2016 school annual implementation plan template school/documents... · guide to developing the...

2016 Annual Implementation Plan: for Improving Student Outcomes

[8807]

[Brunswick Secondary College] [2016]

Based on Strategic Plan [2015-2018]

Endorsements

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.

Endorsement by

School Principal

Signed……………………………………….

Name: Heather Secomb ( Acting)

Date……………………………………………

Endorsement by

School Council

Signed……………………………………….

Name: Adam Ramage

Date……………………………………………

Endorsement by

Senior Advisor

Signed……………………………………….

Name. Margaret Bainbridge

Date……………………………………………

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 Empowering students and building school pride

Setting expectations and promoting inclusion

Community engagement in learning 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

Initiative 1. Building Teaching Practice Excellence is our first priority as it is the means to achieving our over-arching school goal, "For all students to achieve or exceed expected progress." We know that improving student outcomes depends on improving continuously the quality and consistency of teaching. This is achieved through creating a culture where learning and problem solving with our colleagues is part of our daily work. Just as we do for students, we need as to teachers to work in a learning climate where expectations and success criteria are explicit, feedback is regular and support is targeted to help us learn the skills we need to know next.

Our student outcome data tells us that we are tracking well against our VCE targets. The 2014 median was 32, with 25 out of 29 studies above state average. In 2015, it was 31 with 23 out of 29 above state average. While our NAPLAN data demonstrates that we are under target in most areas, the data for 2014 and 2015 remains close to state distribution. Given our SFO is around state average, our distribution should conform or exceed the state distribution. Accordingly, we have rephrased our NAPLAN targets to ‘exceed state growth’ targets

Literacy has been identified as a priority as we have many students who are not proficient in the academic language needed for success at school. While EAL students and those entering the school with low literacy are obvious groups, we have identified that BSC students with average to high ability are not always achieving to their full potential because they lack the 'insider knowledge' of how meaning is made within and across different disciplines. Hence, our priority of building subject teachers’ practice in literacy.

Developing teaching expertise in Numeracy remains a priority as it has for several Strategic Plans. Of particular concern, are individual students and cohorts who are not meeting the expected learner growth targets. Hence our priority to build practice excellence in explicit and differentiated teaching in all subjects with Mathematics as a priority.

$75k of our equity funding is tagged as 'catch up.' Our decision, informed by research, experience, funding limitations and distribution of the students 'below minimal standards' across all classes, is to invest in building the skills of teachers to target student point of need rather than fund intervention programs.

We believe we will improve student learning outcomes from Year 7-12 and also increase/decrease NAPLAN high growth/low growth if we embed the following strategies:

1. Peer Observation – a suite of Observing to Learn opportunities targeted to school priorities, learning area goals and PDPs 2. More rigorous moderation practices - Leveraging off the positive impact this has had on Yr.12 English results 3. Coaching in Literacy for Learning / Explicit teaching – in English, Mathematics and Science 4. Coaching in Reciprocal Teaching (Effect size of 0.74, according to Hattie) – in Humanities 5. Potentially, an Australian Research Council funded Literacy for Learning research and professional learning project in Science with three other schools and ACU. Outcome will be notified in

June. If the ARC project is unsuccessful, we will develop a local means of achieving what we can of this work.

Initiative 2. Empowering students and building school pride is the second priority because it is at the heart of our school vision and values. Our school is dedicated to inclusion, successful pathways for all students and the development of character and strong values. We understand the relationship between student engagement, connectedness and self-concept to student success academically and socially. However, we are concerned that there are specific cohorts who do not demonstrate the levels of confidence and connectedness needed to achieve their best possible outcomes. These students have been identified through a range of data sets including Work Practices, grades, potential data, learner progress, attendance, lateness, class exits, suspension, coordinator and wellbeing staff referrals, and data and staff and student focus group feedback.

Again the data is showing that our Student Attitude to School (SAS) mean scores are very close to state average. Of greatest concern is the decrease in the Student Morale and Stimulating Learning measures and the low scores for Year 8 and Year 11 in 2015. The Student Resilience Project and other focus groups have indicated that specific cohorts of students have a strong sense of school pride and connectedness but this is not true for all groups. While the Student Leadership teams have an active presence in the school, student voice and leadership within the curriculum needs development.

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

We see the following projects and strategies as important beginnings and will research DET and other resources to determine the strategies and practices which will work best to assist all students to become self-aware and self-motivated learners with a strong sense of school pride and connectedness.

