Goal 1 - Kew High School · Web viewDraft Draft Draft Draft Draft Draft Kew High School (7950) - 2020 (Term 1) - AIP - Actions Outcomes and Monitoring Page 21 •To maximise every

Submitted for review by Clare Entwisle (School Principal) on 20 November, 2019 at 09:43 AMEndorsed by Irene Harding (Senior Education Improvement Leader) on 09 December, 2019 at 03:14 PMAwaiting endorsement by School Council President

Monitoring and Assessment - 2020Kew High School (7950)

Monitoring and Assessment - 2020

Term 1 monitoring (optional)

Goal 1 • To maximise every student’s achievement and learning growth across all curriculum areas and year levels, including those of local and overseas students

12 Month Target 1.1 75% of students achieving in medium to high bands.12% of students well above.80% 0f study scores above state mean60% endorsement on teacher collaboration 74% endorsement of guaranteed and and viable curriculum.70% endorsement of Leading change and instructional leadership

KIS 1.aBuilding practice excellence

Enhance teacher capacity to effectively analyse data to ensure the curriculum is differentiated across all domains and levels to better target every individual’s learning needs (including the needs of females and males, local and overseas) so that every student is challenged and achieves progress

Actions Identify high end students through an accepted processImplementation of whole school literacy strategiesStudents not achieving at expected level identified.Use of Naplan data to identify students who have low growthEstablish a school wide framework for the compilation of teacher dataStaff all have a process for recording individual student data and forming groups for differentiationLA course outlines include activities for differentiation. Processes in place to modify and evaluate curriculum. Strategies sharedEmbedding of moderation protocols across LAsAudit the curriculum so that the document integrates learning areas, capabilities, pedagogy and assessment into a sequential programUnits planned in teamsDocumented whole school pedagogical practiceDetailed analysis of outcome dataStaff PD on data, differentiation and IEPs continuesStaff analyse the impact of their teaching. Literacy and numeracy support is provided for students noted as not achieving.Continued involvement in MYLNs

Kew High School (7950) - 2020 (Term 1) - AIP - Actions Outcomes and MonitoringPage 2

Analysis of data for Indigenous students, students on IEPs and out of home care according to need

Outcomes KIS 1a-Leaders will:Develop curriculum templates to identify differentiation activitiesProvide professional learning to develop staff more skill in analysing data including NAPLAN data.Ensure the School wide framework is in place for data. identify students with low growth and high growthEnsure there are literacy and numeracy support programs in place

Teachers will:Use the school curriculum templates to identify differentiation activitiesUse a skilled approach to analyse data including NAPLAN data.Identify students with low growth and high growth and develop IEPs for these students?Literacy and numeracy support programs in place Be provided with PD and resources for literacy and numeracyHigh impact teaching strategies in place and impact measuredPrepare further work to empower girlsCATs will allow for different levels of achievement and understanding

Students will:Undertake work which empowers girls Identify their place in the learning processKnow their next stage of learning

Success Indicators Putting faces on the data of students achieving high and low growthStaff able to discuss the data for all their classesTeachers use multiple sources of dataStaff survey data: Staff routinely use data, use of data and differentiated activitiesStaff actively differentiating according to need. Staff survey data and student dataStaff using data in curriculum planning. Staff have the skills to measure impactStaff data on guaranteed and viable curriculumCurriculum templates with activities for literacy,numeracy and differentiation activities.Staff collaborationIntervention, scaffolding and extension is accurately targeted and delivered-Staff survey staff feel teachers collaborate to scaffold teacher learningStaff survey Staff feel evaluating the impact of their teaching can improve practice


Staff data. Staff use student feedbackStaff data- teachers have a deep understading of curriculum

Delivery of the annual actions for this KIS

Enablers

Barriers

Commentary on progress

Future planning

OPTIONAL: Upload Evidence

Activities and Milestones Activity Who When Percentage complete

Activity 1 Identify high end students through an accepted processContinue process for feedback to parents of underachieversStaff all have a process for recording individual student data and forming groups for differentiationAll LA course outlines include activities for differentiationStaff PD on data continuesStaff analyse the impact of their teaching. Continued involvement in MYLNAnalysis of data for Indigenous students, students on IEPs and OSS

milestone: School framework for use of dataStaff PD on analysis of data

All Staff from:Term 1to:Term 4

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Students not achieving at expected level identified.Literacy and numeracy support is provided for students noted as not achievingUse of Naplan data to identify students who have low growthStaff PD on extending and modifying workAll LA course outlines include activities for differentiation

