Moorebank High School School Plan

Transcription

1 Moorebank High School School Plan Building an environment for staff that fosters new & better ways of doing things High standards driving success for middle years learners and their families High standards driving success for later years learners and their families Public Schools NSW; Moorebank High School_School Plan _Final_

2 School background SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS Moorebank High School s strong and optimistic school spirit is driven by students, staff, parents, carers, communities of schools, and the broader community, actively uniting to build a bright and motivating environment for all. This is evident through our mutual respect and understanding, great teaching, inspired learning and opportunities for young people to grow as empowered, responsible and generous citizens of the future. Moorebank High School is a dynamic part selective and part comprehensive high school situated in southwest Sydney. The school has 1040 students with 62% of students from a language background other than English. The school is committed to extending its students through excellence in teaching and learning and collaboration with its partner primary schools and other comprehensive and selective high schools. Moorebank High School offers students and teachers rich opportunities for leadership and quality learning and has a proud record of academic, sporting and cultural achievements. The school continues to refine a broad and differentiated curriculum, progressive welfare practices and quality professional learning to ensure excellence in student learning outcomes in the middle and later years of school. Current school priorities include literacy, numeracy, engagement and achievement supported through innovation in areas such as whole school behaviour and merit programs, the arts, quality mentoring and study skills initiatives, enhanced student leadership and student voice opportunities, and an emerging and deepening focus on building student resilience. In 2015, a comprehensive process was undertaken to review the school plan and the milestones achieved. Data from the 2015 evaluation process was reviewed with comparative 2015 data by students, staff and parents, culminating in the development of key ideas for school improvement to continue and be maintained in line with the SEF. Consultation with staff and parents during Term 1 of 2016 led to the formulation of milestones to achieve the school s improvement measures and other products and practices that the school will work towards within each strategic direction. The main activities that will be used to build the capacity of groups within our school community were then considered, and the processes by which this will be done. In all, this plan was developed using rich sources of data and extensive consultation with staff, students and parents. Public Schools NSW; Moorebank High School_School Plan _Final_

3 School strategic directions STRATEGIC DIRECTION 1 Student success driven by high standards in educational and wellbeing practices specific to the needs of middle years learners and their families. STRATEGIC DIRECTION 2 Student success driven by high standards in educational and wellbeing practices specific to the needs of later years learners and their families. STRATEGIC DIRECTION 3 Building a supportive environment for staff that fosters new and better ways of doing things Transition to high school gives rise to specific learning needs for students, their teachers and their families. Harnessing student potential for developing increasing independence in their learning, resilience, and creativity requires deeper understanding of the needs of middle years learners. This will translate into quality teaching and learning and consistently high expectations supported through effective wellbeing practices and leadership development opportunities. Effective home-school partnerships in this endeavour will maximise student success in the middle years of schooling. The later years of schooling are a significant stage in a young person s education as they prepare to make successful transitions to future learning and employment. Quality teaching, high expectations of learning, strong wellbeing structures and leadership development opportunities will be enhanced at MHS with the support of parents and the community. This will maximise students becoming increasingly self-motivated learners and confident and creative individuals with the personal resources for future success and wellbeing. Genuinely supportive and professional processes are required for all staff to meet the demands of significant school and system-wide changes. Four areas that have been identified as crucial to strengthening such processes at our school are: Improving resilience and morale through explicit staff welfare initiatives Using efficient administrative systems, policies and procedures consistently Enhancing collegial performance and development structures and processes Building systems and staff capacity to support younger and older students with complex learning & support needs Using collaborative strategies to strengthen these four areas enables our school to be self-sustaining and selfimproving with systems to nurture innovation through the leadership practices and optimism of all staff. Public Schools NSW; Moorebank High School_School Plan _Final_

