2016 Annual Implementation Plan: for Improving Student Outcomes 8475 Williamstown High School 2016

Transcription

1 2016 Annual Implementation Plan: for Improving Student Outcomes 8475 Williamstown High School 2016 Based on Strategic Plan Endorsements Endorsement by School Principal Signed. Name. Date Endorsement by School Council Signed. Name. Date Endorsement by Senior Advisor Signed. Name. Date

2 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.

3 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 Community engagement in learning Empowering students and building school pride Setting expectations and promoting inclusion 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. WHS will have a focus on the above selected initiatives in At WHS leadership members each have a predetermined portfolio that links directly to the performance targets in the SSP. These initiatives allow an alignment of work across portfolios to ensure there is a clear line of sight for school direction. Cross collaboration across portfolios ensures a shared vision for school improvement with an uncluttered and clear approach for the 2016 direction. Significant planning, investment and resource allocation primarily in staff development have been made to facilitate improved teacher capacity. This improved capacity will be the driver in achieving the SSP targets across Achievement, Engagement, Wellbeing and Productivity. Key Improvement Strategies () List the that are linked to this initiative/s and will be scaled up. This could include existing from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. may be specific to one outcome area or applicable across several areas. Initiative: Building practice excellence Curriculum planning and assessment Professional Leadership Hattie program (UMNOS Project) based on feedback to improve teacher capacity. Year 9 Program Implementation, staff development and review of this initiative. Data (Compass/Data Tool) teachers using data to inform practice (and differentiation). Victorian Curriculum - Learning Areas. CAT Teams to align WHS curriculum documentation with the Victorian Curriculum Victorian Curriculum - Capabilities. Unpacking and exploration of what the capabilities mean for WHS. Curriculum Initiatives Team to build staff capacity in the delivery and assessment of this directive with support from the 21 st Century Learning Team. Create a culture of leadership development across the college. All leaders supported in their role through effective support and mentoring. Provide opportunities for all staff to build their leadership capacity

4 Annual Implementation Plan: for Improving Student Outcomes ACHIEVEMENT Goals To improve individual student growth. Targets 1. Maintain a median VCE study score of 30 to The percentage of 40+ study scores for VCE to be in the range 8-12% 3. Less than 20% of cohort to achieve an ATAR less than Triangulated data to demonstrate growth for all deemed capable students in reading and numeracy at or above the mean for like schools Relative growth NAPLAN - More than 25% of students in the high growth area for reading and less than 22% in the low growth area 6. Relative growth NAPLAN - More than 25% of students in the high growth area for numeracy and less than 22% in the low growth area 7. 80% of staff reporting increase in knowledge of cyberbullying as according to esmart ICT Audit. 12 month targets Median study score of achieved The percentage of 40+ scores to go from 7.8% to within the 8-12% range The percentage of cohort achieving an ATAR less than 60 to go from 43% to 35%. From Year7-9 numeracy relative high growth to go from 21.5 to 23% From Year 7-9 reading relative low growth to go from 26.6% to 24.5% All Year 7-9 staff to demonstrate evidence of how to triangulate data for one subject An assessment schedule to be in place for PAT, NAPLAN and moderation (including pre and post assessments for all units of work) Campus Learning sessions across the school feature the use of triangulated data 70% of staff reporting increase in knowledge of cyberbullying as according to esmart ICT Audit. 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 Achievement - Maximise learning opportunities for all students from years 7 to 10 with an emphasis on those who are underperforming (particularly in mathematics) and the more able students, through the use of differentiation and intervention strategies. 1 Improve teacher judgement for student achievement and, school based tracking of growth. 2 All courses aligned to Victorian Curriculum Course development and accreditation includes a focus on differentiation and SIMPLE. 3 All teachers analyse student data regularly at Campus Meetings/CAT Teams (PAT, NAPLAN, Exams, SAC and CAT results) and use this as a basis for differentiation and course planning 4 Strengthen the understanding of co-coaching and utilise to support the implementation of AVID strategies, differentiation, elearning skills and use of data. 5 Continue the implementation and evaluation of AVID strategies across the college. 6 Improve teacher capacity to use data to identify high achieving students and differentiate accordingly. Campus Learning, CAT, VCE Data meetings - Time Release for moderation Curriculum Days, CAT meetings, CRT relief Campus Learning, CAT meetings JO, WI (support LO, JR, AQ, DE) JR, LO (support AQ, DE, GN CAT leaders) AQ, DE (support from LO, JR, SP, AP) T1 T4 Teachers and leadership team track individual/whole school growth and differentiate accordingly twice per year. T1 T4 All WHS 7-10 learning programs aligned with Victorian Curriculum for implementation in 2017 Course documentation to reflect and embed Victorian Curriculum Capabilities. elearning strategies incorporated in future course documentation are linked to a specific stage of the SIMPLE model, and area of Differentiation Ongoing Staff utilise student learning data to inform practice for differentiation in at least one identified class. Agendas for campus and CAT meetings have a student learning data focus. Campus Learning, CAT Meetings, PL week WR Ongoing Professional learning supports staff to participate in the co-coaching program. Staff consistently utilise co-coaching to further their understanding and implementation of AVID strategies, differentiation elearning skills and use of data. Opportunities for all staff to participate in co-coaching and share success stories. AVID meetings, PL week AVID Co- T2 & T4 PL opportunities offered to staff to build their capacity in Coordinator the delivery of AVID strategies in all PL weeks. AVID Team LO, JR PL week, Teachers Toolbox, Curriculum Days, VCE Data meetings, CAT meetings 7 WHS commits to participation in UMNOS project) School is a member of program and has appointed leaders across the college. DE, AQ T1-T4 Teachers identify high achievers based on student learning data evidence in their class and differentiate accordingly. In PL weeks 2 sessions offered for staff on differentiating curriculum for high achieving students. DE, TY, AM, GC Ongoing UMNOS team established and project chosen (possible feedback focus)