The DET Resilience Program from Year 7-12, with special focus Year 9 student led projects

Student Engagement and Bullying Prevention initiatives led by students e.g. Bully Stopping, e- Smart, Artist in Schools Inclusion Project

Increased and diversified student contribution to COGS (The Social and Emotional Curriculum that operates from Year 7-12)

Enhanced opportunities for student empowerment and agency across year levels, cohorts and classrooms

Collaborative analysis of SAS and Student Feedback to Teacher data and joint teacher/student problem solving

Use of Student Attitude to School and Student Feedback data to teachers to identify and address specific teaching, learning and communication issues

The development of Year Level Plans from Year 7-12, informed by student input, and with urgent attention given to building engagement and school pride within Yr 9 and Yr 12 (2016)

The above work is best led by the Level Coordination and Wellbeing Teams, in liaison with the Curriculum teams. So while the expenditure on staffing is more focused on inclusion than empowerment, the Engagement Position and the ASD position will give the Level Coordinators and the Junior and Senior School Leaders time to focus on the more proactive work involved in the empowerment initiative. The aim is to strengthen and further develop the shared vision and inclusive culture at BSC, collecting baseline data using the Bastow Resilience Project and in time, the Pride and Confidence in our Schools measures DET is developing for future monitoring of progress.

1. Student Wellbeing Coordinator – one day per week to work with ASD students 2. New part time Engagement Coordinator position to work with vulnerable children including OOHC and students with severe behavioural needs 3. Resilience Project, Building a High Performing School Climate and student-led school connectedness and school pride events/ projects 4. Implementation of Professional Learning from Bastow Courses such as the Resilience Project, Creating a High Performance Learning Climate, High Performing Mindsets and Building

Resilience in Self and Others.

Key Improvement Strategies (KIS)

List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.

Initiative: KIS

Excellence in Teaching and Learning : Building Teaching Practice Excellence

.

From 2015- 2018 Strategic Plan:

Develop a school wide approach to teaching and learning, including consistent pedagogies for teaching literacy in the curriculum, now formalised through the BSC Instructional Model

Embed consistent assessment practices to inform planning for explicit and differentiated teaching

Develop and implement a consistent approach to teaching literacy and numeracy

Build the school’s capacity for strong and distributed instructional Leadership and professional accountability

Additional:

Strengthen capacity of professional learning to target Strategic Plan, AIP goals and the FISO Initiatives

Promote learning from within by developing greater opportunities to observe and learn from one another in teacher teams

Positive Learning Climate: Empowering students and building school pride: Schools will develop approaches that give students a greater say

From 2015- 2018 Strategic Plan:

Strengthen student leadership and student voice in their learning and within the co-curricular program

Enhance the college’s approach to building resilience and identifying and responding to the needs of specific groups or individual students

Refine and embed consistent management practices to improve engagement, attendance and student work practices

Additional:

Strengthen student wellbeing, peer relationships and social connectedness to school for all groups

Build strong relationships, collaboration and rapport between all students and teachers

Annual Implementation Plan: for Improving Student Outcomes

ACHIEVEMENT

Goals

To develop self-motivated learners who achieve learning growth that is at, or exceeds, expected progress To improve student achievement in VCE and VCAL

Targets from SSP All teachers assess accurately against Victorian Curriculum levels using multiple sources of assessment Correlation between NAPLAN and teacher judgement to be at least 0.5 for Reading and Numeracy. Matched cohort NAPLAN growth (from year 7 to 9) to match or exceed state mean Maintain a VCE median score of at least 31 Maintain percentage of VCE scores over 40 above state average Percentage of students completing VCAL credits to be at least 85 % Attitudes to School Survey

Student Motivation to be at least 4.30 Teacher Effectiveness to be at least 3.74

The average difference between the VTAC Score and the internal assessment in each VCE subject to be in the range - 10% to 5% Ability versus Achievement target in VCE: Validity Target - The difference between the average class residual for all VCE classes to be greater than -2.

12 month VCE Targets As above. VCE median 31 (2015) Scores 40 or over (7.1%) VCAL Percentage of students completing VCAL credits to be at least 85 % (82% in 2015) NAPLAN To exceed state mean growth in Reading, Writing and Numeracy To achieve a correlation between NAPLAN bands and Victorian Curriculum levels of at least 0.5 For all students to make expected progress on school based H M L classification

KIS 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

Adopt an agreed instructional model

Implement instructional model

Instructional Model used in first day PL sessions 2016 and revisited through staff and faculty meetings

Professional Learning and Curriculum Leader HOLS

Term 1 then ongoing

IM integrated into Learning Area meetings and CALTs (Curriculum and Assessment Learning Teams) All teachers understand and apply the teaching and learning cycle in the classroom

Learning areas select phases on which to focus

Curriculum Leader HOLs

Term 1 – Phases have been documented, progress shared and relevant links made between learning areas

Meeting time used to develop classroom resources that connect to the model


Ongoing All learning areas have produced resources for targeted units Instructional model is evident in targeted units in all learning areas and used to inform planning or teaching (micro/macro)

Resources trialled in classrooms and reviewed in teacher teams and in whole staff meetings.


