Drouin Secondary College School Strategic Plan · Long tradition in developing the whole student...

Achievement, Respect, Commitment, Community 1

Drouin Secondary College School Strategic Plan

2015 to 2018

Endorsements

Endorsement by School Principal

Signed…

Name – Mr. Shane Wainwright

Date – February 24th 2015

Endorsement by School Council

Signed

Name – Mr. Adam Tyson

Date- February 24th, 2015

School Council President’s endorsement represents endorsement of School Strategic

Plan by School Council

Endorsement by the delegate of the Secretary

Signed……………………………………….

Name………………………………………….

Date……………………………………………

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School Profile

VISION

Drouin Secondary College is committed to ensuring every student develops the knowledge, skills and behaviours needed to positively

contribute as responsible and caring citizens of a changing global community.

VALUES

ACHIEVEMENT RESPECT COMMITMENT COMMUNITY

We value excellence. We treat each other with consideration and

regard.

We always strive to do our best.

We are inclusive.

We pursue excellence.

We build positive relationships.

We value effort and endeavour.

We welcome and accept diversity.

We encourage independent and critical thought.

We respect a teacher’s ‘right to teach’ and a

student’s ‘right to learn’.

We are lifelong learners.

We support and build partnerships with our

community.

We value curiosity and a questioning

mind.

We resolve conflict in a constructive and

peaceful way.

We persevere to finish what we start.

We care for our environment.

We celebrate our successes.

We respect another person’s point of view.

We show initiative. We value and support our friends.

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Environmental Context Drouin Secondary College was established in 1957 and is a medium sized semi rural secondary college, situated 95 kilometres south east of Melbourne. Students attending the College come from a large geographical area, where there is substantial choice of both government and independent schools. Our School Family Occupation Index is steadily increasing and in 2014 will be .565. The College has seen consistent growth over the past 7 years; the student population in 2014 is 961.

Social – community and demographics

Single campus 7 to 12 secondary college situated in a semi rural setting of Drouin with a town population of 8,000.

Increasing enrolments with steady growth in the major centres of population – Drouin, Bunyip, Garfield and Longwarry.

Extensive bus network is co-ordinated by the College. About 60% of our students travel to school by country or town service buses

Increased number of students from beyond our traditional feeder primary school with over 120 students travelling by rail from areas including Nar Nar Goon, Tynong and Pakenham

Strong and supportive College Council and parent involvement.

Committed student leadership including College Captains, Student Representative Council and membership on College Council and its sub committees.

Enthusiastic, professional staff team consisting of 69 effective full-time teachers and 31 education support staff.

Productive partnerships with local community groups, West Gippsland network schools, local council and government Educational

Long tradition in developing the whole student with a balanced focus on academic, social and emotional wellbeing of our students.

Development of an Education Plan which led to timetable and curriculum changes allowing for a more consistent lengths of periods through a 4 period day, more tailored unit offerings and more flexible pathways for all students.

Blocking of year 8 to 12 allowing movement between levels thus maximising student pathway.

Implementation of the Victorian Essential Learning Standards (VELS)

Solid VCE results – 100% of students successfully gained their VCE.

Offering a wide range of senior courses and units including VCE, VET and VCAL courses.

Onsite VET offering in Hospitality, Sport and Recreation, Building Construction, and Dance.

Provision of integrated curriculum units at year 7, 8 and 9 in open learning centres.

Excellent further education pathways established and successful tertiary placements for students.

Many enhancement and enrichment opportunities for students in art, music, instrumental music, musical productions, public speaking and debating.

A history of outstanding performances in sport and the wide provision of sporting activities and competitions. Technological

The College has a 1:1 netbooks across the College.

Provision of two computer labs and Pods throughout the school to compliment netbook program.

Online curriculum, management and assessment utilised across the College through Moodle and Sentral.

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100% Staff laptop computer use.

Projectors in all learning areas, provision of a number of smart boards and late in 2014 video conferencing.

Comprehensive WAP system Environmental – grounds and facilities

The College has a number of excellent facilities including a new Commercial kitchen and restaurant, a heated indoor pool, double court stadium, auditorium and cafeteria. It also has several older areas including 13 portables and some aging classrooms.

In 2008 and 2009 the College had an extensive building project which was the third and final phase of its master plan. The project saw the building of a new College Library, Senior Centre, Open Learning Centre, Toilets and the raising of corridor ceilings.

Service Standards Drouin Secondary College identifies supportive and positive relationships between students, staff, parents and the wider community as being vital to the success of young people.

We believe a school wide positive approach to student wellbeing is fundamental to reinforcing the College values of “achievement”, “respect”, “commitment” and “community”. This framework assists in the development of pathways aimed to encourage engagement, purpose, direction and the development of lifelong learners.

We believe that an awareness and tolerance of students’ backgrounds, cultural perspectives and diverse individual needs is important. As a community, we look to capitalise and build on the experiences, strengths, interests and aspirations of our community.

A supportive and positive learning environment, along with the promotion of restorative principles is pivotal to establishing a learning culture in the College reflecting College values.

Teaching, modelling and importantly, rewarding positive behaviour in all aspects of student lives, promotes connectedness at College level and in the wider community, and enhances learning opportunities. As a College community, we aim to acknowledge and celebrate student achievement, success, improvement and self-awareness.

We strive to encourage young people through effective teaching and learning, to develop skills and knowledge that makes connections between the educational programs on offer and their future aspirations and pathways.

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Strategic Direction

Achievement

Goals Targets Key Improvement Strategies To maximise student growth across all areas of the curriculum.

