131118 strategic plan for rooty hill high school 2014 15

School Plan 2014 - 15

Learning, Leadership, Achievement Rooty Hill High School ‐ School Plan 2014‐15

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Strategic Plan for Rooty Hill High School 2013‐2015 As a Learning Neighbourhood school, our overall purpose is to increase expectations, capacity & achievement for students, staff and the community to ensure all students have the opportunity to be successful learners, confident and creative individuals and active and informed citizens through the following strategic priorities:

To achieve the following key measures: 1. An improvement in average growth and value added data (learning trajectories) to within 1 mark of state average;

Strategic direction 1 ‐ Curriculum, assessment & pedgagogy (teaching & learning)

Strategic direction 2 ‐ Personalised learning

Strategic direction 3 ‐ Professional practice

Strategic direction 4 ‐ Sustainable Management & Engagement

2. 50% of all students achieving Band 4+ in external tests and an average GPA of 3.5 on internal academic reports.

3. 80% students achieving benchmark standards in ACARA/BOS capabilities.

4. 50% of students seeking university entry and 90% planning teriary education after leaving school.

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School Context: Rooty Hill HS is a large, co‐educational, comprehensive community school in western Sydney.

Almost 52% of the students enrolled for 2012 – 2015 are from non‐English speaking backgrounds, including a significant number of students from Asian and Pacifica backgrounds. There is a significant enrolment of Aboriginal students 9%.8%) and the school is committed to promoting its cultural and linguistic diversity. The school FOEI (family occupation and education index) for 2014 is 125 and this places the school one standard deviation above average in terms of need. The school’s 2014 budget (based on the RAM, Resource Allocation Model, is $9929320. In external student performance to Year 10 students perform 1.5 – 2.0 standard deviations below the mean. This grows to an average of over 2.5 at the HSC. This is the pattern that the school plan strategies seek to address. In particular, the school has more to do in increasing the academic achievement of the “middle students”. The school has a very committed, dynamic teaching, administrative and executive staff with a range of experience. Over the last decade the school has been recognised for its achievements as a school of professional practice for its work in quality teaching and leadership, for its exemplary personalised learning programs and its commitment to innovation. Parent and community support of the school is strong and working parents have valued the individual contact approach used by the school in personalising learning for each student.

The school has strong academic and socio‐cultural platforms that are enhanced by high quality relationships between staff and students. The school values are embedded in all programs, practices & relationships. There is a broad academic curriculum, a strong vocational program and the opportunity for students to participate in a wide range of extra‐curricular programs. There is a strong focus on technology in learning, personalised learning and transition programs. Every student has a personalised learning plan. Student leadership in sports, the arts, school service and academic programs is actively developed. The school has above average attendance, full school uniform, declining suspension rates and a commitment to building positive relationships through personal responsibility.

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This plan was developed by staff, students and parents and it is endorsed for implementation by the School Council. The implementation of the school plan will be monitored by the School Council in its role as the school’s overall self evaluation committee.

The executive will have direct responsibility and accountability for the implementation of the of annual whole school, faculty and team plans as well as annual whole school, faculty and team evaluation reports.

Principal: ____________________________

School Council President: ____________________________

Date: ____ / ____ / ______

Date: ____ / ____ / ______

As a Learning Neighbourhood school, our overall purpose is to increase expectations, capacity & achievement for students, staff and the community to ensure all students have the opportunity be successful learners, confident and creative individuals and active and informed citizens.

Purpose of Strategic Direction 1 Curriculum & assessment

Purpose of Strategic Direction 2 Personalised learning

Purpose of Strategic Direction 3 Professional Practice

Purpose of Strategic Direction 4 Sustainable Governance

We will deliver our overall purpose through the development and implementation of high quality curriculum and assessment designed to increase the learning trajectory of each student.

We will deliver our overall purpose through the development and implementation of high quality universal, targeted and intensive personalised learning programs that give each student the opportunity to do his or her best.

We will deliver our overall purpose through the development and implementation and sharing of innovative teaching, learning and leadership practices.

We will deliver our overall purpose through sustainable, local management and partnerships with the community in creating and building the future of the school.

