School Plans

Annual Implementation Plan 2015

 

Goal Key Improvement Strategy Quality Tasks Who When Success Criteria

(Targets).

Student Learning
To improve student learning outcomes.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Improve the consistency and quality of teaching practices using student progress data and professional feedback.

 

· Use student performance data to track progress and profile students to inform effective teaching and learning.

· Increase the use of learning intentions and high quality questioning to differentiate teaching and learning

 

· Support collaborative teaching practices such as team teaching, peer observation and sharing strategies in professional learning teams

 

· Provide constructive feedback and acknowledgement of staff achievement with approaches such as peer appraisal and student surveys.

 

· L’ship team

· Domain leaders

· Teachers

Term One 2015

 

 

By end of term 3 2015

 

 

End of term 2 2015

 

 

 

Ongoing

· Continued evidence of performance data guiding student learning and staff teaching across all domains in Performance development Plans.   Including evidence of primary school collaboration in Maths and English.

· Continue to provide at least two examples of Common Assessment Tasks, team teaching and peer observations being utilised across all domains.

· Documented peer appraisal for all staff linking the EDR and AIP.

· Demonstrated differentiated teaching meeting the student’s point of need.

Strengthen purposeful learning through curriculum documentation and a common assessment regime.

 

 

 

 

 

 

 

 

 

· Evaluate the new Year 10 curriculum for rigour and a sound basis for student entry into VCE studies.

· Strengthen the plans and define explicit actions for numeracy and literacy improvement

· Establish common assessment tasks in years 7 to 9 and associated rubrics/criteria for success

· Develop targeted interventions for students just below expected levels.

 

 

 

 

 

 

· L’ship team

· Teaching & Learning Coordinator

· Domain leaders

· Teachers

 

· Teaching Coach

· Differentiated Learning assistant

 

 

 

 

 

 

 

 

Ongoing

 

 

Ongoing

 

 

Ongoing

 

By end of term 2 2015

 

 

 

 

 

 

· Maintain growth of learning of same cohort Year 7 to Year 9 NAPLAN mean scaled scores at 50 up 2016 in reading, writing and numeracy.

· Proportion of Year 9 students in top two bands by NAPLAN %

Reading 20.3, Writing 14, Numeracy 22.8

· Proportion of Year 9 students in bottom two bands by NAPLAN %

Reading 16 Writing 26, Numeracy 14.

· VCE Mean Scores improve to All study 26.0, English 26.0, Maths Methods 25.5,Further Maths 24.4

· Document curriculum and common assessment regime in the five core subjects; English, Maths, Science, Hist/Geog and PE.

 

Student Engagement & Wellbeing
To improve student engagement in their learning Plan and implement a structured approach to student voice and leadership within the school · Develop effective and relevant leadership opportunities to capture the responsibility and confidence of students separately for junior and senior students

· Raise the level of student voice in areas such as policy curriculum, student management, school daily organisation including lunchtime activities, uniform and assemblies

· Enhance the presentation skills of students by providing more avenues for speaking at different forums, presenting to peers, mentoring and visits to other secondary schools.

· Increase student representation on decision making committees.

· Professionally develop and update school website.

· L’ship team

· Welfare Staff

· House Managers

· YLC

· Teachers

· Students

 

Ongoing commence term 1 2015.
 
 
End of Term 3 2015 completed.
 
 
 
 
End of Term 1 2015
 
 
 
 
Ongoing
 
 

End of Term 2 2015

· Mentor school captains to develop them as role models for the student body. This will include being involved in presenting at school events such as General Assemblies and Speech Night.

· Invite selected students by year level along with the School Captains to lunchtime meetings and survey on safety at school, learning confidence and what can be done better.

· Interview parents at the start of the year.

· Raise Attitudes to School survey results in the areas of student Motivation to 4.15, classroom behaviour to 3.00 and learning confidence to 3.6.

