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Belmore Boys High School Plan 2009-2011

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School Plan for 2009-2011 School context Belmore Boys High is an innovative boys’ high school with 96% NESB and a school population of 420 students. We specialise in the education of boys. We believe that boys learn best when they build strong relationships with each other and their teachers; when their teachers have high expectations of them; when they receive accurate feedback and when behaviour is described explicitly and taught systematically. The focus of the school is on learning, both academic and social. The school encourages all students to achieve their potential through explicit systematic quality teaching in a supportive learning environment. Priority Areas (3 year horizon)) • Teacher Quality • Student Engagement and Retention • Literacy, Numeracy and Connected Learning

• Home School Community Partnerships

Strengthened teacher capacity to improve student learning. Expanded school leadership capacity Increased proportion of students completing Year 12 or recognised vocational training Improved student learning through quality teaching practices Improved social and emotional well being and skills for life for every student Increased levels of literacy achievement for every student Increased levels of numeracy achievement for every student Increased teachers and students effective use of technology in teaching and learning Expanded opportunities for teachers and students to participate in the use of interactive technologies in teaching and learning Increased participation by students and staff in the school, in Canterbury and in the wider communities to build relationships which promote learning

The plan has been endorsed and approved by: Principal:

Sandra Robinson

Principal’s initials: _________

Date:

5.11.10

School Education Director:

Angela Lyris

School Education Director’s Initials__________

Colour Code Key: PSFP Expenditure and National Partnership Expenditure

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Date:

5.11.10


School Plan – Detail for School Priority Area 1: Teacher Quality Intended Outcomes: • Strengthened teacher capacity to improve student learning • Expanded school leadership capacity Target/s: • Student results in external tests will be further improved so that by the 2011 SC and HSC there will be an upward trend of 5% band shift into Bands 4-6. • Capacity of staff to lead professional development will be increased so that by the end of 2011 20% of staff will have led

professional development

Responsibility Indicators

Strategies

Time Frame

Resource Allocatio n and Funding Source

Method of Evaluation

(NP Reform)

Capacity of Head Teachers to lead their faculties is increased.

Director Teaching and Learning is employed to benchmark current practice in Faculties and provide advice and support to Faculties to improve their programs, assessment, reporting practices in order to improve learning outcomes.

P; Executive Mentor, HT

From Term 4, 2010

Director Teaching and Learning supervises the implementation and ongoing evaluation of the project. P and Director TL develop goals and action plan with HT

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$ 21, 700 PSFP funds

Executive Mentor meets with Principal and Deputies weekly to reflect on progress. Head Teachers are surveyed by Senior Executive.


Head Teacher-Teaching Learning is employed to support head teachers by increase the capacity for in class, elbow to elbow, professional learning.

Faculties have developed professional learning targets consistent with school plan, state targets and Professional Teaching Standards.

Professional learning targets are described in faculty plans and in individual teacher plans

Executive Mentor, From Head Teacher TL Term 1, and Deputies 2011

Head Teacher TL with Director TL develops action research cycles with HT as implementation process for change. In order to build professional capacity within the school, all teachers will engage in 30 hours of professional development each year to develop their professional knowledge, professional practice & professional commitment as articulated in the NSW Professional Teaching Standards HT’s to review professional learning needs of faculty and identify targets for 2011 with assistance from HTTL HT’s to ensure that Professional Teaching Standards are incorporated into the Teacher Target & Development (TARS) Plans (TDPs) Head teachers use faculty meetings to modify faculty plans as professional learning is undertaken as well as reviewing the appropriateness of the learning undertaken

NP Funds

Structured reflection process (plan, act reflect) completed by P, DP, Executive Mentor; HT-TL and HTs.

All staff

2010

PL Funds

Teachers maintain a log

HT’s

Term 4 2010

NP Reform – 1

Head Teachers discuss implementation with DP/Principal during fortnightly Reflection and Planning (RAP) meetings.

HT-TL

(already costed above)

All staff

Term 4 each year

Teaching staff use the professional standards to identify personal professional development needs and plan accordingly

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$ 61,000 per semester

Faculty Meetings in Term 4, 2010 50% Profession al Learning (PL) Funds ($12,000)

Staff identify the aspects of the professional standards they are working towards in their goal and development plans (GDPs) and Faculty Plans which are reviewed by the Head Teacher, DP/Principal


Teachers take responsibility for collecting evidence in order to demonstrate continuing efficiency in teaching practice for TARS Teachers update assessment items, assessment schedules and programs for Stages 4 and 5

Professional learning of staff is strategically planned

Professional Learning Team is established to manage professional learning and manage the distribution of funds.