KIS 1.bBuilding practice excellence

Consistently employ evidence–based, high impact teaching strategies based on an agreed Kew HS instructional model/teaching and learning framework

Actions A plan put in place for a focus on HITSDiscussions on measurable impact of HITs on student learningFocus on what students are doing rather than what the teacher is teachingReview the instructional model to include both student and teacher perspectiveStaff complete the audit on HITs and practice principlesLeaders work with teachers to evaluate HITs and refine curriculum, pedagogy and programs to plan for improvement

OutcomesLeaders willProvide professional learning to enable teachers to engage in open to learning conversations that stretch and challenge students in their learningTeachers will:Use and discuss which HITs they have as a focus to improve teachingAre able to unpack the HITs and identify the impact on student learningKnow what students will be doingAble to demonstrate impact on learningInvolved in action research through PLTs Define excellence in teaching and learning and use this in classroom practiceExpect and plan teaching to ensure in excess of 12 months learning growth for each student

Students will: Know their next stage of learning


Success Indicators Staff opinion data on the impact of HITs. Staff using HITsTeachers believe that evaluating the impact of their teaching can improve outcomesTeachers in the school have a genuine interest in improving practiceStaff use student feedback to inform teaching. (Staff and student survey)Clear understanding of what students will be doing with HITS, E5 and Instructional modelStaff regularly engage in professional learning through peer observationTeachers indicate they have the skills, expertise and resources to successfully educate studentsStaff consistently using the instructional model. Students understand the model


Enablers

Barriers


Future planning



Activity 1 Discussions on measurable impact of HITs on student learningUnpack HITs with a focus on what students are doingFocus on instructional model from students' and staff viewpointStaff complete the audit on HITs and practice principlesLearning specialists engaging with staff on observation

milestones


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A plan put in place for a focus on HITSUnpack the instructional model from a student's viewpointDiscussions on measuring impact

KIS 1.cBuilding practice excellence

Build teacher capacity for making more consistent assessment judgements in order to accurately measure the impact of their teaching and for giving and receiving feedback • greater use of formative assessment, common assessment tasks, shared criteria, rubrics, cross marking, and moderation.

Actions Focus on impact of strategies on student learningReview of CATs and timely feedback by staffReview of rubrics.Use of rubrics with class learning activities to provide feedback and inform the learning and to establish learning goalsConsistent use of formative assessment (peer and self)Student involvement in development of rubrics to ensure language is clearVCE process with outcomes in placeEmbed moderation processes Time providedProcess for student feedback

Outcomes Leaders will: Establish, support and expect that teachers use rubrics, moderation and provide feeback

Teachers will:Establish moderation as standard practiceEnsure CATs have different entry pointsWill involve students in the development of rubricsGather evidence on the impact of learning and respond by adapting teachingWork collaboratively to demonstrate deep understanding of the use of assessment which informs planningShow consistency of teacher judgements validated by dataUndertake annotation of work samples to support moderationProvide a range of formative and summative assessment data provides basis for feedbackEstablish processes which enable student feedback to teachers re their next learning stepsAnalysis of student assessment is used to inform curriculum development and student programsUse reflective cycle of planning and assessmentInclude explicit teaching of rubrics


Students will:Identify their place in the learning processKnow their next stage of learningBe involved with teachers in designing rubrics Provide feedback to teachers on their next stage of learning

Success Indicators Moderation in place. Staff data relating to teachers working together to moderate student assessmentStaff data relating to staff feel they have a deep understanding of formative assessmentStudents generally feel positive about the provision of teacher feedback. ATS data- teachers give me feedbackRubrics revisedCATs have different entry points.Staff survey- staff seek feedback from colleaguesStaff use feedback to improve practice


Enablers

Barriers


Future planning



Activity 1 Focus on impactReview of rubrics.Time provided for moderationStudent involvement in development of rubricsVCE process with outcomes in place


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Moderation processes in place

milestonesReview of CATs and timely feedback by staffTime for moderation

KIS 1.dBuilding practice excellence

Ensure all teachers understand their role as teachers of literacy and strengthen the capacity of all teachers to improve, in particular, writing outcomes for all students at all levels of ability.

