school plan 2018-2020 - hastings secondary college · school plan 2018-2020 hastings secondary...

School plan 2018-2020Hastings Secondary College, Westport Campus 8554

Printed on: 12 October, 2018 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Hastings Secondary College will enrich our professionalknowledge to empower staff and students for an innovativelearning community. We will refine our professional practiceto ensure success: we know every student; we grow everystudent; we care for every student. We will shape pathwaysfor students (primary to post school), and for staff(beginning to leader) will foster opportunity, growth andCollege belonging. Continued strengthening of collegeframeworks will deliver professional excellence.

College Context.

Hastings Secondary College was formed in 2015 with 2campuses, Port Macquarie and Westport. The College hasgrown with staff, parents and students working together topromote public education in Port Macquarie. We havedesigned a dynamic learning environment with a diversecurriculum allowing students to pursue individual pathways.We have established innovative academies in Sport,Creative Industries, STEM (Science, Technology,Engineering and Maths) and LEAP (Learning throughEngaging Authentic Pedagogy). Shared curriculum acrossthe College allows senior students a broader choice. Acomprehensive range of student wellbeing programs havebeen designed in response to complex student need. AnAboriginal enrolment of 11 % has enabled the foundation ofa variety of holistic programs, including the ClontarfAcademy and “Sista Connect”. To buildcapacity in all students and staff for a positive learningculture, both campuses utilize the Positive Behaviour forLearning (PBL) framework and measure studentengagement in learning via COAL (College OngoingAttitude to Learning) scores twice a term. Studentexcellence is evident in outstanding external academicresults, as evidenced by our HSC and NAPLAN results.College students have also consistently demonstratedexcellence in state, national and internationalrepresentation. An increasingly strong Hastings ValleyCommunity of Schools partnership is the cornerstone to acomprehensive transition program which allows students tostart high school with confidence. All students haveaccess to a wide range of extra–curricular activities,including Sport and Creative and Performing Artsprograms. The college is indelibly connected to itscommunity and engages in a vast range of activitiesincluding the Anzac Day March, Harmony Day, NAIDOCWeek and our students volunteer for major events such asIronman. Hastings Secondary College provides a vibrantframework of support and opportunity for every student toexcel in their chosen fields.

An inclusive, collaborative and future focused planningprocess has been implemented across HastingsSecondary College. We have consistently asked thequestions: What are the strengths of the college? What arethe areas for improvement?Where do we want to be as acollege? How will we get there?

With a framework of a ship analogy, all staff were ledthrough a series of tasks which embedded individualreflection and collaborative feedback. Students across thecollege were represented in the consultation process viafocus groups. Parents and carers were invited to engage inthe process by utilising opportunities such asparent/student/teacher conferences and Parents & CitizensAssociation meetings. The College Advisory Boardrepresented campus, Teachers Federation, Parents &Citizens Association and the Aboriginal EducationConsultative Group in the planning process. All CollegeTeams were tasked with a rigorous self–assessmentprocess, which provided a solid basis for where we are at.

The College Principals Leadership Team collated andanalysed the responses provided by the above consultativeprocess. This was then validated using interrogation ofcommon external data i.e. Tell Them From Me studentsurveys, RAP analysis, SMART analysis. The Scout toolwas also utilised to compare and contrast data onattendance, retention and achievement. The principalsdetermined common areas of need and mapped these tothe Schools Excellence Framework. The triangulation ofdata provided clear direction: Strategic Direction 1:Learning for success, Strategic Direction 2: Teaching forgrowth of every student, Strategic Direction 3: Leading todrive high expectations.

Once determined, the consultation process has continuedwith each of the above advisory groups having input intoeach of the 5Ps: purpose, products, practices, people andprocesses.


School strategic directions 2018–2020

STRATEGICDIRECTION 1

Learning for Success


Teaching for the Growth ofEvery Student


Leading to Drive HighExpectations

Purpose:

To ensure every student, including every Aboriginalstudent, is engaged and challenged with deep learning tobuild confidence and capability. Deep understanding oftheir metacognitive skills, learning progress and how toachieve set goals will develop life–long learners.

