4 YEAR Strategic P lan

T R I N I T Y B AY S TAT E H I G H S C H O O LQ u a l i t y S e c o n d a r y E d u c a t i o n s i n c e 1 9 6 0

2 0 2 0 - 2 0 2 3

TRINITY BAY STATE HIGH SCHOOL School VisionTo ENGAGE and ENABLE students to achieve meaningful personal and future life pathways.

Mission StatementTo provide high quality teaching that ENGAGES students in active learning to become global citizens of the 21st century.

Our ValuesRespect, Relationships, Responsibility, Pride in all we do and Learning.

The purpose of this 4 year strategic plan is to provide the community of TBSHS, with an informative, accessible document that: • Articulates a systematic process of envisioning a

desired educational future for the school• Translatesthisvisionintobroadlydefinedgoals

and objectives• Presents a sequence of steps to achieve goals

and objectives using targeted allocated resources

TRINITY BAY STATE HIGH SCHOOLOUR VISIONENGAGE & ENABLE

students to achieve meaningful life pathways.

OUR MISSIONProvide high quality teaching that engages students in active learning to become global citizens of the 21st Century.

ACADEMIC

CHALLENGE

RIGOUR

SCHOLARS

PATHWAYS

CARING

RESPECTFUL RELATIONSHIPS

KINDNESS

WELLBEING

CITIZENSHIP

INNOVATIVE

CREATIVITY

COLLABORATION

SOLUTIONS

TECHNOLOGIES

FUTURES

QUALITY TEACHING

PROFESSIONAL KNOWLEDGE

PROFESSIONAL PRACTICE

PROFESSIONAL STANDARDS

LIFELONG LEARNERS

STUDENT ENGAGEMENT

INCLUSIVE

EVERY DAY COUNTS

INDIVIDUAL LEARNERS

SUCCESSFUL STUDENTS

SAFE ENVIRONMENTS

ARRIVE PREPAREDRESPECT

We earn respect for our integrity, humility and relationships with others.

OUR SCHOOL EXPECTATIONSOUR SCHOOL VALUES

TRINITY BAY STATE HIGH SCHOOL

BE IN THE RIGHT PLACE... ON TIME

RELATIONSHIPSWe proudly value relationships

and personal growth.

CONSIDER THE LEARNING NEEDS, SPACE & PROPERTY OF OTHERS... AT ALL TIMES

RESPONSIBILITYEveryone has a responsibility

to control, manage and monitor their behaviour.

USE A RESPECTFUL VOICE AND MANNER

PRIDE IN ALL WE DOStrive for personal excellence and

do your personal best.

STAY ON TASKLEARNINGLearning is inspirational, challenging and fulfilling.

OUR SCHOOL VALUES OUR SCHOOL EXPECTATIONS

EDUCATION FOCUS AT TRINITY BAY SHSEducatorsandoperationalstaffatTBSHS,between2015-18havecontinueda‘sharp and narrow focus’ on strategies to provide educational opportunities and lift improvement in student outcomes.

This intentional focus has principally included:Quality teaching: “Collective teacherefficacy”(Hattie)• teacher capability development, ESCM,

profiling,• professional learning, APR processes, • aligned pedagogy and standards of

practice, • coaching and mentoring, regular

feedback.

Student Engagement: Every student succeeding - State Schools Strategy 2017-2021• alignment and delivery of relevant

Australian curriculum, adaption of C2C resources, school based contexts,

• continuous planning, review and alignment of all KLA curriculum and assessment,

• integration and access to technologies in classrooms to support learning,

• transitionofstudentstoYr.7(2015),strengthening feeder school networks,

• school wide focus on attendance supporting participation and learning.

Literacy and Numeracy: activated by all teachers• focus on teaching subject contextual

literacies and numeracies,• literacy coaching with key learning area

literacy leaders,• intensive reading programs and

curriculum support,• systematic collection and analysis

of student data to inform teaching practices.

