9kJ| Departmsnt of Education andfrliM Early Childhood Development

School Strategic Plan forTaylors Lakes Secondary CollegeSouth Western Victoria region2014-2017

TAYLORS LAKESSECONDARY COLLEGE

Learn and Achieve Together

Endorsement bySchool Principal

Signed

Name ....Geoff Pell

Date

Endorsement bySchool Council

Signed

NameGraeme Watkins

Date

School Council President signs indicating that the School Strategic Plan has beenendorsed by School Council

Approved by TLSC Council on 19/03/2014

School Profile

Pyrpose -isiclyding visionstatement

To provide a safe and supportive community of life long learners where respect, diversity and success arevalued and where students and staff are encouraged to reach their full potential both within the Collegecommunity and beyond

ValuesOur motto Learn and Achieve Together, encapsulates our belief in students, staff and parents workingcooperatively and collaboratively with staff to provide every opportunity we can for students to reach theirpotential at Taylors Lakes Secondary CollegeWe value

o Respect for each other and our environmento Commitment to each other and to all that we do« Safety for self and each other in all that we do at school

Environ tnentalContext

The College participated in a School Review (Peer Review) in May 2013. The current Strategic Plan hasprimarily developed from recommendations and discussions arising from that review. There was a strongbelief at the College, echoed through the Review process, that the majority of work that should be undertakenover the next four years should build on and further challenge us in the work already underway.

The school is a single campus 7-12 school located within the City of Brimbank situated on approximately 8hectares, adjacent to Taylors Lakes Primary School. The school has demonstrated an increasing enrolmenttrend over the last review period from 2008, and now has a current enrolment of 1412.

In 2013, The Student Family Occupation Index was 0.61 ando approximately one third of our students were from homes where English is not the first language,o there were 46 different non English primary languages spoken.° there were 33 eligible English as an Additional Language (EAL) students® there were 30 (funded) and 57 (supported) students included on the Program for Students with

Disabilities (PSD).

With the progressive growth of the College over the last review period the staff (teaching and EducationSupport) has increased proportionately. This growth has enabled us to recruit teachers with additional skillsets and has enabled an excellent blend of relatively new teachers and teachers with many years of teachingexperience. We have maintained a very strong Performance Development Culture within the College, placinga high value on professional development in line with current trends and expectations. This has beenparticularly evident in furthering work in Literacy and Numeracy, VCE Improvement and emerging work in bothInstructional practice (with an emphasis on the use of formative assessment and differentiation) and one toone learning.

Over the last four years the College has undergone some major building projects. The Performing Arts theatrewas completed and more recently expanded with the addition of an instrumental music and dance teachingarea and landscaping. A new student computer service facility has been created, a new PSD designatedclassroom has been purchased and established, a new car parking area and major landscaping of the Hcourtyard have been completed. A major addition to the administration and offices has been completed. Atthe same time we have rolled out the one to one learning program enabling all students in the College to have24/7 computer access with their own designated computer.

Through the self evaluation process the college has embraced the opportunity to develop a leadership profile

which will fully support the accountability requirements and key improvement strategies in this strategic plan.The College is committed to the ongoing improvement in student learning outcomes for all students whilst

ensuring a safe, secure environment where students can pursue both a range of educational pathways, and a

wide variety of co-curricular options, which have expanded over the last review cycle. The College now has

two sister school relationships (Japan & Italy).

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STRATEGIC PLAH 2014 - 2017STUDENT ACHBEVEiME^T ACTIONS AMD liiLESTONES

2014 2015

Actions Achievement Milestones Actions Achievement Wlilestones

vcg

•Development of a documented model ofmoderation of school based assessments andconsequent rankings that is used across Year12 multiple classes

¦ Identification and support of five lower achievingsubjects

•Strategies to increase % of study scores 40 andabove compared to 2013

VCE

¦Teachers of all Year 12 subjects where thereare multiple classes are moderating allSAC/SATs.Improvement in study score of five identifiedsubjects

¦Increase in study scores of 40 and abovecompared to 2013

° Average VCE study score of 28.6 or above

VCE

¦Reviewed model of moderation trialled atyear 11

¦Additional focus on lower achieving year 12subject in light of 2014 support.

» Review increase in study scores at or above40 and further refines improvementstrategies.

VCE

Teachers of all Year 11 subject where thereare multiple classes trial moderatingassessment items.

° Further increase in study scores of identifiedsubjects.

¦Increase in study scores of 40 and abovecompared to 2014

¦Average VCE study score of 29 or above

VCAL

¦Implementation of revised Intermediate VCALprogram and review in line with applied learningprinciples

¦Focus on ensuring a! students in IntermediateVCAL have negotiated and completed workplacements

• Undertake revisions to Senior VCAL program inline with applied teaming principles for 2015implementation.

VCAL

•Revised Intermediate VCAL programimplemented

•Revised Intermediate VCAL program reviewedin term 3 in line with applied leaming principles

« Senior VCAL revised program prepared for 2015implementation

VCAL

' Implementation of revised senior VCALprogram and review in line with appliedlearning principles

¦ Focus on ensuring all students InIntermediate and senior VCAL havenegotiated and completed work placements

VCAL

» Revised senior VCAL program reviewed interm 3 in line with applied learning principles

o At least 90% successful completion of year12 VCAL certificates or transition to furtherfulltime employment and training

Curriculum Documentation includino AusVELS

•Subjects requiring alignment to apply relevantchanges to Guaranteed and Viable Curriculumto meet AusVELS guidelines.

