School plan 2018-2020Chifley College Mount Druitt Campus 8459

Printed on: 2 May, 2018Page 1 of 6 Chifley College Mount Druitt Campus 8459 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At CCMD students are engaged in a personalised andresponsive learning environment in which achievement andcitizenship are valued, celebrated and driven by qualityteaching focused on student outcomes and success.

Chifley College Mount Druitt is a Year 7–10 Campus of theChifley College collegiate. The College provides a widearray of academic and vocational courses, extra curriculaactivities, enrichment programs and innovative student andteacher programs.  At Mount Druitt Campus, we arecommitted to developing an environment that will providestudents with the skills and opportunities to develop theirtalents, secure their basic skills and promoteself–disciplined, lifelong learners. We value academic,creative and sporting excellence while ensuring thatstudent leadership and student welfare underpins all ourstructures and programs. Mount Druitt Campus hasachieved DoE awards in Literacy and Numeracy, MentoringPartnerships and Teacher Excellence. The environment,learning programs and welfare structures accommodatethe needs and developmental requirements of all studentsin Years 7 to 10.

The school community were invited to participate indeveloping the school’s vision and priorities. This processinvolved the use of several collaborative platforms in orderto share ideas, a number of whole school staff sessionsincluding teaching and non–teaching personnel, executiveplanning sessions, student voice groups and parentforums.

Students – Focus groups, Leader forum, Aboriginal studentYarn Ups

Parents – Interviews, forums and Aboriginal Parent YarnUps. 

School staff – Whole school professional learning,conferences, executive meetings, staff meetings.

Community – Facebook, Twitter & collaborative platforms.  

This process included a review of strengths, opportunitiesand areas for development across the school. As a result,three key strategic directions were identified as the basisfor a shared commitment to future developments. Theseare: (1) Effective learning experiences, (2) Excel inteaching practice, and (3) Empowerment & Engagement.

The school has used a wide range of tools and data toevaluate the 2015–17  school plan and to determine theschool’s future strategic directions. The participation in theTell Them From Me survey has provided much insight anddirection. The feedback and evaluation has been extensiveincluding curriculum evaluations, analysis of studentlearning outcomes data and data gathered from studentforums.

Our NAPLAN data shows that students enrol in Year 7 withachievement levels significantly below the nationalminimum standard. This plan was developed by staff,parents and students. The implementation of the schoolplan was  monitored by the senior executive, executiveteam and project leaders at mid–term and end of termintervals.  Thus planning has been inclusive and extensive

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

(1) Effective learningexperiences

STRATEGICDIRECTION 2

(2) Excel in teaching practice

STRATEGICDIRECTION 3

(3) Empowerment &Engagement

Purpose:

We strive to establish a school culture where every studentis empowered to be literate, numerate, safe, respectful,aspirational and engaged in lifelong learning. 

Purpose:

Foster a positive environment where students are engagedin productive learning and teachers feel empowered. 

All classrooms are well planned and managed within aconsistent, school–wide approach.

Monitor the progress of students through the collection ofquality and reliable data to inform planning for growth instudent outcomes.

Purpose:

We envision a school where:

Parents are fully engaged in their child’s learning, trackinggrowth, responding to wellbeing needs, celebratingsuccess and supporting and understanding the schoolsdirections / goals for success

A school where all staff have the capacity to lead, witheach member of staff having identified leadership skills in avariety of areas, sharing, collaborating and building theirpeers and students capabilities

A school where students value leadership, with studentvoice at the forefront of school culture, learning andwellbeing

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Strategic Direction 1: (1) Effective learning experiences

Purpose

We strive to establish a school culturewhere every student is empowered to beliterate, numerate, safe, respectful,aspirational and engaged in lifelonglearning. 

Improvement Measures

25% increase of students achieving orexceeding expected growth on internal andexternal (NAPLAN) assessments.

Positive feedback from stakeholdersregarding school culture and highexpectations.

100% of students have an individualstudent learning plan to track growth ofsubject, literacy & numeracy skills.

People

Students

Students are engaged in relevant andtailored learning experiences that enhancetheir learning outcomes.

Staff

Staff will have a deep understanding ofstudents’ individual learning needs anddeliver effective, tailored and innovativelearning experiences that enable allstudents to achieve growth. Teachers willbe valued contributors to a strong andinclusive school culture.

Leaders

Leaders will establish and foster a schoolculture that is inclusive, responsive tostudent, staff and community needs, drivenby high expectations.

Parents/Carers

Parents/Carers are meaningfully engagedand valued in their connection to theirchildren’s learning and wellbeing at school.

Community Partners

Community Partners actively share in andcontribute to the school’s commitment to apositive school culture, promoting highexpectations for students.

Processes

Student success

Literacy and numeracy are embedded andtaught across all faculties to develop thecapabilities of all students to achievegrowth.

School culture

Student data informs learning, wellbeingand behavioural systems and interventionsto ensure high expectations are enforcedacross the school to achieve a positiveschool culture.

Engaged and inspired learners 

Teachers and students track studentprogress in order to promote studentownership of learning. 

Evaluation Plan

Regular reporting against milestones using:student literacy & numeracy achievementdata; student, staff & stakeholder feedback;TTFM survey feedback; professionallearning participation; programevaluations.; and analysis of externalstudent data (e.g. NAPLAN/VALID data). 

Practices and Products

Practices

Students are benefiting from tailoredlearning experiences, interventions andadjustments that allow them to achievegrowth in internal and externalassessments.

High expectations are evident and enforcedthroughout the school to promote a schoolculture of pride and positivity. 

