2019 annual implementation plan - wallan secondary college€¦ · wallan secondary college (8791)...

Wallan Secondary College (8791) - 2019 - AIP - Overall

Submitted for review by Michael Ritchie (School Principal) on 08 March, 2019 at 01:44 PM Endorsed by Rhonda Cole (Senior Education Improvement Leader) on 08 March, 2019 at 04:12 PM Awaiting endorsement by School Council President

2019 Annual Implementation Plan for improving student outcomes

Wallan Secondary College (8791)

Wallan Secondary College (8791) - 2019 - Self-evaluation Summary.docx

Self-evaluation Summary - 2019

FISO Improvement Model Dimensions The 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level

Exce

llenc

e in

te

achi

ng a

nd

lear

ning

Building practice excellence Evolving

Curriculum planning and assessment Evolving

Evidence-based high-impact teaching strategies Evolving

Evaluating impact on learning Evolving

Prof

essi

onal

le

ader

ship

Building leadership teams Evolving

Instructional and shared leadership Evolving

Strategic resource management Evolving

Vision, values and culture Evolving moving towards Embedding

Posi

tive

clim

ate

for l

earn

ing

Empowering students and building school pride Evolving

Setting expectations and promoting inclusion Evolving moving towards Embedding

Health and wellbeing Emerging moving towards Evolving

Intellectual engagement and self-awareness Evolving

Com

mun

ity

enga

gem

ent i

n le

arni

ng

Building communities Evolving

Global citizenship Emerging moving towards Evolving

Networks with schools, services and agencies Evolving

Parents and carers as partners Evolving

Enter your reflective comments The College is in the final year of the strategic plan and a review will commence in term two of 2019 which will lead to the development of our new strategic plan. A new Principal was appointed at the start of Semester Two 2018 which has seen some adjustments to some existing programs and procedures. A leadership restructure has taken place with an emphasis on collection and analysis of data and improvement of student management, well-being and outcomes. Processes for Senior and Middle School reform continue to be embedded. It is clear that we have made some gains in developing a positive culture of high expectations although there is still work to be done in this space.. We have realigned the whole College community with the College values and have ensured that students are attending school - attendance data shows reduction in the number of

Wallan Secondary College (8791) - 2019 - Self-evaluation Summary.docx

school unapproved absences. Students are wearing full school uniform - displaying school pride. We continue to developed clear and reasonable consequences and relevant policies to enforce expected behaviors of students and families in the learning process and learning environments. We have sought to employee and secure high performing staff and have been able to successfully recruit, We have also continue to develop and refine programs to support students who have low level literacy and numeracy outcomes. The implementation of a re engagement program has been put on hold whilst we investigate other opportunities to target a wider spread of students..

Considerations for 2019 Strategic Plan Review (term 2) which will lead to the development of the new plan (School Values and Vision will be reviewed as part of the process). Literacy and Numeracy - whole school strategies developed and embedded Renewed focus on High expectations and student agency/voice Continue to refine ACE program and International Student Program Curriculum documentation (Whole school curriculum map/scope and sequences etc.) Review processes - CAT, exam preparation, assessment schedules, engaging document curriculum using our GANAG instructional model.

Documents that support this plan

Wallan Secondary College (8791) - 2019 - AIP - SSP Goals Targets and KIS

SSP Goals Target and KIS

Goal 1 To provide for all students at Wallan Secondary College a challenging and differentiated curriculum that equips each and every student for successful future pathways and ensures that they are lifelong learners. • To improve the learning growth of every student across all domains but particularly in literacy and numeracy. • To improve student achievement and completions rates in VCE, VET and VCAL programs.

Target 1.1 All VCE study scores to increase yearly to 27 by 2018: 2015 – 24 2016 – 25 2017 – 26 2018 – 27 • VCE study scores over 40 to increase to 4% by 2018: 2015 – 1% 7 2016 – 2% 2017 – 3% 2018 – 4% • VCAL and VET completion rates to be at or above the state bench mark by 2018 • 70% of students from Year 7 to Year 10 to achieve at or above the expected AusVELs (score of C) in English and Mathematics each year to 2018. • To decrease low relative growth for NAPLAN (Year 7 to 9) reading to 25% from 35% • To decrease low relative growth for NAPLAN (Year 7 to 9) writing to 25% from 38.2% • To decrease low relative growth for NAPLAN (Year 7 to 9) numeracy to 25% from 35% School Staff Survey: Increase the percentage endorsements for • Collective efficacy: from 39% to 51% (State Secondary School Benchmark) • Collective responsibility: from 48% to 69% (State Secondary School Benchmark) • Academic Emphasis: from 24% to 44% (State Secondary School Benchmark)

o To decrease low relative growth for NAPLAN (Year 7 to 9) numeracy from 31% to 27%

School staff survey to show increased percentage endorsements for collective efficacy, collective responsibility and academic emphasis -collective efficacy from 44.55% to 51%


-collective responsibility from 64.83% to 70% -academic emphasis from 39.73% to 51% Parent opinion survey data to be at or above state bench mark for: stimulating learning, learning focus and transitions - Real retention of students from 10 to 12 to exceed 80% 80% of Year 12 cohort to connect with their desired pathway. Decrease student absence to ensure that attendance at all year level exceeds 90% To be at or above 50th percentile in the Student Attitudes to School Survey factor mean score for;

motivation and interest - ( from 45th – 50th Percentile) Connectedness (sense of belonging ) [ 33rd - 50th Percentile)

Key Improvement Strategy 1.ay Building practice excellence

Use the PDP process to hold staff accountable for professional practices – including the provision of engaging and stimulating teaching and learning opportunities, professional conduct and connections with the whole College community

Key Improvement Strategy 1.by Building practice excellence

Form a working party to review all assessment practices (including administration of the reporting system) to determine the effectiveness of the end of Semester reports and SPIs and enhance communication of these with parents.

Key Improvement Strategy 1.cy Building practice excellence

Build teacher understanding of a whole school approach to assessment, with an emphasis on the use of a variety of assessment practices and summative and formative assessment

Key Improvement Strategy 1.dy Building practice excellence

Provide staff with the knowledge and skills, through professional learning opportunities, to allow them to use NAPLAN, On Demand, VCAA and Student Voice data, assessment and feedback (which is useful and timely) to increase the expectations of student achievement and effort.