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Focus area: Curriculum, assessment, pedagogy Purpose We will deliver our overall purpose through the development and implementation of high quality curriculum and assessment designed to increase the learning trajectory of each student.

People (capacity)

Processes (see details in milestone chart below)

Students: Using the ACARA/BOS benchmarks, the literacy and numeracy continuums and a variety of other tools, students will be able to understand and track their own learning trajectories, skills, capabilities and dispositions from Years 7 – 12.

Staff: 80 teaching and 16 administrative (para‐professiona)l staff will oversee the delivery of curriculum, learning activities and assessment.

There will be an intensive professional capacity building program focused on the Australian Professional Standards for Teachers. In particular, there will be a focus on understanding the features of high quality assessment design and implementation for capabilities, ROSA and the HSC. Staff: All teachers identified as proficient will be able to demonstrate their application of the literacy & numeracy continuums and the ACARA benchmarks.

Executive staff: Curriculum Head Teachers will be responsible for the underpinning professional learning and development, implementation, monitoring, evaluation and reporting of curriculum, assessment and student performance in each subject for which they supervise teaching & learning.

Lead faculties: Each faculty will be asked to lead an aspect of capability and project based teaching & learning.

ILNNP Leaders: Each faculty will have a NP leader who will lead literacy projects within the faculty and work with other faculties. There will be specific professional learning linked to the teaching of literacy & numeracy within each subject in Stages 3 and 4.

Consultants: The staff will be supported by three consultants with expertise in literacy, programming, assessment and ACARA/BOS capabilities. The partnership with Expansive Education will continue.

Parents: Parents will be asked to engage with the school in understanding their own child’s learning and progress against the capabilities in the literacy, numeracy, ICT and (by end 2015) thinking continuums.

Practice: Using a range of student learning benchmarks, the school undertakes ongoing action research to identify and create innovative programs to increase the learning trajectory of students.

RHHS (AUSTRALIAN/BOS) Product: Every subject taught in the school has high quality, BOS CURRICULUM, ASSESSMENT aligned program and assessment documents. & PEDAGOGY (CAP Practice: Teachers embed capabilities into each subject program PROGRAM) and create learning activities that ensure skills develop into capabilities and dispositions.  Programming 7 ‐ 12 – high Product: The teachers of each subject develop higher order student quality scope & sequence, learning activities to teach the ACARA/BOS capabilities in ways that programs, lesson ensure 80% of students achieve stage benchmarks and 40% of sequences, lesson design, assessment, achievement students achieve Cluster 16 or equivalent by the end of Year 10 in standards and feedback. literacy, numeracy, ICT and critical & creative thinking.  Subject specific Practice: Targeted programs are designed and implemented using development of skills, an action research framework to ensure that the purpose and capabilities and dispositions outcomes of the program are planned, implemented, studied and for learning focused on reviewed. literacy, numeracy, ICT and Product: All VET courses are delivered to enable students to meet critical & creative thinking. industry standards and achieve Band4+ in the HSC examination and

all students are able to demonstrate employment readiness.

TARGETED PROGRAMS Product: The Rooty Hill High School Confucius Classroom program becomes a school community wide Asia Literacy resource hub and a Vocational education centre of teaching excellence in Chinese language and culture.

Confucius classroom/Asia Product: Exemplary literacy and numeracy programs are in place literacy for Year 7 ‐ 9 to ensure 80% of students reach stage benchmarks.

Year 7 & 8 literacy & Product: Project based learning is embedded in programs and numeracy programs (ILNNP) teaching practices in Science and TAS. Project based learning Product: Every student will be able to use any device, anywhere, Technology for learning anytime to learn and create high quality academic work.

Rooty Hill High School ‐ School Plan 2014‐15

Products and Practices

UNIVERSAL PROGRAMS

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Focus area: Personalised learning Purpose: We will deliver our overall purpose through the development and implementation of high quality universal, targeted and intensive personalised learning programs that give each student the opportunity to do his or her best.

People (capacity)

Processes (see details in milestone chart below)

Staff: All staff will undertake sustained professional learning in the use of the school’s platforms and programs.

