it’s the little things which make the biggest difference ... · approach to curriculum...

2016 Annual Implementation Plan: for Improving Student Outcomes 01-8474

It’s the little things which make the biggest difference

Wheelers Hill Secondary College 2016

Based on Strategic Plan 2015-2018

Endorsements

Guide to developing the Annual Implementation Plan: for Improving Student Outcomes

To focus effort where it is most needed, four priorities have been identified for the entire Victorian government school system. The four priorities are:

Excellence in teaching and learning

Professional leadership

Positive climate for learning

Community engagement in learning.

Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and evidence-based strategies that when implemented with consistency and depth help drive improved student outcomes. The initiatives are associated with the four state-wide priorities, in the following way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools):

Priority Initiatives

Excellence in teaching and learning Building practice excellence: Teachers, principals and schools will work

together

Curriculum planning and assessment: School will embed a culture of

curriculum planning, and assess the impact of learning programs, adjusting them

to suit individual student needs

Professional leadership Building leadership teams: Schools will strengthen their succession planning,

develop the capabilities of their leadership teams in using evidence

Positive climate for learning Empowering students and building school pride: Schools will develop

approaches that give students a greater say

Setting expectations and promoting inclusion: Schools will work across their

communities to implement support to health, wellbeing, inclusion and engagement

of all students

Community engagement in

learning

Building communities: Schools will strengthen their capacity to build

relationships with the broader community by partnering

To guide the development of the 2016 Annual Implementation Plan: for Improving Student Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL) to conduct an annual evaluation of student outcomes data against the targets set in their School Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or more initiative.

Principal and teacher performance and development plans include explicit links with the AIP and the School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives to each individual’s plan. The Guidelines provide further context and detailed information to support this work.

Endorsement by

School Principal

Signed

Name Aaron Smith

Date……………………………………………

Endorsement by

School Council

Signed……………………………………….

Name………………………………………….

Date……………………………………………

Endorsement by

Senior Advisor

Signed

Name………………………………………….

Date……………………………………………

Summary page: the school’s priorities and initiatives

Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes.

Priorities Initiatives

Excellence in teaching and learning Building practice excellence

Curriculum planning and assessment

Professional leadership Building leadership teams

Positive climate for learning Empowering students and building school pride

Setting expectations and promoting inclusion

Community engagement in learning Building communities

Initiatives Rationale:

Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring particular attention.

This focus fits with the direction determined in the 2014 review and set in our current plans. On a school comparison basis, the College is achieving results similar to schools with like characteristics and there are some very positive results regarding the NAPLAN

learning growth for student across Years 7–9. The numbers of students achieving high learning growth has generally increased across all domains. By 2014, over 30% of the cohort was achieving high learning growth in Grammar and Punctuation, Spelling and

Numeracy. This is a positive demonstration of the value adding at the College but one which is just beginning and will require ongoing development of practice. Our college aims for the VCE Study score to be above 30 and for 6% of the VCE study scores to be

above 40. This has not been achieved as yet. Generally an analysis of the AusVELS teacher judgement data shows that teacher judgements continue to be conservative with percentages of students achieving at the above expected levels well below the 25% target

and also below the State mean levels. The data also shows some inconsistencies across the years and less students above expected standards as students move up through the school. We have been working hard to reduce the in school variations in practice and

raise achievement levels. We are building practice in and opportunity for collaboration, team work, coaching skills, peer observation and feedback. We are also completing full documentation of our programs including focus on common assessment tasks and practice.

This is a key focus of our Strategic Plan for the foreseeable future.

Wheelers Hill Secondary College will continue to:

(a) develop strategies to embed a culture of child safety at the school;

(b) allocate roles and responsibilities for achieving the strategies;

(c) inform the school community about the strategies, and allocated roles and responsibilities;

(d) put the strategies into practice, and inform the school community about these practices; and

(e) periodically review the effectiveness of the strategies put into practice and, if considered appropriate, revise those strategies.”