OUR ACHIEVEMENTS AT A GLANCE

SCHOOL BASED IMPROVEMENTS AND ACHIEVEMENTS

Post-secondary student destinations -

Tertiary 17% VET 23%

P/Time work 26% Full time work 9%

seeking work 23%

Facilities

IT Infrastructure

Indigenous Education

Governance

Leadership

ATTENDANCE

Attendance rate – from

90% to 94%

90% average (2018)

STUDENT ATTAINMENT

SENIOR OUTCOMES

EDUCATION TRAINING & EMPLOYMENT

A-C English, Maths, Science (7-10) – between

75% and 85% (73% average - 2018)

98% indicate their child receives a good education (2019 SOS)

PARENT SATISFACTION

$20 million invested – HEC refurbishments, SEP upgrades, Sport Centre, GLA classrooms(3xT2000series),stagedupgradetoStudentServicesHub(JBlock), Air-conditioning, security fencing and CCTV systems, STEAM HUB

BYOX platform, Centre of Network upgrades, WiFi expansion, increase Internet speed(100Mbps),transitiontoSharepoint,hardwareimprovements,MOODLEtrial, digital curriculum resources access via READ CLOUD/Learn on

Clontarf Academy, CEC team integrated into SWAT, ILF and ILT leadership, QATSIF, Sharing Success, Nintiringanyi Cultural Training Centre Elders connection, CSIRO STEM indigenous girls program

School transition to an IPS school 2017, established a representative Council 2017

Strategic positions – Deputy Principal - Inclusive Practices, HOD Technologies, HOD International Student programs, Advertising and Marketing, I4S funded HOD Teaching and Learning HOD, STEAM Champion Collaborative TEAMS drive strategic, special interest school priorities and initiatives

OP results:

1-5: 12%

1-15: 74%

NAPLAN Numeracy

94%Reading

92%Writing

65%

VET and SAT, QCE completions

100% (2016-2019)

4 YEAR STRATEGIC PLANNING CYCLE 2020-2023

PURPOSE:All teachers and leaders are engaged in coaching including valuable feedback around strategies for improvement in targeted areas.

IMPROVEMENT PRIORITY: QUALITY TEACHING

1 Instructional Leadership

Clearly articulate the coaching framework, including purpose, frequency and method of lesson observations, tool for gathering data and expectations around feedback sessions. Implement model and review.

Implement coaching model and review process and data.

Teachers’ feedback aligns to improve quality teaching targets.

Implement coaching model and review process and data.

Teacher’s feedback aligns to improve quality teaching targets.

Coaching model improves engagement across the school, improvements in the quality of teaching and teachers clearly identify that they are receiving quality feedback.

2020 2021 2022 2023

PURPOSE:All teachers and leaders are provided with support, opportunities and guidance appropriate to their aspirations and levels of proficiency.

2 Capability Development

All teachers and leaders are provided with support, opportunities and guidance appropriate to their aspirations and levelsofproficiency.

Implement capability development model and refinebasedon feedback and data. Developmental capabilities are monitored and nurtured.

Implement capability development model and refinebasedon feedback and data. Developmental capabilities are monitored and nurtured.

Capability development framework has resulted in clear alignment between the development of teacher capability, professional development opportunities and targeted support for teachers.

PURPOSE:Pedagogical framework is enacted and embedded at TBSHS.

3 Pedagogical Framework

All teachers and leaders are provided with support, opportunities and guidance appropriate to their aspirations and levelsofproficiency.

Monitor and review the implementation of the Pedagogical Framework. Investigate improvements to the Pedagogical Framework.

Monitor and review the implementation of the Pedagogical Framework. Consult teaching community around proposed improvements.

Articulate identifiedchanges to the Pedagogical Framework. Provide targeted and sustained PD around the new elements. Make new elements visible in the school.

PURPOSE:Standards of Practice are enacted and embedded at TBSHS.

4 Standards of Practice (SOPs)

Visibility of Standards of Practice in school induction systems, professional development and classrooms. ReflectedinCapabilityDevelopment methodology.

Monitor and review the implementation of the Standards of Practice. Investigate improvements to the Standards of Practice.

Monitor and review the implementation of the Standards of Practice. Consult teaching community around proposed changes for improvement.

Articulate any changes to the Standards of Practice. Provide targeted and sustained PD around the new elements. Make new elements visible in the school.