Students and staff are actively engaged inexplicitly tracking student development ofidentified literacy, numeracy and subjectskills to promote student ownership oflearning.

Products

Student growth on internal and externalassessments, increased studentsmeeting/exceeding expected growth onexternal assessment (NAPLAN).

Functioning systems that support staff andstudents to achieve to a high standard intheir approach to learning. Staff andstudent understanding of, and commitmentto, systems/expectations

Structured student growth tracking systemsimplemented school wide to enhancestudent ownership of learning outcomes.Increased relevance of student trackingsystems.

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Strategic Direction 2: (2) Excel in teaching practice

Purpose

Foster a positive environment wherestudents are engaged in productivelearning and teachers feel empowered. 

All classrooms are well planned andmanaged within a consistent, school–wideapproach.

Monitor the progress of students throughthe collection of quality and reliable data toinform planning for growth in studentoutcomes.

Improvement Measures

All staff actively engage in and completethe PDP reflection process to inform onclassroom practice and act on professionallearning goals .

Increased number of staff analyse andutilise current student growth data from avariety of sources to ensure effective,timely and feedback for students.

Increased opportunities embedded inschool practice for all staff to demonstrateinstructional leadership  and collaborativepractice at all levels.

People

StudentsEngage in evidence–based teaching andlearning including reflection on teacherfeedback to support improved studentlearning.

Staff

Staff will actively collaborate in professionallearning activities to enhanceunderstanding of professional evidencebased teaching practice, data skills anduse.

Leaders

Actively engaged in teaching andleadership practices and professionallearning that ensures best practices andthe development of mindsets andcapabilities of all staff.

Parents/Carers

Participate in and informed of schoolprocedures, curriculum, feedback andplanning.

Community Partners

Community partners are identified andpartnerships with them strengthened toenhance professional learning.

Processes

Effective Classroom Practice

Teachers are committed to identifying,understanding and implementing the mosteffective explicit teaching methods, with thehighest priority given to evidence–basedteaching strategies.

Data Skills and Use

Student assessment data is regularly usedschool–wide to identify studentachievements and progress, in order toreflect on teaching effectiveness and informfuture school directions.

Collaborative Practice and Feedback

Professional learning is aligned with theschool plan, and its impact on the quality ofteaching and student learning outcomes isevaluated. There are explicit systems forcollaboration and feedback to sustainquality teaching practice.

Evaluation Plan

School Excellence Frameworkself–assessment (SEF sas)

TTFM (teacher/student/parent)

External assessment data

School based data (Internal)

PDP data

Practices and Products

Practices

Effective Classroom Practice

A whole school approach to effectiveevidence based teaching methods in whichteachers’ model and share a wide range ofteaching practices.

Data Skills and Use

School staff collaborate with the schoolcommunity to use student progress andachievement data to identify strategicpriorities, and develop and implement plansfor continued improvement.

Collaborative Practice and Feedback

Teaching staff demonstrate and share theirknowledge and expertise within and acrossother schools.

Products

Teaching and learning programs embedevidence based teaching methods thatprovides continuous improvement for allstudents, across the full range of abilities.

Reporting on school performance is basedon valid and reliable data and analysis.

Whole school systems that facilitatecollaborative practice, feedback,professional learning and support driveschool wide improvement.

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Strategic Direction 3: (3) Empowerment & Engagement

Purpose

We envision a school where:

Parents are fully engaged in their child’slearning, tracking growth, responding towellbeing needs, celebrating success andsupporting and understanding the schoolsdirections / goals for success

A school where all staff have the capacityto lead, with each member of staff havingidentified leadership skills in a variety ofareas, sharing, collaborating and buildingtheir peers and students capabilities

A school where students value leadership,with student voice at the forefront of schoolculture, learning and wellbeing

Improvement Measures

50% of parents are engaging with theschool, attending at least one school basedevent (i.e. Open Night, Parent TeacherNight)

An Identified leadership program is in placein which 25% of the staff are engaged

70% of students have participated in acitizenship or leadership program

People

Students

Students are participating in leadership andempowerment programs and regularlycontributing to the vision of the school.

Staff

Staff are providing leadership andempowerment opportunities for studentsand developing meaningful and effectiverelationships with parent

Leaders

Leaders are building the capabilities ofthemselves and others

Parents/Carers

Parents/Carers are tracking student growthand outcomes, engaging with the schooland responding to student needs

Community Partners

Community Partners are contributing to thevision of the school

Processes

Parent and community engagement  Develop and maintain effectivepartnerships with educational stakeholdersthrough a range of mediums, with the focusof connecting to parents, increasingsatisfaction and improving communityperception.

School Leadership

Establish a culture of high performance,with a clear focus on developing a cultureof collective responsibility 

Student Empowerment 

Investigate and implement evidence–basedchange to whole school practices, leadingto improvements in student wellbeing,learning and leadership.

Evaluation Plan

–School Excellence Frameworkself–assessment (SEF sas)

–TTFM (teacher/student/parent)

–CCMDC Parent and Community Survey

–Sentral Wellbeing (Student Voice)

–Staff feedback (Internal survey)

–Student, staff and stakeholder feedback

Practices and Products

Practices

The school uses a range of mediums toconnect and develop effective relationshipswith parents/ caregivers 

Staff share expertise and build the capacityof others, through Professional Learningand mentoring.

A range of relevant and meaningfulleadership and empowerment opportunitiesare developed for students

Products

Parents are engaging with the schoolcommunity, tracking growth and respondingto student needs

An effective succession plan (includingdocumentation and capability) is in placefor all areas of the school

Students value leadership and regularlycontribute thoughts and ideas to the visionof the school.

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