Target 1 - Teacher judgement for all AUSVELS strands from Year 7 to 10 to achieve a mean growth in learning (as measured by AusVELS) of .50 each semester.

Target 2 - Increase the proportions of students making high or medium relative NAPLAN gain as students’ progress from Year 7 to Year 9 to 80% in reading, numeracy and writing.

Target 3 - Increase the VCE All Study mean to an average of 30 over the four years of the Strategic Plan.

Target 4 -NAPLAN writing, reading and numeracy growth for the matched cohort from Year 5 to Year 9 to be equal or above the state mean over the four years of the School Strategic Plan.

Target 5 - By 2017 the school mean for the following measures on the Student Attitude Survey will be: Student Motivation - 4.26 Learning Confidence - 3.72

Develop and implement a new College Education Plan which encompasses the College’s Teaching and Learning vision including key questions of: What we teach, How we teach, How we use evidence, How we learn and Are we ready to learn?

What we teach o Establishment of a viable curriculum incorporating a fully

documented rigorous curriculum with a fully developed scope and sequence including essential learning for each unit. Curriculum reviewed regularly and uploaded onto Moodle.

o Review the effectiveness of the three key interdisciplinary programs, particularly in regard to staff and student perceptions, pedagogy and commitment, continuity of staffing and leadership

o Review the effectiveness of the year 10 program to prepare students for VCE and VCAL certificates at year 11 and 12.

How we teach o Further personalise student learning through use of evidence to,

differentiate within the classroom and implement the DSC intervention model.

o Develop an agreed Instructional model as part of the revision of the College Education Plan

o To continue to develop student use of ICT tools and online learning platforms and further build staff capability in these utilising ICT to enhance student learning.

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How we use evidence to assess student learning and learning growth o Decide and implement common evidence collection tool for

consistent data use by the College and individual classroom

teachers.

o Strengthen use of evidence within PLTs to plan and develop

curriculum delivery and interventions.

How we empower Learners o Build an Effective Learner framework. Use the framework to

improve student learning behaviours, the language of learning and develop ‘Assessment Capable Learners’.

o Further build teacher capacity through coaching, reflective conversations, peer observations and feedback for teachers as part of the P and D process.

To continue to develop and implement whole school strategies for improving vocabulary and writing across the College linked to learning needs identified by the College data.

Target 1 -NAPLAN writing growth for the matched cohort from Year 7 to Year 9 to average 10 points above the state mean over the four years of the School Strategic Plan.

Target 2 - Increase the VCE English subjects mean to an average of 29.0 over the four years of the Strategic Plan.

Target 3 - Increase the VCE All Study mean to an average of 30 over the four years of the Strategic Plan.

Develop a whole school writing plan to improve student’s knowledge and application of vocabulary and ability to write in genre styles in context.

Through working with the Melbourne University Network of Schools develop professional learning for DSC teachers enabling best practice in the teaching of writing skills.

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Engagement

Goal Targets Key Improvement Strategies

To improve student engagement and attendance by continuing to develop and implement a stimulating and supportive learning culture.

Target 1 - By 2017 Real Retention from Year 7-12 will be equal to the State mean.

Target 2 - By 2017 Student Attendance will be a minimum mean of 94% at each year level.

Target 3 - By 2017 the school mean for the following measures on the Student Attitude Survey will be:

Student Motivation - 4.26 Learning Confidence - 3.72

Target 4 – On average over the four years of the strategic plan 36% of VCE students will obtain a University offer on complete of year 12.

Transition

Further develop links with feeder primary schools through the strengthening the Drouin Cluster arrangements in transition of at risk students, LOTE provision and Teaching and Learning.

Enhance communication and information flow through the full implementation of the online management system - SENTRAL.

Intervention

Fully implement a three tiered RTI model across the college to support the timely intervention of students requiring learning support.

Ensure all intervention programs are meeting the needs of at risk students and are having a measurable positive effect on students learning and personal growth.

Learning Group Review the Learning group model with a view the further developing the following areas

Link to a LG teacher as a consistent and significant person or persons across year 7 to12

Scope and sequence for the Learning Group curriculum at each year level

Explicitly teach students the skills and knowledge required to enable them to take responsibility for their learning, learning profile, aspirations and pathway options.

Attendance

Develop a strong culture amongst staff, students and parents about the importance of attendance.

Improve the College’s attendance processes and practices to support a culture of positive attendance.

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Wellbeing

Goal Targets Key Improvement Strategies

To improve student wellbeing by continuing to develop and implement a stimulating and supportive learning culture.

Target 1 - By 2017 the school mean on the Student Attitude Survey will be:

Classroom Behaviour 3.10

School Connectedness - 3.60

Student safety - 4.35

Target 2 - By 2017 the school mean on the Parent Opinion Survey will be:

Classroom Behaviour – 3.60

School Connectedness - 5.20

Student safety - 5.60

Target 3 - By 2017 the school mean on the Staff Opinion Survey will be at the state mean or above for Academic Emphasis and Trust in Parents and Students

College values and School Wide Positive Behaviour Support

Investigate and implement the school wide positive behaviour support program (SWPBS) as a part of the College Learning Culture Plan to further promote positive relationships and behaviours across all members of the College community.

Student Voice

Enhance Student Voice and Leadership through enabling students to make decisions and be active participants in their learning in the classroom and in the wider college environment.

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Productivity

Goal Target Key Improvement Strategies

Use multiple sources of evidence to make effective decisions and allocate resources that result in sustained improvement to student learning, engagement and wellbeing.