•Audit English, Mathematics, Science and Historyto ensure they are compliant with AusVELSstandards

Curriculum Documentation includino AusVELS

¦AusVELS timelines achieved¦Audits of AusVELS compliance in English,

Mathematics, Science and History completed byend of 2014

Curriculum Documentation includino AusVELS

¦Document LEAP year 7 curriculum for alldomains

¦Domains compile document that maps keyknowledge and skills built across 12-7 intheir leaming area.

¦Progressively add curriculum andassessment program to a digital archive

¦Subjects requiring alignment to applyrelevant changes to Guaranteed and ViableCurriculum to meet AusVELS guidelines.

Curriculum Documentation includino AusVELS

° Completion of documentation of LEAPcurriculum for year 7

•AusVELS timelines achieved•Completion of key knowledge and skills

document from year 12 to 7¦ Curriculum and assessment digital

archive is established and first workincluded

Literacy & Numeracv Literacv & Numeracv Literacv & Numeracv Literacv & Numeracv

•Investigation and development of strategy toimplement teaching and learning of literacy andnumeracy skills more broadly across all subjectareas.

« Identify focus areas for further curriculumdevelopment primarily within English and Mathsbased on NAPLAN data analysis.

¦Coach the ILS & GLS program staff in literacypractices.

¦Trial differentiation tools, specific to literacy, inthe English support classes.

•Teachers identified and targeted for 1:1coaching in Literacy

¦NAPLAN data will show relative growth asfollows:Reading High >29% Low <21%Writing High >23% Low <24%Grammar&Punctuation High >23% Low <28%Spelling High >24% Low <25%Numeracy High >29% Low <24%

¦Improvement foci plans developed (term 1) inNumeracy and Literacy based on previousNAPLAN data

• Investigation and development of strategiesto implement teaching and leaming ofliteracy and numeracy skills more broadlyacross all subject areas.

¦Identify focus areas for further curriculumdevelopment primarily within English andMaths based on NAPLAN data analysis.

» Documentation of ILS & GLS programprocesses and curriculum.

« Introduce differentiation tools, specific toliteracy, to the 7 & 8 teachers in the EnglishDomain.

¦PD of staff outside English & Maths domainsto build their capacity In integrating teachingof literacy & numeracy skills within theirsubject areas.

¦ NAPLAN data will show relative growth asfollows:Reading High >29.5% Low <20.5%Writing High >24.5% Low <23%Grammar&Punctuation High >24% Low<26%Spelling High >25% Low <24%Numeracy High >29% Low <23%

• Improvement foci plans developed (term 1)in Numeracy and Literacy based on previouNAPLAN data

« Completion of stated professional leamingsessions

Instruclional oractice to suoDort imorovement in Instructional practice to suooort imorovement in Instructional oractice to suooort imorovement in Instructional practice to suooort imorovement in

achievement achievement achievement achievement¦Implement the LEAP program at year 7 and

complete planning for year 8 implementation2015

¦Completion of Visible Learning Project at Year 8.« Investigation and development of a Peer

observation model and a trial of this model witha group of staff.

« By using the College Instructional PracticeModel as a starting point, adopt a whole schoollesson structure consisting of agreed keycomponents and recommended teachingstrategies.

•Develop a school model (years 7-10) templatefor rubrics to cater for a wider range of studentperformance above and below the standardlevel of performance and in line with AusVELSprogression points.

•Investigate and collate a range of data setsavailable for student assessment (creation ofonline repository?). Build knowledge amongstkey staff on when and how to access and usethese data sets

Train Domain Leaders on analysis and use ofparticular data sets to build their capacity as

instructional leaders

•LEAP program implemented at year 7¦Visible Leaming Project completed¦Peer Observation trial completed and reported

back to staff by term 3¦Key components (base level) of lesson

structures and teaching strategies agreed to anddocumented with teachers able to show howthese are implemented within their classes

¦Development of model of best practice for rubricdevelopment by term 2

•Rubrics being progressively revised in line withguidelines across all domains

¦Improved teacher capacity in using studentresults to inform their practice

¦Domain leaders skilled in accessing and usingdata to guide improved practice within theirDomain.

•At years 7-10 AusVELS teacherjudgements willreflect student growth by at least state meangrowth

¦Induction of all staff new or returning to theCollege

¦Implement the LEAP program at year B andcomplete planning for year 9 implementation2016

¦Evaluate results of the year 8 VisibleLeaming Project with a view to how thesestrategies can be expanded more broadlyacross other levels.

•Evaluation of trial model for PeerObservation and then development of aCollege model for peer observation. Agreedmodel trialled with a wider range (at least50%) of teaching staff.

•Trial and evaluation of whole school lessonplanning model using key identifiedcomponents with a focus on differentiationand instructional strategies.

¦Development and evaluation of rubrics ineach domain for all assessment tasks inyears 7-10 to cater for a wider range ofstudent performance above and below thestandard level of performance in line withAusVELS.

•Targeted professional development to allteaching staff accessing and using data setsto effectively target teaching practice andultimately improve student learning.

¦LEAP program implemented at year 8¦Completion of Visible Learning evaluation

and recommendations for future work.•Peer Observation trial II (expanded)

completed by at least 50% of teachers in alleast one Peer Observation cycle persemester.

« Key components (base level) of lessonstructures and teaching strategies agreed tcand documented with teachers able to showhow these are implemented within theirclasses

•Group of core staff skilled at effectivelydifferentiating instruction.