Welfare team: Targeted professional learning will build the capacity of the junior and senior school head teachers, learning support team, year advisers, careers adviser and school counsellors to develop and deliver year group specific programs.

Staff: Para‐professional staff will undertake professional learning to manage data and support students.

Staff: Learning support staff will have the expertise to deliver universal, targeted and intensive programs.

Lead faculty: PDHPE staff will undertake professional learning to deliver the schools year 7 & 8 social and capability curriculum.

Parents: Families will engage with their children’s learning through new and innovative personalised programs.

Staff: The Aboriginal education committee will undertake further professional learning to develop teaching & leadership capacity in delivering culturally sensitive programs.

Students: Students will participate in tertiary preparation programs to build their capacity to undertake university and or further study.

Students: Students will develop skills in analysing and improving their overall learning progress and performance and making judgements about their success and confidence as learners, their performance against the capability benchmarks and school values.

UNIVERSAL PROGRAMS

Products and Practices

Practice: From enrolment all students participate successfully in creating and implementing their own annual personalised goal RHHS Personalised learning & setting, learning improvement, transition and tertiary study plans supported by the explicit use of class profiles and student data in values designing learning activities.

Product: Students in Year 7 ‐ 9 demonstrate on the ACARA capability RHHS year group projects benchmarks that they are successful learners, confident and

creative individuals and active citizens with 80% achieving Stage 5 Student Leadership benchmarks by the end of Year 9 in personal and social capability, ethical understanding, intercultural understanding and the BOS work & enterprise capability.

Product: Students transitioning from high school in Years 10 ‐12 TARGETED PROGRAMS demonstrate an academic & social readiness for life beyond school and tertiary study. They are successful learners, confident and 7‐12 student support program creative individuals and active and informed citizens.

(Learning Support and Practice: Staff (supported by students) develop higher order student Learning Centre) learning activities based on the use of the school’s key behaviour CALD program – including and relationship platforms (PERSIST policy) to ensure the Pacifica program ACARA/BOS capabilities become student and school dispositions.

Aboriginal education Product: There is evidence that students are participating in

universal, targeted and intensive personalised learning and INTENSIVE PROGRAMS leadership programs in each year group show improvement on

measures of academic and social progress including attendance, Every student, every school participation, behaviour and retention measures.

Individual learning, behaviour Product: The expectations, capacity and achievements of Aboriginal and counselling support students meet and exceed school benchmarks in academic achievement, retention, further training and employment.

ESL Phase 1 Product: There is evidence that students participating in targeted

and intensive equity and personalised learning programs show improvement each year on measures of academic and social progress.

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Focus area: Professional Practice Purpose: We will deliver our overall purpose through the development and implementation and sharing of innovative teaching, learning and leadership practices.

People (capacity)

Processes (see details in milestone chart below)

Products and Practices

Staff: 80 teaching and 16 para professional staff will undertake sustained professional learning supported by the publication of Illustrations of Practice to ensure they have the capacity to deliver innovation and improvement in curriculum, personalised learning and school governance. Given the high percentage of the teaching staff who are in the first seven years of teaching, the school will continue to provide opportunities for teachers to build their practice and address the requirements of the Australian Professional Standards for Teachers.

School: will participate in the IOT trial for schools as endorsed providers using and developing its body of professional learning materials.

Executive staff and aspiring leaders: In addition to curriculum leadership (see SD1), the school will continue to provide high quality leadership learning to build leadership density and expertise.

Professional Practice Leader: The school will maintain a substantive executive leader in professional practice.

Professional Practice Mentors: Each faculty will have a PPM who will lead professional practice projects within the faculty and support teachers seeking accreditation.

Individual staff members: Each staff member will work collaboratively to implement national professional standards to build the capacity and professional leadership of all staff.

Students and parents: Students and their families will be engaged in providing progressive feedback to teachers to enhance teacher practice.