· Absence rates to reduce to 20.3 in Year 7, Year 8 to 28 and year 7 – 12 to 22.8

 

Student Pathways and Transitions
To improve student transition into effective pathways Develop a clear understanding of student attributes to optimise pathways success · Strengthen learning aspirations of students upon entry to the school

· Increase the understanding of student prior learning at primary school

· Maintain the breadth of pathways choice during the senior years through school partnerships and ICT

· Strengthen links between secondary and primary feeder schools through sharing teaching practices and student Naplan data performance

· L’ship team

· Careers Coordinator

· Teachers

Ongoing

 

First Term 2015

 

Ongoing

· Parent Opinion Survey- transitions increase to 5.46

· Establish collaborative approaches between staff at KTHS and feeder schools to increase the understanding of student prior learning.

· VCAL participation up to 9.1 and completion credits up 62.5 %

· Explore and utilise Bendigo Senior Secondary College VVLN to maintain breadth of VCE subjects.

 

 

Strategic Plan

Purpose Values Environmental Context
We strive to provide educational opportunities, within a caring supportive and inclusive environment, which permit all students to do their best. We aim to create good citizens who are ready to pursue a productive life in a constantly changing world . We agree that our school should be a caring community which:

1.      Encourages people to make decisions based on evidence rather than prejudice;

2.      Encourages staff, students and parents to cooperate in the running of the school;

3.      Is a pleasant place to be in;

4.      Fosters respect and tolerance for all; and

5.    Is always receptive to change.

Social – community and demographics

Kerang Technical High School is located in a rural township of nearly 4000 people, but draws its student population from a wider district of almost 12,000.

Students come from eight primary schools which consist of six government and two non-government   schools.

Just over 52% of students are in receipt of EMA or Austudy .

Enrolments will decline slowly in line with the local demographic trend from 481in 2009 to 458 in 2012.

Staff movement is likely to remain small over the life of this plan.

A prolonged drought will continue to impact negatively on the school community.

The community is ethnically homogenous with English being the language spoke at home by almost all students.

 

Educational

The school has a blend of highly experienced and inexperienced teachers and will focus on improving teaching and learning practices for all using a coaching and mentoring model.

Individualised learning plans have been introduced and their use will be extended.

 

Technological

There is already an extensive IT infrastructure which will be further upgraded and improved .

There are already a number of electronic whiteboards in the school, but this number will increase significantly.

 

Grounds and Facilities

It is anticipated that the existing technology facilities will be enhanced during the life of this plan.

We provide good sporting facilities.

 

 

Strategic Intent
  Goals Targets Key Improvement Strategies
Student Learning –        To improve overall student learning and achievement levels in English and particularly in years 9 and 10.

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–        To improve student learning and overall achievement levels in mathematics years 7 to 10 and particularly in VELS structure at us 7 and 8.

 

·        By 2011, 95% of students in years 7 to 10 demonstrate the progress of at least one VELS level in every two year period particularly in English writing and mathematics structure.

·        Maintain VCE all studies scores at or above 28.5.

·        School English means in years 9 and 10 and mathematics structure in years 7 and 8 indicate that 85% of students deemed capable be rated at VELS levels A, B and C by 2011, as verified by On Demand adaptive testing.

 

Teaching and Learning

·        Utilize distributive leadership to enhance staff teaching and learning practices on a more consistent basis across the school using the PoLT and student attitude to school survey data as a guide.

·        Develop and implement a school wide professional performance development culture based on the strategic plan and annual implementation plans using an innovative and whole school approach to ICT as a teaching and learning tool across the school.

Student Engagement and Wellbeing –        To improve students engagement with their schooling from years 7 to 10 with a particular emphasis on Boys education.

–        To improve student wellbeing levels across years 7 to 12.

–        To improve the variety and quality of post compulsory schooling options for all students.

 

–        To improve student transitions from years 5 and 6 into year 7 at Kerang Technical High School.

 

·        Improve levels of student attendance in years 7 and 8 by at least 4 days by 2012.

