Socio-economic Background funding) • SCOUT attendance
• Professional learning to build capacity for enhancing • Sentral well-being attendance e.g. late to class,
the social, emotional and learning outcomes of all truancy, P by P
students. (What works best 2020, CESE) (Teacher
Professional Learning funding) • Suspension and Expulsion
• Surveys
• Observation
• Focus groups
• Interviews
• Document analysis
Page 8 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021Strategic Direction 3: Learning and Wellbeing Support
Evaluation plan for this strategic direction
• Resource allocation analysis (Aboriginal Background,
English Language Proficiency and Socio-economic
Background funding, Low Level Adjustment for
Disability)
Analysis:
Whole school data will show an increasing level of
improvement in student attendance rates.
Regular reporting against the milestones by the
leadership team will inform feedback to project teams.
Advocate for me
Question: To what extent have we achieved the our
purpose to ensure all students can identify a staff member
who can provide support for them.
Data: We will use a combination of data sources. These
will include:
• Tell Them From Me (Sense of Belonging and
Advocacy)
• Sentral well-being data
• Suspension and Expulsion
• Surveys
• Observation
• Focus groups
• Interviews
• Document analysis
• Resource allocation analysis (Aboriginal Background,
English Language Proficiency and Socio-economic
Background funding, Low Level Adjustment for
Disability, Teacher Professional Learning)
Whole school data will show an increasing level of student
engagement and connectedness
Regular reporting against the milestones by the
leadership team will inform feedback to project teams
Page 9 of 9 The Forest High School (8372) -2021-2024 Printed on: 21 March, 2021You can also read