Target 1 - By 2017 the school mean on the Staff Opinion Survey will be at the state mean or above for Collective efficacy and Trust in Colleagues

Review all resources allocated presently to curriculum, wellbeing, and

engagement leadership, time allowances, coaching and professional

support and meeting time to enable this; and determine allocations of

such for next four years, making adjustments as required annually

Ensure human, physical and financial resourcing is based on student evidence

Ensure Education Team Plans and Individual Performance Plans reflect the goals and key improvement strategies outlined in the Strategic Plan and the Annual Implementation Plan.

Build education program leaders capacity including, the use of the College’s change management model and the provision of clear policy and procedures to support Key Improvement Strategies.

Ensure transparent and clear communication of key initiatives.

Improve induction and mentoring processes for new staff to support their understanding and implementation of College practices and processes including the ICT management systems, Learning Culture Plan and Education Plan.

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School Strategic Plan 2015- 2018: Indicative Planner

Achievement

Key Improvement Strategies Actions Achievement Milestone

Establishment of a guaranteed and viable curriculum incorporating a fully documented rigorous curriculum with a fully developed scope and sequence including essential learning for each unit. Curriculum reviewed regularly and uploaded onto Moodle.

Year 1 Form a subgroup of the leadership team to lead the overall development of a new Education Plan, ensuring input from all stakeholders.

Develop an agreed template on Curriculum Scope and Sequence incorporating Backwards Design.

Completion and publication of a new Education Plan for the College.

All relevant staff complete professional development in backward mapping.

Year 2 Complete all Curriculum Scope and Sequence documentation including the essential learnings for year 7 and year 8 in all KLDs.

Build capacity of leaders in each area as well as PLTs to have a consistent way of developing curriculum, including principles of backward planning.

Link performance and development to the four areas of: What to teach, How to teach, Evidence and Building Learners. Course design becomes one of the evidence pieces in P&D.

Continuum is clearly published to students including use of Sentral to communicate continua.

Building each student’s skills in using continua to give them control over their learning.

Publish Education Plan. Plan and deliver professional development to reflect

the needs of the final Education Plan in relation to Curriculum Planning.

All Moodle courses have a clear scope and sequence available to students and parents.

Full documentation of Scope and Sequence including:

o Use of ICT for learning. o Essential Learnings. o Common Assessment Tasks

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Year 3 Plan and deliver professional development to reflect the needs of the final Education Plan in relation to Curriculum Planning.

Ensure all Moodle courses have a clear scope and sequence.

Full documentation including any adjustments of Scope and Sequence including:

o Use of ICT for learning. o Essential Learnings. o Common Assessment Tasks

Year 4 Plan and deliver professional development to reflect the needs of the final Education Plan in relation to Curriculum Planning.

Review all relevant data sets to measure success of curriculum planning.

Strategic Plan targets achieved

Review the effectiveness of the three key interdisciplinary programs, particularly in regard to staff perceptions, pedagogy and commitment, continuity of staffing and Leadership

Year 1 Complete review of Integrated Learning units, plan changes, including obtaining student and other stakeholder perceptions as part of review and planning.

Build teacher teaching competencies through allocation of PLT time to interdisciplinary units

Review of Integrated Learning units completed including any recommendations.

Improved student feedback survey results.

Year 2 Investigate other alternatives to the current structure/ curriculum for use of open learning centres within the College, e.g. maths/maths, or English/English.

Implement reviewed Integrated Learning Units. Trial alternative programs in open learning spaces. Continue Team-building and Targeted PD for all

staff.

Open spaces being used for team teaching outside the agreed integrated units.

Year 3 Analyse success of implementation and make adjustments as required.

Documentation of all changes

Improved student feedback survey results

Year 4 Review all relevant data sets to assess effectiveness of changes.


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Review the effectiveness of the year 10 program to prepare students for VCE and VCAL certificates at year 11 and 12.

Year 1 This K.I.S. to begin in year 2. Working group formed late in the year.

Year 2 Complete review of year 10 curriculum structure units, plan changes, including obtaining student and other stakeholder perceptions as part of review and planning.

Investigate alternatives to the current structure/ curriculum at year 10, Pathways, VET, PreCAL and unit rigour and differentiation.

Agreement by staff and College council we regard to any curriculum changes.

Year 3 PLTs to have a priority at year 10 All levels’ Essential Learnings documented and

evaluated to ensure appropriate flow-through from 7-12.

PLT completing cycles on common year 10 units.

Improved student responses on Student attitude survey.


Strategic Plan targets achieved.

Further personalise student learning through use of evidence to, differentiate within the classroom and implement the DSC intervention model.

Year 1 Continue to develop and implement the RTI model of intervention across the College.

Develop an agreed set of evidence and data sets to benchmark school based tier 2 and 3 interventions.

Introduce Universal Screening of all year 7s with agreed data sets.

Enhance the work within PLTs to include the consistent implementation of tier 1 interventions.

Investigate structural changes necessary for successful and comprehensive implementation of RTI.

PLTs including intervention practices with cycle.

Agreed on any structural changes to be implemented.

Universal screening completed.

Year 2 Begin implementation of agreed structural changes. Use evidence to make any required program

changes for tier 2 and 3 interventions. Embed PLT practices related to intervention within

PLTs

Structural changes for tier 1 implemented.

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Year 3 Finalised implementation of agreed structural changes.

Embed structural changes and adjust as required through review of evidence

Review PLT practices related to intervention within PLTs

Structural changes for tier 2 and 3 to implemented.