Supported by a College wellbeing framework, students willfeel connected to their learning and their College.

Purpose:

The College will remain at the forefront of contemporaryteaching and learning to meet the needs of our students.We will provide targeted opportunities for professionalchallenge and growth which build teacher confidence andcapacity. This includes staff delivery of strong foundationsskills, diverse curriculum pathways and a sense of Collegebelonging for all students.

Purpose:

To ensure collective College leadership responsibility forleading teaching and learning. Leaders will buildconfidence and capability in promotion and leadership ofeducational networks to improve teacher learning in thedevelopment of future focused pedagogy.


Strategic Direction 1: Learning for Success

Purpose

To ensure every student, including everyAboriginal student, is engaged andchallenged with deep learning to buildconfidence and capability. Deepunderstanding of their metacognitive skills,learning progress and how to achieve setgoals will develop life–long learners.

Supported by a College wellbeingframework, students will feel connected totheir learning and their College.

Improvement Measures

• Increased proportion of Aboriginalstudents in top 2 bands in NAPLANwriting and numeracy by 30% &growth which equals orexceeds Aboriginal students state& SSSG

• Increased proportion of studentsreporting a sense of belonging,expectations for success and advocacyat school

• In the domain of Learning (SEF V2) wewill have sufficient evidence to validatean improvement in the element ofAssessment from delivering to excelling

People

Students

feel supported in their learning andconfident in their holistic development

Staff

will be more confident to be explicit in thelearning process and monitoring if theirteaching is resulting in learning. They willbe guided in the development ofincreasingly positive learningenvironments

Parents/Carers

feel included and connected to the Collegeand their child's learning

Processes

LEARNING TO LEARN

2018 Formative assessment(FA): Team

• establish baseline data in relation to theproducts

• professional learning re FA– North Coast Region support

• development of FA tools to informteaching & learning cycle

• development of student learningfeedback framework to inform students,parents & teachers

• implementation in own classrooms,refinement & success sharing

• sharing of tools with all staff and teammembers as faculty support forimplementation

• staff feedback on tools for continuedrefinement

Learning goals/intentions &reflection: Team

• development of shared understandingof nature & value of learninggoals/intentions and links to FA

• development of shared understandingof nature & value of student reflectionon learning

• development of reflection tool/s

• implementation of learning goals &reflection tools to support FA inown classrooms

• leads staff PL in learning goals &student reflection. Tools provided

Practices and Products

Practices

LEARNING TO LEARN

Teachers will be highly skilled in the use offormative assessment and reflectivepractices. This will be evident in dailyclassroom practice and validated throughongoing collaborative learning walks.

Students will demonstrate greaterself–directed learning and ownership oflearning. Evident in increased engagement.

Explicit teaching and assessment of criticalthinking skills. Classroom observations andteaching programs demonstrate explicitteaching of higher order thinking skills.

SEF: Learning > Learning Culture > HighExpectations

Learning > Curriculum > Teaching &Learning programs

Learning > Assessment > FormativeAssessment & Student Engagement

Teaching > Effective Classroom Practice >Explicit Teaching & Feedback

Teaching: Data Skills & Use > Dataanalysis & Data Use in Teaching

APSTs: 1.2.2– 1.2.4, 3.3.2 –3.3.4, 5.1.2 – 5.1.4, 5.2.2 –5.2.4

ABORIGINAL LEARNING

Teachers engage in and meet the learninggoals of Aboriginal students as identified inthe Personalised Learning Plan. This is



Processes

2019 FormativeAssessment: Team

• refinement of FA electronic tools forconsistency & efficiency

• evaluation of reports to ensure provisionof specific information aboutstudent learning, growth, next steps &improvement measures

Student learning to learn (L2L)metacognitive skills –Critical Thinking/Higher Order Thinking(CT/HOT) & Problem Solving (PS):Team

• PL on CT/HOT & PS – researchbased

• Baseline data gathered on currentstudent achievement in CT & PS

• Development of explicit teaching tools&scaffolding of levels of CT & PS

• Explicit teaching and data collection inown classrooms

• Whole staff PL to developunderstanding

• Evaluate & revise teaching & learningprograms

• Embed CT/HOT & PS in programs andassessment

2020 Consolidation of key drivers:Formative Assessment, LearningGoals/Intentions, Critical Thinking skills.

ABORIGINAL LEARNING

2018 Active PersonalisedLearning Plans (PLPs): Team

• establish baseline data in relation to the


evident in the teaching program, programevaluation, classroom delivery, studentlearning samples and assessment taskdesign and delivery.

