2018-2020 scone high school school plan - amazon s3 · scone high school offers a broad curriculum...

School plan 2018-2020Scone High School 8409

Printed on: 9 April, 2018 of 9 Scone High School 8409 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

Scone High School shares with its community,responsibility for providing a broad range of opportunitiesthat build the skills of individuals and create tomorrow’scitizens and leaders.

Scone High School is a comprehensive, coeducationalYear 7 – 12 school in the Upper Hunter of NSW. Theschool has a proud tradition of excellence in academic,creative, cultural and sporting achievements. The studentpopulation reflects the diversity of our predominantly ruralcommunity.

As a member of The Upper Hunter Community of PublicSchools, Scone High School enjoys positive connectionswith six partner schools. The school offers a broadcurriculum including courses that provide for academic andvocational pathways. Scone High School is the lead schoolin the Upper Hunter Trade Training Centre and a Centre ofExcellence in Agriculture. All classrooms are equipped withstate of the art technology including interactivewhiteboards. Scone High School offers a broad curriculumto support the needs of all students.

The school delivers a range of highly valued, co–curricularprograms providing opportunities for all students to enrichtheir learning experiences. Scone High School’soutstanding student leadership program promotesleadership development, global understanding andcitizenship. The school promotes tolerance andunderstanding of difference through preparing students fortheir future. The school’s team of highly qualified andenthusiastic staff, facilitate learning opportunities geared tosuccess for all students.

Staff, students, parents and the wider community wereconsulted in the development of the school plan2018–2020. This process included data collection andanalysis through:

• NAPLAN and HSC data

• Tell Them from Me Surveys on student engagement

• Visible Learning data collection including : student,teacher and parent surveys, and interviews

• Visits to partner school communities

• Student representative council workshops

• P & C meetings

• External consultation

• Community Appreciative Inquiry Summit


School strategic directions 2018–2020

STRATEGICDIRECTION 1

Visible Learning

STRATEGICDIRECTION 2

Visible Wellbeing

STRATEGICDIRECTION 3Visible School

Purpose:

Using Visible Learning tools to empower and equip futurefocused learners. To continue to connect students withlearning by engaging in a language of learning that focuseson individual student growth. To create consistentapproaches to learning by developing a toolkit for learningfor each teacher.

Purpose:

To unite with all Upper Hunter schools to embed PositiveEducation practices within the school and developflourishing students and staff.

Purpose:

To enhance the capacity of all staff to identify andimplement the most effective system improvementprocesses. These processes and practices are integratedinto all decision making to assist learning


Strategic Direction 1: Visible Learning

Purpose

Using Visible Learning tools to empowerand equip future focused learners. Tocontinue to connect students with learningby engaging in a language of learning thatfocuses on individual student growth. Tocreate consistent approaches to learningby developing a toolkit for learning for eachteacher.

Improvement Measures

Aspiration , walkthroughs and observationsusing Quality Teaching Framework,

Literacy & Numeracy Progressions scale aswell as NAPLAN, VALID, HSC

People

Parents/Carers

Engage in forums and information sessionson language of learning

Staff

Collaboratively develop a language oflearning

Leaders

Develop opportunities for all staff to reflecton learning

Students

Participate in identified lessons to describetheir learning journey

Processes

Parent/Carer

Parents/carers are involved in the languageof learning via forums held to improve theuse of this language during learningconversations at home

Learning Communities

Formation of Learning Community groupsto collaboratively engage in thedevelopment and implementation of alanguage of learning through bothprofessional learning and collegialpartnerships.

Professional Development

Leaders utilise financial and organisationalresources to strategically addressProfessional Development Plans of all staffand to also address the school plan.

Classrooms

Lessons are developed by teachers toaddress each students' learning journey.

Evaluation Plan

Learning Communities review and reflecton these processes and develop futuredirections.

Practices and Products

Practices


• Schedule of meetings on planner

• Use of shared language consistentlythrough reflective dialogue fed byprofessional readings

• Creation of Parent Teacher Nighttemplate to scaffold opportunity forspecific feedback


• Executive staff analyse teacher learningneeds

• Staff learning plans are developed viaPDP process

Classrooms

• Utilising the language through lessonstarters and lesson closers

• What A Good One Looks Like –strategy, used to predict future learningjourneys

Parent/Carer

• Participate in and give feedback onstudent reporting, feedback onachievement progression

• Parents become involved in learningdiscussions for all assignment tasks

Products


• Schedule of Learning Community topicsfor discussion


Strategic Direction 1: Visible Learning


• Teaching & Learning programs &registration will reflect the language oflearning

Classrooms

• Students are able to discuss theirlearning and their learning journey usingthe language

• Student Learning Plans are in place andused regularly to reflect on the learningjourney

• Achievement data – NAPLAN, VALID,HSC, school collected shows evidenceof improvement in growth of studentlearning

Parent/Carer

• Language of learning is regularly in usein printed documents, classrooms,reports, evaluations/registrations and isaudible in all forms of communication –social media, newsletters, assignments,parent interviews


• Teachers have a professional learningfolder which contains all readings,reflections, evaluations and anopportunity for synthesis of an individualfocus


Strategic Direction 2: Visible Wellbeing

Purpose

To unite with all Upper Hunter schools toembed Positive Education practices withinthe school and develop flourishing studentsand staff.