5 Develop student and staff skill in integrating and embedding elearning into all dimensions of curriculum, instruction and assessment enabling differentiation through technology 8 Professional Development around instruction and assessment in elearning rich environment. 9 Continued refinement of elearning instruction & assessment strategies mapped to school SIMPLE model. PL Week, Campus meetings Campus Learning, CAT meetings GN, 21 st Century Learning Team GN (with support from CAT Leaders) Ongoing elearning sessions offered in PL week and positive staff feedback recorded 21 st Century Learning Team contributes to design of Campus Learning sessions Ongoing elearning tools/resources/strategies are attached to SIMPLE strategies bank Annual Implementation Plan: for Improving Student Outcomes ENGAGEMENT Goals To increase opportunities for effective student voice and choice across the school community in improving counselling, pathways and transitions at years 9-12 and post school. In particular, a focus on developing a consistent and informative approach to facilitate personalised decisions. Targets 12 month targets 1. The percentage of students going on to future study or full time future employment is above the predicted percentage on the performance summary data. 2. The student opinion data in stimulating learning, teacher empathy and teacher effectiveness to be at, or above, the respective state mean at all levels. The percentage of students offered future study options to go from 94 to 95.5% 100% of students in Years 9-12 to be provided with access to pathways counselling Student Feedback survey utilised by 50% of staff in their P & D plans Stimulating Learning at Year 9 to go from a mean of 2.93 to 3.06 Teacher Empathy at Year 9 to go from a mean of 3.52 to 3.56 Teacher Effectiveness at Year 9 to go from a mean of 3.45 to 3.58 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 To improve opportunity for effective student choice and voice by leading the school community in improving counselling, pathways and transitions at years 9-12 and post school. In particular, a focus on developing a consistent and informative approach to facilitate personalised decisions. 1 VCE/VCAL/VET program outlined information brochure/website informing both students and parents of program links to future pathways, jobs and careers. 2 Continue to improve the understanding of the curriculum structure across the school, including the Careers Framework & Curriculum Course Selection Documentation College website Campus Learning Course counselling process PL week AB, VCAL COORDINATOR (GM), JR T2 ready for T3 VCE & VET Course Handbooks available on website. All Editions of Careers Newsletters ed to parents are made available on College website with links or information on future pathways. AB, JR, LO T2-T4 Experienced and new staff involved in Course Counselling programs across all year levels Year 9-10, Yr and Yr Positive PD Feedback recorded by staff. Course Counselling PD offered in PL week. 3 Implement the introduction of university Part of the Pasco timetable NW, AP T1 Students undertaking University Biology at WHS delivered Biology at school. Program promoted and information provided to future students throughout the transition process. Year 11 to 12 and 10 to 11. Develop and implement a whole school engagement program that includes a year level specific homegroup curriculum program, extra-curricular activities, student leadership and student/teacher feedback tool. This will include student voice into all implemented programs. 4 Establish agreed protocols for use of student voice and feedback across the college. 5 Implement new Year 9 model and provide ongoing support and training to all staff involved in the program. 6 Develop Compass for better communication with parents & between teachers and students. 7 Improve teacher/student relationships across the school. Campus Learning, P&D Plans SV, SF, WR Ongoing 90+% of teachers to use the Student Feedback Tool and use as evidence in P&D plans Time Release for Year 9 team PL week LO, TY (YEAR 9 TEACHING TEAM) Ongoing Year 9 program implemented and reviewed termly Compass, Whole school initiative rolled out AP, SP T4 90% + of our parents are using Compass. to parents and staff Compass reporting has been investigated and an implementation strategy has been created for Campus Learning, Year level meetings SV, SF Ongoing Teachers able to demonstrate positive growth using student feedback tool, and student survey demonstrates whole school growth in this area