Every Aboriginal student communicatesbeing known, valued and cared for by thehigh–level engagement and personalchallenge to continue to learn. Visible in anincrease in Aboriginal student attendanceand a decrease invisible distractablebehaviours.

High–level community engagementcontinues to be a visible demonstration ofschool success in Aboriginal communityrelations.

SEF: Learning > Wellbeing > IndividualLearning Needs

APSTs: 1.3.2 – 1.3.4, 1.4.2 –1.4.4, 2.4.2 – 2.4.4, 2.5.2–2.5.4, 3.1.2 – 3.1.4

POSITIVE LEARNING & WELLBEING

All teachers demonstrate high–level skilland alignment to PBL classroom practicesin support of student learning and successvisible in the ongoing explicit teaching ofPBL classroom expectations

A range of programs, support andprofessional learning demonstrate ourcollege response to emergent social andwelfare needs that promote positive andrespectful relationships.

SEF: Learning > Wellbeing > Behaviour

APSTs: 4.1.2 – 4.1.4



Processes

products

• design of clear framework for activatingthe PLP process with time frames

• development of shared understandingof Teaching & Learning cycle re PLPs &APSTs 2.5.2 & 3.1.2: assessment &diagnosis of learning; goal settingprocess determined, incl Literacy &Numeracy goals; support for teachers toplan strategies teaching & learning;assessment

• Team collaboration with Literacy &Numeracy Team re targeted support

Team monitoring for student growth

• Aboriginal Learning Team extended(incl. AEWs, Clontarf reps & Aboriginaltutors); clear roles & responsibilities;regular communication pathways inclparents/carers

• Stronger Smarter principles applied tounderpin Team goals and operation

• Monitoring process/framework designedincl Sentral & MGoals – growth activelymonitored

• Areas of concern identified for targetedsupport

2019 Active PLPs

• Process cont’d with emphasis onstudent ownership of learning & activeteacher engagement

8 Ways of Learning: Team

• develops shared understanding ofAPSTs 1.3.2, 1.4.2& 2.4.2 & AustralianCurriculum Aboriginal Cultures CCP

• PL in 8 Ways of Learning

Practices and ProductsProducts

LEARNING TO LEARN

Increased accurate, timely and informativelearning data ensures individual studentgrowth and is evidenced in student learningsurvey, student work samples and teachingprograms. Current meeting structuresutilise the milestone planning process totable, discuss and gather evidence ofimpact of learning to learn initiatives.

ABORIGINAL LEARNING

Aboriginal teaching & learning practicesdrives increased student performanceinLiteracy & Numeracy:

• greater proportion of students in top 2bands for reading & numeracy by 30%

• Increased percentage of Aboriginalstudents achieving set PLP learninggoals as evidenced in attendance data,COAL and assessment data


Increase of 10% of top band COAL scores

Increase in positive Sentral entries by 10%

TTFM student wellbeing data –Increased Social & Emotional outcomes:belonging, positive behaviour & rigour



Processes

• focus area for all staff determined e.g.1–2 high impact aspects of 8 Ways

• PL & ongoing support for all staff (inclmeeting APSTs) to: embed 8 Waysaspect (APSTs & Aboriginal CCP) inprograms; embed 8 Ways aspect inassessment

2020 Consolidation of key drivers: ActivePLPs, Team Monitoring for student growth,8 Ways of Learning.


2018 Positive Behaviour forLearning: Team

• Establish baseline data in relation to theproducts

• Evaluation of PBL progress 2014–17Plan & impact on environmentconducive to learning

• Areas of need identified (Tier 1Universal)