Actions Continue focus on whole school approach to literacy Focus on unpacking numeracy- Vision and plan developedNominate the students who are below standard and put program of support in placeLiteracy and numeracy support program in placeIncrease staff capability with PD on numeracy and literacyNominate a numeracy leaderSupport instructional leaders to attend MYLNs sessionsUnder MYLNs provide literacy and numeracy support to designated students below minimum standardDevelop toolkit of resources for numeracyContinue to build the literacy toolkitEnsure literacy and numeracy strategies are in curriculum templates.Continually interrogate the data and learning growthSupport capability leaders in literacy and numeracy

Outcomes Leaders will Support improved staff capability in literacy and numeracy, develop of resources and sharing of strategies

Teachers willSee numeracy and literacy as whole school responsibilityDevelop templates to include strategies for literacy and numeracy.Develop resources for numeracy and extended for literacyShow growth for individual identified studentsShare strategiesInterrogate the Naplan data- reasons for low growth especially in numeracyContinue focus on writing across the curriculum


Success Indicators Improvement in growth dataAll scope and sequence documents have literacy and numeracy skills includedLiteracy and numeracy support provided to identified studentsLA leaders focus of successful strategiesStaff data reflects the focus on literacy and numeracyGrowth data


Enablers

Barriers


Future planning



Activity 1 Focus on literacy and numeracy. Increase staff capability with PDNominate a numeracy leaderDevelop numeracy visionSupport leaders to attend MYLNs sessionsDevelop toolkit of resourcesContinually interrogate the data and learning growth

MilestonesNominate the students who are below standard.Sharing of strategies


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Professional learningLiteracy and numeracy support program in placeEnsure literacy and numeracy strategies are in curriculum templates.

KIS 1.eBuilding practice excellence

Continue to build a community of reflective practitioners focused on continuous school improvement ensuring teacher practice is focused on growing students' learning through the PDP processes , collaboration, observation and collective responsibility

Actions Through analysis of data ensure teachers know their studentsEvaluate and strengthen the PLT processDevelop collective efficacy in PLTsIncrease the role of Learning Specialists.Further develop and utilise resources developed by Learning SpecialistsLearning Specialists develop observation protocolsFocus on the impact of the observation processIntroduce a formal coaching modelEnsure all staff use multiple sources of data, feedback and are involved in observationIncrease in mentoring and coaching

Outcomes Leaders willPromote the practices of a PLC

Teachers will See that they are members of a PLCSupport more collaboration, sharing practices and strategies. Learning specialists will be more involved with staff in the classroom. Support increased emphasis on observation and feedbackShare pedagogical knowledgeMeasure impact of their strategies Share best practice in LAs, staff meetings and PLTsBe involved in action research

Success Indicators Improve staff data -Increase in staff response re collaboration, observation and feedback


Staff response to leadership module improved in instructional leadership and visibilityStaff believe feedback improves practice. Staff seek regular feedback. Increase in collective efficacy. - staff see that success of all students is a collective responsibilityData- school activities are organised to promote student learning.Data- there is a whole school focus on teaching and learning.Best practice shard.Sharing, trialling and implementing best practice


Enablers

Barriers


Future planning



Activity 1 Develop and utilise resources developed by learning specialistsFocus on impact of processStaff will see that they are members of a PLCMore collaboration, sharing practices and strategies. Learning specialists more involved. Emphasis on observation and feedbackTeachers sharing pedagogical knowledgeStaff measuring impactSharing best practice in LAsAll staff involved in action research

milestones


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Evaluate and strengthen the PLT processLA leaders provided with support and mentoringLearning Specialists share resources

KIS 1.fBuilding practice excellence

Enhance the school’s leadership capacity by enabling all the school’s leaders to lead change and contribute their full potential to school improvement efforts and lead improved instructional practice through observation, coaching, mentoring, feedback