RHHS Professional standards & accreditation for teachers and para‐professional staff

RHHS IOT Endorsed provider alliance

RHHS Professional learning teams • RHHS capabilities • RHHS programming & assessment • VET • Digital teachers • Better classrooms, instruction and relationships (including ECT) • Professional standards & practice ILNNP • SASS learning

RHHS Professional leadership • Executive leadership development • Aspiring leaders program

Faculty and subject based professional supervision

Practice: Professional learning plans for individuals, teams and the school, aligned to AITSL and IOT frameworks and DEC policy underpin ongoing, deep professional learning and staff practice.

Product: There is evidence of individual career growth and accreditation against professional standards through embedded and iterative TARs, EARs and administrative professional learning plan processes.

Product: The school is recognised as a major developer of intellectual, organisational, social, professional, leadership and educational capital.

Practice: The school is recognised for its leadership as an endorsed provider in the delivery of IOT registered courses at proficient, highly accomplished and lead levels.

Product: Using the Australian Professional Standards for Teachers, teachers and school leaders work collaboratively with colleagues to plan, publish and lead high quality professional learning programs that address the professional learning and accreditation needs of beginning teachers, faculty members, school teams and teams from other schools.

Product: There is evidence that professional learning team engagement enhances teaching practice and influences the design and impact of major school programs and projects.

Practice: Leaders create professional learning opportunities for leaders and aspiring leaders that ensure novice (administrative) leadership behaviours develop into adaptive and enabling behaviours that support student, teacher and school learning.

Product: There is evidence of high quality executive monitoring, supervision and professional learning in each faculty focused on improved curriculum, capabilities, assessment and student learning progress in each subject.

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Focus area: Sustainable governance (ELSNP) Purpose: We will deliver our overall purpose through the engagement of the school, community and Learning Neighbourhood in creating and building the future of the school.

People (capacity)

Processes (see project details in milestone chart below)

Products and Practices

School Council: The members of the School Council, representing parents, students, staff and the community will lead policy development and ratification, set broad directions for the work of the school and advocate for the member constituencies. The Council members will have the opportunity to explore governance options for large secondary schools and understand the role of the School Council in leading reform.

Parents and caregivers: Parents will have a range of ways to be involved with the school beyond supporting their own children. There will be opportunities for parents to undertake learning within the school community on issues identified by students and parents for parents.

Strategic partners: The school will continue to seek strategic partnerships to foster key programs and will provide educational expertise and leadership to the partnerships.

Staff: The critical educational work of the staff will be underpinned by increasingly sophisticated systems of management based on using high quality ICT for instruction and school administration. Leadership from within and beyond the school will be responsible for developing higher quality systems to develop and manage assets, finance, infrastructure, workforce planning and safety. Specific skills will be developed in planning, evaluation, marketing and promotion for all staff.

RHHS Governance, Planning and Evaluation

RHHS Community Engagement

RHHS Assets and Infrastructure RHHS Safety RHHS Workforce planning & management RHHS Finance RHHS Promotion and marketing

Practice: The school is successful in implementing new and more effective systems of planning, learning, management, monitoring and evaluation through the ELSNP and LSLD programs.

Product: The school is recognised as a centre for innovation in implementing contextually sensitive government reforms.

Practice: The students, school and community led by the School Council assume a greater role in school planning, policy making, decision making and governance.

Practice: Parents and caregivers are able to engage with the school at a level that suits their personal family circumstances.

Product: The school has deeply embedded strategic partnerships with the wider educational, business and philanthropic community.

Product: There is evidence that the school’s assets, technology infrastructure and learning environments are safer and better support an innovative and improved connectivity and capacity for 21st century learning.

Practice: The school’s workforce management, finance, marketing, promotion, major school events continue to be managed locally and sustainably to the benefit of the school community and students.

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Collaborative professional learning ‐

Curriculum Links ‐Build the quality of the academic & personal expectations and capacity of students in all four schools to ensure higher quality outcomes are achieved.

Build the expectations and the professional capacity of staff in all four schools to ensure they working together to improve the learning and social outcomes of students.

Learning

Neighbourhood Plan 2012 ‐ 14 Increasing our expectations, capacity and achievement by working together.

Middle Years ‐ Build the academic & social readiness of all students and families for high school.

Community Engagement ‐ Build the expectations and capacity of the community to engage with the four schools to ensure long term community improvement can be measured on a range of social and community indicators.