6 Annual Implementation Plan: for Improving Student Outcomes WELLBEING Goals To create and maintain a positive and safe learning environment. Targets 12 month targets 1. All components of the School Wide Positive Behaviour Support (SWPBS) set data to be above 80%. Staff and student knowledge, application and implementation moving towards embedded behaviours. 2. Student opinion data in distress and morale to be above the state mean at all year levels and shows a continued upward trend. 4 of 6 year levels to be above the state mean in distress and morale Student training in SWPBS to be delivered All Year 7-10 home group programs to have a SWPBS focus included Student Distress at Year 9 to go from 4.99 to 5.09 Student Morale at Year 9 to go from 4.67 to 4.70 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 To continue to develop the use of the SWPBS framework to inform teacher and student practice both inside and outside the classroom. 1 SWPBS to work in conjunction with whole school SEWT team to implement consistent 1 st tier SEWT, College Meetings AP, SP, SF, SV & SEWT T3 2 x College meetings inform all teachers of 1st tier supports and how to utilise where appropriate. supports. SML s use 1st and 2nd Tier supports where appropriate. 2 Review the Year 7-10 Home Group program. Audit where SWPBS fits into this program. Year level meetings, Learning & Engagement meetings PBS Team AP, SP, SV & SF T3 SEWT include SWPBS in the HG curriculum and PD staff on its implementation. Each year level has a specific SWPBS focus as part of the Home group program. 3 Grow the SWPBS leadership team. SEWT with Assistant Campus Principals SP, AP Ongoing Student representatives on the the team who meet regularly - once a month. All members of the SEWT attend meetings to ensure the team have ownership. 4 Work with student leadership coordinator to build an aspect of SWPBS into ambassador roles. Student Leadership Meetings Parent forums SF, SV & STUDENT T3 student leaders trained in SWPBS and can demonstrate and promote SWPBS in their roles LEADERSHIP COORDINATORS) There are student ambassadors who have an SWBPS focus in their role Develop a whole school approach to support mental health and implement a policy that is integrated with SWPBS. 5 Explicitly link the mental health policy within the school s pastoral care program to include resilience and SWPBS. SEWT in conjunction with SML leaders HG time WELFARE TEAM Ongoing Mental Health is addressed in HG curriculum and other activities throughout the school

7 PRODUCTIVITY Goals To develop cohesive and coordinated structures and understandings across both campuses to enhance learning and develop teachers and learners effectiveness in a 21 st Century environment. Annual Implementation Plan: for Improving Student Outcomes Targets 12 month targets 1. Staff opinion data in the new survey reflects continued improvement in the areas related to cohesion, clarity and communication Positive trend in staff opinion data for cohesion, clarity and communication Staff Opinion data for collaborative discussion to go from a mean of 64.49% to 66% and endorsement from 50.6% to 53% Staff Opinion data for guaranteed and viable curriculum (curriculum is coherent across all year levels) to go from a mean of 69.4% to 72% and endorsement from 57.5% to 60% 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 To increase the level of interaction between teachers across the campuses to ensure a cohesive learning journey for our students from Develop processes and protocols to encourage the sharing of resources across the school. 2 Create opportunity for cross campus collegiate visits in PL week. 3 Organise focus groups with Year 9 and 10 students to elicit responses in regards to transition and what expectations they may have or they may need from the process to ensure the development of necessary structures and support to ease transition for year 9 students. Campus Learning meeting PL week AM, TY Ongoing T4 completion In whole school CAT meetings teachers scaffold courses and share resources to ensure smooth transition in like subjects from 7-12 Process in place for sharing of 9-10 transition data PL week WR 1 x per term 15% of staff begin to visit each other s classrooms in PL week HG time Time release for SML leaders to accomplish this SW 9&10 SML LEADERS T1 Year 9 & 10 students participate in focus groups to establish needs in regards to transition from a student perspective. Modifications made where appropriate to transition as a result of focus groups Develop teachers & learners confidence and effectiveness in 21 st Century elearning environments to provide for a connected 21 st century community and pathways. 4 Continue to run parent skill workshops. Parent Forums AP, SP T3 At least 3 parent forums to occur at both Pasco and Bayview with focus being driven by parents and needs based 5 Staff contribute to the elearning examples of best practice bank. 6 Provide a minimum of 4 workshops per year that enable staff to develop their elearning skills for improvement against the esmart ICT Audit. 7 Create a culture of leadership development across the college for staff and students through a range of leadership initiatives to enhanced 21st Century Leadership capabilities. PL week, Campus Learning GN T4 elearning tools/resources/strategies are attached to SIMPLE strategies bank PL week, CAT, Campus & Year level meeting Student Leadership program defined PL week offerings to have a focus around leadership CAT Leaders Day SML Day Aspiring leaders accessing leadership PD GN Leadership Team Student Leaders CAT Leaders SML Leaders Through PL week 1 x per term Design and delivery of 4 workshops to assist staff Ongoing 50% of Leadership team engage in additional leadership training. Staff supported who pursue leadership development Student leadership program in place CAT Leaders Day SML Day

8 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 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 WELLBEING 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

9 PRODUCTIVITY 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