School plan 2018-2020Broken Hill High School 8105

Printed on: 11 April, 2018Page 1 of 6 Broken Hill High School 8105 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Broken Hill High School aims to assist in the developmentof well–balanced students who are capable of higher orderthinking and flexible enough to meet the challenges of thefuture.

After consultation with the Parents and Citizens Associationand the Student Representative Council plus extensiveconsultation with staff members, the following visionstatement was developed.

Broken Hill High School is:

A caring inclusive school where students are supported toreach their potential in a changing world.

Broken Hill High School is a comprehensive high school of643 students (18% Aboriginal). Our school proudly includesIO/IS and multi–categorical support classes. There are verystrong ties within both Broken Hill and the schoolcommunity. These ties are evident through the actions ofour P&C who make regular contributions to the school, ourclose relationship with the “Golden Oldies” ex studentsassociation, the support for existing programs that aretargeting Aboriginal students, our SRC involvement inassisting numerous charities and community organisations,the support of local employers for excursions and studenttrips as well as work placements for our VET students. 

Broken Hill High School has a reputation for academicexcellence. Students leaving our school in Year 12 aresucceeding in gaining university entrance, employment,traineeships, exploring TAFE options and other trainingopportunities. We expect students to achieve to the best oftheir ability or beyond. We have established welfaresupport mechanisms and teaching and learningexperiences of a high quality to maximise studentoutcomes. 

The school works strongly to overcome the issues raisedby our isolated position. We utilise strategies that maximisestudent opportunities for success. Our strategies in manyareas will be strengthened through the expenditure ofEquity funding over the next 3 years. 

An important issue that is currently affecting our futuredirection is the reducing student population in Broken Hill.This is impacting on school structure and curriculum. Tocombat this we have established the RASP initiative withWillyama High School sharing senior classes. Facultiesand the school will focus on quality teaching and learninginitiatives and the priorities in this plan while keeping aneye on the long term learning needs of students who live inan isolated rural setting. 

This plan was developed by staff, students and parents andit is endorsed for implementation by the Parents andCitizens Association. Consultation has taken place throughstaff meetings, P&C meetings and SRC meetings.Consultation has also taken place with the Broken HillAboriginal Education Consultative Group. Two members ofthe group are members of the school Aboriginal EducationCommittee. Classroom observations, questionnaires andsurveys will be ongoing as part of the consultation process.

As a result of this consultation, three strategic directionswere identified:             

1.  Quality Teaching                              

2.  Leadership Development 

3. Raising expectations and improving student learning                                           

The implementation of the school plan will be monitored bythe school Evaluation Committee, which will have parent,staff and student representation. The school’s executivestaff will have direct responsibility and accountability for theimplementation, monitoring and evaluation of the plan.

Our school plan is a working document that will evolve ascircumstances change to meet the needs of students.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Quality Teaching and Learning

STRATEGICDIRECTION 2

Leadership Development

STRATEGICDIRECTION 3

Raising expectations andimproving student learning

Purpose:

To collectively implement evidence based best practiceteaching and learning strategies that reflect and promotecontinual growth and professional development in teaching. 

Purpose:

Develop a culture where leadership and fosteringleadership development is encouraged to improve thecapacity of our future leaders and students to enhancewhole school processes and aspire towards excellence.

 

Purpose:

Learning is central to all that we do. It is essential that theschool maintain quality learning environments that areengaging and has relevance to students. Key to this is thedevelopment of a culture of learning, based on academicexcellence and high expectations 

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Strategic Direction 1: Quality Teaching and Learning

Purpose

To collectively implement evidence basedbest practice teaching and learningstrategies that reflect and promotecontinual growth and professionaldevelopment in teaching. 

Improvement Measures

All PDPs aligned with AustralianProfessional Standards for Teachers.

100% of teacher PDPs have a goal alignedwith a school strategic direction.

Improved NAPLAN growth data.

Increase percentage of staff involved onQuality Teaching Rounds.

Increased staff delivery of feedback onProfessional Learning.

People

Students

Students will provide Feedback to teacherson class activities.

Staff

Teacher Professional Learning will bedesigned to support ongoing developmentof professional practice and targeted schoolpriorities.

Teachers will support and developcollaboration.

Leaders

Will work together to develop instructionalleadership to enhance teacherdevelopment.

Will develop sustainable practices thatpromote data use to guide learning.

Processes

Blended peer coaching (peer observationstrategies) and instructional rounds toreceive and deliver constructive feedback.

Streamlined Accreditation processes thatare overseen by HT QTL with HTs learningthe process.

Improve teacher data analysis and use toimprove teaching & inform learning. Datasources include RAP & SCOUT (NAPLAN,HSC) 

School leaders develop and implementsupervision practices.

Professional Learning on LearningIntentions and Success Criteria.

Evaluation Plan

Tell Them From Me Surveys.

NAPLAN growth dataEvaluation ofPrograms / S&S at key milestone points.

Anonymous QTR observation data used todirect future professional learning.

Teachers use of Self–reflection tool to beencouraged.

Practices and Products

Practices

Improved student and teacher feedbackformal & informal.

Better use of data analysis to plan studentlearning goal.