• Site specific 3 phase plan designed for2018–20 Plan using the 7 essentialfeatures and a focus on classroompractices

• Phase 1 implementation

Student social capability growthprogram (e.g. Peer support/safe onsocial): Team, Learning SupportTeam & Deputy network

• Areas of need identified via Sentral data

• High impact social capabilities defined

• Program identified or designed: Phase 1– Targeted intervention program

• Targeted student group identified &Printed on: 12 October, 2018 of 18 Hastings Secondary College, Westport Campus 8554 (2018-2020)


Processes

implementation of program

Staff Wellbeing Plan: Team & Executive

• 3 phase plan devised on identifiedareas of need & positive psychology

2019 PBL

• Collect & analyse SET data

• Identify key areas of need

• Phase 2 implementation

Student social capability growthprogram (e.g. Peer support/ safe onsocial)

• Implementation of Phase 2 – wholeschool program

• Program introduced to staff

• Introduced to all students & families

Staff Wellbeing Plan

• Creation of strategies which promote:sharing & celebration of positives; afocus on individual strengths ;productive professional relationships;reflection on meaning & purpose; settingof authentic goals; resilience building

• Plan implementation

2020 Consolidation of key drivers:Positive Behaviour for Learning, StudentSocial Capability program, Staff WellbeingPlan.

Evaluation Plan

Hastings Secondary College will utilise themilestone improvement planning tool to



Processes

plan, implement and review keyimprovement processes with evidencecollected and collated toward annualmilestone achievements.


Strategic Direction 2: Teaching for the Growth of Every Student

Purpose

The College will remain at the forefront ofcontemporary teaching and learning tomeet the needs of our students. We willprovide targeted opportunities forprofessional challenge and growth whichbuild teacher confidence and capacity. Thisincludes staff delivery of strong foundationsskills, diverse curriculum pathways and asense of College belonging for all students.


• Increased retention of students in 10–11by 20% in 2020

• Increase number of students in top twobands in NAPLAN Year 9 writing andnumeracy by 8%

• Increased teacher capacity in IBL/ICTas measured/assessed by teachercapacity matrix

• SEF > Teaching > Learning &Development > Literacy & Numeracyfrom Sustaining & Growing to Excelling

People

Students

are confident and active in determiningtheir learning pathway

Parents/Carers

confident in understanding their child'slearning and are active participants insupporting them in determining theirpathways

Staff

value and actively engage in professionalgrowth to create classrooms which preparetheir students for a successful future

Community Partners

is an integral partner in College life. Local &global links connect & validate teachingpractice as well as providing guidance forstudents in determining their pathways

Processes

FUTURE FOCUSED PRACTICE

2018

Project/Inquiry basedlearning(PBL/IBL): Team


• Team PL on Project Based Learning(incl teaching collaboration capabilities)

• College Project Based Framework inclplanning, programming & assessment

• plan, program, implement & assess 1PBL task in own class

• supports Zenith Teachers to implementPBL

• delivers all staff PL on Project Based(incl collaboration)

ICT integration

• Team PL on ICT integration

• 3 Phase plan devised re ICTimplementation across the College,each phase inclusive of: Identification ofhigh impact tools which support otherinitiatives (i.e. formative assessment,critical thinking, PBL &collaboration);staff PL & ongoing support; classroomimplementation & support; evaluation ofimpact on learning

Phase 1 implementation (incl Office 365 &OneNote online)

Robotics (PLT & Robotics Team)

• Devise a sustainable plan for Roboticsat the College with budget


Practices


Teachers will engage in quality design &effective delivery of PBL/IBL across collegeclassrooms. Teaching programs,assessment task design and showcase oflearning will validate professional growthand teaching expertise in PBL/IBL.

ICT is effectively integrated into teachingandlearning programs, supportingclassroom practice in PBL/IBL. Studentlearning products validate ICT support forlearning growth.

Students will demonstrate collaborativelearning skills, inquiry skills and increasedengagement. Observations will recordvisible evidence of student PBL/IBLcapabilities.