Teachers develop a professional portfolio to demonstrate their achievement for TARS.

All staff

ongoing

None

Teachers are provided with one day release to update assessment schedules, items and programs under the guidance of their Head Teacher.

All CRT

From Term 2, 2010

$12, 250 from PSFP funds

Head teachers review individual professional needs and devise a scope and sequence document for the PD of their staff during Faculty meetings.

Head Teachers

Term 4

Head teachers strategically plan and annually report on the expenditure of professional learning funds which are limited and should be expended according to the school priority areas. HT-TL with DPs support the Head Teachers to implement the process of strategic planning of PL. Development of PL plans and implementation in classrooms is supported by the TARS process

Head Teachers

2009 - 11

Faculty Meetings Term 4 and SDD PL Funds Faculty Based PL funds

HT – TL

Term 1, 2011

HT and HT-TL assist CRT’s to identify their own PL needs and develop a PL plan. HT and HT-TL support CRT to implement PL in classrooms. Professional Learning Team comprised of P, Executive Mentor, DPs, School Learning Support Coordinator, HT Welfare Coordinator, HT - TL, Chair of the Technology Committee and other interested staff meets during Term 4 to plan SDD for following year.

Deputy Principals HT TL, Deputy Principals, P

Term 4, 2010

HT TL and Deputy Principals

P, Director TL; DPs, HT Welfare; HT TL and Targeted Exec

Term 4 2010

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NP Reform 1, 2, 3,5

Head Teachers review progress of portfolio during their TARS meeting with each staff member each term. Assessment items in Stages 4 and 5 updated

Head Teachers discuss scope and sequence with Principal during RAP meetings. Leader of Evauation Team conducts an evaluation of expenditure to align with school plan Number of plans developed for staff members

(Already costed above)

Nil

Agendas and minutes of meetings are distributed electronically and recorded virtually on file server


Staff are engaged in professional development activities

Classroom teachers assume responsibility for specific administrative functions within faculties

Staff professionalism is recognised

Executive and finance committee uses internal and external data to set annual professional development targets, monitor expenditure of PL funds. PL team design whole school professional development activities.

P; DP and Executive Mentor

ongoing

50% PL Funds

Staff meetings to be held in weeks 1, 5 and 10 of each term. Professional Learning in weeks 3, 6 & 9 of each term Faculty meetings to be held in weeks 2, 4, 7 & 8 of each term. SD Days address professional learning targets All teachers are required to identify areas of faculty administrative responsibility in their Teacher Goal and Development Plan (TARS) Head Teachers support teachers to complete their administrative responsibilities Head Teachers use e-mail and Microsoft outlook to organise the administration within their faculty Classroom teachers use e-mail and Microsoft Outlook to organise their administrative responsibilities. Classroom teacher is nominated as second in charge of the faculty and identifies professional targets in their target and development plan which enhance their capacity as leaders Staff will be nominated for external awards where appropriate

Head Teachers DP and P

To begin Term 4, 2009

PL Funds on application

Teachers and Head Teachers

Ongoing

Nil

Head Teachers

Ongoing 2009 - 11

Nil

Head Teachers

2010

Nil

Classroom teachers

2010/11

NIL

Head Teachers

Ongoing

Nil

Head Teachers, Deputy and Principal

Ongoing 2009 -11

Nil

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Targets are published Evaluation team design evaluation tool. Agendas and minutes of meetings are distributed electronically and recorded virtually on file server Staff are surveyed at the conclusion of each PD activity.

Head Teachers report to Principal on degree of distribution of responsibilities Principal assesses progress through RAP meetings Principal assesses progress through RAP meetings HT assesses progress through TARS meetings Principal assesses progress through RAP meetings

Principal / DP assesses progress through RAP meetings


Staff will be encouraged to present and attend external conferences

Early career teachers support group is established

Early career teachers meet fortnightly for professional development

Staff will be encouraged to present at staff meetings and school development days. Deputy Senior School and Executive Mentor provide mentoring support Scope and sequence is devised for early career teacher PD Executive share responsibility for PD of EC teacher by presenting seminars on a rostered basis.