Year 4 Review the success of structural changes to support effective intervention.


Develop an agreed Instructional model as part of revision of the College Education Plan

Year 1 Leadership Team leads the review of College Education Plan and development of an agreed Instructional Model.

Build staff understanding of the instructional model. Offer professional development for staff related to

the new model.

Development of an agreed instructional model completed.

Professional development provided on the instructional model.

Year 2 Implement the Instructional model as part of teacher and learning delivery for all staff.

Support the implementation through continued professional development, peer observation and coaching for staff.

Assess the implementation via the collection of data through classroom observation and coaching.

Enhance the work within PLTs to include the consistent implementation of the whole school instructional model.

Implementation across the College of the College's instructional model.

Year 3 Embed implementation the Instructional model as part of teacher and learning delivery for all staff.

All staff able to demonstrate in their P and D review the application of the instructional model.

Year 4 Review implementation the Instructional Model as part of teacher and learning delivery for all staff.


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To continue to develop student use of ICT tools and online learning platforms and further build staff capability in these utilising ICT to enhance student learning.

Year 1 Continue to develop and document a consistent approach for teaching (transferrable and flexible?) ICT s kills within each KLD / Team.

Write expectations for ICT use into Education Plan and Instructional Model.

Develop continuum of Moodler / ICT use for P&D & present to staff

Continue to shift all staff to Moodle for curriculum delivery, assessment and feedback - shift focus to 21st century learning skills?

Continue to embed ICT discussion into existing teams across the school - particular focus on APP, Woorngan, Karobran, Moondah.

Run PD targeted at skilling up staff on the use of ICT tools and analysing / highlighting ICT use and the relationship between ICT and learning.

Implement the use of Video Conferencing within VET provision at the College.

Students being overtly taught efficient, safe and appropriate use of ICT within the College curriculum.

All curriculum documentation includes ICT

All staff using the Learning Management System (Moodle) for curriculum delivery and assessment.

All classes have a quality Moodle course

All teachers moving up the Moodle / ICT Continuum

Teacher Moodle feedback on EFT surveys improving

VET classes using some video conferencing.

Year 2 Continue to embed ICT discussion into existing teams across the school - particular focus on H&PE and Technology.

Clear articulation of ICT expectations of Instructional Model and relationship to learning.

Explore AusVELS for ICT with staff with the goal of College-wide use of the continuum in rubrics for CATs.

Host Strategic Sessions & Twilight PDs specifically related to the demands of the AusVELS for ICT and the demands of the Moodle & ICT Continuum with a strong focus on learning.

Investigate the use of Video conferencing in non VET units.

ICT use is embedded in the Education Plan and Instructional Model.

ICT tools are incorporated into and assessed as part of CATs in all subjects.

All teachers moving up the Moodler / ICT Continuum.

Teacher Moodle feedback on EFT surveys improving.

Students and teachers move away from learning specific software use to choosing the tool that best fits the job.

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Write new eLearning Plan and present to staff.

Use EFT survey and P&D Moodle data to identify specific areas requiring work.

Year 3 ICT PD offered in KLD, Team & PLT meetings, both formally and informally.

Explore AusVELS for ICT with staff with the goal of College-wide consistency of expectation and assessment. Articulate relationship between ICT and learning.

Targeted and differentiated ICT PD offered at Strategic Sessions &/ Twilight PD.

ICT Essential Learnings documented within curriculum plans and reported upon.

EFT survey, P&D, and PLT data used to target ICT related PD.


Teacher Moodle feedback on EFT surveys improving.

Year 4 Audit subjects’ curriculum plans for ICT Essential Learnings.

Audit ICT AusVELS reporting. Evaluate success of last four years

Strategic Plan targets achieve ICT use is ubiquitous and seamlessly

and appropriately integrated into the learning process.


Teacher Moodle feedback on EFT surveys improved to the point we need to change the questions.

Decide and document for consistent data use both at the cohort and program level as well as for the individual students.

Year 1 Investigate and decide on common evidence collection.

Investigate and decide on software packages that can provide useful data analysis for all teachers.

Build staff members ability to analyse student level data through use of selected evidence collect tool.

Roll out agreed data software package

Staff utilising new data software package.

Year 2 Continue professional learning on data collection tool and interpretation.

Implement selected software packages that provide useful data analysis for all teachers.

Inclusion of available data in PLT cycles

Use of student learning data in program evaluation

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Continue to develop staff members ability to analyse student level data.

Year 3 Continue professional learning on data collection tool and interpretation.

Continue to develop staff members’ ability to analyse student level data.

Professional development session delivered

All student data collected Evidence of student data use to

inform practice.

Year 4 Review the success of this Key Improvement strategy.


Strengthen use of evidence within PLTs to plan and develop curriculum delivery and interventions.

Year 1 Develop more consistent use of learning data, formative and summative assessment to measure growth and attainment in learning as well as informing intervention where required.

Build teacher capacity in respectfully challenging colleagues.

Build PLT members’ capacity for reflection. Professional Learning on using evidence to

differentiate in the classroom.

Teachers responding to evidence with change in classroom practice.

Improved teacher proficiency in application of PLT cycle.

Year 2 Include use of Universal Screening, NAPLAN, Pat reading, Pat maths and eWrite data in PLT cycles.

Develop college data schedule. Continue to build the use of student evidence to

support PLTs and individual teacher in differentiating within the classroom.

Increased teacher engagement with PLT process.

eWrite administered in term 1 2015 to years 7 & 8.