•Development of model of best practice forrubric development by term 2

•Rubrics being routinely used across alldomains, displaying above and belowstandard, with exemplars available in everyDomain to assist future planning.

¦All staff routinely using a wide range of datato inform teaching and improve studentleaming outcomes.At years 7-10 AusVELS teacher judgementwill reflect student growth compared to 201'

Attitudes to Leamino Attitudes to Leamino Attitudes to Leamino Attitudes to Leamino

» Agreed key Indicators of student feedback toguide ongoing development in instructionalpractice

« Electronic system to enable collection of studentfeedback for all classes to be developed

• Stimulating Leaming (student data) to be at orabove 2.95 for the College

¦> Teacher effectiveness (student data) to be at orabove 3.45 for the College

» Agreed key indicators of student feedback toguide ongoing development in instructionalpractice

" Student feedback for all classes to becollected

• Stimulating Learning (student data) to be alor above3.0 for the College

° Teacher effectiveness (student data) to beat or above 3.55 for the College

201S

Actions Achievement Wiilestones Actions Achievement Milestones

VCE

¦Moderation model expanded to VCAL andYear 10 with a simplified model to be irialledacross years 7-9

¦Additional focus on lower achieving year 12subject in light of 2015 support

¦Review increase in study scores at or above40 and further refines improvement strategies.

VCE

° Teachers of all Year 10-12(including VCAL)subjects where there are multiple classesmoderating assessment items.

° Trial moderation at years 7-9 completed» Further increase in study scores of identified

subjects.° Increase in study scores of 40 and above to

greater than 5%' Average VCE study score of 29.5 or above

VCE

¦ Moderation model expanded to VCAL andYear 10 with a simplified model to be trialledacross years 7-9

° Maintain focus on lower achieving year 12subject in light of 2016 support as required

• Review increase in study scores at or above40 and further refines improvementstrategies.

VCE

¦Teachers of all Year 10-12(includingVCAL) subjects where there are multipleclasses moderating assessment items.

¦Moderation operates across assessmentat all levels of the College as determinedby the moderation models.

¦Study scores of identified subjects to be ator above State Average

¦Increase In study scores of 40 and aboveto greater than 6%

° Average VCE study score of 30 or above

VCAL

« All VCAL curriculum fully documented In linewith revised structure and applied learningprinciples

• Focus on further enhancing communityinvolvement and placement within VCALprogram

VCAL

•Completion of actions•Maintain at least 90% successful completion of

year 12 VCAL certificates or transition to furtherfulltime employment and training

VCAL

¦ Review VCAL program in context of SchoolReview

VCAL

» Completion of actions• Maintain at least 90% successful

completion of year 12 VCAL certificates ortransition to further fulltime employmentand training

Gumculum Documentation includinq AusVELS Curriculum Documentation includinq AusVELS Curriculum Documentation includlna AusVELS Curriculum Documentation includinq

¦Document LEAP year 8 curriculum for alldomains

¦Domains adjust units of work to ensure keyknowledge and skills covered from 2015 map,

• Complete recording curriculum andassessment program to a digital archive.

¦Subjects requiring alignment to apply relevantchanges (o Guaranteed and Viable Curriculumto meet AusVELS guidelines.

'' Completion of documentation of LEAP curriculumfor year 8

• AusVELS timelines achieved" Curriculum and assessment digital archive

completed across all domains and allassessments.

¦Document LEAP year 9 curriculum for alldomains

• Subjects requiring alignment to applyrelevant changes to Guaranteed and ViableCurriculum to meat AusVELS guidelines.

¦Review curriculum development over theStrategic Panning period in context ofSchool Review

AusVELS

•Completion of documentation of LEAPcurriculum for year 9

•AusVELS timelines achieved

Literacy & Numeracy Literacy & Numeracy Literacy & Numeracy Literacy & Numeracy

¦ Investigation and development of strategy toimplement teaching and learning of literacyand numeracy skills more broadly across allsubject areas.

•Identify focus areas for further curriculumdevelopment primarily within English andMaths based on NAPLAN data analysis.

•Introduce the multiple differentiation tools(specific to literacy) to the all teachers In theEnglish Domain.

•PD of staff outside English & Maths domains tobuild their capacity in integrating teaching ofliteracy & numeracy skills within their subjectareas.

¦NAPLAN data will show relative growth as follows;Reading High >30% Low <20%Writing High >26% Low <22.5%Grammar&Punctuation High >26% Low <24%Spelling High >26% Low <23%Numeracy High >30% Low <22%

¦Improvement foci plans developed (term 1) inNumeracy and Literacy based on previousNAPLAN data

¦Completion of stated professional learningsessions.

• Curriculum outside English & Mathsdomains to reflect integration of teaching ofliteracy & numeracy skills within theirsubject areas as relevant

¦ Review of Numeracy & LiteracyImprovement strategies in the context of theSchool Review

NAPLAN data will show relative growth in:

Reading High >30% Low <20%Writing High >28% Low <22%Grammar&Punctuation High >28% Low <22%Spelling High >28% Low <22%Numeracy High >30% Low <20%

Instructional practice to suooart improvement in Instructional oractice to suooort improvement in Instructional oractice to support improvement Instructional practice to support

achievement achievement in achievement improvement in achievement

¦Induction of all staff new or returning to theCollege

« Implement the LEAP program at year 9 anddevelop any modifications to accelerationprogram for LEAP students when moving intoyear 10.