PURPOSE:Implement the Australian Curriculum in Years 7-10 and the QCAA Senior syllabuses in Years 11/12.

5 CurriculumSequence of curriculum delivery and assessment articulated in Whole School Curriculum Plan. Review opportunities for alignment and engage teachers in collaborative planning.

Implement Whole School Curriculum Plan and review sequence of learning and assessments. Review/engage teachers in planning.

Implement Whole School Curriculum Plan and review sequence of learning and assessments. Review/engage teachers in planning.

Implement Whole School Curriculum Plan and review. Enactidentifiedimprovements into new 4YSP cycle.

2020 2021 2022 2023

PURPOSE:Implement targeted academic coaching model.

6 Improving academic results

Continue to implement data-based academic coaching practices in key learning areas in JuniorSecondaryandmonitor results.

Review academic coaching practices and identify opportunities for increasing/ enhancing the program.

Review impact of academic coaching over time. Engage more teachers in academic coaching.

Expand academic coaching to include other target areas/ year levels. Identify next 4YSP strategies.

PURPOSE:A clearly articulated Inclusive Practices Plan operationalised in the school.

7 Inclusive Practices

Develop Inclusive Practices Plan that includes SWD and LD,EALD(includingIndigenous),LGBTIand other marginalised groups. Consult with the school community around the development of the Plan.

Communicate Inclusive Practices Plan to all members of the school community. Clearly articulate expected/identifiedpractices.

Implement Inclusive Practices Plan and monitor the implementation. Engage with teachers to review and collaborate on plan.

Review the implementation of the Inclusive Practices plan to date and develop, as required, identifiedimprovement strategies in next 4YSP cycle.

PURPOSE:Consistently use the Systems Leadership Framework to promote clarity and alignment across the school.

8 Systems leadership

All members of the SLT engage in Systems Leadership Training. Identify key practices to embed. Identify key systems to review(schoolwide).Enact scheduled review protocol of school systems (2020-23).

Consistently implement key practices. Engage with Systems Leadership expert as a critical friend to provide feedback on implementation.

Consistently implement key practices. Engage with Systems Leadership expert as a critical friend to provide feedback on implementation.

Review implementation of SLT model and any opportunities for expansion of approach to other areas of the school. Identify next 4YSP strategies.

PURPOSE:Consider the Staff Wellbeing as a key focus in all initiatives.

9 Staff Wellbeing

Collaboratively develop aStaffWellbeingPlan.Communicate the planwithallstaffforengagement.

Continue to focus on opportunities topromoteStaffWellbeing in all activities and communications.

Development of staffresilienceand consistent communication thatvaluesstaff.

Improvement in all indicators that relatetostaffwellbeing and morale. Enact initiatives in next 4YSP.

4 YEAR STRATEGIC PLANNING CYCLE 2020-2023

PURPOSE:Improve student attendance at Trinity Bay SHS.

IMPROVEMENT PRIORITY: STUDENT ENGAGEMENT

1 AttendanceClearly articulate whole school plan to improve attendance at Trinity Bay SHS, to ensure role clarity.

Actively seek opportunities within the whole school plan to improve attendance.

Embed improvements to whole school plan and analyse data to identify successful strategies.

Review whole school Attendance plan and evaluate successful elements and areas for improvement. Identify next 4YSP strategies.

2020 2021 2022 2023

PURPOSE:Clear systems to improve student behaviour.

2 BehaviourDevelop and communicate the new student Code of Conduct at Trinity Bay SHS. Develop Plan to support the policy documents.

Implement and review the whole school Behaviour Management Plan. Actively promote proactive and review reactive responses.

Continue to analyse qualitative and quantitative data around the effectivenessofthe whole school management of student behaviour.

Embed and refinewholeschool plan that promotes consistent messages and embeds aligned approaches.

Identify next 4YSP strategies.

PURPOSE:Development of a Student Wellbeing Hub that provides a one-stop shop for student wellbeing needs.

3 Student wellbeing

Map out Plan and Handbook to support the Student Wellbeing Hub. Ensure all SRDs are developed and aligned. Develop specificin-houseprograms that respond to student needs.

Review framework used by SWAT to promote Student Wellbeing to ensure consistency. Share tools and strategies with teachingstafftobuild capacity and promote alignment.