As per the Ministerial Order no. 870 with reference to Meeting the Requirements of the Child Safe Standards - Ministerial Order No. 870

Key Improvement Strategies (KIS)

http://www.gazette.vic.gov.au/gazette/Gazettes2016/GG2016S002.pdf

List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.

Initiative: KIS

Building practice excellence

1. Further enhance the instructional practice of every teacher 2. Implement an agreed instructional framework (the WHSC Teaching and Learning Model) that ensures a whole school 3. Adopt a whole school, consistent approach to curriculum development and pedagogical practice through the successful implementation of our instructional framework

Curriculum planning and assessment

1. Further completion of our guaranteed curriculum and learning sequences and assessments.

2. Shared understanding and increased knowledge of our guaranteed curriculum and learning sequences and assessments by adopting a collaborative, supportive and accountable approach

3. Further build teacher capacity to more effectively interpret and use a broad range of data and evidence to support staff

4. Ensure the curriculum is stimulating and differentiated to better cater for each students point of learning, and to better understand the teaching and learning experience within the classroom.

Empowering students and building school pride

5. Further enhance our Student Voice Program

6. Further build our Student Leaders and other Student Representative Programs (eg SRC)

7. Implement further measures to promote our College, to build further connections with the community and recognise positive student behaviours and learning

P Principal AP Assistant Principal

SSL Sub-School Leader CIL Curriculum Implementation Leader

PLL Professional Learning Leader E&E Extension and Enrichment Leader ISC International Student Coordinator

SWBL Student Wellbeing leaders T&L Teaching and Learning team DL Domain Leaders

Annual Implementation Plan: for Improving Student Outcomes

ACHIEVEMENT

Goals

To improve the learning growth of

every student across all domains

and year levels.

Targets 2014 2015 2018

Average VCE study score

27.9 Not yet known 29.5

%40+ study scores

2.43 Not yet known 5

Year 9 NAPLAN G&P Num Read Spell Writing

% Above 73.5 87.7 78.9 85.1 66

% Below 6.4 0 4.2 2.1 3.2

% Above 62 81 71 79 63

% Below 9 2 6 10 15

% Above 80+ 80+ 80+ 80+ 80+

% Below <2 <2 <2 <2 <2

12 month

targets

2016

Average VCE study score

28.8

%40+ study scores

4

Year 9 NAPLAN G&P Num Read Spell Writing

% Above 73.5 87.7 78.9 85.1 66

% Below 3 0 2 1.5 2

KIS ACTIONS:

what the school will do

HOW the school will do it

(including financial and human resources)

WHO has responsibility

WHEN timeframe for completion

SUCCESS CRITERIA: Markers of success reflecting observable changes in

practice, behaviour, and measures of progress

Further enhance the

instructional practice of

every teacher,

implementing an agreed

instructional framework

that ensures a whole

school, consistent

approach to curriculum

development and

pedagogical practice.

Implement explicit Wheelers Hill SC teaching and learning model framework. Develop deeper understandings by teachers of the role of formative assessment and how to give students timely and ongoing constructive feedback about how to improve their learning and achievement. Further investigation, review and documentation of the integrated role of ICT in the instructional model and how it supports innovative pedagogy and stimulating learning. Ensure all teachers understand their role as teachers of Literacy and Numeracy and are provided with appropriate professional learning to make this happen. Investigate possibility of data collection, analysis, provision leadership role Further develop individual teacher and teams of teacher’s capacity for making more consistent and accurate assessment of individual students and groups of students against expected standards across all learning areas and year levels.

TLM team to focus on implementation and lead development and review. Staff Forums and Professional Learning time allocated. T&L team and Domain leaders to support. All staff to implement and include in PDP process. Student focus groups to contribute also. Provision of professional learning for staff, included in meeting schedule and as needed. Staff Forum time allocated for discussion and feedback and all staff to develop/implement. eLearning team meetings and advice Domain team meetings and discussions Professional Learning scheduled time Access to external support – eg GRIN program Leadership from Maths and English Domains T&L team focus. Principal Class planning and resourcing considerations. Discussions through Leadership Team and Consultative Committee. Staff Forums and Professional Learning time allocated. T&L team and Domain leaders to support staff. Domain team time to develop and implement.