Ongoing Resources have been reviewed in light of feedback and are used consistently Resources organisation informed by IM in Curriculum Online so teachers able to access easily Improvement (aim for at/above state average) in School Staff Survey Collective Focus on student learning + Guaranteed and viable curriculum

Each staff meeting begins with sharing of good practice related to IM

Professional Learning Leader

Term 2-4 Diverse range of staff across learning areas have presented at staff and learning area meetings

Incorporate IM in PDP

Specific 'Line of Sight' sample goals written for PDP in relation to IM

Curriculum Leader

Term 1 PDPs demonstrates understanding and uptake of instructional model and use of student data Solid examples of teaching connected to the Instructional Model evident in classroom observation and PDP

Teachers use student survey data to select an aspect of IM to focus on in their PDP


Term 1 Use student/teacher survey data to chart improvement in the measure: My teacher creates a positive learning environment (or other suitable measure TBC) IM evident in VIT portfolios and Yammer conversations

Embed IM in Professional Learning and Induction

Instructional Model focused materials developed for teacher use in Observing to Learn program

Curriculum Leader Professional Learning Leader

Term 2 - 4

All learning areas have produced quality materials Observing to Learn protocols include IM

Update of Staff induction process to include IM


Term 1 Explicit induction on IM at start of year with revision each term

Develop and implement a consistent approach to teaching literacy and numeracy.

Extend BSC whole school Literacy for Learning (LFL) plan across all learning areas. Embed explicit teaching of Language and Literacy at Year 7-9.

Professional Learning, coaching and structured classroom observations support further dissemination of LFL approach. Professional Learning on links between LFL and Instructional Model. Literacy Leader works with HOLs on targeted year levels and units. Utilise the train the trainer model within Learning Areas regarding LFL.

Numeracy and Literacy Leaders. Professional Learning Leader

Ongoing

Matched cohort growth to match or exceed state mean in NAPLAN. IM evident in Professional Learning Plans and faculty and staff meetings Evidence of Observing to Learn in staff PDP documents. Documented LFL strategies in curriculum. Staff induction process makes explicit reference to LFL, data literacy and Maths Action Plan (maths staff).

Build the capacity of staff to interpret, analyse and utilise literacy and numeracy data.

Professional Learning on using data to identify literacy and numeracy curriculum and pedagogical needs

Numeracy and Literacy Leaders. Professional Learning Leader

Term 2 and 3 Provision of targeted data PL internal and through Bastow Documented data practices linked to instructional model, for example Guttmann charts, Compass analytics, formative assessment Development of a Data Calendar Increased staff skill in selecting assessments and analysing data to inform teaching evident in PDPs and PLTs

Further develop the Maths Action Plan to include Year 8.

Professional Learning in developing students number strategies.

Numeracy Leader.

Term 2 and 3 Number fluency task resources developed, including documentation of number strategies for use in Year 8 curriculum.

Develop and embed consistent assessment

Plan for whole school progressive reporting using Compass.

Professional Learning supporting HOLs use of School Resources and Learning Tasks in Compass.


Ongoing HOLs using Compass Learning Tasks to deliver consistent assessments

practices to inform planning for explicit and differentiated teaching

Audit static reporting structure and make recommendations for progressive reporting implementation.

Junior AP

Staged plan and consultation process for progressive reporting

Develop a semester to semester school based measure of learner growth

Devise a school HML Learner Growth classification based on detailed analysis of student assessment profile Participation in DET Insight Assessment Portal pilot Identify students who are underachieving by comparing achievement order versus potential order in the level Comparing assessments (achievement ) with work practices (the school’s effort measure) Tracking report follow up

APs Data manager Wellbeing coordinator

Term 2 Ongoing Each semester

School wide understanding and use of student profile and learner growth classification Teachers in Insight Pilot demonstrate enhanced knowledge and use of assessment and have shared knowledge with colleagues Underachieving students identified and followed up

Develop a consistent theoretical approach to rubrics, measurement of achievement

Working Party to research, consult and develop guidelines for high quality rubrics Professional Learning on rubric design theory. Working party to research, consult and develop guidelines for measurement of achievement

Curriculum Leader Literacy, Numeracy and eLearning Leaders

Ongoing Agreed guidelines for Graded assessment task rubrics.