PATHWAYS TO SENIOR SCHOOL

College staff effectively support a clearand guided transition process: learning,curriculum, administrative andsocial/personal. A program of Collegeoptions, events and support materials willvalidate greater clarity and support.

Classroom teachers will support allstudents in building learning capabilitiesand non–cognitive attributes which assist increating a streamlined transition of learningfrom Year 10 to Year 11.

College offers increased curriculum choicein Stage 6 and innovative learningpathways. An infographic demonstrateschoice, flexibility and mapping topost–school pathways.



Processes

• Build long–term partnerships to supportstudent & staff learning – industry &university

2019

Project/Inquiry based learning(PBL/IBL)

• All staff plan, program, implement &assess 1 Project Based task

• Framework designed for evaluation,sharing & refinement

• Common tools designed to supportprogramming, learning & assessmente.g. programming checklist,differentiated project planning templatesfor each stage & assessment rubrics

ICT Integration

Phase 2 implementation

Robotics (PLT & Robotics Team)

• Digital Literacies embedded acrossKLAs

• HVCS Robotics PL & activities

2020

Consolidation of key drivers: PBL/IBL, ICTintegration & Robotics

PATHWAYS TO SENIOR SCHOOL

2018

Transition to senior school: Team


Learning transition Stage 5 to


Every student feels supported andrecognises a clarity of progression fromYear 10 to Year 11at the College asvalidated by TTFM belonging data.

Students are increasingly engaged inschool and community life via a Collegeleadership program. This will be evidencedby student achievement of a leadershipcredential which validates growth in socialcapability and impact on College and widercommunity.

Parents understand key components oftheir child's learning pathway. Parentsurveys indicate increased parentconfidence in supporting their child.

LITERACY & NUMERACYFOUNDATIONS

Teachers in all KLAs are confident toembed explicit teaching and assessing ofLiteracy& Numeracy in their classroompractice. This is validated by teachingprograms, assessment task design andlesson observations.

Teachers clearly monitor and articulateindividual student areas of strength andneed. They provide clear support viaspecific strategies to promote individualstudent growth. Students are aware of theirindividual strengths and areas of need.Teacher records and student literacy andnumeracy learning goals are evidence ofongoing improvement.

Products




Processes

Stage 6 analysed and evaluated

• Key elements of learning transitionidentified (e.g. assessment) andstrategies designed to address e.g.authentic assessment, parentworkshops

Belonging transition Stage 5 toStage 6 analysed and evaluated

• Yr 10 College program explored &consistent framework established relearning, leadership and belonging

Yr 10 Leadership program: Team& Year Advisors

• Leadership program devised with 2 Tierimplementation: Tier 1 All Yr 10; Tier 2nominated/volunteer group

Pathways design (non–HSC program,campus focus, pathwaysoptions): Team & Curriculum

• Current pathways options documentedas an infographic & clearlycommunicated to students &parents/carers

• Exploration of alternate pathwaysoptions at other schools e.g. Non–HSC& University links

• Exploration of possible campus focus

2019

Transition to senior school: Team

• Evaluation of Term 4 Year 10 Collegeprogram. Refinement

• Phase 2 of learning transition Stage 5 toStage 6


Current meeting structures utilise themilestone planning process to table,discuss and gather evidence of impact offuture focused practice initiatives.

Increased capability of staff in design anddelivery of PBL/IBL as evidenced byachievement of related PDP goals, studentwork samples and teaching programs.

Teachers effectively engaging with ICTlearning tools as evidenced by teachersmeeting APST 2.6.2 – 2.6.4 & 3.4.2– 3.4.4

Increased student engagement in learningas evidenced by studentevaluation/reflection of learning, increasedassessment submission and achievement.TTFM survey indicates increase in interest,motivation & effort.

SEF: Teaching > Learning & Development> Expertise & Innovation

APSTs: 2.1.2 – 2.1.4, 2.6.2 –2.6.4, 3.2.2 – 3.2.4, 3.4.2–3.4.4

SENIOR PATHWAYS

Current meeting structures (Team,Curriculum Think Tank, Executive &Faculty) utilise the milestone planningprocess to table, discuss and gatherevidence of impact of senior pathwaysinitiatives.