Actions Discuss Leadership module data and respond to feedbackPeer observation used..Increase staff mentoring and supportEnsure the community has a clear understanding of the vision, values and cultureSuccession planning in placeLeadership team builds leadership capacity through a culture of empowermentUse of High Potential Leaders frameworkPlanning informed by dataEmbed a culture of review, responsibility and accountabilityValues embedded in everyday practiceLeaders at all levels articulate vision and valuesleaders lead communities of practiceStaff provided with feedbackDocumented and agreed protocols for collaborationLeaders demonstrate high levels of pedagogical knowledgeLeaders more visible in classroomsSIT team meets regularlyFocus on AIP, goals and KISRegular analysis of data SIT team lead the PLC processContinuous evaluation and improvement of practiceDevelop a culture of trust where discussions and risk are acceptableContinue to provide professional learning to enhance staff competence as instructional leaders

Outcomes Leaders willProvide a professional learning plan for staffRegularly evaluate and reference AIP


Support staff to be able to analyse dataProvide continuous feedback to staff and communityClearly communicate values and expectations

Teachers will Attend and participate in regular meetingsparticipate in presentations and the analysis of dataActively discuss HITS and the instructional modelParticipate in reading, discussions on instructional leadership and pedagogyBe involved in a personal and team cycle of reflection

Success Indicators Staff measures for instructional leadership improveLeadership module responses- less staff undecided.High potential leaders process in place.Staff response positive in terms of mentoring and supportSIT actively involved in cycle of review and improvement


Enablers

Barriers


Future planning



Activity 1 Regular meetingsRegular evaluation and reference to AIPPresentations and analysis of dataDiscussions in relation to HITS, instructional


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modelReading, discussions on Instructional leadership and pedagogyCycle of reflectionContinuous feedback to staff and communityClear communication of values and expectations

milestonesRevisit vision and valuesSchool values articulatedVision communicatedDiscuss feedback from staffHigh potential leaders process in place

Goal 2 To create a stimulating learning environment with increased opportunities for higher levels of student cognitive engagement, where students are encouraged to take responsibility for their own learning by becoming more independent, self–aware and have the ability to assess and monitor their learning

12 Month Target 2.1 Stimulating learning at 3.40 Sense of confidence and motivation and interest new titles. increase participation on parent survey to 50%.Maintain the stimulating learning, learning focus and school connectedness at 85%Psychological safety to improve to 64%Professional safety to improve to 63%Improve academic emphasis to 72%

KIS 2.aEmpowering students and building school pride

Develop higher levels of decision making, efficacy and accountability for their own learning by becoming more independent, self–aware and have the ability to analyse their own learning

Actions Focus on Metacognition. Staff continue to unpack what this meansContinue a teach the teacher programContinue the Learn2Learn programFocus on increasing student agency- Build on AmplifyDiscussion of what good learning looks like


HITs and what students should be doing, learning and understandingStudents involved in self and peer assessmentStaff focus on excellence, accountability and academic successStudents take responsibility for their learning and are independent and self regulatingInvestigate goal setting processesIdentify processes currently in place in the school

Outcomes Leaders willSupport the extension of the Learning2Learn programDevelop a process to feed back data to students

Teachers willStaff have real strategies to increase student ownership of learningStaff and students clear on what good learning looks likeUse data to assist students to evaluate their progressTeachers use Learing2Learn strategies in their classroom

Students willBe able to outline the process of learningIdentify their learning strengthsBe involved in self and peer assessment as a norm

Success Indicators ATS students feedback on agency will be improvedStaff actively implementing actions to increase student metacognitionStaff sharing best practiceStaff data- teachers believe they promote student ownershipStudent data success students are confident in their learningStudents rate self regulation and goal setting more positivelyStudent data on voice and agencyParent data on student agency and voice


Enablers


Barriers


Future planning



Activity 1 Focus on Metacognition. Curriculum templates have strategies included to increase agency and metacognitionStaff continue to unpack what this meansContinue a teach the teacher programContinue the Learning2Learn programFocus on increasing student agency- Build on AmplifyDiscussion of what good learning looks likeHITs and what students should be doing, learning and understandingStudents involved in self and peer assessmentStaff focus on excellence, accountability and academic successStudents take responsibility for their learning and are independent and self regulating