Review Systems, Symbols and Behaviours in the Student Wellbeing Hub to maximise effectivenessin addressing needs. Engage external providers in this process.

Celebrate successes of Wellbeing Hub and the SWAT Team. Review opportunities for promotion of student wellbeing across the school and identify next 4YSP strategies.

PURPOSE:Seamless transition from ‘crayons to careers’

4 Improve transitions

Map activities to promote seamless transitions across key junctures. Review transitiontoJuniorSecondary and key initiatives to promote PrinciplesofJuniorSecondary.

Identify critical areas for improvement across the educational journey at TBSHS. Consult on initiatives for improvements. Articulate actions to be taken.

Continue to embed transition strategies and review implementation foreffectiveness.Review transition strategies internally and externally(feederschools)

Promote continued practices to embed seamless transitions at Trinity Bay SHS. Review transition strategies internally and externally(feederschools).Identifynext 4YSP strategies.

PURPOSE:Develop the aspiration and skills required to engage successfully in learning.

5 Building an academic culture

Develop a Policy and Study Guide resource; embed expectations and practices at TBSHS. Communicate with community. Develop curriculum opportunities to explicitly teach requisite skills.

Enact opportunities to engage with external providers to provide opportunities and mentoring to develop aspirations, skills and pathways. Further develop explicit teaching approaches.

Further develop curriculum opportunities and experiences for students as well as parents to develop skills around self-regulated learning. Extend school community partnerships.

Review resources, policies and practices. Develop a checklist to monitor the key strategies around Building an Academic Culture at Trinity Bay SHS. Identify next 4YSP strategies.

2020 2021 2022 2023

PURPOSE:Increased engagement with ICTs for learning

6 Engagement with ICTs

Enact STEAM initiativesintoJuniorSecondary curriculum. Access STEAM hub resources to activate STEAM education plans. Review digital resources viability and provision.

Digital Technologies and eLearning reflectedinteachers’ curriculum planning and classroom practices. STEAM learning engages and enables students and teachers.

Student engagement in online Learning Management System. Further enhance Digital Technologies and eLearning. Review digital resources viability and provision.

STEAM Education implemented and embedded. Extensive engagement of students/teachers. Purposeful engagement with primary feeder schools’ students/teachers. Identify next 4YSP strategies.

PURPOSE:Clearly communicate the improvement agenda, align visions and values to drive improvement

7 Whole school culture

Promote the key messages via visual print in all promotions and verbally in key forums such Yr. level assemblies,StaffMeetings, school/community meetings.

Continual commitment to improving school communication at all levels to build school culture and community. Consistent use of tools of systems, symbols and behaviour to promote whole school culture.

Continual commitment to improving school communication at all levels to build school culture and community. Consistent use of tools of systems, symbols and behaviour to promote whole school culture.

Whole school culture is reflectedina cohesive community with a sense of belonging, a clear sense of purpose and high expectations. Identify next 4YSP strategies.

Every student succeeding - State Schools Strategy 2017-2021 is Queensland's plan to lift the performance of each state school student, teacher and principal.

IMPROVEMENT DIRECTIONS 2020-23

Overview

The commitment to and continued focus on Quality teachingandStudentengagement(successfulstudents)isessentialtosupportandprovidethenextliftinstudent,staffandwholeschoolperformance.• Department of Education strategic plans and

policies underpin and inform the improvement work enactedbyteachingandoperationalstaffwithstudents at TBSHS,

• Consolidation of previous improvement work initiated(2015-19)willcontinuethroughthenextplanning and implementation cycle,

• The DoE ‘Cycle of Inquiry’ is the school’s default tool used to identify, implement and review solutionstoidentifiedproblemsofpractice,

• Precise transparent change management processes will promote improvement lift across the school,

• Leadership teams, teachers and community will intentionallycollaborateoneffectivestrategiestodrive improvement priorities and achieve desired outcomes,

• Staffinput,buyin,feedbackandownershipenactschange management and the successes tied to improvement lift.

Engaging in improvement and innovation on a daily basis requires precision in the design, implementation and evaluation of new strategies, initiatives and services that are developed through cycles of inquiry.