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Learning Neighbourhood Plan and transition plan 2013 As Learning Neighbourhood schools we are committed to increasing the expectations, capacity and achievements of students, staff and the community of the LN schools.

Priorities 2012 – 14

Purpose

Curriculum links (instructional & personal)

Build the quality of the academic & personal expectations and capacity of students in all four schools to ensure higher quality outcomes are achieved.

Collaborative professional learning

Build the expectations and the professional capacity of staff in all four schools to ensure they working together to improve the learning and social outcomes of students.

Community engagement

Build the expectations and capacity of the community to engage with the four schools to ensure long term community improvement can be measured on a range of social and community indicators.

Build the academic & social readiness of all students and families for high school.

Address the elements of the Middle Schools Matrix.

Middle years initiatives

Actions/Projects Strategies 2014 Numeracy Literacy – Young Writers CAPA – Art on the Hill – Reach concert Science & Tech – S&T Days PDHPE – Carnival helpers – Peer support MANDARIN OUTREACH PROGRAM Stage Teams Program – Australian Curriculum K‐12 Early Stage 1 and Stage 1 – ECPS (co‐ord) Stage 2 – RHPS (co‐ord) Stage 3 – MPS (co‐ord) Stage 4‐6 – RHHS (co‐ord) Harmony Day Kinder comes to high school

Leadership links – Student leaders Transitions – Year 6 into 7 enrolment program – Peer support – Year 6 Gala day – Early Intervention/outreach – Year 5 parent information night

Who? When? Budget? 2014

Products & Practices

See LN events and activities calendar Transition funds – high school will fund the program with assistance from primary schools as appropriate.

Reach Concert fund raising Mandarin program funded by Hanban program

Once per term (Week 2) the senior executive of each school will identify activities, strategies, actions and processes that impact on (positively and negatively)

 Expectations  Capacity and  Achievements

….for students, staff and community.

SDD – Term 2 2014 – Australian Curriculum – mathematics & numeracy Stage based professional learning activities (continuous) 2013 ‐ 14.

HS transition funds

See LN events and activities calendar.

HS transition funds

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Curriculum Milestones Key programs UNIVERSAL PROGRAMS

PROGRAMMING 7‐ 12 – HIGH QUALITY SCOPE & SEQUENCE, PROGRAMS, LESSON SEQUENCES, LESSON DESIGN, ASSESSMENT, ACHIEVEMENT STANDARDS AND FEEDBACK

SUBJECT SPECIFIC DEVELOPMENT OF SKILLS, CAPABILITIES AND DISPOSITIONS FOR LEARNING FOCUSED ON LITERACY, NUMERACY, ICT AND CRITICAL & CREATIVE THINKING.

2013

2014

Term 4

Term 1

Every subject audited (R) against BOS compliance benchmarks to identify specific areas for development and/or improvement in 2014/15.(P)

New programming templates for 2014 (7‐12) developed by faculties for use in Term 1.(A)

Use faculty review data to identify areas of strength and improvement (P) and create faculty professional learning plans. (A)

Professional learning completed in literacy, programming and lesson design. (A)

FARs explain ‘story behind the curve’ for each subject and identify areas for improvement. (R)

Document reviews completed

by DPs & external reviewers for all subject programs developed using new template. (R)

All faculty review recommendations are in place or being addressed by HTs and faculties.(A)

School and faculty professional learning focused on programming within each subject. (A)

Extended teacher professional learning in capability assessment and tracking individual progress commenced. (A)

Rooty Hill High School ‐ School Plan 2014‐15

Term 2

Term 3

Term 4

Curriculum review and compliance audit to ensure alignment between BOS requirements and school scope & sequence, programs and assessment.(R)

Reports communicate clearly, accurately and respectfully to students and parents/carers about student achievement against capability benchmarks in literacy, numeracy, ICT and thinking.(A)

Whole school professional learning focused on understanding capability benchmarks in numeracy and thinking. (A)

Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research‐ based knowledge and student data.(R)

Teacher capacity developed through professional learning in the assessment of capabilities and dispositions.