Testing years 7-10 (Reading and Numeracy).

Year 3 Fully embed intervention practices across all PLTs and KLDs

Implement the use of College data schedule

Peer observation demonstrating improved use of data and intervention.

Data schedule completed.



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Build an Effective Learner framework. Use the framework to improve student learning behaviours, the language of learning and develop ‘Assessment Capable Learners’.

Year 1 Define a common language of learning for students and staff.

Develop an agreed framework for an effective learner - ensure input from stakeholders.

Revise student goal setting processes within classes to include learning target related to the three central questions: Where am I going? Where am I now? How can I close the gap between where I am now and where I want to go?

Staff using common language of learning in PLT (and other) conversations.

Publish and display framework across the College.

New goal-setting processes published and trialled.

Year 2 Explicitly teach the framework within LG groups.

Build students capacity to understand and use their learning data.

Revise Progress reports to reflect agreed learning behaviours of an Effective Learner.

LG courses adapted & documented.

Complete Progress Reports using new agreed learning behaviours.

Student beginning to articulate effective learner behaviours.

Year 3 Develop a common approach to using the effective learner framework across KLD areas.

Students continue to be skilled in being Assessment Capable Learners.

Students can discuss their subject progress in relation to the effective learner framework. and their own learning data

Year 4 Implementation of both KLD and LG approaches to effective learner framework across the college.

Review all relevant data sets to assess effectiveness of changes.


Students can discuss their progress in relation to the framework and articulate their next steps for learning.

Further build teacher capacity through coaching, reflective conversations, peer observations, and feedback for teachers as part of the P and D process.

Year 1 Continue to promote the PLTs and staff forums as key vehicles for challenging conversations.

Develop an agreed whole school peer observation process and build staff capacity to be a part of a whole school process

Investigate additional coaching models available to the college

Improved staff feedback scores on PLT participation rubric with P and D process.

All teaching staff members part of peer observation process.

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Year 2 Agreed Peer Observation process occurring at the college.

Ensure completion of a Peer observation is a part of the P&D process for teaching staff.

Implement a whole school peer observation process.

All teaching staff participating in a peer observation process.

All teaching staff members part of peer observation process.

Year 3 Review success of peer observation process and adjust as required.

All teaching staff participating in a peer observation process.



Develop a whole school writing plan to improve student’s knowledge and application of vocabulary and ability to write in genre styles in context.

Year 1 Identify and embed vocabulary writing tools across the curriculum by: Develop teacher knowledge around vocabulary

instruction. Teachers commence using a range of tools to

enhance the vocabulary of their students. Teachers use common vocabulary list as a tool for

implementing vocabulary specific learning in their classroom.

Identify and embed specific genre writing tools across the curriculum by:

Teachers’ trial an agreed model of teaching writing of their genres in their classrooms at years 7 & 8. Focus of model centres around the writing process and ‘6 +1 Traits of Writing’

Teachers develop consistent rubrics for the assessment of writing in their subject area – (use writing traits)

Network with D & D Cluster primary schools to

Whole staff professional learning in vocabulary instruction

Audit completed Professional Learning in the writing

process Consistent rubrics developed for the

writing task developed using the 6 traits of writing

Common vision developed with network primary schools

Student samples of writing collected

E-Write administered for years 7 & 8 students

Audit of writing across the college completed.

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develop common vision & share teacher practice around writing.

Cross-KLD collection of student samples to use as evidence for formative assessment and to support professional learning practices.

Implement E write at years 7 &8 as a measure of accurate testing of writing.

Review practices for administration of writing testing.

Introduce biannual testing of students writing.

Year 2 Identify and embed vocabulary writing tools across the curriculum by: Teachers explicitly teaching using a range of tools to

enhance vocabulary of students


All teachers in years 7-10 use the writing process model in the teaching of writing.

Agreement reached in discipline areas about features and structures of a genre and the development of that genre 7-12.

Develop and support the teaching of consistent writing practices with major feeder primary schools.

Across KLD collection of student samples to use as evidence for formative assessment and to support professional learning practices.

Published vocab lists (as part of scope and sequence) for each topic taught in years 7 and 8

English KLD teachers teaching grammar explicitly in their classroom.

Students can articulate where they are in the writing process when crafting a piece of work

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Year 3 Identify and embed vocabulary writing tools across the curriculum by: Teachers explicitly teaching the vocabulary

requirements of their subject area and links made to assessment.

Teachers using a range of tools and methods to improve the vocabulary of all students

Teachers making clear links and distinctions between commonalities and differences in subject vocabulary across subject areas.


Teachers explicitly teaching the writing genres of their subject area.

All teachers using the writing process and 6 traits of writing to teach the writing requirements of their subject areas

Consolidate and support connections between feeder primary schools and DSC to promote writing.

Development of student knowledge of the continuums in writing. Students can articulate their next steps

Improved growth in all writing data sets including e-write and Pat Reading.


Adjust vocabulary and genre writing strategies as required.

Strategic Plan targets related to writing achieved including VCE English results improvement.

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Through working with the Melbourne University Network of Schools develop professional learning for DSC teachers enabling best practice in the teaching of writing skills.

Year 1 Continued development of writing strategies including work on genre continua.

Collection and discussion of writing data to plan next step and success of implementation.

Utilise University to support the College‘s initiatives in writing.

Strengthen relationships with Melbourne University and network school including sharing of data.

Year 2 Implementation of writing strategies including work on genre continua.