Key Improvement Strategy 1.ey Building practice excellence

Develop a VCE improvement plan which includes professional learning opportunities, VCAA data analysis and mentoring to develop positive pathways for all senior students.

Key Improvement Strategy 1.fy Building practice excellence

Ensure the continued development of the senior programs networking, (VCE/VET/VCAL cluster and other networks)

Key Improvement Strategy 1.gy Building practice excellence

Develop and implement a Learning for Life program which ensures a whole school approach to Literacy and Numeracy learning to support students with low literacy and numeracy levels.

Key Improvement Strategy 1.hy Build teacher capacity to effectively teach reading and writing within all learning areas across Year 7 to 12


Building practice excellence

Key Improvement Strategy 1.iy Building practice excellence

Embed a culture around the use of data to guide engaging curriculum and assessment practices

Goal 2 To provide a stimulating learning environment so that all students are actively engaged in all learning opportunities both inside and outside of the classroom and capable of achieving their full individual potential.

Target 2.1 Parent Opinion Survey: data to be at or above the state bench mark in: • Stimulating learning • Learning focus • Transitions • Increase the real retention rate of students from Year 11 to Year 12 to exceed 80% by 2018 • Increase in the number of first preferences for Yr. 12 students – 70% of cohort achieving first round offers • Decrease student absences to ensure that attendance at all year levels exceeds 90% by 2018 12 Increase to at or above the 50 th percentile the Student Attitudes to School Survey Factor mean score for: Motivation Connectedness to peers

Key Improvement Strategy 2.ay Setting expectations and promoting inclusion

Expansion/enhancement of student pathways – cluster connections, on line teaching forums, VET programs

Key Improvement Strategy 2.by Setting expectations and promoting inclusion

Ensure that the needs of the school/students are reflected in the timetable and through the course counselling process

Key Improvement Strategy 2.cy Curriculum planning and assessment

Implementation of a differentiated and engaging curriculum which caters for student learning needs (7-12)


Develop a whole school professional learning plan ensuring that GANAG experts are used to PD new staff and for those who need a refresher) which is linked to the SSP

Key Improvement Strategy 2.ey Curriculum planning and assessment

Develop a yearly review process for all curriculum documentation


Key Improvement Strategy 2.fy Curriculum planning and assessment

Assessment results to be shared during Learning Area teamwork time.

Key Improvement Strategy 2.gy Empowering students and building school pride

Enhance communication with parents and feedback to students who are showing low performance and low growth

Key Improvement Strategy 2.hy Building communities

Develop and implement an improved transition program, to enhance the transition of all Students College wide.

Goal 3 To develop a positive, healthy and safe learning environment that enhances student voice and empowers all students to achieve positive pathways in their own community and beyond.

Target 3.1 School staff survey: increase the percentage endorsements for:

• trust in students and parents; from 24% to 46 • staff trust in colleagues from 45% to 66%

Parent Opinion Survey: data to be at or above the state bench mark in:

• behaviour management • school connectedness

Increase to at or above the 50th percentile the student attitudes to school survey factor mean score for:

• learning confidence • stimulating learning • student distress • student morale • student safety

Key Improvement Strategy 3.ay Setting expectations and promoting inclusion

Consistent implementation of the Student Management practices (to reduce the number of classroom exits and suspensions),

Key Improvement Strategy 3.by Building practice excellence

Ensure accountability of all staff for student Targets School Staff Survey: Increase the percentage management practices

Key Improvement Strategy 3.cy Setting expectations and promoting inclusion

Embed a positive culture for learning

Goal 4 To build the capacity of all staff at Wallan Secondary College in order to develop an equitable, sustainable and high performing teaching and learning environment.

Target 4.1 • Parent opinion survey general satisfaction to exceed 75% • school staff survey: maintain the percentage endorsement fro Shielding and buffering at or above 41% and increase the percentage endorsements

for: o teacher collabaroation from 41% to 50%

o


Key Improvement Strategy 4.ay Building leadership teams

Build a high performing outcome focused and accountable leadership team

Key Improvement Strategy 4.by Building leadership teams

Assess and redevelop leadership and management structures in line with the SSP goals. Ensure role clarity and clear expectations of leaders and individual staff members

Key Improvement Strategy 4.cy Building leadership teams

Implement a Performance and Development Process with a focus on development in line with DET expectations, sharing of best practice amongst staff at WSC, student voice and WSC Non negotiable


Develop individual staff Learning Plans which address the roles of the SPP and AIP. Completed as part of the Performance and Development process.

Key Improvement Strategy 4.ey Building practice excellence

Professional learning opportunities for relevant and identified staff via a leadership development program to prepare staff for all leadership and management roles.

Wallan Secondary College (8791) - 2019 - AIP - Annual Goals Targets and KIS Page 2

Select Annual Goals and KIS

Four Year Strategic Goals Is this selected for focus this year?

Four Year Strategic Targets 12 month target

The 12 month target is an incremental step towards meeting the 4-year target, using the same data set.

To provide for all students at Wallan Secondary College a challenging and differentiated curriculum that equips each and every student for successful future pathways and ensures that they are lifelong learners. • To improve the learning growth of every student across all domains but particularly in literacy and numeracy. • To improve student achievement and completions rates in VCE, VET and VCAL programs.