(A)

Student assessment data used by teachers to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching sequences and practice for 2015.(R)

Reports communicate clearly, accurately and respectfully to students and parents/carers about overall student achievement showing progress over time.(A)

Every subject audited (R) against BOS compliance benchmarks to identify specific areas for development and/or improvement in 2015.(P)

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TARGETED PROGRAMS

2013

2014

Vocational Education – VET, Careers and work readiness

Recommendations of school based VET audit implemented. (P)

Teacher professional learning ensures 2014 VET teachers in each Framework can develop high quality teaching programs that explicitly deliver all HSC and competency based requirements for 2014. (P)

Use of Lucas & Claxton VET pedagogy planned in all VET programs.

Work readiness program developed to include Work & Enterprise capabilities.

Confucius Classroom plan submitted and ratified by Hanban (P)

VET annual report reflects both the findings of the audit and recommendations based on student tracking data with a focus on the percentage of students achieving Band 4+. (R)

TARS process supplemented for all VET teaching staff reflecting the specific nature of VET delivery. (A)

Work readiness program delivered to year 10. (A)

All VET Frameworks have developed supplementary assessment tasks specifically designed to support student HSC examination preparation and requirements. (A)

Use of Lucas & Claxton VET pedagogy embedded in all VET programs. (A)

Work readiness program delivered to year 10. (A)

Each student selecting a VET course or traineeship for Year 11 is interviewed in regards to subject selection to ensure they have a clear understanding of all subject requirements and qualifications. (A)

Evaluation of work readiness program indicates students are able to demonstrate employability skills. (R)

New assessment program for HSC and preparation for tertiary study commenced in all VET frameworks. (A)

Work readiness program for 2015 developed. (P)

50 Year 8 and 50 Year 10 students participating in Asia Literacy Leadership training program (A)

Develop RHHS Asia Literacy education framework through Chinese language education (LOTE) and Asia Studies (HSIE) (P)

Year 7 Literacy program evaluated using student tracking data, the literacy continuum, qualitative evaluation of the Year 7 literacy program and the toolkit developed by lead faculties. (R)

The design of specific strategies for literacy and thinking programs within each

Incoming Year 7 baseline data collected and analysed against “clusters”. (P)

Lead faculties have taken responsibility for the RHHS 2766 tool kit development and teaching of literacy within each subject. (P)

New programs implemented:  Year 7 – focus on reading

Staff from all Learning Neighbourhood schools have undertaken professional learning (P) in numeracy and have applied that learning within the curriculum. (A)

Numeracy lead faculties have integrated strategies for teaching to the numeracy continuum and have tracked student progress for Year 7

Extend Asia Literacy education within Rooty Hill Learning Neighbourhood through Confucius Classroom outreach program. (A)

China excursion planned. For Term 3 2015. (P) NAPLAN results analysed and triangulated against school data for literacy & numeracy.

(R)

Program evaluation – ILNNP (R)

Increased student participation in Stage 5 & 6 Chinese language courses. (A)

Confucius Classroom plan 2015 submitted and ratified by Hanban (R) Evaluation of ILNNP on four measures:  Student learning performance and trajectories  Staff expertise  Program evaluation (see Term 3)  Subject based literacy performance (R)

Confucius Classroom/ Asia Literacy

Year 7 & 8 Literacy & Numeracy Programs

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Project Based Learning

Technology for Learning

subject commenced. (P)

Professional learning for all teachers and SLSOs completed in literacy strategies and lesson design embedding literacy strategies.

Numeracy lead faculties have developed strategies for teaching to the numeracy continuum and have tracked student progress for Year 7 2013. (P) Science & TAS staff members have participated in 3 day project based learning professional learning. (P)

 

Year 8 – focus on writing Year 9 – focus on thinking (A) Year 7 literacy program conducted with Year 9 peer literacy leaders. (A)

Consultants and NP leaders have worked with faculty members to refine and monitor programs, learning sequences and specific strategies in each year. (A)

2013. (A) The Numeracy Café evaluated – how much, how well, what impact? (R)

All 2014 programs in Science and TAS have implemented student project plans for Year 7 & 9. (P)

Illustrations of practice prepared for professional learning and student feedback.