¦Implementation of a Peer Observation modelacross the whole school

° Expand trial lesson planning to all teachingstaff

¦Review effectiveness of Individual rubricsdeveloped in each domain and consider use ofrubrics within VCEA/CAL

• Strategies to assist teachers in makingjudgements against AusVELS progressionpoints through use of OnDemand and otheravailable data sources.

LEAP program Implemented at year 9» All teaching staff participates in one peer

observation cycle per semester and use thisfeedback to make improvements to teachingpractice.

¦Staff familiarity with terminology associated withkey components of a lesson and beginning todisplay routine use of instructional strategies.

• All staff routinely using a wide range of data toinform teaching and improve student learningoutcomes.

° Teacher judgements begin to reflect actualacademic ability and achievement

¦At years 7-10 AusVELS teacher judgements willreflect at least 50% of students increasing by atleast one year level average per year.

• Induction of all staff new or returning to theCollege

» Review progress in instructional practiceand its impact teacher practice andultimately on student achievement over thestrategic planning cycle through the SchoolReview

• All teachers using the TLSC instructionalmodel when designing and deliveringcurriculum and further guided by routineuse of student feedback.All teachers using the key components of alesson when designing and deliveringcurriculum and are routinely differentiatinginstruction.All units of work across curriculum havesummative assessment tasks andcomplementary rubrics that assess a widerange of student performance, acrossmultiple AusVEL levels.

= Peer observation for professional practiceembedded as part of culture. Improvedprofessional practice evident throughgrowth in student outcomes.

' At years 7-10 AusVELS teacherjudgements will reflect at least 70% ofstudents increasing by at least one yearlevel average per year.

Attitudes to Learnina Attitudes to Learninq Attitudes to Learninq Attitudes to Learninq

o Agreed key indicators of student feedbackto guide ongoing development ininstructional practice

¦> Stimulating Learning (student data) to be at orabove 3.1 for the College

o Teacher effectiveness (student data) to be ator above 3.6 for the College

o Student feedback continues to guideongoing development in instructionalpractice

Stimulating Learning (student data) tobe at or above 3.1 forall year levels,

o Teacher effectiveness (student data) tobe at or above 3.7 for all year levels.

2014 2015

Actions Achievement IViilestones Actions Achievement Milestones

Policv DeveloDment and

Implementationo Review and update of current

SWE policy to ensure itincorporates changes as well asbeing developed in an abridgedsummary version for all parties

o Develop a comprehensive set ofstrategies to respond to andminimise risk factors aroundtransition from year 9 to 10

Policy Development and

Implementationo Updated SWE policy documentation

completed,o Transition strategies to minimise

risk factors year 9-10 developed

Policv Development and

Implementationo Design a revised and enhanced

pastoral care program at year 9o Further consolidate strategies to

minimise risk around transitionpoints

Policv Development and

Implementationo Revised year 9 pastoral care

program completed

Health & Wellbeina Whole Health & Wellbeinq Model Health & Wellbeina Whole Health & Wellbeina Modelo Draft model developedSchool Model

« Develop an adolescent healthteam (AHT)

• Collect/analyse relevant dataand identify risk areas

» Professional Learning for allstaff associated withIntroduction and function of AHT

o Adolescent Health Team (AHT)formed

o Staff receive relevant ProfessionalLearning

School Model® Consultation with

staff/stakeholders to identifypriorities for development ofhealth & wellbeing model

® Development of whole schoolmodel based on the GatehouseModel to address and supportstudent health & wellbeing

o Development of timeline forimplementation of model

Positive Behaviour Sunport Positive Behaviour Support Positive Behaviour Support Positive Behaviour Support© Profession learning around

PBS as requiredo Analysis of

suspension/detention datacompleted

o Professional learningdelivered on managementstrategies based onclassroom management data

o Records of use of ILPsmaintained

.

« Develop transparent behaviourexpectations and guidelines andalign codes for notification withCompass system

® Develop a template forBehaviour Management Plansto be used as requiredthroughout the College

o Develop a specific interventionstrategy for identified studentsthrough Individual LearningPlans (ILP's) and BehaviourManagement Plans to ensureappropriate curriculum in termsof learning styles, interests andstudent readiness

o Positive Behaviour Support(PBS) professional learning forteachers who teach students ona IBMP

o Develop a positive rewardssystem for the Middle School

o Behaviour guidelines and codesalignment completed by end of term3

o Identified students with challengingbehaviours will have behaviourmanagement plans (BMPs)

o ILPs & BMPs applied by teachersas they are set in place

o Teachers with challenging studentscommence to implement PBS

•Review implementation of PBS2014

« Support teachers inimplementing PBS as required

» Review classroom behaviourexpectations and guidelines

•Analyse detention/suspensiondata

» Consolidate use and tracking ofILPs for designated students

Cvbersafetv«> Complete eSmart

implementation stage and gainaccreditation,

o Raise the profile of the eSmartprogram across the schoolcommunity.

Cvbersafetvo Complete eSmart implementation

stage and gain accreditation (Semi)o A structured program of eSmart

materials delivered to students, staffand parents

Cvbersafetvg Teacher professional learning to

ensure all Home group teachersare prepared to model anddeliver the eSmart componentsof the home group program atYear 7 & 8.