MilestonesContinue a teach the teacher programContinue the learn2Learn programRegular focus groupsStaff sharing practices to increase agency


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KIS 2.bEmpowering students and

Provide a process where students regularly provide feedback to their teachers about what they are learning and how they are learning


building school pride

Actions Through the PLT process teachers regularly seek student feedback at a class and cohort levelThis feedback is regularly receivedThis feedback is shared between teachers and studentsThere is a link between student feedback and effective teaching strategies, planning, assessment and activitiesProvide feedback to students on ATSFormal and informal structures to respond to student feedback and perspectivesSurveys and other data are analysed by staff and studentsStudents track their own growth

Outcomes Teachers willSee that student feedback is a routine part of the cycle.Actively adapt teaching in response to feedbackShare their feedback and the actions they have taken in response

Success Indicators ATS data and staff data is improved in relation to feedback Feedback is seen as crucial by staff. Staff data in relation to providing feedback, using feedback to inform practice and seeking staff feedbackStudents feel their voice is heard and informs teacher decisions


Enablers

Barriers


Future planning



Activity 1 Through the PDP process teachers regularly All Staff from: 0%


seek student feedback.This feedback is regularly receivedThis feedback is shared. There is a link between student feedback and effective teaching strategies, planning, assessment and activitiesProvide feedback to students on ATSFormal and informal structures to respond to student feedback and perspectivesSurveys and other data are analysed by staff and studentsStudents track their own growth

MilestonesStudents receive feedback from ATSStaff share feedbackStaff evidence that they respond to feedback

Term 1to:Term 4

KIS 2.cEmpowering students and building school pride

Embed every teacher’s capacity to create positive. respectful relationships to promote student engagement in learning

Actions The SWPBs team is activeThere is a clear framework in place.Reinforce the value of Connect, its purpose and effectiveness.Reinforce the restorative approachEnliven school values. Unpack the behaviours that are attached to themStudents have meaningful inputStudents and teachers work collaboratively to reflect on and improve teaching and learningPrograms ensure students are engaged and motivatedStaff behaviour management and engagements strategies are evidence basedProcesses are in place to monitor and minimise disengagementInclude social and emotional health in whole school curriculumTeachers build positive relationship


Continued focus on empowering girlsStaff prioritise inclusion

Outcomes Leader willEnsure actions from the SWPB team are put into place.Ensure the value of Connect is reinforcedEnsure pride in the school is evidentEnsure the school is safe and welcomingEnable a whole school approach to wellbeingEnsure School values are real and students and staff understand what they mean

Teachers willProvide opportunities for Students to be empowered to reach their potentialEnsure restorative approach is in evidence

Students will Have input into curriculum, school policy and programsTake responsibility for celebrating student achievementStudents will be intrinsically motivated

Success Indicators Feedback on SWPB is positiveSigns re the Values are around the schoolData on staff concernData on students having an advocateData on learning confidence, academic focus and stimulating learningParent data on confidence and resilience and respect for diversityIncrease in student leadershipEvidence on student connectednessParent data on connectednessData on respect and diversityYear 9 girls data positive


Enablers


Barriers


Future planning



Activity 1 The SWPB team is activeThere is a clear program in place.Reinforce the value of Connect, its purpose and effectiveness.Reinforce the need for a restorative approachEnliven school values. Unpack the behaviours that are attached to themStudents have meaningful inputStudents and teachers work collaboratively to reflect on and improve teaching and learningPrograms ensure students are engaged and motivatedStaff behaviour management and engagements strategies are evidence basedProcesses are in place to monitor and minimise disengagementInclude social and emotional health in whole school curriculumTeachers build positive relationshipContinued focus on empowering girlsstaff focus on inclusion

MilestonesUnpack the behaviours that are attached to


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these valuesRevisit Connect with staff and students

KIS 2.dEmpowering students and building school pride

Build every teacher’s pedagogical capacity about how to increase student cognitive engagement and participation in learning by embedding student–centred approaches to teaching and learning

Actions Continue to stress the student lensSpend time with staff unpacking documents from a student perspectiveEnsure the Instructional Model and the HITs are translated into what the students will be doingStudents have meaningful inputStudents and teachers work collaboratively to reflect on and improve teaching and learningPrograms ensure students are engaged and motivatedStaff behaviour management and engagements strategies are evidence basedProcesses are in place to monitor and minimise disengagementTeachers work collaboratively to collect rigorous evidence and target their teachingContinue the focus on student agency Increased student input into lessons and activities.Teachers utilise strategies to cater for identified learning needsHigh capability teacher to improve staff capacity to challenge and extend students

Outcomes Leaders willEnsure Increased staff focus is now on what the students are seeing, knowing, understanding and being able to do.