P with AP’s, TLM and Domain Leaders All teachers. P with AP’s and PLL All teachers. AP elearning Team DL’s and staff PLL, AP and DL’s All teachers. P with AP’s and staff P with PLL, T&L team and Domain leaders All teachers.

Term 3 Term 3 Term 4 Term 4 Term 2 Term 4

There will be an improvement in Naplan data in all indicators by the end of 2016 achieved by: An established, published and consistently implemented Teaching and Learning Model is reflected with all teachers and students in all classrooms. Our T&L Model is consistently implemented as evidenced by supporting documentation, minutes of meetings, observations and links to P&S where appropriate Specific PD for all staff around formative assessment and quality of feedback demonstrates expectations established and increased/better use to enhance student learning ICT integrated in teaching and learning model and C21st learning skills addressed. Endorsed and accepted through T&L Committee Whole school professional learning around literacy and numeracy and practice embedded in curriculum leading to improved student outcomes Consideration of leadership profile and funding at Consultative Committee. Role description and advertisement if position feasible. As evidenced in minuted meetings Common assessment tasks for all Domains at each year level including differentiated/ extension components and both formal and informal moderation practice in place.

Further build teacher

capacity to more

effectively interpret and

use a broad range of

data and evidence to

support them in

ensuring the curriculum

is stimulating and

differentiated to better

cater for each students

point of learning.


ENGAGEMENT

Goals

To create a stimulating learning

environment where students are

actively engaged in their learning,

are aspirational, and are motivated

to achieve their personal best.

Targets 2014 2015 2018

Student Attitudes to School Survey

Stimulating learning

Student motivation

2.96 4.35

2.97 4.35

3.2 4.4

Parent survey


Student motivation

4.87 4.62

5.32 5.07

4.95 4.70

Staff survey

% endorse

Teacher collaboration

Parent and community involvement

54

53

71

64

58

57

Real Student retention 7 - 12 2013

48%

2014

52.6

2018

55%

12 month

targets

2016



Student motivation

3.1 4.4

Parent survey


Student motivation

5.32 5.07

Staff survey

% endorse

Teacher collaboration

Parent and community involvement

71

64

Real Student retention 7 - 12 54%

KIS ACTIONS:





WHEN timeframe for completion

SUCCESS CRITERIA: Markers of success reflecting observable changes in practice,

behaviour, and measures of progress

Work with students,

parents and community

to build an aspirational,

positive professional

learning community

and culture, increasing

student, parent and

community engagement

and connection to the

College.

Undertake a review of home group time and how this time might be used more purposefully in enhancing students’ metacognitive skills and good learning behaviours. Investigate the opportunities to better align curriculum and pedagogical approaches with those used in primary schools, raising the challenge level and rigour of Year 7 experiences. Strengthen the three way education partnership through strategies such as extending the use of Compass, for example, through provision of more regular, continuous feedback about students learning progress.

T&L time and team, Student management team, CIL, Staff Forums and Student voice groups for discussion and feedback. Domain leaders discussion at T&L and with teams, visits to primary schools and Review of Victorian Curriculum. Review of reporting process and procedures with consultation across community. Review scope and potential of Compass and current practice. Community Connections leader and T&L to document and review existing program and

P with AP’s T&L team, DL’s, AP’s& Transition Leader All teachers. P with AP, T&L team, reporting working party Middle School Leader, CC team & AP

Term 2 Term 3 Term 2 Term 3

There will be an improvement in student attitudes to school survey data in student motivation and stimulating learning environment by the end of 2016 achieved by: Investigation structures and systems applied, reflect ion on WHSC practice, providing recommendations for consideration to Leadership, T&L, Student Dev Committee, Staff and Students Links made with primary schools (particularly through English and Maths) demonstrated by collaborative teaching and learning opportunities at respective schools Following investigation into various models of reporting, recommendations on improved use of Compass to provide improved feedback on progress.