Yes All VCE study scores to increase yearly to 27 by 2018: 2015 – 24 2016 – 25 2017 – 26 2018 – 27 • VCE study scores over 40 to increase to 4% by 2018: 2015 – 1% 7 2016 – 2% 2017 – 3% 2018 – 4% • VCAL and VET completion rates to be at or above the state bench mark by 2018 • 70% of students from Year 7 to Year 10 to achieve at or above the expected AusVELs (score of C) in English and Mathematics each year to 2018. • To decrease low relative growth for NAPLAN (Year 7 to 9) reading to 25% from 35% • To decrease low relative growth for NAPLAN (Year 7 to 9) writing to 25% from 38.2% • To decrease low relative growth for NAPLAN (Year 7 to 9) numeracy to 25% from 35% School Staff Survey: Increase the percentage endorsements for • Collective efficacy: from 39% to 51% (State Secondary School Benchmark) • Collective responsibility: from 48% to 69% (State Secondary School Benchmark) • Academic Emphasis: from 24% to 44% (State Secondary School Benchmark)

o To decrease low relative growth for NAPLAN (Year 7 to 9) numeracy from 31% to 27%

School staff survey to show increased percentage endorsements for collective efficacy, collective responsibility and academic emphasis -collective efficacy from 44.55% to 51%

-collective responsibility from 64.83% to 70% -academic emphasis from 39.73% to 51% Parent opinion survey data to be at or above state bench mark for: stimulating learning, learning focus and transitions -

• Increase VCE study scores to 26 • VCE study scores over 40 to increase to 2% by 2019 • Increase the % score of above > 30 to 15% • Increase the % score of > 37 to 4% Ensure that VCAL and VET completion rates are at or above the state benchmark - To decrease low relative growth for NAPLAN (Year 7 to 9) reading from 31% to 28% To decrease low relative growth for NAPLAN (Year 7 to 9) writing from 34% to 30% To decrease low relative growth for NAPLAN (Year 7 to 9) numeracy from 31% to 27% School staff survey to show increased percentage endorsements for collective efficacy, collective responsibility and academic emphasis -collective efficacy from 44.55% to 51% -collective responsibility from 64.83% to 70% -academic emphasis from 39.73% to 51% Parent opinion survey data to be at or above state bench mark for: stimulating learning, learning focus and transitions - Real retention of students from 10 to 12 to exceed 80% 80% of Year 12 cohort to connect with their desired pathway. Decrease student absence to ensure that attendance at all year level exceeds 90% To be at or above 50th percentile in the Student Attitudes to School Survey factor mean score for; • motivation and interest - ( from 45th – 50th Percentile) • Connectedness (sense of belonging ) [ 33rd - 50th Percentile)


Real retention of students from 10 to 12 to exceed 80% 80% of Year 12 cohort to connect with their desired pathway. Decrease student absence to ensure that attendance at all year level exceeds 90% To be at or above 50th percentile in the Student Attitudes to School Survey factor mean score for;

motivation and interest - ( from 45th – 50th Percentile) Connectedness (sense of belonging ) [ 33rd - 50th Percentile)

To provide a stimulating learning environment so that all students are actively engaged in all learning opportunities both inside and outside of the classroom and capable of achieving their full individual potential.

No Parent Opinion Survey: data to be at or above the state bench mark in: • Stimulating learning • Learning focus • Transitions • Increase the real retention rate of students from Year 11 to Year 12 to exceed 80% by 2018 • Increase in the number of first preferences for Yr. 12 students – 70% of cohort achieving first round offers • Decrease student absences to ensure that attendance at all year levels exceeds 90% by 2018 12 Increase to at or above the 50 th percentile the Student Attitudes to School Survey Factor mean score for: Motivation Connectedness to peers

To develop a positive, healthy and safe learning environment that enhances student voice and empowers all students to achieve positive pathways in their own community and beyond.

Yes School staff survey: increase the percentage endorsements for:

• trust in students and parents; from 24% to 46 • staff trust in colleagues from 45% to 66%

Parent Opinion Survey: data to be at or above the state bench mark in:

• behaviour management • school connectedness

Increase to at or above the 50th percentile the student attitudes to school survey factor mean score for:

• learning confidence • stimulating learning • student distress • student morale

School staff survey: increase the percentage endorsements for: •trust in students and parents; from 46% to x 51 % •staff trust in colleagues from 66% to 71% Parent Opinion Survey: data to be at or above the state bench mark in: •behaviour management •school connectedness Increase to at or above the 50th percentile the student attitudes to school survey factor mean score for: • Student Learning confidence - 47th - 50th Student voice and agency 31st - 50th •Student resilience - 48th - 50th •Student Managing bullying - 42nd - 50th Student Connectedness – 33rd – 50th Motivation and Interest – 45th - 50th


• student safety

To build the capacity of all staff at Wallan Secondary College in order to develop an equitable, sustainable and high performing teaching and learning environment.

No • Parent opinion survey general satisfaction to exceed 75% • school staff survey: maintain the percentage endorsement fro Shielding and buffering at or

above 41% and increase the percentage endorsements for: o teacher collabaroation from 41% to 50%

o


12 Month Target 1.1 • Increase VCE study scores to 26 • VCE study scores over 40 to increase to 2% by 2019 • Increase the % score of above > 30 to 15% • Increase the % score of > 37 to 4% Ensure that VCAL and VET completion rates are at or above the state benchmark - To decrease low relative growth for NAPLAN (Year 7 to 9) reading from 31% to 28% To decrease low relative growth for NAPLAN (Year 7 to 9) writing from 34% to 30% To decrease low relative growth for NAPLAN (Year 7 to 9) numeracy from 31% to 27% School staff survey to show increased percentage endorsements for collective efficacy, collective responsibility and academic emphasis -collective efficacy from 44.55% to 51% -collective responsibility from 64.83% to 70% -academic emphasis from 39.73% to 51% Parent opinion survey data to be at or above state bench mark for: stimulating learning, learning focus and transitions - Real retention of students from 10 to 12 to exceed 80% 80% of Year 12 cohort to connect with their desired pathway. Decrease student absence to ensure that attendance at all year level exceeds 90% To be at or above 50th percentile in the Student Attitudes to School Survey factor mean score for; • motivation and interest - ( from 45th – 50th Percentile) • Connectedness (sense of belonging ) [ 33rd - 50th Percentile)


Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1 Building practice excellence

Use the PDP process to hold staff accountable for professional practices – including the provision of engaging and stimulating teaching and learning opportunities, professional conduct and connections with the whole College community

No


Form a working party to review all assessment practices (including administration of the reporting system) to determine the effectiveness of the end of Semester reports and SPIs and enhance communication of these with parents.

No


Build teacher understanding of a whole school approach to assessment, with an emphasis on the use of a variety of assessment practices and summative and formative assessment

No


Provide staff with the knowledge and skills, through professional learning opportunities, to allow them to use NAPLAN, On Demand, VCAA and Student Voice data, assessment and feedback (which is useful and timely) to increase the expectations of student achievement and effort.