Cvbersafetvo Provision of eSmart

resources for parents,students and staff

Attitudes to Wellbeinq Attitudes to Wellbeinqo Classroom behaviour at or above

2.9 based on student attitude datao Student Safety at or above 4.2

based on student attitude datao Student morale 4.75 based on

student attitude datao Student distress at or above 5.1

based on student attitude data

Attitudes to Wellbeina Attitudes to Wellbeinao Student opinion data to be

collected covering indicators ofclassroom behaviour, studentsafety, student morale andstudent distress

o Staff opinion data to becollected covering indicators ofclassroom behaviour, studentsafety, student morale andstudent distress

o An indicator to be developedand used to measure studentperceptions of year 9-10transition

o Student opinion data to becollected covering indicators ofclassroom behaviour, studentsafety, student morale andstudent distress

o Staff opinion data to becollected covering indicators ofclassroom behaviour, studentsafety, student morale andstudent distress

o Student perceptions of year 9-10 transition

o Classroom behaviour at orabove 2.95 based on studentattitude data

o Student Safety at or above4.2 based on student attitudedata

o Student morale 4.75 basedon student attitude data

o Student distress at or above5.15 based on studentattitude data

2016 2017

Actions Achievemeimt [Milestones Actions Achievement Milestones

Policv Develooment and Policv Development and Policv Develooment and Policv Develooment and

Implementationo Implement pastoral care

program at year 9o Continue to track and

expand use of ILPs fortargeted students.

Implementationo Year 9 pastoral care program

implemented

Implementationo Review progress in student

wellbeing over the period of theStrategic Plan in the school self-evaluation

Implementationo Reviews completed with

recommendations

Health & Wellbeinq Whole

School Model«> Full implementation of

Health & Wellbeing modelsupported by relevantProfessional Learning andstructures

Health & Wellbeinq R/iodelo Model implemented

Health & Wellbeinq Whole School

Model» Review Health & Wellbeing

strategy and effectiveness of themodel implementation in contextof school review

Health & Wellbeinq Modelo Completed as part of school

self-evaluation

Positive Behaviour Support Positive Behaviour Support Positive Behaviour Support Positive Behaviour Support« Continue to track and

expand use of ILPs fortargeted students.

® Continued tracking ofstudent management issuesand incidents includingdetention and suspensiondata

o tracking tasks as identifiedcompleted with action strategiesdeveloped

o Behaviour management plans insue across the College asnecessary

® Develop BMP and ILPs for allstudents presenting withchallenging behaviours

» Review PBS rollout across all yearlevels and make adjustmentswhen required.

o All students with identifiedchallenging behaviours havea behaviour managementplan that all teachers know,understand and consistentlyimplement,

o Completed as part of schoolself-evaluation

Cvbersafetv Cvbersafetv Cvbersafetv Cvbersafetvo Ongoing evaluation of the

College eSmart Program, inline with accreditationreview timelines

o ongoing evaluation undertaken o Ongoing refinement of the eSmartprogram in line with emergingtechnologies

£> Review Cybersafety strategy andeffectiveness of the modelimplementation in context ofschool review

o Completed as part of schoolself-evaluation

Attitudes to Wellbeina Attitudes to Wellbeinq Attitudes to Wellbeinq Attitudes to Wellbeinq

o Student opinion data to becollected covering indicatorsof classroom behaviour,student safety, studentmorale and student distress

c Staff opinion data to becollected covering indicatorsof classroom behaviour,student safety, studentmorale and student distress

o Student perceptions of year9-10 transition

o Classroom behaviour at or above2.95 based on student attitudedata

o Student Safety at or above 3.0based on student attitude data

o Student morale 4.8 based onstudent attitude data

o Student distress at or above 5.2based on student attitude data

o Student opinion data to becollected covering indicators ofclassroom behaviour, studentsafety, student morale andstudent distress

e Staff opinion data to be collectedcovering indicators of classroombehaviour, student safety, studentmorale and student distress

o Student perceptions of year 9-10transition

o Classroom behaviour at orabove 3.0 based on studentattitude data

o Student Safety at or above4.2 at every level based onstudent attitude data

o Student morale 4.8 at everylevel based on studentattitude data

o Student distress at or above5.2 at every level based onstudent attitude data

TRATEGIC PLAN 2014 - 2017STUDENT ENGAGEMENT

2014 2015

Actions Achievemeot R/iSlestoines Actions Achievement Milestones

Student Leadershio

B Review of the existing StudentLeadership model anddevelopment ofrecommendations to furtherstudent input into both the co-curricular and curricularprogram

D Investigation and develop draftof an SRC model that wouldrun parallel to the studentleadership program.

Student Leadership

D Leadership programapplication process andprogram is agreed on anddocumented.

0 Feedback on existingleadership programcollated andrecommendations tabledfor approval, including SRCproposal

Student Leadership

B In conjunction withDomain/ProgramLeaders, enablestudent leaders toprovide feedbackregarding the contentand the impact ofinstructional strategiesacross alldomains/programs

,, Formation of SRC bodywith agreed selectionprocess.Implementation ofrevised SRC model.

Student Leadership

B Student Leadercurriculum andinstruction feedbackcollected.

B SRC created andoperating as per agreedmodel

Co-Currlcular Initiatives Co-Curricular Initiatives

D Lunchtime activities review

completed and participationdata collected andavailable.

B Document participation

rates and student typesattending lunchtimeactivities

Co-Curricular Initiatives Co-Curricular Initiatives

¦ Review of offerings andparticipation in lunchtimeactivities with a view todeveloping a strategy tomaximise participation withinresourcing constraints

» Implement lunchtimeactivitiesrecommendations

0 Review the use oforganisational duties tosupport clubs and makeappropriaterecommendations.

» Evaluate existing co-curricular programsoffered, (includingcamps) identifyingareas for development.