Teachers willEnsure students are given cognitive strategiesEnable mutual responsibility for independent learning to be in evidenceEnsure curriculum documents include strategies for increased student involvementEnsure success criteria is explicit in relation to what students will know and understand

Students willStudents are given cognitive strategiesThere is mutual responsibility for independent learning in evidenceCurriculum documents include strategies for increased student involvementSuccess criteria is explicit in relation to what students will know and understand


Success Indicators ATS datastaff knowledge of HITs and use of HITsData on effort, motivation and interest, high expectations of success and stimulated learningStaff data on collective focus on learning and interest in improving practice


Enablers

Barriers


Future planning



Activity 1 Continue to stress the student lensSpend time with staff unpacking documents from a student perspectiveEnsure the instructional Model and the HITs are translated into what the students will be doingStudents have meaningful inputStudents and teachers work collaboratively to reflect on and improve teaching and learningPrograms ensure students are engaged and motivatedStaff behaviour management and engagements strategies are evidence basedProcesses are in place to monitor and minimise disengagementTeachers diagnose to teach tailored strategies that are challenging

Allied Health All Staff

from:Term 1to:Term 4

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Teachers work collaboratively to collect rigorous evidence and target their teachingContinue the focus on student agencyStudents have increased input into lessons and activities.

MilestonesEnsure the instructional Model and the HITs are translated into what the students will be doing

KIS 2.eEmpowering students and building school pride

Provide more feedback to students about their opinion in the ATS Surveys and establish student action teams to seek their input into ways to improve their opinion

Actions Focus groups are timetabled and not ad hocUse of House leaders to seek information and input and increase student voice and leadershipProcess to feed back data to students

Outcomes Leaders willEnsure feedback from students means that changes are enactedEnsure impact of student voice, agency and leadership is apparent

Teachers willPromote school wide leadership Enable Student leadership to influence decisionsDevelop Leadership skills in students

Students will Have meaningful input into decisionsGenerate useful discussions

Success Indicators Focus groups in placeFeedback provided to students



Enablers

Barriers


Future planning



Activity 1Focus groups are timetabled and not ad hocUse of House leaders to seek information and input and increase student voice and leadershipProcess to feedback data to students

milestonesFocus groups are timetabled and not ad hoc


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KIS 2.fEmpowering students and building school pride

Investigate and implement strategies to improve the outcomes for girls within the school.

Actions Continue to interrogate the data, including VCE dataSet up regular meetings with girlsFeedback to staffContinue programs that enhance empowerment of girls- STEM, PE. Evaluate curriculum to ensure it is gender inclusive

Outcomes Leaders will


Ensure Focus groups are in placeEnsure the continuation of programs to engage studentsensure there is a culture of high expectations in evidence in all areas

Teachers will Ensure Staff behaviour management and engagement strategies are in placeCulture of high expectations in evidence in all areas

Success Indicators ATS data generally demonstrates girls more positive


Enablers

Barriers


Future planning



Activity 1 Continue to interrogate the dataSet up regular meetings with girlsFeedback to staffContinue programs that enhance empowerment of girls- STEM, PE.