No


Develop a VCE improvement plan which includes professional learning opportunities, VCAA data analysis and mentoring to develop positive pathways for all senior students.

No


Ensure the continued development of the senior programs networking, (VCE/VET/VCAL cluster and other networks)

No


Develop and implement a Learning for Life program which ensures a whole school approach to Literacy and Numeracy learning to support students with low literacy and numeracy levels.

No


Build teacher capacity to effectively teach reading and writing within all learning areas across Year 7 to 12 Yes


Embed a culture around the use of data to guide engaging curriculum and assessment practices Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

The college will continue it's focus on developing teacher capacity in the teaching of reading and writing and the consistent implementation of teacher differentiating the curriculum to ensure they meet the needs of their students through the analysis of performance data.



12 Month Target 2.1 School staff survey: increase the percentage endorsements for: •trust in students and parents; from 46% to x 51 % •staff trust in colleagues from 66% to 71% Parent Opinion Survey: data to be at or above the state bench mark in: •behaviour management •school connectedness Increase to at or above the 50th percentile the student attitudes to school survey factor mean score for: • Student Learning confidence - 47th - 50th Student voice and agency 31st - 50th •Student resilience - 48th - 50th •Student Managing bullying - 42nd - 50th Student Connectedness – 33rd – 50th Motivation and Interest – 45th - 50th

Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1 Setting expectations and promoting inclusion

Consistent implementation of the Student Management practices (to reduce the number of classroom exits and suspensions),

No


Ensure accountability of all staff for student Targets School Staff Survey: Increase the percentage management practices

No


Embed a positive culture for learning Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

through the evaluation of the SSP more work is required in the establishment of positive behavior and high expectations

Wallan Secondary College (8791) - 2019 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities


12 Month Target 1.1 • Increase VCE study scores to 26 • VCE study scores over 40 to increase to 2% by 2019 • Increase the % score of above > 30 to 15% • Increase the % score of > 37 to 4% Ensure that VCAL and VET completion rates are at or above the state benchmark - To decrease low relative growth for NAPLAN (Year 7 to 9) reading from 31% to 28% To decrease low relative growth for NAPLAN (Year 7 to 9) writing from 34% to 30% To decrease low relative growth for NAPLAN (Year 7 to 9) numeracy from 31% to 27% School staff survey to show increased percentage endorsements for collective efficacy, collective responsibility and academic emphasis -collective efficacy from 44.55% to 51% -collective responsibility from 64.83% to 70% -academic emphasis from 39.73% to 51% Parent opinion survey data to be at or above state bench mark for: stimulating learning, learning focus and transitions - Real retention of students from 10 to 12 to exceed 80% 80% of Year 12 cohort to connect with their desired pathway. Decrease student absence to ensure that attendance at all year level exceeds 90% To be at or above 50th percentile in the Student Attitudes to School Survey factor mean score for; • motivation and interest - ( from 45th – 50th Percentile) • Connectedness (sense of belonging ) [ 33rd - 50th Percentile)


Build teacher capacity to effectively teach reading and writing within all learning areas across Year 7 to 12

Actions 1. Develop a shared understanding of HITs across all Learning Areas to build capacity of all staff, with particular focus on: Goal, Structured lesson and differentiation. 2. Provide instruction to teachers and students of the evidence-based teaching practices in reading and writing to ensure that we are catering for all individual learners at point of need 3. Provide professional learning to all staff based on the evidenced based teaching practices in embedding Reading curriculum and Writing strategies 4. Further develop the reading curriculum using a range of evidence-based strategies capturing all individual student learning styles 5. Ensure that curriculum documentation, observations and learning walks, reflect the use of reading and writing strategies to support student growth 6. Investigate a whole school writing strategy to teach subject specific writing skills 7. Share school data on writing to improve teaching practice 8. Utilise Leadership Partners to work with school leaders and teachers to use evidence based practices including: o An improvement cycle by all teachers and leaders o Student data to plan for collaborative instructional practice


o The school’s GANAG instructional model including HITs o Embedding the UMNOS Reading Curriculum strategies across the whole school.

Outcomes Leaders will: • Provide opportunities for professional learning • Model independent reading for Yr. 7 and 8 English teachers • Collect evidence of delivery of reading strategies across all learning areas through observations and walkthroughs • Implement curriculum audit process shows that Teachers will: • Access to evidenced based PL, this is then used in the development and delivery of curriculum across all LAs year 7 to 12 • Incorporate reading curriculum strategies learnt as part of the PL opportunities Include a variety of HITs in the delivery of all LA curriculum Year 7 to 12, with focus on: Goal, Structured Lesson, and Differentiation. • Moderate and review curriculum delivery regularly. Students will: • Identify and write different text types • Engage in independent reading and apply appropriate reading strategies

Success Indicators All Staff produced example of the following in their PDP • Teachers will use student data as part of the improvement cycle in the unit planning time • GANAG instructional model will be consistently implemented across the school • Professional learning on HITs, Reading and Writing will be evident in classroom practice • Professional learning on using formative assessment to support the differentiation of learning tasks will drive planning • Collaborative inquiry including peer observations focused on differentiation of teaching and learning will be evident in Professional Learning Teams • Learning experiences teachers will be rich, engaging and differentiated curriculum • A school-wide assessment schedule will be further developed and adhered to by staff • NAPLAN Reading low relative growth is reduced and high relative growth has increased • Students are able to develop CAPs which show connections to future viable pathways • To be at or above 50th percentile in the Student Attitudes to School Survey factor mean score for; motivation and connectedness to peers

Activities and Milestones Who Is this a PL Priority When Budget

• Provision of PL time for creating and embedding a shared understanding of HITs and collaboration/moderation to improve quality of teacher instruction • Investigation of cluster experts to be used for PL opportunities with list of names created • Staff accessing Scope and Sequence and Whole School Curriculum Map in all learning areas when planning units of work