B Implementation of arevised lunchtimeactivities model

D Increased numbers ofstudents participating inlunchtime activities.

b Full documentation of co-curricular events yearlyprogram.

Attendance Attendance Attendance Attendance

n Establish sound, reliableprocedures to monitorattendance and identify trendsin attendance data.

D Implement revised DEECDAttendance guidelines andsupporting attendanceimprovement strategy (EveryDay Counts).

n Respond to attendance issuesidentified as initial priority foraction where overallattendance has fallen below80%, including

B Intervention strategiese Develop and implement

improved communicationstrategies to parents/community on the importanceof attendance

D Overall school attendanceat or above 90%

D Attendance monitoringprocedures documentedand trend data publishedmiddle and end of eachterm.

D DEECD AttendanceGuidelines and supportingstrategies presented toparents & schoolcommunity andimplemented

n Implementation of "EveryDay Counts" campaign

B All students withattendance below 80%identified and respondedto.

" Review impact of 2014actions to targetattendance issues anddevelop priorities for2015 targeted action,including a focus ontruancy andunapproved absences

B Review impact ofrevised attendanceguidelinesimplementation andadjust as necessary.

a Maintain focus on allstudents and familieswhere studentattendance overall isbelow 80%.

B Take additional actionsfor students withattendance below 80%where no significantimprovement has beenshown.

a Improved attendancedata at all levels inrelation to truancy andunapproved absences

B Further improvement inoverall attendance dataat all year levels by atleast another 1% at alllevels

b Students with attendancerates below 80%identified with supportingimprovement strategiesand follow up actions

201S FActions Achievement IViilestones Actions Achievement Milestones

Student Leadershio Student Leadership Student Leadershio Student Leadership

D Domains/program leadersuse student feedback toimplement changes tocurriculum as appropriate.

D Domains/program leadersuse student leaderfeedback to implementchanges to curriculum asappropriate.

n Evaluate effectiveness ofstudent leader feedbackon development ofcurriculum with domainsand co-curricular programs

D Full evaluation of SRCprogram with furtherrecommendations fordevelopment of model toimprove effectiveness andsustainability of program.

D Impact of the StudentLeadership programreviewed as part of theSchool Self-Evaluation.

Co-Curricular Initiatives Co-Curricular Initiatives Co-Curricular Initiatives Co-Curricular Initiatives

D Implementation ofenhanced Co-curricularprogram.

0 Implementation ofenhanced Co-curricularprogram.

B Commencereview/evaluation of co-curricular programsimplemented over thestrategic planning cycle.

0 Impact and effectiveness of

Co-curricular program

reviewed as part of theSchool Self-Evaluation.

Attendance Attendance Attendance Attendance

H Review overall attendancepatterns across the school.

B Further monitorattendance & punctualityimprovement, identify andact upon specific targetsfor 2016 improvementincluding a focus onpunctuality across the day

D Target year levels whereoverall attendance has notreached at least 90%

B Review overall attendancepatterns across the school.

D Further monitorattendance & punctualityimprovement, identify andact upon specific targetsfor 2016 improvementincluding a focus onpunctuality across the day

D Target year levels whereoverall attendance has notreached at least 90%

D Review progress over thestrategic planning cyclewith a view to furtherenhancement ofattendance improvementstrategies beingimplemented.

D Overall school attendance tobe at or above 92% acrossthe College and at or aboveto 90% at each individualyear level.

n Attendance data andimprovement strategiesreviewed as part of theSchool Self-Evaluation.

2014 2015

Actions Achievemeot WHlestooes ActSoos Achievement Wiilestones

Productivitv,, Implementation of Compass

Leaming ManagementSystem

11 Re-examine the role of PLTsto support Leaming Outcomesin the College

,, Develop and implementimproved communicationstrategies as outlinedseparately.

D Ensure funding is prioritised tosupport key priority directionswithin the College

ProductivityD Compass System implemented to

cover;T1

o Attendanceo Eventso Chronicle & Digesto Outcomes

T2o Resourceso Leaming Taskso Insights

T3/4o Course Confirmationo Asset Managero Budgeting & Ordering

ProductivitvB Review Compass with a

view to further expansion0 Ensure resourcing is

prioritised to support keypriority directions within theCollege

«¦ Professional Leaming TeamStructure refined

a Implement improvedcommunication strategiesas outlined separately.

Productivitv0 Compass fully operational

PLT structure fully implementedand focussed on supportinggrowth in learning outcomes forstudents

Communication^ Audit existing communication

tools and their effectiveness,between

o Staff & studentso Staff & parentso College & College

Community* Develop a revised school wide

set of communicationprotocols for student, staff andparents

11 Implement Compass SchoolManager across the Collegecommunity - students,teachers and parents.Including appropriate trainingof all staff and appropriatesupport for students andparents

«> Investigate and decide on theinclusion of Compassreporting for 2015

^ Redesign the College websitewith appropriate consultationacross the College, providingincreased functionalityDistribute student emailaddresses and clearexpectations aroundappropriate use of theseaccounts

Communicationn Completion of communication tools

auditn Documented communication

protocols to be distributed to theCollege community

n All students and staff actively usingCompass in term 1

o All students and staff accessCompass on a daily basis

n All staff using Compass Resourceswith at least two classes by the endof 2014, having had studentssubmit at least one task viacompass and provided feedbackvia Compass

n Student reports delivered to allfamilies via compass from June2014 onwards as a PDF.

n Course confirmation completed viaCompass by at least 25% ofparents 1 2014

D At least 20% of parents accessingCompass for payments forexcursions, approvals of absences,etc.Launch of the redesigned website

Communicationn Possible inclusion of

Compass reporting for 2015¦ Minor review of first year

implementation of Compassn Further professional

learning to ensureincreased use andconfidence in staffdocumentation of learningtasks and resources viaCompass.