(R)

Monitoring and evaluation of the effectiveness of implementation of PBL teaching strategies within teaching & learning programs.

(R)

Teaching & learning programs in TAS and Science are based on designed student project plans for 2015. (A)

Year 7 & 8 ICT program evaluated and revised to respond to ACARA, literacy benchmarks and new DEC ICT policies and platforms. (R)

ICT lead faculty and digital teachers PLT have published sample ICT teaching & learning activities for use by other teachers. (A)

Student progress against ACARA ICT benchmarks mapped for each student in Years 7 & 8. (A)

All students given access to DEC/Google Apps and all staff complete professional learning in embedding App based learning in programs. (A)

Detailed evaluation the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research‐based knowledge and student data.(R)

Planning for Literacy and numeracy program 2015.

(P) The implementation of teaching strategies within Science and TAS programs to improve students’ achievement using research‐based knowledge and student data is monitored and evaluated by Head Teachers. (R) Student progress against ACARA ICT benchmarks mapped for each student in Years 7 & 8, reported to parents and added to class profiles for 2015. (R)

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Curriculum Milestones Key programs UNIVERSAL PROGRAMS

PROGRAMMING 7‐ 12 – HIGH QUALITY SCOPE & SEQUENCE, PROGRAMS, LESSON SEQUENCES, LESSON DESIGN, ASSESSMENT, ACHIEVEMENT STANDARDS AND FEEDBACK

2015 Term 1

Term 2

FARs explain ‘story behind the curve’ for each subject and identify areas for improvement in 2015. (R)

Literacy, numeracy, ICT and thinking capability benchmarks and achievement standards mapped into all subject programs for Years 7 – 12. (A)

Design for student progress reports (7 – 12) mapping individual performance against capability benchmarks and triangulated to external assessment (NAPLAN, ESSA and HSC) completed. (A)

Document and practice reviews completed by DPs & external reviewers for all subject programs and assessment in Years 10 ‐12 (HSC monitoring). (R)

School and faculty professional learning focused on programming within each subject with a focus on Years 10 – 12 programs. (A)

Reports communicate clearly, accurately and respectfully to students and parents/carers about student achievement and progress against capability benchmarks in literacy, numeracy, ICT and thinking.(A)

Rooty Hill High School ‐ School Plan 2014‐15

Term 3

Term 4

Products & Practices

Curriculum review and compliance audit to ensure alignment between BOS requirements and school scope & sequence, programs and assessment.(R)

Whole school professional learning focused on understanding capability benchmarks in numeracy and thinking. (A)

Teacher capacity developed through professional learning in the assessment of capabilities and dispositions.

(A)

ROSA reports communicate clearly, accurately and respectfully to students and parents/carers about student achievement and progress against capability benchmarks in literacy, numeracy, ICT and thinking at the end of Stage 5. (A)

Student assessment data used by teachers to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching sequences and practice for 2016.(R)

Practice: Using a range of student learning benchmarks, the school undertakes ongoing action research to identify and create innovative programs to increase the learning trajectory of students.

Product: Every subject taught in the school has high quality, BOS aligned program and assessment documents.

Practice: Teachers embed capabilities into each subject program and create learning activities that ensure skills develop into capabilities and dispositions.

Product: The teachers of each subject develop higher order student learning activities to teach the ACARA/BOS capabilities in ways that ensure 80% of students achieve stage benchmarks and 40% of students achieve Cluster 16 or equivalent by the end of Year 10 in literacy, numeracy, ICT and critical & creative thinking.

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TARGETED PROGRAMS

Vocational Education – VET, Careers & work readiness

All VET Frameworks continue developing high quality teaching programs that explicitly deliver all HSC and competency based requirements for 2015. (A)

VET annual report reflects both the findings of the audit and recommendations based on student tracking data with a focus on the percentage of students achieving Band 4+.

(R)

Work readiness program delivered to year 10. (A)

Work readiness program delivered to year 10.

Each student selecting a VET course or traineeship for Year 11 is interviewed in regards to subject selection to ensure they have a clear understanding of all subject requirements and qualifications.