Principal

PLP Priority from: Term 1 to: Term 4

$22,000.00

Equity funding will be used

Assistant Principal - Curriculum • Model independent reading lessons for all staff – refresher for existing staff and focus on induction for new staff • Observations of the independent reading lessons used to determine future professional learning needs and driving SIT decisions • NAPLAN type tasks are included in the Literacy and Numeracy Programs of the College to check student understanding of the conceptual demands of NAPLAN assessments • Implementation of PLTs/PLC to enable Collaborative peer learning to be embedded across all year levels 7 to 12 • Development of worked examples in each of the LAs to use gradual release of responsibility for

Assistant Principal


$18,000.00



students to use this information in future learning opportunities • Use of experts to demonstrate all 10 of the HITs in professional learning time with particular focus on learning goals, structured lesson and differentiated curriculum

Assistant Principal - Senior Programs • Development of networks for the purpose of collaborative learning and sharing of resources and moderation • Close ongoing monitoring of results in a Yr. 10 – 12 class to observe satisfactory progress and relative growth of all students (10%)

Assistant Principal


$0.00


SIT - Student Outcomes • Analysis and sharing of data for the development of further lessons • Development of mechanisms to support staff to make effective use of data by building on further their data and assessment use • Classroom observations and modelling of best practice being used to enhance teacher practice

School Improvement Team


$0.00


LT - Curric, Ass & Reporting Scope and Sequence and Whole School Curriculum Map developed and being used by staff Monitoring of staff use of formative and summative assessment, as a tool to identify where students are at and what they need to focus on to improve Developed lists of Learning Area specific vocab terms and that these are taught – spelling, comprehension, use in writing Documented and embedded reading curriculum strategies in all unit plans for Learning Areas

Leading Teacher(s)


$0.00


LT - Senior Program • Support staff ensuring that the Unit outcomes contain explicit teaching and worked examples of VCAA quality exam questions This is good • Support staff using VCAA examiner reports to ensure that questioning technique is consistent with VCAA exams Regular monitoring of the feedback cycle around SACs in all VCE Studies VCE staff being coached to better results Regular Learning Walks focusing on HITS – GOAL, Structured Lesson and summative assessment, And SAC preparation •Completed curriculum documentation (Unit Planners, course outline etc.) • Student management (meetings, SSGs etc.) include a discussion of student outcomes, growth and other relevant data • CAPS are incorporated into the Pastoral Care program as a classroom activity • Guidance and support to monitor VCAL progress and completion is provided

Leading Teacher(s)


$0.00


LT - Staff Development • Reflective process of Observations and walkthroughs which implementation of suggested strategies (reading, HITS etc.) is embedded • PL and reading opportunities (through SEAL connections) for staff to build capacity to effectively teach reading, HITS etc. is provided and is impacting teacher practice

Leading Teacher(s)


$12,000.00



LT - Middle Program • Staff supported to ensure that the P’Care curriculum documentation contains revision strategies and study skills. • NAPLAN data analysed to celebrate achievements in growth with students and with parents through the SSG process • All student management (meetings, SSGs etc.) include a discussion of student outcomes, growth and other relevant data • CAPS are incorporated into the Pastoral Care program as a classroom activity

Leading Teacher(s)


$0.00


LT - Careers & Pathways • Process for CAPS developed through our Compass system further to ensure that they are accessible from Year 7 to 12 • Quality assurance process developed and documented for undertaking CAPS to ensure they are well written and make real world and future pathways applications

Leading Teacher(s)


$0.00


Literacy Manager • Observations of the independent reading lessons in English classes driving SIT discussions and professional learning agenda • Investigations around the use of reading response journals (incorporating the reading Riddick) to be included as part of Learning for Life, independent reading and English subject reading completed and action plan developed • Cluster experts list for PL opportunities created and actioned

Teaching and Learning Coordinator


$0.00


LA Leaders • Observations of the lessons with a focus on reading and writing driving SIT discussions and professional learning agenda • Curriculum reviewed and revised at all year levels to ensure essentials skills and terminology are taught, achieved through participation in learning walks and observations • Staff held accountable for curriculum, assessment, moderation and reflections • All Reading materials/text and related curriculum reviewed to ensure that the correct material is chosen for the ability levels of students of the College • Reading curriculum used to build capacity of students to respond to worded questions

KLA Leader


$0.00


LAL Maths • NAPLAN numeracy item analysis used to identify areas of weakness (misconceptions) and ensure that these are incorporated into curriculum • Opportunities for number fluency investigated with action plan developed

KLA Leader


$0.00


Year Level Leaders • Evidence of regular learning walks used in professional discussions

Sub School Leader/s PLP Priority from: Term 1

$10,000.00


with SIT to influence professional learning focus /initiatives.

to: Term 4


All staff • Demonstrations of how HITs can be used in each of the learning areas used a discussion starters at professional learning • Observations of staff demonstrating they are open to learning and incorporating new reading curriculum strategies and feedback

All Staff


$0.00



Embed a culture around the use of data to guide engaging curriculum and assessment practices

Actions 1. Further develop teacher capacity to utilise data, effective teaching and a range of assessment strategies to improve student learning outcomes. 2. Investigate methods to develop the culture of our students and community around the value of learning and student success. (Attendance, Student Attitudes to School, Parent Opinion, and NAPLAN etc.). 3 Embed an agreed guaranteed and viable curriculum (differentiated) that is consistently implemented and reflects analysis of data. 4. Embed the practice of collaborative teams with a focus on moderation of assessment and team planning of all curriculums. 5. Embed the practice of scaffolded CATs and exams that use subject specific terminology and verbs in preparation for VCAA exams. 6. Establish and effective School Improvement Team to improve teacher practice 7. Create a 7-12, whole school focus on numeracy and literacy 8. Participate in DET ‘Professional Learning Communities’

Outcomes Leaders will: o Role model and coach staff in the use of data at all levels o Provide constructive feedback as a result of observations and learning walks o Ensure that staff are accountable for addressing curriculum audit issues o Provide students, parents/caregivers with data which reflects relative growth (or lack thereof) Teachers will:: o Use data from student assessments to inform their practice o Collaborate and moderate assessments throughout the year o Differentiate teaching practice through the use of data based groupings in their classes Students will:: o Improve outcomes across all LA and year levels – relative gain (NAPLAN & On Demand), increased number of students scoring above 70% - achievement & attitude/effort move into success criteria o Increase awareness of high expectations through the use of rubrics – this has been reworded Increase understanding of VCAA assessments and expectations