Continue to build capacity of staff to develop assessment tasks aligned with Victorian Curriculum.

Meeting time used for development of Victorian Curriculum assessment tasks Meeting time used to refine assessment tasks (Formative & Summative assessments)

Curriculum Leader Literacy and Numeracy Leader HOLs

Ongoing Correlation between NAPLAN and teacher judgement are at least 0.5 for Reading and Numeracy. All Learning Areas are ready to teach and report to Victorian Curriculum for 2017 Assessment schedule includes formative assessment. in core subjects

Build the capacity of staff to gather and utilise assessment data to target explicit and differentiated teaching.

Professional learning in Data literacy Data plan and calendar

Professional Learning Leader Curriculum Leader

Ongoing Term 1

PDPs reflect use of data to track student learning or differentiate teaching

Expand moderation practices as part of the established assessment program.

Professional learning in moderation practices. Imbed moderation within assessment schedule.

Curriculum Leader Literacy Leader HOLs

Ongoing Inclusion of moderation in assessment schedule. VCE English moderation process is extended to Year 10. Staff engagement with moderation sessions.

Investigate how General Capabilities can be taught and assessed through COGS curriculum

Working party to look at Victorian Curriculum General Capabilities and assessment tools

Junior AP Term 1 to 4 General Capabilities ready to be reported on for 2017

Build the school’s capacity for strong and distributed instructional Leadership and

Continue to develop line of sight PDP goals that utilise evidence based practices that improve student outcomes (as listed in the School Improvement Initiatives doc)

Differentiated goals/strategies for Proficient/Highly Accomplished/Leading AITSL standards in PDP sample goals

Professional Learning Leader Curriculum Leader

Term 1 Line of Sight goals for 2016 utilised by teachers, HOLs, program Leaders and Leading Teachers

professional accountability

Support HOLs to develop meeting structures and or distributed Leadership in learning areas

Professional Learning where Leading Teacher HOLs share how they have developed a Leadership structure

Professional learning Leader Curriculum Leader

Term 1 PDPs of HOLs contain goals and strategies for distributed and supportive leadership PDPs of staff not in positions of responsibility shows evidence of increased leadership and agency e.g. leading a PLT.

Strengthen practices that support senior students to improve VCE and VCAL outcomes

Reduce variation between internal and external assessments in VCE

Provide data (VCAA and Carmel Richardson) for teachers comparing internal and external scores Discussion with teachers and written reflection required Ongoing follow up with teachers where variation is not in the - 10% to 5% range explaining benefit for students where alignment is more accurate assessment Staff professional learning on statistical moderation

Senior AP Data Manager Year 12 Coordinator

Term 1 Term 1

Reduction in variation between internal and VCAA scores Individual teacher written reflections demonstrate engagement with existing strengths and areas for improvement Ongoing support in place for teachers where required VCAA run PL on statistical moderation

Study skills support for VCE students

COGS to enhance study skills, revision and time management Revision books Melbourne university volunteer program Study support groups for students below 3.7WP

Senior School Leader

Term 1 Student feedback has been incorporated into COGS plan Increase in number of students with WP above 3.7 each term. Established mentor program with University of Melbourne.

Implementation of revised BSC Guidelines for VCE and VCAL

Communication to parents and students Teacher guidelines developed and communicated Monitor work practices to target low-level students

Senior AP Senior School Leader

Term 1 ongoing

There are fewer SAC resits in 2016 than in previous years Feedback from parents, students and teachers indicates that all processes are clear, fair transparent and have been communicated well Non-scored VCE pathway provided in exceptional circumstances e.g. diagnosed learning need or anxiety condition.

Support and develop revision practices at Year 10

Revision books Focus in COGS Study guidelines booklet for Year 10 students


Term 1 ongoing

Year 10 subject teachers using revision books in their classes


ENGAGEMENT

Goals

To enhance student engagement with their learning through the provision of successful pathways and a curriculum designed to stimulate and challenge all students.

Targets from SSP Decrease mean 7-12 average yearly absence from 15.44 to 15 days Attitudes to School Survey

School Connectedness 3.62 to 3.70

Stimulating Learning 3.24 to 3.30

Learning Confidence 3.79 to 3.85

School assessed work practices.