MilestonesATS data


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KIS 2.gEmpowering students and

Increase parent and broader community engagement with the school by continuing to foster productive partnerships and relationships.


building school pride

Actions Continue the overseas trips and visits to agenciesContinue the visits to the Sister schools in Japan and VietnamContinue the student visits for Japanese and VietnameseBuild on stem partnershipsContinue with COPs with primary schoolsInvolve students on national and international partnerships through the SRC and fundraisingOpportunities provide for students to reflect on social justice and human rightsStudents involved in range of activities to promote sustainabilityActive partnering with mental health groupsOpportunities provided for parents to provide feedbackContinue with links to local Secondary schoolsSupport for QNetwork and Chaplaincy groupsContinue the Science program with primary schoolsEncourage parent inputBuild on alumni through Our School project and the current archivistContinue to engage School Councillors by sharing information and dataContinue involvement in Volleyball program overseasContinued participation in school for student leadership programCommunity use of facilitiesContinue use of ongoing reporting

Outcomes Leaders willEnsure feedback is positive in relation to sister school visitsContinue the enrolment of overseas students Encourage parents to uphold positive attitudes and support school expectationsAssist parents to celebrate achievements and promote the schoolEnable parents as partners in student learning

Teachers willEnsure Stem partnerships enhancedContinue Programs with Primary schools Upload and present reports on programs to School Council


Include parents as active contributorsEnsure Respectful relationships are in evidenceFacilitate collaboration with a range of partnersUpdate and inform parents through regular Compass updates

Students willBe involved in community activities

Success Indicators Parent participation and involvement rated highlyData on community involvementStaff data- leadership advocates for the school


Enablers

Barriers


Future planning



Activity 1 Continue the overseas trips and visits to agenciesContinue the visits to the Sister schools in Japan and VietnamContinue the student visits for Japanese and VietnameseBuild on stem partnershipsContinue with COPs with primary schoolsInvolve students on national and international


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partnerships through the SRC and fundraisingOpportunities provide for students to reflect on social justice and human rightsStudents involved in range of activities to promote sustainabilityActive partnering with mental health groupsOpportunities provided for parents to provide feedbackContinue with links to local Secondary schoolsSupport for QNetwork and Chaplaincy groupsContinue the Science program with primary schoolsEncourage parent inputBuild on alumni through Our School project and the current archivistContinue to engage School Councillors by sharing information and data

milestones:Appointment on One School personVisit to VietnamStudent program from Le Hong PhongPrimary school visits

KIS 2.hEmpowering students and building school pride

Ensure the needs of overseas students are sought and considered and that these students are specifically catered for

Actions Annual budget for the program enteredLong term planning in relation to numbers, recruitment and marketingMaintain documentationReports to School CouncilMonitor Language Centre program


Monitor homestaysContinue to teach Chinese and VietnameseSeek feedback from OSSOSS leaders regularly involved in assemblies and leadership meetingsVietnamese Aide increases contact and links to studentsRegular homestay monitoring and contactActivities for OSS to integrate and connect themAnalyse OSS resultsPD for staff on needs of OSSEvaluate the language school programAttend regular DET briefingsOSS audit completed successfullyEnsure EAL needs are catered for by staffContinue to maintain agency and sister school relationshipsAudit the OSS programtransition and orientation support for OSSBridging EaL program in place

Outcomes Leaders willEnsure overseas reports are completedEnsure there is a budget for OSSProvide long term planning for the OSS program

Teachers will Analyse OSS dataMake adjustments as required for OSSMonitor homestayEnsure students are aware of OSS

Success Indicators Feedback from students. OSS positive feedback

Documentary evidenceVCE data analysed



Enablers

Barriers


Future planning



Activity 1 Annual budget for the program enteredLong term planning in relation to numbers, recruitment and marketingMaintain documentationReports to School CouncilMonitor Language Centre programMonitor homestaysContinue to teach Chinese and VietnameseSeek feedback from OSSOSS leaders regularly involved in assemblies and leadership meetingsVietnamese Aide increases contact and links to studentsRegular homestay monitoring and contactActivities for OSS to integrate and connect themAnalyse OSS resultsPD for staff on needs of OSSEvaluate the language school programAttend regular DET briefingsOSS audit completed successfullyEnsure EAL needs are catered for by staff


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Continue to maintain agency and sister school relationshipsAudit the OSS program

milestonesAnalyse OSS resultsPD for staff on needs of OSS


Monitoring and Self-assessment - 2020SEIL Feedback


Documents

Goal 1 - Kew High School · Web viewDraft Draft Draft Draft Draft Draft Kew High School (7950) - 2020 (Term 1) - AIP - Actions Outcomes and Monitoring Page 21 •To maximise every