Head Teachers, Deputy and Principal Head Teachers, Deputy and Principal. Principal

Ongoing 2009 - 11

Nil

Ongoing 2009 - 11

Nil

PL Funds

Deputy Senior School

Term 2 2010 Term 2, 2010

Deputy and Head Teachers

Ongoing 2009 - 11

Nil

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Nil

Principal / DP assesses progress through RAP meetings Professional learning team assesses progress. Group is surveyed Deputy provides copy of scope and sequence to Principal Deputy provides roster to Principal EC teachers are surveyed.


School Plan – Detail for School Priority Area 2: Student Engagement and Retention Intended Outcomes: Increased proportion of students completing Year 12 or recognised vocational training Improved student learning through quality teaching practices Improved social and emotional well being and skills for life for every student Target/s: • By 2011 there will be consistent positive value adding for students in all bands in external tests • Student attendance rates will increase by at least 1.5% each year 2010 – (Yrs 7 – 10) is 88% (Yrs 11 – 12) is 86.8% 2011 – (Yrs 7 – 10) is 89.5% (Yrs 11 – 12) is 88.3% 2012 - (Yrs 7 – 10) is 90% (Years 11 – 12) is 89.8% • Student retention will increase by 5% each year so that 2010 – retention is 56% 2011 – retention is 61% 2012 – retention is 66% • Incidents of bullying and aggressive behaviour are reduced • Referral of discipline breaches to senior executive are reduced by 20% • QSL survey shows positive culture and enhanced well being of students

Indicators

Strategies

Responsibility

Time Frame

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Resource Allocation and Funding Source

Method of Evaluation


Create Deputy Middle School to manage the change in Teaching and Learning for students in the Middle Years of Schooling – Years 7 – 9.

P DP

From Term 4

HTTL HT

Create a .5 Head Teacher Teaching and Learning to offer targeted, point of need professional development for Head Teachers and support to implement a QT pedagogy and more challenging curriculum which explicitly teaches literacy, ICT and numeracy. Head teachers provide support to their teachers to assist them to improve their TL practice and deepen and broaden their curriculum. Teachers are supported to implement improvements to the quality of teaching and learning in their classrooms

Whole school analysis of NAPLAN using SMART to identify strengths and weaknesses with alignment to syllabus outcomes Incorporate teaching strategies from SMART data for identified outcomes into teaching and learning programs. Develop Personalised Learning Plans for students or groups of students who are failing to make state average learning progress. TARS and EARS processes are targeted to support teachers to set PL goals and to ensure the provision of professional feedback.

NP Reform 1,2,3,4,5

$ 61,000 per semester NP Funds

HT CRT

Executive

HTTL HT CRT

CRT with HTTL and LST

P, DP, HTs

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XXXXX

Action research cycles


Joint planning and team teaching Teachers are supported to occurs, supported by Head Teacher; design and implement coherent, LST, HT-TL and DP. well structured lessons and lesson sequences which engage students and enhance student learning outcomes.

Support teachers to provide timely, effective and consistent oral and written feedback to students to encourage them to reflect on and monitor their learning.

Quality Teaching in NSW School – Assessment Document is used as the basis for Professional Learning. Increase frequency and quality of student feedback on work by the use of marking rubrics Joint planning and reflection based on available data, including NAPLAN, SC and HSC occurs supported by Head Teacher; LST, HT TL and DP.

Teachers are supported to use student assessment results to evaluate teaching learning programs and inform further planning.

Head Teacher; LST, HT-TL and DP.

Term1, 2011

NP Reform 4

Evidence of progress presented during RAPs

DP, HTTL

From Term 2, SDD

NP Reform 4

Evidence of progress presented during RAPs

HT-TL

From Term 1

NP Reform 2 and 4

HT CRT LST DP P

Assessment of learning and evaluation of the initiatives occurs as a 5 week action research cycle. This process relies on the pre and post intervention collection of work samples. Principal, with support of Executive Mentor, supervises implementation of change process and implementation of action research cycles to evaluate.

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P and Executive Mentor

Monitor action research cycles.


Gifted and Talented Education is co-ordinated and promoted

A Stage 4 Extension class is maintained

Stage 5 Extension classes are further developed

Upper band students are taught using ESQT pedagogy

HTTL

Term 4, 2010

HT TL

Ongoing

HT-TL is responsible for promotion and coordination

Extension students are identified

Students are supported to make a successful transition into Stage 6.