At least 3.5 at Year 7-10

At least 3.7 at Year 11- 12 Student feedback to teachers 4.2 to 4.5 Maintain education and training destinations for students leaving school at above state average

12 month Attendance From 16.36 days in 2015 to 15.95 (the 2014 figure) Student Attitudes to School

Measure Year 9 (2016 cohort) Year 12 (2016 cohort)

School Connectedness 3.48 (2015) to 3.55 3.28 (2015) to 3.5

Stimulating Learning 2.93 (2015) to 3.05 2.96 (2015) to 3.30

Student Morale 4.52 (2015) to 5.00 4.23 (2015) to 4.40

Teacher Effectiveness 2015 = 3.58 to 3.68 Student Feedback to Teachers survey

Measure Year 9 (2016 cohort) Year 12 (2016 cohort)

Teacher Relationship Qns 1-5: 3.82 (2015 T3) to 4.00 4.23 (2015 T3) to 4.42

High Performance Learning Culture School Survey (teachers) - Genos March 2015 Student involvement in classroom organisation – disagree total 55% to 45% Student voice in programs – disagree total 48% to 30%

KIS ACTIONS:




WHO has

responsibility




Refine and embed consistent management practices to improve engagement, attendance and student work practices

Review Brunswick Secondary College Student Engagement and Management Policy and Procedures.

Engage with students, teachers, parents and junior/senior teams.

Junior/Senior AP

Review ready for school council approval mid year

Review completed and approved by school council mid year Changes implemented second semester.

Document year level plans with goals, targets and timelines for each year level

Develop targets and improvement actions for each year level, focusing on school pride and empowerment in particular at year 9 and 12

Junior/Senior AP YLC

Term 1 Improvement in engagement targets in the Student Attitudes to School survey

Further develop and refine attendance processes

Communicate BSC attendance processes with all relevant groups clearly and amending throughout the year.

Senior AP

Communication of processes at start year. Ongoing amendments.

Documented processes. Improved accuracy of attendance data Increased approvals (parent and school)

Focus on building strong relationships and rapport between all students and teachers -High expectations/High support -Seek feedback on lessons -Address the self-fulfilling prophecy of low expectations -Positive psychology

Examine 'relationships' sections of BSC Instructional Model and share best practice at staff meetings Present student SAS feedback to staff and develop an agreed profile of what we see as good teacher practice to develop positive relationships.

Senior/Junior AP

From start of year ongoing.

Teacher profile developed at start of year and referred to during the year. Increase SAS Teacher effectiveness 2015 = 3.58 to 3.68 Student feedback to teachers 2015=4.01 to 4.1 (out of 5)

Develop engagement strategies for individual students

Develop plan/strategies to seek student feedback on class activities. Use student data in student support meeting with student and parent to develop Individual Learning Plan (ILP) Seek input from teachers on effective strategies. Proactively identify students at each year level in handover from 2015-2016 YLC Share ILPs with all teacher and pin to student profile. Establish practices to monitor and support teacher implementation of ILP

Junior/Senior AP Junior School Leader/Senior School Leader YLC Engagement Coordinator Wellbeing Coordinator

Documentation established and shared Increased student engagement data in SAS

Strengthen pathway provision, career support and transition between year levels

Establish MIPS online as part of COGS program from 7-12.

Implement MIPS online program Investigate links for careers from COGS into curriculum

Senior/Junior School Leader

Early 2016

All students have completed Careers Profile All 10-12 students have completed Careers Action Plan

Use reports (MIPS, recommendations, WP, Assessment, etc) to inform senior student pathway counselling with a particular focus for students at risk of not completing school. (Further detail in Wellbeing)

Identify and meet with students at risk of disengaging together with their parents

YLC with AP/SL

Ongoing

All students have pathway counselling. At risk students identified and have clear agreed and documented pathway plan

Expand and refine student voice and feedback on their learning progress

Investigate student voice in learning. -Student feedback to teachers -Goal setting in subjects and COGS

Staff input into the importance of student voice in learning Revisit purpose and value of Student Feedback to Teachers’ data. Investigate sharing comparative data with teachers - same cohort + average for each item for each teacher. Trial student feedback processes and goal setting in pilot classes.

Junior/Senior AP

Term 1 PTS Conferences

Goals for pilot class pinned to profile on Compass

Explore avenues to develop student led involvement in PTS Conferences

Trial the use of student goals in PTS interviews, ask prompting questions to students

Junior/Senior AP

Term 1 PTS Conferences

Proforma for recording progress on goals, used in Term 1 PTS Conferences

Evaluate and refine an inclusive co-curricular provision

Increase Physical Activity opportunities through CCP's.

Include several sessions of popular physical activities Increase range of physical activities offered.

Junior/Senior AP

Term 1 CCP Term 1 CCP list includes range of physical activities and multiple sessions of popular activities.

Increase opportunities for female participation in physical activities.