·        Mean student attitudes to school survey results to reach at least the following by 2012 for the following variables:

Teacher effectiveness 3.5; stimulating learning 3.0, school connectedness 3.5; learning confidence 3.7, and with no year level to have greater than 20% variation in gender for any variable.

 

Pupil welfare:

 

·        Improve student wellbeing with absence, welfare, student leadership and connectedness programs which particularly emphasize the needs of boys.

Student Pathways and Transitions –        To improve the variety and quality of post compulsory schooling options for all students.

 

–        To improve student transitions from years 5 and 6 into year 7 at Kerang Technical High School.

 

·       To improve levels of real retention at 7 – 10, 10- 11, 11 – 12 year levels to at least 85% by 2011.

·       To extend the number of VET, VCAL and VCE offerings annually over the strategic plan period based on the 2008 units of work undertaken at the school.

 

School organisation:

·       Broaden school procedures and capacity in order to provide strengthened post compulsory schooling options from year 9 onwards and with an emphasis on hospitality and tourism options.

School connectedness

·       Strengthened school partnerships with local primary schools and extension of cooperative transition-based programs for staff and students from years 5 and 6 in the primary schools to year 7 at Kerang Technical High School.

 

 

 

Key Improvement Strategies

(Prioritised KIS across the

three student outcomes areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

Teaching and learning:

 

·        Utilize distributive leadership to enhance staff teaching and learning practices on a more consistent basis across the school using the PoLT and student attitude to school survey data as a guide.

 

 

 

 

 

 

 

Curriculum organisation:

·        Develop and implement a school wide professional performance development culture based on the strategic plan and annual implementation plans using an innovative and whole school approach to ICT as a teaching and learning tool across the school.

Year 1

 

·        Documentation of a new School Purpose Statement and Teaching Beliefs and Practice document which involves staff, community and students by mid 2009.

·        Participate and implement the performance development culture processes with a view to the new strategic plan based performance plan to be in 2009.

·        Investigate the appointment of a whole school ICT and teaching and learning coordinator for the beginning of 2009 to document a new school ICT policy and teaching and learning program for years 7 to 10.

·        Establishment of a Kerang Technical High School leaders’ succession plan with best practice professional development in order to improve curriculum coordination and future leaders’ skills.

·        Purchase more interactive whiteboards and train staff in their use on a more strategic basis across the school.

·        Develop a school accountability and data based staff professional development plan in term 4, 2010 which is delivered on an ongoing basis.

·        Develop digital portfolios for all students to improve student tracking which includes on-line testing procedures.

·        Continue to extend the school staff mentoring and coaching program in a comprehensive manner.

 

·        New School Purpose Statement and Teaching Beliefs and Practice document completed by December 2009.

·        Increased score in the Role Clarity variable as measured by the Staff Opinion survey in 2009.

·        All teachers using the POLT by the end of 2009.

·        New ICT policy developed and approved by council by July 2009.

·        Leadership group and individual members commenced leadership professional development by term 1 2009.

·        Six additional electronic whiteboards purchased and installed by the end of term 1 2009.

·        Six additional staff provided with associated professional development.

 

Year 2

 

·        Develop a school accountability and data based staff professional development plan in term 4, 2010 which is delivered on an ongoing basis.

·        Develop digital portfolios for all students to improve student tracking which includes on-line testing procedures.

·        Continue to extend the school staff mentoring and coaching program in a comprehensive manner.

 

·        Staff professional development data base to be fully functional by December 2010.

·        All students in years 7 and 8 will routinely tested using the on-line testing program from the start of 2009.

·        Coaching and mentoring of teachers in the English KLA to commence from the

Year 3

 

·        Continual refinement and enhancement of actions commenced in years 1 and 2

 

·        All teachers to have participated in or led the coaching and mentoring program.