Increased retention of senior studentsfromYear 10 to Year 11 by 20% in 2020

Decrease in N award Warning anddeterminations for Year 11 students by



Processes

Yr 10 Leadership program

• Evaluation and refinement of programwith increased community links

Pathways design (non–HSC program,campus focus, pathways options)

• Implementation of alternate pathway/s ifappropriate

• Implementation of campus focus ifappropriate

2020 Consolidation of key drivers:learning transition, belonging transition,leadership program & pathways design


2018 Writing initiative (incl HVCS &supported by NC Region) &Progressions

Team


• data analysis & key areas of need inWriting identified

• determination of common areas of needacross College & HVCS

• logic modelling planning process

• determination of common strategies &language for all KLA’s

• delivers intensive PL for executive staff&evidences agreed

• delivers all staff PL which targets:understanding of key writing criteria;links to syllabus; links to currentinitiatives i.e. iWrite, PEEEC & ALARM;


25%

An increasing percentage of Year 10students achieving college leadershipcredential: 2018 50%, 2019 65% & 202080%

SEF: Learning > Transitions andContinuation of Learning

Learning > Curriculum > Curriculumprovision

APSTs: 1.1.2 – 1.1.4, 4.1.2 –4.1.4


Increase of number of students in top twobands in NAPLAN writing and numeracy by8%

Increased growth in NAPLAN writing andnumeracy which meets or exceeds DOEaverage

Value Added 7–9 from sustaining &growing to excelling

Each year, the percentage of studentsachieving the HSC minimum standardsincreases

SEF: Teaching > Professional Standards >Literacy & Numeracy

Learning> Student Performance Measures> NAPLAN

APSTs: 2.5.2 – 2.5.4



Processes

effective strategies for explicit teaching;assessment for, as & of; consistency ofteacher judgment; progressions tracking

• Support by faculty reps for teachers toevidence APST2.5.2

• collaboration with Aboriginal LearningTeam re targeted support

HSC minimum standards –Literacy/Numeracy Coordinator & LAST

• Tracking & monitoring processestablished for College

• Identification of Target student group &design of testing schedules

• Communications to students & parents

• Delivery of staff PL in programming tobuild student capability

• Design & delivery of intensive supportprogram

2019

Numeracy Initiative introduction, Writinginitiative cont’d & Progressions

• Same process above repeated forNumeracy initiative

• Tracking & monitoring individual studentachievement against writing & targetedNumeracy aspect progressions by allstaff

HSC minimum standards

• 2018 process broadened and refined

2020

Consolidation of key drivers: Writinginitiative, Numeracy initiative, HSC



Processes

minimum standards

Evaluation Plan

Hastings Secondary College will utilise themilestone improvement planning tool toplan, implement and review keyimprovement processes with evidencecollected and collated toward annualmilestone achievements.


Strategic Direction 3: Leading to Drive High Expectations

Purpose

To ensure collective College leadershipresponsibility for leading teaching andlearning. Leaders will build confidence andcapability in promotion and leadership ofeducational networks to improve teacherlearning in the development of futurefocused pedagogy.


• SEF > Leading > EducationalLeadership > Instructional Leadershipfrom delivering to Excelling

People

Students

demonstrate the capabilities of a growthmindset including taking responsibility fortheir own educational development.

Staff

to be an active part of a culture of effective,evidence–based teaching and ongoingimprovement

Leaders

confident in their capacity to lead to meetthe expectations of the College planningprocesses. All executive staff will articulateacademic goals to their staff, buildunderstanding of collective efficacy andembed them into team, faculty and campusprocedures.

Parents/Carers

have an understanding of the GrowthMindset Model and its application tolearning.

Community Partners

Community partnerships are establishedwhich support and promote the learningdevelopment of every student.