All staff using Learning Intentions, SuccessCriteria, quality feedback to enhanceexplicit teaching.

School reports provide feedback forimprovement.

Products

Teachers use the analysis of data toidentify where student performance couldbe improved and adjust teaching andassessment to target these areas.

Teachers are regularly involved withcollaboration.

Teachers use regular reflection to developdeeper insights into own teaching.

Leaders and teachers incorporate peercoaching.

Student learning goals, achievement andimprovement measures are clearlyarticulated to parents through academicreports.

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Strategic Direction 2: Leadership Development

Purpose

Develop a culture where leadership andfostering leadership development isencouraged to improve the capacity of ourfuture leaders and students to enhancewhole school processes and aspiretowards excellence.

 

Improvement Measures

Effective school policies that are reviewedand embedded through collaboration.

Increased opportunity for staff to beinvolved in leadership development andopportunities.

All PDPs are applied and developed andinclude leadership development.

Mentoring / coaching practices that lead toHead Teachers running and conductingaccreditation processes.

People

Students

Will be involved in policy consultation.

Will be involved in peer reading programsto develop their own and others readingand literacy skills.

Staff

Will be engaged in leadership opportunitiesand undertake professional learning todevelop leadership skills.

Will actively seek higher accreditation atHAT and Lead.

Will have the opportunity to shadow peoplein leadership positions.   

Staff will run in school ProfessionalLearning sessions after returning forProfessional Learning.

Leaders

Will develop new leaders and growleadership potential.

Will be actively involved in role statementdevelopment

Will establish leadership opportunities.

Will promote the school vision anddirection.

Processes

School leaders identify leading learners,recognising and sharing outstandingteaching practice and offer collegial peercoaching and thereby facilitating careerpathways for staff seeking higheraccreditation.

Development of Specific Policy teams tooversee policy development and review.

All staff participate in school focus areateams.

Further development of Head Teachersthrough DP mentoring and growth coachingpractices embedded in the LeadershipTeam.

Evaluation Plan

Negotiated professional learning plans arereviewed and renegotiated through theperformance development process.

Staff observation and report.

A–Z Policy tool.

Practices and Products

Practices

Embedded school policies and establishedpractices and processes for reviewingpolicies.

Structured mentoring and coachingprocesses at all levels of career stages.

Continued involvement and development ofstudent leadership through Peer Support,SRC, House Captains & Prefects.

Higher duties for a day opportunities(Shadowing).

Identify & develop staff allowing for greaternumbers to engage in leadershipopportunities.

Products

Supervision of accreditation by HeadTeacher.

Mentoring and coaching at specific times inthe year or as needed.

Improved systematic supervisory practices.

Opportunities for peer coaching at all levelsand career stages.

Consistent promotion of staff and studentleadership opportunities.

Systematic policy review practices.

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Strategic Direction 3: Raising expectations and improving student learning

Purpose

Learning is central to all that we do. It isessential that the school maintain qualitylearning environments that are engagingand has relevance to students. Key to thisis the development of a culture of learning,based on academic excellence and highexpectations 

Improvement Measures

Wellbeing entries decrease by 4% eachyear

Reduced N awards by 3% each year

Increase the percentage of studentsachieving expected growth in NAPLAN

Increase the % of students achieving band4, 5 & 6 in HSC.

Increase in achievement in HSC extendedresponse writing questions in comparisonto previous achievement.

People

Students

Students will develop the capabilities to beindependent, active and focused learnerswho take responsibility for their learning.

Staff

Teachers will develop engaging qualitylearning experiences for students andengage in planned professional learning tofurther enhance their skills to meet thelearning needs of all students.

Parents/Carers

Will be empowered to support their childrenwith their learning and encouraged to takeon a more active role in their child’seducation.

Leaders

School leaders will promote a positivelearning environment.

Processes

Implement targeted Literacy and NumeracyPrograms, on a whole school basis and ona student / class targeted basis throughinitiatives such as ALARM,TEEEL(TEEEC), Spellit, Mathletics, Multilitand Numeracy Ninja and ensure they areembedded into programs and explicitlytaught.

Mapping students against literacy andnumeracy progressions and developmentof student growth targets.

Senior students are fully engaged inhomework and study in library (snr study)during non–timetabled periods.

Development of proposed Wellbeing Hubthat provides students with a link to supportservices.

Evaluation Plan

NAPLAN data will be analysed each year totrack improvements and growth in literacyand numeracy.

Use of pre and post literacy & numeracyprogram Gap Data.

HSC data including item analysis forquestion by question break down.

Practices and Products

Practices

Improved student engagement through useof QTF.

Improved literacy & numeracy growth.

Increasing retention.

Providing appropriate subject selectionmentoring for students moving to Stage 6.

Improved HSC results.

Increasing effective learning time.

Development of a student Wellbeing Hub.

Products

Targeted teaching of spelling throughSpellit and in class spelling focus.

Targeted teaching of writing strategies suchas TEEEC and ALARM (embedded inTeaching Programs).

Subject selection mentoring meetings.

Continued implementation and review ofWellbeing Programs such as PBL, BerryStreet and PERMA.

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