NP

NP Reform 4 Highest ability grouped class in Stage 5 is treated as an Extension class

Head Teachers

Term 4, 2010

Teachers HT-TL

Faculty Budgets

& NP Reform 4

HT -TL works with teachers and Head Teachers to ensure quality teaching activities are occurring in these classrooms.

HT-TL and HT

Enrichment students are identified

HT -TL

Term 2, 2010

Faculty Budgets

NP Reform 4 Ongoing

A Year 7 Enrichment class is maintained

Learning outcomes are differentiated to meet the needs of different learning groups

Survey parents and students

N/A

Self funded

NP Reform 4 Head Teachers facilitate the development of differentiated programs in conjunction with LST and BST

HT-TL faculty HTs

with

Yr 7 2009 Yr 8 2010 Stage 5 2011

Nil

Teachers provided with professional support to differentiate programs

HT- TL, HT, LST, BST and GAT coordinator

Term 2, 2010

PL funds on application

Study skills seminars are provided for Years 10 -12

HT-TL and LST

Term 4, 2010, then ongoing

NP Reform 4

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Principal monitors in HT RAP sessions Evidence provided by Extension class teachers as part of TARS Evidence provided by Extension class teachers as part of TARS Principal monitors in HT RAP sessions Principal monitors in HT RAP sessions P/DP

Nil

NP Reform 4

Principal monitors in HT and Coordinator RAP sessions


More academically able students in Stage 6 are mentored by staff and community members after identification by HTTL

Student welfare support A Head Teacher Welfare – is appointed mechanisms are increased – these to implement case management and include: liaise with external providers. Increased time allocated to case manage students. PBIS is implemented consistently.

HT-TL Staff volunteers

Ongoing

HT Welfare

Term 1

Nil

NP Reform 4

HT CRT

Deputy Senior School to lead Plan Act Reflect Principal monitors in RAP sessions

$ 61,000 per semester NP Funds NP Reform 1,2,3,4,5,

HT Welfare coordinates the implementation of PBIS, focusing in particular on the level of green zone universal interventions.

All teachers have consistent expectations of behaviour.

All teachers teach behaviour and reward students for using positive behaviour Students use diaries to support their learning Homework centre is maintained 1 day per week

Student attendance is monitored by staff

Head Teachers support teachers to raise expectations of behaviour and implement PBIS. Head Teachers set up accountability measures to monitor teacher use of student diaries

Head Teachers

Ongoing

Nil

Learning Support Team organises teachers to staff the homework centre

LST

Ongoing

Head Teacher Welfare monitors the implementation of student attendance protocols by staff All teachers maintain accurate rolls and report absence to parents

HT Welfare

Ongoing

Tutorial Program Funding Nil

HT and teachers

Ongoing

Nil

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Principal monitors in HT RAP sessions LST devise student evaluation DP monitors with Welfare Coordinator Principal monitors in HT/DP RAP sessions


Prefect group is maintained and meets weekly Prefect group are provided with opportunities to demonstrate leadership

Students are engaged in school leadership

An SRC is established and meets in Weeks 3, 6 and 9 Senior students (9,10, 11 and 12) are trained in mentoring, Peer Support and Peer Mediation to support younger students. Parent meetings are held to develop continuity of expectations at school and at home Ongoing data collection informs decision making and resource allocation Acknowledgement system is revised to ensure acknowledgement of positive behaviour in all settings Setting specific posters are evident in all classrooms Bullying policy is developed and implemented A plan of action to address bullying is developed and implemented Students trained and then act as leaders to promote anti-bullying initiatives

Principal and Prefect Coordinator Principal and Prefect Coordinator Principal and SRC Coordinator Mentoring Coordinators

From Term 1, 2009

Nil

Number of meetings

Ongoing

Nil

Prefect group is surveyed

From Term1

Nil

Term 1

Nil

Number of meetings Training occurs.

Principal and Deputy

Ongoing

Nil

Meetings occur

PBIS Steering Committee PBIS Steering Committee

Ongoing

Nil

Ongoing

Nil

Data is collected Revision of acknowledge ment system Posters are displayed Policy is developed HT Welfare Monitors HT Welfare Monitors

Welfare Coordinator

PBIS Steering Committee Welfare Team

Term 1

$500

Term 1, 2010

Nil

Welfare team

Term 1, 2010

Nil

Welfare Team

Term 1, 2010 ongoing

$1 000

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Joint planning, reflection and team teaching occurs, supported by Head Teacher; LST, HT TL and DP

Teachers are supported to implement a range of boys’ education strategies.

