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School plan 2018-2020Merewether High School 8510
Printed on: 11 April, 2018Page 1 of 6 Merewether High School 8510 (2018-2020)
School background 2018–2020
School vision statement School context School planning process
Merewether High School is an inspirational model of publiceducation. We challenge our students to engage invigorous, collaborative learning and support them toachieve excellence. Staff nurture and enhance theindividual talents of students, leading them to theirpotential. Merewether High School emphasises a culture ofacademic excellence, and a rich cultural andextra–curricular experience.
Merewether High School is an academically selective highschool located in Newcastle. Our core values of integrity,diversity and excellence underpin a broad, balanced andrelevant curriculum focusing on high expectations ofstudent academic achievement.
The school caters for 1072 students from a widegeographical area including 16 Aboriginal and Torres StraitIslander students. The school has high expectations of allstudents, consistent with each student’s ability and thebelief that all students can achieve their personal best. Ourstudents are encouraged to participate in leadership,creative and performing arts programs and sportingpursuits along with a range of extra–curricular activities.
Our 88 experienced staff support the learning andwell–being needs of our academically gifted and talentedstudents.
Significant features of the school are our active andsupportive parent body and a community committed toexcellence, diversity and fostering individual talents.
Merewether High School has established a number ofimportant links with the community to strengthen studentoutcomes by supporting student academic and welfaredevelopment.
An evaluation of the 2015 – 2017 School Plan wascompleted in 2017, along with the self–assessmentagainst Version 2 of the School Excellence framework.The evaluation included:
· surveys with parents, staff and students
· focus groups – staff, students and parents
· data analysis – NAPLAN, ESSA, ICAS,HSC, internal assessment data, destination data,attendance reports, retention data
· document analysis – 2015, 2016, 2017Annual School Reports, Registration of GovernmentSchools analysis
· analysis of the context of the school – attendance atteacher/parent nights, formal assemblies, principalrecognition assemblies, parent learning groups, courseinformation evenings, Year 7 Welcome BBQ
The findings from these evaluations were used to informthe school’s 2018 – 2020 School Plan.
The plan and school vision was developed in consultationwith key stakeholders, students, staff, parents and carers,including the school Aboriginal and Torres Strait IslanderParent Advisory team and representation at local AECGmeetings participating in discussions, current directions, tomeet the needs and develop the aspirations of ourstudents.
The school plan implementation will be monitored by theschool executive and the school improvement team,in conjunction with the P&C. Our school executive staff willhave direct responsibility and accountability for theimplementation of the annual school plan, as well asannual evaluation reports.
Printed on: 11 April, 2018Page 2 of 6 Merewether High School 8510 (2018-2020)
School strategic directions 2018–2020
STRATEGICDIRECTION 1
Student growth and success aslearners and leaders
STRATEGICDIRECTION 2
Staff leading innovativepractice, connecting and
collaborating
STRATEGICDIRECTION 3
Strong, strategic and effectiveleadership
Purpose:
To grow self–motivated learners who are confident,resilient and creative individuals developing learning skills,deep knowledge and the ability to learn, adapt and beresponsible citizens.
Purpose:
To ensure teachers share responsibility for studentimprovement and contribute to a dynamic learning culture,demonstrating commitment to improving practice and planfor the ongoing learning of each student in their care.
Purpose:
To build distributed leadership and a commitment tofostering a school wide culture of high expectations and ashared sense of responsibility for student engagement,learning, development and success.
Printed on: 11 April, 2018Page 3 of 6 Merewether High School 8510 (2018-2020)
Strategic Direction 1: Student growth and success as learners and leaders
Purpose
To grow self–motivated learners who areconfident, resilient and creative individualsdeveloping learning skills, deep knowledgeand the ability to learn, adapt and beresponsible citizens.