Processes

INSTRUCTIONAL LEADERSHIP

2018

Framework

• PLT to devise College InstructionalLeadership (IL) Framework to supportHT’s &Team leaders. Includes:

• Establish baseline data in relation to theproducts

• Intensive Leadership Coaching forTeam Leaders & Exec (see below)

• College Team Leaders Networkestablished. PL program incl effectiveteam processes, logic modelling &SCOUT

• Teams communications frameworkestablished

• Executive leadership program:Leadership Pathways; Leading as HeadTeacher 1.2.4; Evidence–basedpractice 6.3.4; Monitoring individualstudent growth 2.5.4; Data to driveimprovement CESE

• Scheduled exec IL time e.g.Coaching, Observations, LearningWalks

• Scheduled opportunities for sharingsuccessful practice

• Accountability measures re keyinitiatives e.g. Literacy & Numeracy2.5.4

• Schedule of evaluative practice internal&external (RAP, SCOUT, Markbook) toinform programming

• Faculty Booklet revised to reflect IL


Practices

All College staff are offered theopportunity to participate in either amentoring or coaching program. PDPs willevidence support and resultingachievement of goals.

A College Team Leaders networksupports leadership capability building, aneffective distributed leadership model and aclear framework for instructional leadership.Meeting structures(Leaders network,Teams & Faculty) will allow for monitoringof milestones in Instructional Leadership.

Executive staff will build and sustain aculture of effective, evidence–basedteaching and ongoing improvement. Theirincreased knowledge of how to use data toinform practice and build a growth mindsetwill guide and support faculties, teams andindividual staff. Meeting minutes willvalidate the focus on learning growth andfaculty / staff sharing sessions(combinedfaculty & staff meetings) will demonstrateand disseminate high–impact practice.

Products

Analysis of external and internalassessment data to drive teaching practiceas evidenced in faculty sharing sessions atstaff meetings with 100% of facultiessuccessfully demonstrating positive impacton teaching practice.

Professional learning growth as evidencedin by pre & post survey of team leaders&exec re PL & confidence in use of growthcoaching.



Processes

Performance & Development

Refine & strengthen the PDP & observationprocess incl:

• All staff encouraged to identify teaminitiatives to meet APSTs viaobservation & evidence requirements

• Encouragement of staff to be observed&/or coached by Team Leaders

• PDP language reflect the growthmindset

• Beginning Teachers supported to utilisePDP process for building qualityaccreditation portfolio

Learning Walks

• Learning Walks Team membershipdynamic incl Beginning Teachers &volunteers

• Framework to be utilised by Teams

• Areas of Focus to be addressed byexecutive & support mechanismsimplemented

2019

Framework

• Exec & Team Leaders reflect on APSTsas a tool for ongoing growth

Growth Mindset & Coaching

• Staff volunteer for coaching/mentoringprogram(supplementary to PDP)

Performance & Development

• Professional growth and expertiseidentified through PDP process,


100% of PDPs demonstrate evidence ofprofessional growth.

SEF: Leading > Educational Leadership >Instructional Leadership & HighExpectations Culture

Leading > School Planning, Implementation& Reporting > School Plan

Teaching > Professional Standards >Improvement of Practice

Teaching > Learning & Development >Collaborative Practice, Feedback &Expertise & Innovation

APSTs: 1.2.4, 2.3.4, 2.5.4, 5.4.4,6.3.4



Processes

shared & celebrated

• Exec identify IL goal in PDP

Learning Walks

• Learning Walks process established asregular gauge of teaching & learning(e.g. twice a term)

• Team includes Stage 3 teachers

2020 Consolidation of key drivers:Instructional Leadership framework, Growthmindset coaching/mentoring, Performance& development, Learning Walks.

Growth Mindset, Coaching & Mentoring–

• All staff introductory PL on GROWTHmindset and coaching

• All Exec & Team Leaders undertakeintensive Coaching PL (open to HVCSExec)

• PLT devise strategies to embed inleadership operations e.g. PDPmeetings

• College Leadership developsCoaching/Mentoring Canvas as a mapfor effective College implementation

Evaluation Plan

Hastings Secondary College will utilise themilestone improvement planning tool toplan, implement and review keyimprovement processes with evidencecollected and collated toward annualmilestone achievements.


school plan 2018-2020 - hastings secondary college · school plan 2018-2020 hastings secondary...

Documents