HT-TL

Term 1, 2011

HT LST DP Executive Mentor, P

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NP Reform 4


School Plan – Detail for School Priority Area 3: Literacy, Numeracy and Connected Learning Intended Outcomes: Increased levels of literacy achievement for every student Increased levels of numeracy achievement for every student Increased teachers and students effective use of technology in teaching and learning Expanded opportunities for teachers and students to participate in the use of interactive technologies in teaching and learning Target/s: • By 2011 all students will meet or exceed state average growth in numeracy and literacy • By 2011 - 25% of Year 10 will receive a Highly Competent in the School Certificate (State Average is 54%) - 75% of Year 10 will receive a Competent in the School Certificate (State Average is 42%) • Year 9 Numeracy: Year 2010 2011 2012 • Year 9 Reading Year 2010 2011 2012 • Year 9 Writing Year 2010 2011 2012

% of students achieving at or above minimum standard in numeracy At least 90% or more At least 91.4% or more At least 92.2% or more

% of students achieving at or above minimum standard in reading At least 66.7% or more At least 70% or more At least 73.4% or more

% of students achieving at or above minimum standard in writing At least 80% or more At least 82% or more At least 83% or more

% of students achieving proficiency in numeracy 13.3% or more 14.3% or more 15.6% or more

% of students achieving proficiency in reading 3.3% or more 4.3% or more 4.7% or more

% of students achieving proficiency in writing 4% or more 5% or more 6% or more

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Indicators

Literacy teaching is supported

Strategies

Responsibility

Time Frame

A reading project team is formed, meets regularly and uses NAPLAN data to devise and implement appropriate activities with classroom teachers. Develops a plan to support reading teaching.

Principal, HT-TL

2011

HTTL All staff

2011

The explicit and systematic teaching of reading and writing All teachers use NAPLAN data to based on NAPLAN data is identify the areas of weakness in their students understanding of literacy and increased. devise teaching and learning sequences to address the weaknesses. The level of staff understanding of Teachers develop assessment items to how text makes meaning is collect evidence of student learning to increased benchmark student progress. Teachers use a common metalanguage Literacy progress is systematically to teach literacy. assessed and feedback provided to Joint planning, reflection and team students. teaching occurs to assist teachers to implement these strategies, supported by Head Teacher; LST, HT-TL and DP. Constructive feedback on literacy progress is provided to students.

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Resource Allocation and Funding Source Staffing Entitlement

NP Reform 4

Method of Evaluation • Portfolio of activities and record of actions • Principal monitors in RAP sessions • Principal monitors in RAP sessions


Numeracy is supported

University of Sydney will provide support for the revision of English programs and assessment tasks in Years 7&8 using the NAPLAN results as a starting point for informing the planning.

English CRT

Mathematics teachers incorporate NAPLAN style questions into their assessment tasks for Years 7- 9. Mathematics teachers backmap from NAPLAN to identify content which should be taught in Years 7- 9 and include this in programs

HT Maths HT TL

Term 4, 2010

NP Reform 4

HT Maths

Term 4, 2011

Nil

Term 1, 2011

NP Reform 4

HT TL facilitates all teachers use of NAPLAN data to identify the areas of weakness in their students understanding of numeracy and devise teaching and learning sequences to address the weaknesses – as The teaching of numeracy is appropriate. systematic, explicit and NAPLAN Teachers develop assessment items to data driven. collect evidence of student learning to Systematically assess numeracy benchmark student progress. progress and provide feedback to Teachers report on student numeracy students. learning progress.

ICT is supported

Joint planning, reflection and team teaching occurs to assist teachers to implement these strategies, supported by Head Teacher; LST, HT TL and DP. Constructive feedback on numeracy progress is provided to students. Technology Committee meet three times each term providing an agenda for each meeting and minutes.