Improvement Measures
95%of students in Year 9 achieve withinthe proficient bands for numeracy(201794%), 90% for reading (2017 86%)
Greater than 90% of Year 9 NAPLANwriting results achieving or exceedingexpected growth in writing (2017 87%)
75%of HSC students results at band 5 and6 level (2017 74%)
People
Students
Actively engage to develop skills increativity, critical thinking and problemsolving which enhance quality learning.
Use quality formal and informal feedback toguide continuous improvement.
Build specific writing skills relevant to eachKLA and stage of learning.
Staff
Enhance student group work, collaboration,creativity and critical thinking throughexplicit instruction.
Use effective quality feedback to promoteacademic buoyancy and improve studentperformance
Lead students to write for purpose relevantto stage and audience.
Parents/Carers
Promote and support students to acquirelearning and leadership skills to buildindependence and emotional intelligence.
Leaders
Guide resourcing, support and professionallearning.
Build staff expertise and infrastructurewhich promotes autonomy in learning andopportunity for all students to excel.
Processes
Creative Critical Learners
Develop explicit strategies to effectivelyteach and assess creative and criticalthinking skills, which are refinedthrough learning.
Provide ongoing consultation andpartnerships with parents and students tosupport learning growth.
Quality Practice Underlines Success
Quality feedback on assessment as, of andfor learning drives student growth inunderstanding. This includes:
• Peer and self–assessment practices
• Faculty specific focuses on writing skillsto build depth, complexity and writing forpurpose
Strong Well–Being Support and Growth
Proactive whole school wellbeing programssupport student leadership development,focus on growth mindset, mental healthengagement and wellbeing programsembedded which promote studentleadership, resilience, academic buoyancyand positive respectful relationships.
Service learning groups and externalproviders, guide and mentor students toimproved outcomes.
Evaluation Plan
SEF Analysis, NAPLAN Data, Student/StaffSurvey
Practices and Products
Practices
Students access leadership pathwayswithin and external to school.
Student voice features in the school andconsultation in decision making isembedded.
Feedback for students is targeted, effectiveand informs future learning.
Staff guide students to understand theirlearning, adopt a growth mindset and buildexpertise in thinking skills and effectivewriting.
Products
Student results reflect creative and criticalthinkers who write effectively for audienceand purpose.
Quantitative results in HSC place>75% ofstudents in Bands 5 or 6.
Student enrichment features cultural,sporting, academic extra–curricularactivities.
NAPLAN data demonstrates success andYear 9 students meet HSC standards innumeracy, writing and reading.
Effective programming, teaching,assessment and resourcing feature in newHSC implementation.
Collaboratively developed IEPs supportindividualised student learning growth.
Printed on: 11 April, 2018Page 4 of 6 Merewether High School 8510 (2018-2020)
Strategic Direction 2: Staff leading innovative practice, connecting andcollaborating
Purpose
To ensure teachers share responsibility forstudent improvement and contribute to adynamic learning culture, demonstratingcommitment to improving practice and planfor the ongoing learning of each student intheir care.
Improvement Measures
All programs reflect data analysis ofinternal and external data.
Improve/sustain high levels of growth forYear 9 Aboriginal and Torres Strait Islanderstudents in NAPLAN
• Reading Domain70% (2017 60%),
• Writing Domain85% (2017 80%)
• Numeracy Domain Sustained (2017100%)
People
Students
Engage with differentiated learningprograms which are evidenced based toaddress their needs.
Understand areas to improve and impacton their learning.
Staff
Engage in learning to achieve theirprofessional learning goals and improvestudent learning.
Analyse and use data to ensure teachingand learning is evidence based.
Increase Aboriginal and Torres StraitIslander cultural awareness and implementgenuine strategies to enrich curriculum.
Parents/Carers
Connect and engage with a broad range ofcurricula and extra curricula learningprograms that are embedded within theschools culture.
Community Partners
Support and collaborate with the school tobuild strong learning programs andrelationships.
Leaders
Use research, evidence based strategiesand innovative thinking to design andimplement programs for improved practice.
Processes
Data Skills and Use:
Staff trained and highly skilled in dataanalysis using packages including RAP,VALID, Smart, ICAS.