4 Strategic direction 1: Student success driven by high educational standards in educational and wellbeing practices specific to the needs of middle years learners and their families. PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES Transition to high school gives rise to specific learning needs for students, their teachers and their families. Harnessing student potential for developing increasing independence in their learning, resilience, and creativity requires deeper understanding of the needs of middle years learners. This will translate into quality teaching and learning and consistently high expectations supported through effective wellbeing practices and leadership development opportunities. Effective homeschool partnerships in this endeavour will maximise student success in the middle years of schooling. IMPROVEMENT MEASURE/S Social and Emotional Outcomes indicators from the TTFM survey for students in Years 7 9 meet or exceed NSW norms. 70% of all Year 9 students meet or exceed expected growth in NAPLAN reading, writing and numeracy. areas of success and investigate areas for future concern. Years 7 9 indicates on average (from the 20 survey questions) that 80% of parents agree or strongly agree. Students: Differentiated, collaborative and innovative learning experiences in the classroom and beyond explicitly support middle years learners to progressively steer their literacy, numeracy, organisational, social and intellectual growth. Staff: Engage all staff in learning about middle years student developmental and learning needs to ensure the Wellbeing Policy and its practices builds student resilience and engagement with learning and leadership development. Develop capabilities of staff to design differentiated and innovative learning tasks and apply pedagogy specific to the needs of diverse middle years learners, including ATSI students, through professional learning associated with the development of the Teaching and Learning Policy. Parents: Engage parents through events, workshops, meetings and publications in learning about research, school policies, structures and practices related to middle years learners. Community partners: Collaborate with MCOS to sustain cocurricular programs and build curriculum and pedagogical continuity across stages 3 and 4, particularly in the areas of literacy, numeracy, assessment and technology. Development of the Middle Years Wellbeing Policy: - Wellbeing & PBIS Teams to initiate writing of policy and coordinate - PBIS Team with student peer support team to evaluate Anti-Bullying Plan with parent input. - PBIS Team and SRC to evaluate Student Management Plan with parent input. MCOS develop initiatives to support middle years learners: - Literacy and numeracy teams provide ongoing professional learning to staff in collaboration with primary partners. - English to analyse assessment for learning tasks to build curriculum continuity and enhance innovative task design. Development of Teaching & Learning Policy focus - middle years learners: - Teaching & Learning team to provide professional learning to staff. - KLAs develop student voice and leadership opportunities. - Technology Team coordinates - ATSI committee engage with parents, students and staff to support ASTI students in developing PLPs with a strong focus on academic and leadership opportunities. Evaluation plan staff students & parents - Evaluation Team reflect on data, programs, reports and policies and link to School Excellence Framework Products Social and Emotional Outcomes indicators from the TTFM survey for students in Years 7 9 meet or exceed NSW norms. MHS Wellbeing Policy drives clear and effective structures, programs and practices that support student transition and behaviour at high school, and development of resilience and leadership. 70% of all Year 9 students meet or exceed expected growth in NAPLAN reading, writing and numeracy. Evidence based differentiated teaching of literacy and numeracy is enhanced each year in consultation with MCOS. areas of success and investigate areas for future concern. MHS Teaching and Learning Policy drives innovative and differentiated middle years pedagogy and assessment to enhance higher order thinking, collaborative learning, use of digital technologies and creativity. Years 7 9 indicates on average (from the 20 survey questions) that 80% of parents agree or strongly agree. Effective parent learning, consultation and support strategies for middle years. Public Schools NSW; Moorebank High School_School Plan _Final_

5 Strategic direction 2: Student success driven by high standards in educational and wellbeing practices specific to the needs of later years learners and their families. PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES The later years of schooling are a significant stage in a young person s education as they prepare to make successful transitions to future learning and employment. Quality teaching, high expectations of learning, strong wellbeing structures and leadership development opportunities will be enhanced at MHS with the support of parents and the community. This will maximise students becoming increasingly self-motivated learners and confident and creative individuals with the personal resources for future success and wellbeing. IMPROVEMENT MEASURE/S State average or higher HSC value-added data for lower, middle and higher performing students. Quality feedback and differentiated teaching and learning are driven by effective evidence collection including students perspectives of learning. Social and Emotional Outcomes indicators from the TTFM survey for students in Years meet or exceed NSW norms. Average of 80% areas of success and investigate areas for future concern. Years indicates on average (from the 20 survey questions) that 80% of parents agree or strongly agree. Students: Differentiated, collaborative and innovative learning experiences in the classroom and beyond explicitly support later years learners to plan for and evaluate their learning, provide feedback to teachers on learning experiences and develop qualities of resilience, leadership and creativity. Staff: Engage all staff in learning about later years student learning needs, including ATSI students, to ensure the Wellbeing Policy and its practices support successful post-school transitions and builds student resilience, motivated independent learning and leadership skills. Improve capabilities of staff to design differentiated and innovative tasks that accelerate deep learning of later years students, including capabilities for innovative uses of technology. Parents: Engage parents through events, workshops, meetings and publications in learning about research, school policies, structures and practices related to later years learners. Community partners: Collaborate with CoS4, Links to Learning, business and university partners to provide relevant and personalised support and motivation to students for successful postschool transition outcomes. Teaching & Learning Team collaboratively develops Teaching & Learning Policy focusing on later years learners - Teaching & Learning Team continues the development of teaching & learning policy and coordinate - Teaching & Learning Team & Stage 6 Coach to review Stage 6, learning and assessment to improve student learning and raise expectations. - KLAs develop student voice and leadership structures and gather authentic feedback and evaluations from students of teaching practices. - Technology Team coordinates - HT T&L, Later Years Transition Adviser, Careers Adviser and Stage 6 Coach coordinate Stage 6 student PLPs structures, study skills and transition support. Development of a later years wellbeing policy - Wellbeing & PBIS Teams to initiate writing of policy and coordinate - Later Years Wellbeing Team and ATSI teams coordinates student PLP structures, study skills and transition support. Evaluation plan staff, student and parents Evaluation Team will reflect on data, programs, reports & policies & link to SEF. Product and Practices: State average or higher HSC valueadded data for lower, middle and higher performing students. Quality feedback and differentiated teaching and learning are driven by effective evidence collection including students perspectives of learning. Teaching and Learning Policy drives deep learning in all later years programs that is also enabled and accelerated by innovative use of technology. Social and Emotional Outcomes indicators from the TTFM survey for students in Years meet or exceed NSW norms. All students in Stage 6 are supported to develop PLPs to regularly evaluate and reflect on their own performance. areas of success and investigate areas for future concern. Wellbeing Policy drives effective structures and practices that support successful transition to work/further study, resilience and leadership of later years learners. Years indicates on average (from the 20 survey questions) that 80% of parents agree or strongly agree. Effective parent consultation and support strategies regarding later years. Public Schools NSW; Moorebank High School_School Plan _Final_