NP Reform 6

HT TL DTL DP P

HT TL HT-TL

Executive Mentor HT CRT

Chair, Technology committee

Director TL monitors

RAP with Principal

Ongoing

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RAP with Principal

Nil

Numbers of meetings and copies of agenda on server


HT-TL

Embed ICT in programs Assess and report on ICT Joint planning, reflection and team teaching occurs, supported by Head Teacher; LST, HT-TL and DP ICT metalanguage is clearly identified in programs Head Teachers lead faculties to A faculty based improvement and develop an improvement and implantation plan to meet standards implantation plan to meet standards in in literacy, numeracy, ICT and literacy, numeracy, ICT and connected connected learning is developed learning

Teaching of Literacy, ICT and connected learning is mapped across years and KLA Explicit teaching of Literacy, Numeracy, and connected learning is clearly articulated in programs, taught in classrooms, assessed and reported to parents

All teachers are explicit, systematic teachers of writing

NP Reform 4

Executive Mentor, HT CRT

Head Teachers

Term 4, 2010

Nil

LST and Technology committee members review programs to identify outcomes taught which relate to literacy

Team leaders

Term 2, 2010

3 meetings per term

Faculties develop programs, registers and assessment tasks which promote the explicit teaching of these areas.

All staff

Staff implement extended writing activities in all topics

(TPL) Stage 4 – 2010

Stage 5 2011 All staff Head Teachers GAT coordinator Literacy Coordinator

From Term 4, 2010

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(TPL)

N/A

Head Teachers to include in faculty plan provided to Principal Leaders provide Structured overview to Principal Principal monitors in HT RAP sessions Head Teachers will provide work samples to principal

Staff will include samples of extended response as TARS evidence


School Plan Detail for School Priority Area 4 – Home, School and Community Partnerships Intended Outcomes: Increased participation by students and staff in the school, in Canterbury and in the wider communities to strengthen community participation and support Increased parent /carer engagement in supporting their child’s learning Target/s: 1. Establish a learning community of schools with our feeder primary schools to promote sharing of best practice 2. Establish a learning partnership between the University of Sydney and our community of schools 3. Establish links between Belmore Boys and other leading participants in the local community such as Campsie Local Area Command, Canterbury Council and Campsie RSL Club. 4. Promote mentoring at a variety of levels 5. Promote the school in the community

Indicators

Strategies

Responsibility

Early career teachers from K -12 meet for professional support and to share experience Community of schools is established

Primary and secondary teachers exchange visits to share best practice ideas

Stage 3 and Stage 4 teachers meet to share work samples which benchmark and discuss literacy, and numeracy outcomes in the Middle Years. Primary teachers are invited to use the Role of the school in the community secondary school resources where available such as Science laboratories is enhanced and video conferencing facilities. The school is offered as a venue for

Principal and University mentoring coordinator Principal and University mentoring coordinator Deputy and PL team

Time Frame

Once per term in 2008

Method of Evaluation

Survey

2010

PL Funds

Frequency of visits

2010

PL Funds

Evaluation by participants.

Executive

From Term 2, 2010

PL Funds

Frequency of use

Executive

From Term1,

NIL

Frequency of

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Resource Allocation and Funding Source PL funds


Learning Support Coordinator and their community of schools is established

Communication between community participants is improved

An old boys network is established

Parent meetings are structured, regular and well attended

Tertiary Links are developed

events within the community. Students regularly raise funds for charity in the community. Principals act as Steering Committee meeting once per term.

Prefect coordinator Principal

Learning support co-ordinators meet at least twice per term.

Learning support co-ordinator

2009

.4 allocation for 3 years from general staffing

Newsletter is sent to community stakeholders via mail, internet and website

Team

2010

$4000 – Global Budget

The newsletter is distributed to old boys and the principals of feeder primary schools. A distribution list for old boys is maintained. Team develops a school promotion plan

SASS

2009

$300

Distribution occurs

SASS

Term 1, 2009

Nil

Principal

Term 2, 2010

Nil

Consultants attend planning meeting

Principal and Deputy

Term1, 2010

$200

List is established Plan is developed Plan is developed

Term 4. 2010

$28,000 – PSFP

University of Sydney will provide support for the revision of English programs and assessment tasks in Years 7&8 using the NAPLAN results as a starting point for informing the planning.

Principal, Executive Mentor,

2009 From term 1, 2009 2010

and HT English

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Nil .4 allocation for 3 years from general staffing

use Number of events Frequency and productivity of meeting – minutes distributed Frequency and productivity of meeting – minutes distributed Newsletter is sent


2010 School Plan