An Independent Public School COLLEGE BRAND COLLEGE CONTEXT PURPOSE STATEMENT GUIDING PRINCIPLES

Transcription

1 Business Plan

2 An Independent Public School Dalyellup College became a separate Year 7 to 12 secondary facility and an Independent Public School (IPS) in 2013 as part of the Dalyellup IPS Cluster. The IPS Cluster includes Dalyellup College, Dalyellup Primary School and Tuart Forest Primary School. As part of this procedure the college has participated in a collaborative process to create a new school brand, purpose statement, guiding principles, ethos and three year business plan. The Dalyellup College Business Plan for the period 2013 to 2015 provides an overview of the strategic direction and commitment of the college for the next three years. The plan has been created in collaboration with all staff and the school board. The plan is linked to system expectations including the Strategic Plan for WA Public Schools , Classrooms First Strategy, Department Focus documents and the Australian Curriculum. There are four key priority areas to be covered over the three years and are: Success for all students provide all students with the opportunity to achieve success; High quality teaching and learning; Safe and supportive environment; and Educational partnerships and relationships. As an Independent Public School Dalyellup College will have greater flexibility and responsibility for school based decisions relating to the allocation of resources, student support and finances and more flexibility with the selection of staff and the implementation of curriculum to meet student and school needs. PURPOSE STATEMENT Dalyellup College ensures a safe and harmonious working relationship with students, parents, teachers and the wider school community to deliver quality educational programs and services. Our college promotes excellence and provides opportunities for students to develop their skills, knowledge and values by building their capacity for respect, responsibility and resilience; empowering them to make informed life choices in a changing society. GUIDING PRINCIPLES We work collaboratively with students, parents, teachers and the wider community to provide a safe and supportive school environment. We develop challenging educational programs and effective instructional strategies to support the implementation of the current curriculum to meet the needs of individual students providing them with the opportunity to reach their full potential. We have high expectations of achievement and performance for all students and staff. We acknowledge and celebrate our successes and achievements. We model, guide and assist students to develop appropriate social skills and values to make informed life choices. COLLEGE BRAND The logo reflects the shape of a Banksia cone, ocean waves and the ripple reflection of the sun. The deep indigo path symbolises the journey through school life - gathering wisdom and knowledge, building dreams and confidence, making friends and preparing for graduation. The inclusive school community, where parents, staff and students collaborate, is represented by the turquoise pine cone elements. The ochre shape reflects new students graduating and joining the wider community. Dream believe achieve encompasses the vision of the school to provide the learning and support ensuring students have the confidence to dream for the future, believe in that dream and then achieve it. COLLEGE CONTEXT Dalyellup College commenced as a primary school in 2001 in the new Dalyellup subdivision in the Bunbury/Capel region. Over eleven years the school grew very quickly to become the largest primary school in the state and expanded to a K to Year 11 college over two sites. In 2013 the college separated into two primary schools and a Year 7 to 12 secondary facility. The college offers a wide variety of courses for students and will continue to expand on these as the student population grows. Year 7 students have access to secondary specialist areas in music, art, physical education, wood work, home economics, drama and science specialist laboratories. The college has a Specialist Cricket Program with links to the WACA and offers special courses in secondary drama. A high academic achievers program has also been established for students in Years 8 to 10 helping to prepare them for senior school courses. In 2011 the college introduced a Take Home computer program for Year 9 to 12 students using Macbook computers. Over the years the staff, students and parents have worked together to create a safe and harmonious school environment where our students can receive quality educational programs and services. The staff have developed a strong and committed student services team and pastoral care process to assist students with their academic and social well being during their time at Dalyellup College. In 2013 the staff have committed to implementing the Positive Behavior Support Approach as a component of one of our key priorities of the business plan. This includes the introduction of the Restorative Justice Approach for staff, students and parents. With the completion of a $30 million Stage 2 Building Program during 2013, Dalyellup College will become the newest secondary school in the region with the latest state of the art facilities. This will include two large two-storey buildings to accommodate science, information technology, student services, senior school and generalist classrooms, a 75 seat lecture theatre and staff facilities. There will also be a separate new facility for design and technology and home economics. The total building program will provide for our current student population and room for future growth within the area.