Utilise University expertise to analyze data and progress to make strategic changes to the College‘s initiatives in writing.


Year 3 Implementation of writing strategies including work on genre continua.


Utilise University expertise to analyse data and progress to make strategic changes to the College‘s initiatives in writing.


Year 4 Review success of writing implementation.

Strategic Plan targets related to writing achieved

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Engagement


Further develop links with feeder primary schools through the strengthening the Drouin Cluster arrangements in transition of at risk students, LOTE provision and Teaching and Learning.

Year 1 Implementation of LOTE – Japanese across four primary schools. Continue to expand Japanese within feeder primary schools.

Baseline pretesting of Year 7’s in Japanese language skills coming in from feeder Primary Schools.

Begin Networking with primary feeder school in the provision of writing.

Improving transition for at risk students through the completion of the School Focus Youth Service project.

LOTE teacher employed and Japanese LOTE program implemented in Primary schools

Completion of pretesting of Year 7 students.

Curriculum Leaders and teachers between DSC and Feeder schools develop a collegiate Professional Learning Community on writing.

E-write data and 5-7 NAPLAN writing results shared with Primary schools.

Students in the SFYS pilot have been case-managed and the project completed and evaluated.

Year 2 Pretesting of Year 7’s in Japanese to evaluate effectiveness of provision of LOTE in primary schools.

Use data collected from networking with primary feeders around writing to inform strategic sessions.

Development of an ongoing model of case management to improve transition of at-risk students.

Investigate sister school relationship for the cluster with Japanese schools.

A comparison of 2015 to 2016 data on Year 7 Japanese LOTE skills

E-write data and 5-7 NAPLAN writing results shared with Primary schools and compare improvements.

Encourage our feeder Primary schools to invest in E-Write

Students in the pilot have been case-managed and the project completed and evaluated

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Year 3 Development and implementation of an ongoing model of case management to improve transition of at-risk students

Embedding of LOTE program across the cluster First sister school trip to a selected Japanese

school.

Improve transition for students at risk.

Increase in number of classes within primary schools completing LOTE

First sister school trip organised and completed.

Year 4 Implementation and evaluation of an ongoing model of case management to improve transition of at-risk students

Evaluation of LOTE program and sister school relationship.

Strategic Plan targets related to the cluster achieved.

Enhance communication and information flow through the full implementation of the online management system - SENTRAL.

Year 1 Develop policies and processes for transferring relevant student learning and engagement data throughout the college. Transfer knowledge from each learning team.

Provide staff with useable data sets, so that all teachers will be easily able to review student learning and engagement data at the start of the year. Essential data. (achieved, progress, engagement)

Ensure students and parents are using sentral to track student learning.

Use of student data sets and use of sentral included in new staff induction.

Ensure all staff aware of the data that is located on Sentral

A documented process for transferring student engagement data from learning teams

Include use of Sentral in new staff induction process

All parents provided with student’s username and password to access online learning platforms

Year 2 Continue to expand the use of Sentral including its use in real time reporting

Further build provision of useable data sets, so that all teachers can review student learning and engagement data in real time.

Students use Sentral to access information about their academic progress.

Continuous assessment and reporting in place.

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Year 3 Continue to expand the use of Sentral including its use in real time reporting.

Implement any remaining features of Sentral that would improvement the administration of the College.

All relevant features of Sentral fully embed in College processes



Fully implement a three tiered RTI model across the college to support the timely intervention of students requiring learning support.

Year 1 Continue to build staff capacity through the provision of professional development relate to tier 1 intervention within the classroom.

Continued to develop the use of ILPs for students at academic risk.

Investigate the provision of timely and non-invitational interventions within the College structures and teaching resources to allow students short term support at their point of need.

KLD’s will document an intervention strategy linked to pre and post testing.

Targeted Strategic Sessions each term related to Tier 1 intervention.

For students on ILP’s, progress reports will reflect progress towards learning goals.

Year 2 Implement agreed timely and non-invitational interventions within the College.

Fully resource interventions implemented Ensure consistent data sets are used as

benchmarks for each intervention program. Embed effective use of Individual Learning Plans

by all staff.

Intervention program implemented. For students on ILP’s, progress

reports will reflect progress towards learning goals.

All programs using agreed data sets.

Year 3 Adjust implementation of interventions at tier 2 after reviewing implementation in year 2.

Continue to build staff capacity through the provision of professional development in area of weakness at tiers 1 and 2.

Intervention programs adjusted as required

Relevant staff PD offered and completed as identified.

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Ensure all intervention programs are meeting the needs of at risk students and are having a measurable positive effect on students learning and personal growth.

Year 1 Develop agreed data sets for measuring all intervention programs within the College.

Develop and collect data or evidence to understand the effect size of any extra support given to individual students.

Agreed data sets for measuring interventions and well as the effectiveness of ILP’s.

Effect size calculated for all tier 2 and 3 programs with the College focused on student intervention.

Year 2 Analyse data and/or evidence of the effect of extra support given to individual students

Collect evidence around the influence of ILPs on student progress.

Recommendations made based on analysis of data collected

Year 3 Collect and Review evidence around the influence of ILPs on student progress; make recommendations for action based on evidence.

ILPs have a measurable positive effect on Student progress



Review the Learning group model with a view the further developing the following areas

Link to a LG teacher as a consistent and significant person or persons across year 7 to12

Scope and sequence for the Learning Group curriculum at each year level

Explicitly teach students the skills and knowledge required to enable them to take

Year 1 Review and re -model curriculum from Visible Learning to ensure a clear Scope and Sequence across all year levels.