Success Indicators Increased NAPLAN data More closely aligned Teacher judgments Improved On Demand/PAT data Learning walks and observations (records) evidencing implementation of Instructional model (GANAG) and reading and writing strategies Teacher/Student surveys evidencing greater capacity and understanding of whole school strategies. Positive movement along the PLC/improvement process and analysis of data (PLT model)


Principal – Development of a College Professional Learning Calendar that includes time for collaboration – Applied Learning, LA A, LAB, Year Level PLTs

Principal

PLP Priority from: Term 1

$0.00


(4 weekly rotations) • Regular coaching timetable for LTs (to develop curriculum and assessment practices) • Completed audit and tracking of curriculum documentation in order to reduce class room exits

to: Term 4


AP - Curriculum (Middle School) • NAPLAN item analysis – reading & numeracy used to drive teaching • Staff coached to develop curriculum and assessment practices • Close monitoring of use of curriculum documentation

Assistant Principal


$0.00


Assistant Principal - Org Health/Senior Programs • VCAA state level item analysis sessions completed – with a focus on development of lessons • Year 10 project – reviewed, further developed and embedded – resulting in practice at Yr. 11 • Completed audit and tracking of curriculum documentation to ensure it meets the requirements to reduce class room exits

Assistant Principal


$0.00


LT - Senior Programs • Staff supported to use VCAA examiner reports to ensure that questioning technique is consistent with VCAA exams Monitoring feedback cycle in place around SACs in all VCE Studies • Development and implementation of a process for the writing and review of IEPS • Reviewed and improved tracking of students who are underperforming SAC results monitored with responses in place for students with low growth with the classroom teacher. • Welcome interviews embedded to discuss student absence data from 2018, and monitor throughout the year • Year Level PLT time used to discuss levels of achievement and attendance • Real retention statistics’ used to measure student engagement and connectedness

Leading Teacher(s)


$0.00


LT - Middle School • Coaching of middle school staff in place to better results and growth in NAPLAN • Completed audit and tracking of curriculum documentation to ensure it meets the requirements to reduce class room exits • Developed and implemented process for the writing and review of IEPS • Reviewed and further developed process for tracking of students who are underperforming • Welcome interviews embedded to discuss student absence data from 2018, and monitor throughout the year • Year Level PLT time used to discuss levels of achievement and attendance

Leading Teacher(s)


$0.00


SIT - Student Outcomes • Continued analysis of 7 – 12 data focusing on student growth with

School Improvement Team PLP Priority from: Term 1

$0.00


particular focus on reading and writing • Analysis of Year 10, 11 & 12 data monitoring of CAT/SAC results – checking the outcomes reflecting the 6 weekly report data • Completed audit and tracking of curriculum documentation to ensure it meets the requirements to prepare for VCAA assessment processes • Staff consistently and accurately using the 6 weekly reporting process • Developed and implemented process for supporting students who are underperforming • Completed audit and tracking of curriculum documentation to ensure it meets the requirements of audit in order to reduce class room exits

to: Term 4


LT - Staff Development • Embedded process of observation and walkthroughs – included on observation sheets: o Focus questions developed from the staff member being observed o AIP focus question related to – ability to incorporate reading strategies o Observed and documented ability of staff to provide engaging HITs for all students • Developed and implemented process of observation for independent reading lessons • Observation charts developed for each LA showing the skills and abilities of staff and areas for improvement – shared amongst staff and used to encourage others to observe experts in areas of improvement are required • College team investigating structural approach to community engagement • Completed visits to like schools who have evidence of high levels of community engagement with the action to bring ideas and strategies back to the College - Completed visit to like schools who have evidence of high level pedagogical practice to support and build staff capacity • Completed audit and tracking of curriculum documentation to ensure it meets the requirements of preparation for VCAA assessment processes • Completed audit and tracking of curriculum documentation to ensure it meets the requirements to reduce class room exits

Leading Teacher(s)


$0.00


LT - Curric, Ass & Reporting • Completed audit and tracking of curriculum documentation involving LALs to ensure it meets college expectations and DET guidelines (Guaranteed and viable curriculum) • SV assisted to coach staff to develop curriculum and assessment practices • Increased focus on agreed moderation process • Staff consistently and accurately using the 6 weekly reporting process • College team investigating structural approach to community engagement • Visits to like schools who have evidence of high levels of community engagement with the action to bring ideas and strategies back to the College • Ensure that curriculum documentation meets the requirements of audit preparation for VCAA assessment processes • Completed audit and tracking of curriculum documentation to reduce class room exits

Leading Teacher(s)


$0.00



LT - Careers & Pathways • Developed and implemented process to allow students to explore viable pathways and to develop links to pathway mentors • Opportunities through LLEN and Melbourne Polytechnic investigated and documented • Completed audit and tracking of curriculum documentation to reduce class room exits Dosier of student desire pathways from 7-12 created Desired pathway of all Yr 11 and 12 students known

Leading Teacher(s)


$0.00


YLL • Attendance monitored and actioned on a fortnightly basis 90% for all students – with data reflected in Student outcome goals of PDP • Monitor and work to improve relative gain in 6 weekly reporting cycles Monitor SAC/CAT results and response to low student growth with the student • Welcome interviews embedded to discuss student absence data from 2018 and record learning needs • Year Level PLT time used to discuss levels of achievement and attendance

Sub School Leader/s


$0.00


LA Leaders • Hard copies of Vic Curric and VCAA Study Designs are taken to each LA meeting – agenda item to include some reference to these documents • Each staff member developing and implementing the guaranteed and viable curriculum and reviewing and revising curriculum as a result of the audit process • Completed audit and tracking of curriculum documentation to reduce class room exits

KLA Leader


$0.00


Staff • Opportunities to improve teaching and learning strategies embraced and actioned • Consistently implementing the strategies of the Respectful Relationships program • Using the 6 weekly reporting process with accuracy and consistency Participating in moderation practices •

All Staff


$0.00



12 Month Target 2.1 School staff survey: increase the percentage endorsements for: •trust in students and parents; from 46% to x 51 % •staff trust in colleagues from 66% to 71% Parent Opinion Survey: data to be at or above the state bench mark in: •behaviour management •school connectedness Increase to at or above the 50th percentile the student attitudes to school survey factor mean score for: • Student Learning confidence - 47th - 50th