Increasing student voice and influence in the CCP.

Greater connection between CCP's and the student executive and SRC. Investigate CCPs allocated to the relevant members of the student executive Promotion of CCPs to student body Developing ideas for new CCPs and content

Junior & Senior AP

From start of year - ongoing

Student executive members promote CCPs at COGS, Brunswick Star.

Monitor CCP enrolment and attendance data

Download and analyse Compass data

Junior and Senior AP

CCPs have agreed enrolment numbers. CCP attendance is 100% at all year levels

Create a good spread of sessions across the week where possible.

Work with Timetabler and CCP teachers to get the best possible spread across the week.

Junior AP From start of year

Spread of sessions across the week


WELLBEING

Goals

To enhance student wellbeing and resilience in an inclusive, respectful and stimulating learning community.

Targets from SSP Attitudes to School Survey - Safety 4.23 to 4.5 - Student Distress 5 to 5.2 - Classroom behaviour 2.97 to 3.3 Improvement of 5% on school based bullying prevention survey data (New survey 2014) Parent Opinion- Social Skills – Maintain at 5.7

12 month targets Student Attitudes to School Survey Measure Year 9 (2016 cohort) Year 12 (2016 cohort)

Safety 4.13 (2015) to 4.30 4.12 (2015) to 4.3

Stimulating Learning 5.18 (2015) to 5.20 4.61 (2015) to 5.0

Student Morale 2.83 (2015) to 3.0 2.82 (2015) to 3.3

Teacher empathy from 3.57 (2015) to 3.69 (this was the 2014 score) School connectedness from 3.55 to 3.64 Bullying Survey Improvement in percentage of students reporting no bullying from 2015 67.39% to 2016 75% Resilient Youth Australia survey (Bastow Reslience Project)

Measure Year 9 (2016 cohort)

Students feel the school does not enforce rules fairly 38% (2015) to 30%

Students don't feel like they have an adult who cares about them 38% (2015) to 25%

Parent Opinion- Social Skills – Maintain at 5.7 (5.9 in 2015)

KIS ACTIONS:




WHO has

responsibility




Strengthen Student Leadership and student voice.

Develop a school wide strategy for increasing student voice throughout curriculum, assessment, wellbeing, CCPs

identify strategies that could be implemented in 2016

Student focus groups Collate information and develop a plan in consultation with SRC, student executive and staff.

Junior and Senior AP

End semester 1

Documented plan for increasing student voice

Promote engagement between the SRC and Student Executive with the student cohort through COGS, CCPs. SRC structure and purpose is known by all students

Work with the SRC and student executive to identify opportunities to engage with the planning and running COGS and CCPs. Present at COGS the new structure and purpose of SRC and student executive.

SRC Coordinator

Start term 1 - communication Ongoing engagement with school programs

Increased level of student presentations and involvement in planning and running of COGS and CCPs. Evidenced in COGS plans.

Increase in junior student representation in SRC, support and encourage actioning of

Promotion of SRC at COGS, work with the SRC to get junior students involved. Increase connection between Leadership team and SRC.

SRC Coordinator Junior School Leader

Ongoing Increased number of student initiatives actioned

SRC initiatives. (One per pastoral group at year 7)

Year level Coordinator

Greater student involvement in planning, implementing and leading of COGS sessions.

Plan and document student involvement on COGS Term document

Junior School Leader Senior School Leader

Ongoing Regular student involvement documented on COGS planners

Enhance the college’s approach to building student resilience and identifying and responding to the needs of specific year levels, groups, and individual students

COGS social and emotional curriculum development

Scope and sequence 7-12

Student input into planning and structure of COGS

Increase student led activities

General capabilities

Consult with SRC and student executive to build on scope and sequence plan that has been developed by SWC, Junior School Leader, Senior School Leader and Coordinators

Junior School Leader


Ongoing Documented COGS plan with scope and sequence year 7 - 12 including regular student led activities and General Capabilities

Identify ‘at risk’ students and conduct support meetings to identify clear goals and engagement strategies. Monitor and communicate these.

Study structure

Wellbeing plan

Mentoring

Use report data including WP, achievement, S/N to identify students at risk. Conduct parent, student and YLC/SL conferences to develop strategies for improvement Use report follow up time. Monitor students during study group time.

Senior School Leader Junior School Leader

Ongoing At risk students identified and receive counselling and have clear agreed and documented pathway plan.