3 Success for all students - provide all students with the opportunity to achieve success Provide senior school opportunities that meet student needs and attract and retain enrolments at Dalyellup College Target Strategies Monitoring The college aspires to have an attainment rate of 75% or better. Attainment rate is percentage of students achieving an ATAR of 55 or higher and/or the completion of Certificate II or higher. Analyse student needs to provide relevant curriculum offerings and career pathways. Provide appropriate course and career counselling, support programs and materials. Provide effective mentoring programs for the monitoring of student performance and achievement. Monitor student attendance to identify students at risk. Identify students at risk and target relevant support for these students. Analysis of students performance after each reporting period. Use of Grade Point Average (GPA). Ongoing analysis through SAIS and Reporting to Parents. SIS attendance reports. Use of WACE tracker. Retention of 85% or more of students into Year 11 Maintain a program for academic high achievers that prepares students for senior school courses at Dalyellup College. Offer senior school scholarships to high achieving students who show excellence across their chosen subjects. Expand offerings in senior school Stage 2 and 3 courses and increase the number of school based certificate courses. Survey Yr 10 students for subject choice in Yr 11. Communicate to students and the wider community relevant senior school opportunities and information. Monitoring retention, participation and achievement in lower school courses. Number of scholarships accepted. Destination surveys indicating where and why students are leaving. Number of senior school courses available. All senior school students achieve their potential, and by 2015: Aspire to have over 40% of ATAR students achieve one or more A grades; Aspire to have a school median ATAR score 80 or above; and 100% of VET students achieve their certificate courses. Retain students that are in the Academic High Achievers Program Year 9 students in NAPLAN bands 8 and above should aspire to achieve a median ATAR above 75. Additional tutoring (e.g. advocacy programs; study camps; mentoring; study skills programs; and Department funded programs). Regular engagement of ATAR students in monitoring their academic achievement, setting course targets and making effective use of ATAR predictor scores. Identifying students at risk of not achieving their potential. Maintain a strong support/monitoring role for student achievement (eg Year Coordinator). Number of study, mentoring and support opportunities and attendance rates at these sessions. Analysis of students performance after each reporting period. Use of Grade Point Average (GPA). Ongoing analysis through SAIS, SIRS, Reporting to Parents and ATAR predictor. Establish a culture of excellence and success Establish a commitment to excellence and a culture of success. Maintain and review High Academic Achievers Programs in lower secondary. Developing curriculum and teaching strategies to maximize student engagement allowing them to achieve their full potential. Use the Grade Point Average and other assessment data as a mechanism for staff, students and parents to monitor student progress and achievement. Analysis of students performance after each reporting period. Use of Grade Point Average (GPA) scores to monitor and compare student progress. Student survey data. Exit data. Student progress data. Identify students at risk and provide a differentiated curriculum to meet their needs. Students at risk are identified through NAPLAN, SAIS and other data sources. Staff develop and implement individual and group education plans for students at risk. SAER lists maintained by learning support coordinator (LSC). Plans monitored by LSC. To improve students achievement in literacy Raise school mean for NAPLAN Year 9 in 2014 to be equal to or above the Australian Mean. Raise the school mean for NAPLAN Year 9 (Year 7 in 2013) by 2015 to be equal to or above the Australian Mean in all areas. Establish a Literacy Committee to use NAPLAN and other data analysis to identify key areas of weakness and develop whole school approach for improvement researching best practice strategies. (NAPLAN/Best Performance & teacher judgements). Investigate the potential to create a Literacy Specialist Teacher role to work with targeted students across all learning areas. Focus on key elements identified for each year s NAPLAN test such as persuasive writing for 2013 NAPLAN tests. Focus for lower secondary students on spelling, reading and writing. Identify specific common approach for spelling across lower secondary English classes. Develop a whole school approach to spelling by providing strategies to be used across learning areas. All teaching staff are skilled in assessment literacy, ATAR, WACE, NAPLAN, SAIS, GPA and moderation. Provide professional learning on EALD. Staff use the EALD progress maps when assistance is available. Whole school literacy plan. Work samples and assessment examples shared at learning area, and whole staff meetings. Meeting minutes. Individual and group documented plans. Ongoing analysis through NAPLAN, SAIS and Reporting to Parents. Moderation of assessments and curriculum delivery to meet Australian Curriculum standards.