» Updating of the website asappropriate

n Complete implementation ofCommunication protocols.

0 Delivery of a compass staffinduction module followedup with ongoing supportfrom lead users.

Communication» All staff using Compass Leaming

Tasks with all classes by the endof 2015, having had studentssubmit at least tasks, whereappropriate via compass andproviding feedback via compass

» Course confirmation completedvia compass by at least 50% ofparentsAt least 50% of parentsaccessing compass forpayments for excursions,approvals of absences, etc.

eLearninq

1:1 Learning & BYOD0 Trial of BYOD with some year

12 students® Structure and roll out plan for

the transition to a BYODprogram

o Continue teacher professionallearning and coaching aroundWeb 2.0, flipping the classroomand Compass

" All staff to begin the use ofresources and leaming taskswith students

0 Evaluate staff tablet trial0 Evaluation of the level of staff

capacity to use ICT in theclassroom

eLearninq

«> Evaluation of Year 12 BYOD trialo Develop a structure for the roll out

of a BYOD program and supportingpolicies - College Council July,

o Deliver at least 4 workshops to staffto support professional growth

o Delivery of a staff showcase tohighlight good examples of ICT inthe classroom, consistent withCollege priorities e.g. Differentiation

o Lead user coaching to supportteachers with Compass as alearning management system andsupporting staff with options to flipthe classroom

o Staff self-assessment tool to ensureneeds are targeted throughprofessional leaming

eLearninqo Roll out BYOD with two

year levelso Support staff and students

with BYOD in theclassroom

o Continue teacherprofessional leaming andcoaching involving Web2.0, emerging applications,flipping the classroom andcompass in line with staffICT capacity

o All Staff using Compassresources with a majority ofclasses and learning taskswith at least two classes

eLearninqo High take up of the BYOD

program at the first two yearlevels.

Professional Learninq Teams Professional Learninq Teams Professional Learninq Teams Prnffissional Learninq Teams

0 Re-examine the role of PLTs tosupport learning outcomes

0 Develop and trial a new PLTstructure

o Revised PLT structure in placesupported by staff professionalleaming in

o SMART goalso Shared normso A system of review of

work do\ne in PLTs

o PLT structure refined after

evaluation

PLT structure fully implementedand focused on supportinggrowth in learning outcomes forstudents. Teachers collaboratingand using students evidence todrive teaching and learningpractice.

2016 1Acttoos Achievement Wlilestomies Actions Achievemeint R/iilestones

Productivitv

H Ensure resourcing isprioritised to support keypriority directions within theCollege

n Review effectiveness ofprogram budget model

D Implement improvedcommunication strategiesas outlined separately.

Productivitv

D Program budgeting modelreviewed

Productivity

D Ensure resourcing isprioritised to support keypriority directions within theCollege

n Review effectiveness ofprogram budget model

n Implement improvedcommunication strategiesas outlined separately.

Productivity

D Program budgeting model reviewed

Communication0 Implementation of further

Compass modules as theybecome available and ifthey are deemedappropriate for the Collegeafter consultation with keystakeholders

B Review of Collegecommunication protocols toensure they are keepingpace with changes intechnology, social media,etc

'' Updating of the website asappropriate

CommunicationD Students and staff accessing

Compass on at least a dailybasis

n The vast majority of parentsusing compass for key areassuch as course confirmation,attendance, online payments,etc

CommunicationD An evaluation of

communication strategiesand protocols in light of thechanges made and possiblenew developments incommunication and ICT

D Updating of the website asappropriate

B Review revisedcommunication strategy incontext of school self-evaluation for schoolreview.

Communication0 Collection of feedback from staff,

students and parents oncommunication strategies

0 Complete review of revisedcommunication strategy in contextof school self-evaluation for schoolreview

eLearninq eLearninq eLearninq eLearninq

0 Roll out BYOD with thenext two year levels

0 Support staff and studentswith BYOD in theclassroom

0 Continue teacherprofessional learning andcoaching involving Web2.0, flipping the classroomand compass in line withstaff ICT capacity

0 All Staff using compassresources with all classesand learning tasks with atleast two classes

0 High take up rates atadditional year levels

0 Roll out BYOD with thenext two year levels

0 Review appropriateness ofBYOD device options inline with emergingtechnologies and in contextof school self-evaluation forschool review.