Further develop the already extensive partnerships and links with other education providers, industry and community agencies such as through the Community Connections Year 9 program, to create more opportunities for students to be exposed to a wider range of authentic experiences, applied learning and community participation. Focus teacher professional learning on rigorous and innovative pedagogy which includes the teaching of 21st century skills, the integration of ICT to enhance learning and increase student cognitive engagement and participation in learning.

connections. CC team to investigate and extend opportunities. Professional Learning within and external to school. Support from eLearning team and eLearning support. Research on new practice and opportunities and staff implementation

P, AP, eLearning team, PLL and eLearning coach. All teachers.

Term 4

Documentation and review of program and partnerships by Midd Sch Leader, CC team and AP; review presented and discussed at T&L ICT-rich activities identified within curriculum documentation. Staff acknowledge C21st skills and enable development in classrooms using agreed and established protocols allowing accountability


WELLBEING

Goals

To develop and promote positive behaviours and attitudes across the whole school community that enhances student wellbeing and relationships.

Targets 2014 2015 2018


Student morale

Classroom behaviour

Student safety

4.68 2.70 4.29

4.66 2.69 4.24

4.80 3.05 4.40

Parent survey

Behaviour management

Student safety

Connectedness to peers

4.87 4.97 5.29

4.97 5.79 5.64

5.00 5.10 5.4

Staff survey

% endorse

Collective responsibility

Building resilient environment (new)

77

N/A

75

Not surveyed

80

Above all secondary

12 month

targets

2016


Student morale

Classroom behaviour

Student safety

4.74 2.9

4.35

Parent survey

Behaviour management

Student safety

Connectedness to peers

4.97 5.79 5.64

Staff survey

% endorse

Collective responsibility

Building resilient environment (new)

79

At state mean

KIS ACTIONS:





WHEN timeframe for

completion



In consultation with

staff, students and

parents, strengthen the

whole school approach

to student wellbeing

and behaviour

management.

Incorporate the explicit teaching of behavioural standards – ensuring that all staff understand that this is part of their role in the classroom through professional learning and the establishment of agreed and shared expectations discussed and documented at staff forums

Student Management Team to continue the development of explicit behavioural expectations. Domain teams, Staff Forums and Student Voice involvement in discussions. Finalise and publish common understandings as explicit advice. All staff to support implementation.

AP’s, P & SSL’s. All teachers.

Term 3

There will be an improvement in student attitudes to school survey data in classroom behaviour and stimulating learning environment by the end of 2016 achieved by: Review of further information to include in the Student Planner relating to Common Understandings / Acceptable Behaviour Teachers model and reinforce consistent behavioural standards by following and using our Student Positive and Expected Behaviours; by adhering to the Staff RESPECT model. Less incidents recorded Review of our Student Voice Model (including a Review of our Student Leadership Program and Student Representative Council through staff, student and school community consultation)

Build the capacity of students to be resilient, socially responsible and respectful in all their relationships.

Investigate the DET Building Resilience Social and Emotional Learning Materials (or alternatives) to further develop the programs and processes used to support improved wellbeing and resilience outcomes.

Research and investigate available material. Visit other schools and consider range of programs

AP’s, SSL’s & SWBL’s AP’s, SWBL’s & PL

Term 3 Term 3

Investigate the DET Building Resilience Social and Emotional Materials for possible implementation Through investigation, if the SWPBS Program is accepted, trial at the school and support staff with relevant PD and information as appropriate There will be an increase in wellbeing programs in homegroup and extended assemblies and success measured by less SWB incidents reported; more positive interactions reported

Ensure staff are provided with targeted professional learning related to the use of SWPBS and the Social and Emotional Framework as ways to further develop students’ social and emotional skills with emphasis on reinforcement and incentives and to ensure consistency of approach to student wellbeing and management both inside and outside classrooms.