Attendance data

Behavioural referrals

Tell Them From Me surveys

Wellbeing measures as agreed upon by theUpper Hunter education Principal network

People

Leaders

Ensure regular review of behavioural andattendance data to inform future practice,referral to internal &/or externalorganisations

Community Partners

Provide financial and training opportunitiesand collaborate with Upper Hunter schoolsto enhance school practices

Students

Care for self and contribute to the wellbeingof others and the wider community

Staff

Being proactive and reactive in training,delivery and evaluation of Wellbeingpractices

Parents/Carers

Work with the school to develop theirchild’s understandings, skills and character.

Processes

Positive Education

To enhance the quality of intrapersonal andinterpersonal relationships for staff andstudents, with a focus on evidence basedapproaches. The school will use the visiblewellbeing framework to achieve thispurpose.

Targeted Interventions

Identification of poor wellbeing andimplementation of programs and supportstructures to assist students.

Evaluation Plan

Collaborative evaluation of schoolprocesses, resulting in adjustments to thefuture planning


Practices

Positive Education

• Staff complete training andimplementation of Visible Wellbeingconcept across the school. Monitor andevaluate our progressiveimplementation of the concept.


• Mid–term review of attendance data

• Mid–term review of behavioural data

• Implementation of appropriateintervention strategies

Products

Positive Education

• Signage around school displayslanguage of Positive Education

• Staff, parents and students developed ashared language of positive education

• Communication from the schooldisplays the language of posed

• Increased participation in school basedactivities for students, staff and parents

• Community service and recognition ofsuccess in the community

• Language of Positive Education is usedby students, staff, parents on a regularbasis

• Celebration of positive involvement inthe community

• Community Service activities bystudents


Strategic Direction 2: Visible Wellbeing


• Participation rates in school basedactivities for students staff & parents arerecorded


• Review meeting minutes

• Community organisations providefeedback on programs delivered

• Clear organisational & referralprocesses in communication


Strategic Direction 3: Visible School

Purpose

To enhance the capacity of all staff toidentify and implement the most effectivesystem improvement processes. Theseprocesses and practices are integrated intoall decision making to assist learning


The school is able to evidence growth andchange in current positive perceptionswithin the school community.

Community perceptions of scone highschool improve survey

Scone high school reputation andcommunity partnerships scale

An increase in the utility of procedures andprocesses documents.

Teacher to Teacher and Teacher toPrincipal relational trust

People

Leaders

Research current best practice in systemsprocesses

Undertake an analysis of schooldocuments before and after implementationas a stimulus for improvement

External communication of schoolprocedures

Staff

Collegially involved in school–wide decisionmaking and review cycle

Community Partners

Upper Hunter Community of Schools meetregularly to review and reflect oncommunication and leadership across thecommunity

Processes

Leadership capability

The school leadership team modelinstructional leadership and support aculture of high expectations and communityengagement resulting in sustained andmeasurable whole school improvement

Strategic Structures

Strategic and collegial studentimprovement project

School Partnerships

Upper Hunter Community of Schools meetregularly to coordinate inter school projectsand programs

Evaluation Plan

Yearly review of decision makingprocesses


Practices


• The leadership team develops processto collaboratively review systemsstructures to support a focused cultureof student learning as evidenced inschool matrix,meeting minutes, andPDP's.

• Leadership team actively supportschange that leads to improvement insystem structures as evidenced inmilestone projects, supervisor feedbackand reflection tools.


Strategic and collegial studentimprovement project is implemented bysenior executive

School Partnerships

• cross school STEM project

• term meetings of Principals

• Community information opportunities

Products


• School wide culture of systemsimprovement. as evidenced throughschool survey, focus groups

• School documents reflect systemsimprovement model



Strategic Direction 3: Visible School


• Whole school review processdocumentation

• Communications reflect systemsimprovement

School Partnerships

• Inter–school planning documents

• communication reflects partnership

• STEM inter–school learning project

• increased STEM choices

• increased Year 7 enrolments


2018-2020 scone high school school plan - amazon s3 · scone high school offers a broad curriculum...

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