The School Improvement Hierarchy provides a clear model to guide what needs to happen next in a school's improvement journey. It acts as a lens to determine the current position in the improvement journey. It incorporates the 9 domains of the National School Improvement Tool.

Cycle Of Inquiry Model

School Improvement Hierarchy State Schooling Strategy – key elements

Intentional collaborationWe learn and work together, leveraging our different strengths, skills and perspectives, to address prioritised challenges, measure impact, build expertise and accelerate statewide improvement in student outcomes.

Successful learnersStudents engage in learning and achievement, and successfully transition from early childhood into schooling and from schooling to further education, training and employment.

Teaching qualityTeachers employ high quality, evidence-based practices and are focused on success for every student.

Principal leadership and performanceSchool leaders drive school improvement and student achievement.

School performanceSchools achieve success through an intentional approach to improving the progress of every student.

Regional supportRegions focus on supporting performance and outcomes in the early years and across the stages of schooling.

Local decision makingSchools ensure community needs are central to decision making processes, autonomy and accountability. School governance groups learn with and from each other.

Every student succeeding State Schools Strategy 2019–2023

Our vision Every student succeeding is the shared vision of Queensland state schools. Our vision shapes regional and school planning to ensure every student receives the support needed to belong to the school community, engage purposefully in learning and experience academic success.

1901

87

Our priorities• Improve academic achievement for all students

• Lift the performance of our top students

• Improve reading and writing for all students

• Improve Year 12 certification rates

• Close the gap for Aboriginal and Torres Strait Islander students

• Improve the participation and achievement of students with disability

• Implement the new Queensland Certificate of Education system

• Enhance the learning opportunities of rural and remote students and staff

• Create global citizens of the future

Our objectives• Address the unique needs of students to ensure successful

transitions through each phase of learning

• Collaborate across the system to sustain and continue improvement through inquiry cycles

• Focus on a sharp and narrow explicit improvement agenda

• Develop the capabilities of our people to drive and lead future-focused school improvement

• Do whatever it takes so that every student succeeds

Our guiding questionsThese four questions guide our intentional approach to improving the progress of students:

• How are our students doing in their learning?

• How do we know?

• What are we doing to improve students’ learning?

• How do we know it is working?

Our common languageWe will achieve our objectives by evaluating and developing professional practices using the School Improvement Model.

The School Improvement Hierarchy provides guidance on where we are in our improvement journeys, and the inquiry cycle provides a process for learning through and from our improvement initiatives.

The Standards of Evidence provide the common language for evaluating improvement initiatives and are a tool for strengthening the design of our improvement initiatives.

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Our focus areas

Principal leadership and

performance

School performance

Intentional collaboration

Local decision making

Successful learners

Teaching quality

Regional support

Scan and Assess

PrioritiseReview

ActDevelopand Plan

State Schools StrategyOur focus areas

School Improvement HierarchyWhere we are

Inquiry cycleHow we learn

Standards of EvidenceWhat impact we have

School Improvement Model

Intentional collaborationWe learn and work together, leveraging our different strengths, skills and perspectives, to address prioritised challenges, measure impact, build expertise and accelerate statewide improvement in student outcomes.

Successful learnersStudents engage in learning and achievement, and successfully transition from early childhood into schooling and from schooling to further education, training and employment.

Teaching qualityTeachers employ high quality, evidence-based practices and are focused on success for every student.

Principal leadership and performanceSchool leaders drive school improvement and student achievement.

School performanceSchools achieve success through an intentional approach to improving the progress of every student.

Regional supportRegions focus on supporting performance and outcomes in the early years and across the stages of schooling.

Local decision makingSchools ensure community needs are central to decision making processes, autonomy and accountability. School governance groups learn with and from each other.

Every student succeeding State Schools Strategy 2019–2023

Our vision Every student succeeding is the shared vision of Queensland state schools. Our vision shapes regional and school planning to ensure every student receives the support needed to belong to the school community, engage purposefully in learning and experience academic success.