Investigate and provide appropriate professional learning in schedule. Discuss and develop consistent approach. Professional Learning and Staff Forum time allocated All staff to support implementation.

All teachers.

Increased numbers of staff undertaking professional learning around student wellbeing (to be documented as part of staff participation in professional learning and other opportunities and forums) Whole school PD day around wellbeing completed. Past students invited to provide presentations to students on the value of being resilient Continuing work with students in an expanding of Student Voice Program using feedback to review and build approach Further use of Compass to connect and share positives with students and parents by staff


PRODUCTIVITY

Goals

To improve student outcomes by

strategically allocating resources

that reflect College priorities and

support the achievement of the

goals and targets in the SSP 2015–

2018.

Targets 2014 2015 2018


Teacher effectiveness

3.52

3.53

3.62

Parent survey

General Satisfaction

5.44

5.82

5.60

Staff survey

% endorse

Guaranteed and viable curriculum

Coherence

School level support

Renewal of knowledge and skills

54

71

66

73

68

78

71

NA

58

74

69

76

Local enrolments 538 552 575

International 10 12 20

Number of Compass ‘hits’ from parents tbc Not yet available Increase by10%

12 month

targets

2016


Teacher effectiveness

3.58

Parent survey

General Satisfaction

5.85

Staff survey

% endorse

Guaranteed and viable curriculum

Coherence

School level support

Renewal of knowledge and skills

68

78

71

75

Local enrolments 570

International 25

Number of Compass ‘hits’ from parents tbc

KIS ACTIONS:





WHEN timeframe for

completion



Continue to invest in leadership

development and staff professional

learning as a priority, ensuring that

knowledge transfer/sharing is built

into staff professional learning

processes.

Ensure there is an appropriate balance between the human resources allocated to student wellbeing across years 7 to 12 and those allocated to instructional leadership (curriculum, pedagogy and assessment). Continue to require staff to demonstrate how they have used data and evidence to improve their teaching practices and improve student learning.

Leadership team meetings and discussion, review of current arrangements. T& L review of framework of program. Include mandated component in PDP plans. Provide ongoing PD for staff to build understanding and practice

P & AP’s P and PLL All teachers

Term 2 February

Evidence of review of resources across years 7 to 12 and appropriate allocations in place All staff will have PDP goals linked to data and development

Develop and communicate the

Wheelers Hill SC profile, that is what

the school stands for, continue to

build enrolments and strengthen the

international student program.

Document and communicate what the college stands for, building the community profile and evident in all publicity Resource and implement International Student Program Growth Plan.

Refine and promote College ‘mantra’ throughout the community, building consistent profile in school and local and extended community recognition Document immediate goals and growth and plan future strategies and actions

P, LT’s, all staff P & ISC

Ongoing Term 2

Evidence of implementation of WHSC mantra in all communication – newsletters, signage, website and facebook, presentations etc. Increased activity around the program and greater numbers of students and enquiries.

Continue to build our use of relevant

and innovative learning management

technologies to ensure an innovative

ICT environment which supports

students’ and teachers’ learning,

effectively tracks student learning and

growth and enhances the

communication and education

partnership between home and school

(eg. Compass).

Build on effective parent use of Compass Use students as ICT leaders and mentors.

Seek feedback about effective use – community consultation. Investigate a promote positive possibilities. Discuss possibilities with eLearning team, ICT teachers, technicians, student voice and general staff.

AP AP

Term 4 Term 4

Increased parental ‘traffic’ on Compass Focus groups with students to develop ICT expectations and programs. Student support in programs

Monitoring of Annual Implementation Plan: for Improving Student Outcomes

ACHIEVEMENT

Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date

Status Evidence Status Evidence

ENGAGEMENT



WELLBEING



PRODUCTIVITY



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