0 Continue teacherprofessional learning andcoaching in line withrelevant emergingtechnologies

0 Complete review of eLearningstrategy in context of school self-evaluation for school review

Professional Learninq Teams

" PLT structure and

operation subject tocontinuous evaluation

Professional Learninq Teams

0 Ongoing evaluation

Professional Learninq Teams

0 Effectiveness of PLTstructure and operationreviewed in context ofschool self-evaluation andreview

Professional Learninq Teams

0 School self-evaluation

Key Improvement Strategies (expanded)

Further develop and fully document a high quality year 7-12 curriculum and assessment system

o Develop a school wide coosistent agreement on what a comprehensive documented curriculum based onlearning principles will include and move to completion.

o Ensure that the assessment system used by all teachers covers

o the continuum from formative assessment through to summative opportunities for students to displaytheir learning

o opportunities for students to display higher order thinkingo transparent rubrics and feedback structureso structures in place to ensure assessment is appropriately reported to students and parents

o Ensure the College curriculum is developed and documented to align with the AusVELS and VCAAguidelines in a manner that

o Allows students to progressively develop appropriate knowledge, skills and attributes associated withsuccess as they move through their schooling

o The curriculum expectations of students in their final years of schooling are progressively reflected incurriculum as the student moves up through the school by backward mapping needs from year 12down

® Specific curriculum focii to include® Extend the College Literacy and Numeracy focus from Mathematics and English to a broader 7-12

curriculum experienceo develop and fully document the VCAL curriculum program to achieve

© greater emphasis on applied learning,® a structure to respond to increasing student numbers in the program.

® Review the Home Group Program 7-12 in terms of its purpose, content, staffing, timetable, reportingand quality of outcomes for assisting students to progressively develop a range of skills to assistlearning achievement, and to support student wellbeing

o Development and implementation of specialist programs to meet the individual needs of all students© 21st Century Learning

Establish a framework of expectations of all staff with a primary focus on classroom instruction and supporting thisframework with appropriate and timely professional learning.

o Develop a set of expectations required of all teachers framed around the school model for CurriculumDevelopment, Instruction and Assessment, to include

o the agreed practice that underpins the quality of teaching and learning, including growth in differentiation,and a focus on the individual

o developing a whole school understanding of the scope and sequence for the development from Year 7 ofthe knowledge, skills and attributes that underpin successful student transitions through the College, andespecially success in the Senior Years and transition to positive post school options.

o recognise the role of the classroom learning environment as a precursor to development of classroom instruction,through supporting teachers in

o developing a positive physical classroom environmento Implementation of sound classroom management skills

Ensure progressive implementation of the classroom instructional model through a strong Professional LearningCulture which includes

o Quality professional learning opportunities for all staff, following identification of their different needso Appropriate induction for new and returning staffo Use of multiple sources of feedback, ando individual performance and development plans based on individual development needs, student learning

and school priorities

ensure that there is continued professional learning to supporto implementation of specialist programso build teacher capacity in the delivery of applied learning e.g. VCAL programs, VET programs

o Planning in ICT to ensure staff and student readiness in a timely manner to deal with new and emergingtechnology to support student learning and school operations

o mentoring, coaching and peer observation and of a range of sources of feedback for teachers, includingfeedback from students

o the leadership capacity of teachers as instructional leaders and leaders as coacheso Comprehensive understanding of AusVELS and awareness of the scoping of the curriculum from year 7-

12 in teaching areas

Ensure that the professional learning culture supports the instructional model with a key focus on supporting thelearning progress of every student through use of differentiated instruction strategies based on student readiness,interest and learning profile.

Ensure that curriculum leaders are adequately prepared and resourced to articulate and lead collaboratively theimplementation of 'the Model' or aspects thereof

Enhance opportunities through curricular and co-curricuiar programs and further develop strategies to engagefamilies in supporting high expectations for student learning with a focus on attendance.

o Progressively develop and work towards implementation of an idea! comprehensive and inclusive modelof co-cumcular options to be offered through the College

o Continue to develop curricular options thato allow specialisation based on student interest and ability and are based on identified needo provide opportunities to integrate student leadership into classrooms

© Focus on continued improvement in student attendance and its impact on student learning, througho Use of sound and reliable processes for recording and monitoring attendanceo Identification and communication of data trendso ability to respond adequately and appropriately to attendance including lateness

o further promote student engagement through growth in student voice and leadership opportunities in theschool community

Develop and implement a whole school model to address and support the health and wellbeing needs of individualstudents

e> Develop a whole school model after consideration of the school based parameters that contribute to thehealth and wellbeing of a student,

o Ensure that students are supported by a student management structure that is transparent and sets highexpectations and ensures consistency in implementation of policy and agreed practice,

o Ensure that staff fully understand the policy and are responsible for its consistent implementationo Ensure that students are supported by a student wellbeing structure that is responsive to the individual

educational needs of students as identified byo Learning styleso Individual interestso Student readinesse Relationships

Ensure the College has comprehensive strategies to support policy responding to and minimising risk factors

aroundo Student Bullying including cyber safetyo Identified transition points (including year 7,10, VCE/VCAL, exit)o Student healtho New students commencing throughout the year and post year 7

5. Create a comprehensive set of procedures and strategies to optimise communication across the College communityincluding staff students and families and the broader community

o Develop a communication strategy for the College that outlines appropriate and expected communicationforms both between staff and between staff, students and parents supported by required protocols and withan expectation of enhancing effective relationships, cognisant of language barriers, home availability of

technology and efficient practiceo Ensure communication protocols are clearly articulated across the school community

o Ensure that all College expectations of staff are communicated on a regular basis

o Support sound communication practices with an integrated information management system

o to be progressively implemented and used by all staffo to support communication between staff, students and parents in line with College expectations

o develop strategies to ensure that parents are able to communicate electronically with all teachers and the

Collegeo ensure that communication strategies enable rapid distribution of information to parents and the local

community on issues of relevance to the educational needs of students at the College in areas including but

not restricted to school events, student wellbeing, student learning, student pathways.