1901

87

Our priorities• Improve academic achievement for all students

• Lift the performance of our top students

• Improve reading and writing for all students

• Improve Year 12 certification rates

• Close the gap for Aboriginal and Torres Strait Islander students

• Improve the participation and achievement of students with disability

• Implement the new Queensland Certificate of Education system

• Enhance the learning opportunities of rural and remote students and staff

• Create global citizens of the future

Our objectives• Address the unique needs of students to ensure successful

transitions through each phase of learning

• Collaborate across the system to sustain and continue improvement through inquiry cycles

• Focus on a sharp and narrow explicit improvement agenda

• Develop the capabilities of our people to drive and lead future-focused school improvement

• Do whatever it takes so that every student succeeds

Our guiding questionsThese four questions guide our intentional approach to improving the progress of students:

• How are our students doing in their learning?

• How do we know?

• What are we doing to improve students’ learning?

• How do we know it is working?

Our common languageWe will achieve our objectives by evaluating and developing professional practices using the School Improvement Model.

The School Improvement Hierarchy provides guidance on where we are in our improvement journeys, and the inquiry cycle provides a process for learning through and from our improvement initiatives.

The Standards of Evidence provide the common language for evaluating improvement initiatives and are a tool for strengthening the design of our improvement initiatives.

Adva

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ion:

An

actio

n pl

an fo

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catio

n in

Que

ensl

and

Prep

arin

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with

the

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and

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ly in

the

econ

omy

and

broa

der c

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unity

DoE

Stra

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an 2

018–

2022

Our focus areas

Principal leadership and

performance

School performance

Intentional collaboration

Local decision making

Successful learners

Teaching quality

Regional support

Scan and Assess

PrioritiseReview

ActDevelopand Plan

State Schools StrategyOur focus areas

School Improvement HierarchyWhere we are

Inquiry cycleHow we learn

Standards of EvidenceWhat impact we have

School Improvement Model

RESOURCES• Trinity Bay State High school website - https://trinitybayshs.eq.edu.au/

• What will education in Australia look like in 2019?- Sydney Morning Herald - https://www.smh.com.au/education/what-will-education-in-australia-look-like-in-2019-20190125-p50tml.html

• 7 Global trends in education in the 21st Century - Learning, teaching and leadership – Dr. Sarah Elaine Eaton, https://drsaraheaton.wordpress.com/2010/09/09/7-global-trends-in-education-in-the-21st-century/

• Department of Education Strategic Plan: 2019-2023- Creative, Connected, Engaged. https://qed.qld.gov.au/det-publications/strategiesandplans/Documents/strategic-plan-2019-2023-booklet.PDF

• Department of Education Disability Service Plan: https://qed.qld.gov.au/det-publications/strategiesandplans/Documents/every-queenslander-succeeding-disability-service-plan.pdf

• QLD Government – Five year strategic plan for work health and safety in Queensland 2019-23. https://www.worksafe.qld.gov.au/__data/assets/pdf_file/0020/166430/five-year-strategic-plan-2019-to-2023.pdf

• Department of Education – Digital Strategy 2019-23: ‘IT’s all Connected’ https://qed.qld.gov.au/det-publications/strategiesandplans/Documents/itb-digital-strategy.pdf

• Department of Education – Inclusive Education policy: http://ppr.det.qld.gov.au/pif/policies/Documents/Inclusive-education-policy.pdf

• Department of Education – Inclusive Education Policy statement: https://intranet.qed.qld.gov.au/Students/InclusiveEducation/Documents/Inclusive-education-policy-statement-booklet.pdf

• Commitment Statement – To Aboriginal and Torres Strait Islander Peoples: https://intranet.qed.qld.gov.au/Services/HumanResources/payrollhr/workplaceculturediversity/inclusion-diversity/focus-areas/Documents/commitment-statement.pdf

• State Schooling Strategy – Every Student Succeeding: 2019-2023: https://education.qld.gov.au/curriculums/Documents/state-schools-strategy.pdf

• TBSHSSchoolAnnualReports:2014-2018 https://trinitybayshs.eq.edu.au/support-and-resources/forms-and-documents/annual-reports

Hoare Street, Manunda, Cairns Queensland AustraliaPOBox5071,CairnsQueenslandAustralia4870

T:+61740375222F:+61740515754Email: admin@trinitybayshs.eq.edu.au

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