Student voice and agency 31st - 50th •Student resilience - 48th - 50th •Student Managing bullying - 42nd - 50th Student Connectedness – 33rd – 50th Motivation and Interest – 45th - 50th


Embed a positive culture for learning

Actions 1. Review and re develop student voice survey in line with DET Attitudes to School Survey. 2. Further develop wellbeing and mental health resources, programs and services available to the entire College community. 3. Develop a process for the implementation of the DET directed IEPs for identified students. 4. Implement the initiatives of the Respectful Relationship program as a lead school. 5. Align Respectful Relationships program with WSPBS frame work 6. Investigate and implement opportunities afforded to the College through the LLEN and Melbourne Polytechnic to broaden student pathways and access to further training and employment opportunities. 7. Begin to implement SWPB strategies across the school to improve student engagement and connectedness 8. Audit current student ‘wellbeing and engagement practice again SWPBS frame work. 9. Evaluate whole school wellbeing practice with SWPBS

Outcomes Leaders will: . Gain input from parents/caregivers (including Parent Opinion Survey data) around student connectedness, engagement and safety .. Work with regional SWPBs and Respectful Relationships leaders to develop and implement SWPBs and Respectful Relationships program . Work with the LLEN and Melbourne Polytechnic to implement programs relevant for our students, their pathways and future employment opportunities. Teachers will: . Build positive and supportive relationships with students Use strategies incorporated in the SWPBS and Respectful Relationship Programs to build relationships with students (student voice, student attitudes to school survey results) . Administer, analyse and respond to DET Attitudes to School Survey with a serious intent of understanding the impact that the data produced has on school outcomes . Understand the Wellbeing and Mental Health needs of our College community and the impact that this has on the learning environment . Develop and use rigorous IEPs to assist with teaching and learning opportunities for their students . Engage in SWPBS and Respectful Relationships program in their Pastoral Care classes Students: . Complete College student voice survey to reflect inclusive teaching and learning opportunities for all students . Complete DET Attitudes to School Survey with serious intent, understanding the impact that the data they produce has on school outcomes . Participate in relevant Wellbeing and Mental Health support and programs (students and families), at time of need . Contribute to, and understand, their IEP which is reviewed and revised regularly, improving outcomes and developing future pathways . Access an increased understanding of further educational and employment opportunities in their own community and beyond (Students at Yr. 9 and in the senior years )

Success Indicators Data (Attitudes to school, College Student Voice, Parent Opinion, Staff Opinion) reflects a school connectedness, a positive culture for learning, with high expectations for achievement


Principal . Networks developed for LT - Student Outcomes and Staff Development to other schools to investigate how DET Attitudes to School Survey is conducted . Links to outside wellbeing and mental health resources into the College maintained . Wellbeing team further developing processes, role descriptions and preventative programs for the whole College (students, parents & staff) . New DET IEP proforma and processes developed

Principal


$0.00



. RRRR team supported and provided with time to implement the program as a lead school . Maintained and increasing connections with the LLEN and Melbourne Polytechnic. Advise provided to Melbourne Polytechnic.

AP - Organisational & Senior School . . IEPs implemented and consolidated in the Senior School . College RR team successfully implementing the program as a lead school . New Pastoral Care Program at the Senior school, incorporating the RRRR and SWPBS program initiatives implemented Strategies to improve parent connectedness with the College implemented

Assistant Principal


$5,000.00


AP - Teaching and Learning & Middle School . IEPs implemented in the Middle School . Wellbeing programs implemented across the curriculum . New Pastoral Care Program at the Middle school, incorporating the RRRR program initiatives implemented Strategies to improve parent connectedness with the College implemented

Assistant Principal


$5,000.00


LT - Middle & Senior . IEPs implemented in the Senior & Middle School . New Pastoral Care Program at the Middle & Senior school, incorporating the RRRR and SWPBS program implemented . Work with SIT to analyse results and further develop student engagement in learning and connectedness to school to improve student outcomes and effort - Year level Leaders supported with their Connectedness program

Leading Teacher(s)


$0.00


SIT - Student Outcomes . Analysis of performance data ((NAPLAN, On Demand and Teacher Judgement) with the LT - Middle & Senior to further develop student engagement in learning and connectedness to school . Analysis of Learning Walks, Observations and walkthrough data to impact teaching and learning experiences for students to enhance connectedness

School Improvement Team


$0.00


Wellbeing Program Co-coordinator . RRRR program implemented by Support staff . Resource packs for RRRR program developed and distributed . Professional learning for staff on the RRRR program – Bully By-Stander training developed, presented and used by staff . Increased staff understanding of DET Protect Portal and Mandatory Reporting • Providing individual support for student and families • Continuing to run small group programs to support students in their social and emotional wellbeing

Student Wellbeing Co-ordinator


$5,000.00


Year Level Leaders . IEPs implemented for all designated students in their year level . New Pastoral Care Program at their year level, incorporating the RRRR and SWPBS program initiatives implemented - Student Outcomes results analysed and further developed to investigate student engagement in learning and connectedness to school . Positive week activities modelled and developed to provide extracurricular

Sub School Leader/s


$10,000.00



activities for their year levels Project/program for the year levels to improve ‘Student Connectedness” develop an identity for the year level implemented

IT Manager . IEPs implemented and developed on Compass Careers & Pathways Manager . Opportunities afforded by the LLEN and Melbourne polytechnic investigated and implemented . Parent information evening in partnership with Melbourne Polytechnic organised and promoted . Work with VET cluster investigating further pathway and course offering for our students .Links established with Melbourne Polytechnic and Melbourne Market to develop employment and work experience opportunities for our students

Team Leader(s)


$0.00


Careers & Pathways Manager . Opportunities afforded by the LLEN and Melbourne polytechnic investigated and implemented . Parent information evening in partnership with Melbourne Polytechnic organised and promoted . Work with VET cluster investigating further pathway and course offering for our students .Links established with Melbourne Polytechnic and Melbourne Market to develop employment and work experience opportunities for our students