Develop strategies to promote increased connectedness of VCAL students with their cohort and the school (not at school on Wed when COGS run)

Process developed for communication with year 11-12 VCAL students in the absence of COGS Ensure VCAL students are involved in student committees

VCAL Coordinator Senior School Leader and Senior AP

Semester 1 VCAL review completed

strategies for connectedness clearly defined and documented

VCAL representation on Student Executive

Support and promote student led resilience project

Set regular meeting times for the project members, promote the project at COGS, ongoing documentation of the process to report back to Bastow

Junior School Leader Year level Coordinators

April 2016 Project developed and implemented

Complete our final e-smart actions

Develop curriculum material for COGS, promote e-safety at school and at home, external presenters at COGS

Wellbeing Coordinator

August 2016 Final report shows completion of all actions


PRODUCTIVITY

Goals

To allocate all resources (human, financial, time, space and materials) to optimise learning outcomes for students.

Targets Parent Opinion Survey

General satisfaction to exceed 5.7

School improvement to exceed 5.7 Staff Survey To be at or above 67th percentile for all school climates and Professional Learning measures Literacy and Numeracy

at or above state average for each NAPLAN domain

12 month targets Student outcomes

Validity target for VCE and 0.5 difference between NAPLAN/ Victorian curriculum are met

VCE and NAPLAN at or above state average Student Attitude to School Improvement in Stimulating Learning from

Measure BSC 2015 2105 State BSC 2016

Stimulating Learning 3.33 3.16 3.5 or above

Teacher Effectiveness 3.81 3.64 3.9 or above

Teacher Empathy 3.83 3.63 3.9 or above

Connectedness to Peers 4.14 4.16 4.2 or above

Parent Survey General Satisfaction from 5.6( 2015) to 5.86 or above School Connectedness from 5.12(2015) to 5.76 or above School Staff Survey Guaranteed Curriculum and Collective Responsibility at 67th percentile or higher. Teacher Collaboration and Focus on Student Learning at 80th percentile or higher.

KIS ACTIONS:




WHO has

responsibility




Prioritise use of human and financial resources to the FISO Practice Excellence and Positive Learning Climate Initiatives and strategic plan goals

Monitor and evaluate the allocation and impact of resources (PL, e-learning, targeted programs through Equity Funding, meeting time) against intended goals

Track expenditure and impact of Equity Funding against goals and general funding through Program budgets. (See attached BSC Equity Funding Document and monitoring section of this AIP) Evaluate Professional Learning (including Observing to Learn budget) alignment with FISO initiatives Audit Program Budgets and Narratives in relation to strategic priorities and FISO initiatives

Principal and Business Manager Professional Learning Leader Principal

Ongoing End of each term Term 4

Expenditure has complied with BSC Equity Funding document One year targets (as above) are met Increase in Collective Responsibility and Collective Efficacy to above state average Expenditure on Observing to Learn Program is documented, acquitted against priorities and learning area one year targets have been met PDPs show evidence of reflection on and implementation of learning from peer observations Individual budgets show strategic intent

Review the meeting schedule, skill up convenors and ensure a strategic agenda, time keeper and critical friend for all meetings

BM Budget Managers Principal Curriculum Leader

End of each term

HOLS report active participation and timely contributions by all staff Moderation is embedded in meeting and assessment schedule Increase in team based professional learning following 2015 Year 8 LFL model Audit of meetings shows 90 percent or more of meetings is spent on strategic priorities and professional learning, not operational matters

Monitor use of 1:1 devices and develop a staged plan for the continued integration of quality e-learning tasks and use technology to work smarter

Early and ongoing follow up of students not bringing computers to class Continued implementation of New Pedagogies Deep Learning Introduce Office 365 and provide ongoing professional learning and support Use the revamped e-potential survey

APs e-Learning Coordinator e-Learning Coordinator IT Support

First week then ongoing Ongoing Term 4 Term 1 Term 1 Term 2

All students are bringing a charged computer to each class Authentic uses of ICT have been developed across targeted learning areas and levels using NPDL rubrics All DET requirements of NPDL have been met NPDL has a strong profile within and beyond the school community e.g. website Leadership team have modelled routinely their use of timesaving features including Yammer, One Drive and Word Online Professional Learning that is differentiated and has allowed teachers to engage with ICT at point of need has been delivered and positively evaluated. Emails have reduced and communication is streamlined with all staff using Yammer and Shared Drive There is increased teamwork and reduced time wasting due to better organisation of curriculum online and other collaborative uses of technology

Strengthen supportive leadership and staff engagement

Continue to improve the organisational and teaching climate through Coaching for Leadership Teams/School improvement Team Program and Action Teams