4 Success for all students - provide all students with the opportunity to achieve success To improve students achievement in numeracy Target Strategies Monitoring Raise school mean for NAPLAN Year 9 in 2014 to be equal to or above the Australian Mean. Raise the school mean for NAPLAN Year 9 (Year 7 in 2013) by 2015 to be equal to or above the Australian Mean in all areas. All students to have daily access to numeracy focused ICT by Staff to have access to and use ICT as a teaching tool to enhance individual student performance. Use collaborative planning time to develop and implement best practice teaching and assessment strategies across Years 7 to 10. Use data analysis to identify student strengths and weaknesses in numeracy. Include NAPLAN, SAIS, school based assessments and Best Performance data. Focus on key elements identified for each year s NAPLAN test. Focus for lower school students on numeracy. Investigate the potential for a First Steps Numeracy specialist teacher to work across the Dalyellup IPS Cluster. Provide professional development opportunities. Staff share their use of latest assessment and best practice curriculum strategies at combined planning meetings, learning area meetings and informal discussions. All staff to be using the Australian Curriculum Staff monitor student performance and progress using Mathletics. Work samples and assessment examples shared at learning area and whole staff meetings. Meeting minutes. Moderation of assessments and curriculum delivery to meet Australian Curriculum standards. Ongoing analysis through NAPLAN, SAIS and Reporting to Parents. Staff using latest assessment and best practice curriculum strategies. All staff are following the guidelines for implementing the Australian Curriculum. By the commencement of 2015 all phases of the Australian Curriculum will be implemented. Allocation of time to learning areas to plan for the implementation of the Australian Curriculum through: - Backward mapping their existing curriculum to the Australian Curriculum; - Developing a learning area timeline for implementation; and - Creation of programs and assessment items. Allocation of time to learning areas to attend external professional development and network meetings. Develop a whole school Australian Curriculum timeline to communicate when and how each learning area is implementing the Australian Curriculum. Use portfolios of work from ACARA to raise expected standards of achievement in line with the Australian Curriculum. Provide opportunities and mechanisms for staff to share curriculum overviews for the development of cross-curricula planning and learning. Provide staff mentoring for the implementation of later phases of Australian Curriculum. Development of a Cross-curriculum Committee involving a representative from each learning area to ensure that the Australian Curriculum General Capabilities and Cross-curriculum priorities are embedded in all learning area curriculum. Review the impact the Australian Curriculum will have on the current timetable structure. All staff - performance management Record of the amount of planning time provided to staff to implement the Australian Curriculum. Record of external teacher professional learning for Australian Curriculum purpose. Publication of whole school Australian Curriculum timeline to school community. Publication of learning area Australian Curriculum overviews to school community. Record of staff mentoring taking place. Key progress reporting by HOLAs, TIC and senior staff. Minutes from meetings where cross curricular planning has occurred is shared with staff. High quality teaching and leadership Establish a culture of professional learning that utilises recognised best practice Staff work collaboratively, sharing best practice in a culture of professional learning. All staff regularly review teaching practices through self reflection and data analysis. Provide opportunities to identify and share high quality teaching practice and the capacity to use cross-curriculum teaching strategies. Staff work interdependently (shared commitment) to achieve key priorities for which they are mutually accountable. Staff use data diagnostically to inform planning and teaching practice. Invite relief teachers to attend professional development sessions so they are familiar with teaching practices in the school. All staff - performance management. Feedback to senior staff through learning area and whole staff collaborative meetings. Use data analysis and selfrefection to monitor progress with implementation of the key priorities and strategies. Attract and retain highly effective teachers and leaders. Staff are using the Australian Professional Standards for Teachers and Leaders by Promote the corporate identity of the college. Promote the college s positive culture and ethos. Staff input is valued. Seek feedback on leadership, staff and community perceptions of school performance. School resources are effectively deployed to meet student needs. Staff are familiar with the Australian Professional Standards and these are used as a means of self reflection for their performance. Staff professional development is linked to school priorities. Staff students and parents understand and value the college s vision and guiding principles. Staff retention rates and percentage of staff turnover. Staff, student and community surveys. Staff performance management processes. Performance management. Community survey and qualitative data.

