An Independent Public School. Business Plan. Rigour, Relevance, Relationships

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1 An Independent Public School Business Plan Rigour, Relevance, Relationships 1

2 FORWARD The Business Plan for Gilmore College establishes the direction, framework and broad strategies for the College to develop the skills, knowledge and confidence of students. The Plan recognises that Gilmore College must improve outcomes for our students and develop a culture of success, pride, community and one of striving to achieve personal best. Gilmore College is committed to achieving Public School Excellence using: A curriculum which is dynamic and rigorous, responding to student and societal needs; Teaching roles that focus on collaboration with colleagues, use modern technology and encourage the problem-solving capacities of students; Decision making processes that reflect collaboration and consultation with all elements in the College community; Management of resources with increasing requirements for effectiveness and efficiency; and Routine use of technology to access information. The Business Plan outlines the College s targets, milestones and strategies to attain these goals. OUR VALUES We seek to ensure that all students are able to develop the following core-shared values: A pursuit of knowledge and a commitment to the achievement of potential. Self-acceptance and respect of self. Respect and concern for others and their rights. Social and civic responsibility. Environmental responsibility. 2

3 OUR ETHOS At Gilmore College, social, emotional and physical development is as important as academic learning. Rigour We have high expectations of both our students and staff. As educators we have set ourselves the highest standards of excellence, both personally and professionally, and we strive to achieve those standards. We expect the same of our students. These standards and expectations challenge all of us to excel. Relevance We recognise the differing circumstances and needs of our students as individuals and are dedicated to achieving the best possible outcomes for all. Our approach to education is dynamic and alive, and accordingly we strive to create and adapt our learning environments to reflect the requirements of each of our students in an ever changing society. Relationships Our relationships are based on trust, mutual respect and the acceptance of rights and responsibilities within the College community. We recognise the value of actively working in a positive partnership with parents/caregivers, students, staff and the wider community in providing a quality education. PRIORITIES Building Staff Capacity. Raising Standards in Literacy and Numeracy Building Partnerships. 3

4 PRIORITY: BUILDING STAFF CAPACITY DEPARTMENT OF EDUCATION PRIORITY OUR PRIORITY GOAL Improved student, behaviour, attendance and wellbeing. Curriculum Differentiation HIGH QUALITY TEACHING AND LEARNING BUILDING STAFF CAPACITY RIGOUR We have high expectations of both our students and staff. As educators we have set ourselves the highest standards of excellence, both personally and professionally, and we strive to achieve those standards. We expect the same of our students. These standards and expectations challenge all of us to excel. TARGETS Year 7 NAPLAN results to be at or above as expected [whole state]. Year 7 NAPLAN results to be at or above as expected [like schools]. Year 9 NAPLAN results to be at or above as expected [whole state]. Year 9 NAPLAN results to be at or above as expected [like schools]. Less than 10% of Year 7 students at or below the National Minimum Standard. Less than 10% of Year 9 students at or below the National Minimum Standard. Student attendance, for each year group, in all categories (regular, moderate risk, severe at risk) is equal to state attendance. The attendance of Aboriginal students, for each group, in all categories (regular, moderate risk, severe at risk) is equal to state attendance. KEY STRATEGIES Supporting teachers and school leaders: student learning styles are reflected in curriculum provision. Data Literacy: to promote a common understanding of student achievement and planning for improvement. Information Technology: practical support provided to all staff in developing their information technology skills. Professional Learning access to professional quality learning to improve student outcomes. MILESTONES Short term targets that can be regularly and consistently monitored and adapted to assist the College achieve its broader long-term targets. Each semester, every student allocated a D grade has their learning supported through the Students Training around reading [STAR] program. Students with attendance less than 80% are placed on an Individual Attendance Plan [IAP]. 60% of students on Individual Attendance Plans [IAPs] show an improvement in their attendance each semester. 4

5 PRIORITY: RAISING STANDARDS IN LITERACY AND NUMERACY DEPARTMENT OF EDUCATION PRIORITY OUR PRIORITY GOALS SUCCESS FOR ALL STUDENTS IMPROVED PERFORMANCE IN LITERACY AND NUMERACY TARGETS The percentage of Year 7 Aboriginal students at or above NMS is 10% or less compared to the whole Year 7 cohort. The percentage of Year 9 Aboriginal students at or above NMS is equal to the whole Year 9 cohort. 90% of Aboriginal students who complete a school to work program achieve a successful transition from school to employment. 90% of Year 12 Aboriginal students attain WACE or employment or further training. SUCCESS FOR ALL STUDENTS RAISING STANDARDS IN LITERACY AND NUMERACY RELEVANCE We recognise the differing circumstances and needs of our students as individuals and are dedicated to achieving the best possible outcomes for all. Our approach to education is dynamic and alive, and accordingly we strive to create and adapt our learning environments to reflect the requirements of each of our students in an ever changing society. KEY STRATEGIES Student Achievement Data: use student achievement data to plan a personalised approach to each individual s learning, especially for students at risk of falling below NAPLAN National Minimum Standard. Essential Literacy and Numeracy Skills: focus on essential literacy and numeracy skills, and strengthen the teaching of phonics, grammar, reading comprehension and number skills. Whole College Approach: develop and implement a whole College approach to literacy and numeracy. Enhancing literacy and numeracy outcomes for Aboriginal students: develop strategies to close the gap between the achievements of Aboriginal and non- Aboriginal students. MILESTONES Short term targets that can be regularly monitored and adapted to assist the College achieve its broader long-term targets. Every Aboriginal student has their learning supported by the STAR program. All female Aboriginal students have the opportunity to improve their engagement in education through culture and arts [Wirrpanda Deadly Sister Girlz program]. All male Aboriginal students have the opportunity to improve their engagement in education improved attendance and support for literacy and numeracy [Clontarf]. Aboriginal students with high achievement are supported to graduate and achieve higher education [Follow the Dream] 5

6 PRIORITY: BUILDING PARTNERSHIPS DEPARTMENT OF EDUCATION PRIORITY OUR PRIORITY GOAL EFFECTIVE AND PRODUCTIVE PARTNERSHIPS TARGETS By 2015, enrolment applications reach 1100 or greater. The School Board s parents and College community survey indicates satisfaction with the level of communication between the College, parents and the College community. Increased number of individuals accessing the College website. More than 85% of the students surveyed report a positive school environment. Parents/caregivers provide positive feedback in regards to the marketing of student achievement. DISTINCTIVE SCHOOLS BUILDING PARTNERSHIPS RELATIONSHIPS Our relationships are built on trust, mutual respect and the acceptance of rights and responsibilities within the College community. We recognise the value of actively working in a positive partnership with parents/carers, students, staff and the wider community in providing a quality education. KEY OBJECTIVES Communication Institutional partnerships College Community 6

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