6 Strategic direction 3: Building a supportive environment for staff that fosters new and better ways of doing things. PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES Genuinely supportive and professional processes are required for all staff to meet the demands of significant school and systemwide changes. Four areas that have been identified as crucial to strengthening such processes at our school are: Improving resilience and morale through explicit staff welfare initiatives Enhancing collegial performance and development structures and processes Building systems and staff capacity to support younger and older students with complex learning and support needs Using collaborative strategies to strengthen these four areas enables our school to be selfsustaining and self-improving with systems to nurture innovation through the leadership practices and optimism of all staff. IMPROVEMENT MEASURE/S Staff wellbeing survey developed or sourced annually shows sustained improvements in areas targeted by Staff Wellbeing Team for support. 20% of staff taking on leadership roles. The eight drivers of student learning from the Focus on Learning Teacher Survey rating is 7.5 or better. Quality Teaching Staff Survey indicates that staff regularly using a variety of multimedia resources to engage students and is corroborated by the student Quality Learning Environment Survey. Leaders: Members of the Staff Wellbeing Team trained in using Team Leadership for School Improvement processes (TLSIP) to support evidence-based practices in supporting improved staff wellbeing. Collegial Support Team and pre-service teacher supervisors trained in mentoring and coaching and shares this professional learning with staff groups. Collegial Support Team s knowledge of policies, resources and research on quality Performance & Development (P&D) processes is used to drive school policy development. Staff: All staff members understand and engage in goal setting, planning and collegial professional learning to support effective P&D processes. All teachers understand and consistently use school administrative policies and procedures including PBIS/Merit systems and communication, documentation and referral processes. Parents: Parents support school policies and procedures associated with student behaviour and cooperate with parent code for communication with school. Community partners: External providers for implementation of technology across all KLAs. Staff Wellbeing Team collects and analyses data related to staff wellbeing that is used to coordinate staff wellbeing initiatives. Collegial Support Team collaboratively develops Collegial Support Policy: - Collegial Support Team members provide professional learning and support to all staff at various levels of their careers from pre-service to aspiring. - Collegial Support Team establish P&D processes, collaborative PL structures and PL registration opportunities. - All staff members engage in P&D processes and collegial PL hubs, with aspiring staff supported to attain higher levels of accreditation. - Collegial Support Team and Technology Team strategically coordinate tailored PL for staff on multimedia to enhance student engagement. Evaluation plan staff, student & parent: Evaluation Team to reflect on data, programs, reports and policies and link to SEF. Staff wellbeing survey developed or sourced annually that shows sustained improvements in areas targeted by Staff Welfare Team for support. Staff Welfare Team coordinates collection of data to collaboratively develop, implement and evaluate an annual Enhancing Staff Wellbeing plan. Products and Practice 20% of staff taking on leadership roles. The Eight Drivers of Student Learning from the Focus on Learning Teacher Survey rating is 7.5 or better Performance and development for all staff members is driven by collaborative planning, coaching and mentoring as described in the school s Collegial Support Policy. Products and Practice Quality Teaching Staff Survey indicates that staff regularly using a variety of multimedia resources to engage students and is corroborated by the student Quality Learning Environment Survey. Ongoing staff professional learning delivered by Technology Team and targeted external providers. Public Schools NSW; Moorebank High School_School Plan _Final_