5 Safe and supportive learning environment Provide an environment that meets the needs of staff and students physical, social and emotional well-being Target Strategies Monitoring Implement the Positive Behaviour Support Approach during Teaching staff to complete some or all stages of the Classroom Management Strategies (CMS) training, by the end of Non-teaching staff to be up-skilled internally in an overview and understanding of CMS. Provide support for teachers in classroom management skills through the use of a common language, BMiS Plan and SIS entries. Create a Positive Behaviour Support management team to commence and oversee the implementation of the program. Implement the principles of Restorative Practice to all staff as part of the Positive Behaviour Support Approach. Positive rewards strategies implemented and commences in Continue to enhance the Student Services Team through the appointment of Year Coordinators for each cohort. To incorporate programs that address social and emotional safety through the Positive Behaviour Support Approach (eg Bullying, Resilience, Rock & Water programs). Complete community survey and student bullying surveys each year. Audit of staff that have commenced and completed the CMS training. All staff are inducted in school CMS and BMiS procedures are monitored through the SIS behaviour module. Data analysis from community, student and staff surveys and other sources of data on the effectiveness of strategies being implemented. Monitor/audit staff implementation of Positive Behaviour Support strategies. Increase the percentage of students whose attendance levels are 90% or better. Provide a safe, positive and inclusive working environment. Promote the corporate identity of the college. Acknowledge students whose attendance is above 90%. Identify students whose attendance falls below 90% and implement plans to improve attendance. To ensure all Dalyellup College community understand the principles of diversity, equity and equality. Ensure Occupational Safety and Health (OSH) procedures are implemented across the college. Maintain the current positive tone, ethos and aesthetic environment. Staff, student executive and parents educate and promote the wearing of the college uniform. Five weekly reports within the term. Survey data Annual OSH Audits. Monitor reporting Monitor student population. Educational partnerships and relationships Build effective partnerships and relationships with the parents and wider school community Maintain and expand support for specialist programs in the college. Student and community satisfaction surveys show a positive response. Continue and enhance existing links and support from the WACA, local cricket associations, Perdaman and other interested partners. Investigate the accreditation of the drama program as a specialist program with the Department. Research other possible specialist programs not offered in the greater Bunbury region with a priority on Engineering. Complete biannual community, student and staff satisfaction survey. Follow up surveys to gauge improvement from highlighted areas of weakness within the biannual survey. Data analysis in learning areas and senior staff to inform future planning and improvement. Monitor student numbers enrolling in the Specialist Cricket Program. Ongoing reporting of research progress by key stakeholders to HOLAs and senior staff. Survey results and comparison over each year. Raise the college profile within the community. Create a public relations position to coordinate the promotion of the college and provide regular articles in local newspapers highlighting student and school achievements. Maintain school website, visual displays and regular newsletters. Meet & Greet sessions. Informal parent and teacher meetings allowing staff and parents to have regular contact. Number of newspaper articles published each semester. Community survey. Build links with local industry, Shire of Capel and service groups. Maintain/ increase percentage of students attending Dalyellup College from contributory primary schools. Engage industry and shire through Workplace Learning. Promote links through the introduction of scholarships. Continue and expand on shared use of facilities. Links through cadets program. Continue and expand current mentor program. Maintain links with contributory primary schools commencing early in the year. Develop a transition/ orientation plan. Visits from Dalyellup College staff to engage students. Monitor industry/shire involvement. Conduct satisfaction survey after work placement. Feedback from mentors and cadets. Percentage of students increasing/ maintained from contributory primary schools.

6 Our Purpose Statement Dalyellup College ensures a safe and harmonious working relationship with students, parents, teachers and the wider school community to deliver quality educational programs and services. Our college promotes excellence and provides opportunities for students to develop their skills, knowledge and values by building their capacity for respect, responsibility and resilience; empowering them to make informed life choices in a changing society. 1 Wake Drive Dalyellup WA 6230 PO Box 1096 Bunbury WA 6231 Ph: (08) Fax (08) Dalyellup.College@education.wa.edu.au