·        Improvement in the Quality of Teaching scales as measured in both the student and staff opinion

Year 4

 

·        Continual refinement and enhancement of actions commenced in years 1, 2 and 3

·        Review of all practices introduced since the start of the current strategic plan

 

 

·        All actions commenced in year 1 to be completed

 

 

Key Improvement Strategies

(Prioritised KIS across the

three student outcomes areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

Pupil welfare:

·        Improve student wellbeing with absence, welfare, student leadership and connectedness programs which particularly emphasize the needs of boys.

 

 

 

Year 1

 

·        Introduce a diagnostic staff ‘You Talk, We Listen’ process by term 4, 2009 in order to gauge staff ideas on school planning and staff succession issues at the school.

·        Reconstitute the student leadership program at the school by term 4, 2009.

·        Investigate the formation of a Kerang Education Task Force auspiced by this school with an aim to create a more cooperative and responsive approach to school education in this district.

·        Review staff roles and responsibility and the current student engagement and curriculum coordination committee with a view to establishing a more structured approach to teaching and learning and student engagement and wellbeing reform at Kerang Technical High School.

 

·        By the start of 2009 a revamped Planning Committee with new roles will be established.

·        Investigation of and implementation of an enhanced attendance strategy by the end of 2009.

·        All staff to be provided with professional development on the philosophy and practice of Restorative Practices by the end of semester 1 2009.

·        Improvement in the Connectedness to school variable of the student opinion survey in 2009.

·        Kerang District Education task force to be re-established by the end of semester one 2009.

Year 2

 

·        Assess and remediate any deficiencies in the school’s approach to Restorative Practices.

·        Develop an advisory committee of school council made up of members of key community groups.

 

·        New attendance policy in place and implemented.

·        Reduction in absenteeism to below state averages at all year levels.

·        Improvement in attendance rate of students identified as being “at risk” including Koori students.

·        Evidence from the parent, staff and student opinion surveys indicate a minimum of a 20% increase in those variables which measure school connectedness and satisfaction with the school’s student management policies.

Year 3

 

·        Continual refinement and enhancement of actions commenced in years 1 and 2

 

·
Year 4

 

·        Continual refinement and enhancement of actions commenced in years 1, 2 and 3

·        Review of all practices introduced since the start of the current strategic plan

 

·
Key Improvement Strategies

(Prioritised KIS across the

three student outcomes areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

School organisation:

·        Broaden school procedures and capacity in order to provide strengthened post compulsory schooling options from year 9 onwards and with an emphasis on hospitality and tourism options.

School connectedness

·        Strengthened school partnerships with local primary schools and extension of cooperative transition-based programs for staff and students from years 5 and 6 in the primary schools to year 7 at Kerang Technical High School.

 

Year 1

 

·        Review the school post compulsory schooling policies and programs by term 4, 2009 and development of a renewed post compulsory schooling plan for the strategic plan period.

·        Development of a MIPs plan for all students based on their individual learning plans in years 7 and 8.

·        Appointment of a new school-parent-community liaison person during 2009.

·        Development of a staff professional development program in VET, VCAL and VCE which enables the school to improve its options in these areas.

 

·        Completed post compulsory schooling plan to be endorsed by school council by December 2009.

·        New MIPs plan for all students completed by December 2009.

Year 2

 

·        Form ongoing working groups with the local primary schools to analyse network data and develop joint strategies for improving literacy and numeracy in the middle years.

·        Commence joint professional development for teachers in English and mathematics from KTHS and feeder primary schools.

 

·        By the end of semester 1 2010 there will be at least two working groups consisting of teachers from KTHS and the feeder schools routinely using shared network data to develop teaching strategies.

·        By the end of 2010 teachers from KTHS and the feeder primary schools will be participating in joint coaching and mentoring programs.

Year 3

 

·        Expansion and refinement of actions commenced in years 1 and 2.

 

·
Year 4

 

·        Review of actions undertaken in years 1 – 3.

 

A full review of the strategic plan will be completed by the end of semester 1 2012.

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