Leadership team members continue to include shared supportive leadership goal developed in 2015 in 2016 PDP To positively influence the school’s teaching and learning climate and to develop high standards of professional collaboration, learning and performance and responsiveness to feedback. Election of 2016 SIT Team. SIT and Action team meetings and initiatives are

Leadership Team Principal and BM

Term 1 Term 1

Individual leadership team members evidence on PDP demonstrates supportive actions, behaviours and responsiveness to feedback Completed with all teachers and ES aware of purpose of SIT and Action Teams and relationship/delineation with Leadership Team

integrated into the meeting schedule including SIT presentations at staff meetings Skill up SIT team members in identifying and working collaboratively on staff identified improvements Implementation of the recommendations of the 2015

1. Staff Wellbeing Action Team 2. Student Respect 3. Communication Review

Principal and Professional Learning LT Principal SIT Team Convenor

Bastow four day CLT training completed by all SIT team members (Bastow is willing to do a deal for SIT only given recent nature of Leadership Team training 2016 Insight survey results show maintenance and improvement on May 2014 (pre- Strategic Review) measures HOLS and staff report greater team commitment and accountability within all learning areas Improvement in Staff Survey Leadership Module Leadership Support for Change measure to at or above state average Staff report greater role clarity and improved, more streamlined communication

Strengthen capacity of professional learning to target SP AIP and Initiative goals

Develop a framework for professional learning that is aligned with PDP and promotes learning from within

Create a visual line of sight between Professional Learning, AIP and PDP goals. Development of Professional Learning Plan including Timeline, costs, links to Initiatives, KIS and AITSL standards

Professional Learning Leader Professional Learning Leader

Term 1 Evidence in PDPs and feedback from coaches, HOLS and students shows IM and AIP strategies being implemented in the classroom Record of and reflection on professional learning undertaken by individuals and learning area teams demonstrates relevant AITSL standard Range and quality of staff presentations in staff and learning area meetings.

Plan for quality learning spaces to support effective teaching, enhanced collaboration, and a positive teaching and learning climate.

Make any required changes to AMP 2, lodged December 21 Proceed to Schematic Design Phase Continue LEaRN partnership and Performing Arts Review Embed Sustainability Process in all areas of the school

Review document with Buildings and Grounds Committee Staff and community consultation including student voice Connect LEaRN findings to Building Program Monitor progress toward sustainability plan Embed waste management strategy Ensure sustainability opportunities in new building are thoroughly researched

Graeme Buildings and Grounds Committee 0.5 AP 0.5 AP Staff /student sustainability team Enviro Club OHS / Environment Delegate

Term 1 Ongoing Term 1 and 2 Ongoing Term 2

Five year asset management plan including risk assessment is developed Schematic Design meets time line and budget Design of performing arts space reflects LEaRN findings Progress is evident each term All Resource Smart requirements are met ESD features are promoted within school community

Evaluate and improve school programs in view of data, feedback and educational research

Conduct internal reviews of: 1. COGS the school's staged

social and emotional curriculum across Yr 7-12

2. VCAL 3. Engagement in Language

Teaching 4. Scheduling and use of

meetings 5. Examination schedule

To be determined in February by Leadership Team

Principal Term 2 and ongoing

To be determined in February by Leadership Team

Implement recommendations of 2015 Communication and Homework Review

Develop partnerships to enhance student leaning, connectedness and school pride

China Continue to work with IED and other schools around expanding Chinese Language and Student Opportunities Student Voice and Connectedness Continue to form partnerships to enhance student connectedness and voice

Investigate the establishment of a Confucius Centre Involvement in International Education Division student and teacher forums Internal and external promotion of VYLC and Chinese including with local primary schools Embed Adobe Voices Campaign for Change in Year 8 Media curriculum and look for new collaboration with Merri Health Expand partnership with Riot Stage Community Theatre Company Involve Asylum Seeker Resource Centre in Artists in Residence Project Investigate follow up project with Casa Cultura, That Inspires Respect collaboration

Principal/ Language Coordinator ISP Coordinator Junior AP Junior AP Yr 7 Coord Junior AP Drama Teacher Principal Drama Teacher

Term 2 Ongoing

Submission made by due date if decide to proceed Diverse range of students involved in hosting delegations and participating in the forum BSC reputation for quality ISP program, cultural inclusivity and promotion of Asia/ Chinese language is continued and expanded Increase in International Student numbers at BELC and BSC Development of Pre-VCE program for international students at BELC, and potentially sharing resources through IED Number and diversity of students involved in Arts/ Wellbeing programs and partnerships has expanded.

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



WELLBEING



PRODUCTIVITY



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2016 school annual implementation plan template school/documents... · guide to developing the...

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