Investigate a career pathway plan to be documented on Sentral, beginning at Year 7

Investigate LG teachers at all levels attending Level Team Meetings at all levels.

Comment on personal learning as part of LG and SURFF in progress reports and final reports.

LG leaders to help students understand good learning behaviours and develop student learning profiles on Sentral (that focuses on learning growth) within LG sessions.

Documented Scope and Sequence across all level for Learning Group sessions.

SURFF and LG added into Progress reports

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responsibility for their learning, learning profile, aspirations and pathway options.

Year 2 Provide professional development and support to ensuring input develop ownership and understanding from LG teachers relate to the delivery of the new curriculum sequence.

Implement a career pathway plan to be documented on Sentral, beginning at Year 7

Teachers delivering new curriculum sequence.

Career pathway plan documented in Sentral.

Year 3 Continue to provide professional development and support to ensuring input develop ownership and understanding from LG teachers relate to the delivery of the new curriculum sequence.

Review cyber bullying plan to be documented on Sentral, beginning at Year 7

Student PoLT data demonstrates improvement.



Develop a strong culture amongst staff, students and parent about the importance of attendance.

Year 1 Highlight the importance of attendance through College website, LGs and all from of community communication.

Increase the profile of attendance awards especially at the AARC award level.

Attendance rates increase.

Attendance expectations and publication included in enrolment packages.

All students set themselves and attendance target on Sentral and monitor it throughout the semester in LG.

Year 2 Attendance rate an integral part of each student’s personal data profile and their goal setting.

Continue to highlight the importance of attendance through College website, LGs and all from of community communication.


Students achieving personal attendance targets.

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Year 3 Continue to highlight the importance of attendance through College website, LGs and all from of community communication.


Students achieving personal attendance targets.



Improve the College’s attendance processes and practices to support a culture of positive attendance.

Year 1 Ensure a clear process and procedures are in place regarding attendance rates with a focus on students with less than 80% attendance.

Ensure there is a consistent approach to monitoring, parent communication and supports for students with less than 80% attendance across the Level Learning Culture teams.

All Level attendance rates higher than 92%.

Increased number of parent contacts noted on Sentral related to attendance.

Year 2 Continue to ensure a clear process and procedures are in place regarding attendance rates with a focus on students with less than 85% attendance.

Continue to ensure there is a consistent approach to monitoring, parent communication and supports for students with less than 85% attendance across each level team.



Year 3 Continue to ensure a clear process and procedures are in place regarding attendance rates with a focus on students with less than 90% attendance.

Continue to ensure there is a consistent approach to monitoring, parent communication and supports for students with less than 90% attendance across each level team.





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Wellbeing


Investigate and implement the school wide positive behaviour support program (SWPBS) as a part of the College Learning Culture Plan to further promote positive relationships and behaviours across all members of the College community.

Year 1 Obtain a critical friend with experience in SWPBS to support the implementation of SWPBS within our existing Learning Culture Plan.

Create SWPBS matrixes with & for students and staff articulating agreed behaviours aligned to our values.

Learning Culture Leaders & Key staff to access PD on SWPBS and visit exemplar schools

Build staff capacity in the understanding and implementation of SWPBS.

Continue to build all staff capacity in the understanding and implementation of restorative practices.

Enable all Learning Group Teachers to identify, assess and respond to students in matters pertaining to their wellbeing and engagement and train and provide resourcing for them to enable them to carry out this role.

The matrixes are visible in classrooms & areas throughout the college, online and in College documents.

The matrixes are part of the language of staff and students.

Systems of positive behaviour reinforcement are developed.

All staff have accessed differentiated PD in Restorative Practice.

Staff working restoratively with students.

Learning Group Teachers have completed training relevant to this role. e.g. Safe Minds; Individual Positive Behaviour planning.

Resilience and problem solving skill building evident in LG Programs.

Year 2 Begin matrix development for parents & community, reflecting agreed behaviours related to our values.

Implement agreed behavioural matrix for students and staff ensure they are highly visible in all area of the College.

Behaviour matrix is consistently used as part of language used by staff and students.

Successes are celebrated school wide and community wide.

Year 3 Review progress and continue to fully implement all elements of College SWPDBS.

Improved student and parent data in attitude surveys.

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Enhance Student Voice and Leadership through enabling students to make decisions and be active participants in their learning in the classroom and in the wider college environment.

Year 1 Investigate alternate opportunities and models of student voice and leadership.

Enhance Student Voice and Leadership through: o Leadership training of Student Leaders

including SRC reps and College and House Captains at the beginning of the year, enabling them to take on mentoring roles for new appointees

o Identifying how and where students could take on tutoring roles

o Develop focus groups and online forums/surveys for students to give feedback on College decisions and initiatives that relate to students’ learning and wellbeing.

o Investigate student participation in decision making in regard to their learning.

Students with formal leadership roles have received training and are successfully engaged in their role

Student voice evident in the development and implementation of SWPBS.

Increased involvement of students in College decisions and initiatives that relate to students’ learning and wellbeing.

Year 2 Extend student leadership opportunities.

An agreed practice in place for student input in regard to teaching and learning in the classroom.

Review and further develop student leadership training.

Students leading across more areas of college and community.

Teachers sharing and discussing feedback from the Effective Teacher Survey.

Year 3 Investigate the use of students as members of Teacher Interview Panels for PORs and possibly staff advertisements.

Students working on interview panels.