All staff collaboratively use data to informplanning, programming, teaching,assessment and resourcing.
Professional Learning:
Targeted professional learning supportsquality teaching and is based on evidenceand research.
Model of collaborative practice investigatedand implemented to support practice.
ETAMS used to track and monitor PL forstaff accreditation and learning.
Aboriginal Education:
Staff and students access ongoing culturalimmersion experiences.
Professional learning in effective strategiesfor Aboriginal and Torres Strait IslanderEducation feature across the school.
Curriculum mapping of Aboriginal andTorres Strait Islander content andprocesses are embedded into teaching andlearning programs.
Evaluation Plan
Milestone evaluation, SEFSelf–assessment, Feedback, Dataanalysis, PLP, PDP, Surveys, Programanalysis, Classroom observation.
Practices and Products
Practices
Every teacher uses data to inform anddifferentiate their teaching and learning.
Staff collaborate to monitor and assessstudent progress and reflect on teachingeffectiveness.
Professional learning is aligned to theschool plan and implemented throughsystems of collaborative practice.
Leadership capacity is strengthenedthrough professional learning andmaintaining teacher accreditation.
Staff, parents and students workcollaboratively to embed AboriginalEducation strategies which maximisesstudent outcomes.
Every Aboriginal and Torres Strait Islanderstudent is supported by a PersonalisedLearning Pathway.
Products
Collaborative data analysis is embeded inprograms and informs learning andassessment.
Australian Professional TeachingStandards guide staff performance and aprocess of continual development ofpractice.
Teaching and learning programs reflectAboriginal and Torres Strait Islandercultural understanding and appropriatestrategies.
Printed on: 11 April, 2018Page 5 of 6 Merewether High School 8510 (2018-2020)
Strategic Direction 3: Strong, strategic and effective leadership
Purpose
To build distributed leadership and acommitment to fostering a school wideculture of high expectations and a sharedsense of responsibility for studentengagement, learning, development andsuccess.
Improvement Measures
All staff demonstrate understanding,ownership and application of all policiesand procedures.
Increase the number of staff undertakingleadership roles within faculty andschool wide programs.
Increase the engagement of stakeholdersthrough enhanced communicationplatforms.
People
Students
Demonstrate an understanding of schoolexpectations and programs to supportlearning and holistic development.
Experience increased success across allaspects of their schooling.
Staff
Understand accreditation practices andprocesses and develop their leadershipcapabilities.
Communicate their practices andprocesses effectively to stakeholders.
Parents/Carers
Understand and support schoolmanagement practices and processeswhich are communicated effectively and ina timely manner.
Leaders
Guide the administrative systems,structures and processes, which underpinschool improvement.
Model instructional leadership and highexpectations in building leadershipcapacity.
Processes
Management Practices and Processes
Evaluate and embed exemplarymanagement practices and processes tomeet community and Departmentof Education expectations.
Leadership Density
Provide leadership opportunities andpathways for development throughstructured systems of support andmentoring.
Communication Strategies Enhanced
Increase effectiveness of communication tostakeholders on policy, procedures andopportunity.
Enhance technology impact on effectivecommunication.
Evaluation Plan
Leadership and management survey,Communication evaluation, SEF analysis,Interviews and surveys, Policy andprocedures analysis/feedback.
Practices and Products
Practices
Evaluative thinking is used to monitor theimpact of educational programs andpractice is improved.
Distributed instructional leadership helps tosustain a culture of evidence–basedteaching and ongoing improvement.
Stake holders utilise high–levelcommunication practices across all facetsof the school.
Management practices and processes arecontinually evaluated and responsive toschool community needs.
Products
Policies and procedures are understoodand demonstrated by all staff.
Enhanced leadership capacity, greatercollaboration, higher expectations of staffand cohesive school teams.
Enhanced communication mediumsenabling all stakeholders access ofinformation and provide feedback.
Printed on: 11 April, 2018Page 6 of 6 Merewether High School 8510 (2018-2020)