Leadership Team


$0.00


All staff . Implement RRRR and SWPBS program and Pastoral Care program in their classrooms . Assist with the development of IEPs and use the information in these to ensure students achieve their learning goals . Data from College student voice survey & DET Attitudes to School Survey used to improve their practice and to further develop their rapport with students

Teacher(s)


$3,000.00


Wallan Secondary College (8791) - 2019 - AIP - Equity Funding Planning Page 2

Equity Funding Planner Equity Spending Totals

Category Total proposed budget ($) Equity Spend ($)

Equity funding associated with Activities and Milestones $85,000.00 0.00

Additional Equity funding $0.00 $0.00

Grand Total $85,000.00 $0.00

Activities and Milestones Activities and Milestones When Category Total proposed budget ($) Equity Spend ($)


from: Term 1 to: Term 4

School-based staffing Teaching and learning programs and resources

Professional development (excluding CRT costs and new FTE)

$22,000.00

Assistant Principal - Curriculum • Model independent reading lessons for all staff – refresher for existing staff and focus on induction for new staff • Observations of the independent reading lessons used to determine future professional learning needs and driving SIT decisions • NAPLAN type tasks are included in the Literacy and Numeracy Programs of the College to check student understanding of the conceptual demands of NAPLAN assessments • Implementation of PLTs/PLC to enable Collaborative peer learning to be embedded across all year levels 7 to 12 • Development of worked examples in each of the LAs to use gradual release of responsibility for students to use this information in future learning opportunities • Use of experts to demonstrate all 10 of the HITs in professional learning time with particular focus on learning goals, structured lesson and differentiated curriculum


$18,000.00



$12,000.00

Year Level Leaders • Evidence of regular learning walks used in professional discussions with SIT to influence professional learning focus /initiatives.


$10,000.00




$5,000.00



$5,000.00

Year Level Leaders . IEPs implemented for all designated students in their year level . New Pastoral Care Program at their year level, incorporating the RRRR and SWPBS program initiatives implemented - Student Outcomes results analysed and further developed to investigate student engagement in learning and connectedness to school . Positive week activities modelled and developed to provide extracurricular activities for their year levels Project/program for the year levels to improve ‘Student Connectedness” develop an identity for the year level implemented


$10,000.00

IT Manager . IEPs implemented and developed on Compass Careers & Pathways Manager . Opportunities afforded by the LLEN and Melbourne polytechnic investigated and implemented . Parent information evening in partnership with Melbourne Polytechnic organised and promoted . Work with VET cluster investigating further pathway and course offering for our students .Links established with Melbourne Polytechnic and Melbourne Market to develop employment and work experience opportunities for our students


$0.00



$3,000.00


Totals $85,000.00

Additional Equity spend Outline here any additional Equity spend for 2019 When Category Total proposed budget ($) Equity Spend ($)

Totals $0.00 $0.00

Wallan Secondary College (8791) - 2019 - AIP - Professional Learning Plan Page 2

Professional Learning and Development Plan

Professional Learning Priority Who

When

Key Professional Learning Strategies Organisational Structure Expertise Accessed Where


Principal


Planning Moderated assessment of student learning

Collaborative Inquiry/Action Research team

Whole School Pupil Free Day Professional Practice Day

Network Professional Learning

Literacy expertise Leadership partners

Bastow program/course

On-site

Assistant Principal - Curriculum • Model independent reading lessons for all staff – refresher for existing staff and focus on induction for new staff • Observations of the independent reading lessons used to determine future professional learning needs and driving SIT decisions • NAPLAN type tasks are included in the Literacy and Numeracy Programs of the College to check student understanding of the conceptual demands of NAPLAN assessments • Implementation of PLTs/PLC to enable Collaborative peer learning to be embedded across all year levels 7 to 12 • Development of worked examples in each of the LAs to use gradual release of responsibility for students to use this information in future learning opportunities • Use of experts to demonstrate all 10 of the HITs in professional learning time with particular focus on learning goals, structured lesson and differentiated curriculum

Assistant Principal


Planning Moderated assessment of student learning



On-site


Leading Teacher(s)


Planning Preparation

Curriculum development

Timetabled Planning Day Communities of Practice

Internal staff On-site

LA Leaders • Observations of the lessons with a focus on reading and writing driving SIT discussions and professional learning agenda • Curriculum reviewed and revised at all

KLA Leader


Planning Whole School Pupil Free Day Professional Practice Day

Communities of Practice


Literacy Leaders

Off-site Regional Professional Learning


year levels to ensure essentials skills and terminology are taught, achieved through participation in learning walks and observations • Staff held accountable for curriculum, assessment, moderation and reflections • All Reading materials/text and related curriculum reviewed to ensure that the correct material is chosen for the ability levels of students of the College • Reading curriculum used to build capacity of students to respond to worded questions

Year Level Leaders • Evidence of regular learning walks used in professional discussions with SIT to influence professional learning focus /initiatives.

Sub School Leader/s



PLC/PLT Meeting Leadership partners On-site


Assistant Principal


Planning Formal School Meeting / Internal Professional Learning Sessions

SEIL Internal staff

On-site

AP - Teaching and Learning & Middle School . IEPs implemented in the Middle School . Wellbeing programs implemented across the curriculum . New Pastoral Care Program at the Middle school, incorporating the RRRR program initiatives implemented Strategies to improve parent connectedness with the College implemented

Assistant Principal



Moderated assessment of student learning

Formal School Meeting / Internal Professional Learning Sessions



Student Wellbeing Co-ordinator


Planning Curriculum development

Network Professional Learning Regional Leadership Conferences

SEIL External consultants

RR Training and support

On-site


Year Level Leaders . IEPs implemented for all designated students in their year level . New Pastoral Care Program at their year level, incorporating the RRRR and SWPBS program initiatives implemented - Student Outcomes results analysed and further developed to investigate student engagement in learning and connectedness to school . Positive week activities modelled and developed to provide extracurricular activities for their year levels Project/program for the year levels to improve ‘Student Connectedness” develop an identity for the year level implemented

Sub School Leader/s



Professional Practice Day Timetabled Planning Day

SEIL External consultants

DET Training and requirements

On-site


Teacher(s)



Curriculum development