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Productivity


Review all resources allocated presently to curriculum, wellbeing, and engagement leadership, time allowances, coaching and professional support and meeting time to enable this; and determine allocations of such for next four years, making adjustments as required annually

Year 1 Leadership – review the purpose & function of the meeting including ensuring Professional Development is part of the meeting.

Consider the use of the first school days and the mid -year PD for the writing strategy

Learning Group teachers to have targeted PD at strategically timed points in the term.

Implement changes to the meeting PLT structure

Ensure LC Leaders have a time to plan with purposeful inclusion of AIP key improvement strategies.(includes Learning Level Leaders, Wellbeing & APs)

Effective intervention. Investigate providing time within the curriculum for targeted intervention.

Allocate time to new staff and mentors to meet.

Ensure members of the Moondah, Karobran and Woorngan are in a PLT.

Ensure the PLT structure allows for implementation of DSC instructional model.

Resource the training of SWPBS leaders.

Ensure adequate training of LG leaders.

Resource staff to assist with intervention.

Leadership Team meeting have increase leadership professional development.

Writing professional development session completed.

Time allocated for priorities including AIP action implementation.

Members of cross curricular units working in a PLT semester 1 2015.

PD completed by leaders in SWPBS.

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Year 2 Ensure all Leaders have a time to plan with purposeful inclusion of AIP key improvement strategies.(includes Curriculum, Learning Level Leaders, Wellbeing & APs)

Review leadership structure and leadership roles and advertise roles as required.

Achievement of AIP targets and milestones.

Successful applicants in leadership roles

Year 3 Ensure all Leaders have a time to plan with purposeful inclusion of AIP key improvement strategies.(includes Curriculum, Learning Level Leaders, Wellbeing & APs)

Achievement of AIP targets and milestones.



Ensure human, physical and financial resourcing is based on student evidence

Year 1 Submissions for new programs or initiatives requiring resourcing put to PAC, Curriculum and Leadership will need to present appropriate student data or evidence.

Approvals for any submission linked to student evidence.

Year 2 Submissions for new programs or initiatives using DSC leading effective change model.

Approvals for any submission linked to student evidence and effective change management.

Year 3 Investigate the development of a new master plan for the College.

Master plan developed.



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Ensure Education Team Plans and Individual Performance Plans reflect the goals and key improvement strategies outlined in the Strategic Plan and the Annual Implementation Plan.

Year 1 Ensure a responsibility map is developed for each Key Improvement Strategy within the strategic Plan.

Build a coherent and effective P&D process for ES staff reflecting DEECD requirements.

Key Improvement Strategy responsibility documented in 2015 Annual Implementation Plan.

Year 2 Support the implementation of the responsibility map is developed for each Key Improvement Strategy within the strategic Plan.

Support the implementation of a coherent and effective P&D process for ES staff reflecting DEECD requirements.


All staff completing a full P and D process.

Year 3 Support any adjustments in implementation of the responsibility map is developed for each Key Improvement Strategy within the strategic Plan.




Build education program leaders capacity including, the use of the College’s change management model and the provision of clear policy and procedures to support Key Improvement strategies.

Year 1 Offer leadership professional development including dealing with difficult conversations and change management as part of the twilight PD schedule and within Leadership Team meetings.

New leaders are linked with a leadership coach or mentor.

New leaders and aspiring leaders are shadowing an experienced leader.

Year 2 Offer shadowing, professional development programs and mentoring for aspirate leaders

Professional reading and discussion within Leadership and curriculum team agendas.

Increase in staff undertaking capacity building related to leadership.

Year 3 Offer shadowing, professional development programs and mentoring for aspirate leaders

Professional reading and discussion within Leadership and curriculum team agendas.

Increase in staff accessing leadership positions.

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Ensure transparent and clear communication of key initiatives.

Year 1 Publish all Leadership and PAC decision and ensure stakeholders have a clear understanding of decisions.

Follow DSC change management framework, current policies and procedures in relation to any major initiatives or decisions within the College.

Improved Relational Trust on Staff Survey.

Year 2 Provision of professional development days and twilight PD to communicate planning and implementation of key initiatives.

Use DSC leading effective change model to review the success of any new initiatives for AIP or Strategic Plan.


Year 3 Provision of professional development days and twilight PD to communicate planning and implementation of key initiatives.

Use DSC leading effective change model to review the success of any new initiatives for AIP or Strategic Plan.




Improve induction and mentoring processes for new staff to support their understanding and implementation of College practices and processes including the ICT management systems, Learning Culture Plan and

Year 1 Develop and implement an induction program which effectively skills and supports new staff in the college culture, processes and structures. This program will be structured to accommodate the needs of new staff over the course of the year.

Develop a Moodle course as additional support for new staff & CRTs with relevant information

Program has been developed and implemented.

Feedback from new staff on the effectiveness of the program is positive.

A Mentor Training Program has been developed and implemented.

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Education Plan. including online tutorials and support sessions. Timeline and key areas will be published at the beginning of each term.

Ensure mentors have the professional development and capacity to effectively mentor new staff.

Link each new staff member with a teaching & learning coach.

Year 2 Continue to develop and implement an induction program which effectively skills and supports new staff in the college culture, processes and structures.

Continue to train mentors have the professional development and capacity to effectively mentor and coach new staff.


Year 3 Continue to develop and implement an induction program which effectively skills and supports new staff in the college culture, processes and structures.

Continue to train mentors have the professional development and capacity to effectively mentor and coach new staff.




Drouin Secondary College School Strategic Plan · Long tradition in developing the whole student...

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