Evaluation of work readiness program indicates students are able to demonstrate employability skills.

Confucius Classroom/ Asia Literacy

Community partnerships supporting a deeper understanding of Chinese culture in place.

RHHS Asia Literacy education framework through Chinese language education (LOTE) and Asia Studies (HSIE) evaluated.

Implementation of recommendations from ILNNP (P)

RHHS Asia Literacy education framework ‐ assessment tools to measure student understanding of Asia designed.

Confucius Classroom China Excursion (2) conducted.

Evaluation of Confucius Classroom and Asia Literacy programs (R) and development of new approaches for 2016 onwards. (P)

Product: The Rooty Hill High School Confucius Classroom program becomes a school community wide Asia Literacy resource hub and a centre of teaching excellence in Chinese language and culture.

2015 program TBA

2015 program TBA

2015 program TBA

Product: Exemplary literacy and numeracy programs are in place for Year 7 ‐ 9 to ensure 80% of students reach stage benchmarks.

Year 7 & 8 Literacy & Numeracy Programs

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Practice: Targeted programs are designed and implemented using an action research framework to ensure that the purpose and outcomes of the program are planned, implemented, studied and reviewed.

Product: All VET courses are delivered to enable students to meet industry standards and achieve Band4+ in the HSC examination and all students are able to demonstrate employment readiness.

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Project Based Learning

Technology for Learning

Science & TAS staff members have evaluated project based learning professional learning as part of faculty annual reporting and refined the design of PBL in teaching & learning programs for 2015. (R and P) All teachers given specific professional learning in the assessment of ICT capabilities within each subject. (P)

All 2014 programs have implemented student project plans for Year 7 & 9. (A)

Monitor and evaluate the implementation of teaching strategies within the programs to improve students’ achievement using research‐ based knowledge and student data. (R)

Evaluation and refinement of use of PBL in Science and Tas with recommendations for other subjects. (R)

Product: Project based learning is embedded in programs and teaching practices in Science and TAS.

Student progress against ACARA ICT benchmarks mapped for each student in Years 7 ‐ 10, reported to parents and added to class profiles. (A)

Full BYOD program in place for Years 10 – 12 (A)

Audit of current state of technology pedagogy in each subject and recommendations for 2016 onwards. (R and P)

Product: Every student will be able to use any device, anywhere, anytime to learn and create high quality academic work.

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Personalised learning milestones UNIVERSAL PROGRAMS

2013

2014

Term 4

Term 1

RHHS Personalised learning & values

All in‐coming year 7 students, in collaboration with their parents and specialist staff have developed a PLP. (P)

Enrolment data analysed to identify learning needs of students and data added to class profiles. (R)

All PDHPE staff involved in planning and production of new social curriculum program. (P)

All staff undertake professional learning on school platforms: CT/RT, RR, ENVOY, Circle of Strength (P)

LS team have planned and presented a professional learning module on effective use of Class Profiles. (P)

Social curriculum program delivered to years 7 & 8. (A)

University preparation program developed for use with individual students in Years 11 – 12. (see year group projects also) (P)

RHHS year group projects

Welfare team complete professional learning on use of Sentral to track student performance. (P)

Systems established for monitoring & tracking of attendance, participation, behaviour and retention. (P)

Rooty Hill High School ‐ School Plan 2014‐15

Term 2

Term 3

Term 4

All students in years 7‐10 have participated in Personalised Learning Week. (A)

Every student has reviewed PLP, sets goals, and demonstrated capabilities and academic progress. (R)

Personalised learning interview data analysed and added to class profiles. (R)

Evidence from curriculum review indicates teachers develop teaching activities that incorporate differentiated learning strategies. (R)

Social curriculum program delivered to years 7 & 8. (A)

Planned individual student post school work and study choices tracked each year as part of personalised learning week. (R)

PDHPE staff plan and present professional learning module on new social curriculum program. (P) Implementation of year based projects. (A)

All in‐coming year 7 students, in collaboration with their parents and specialist staff have developed a PLP. (P)

Enrolment data analysed to identify learning needs of students and data added to class profiles. (R)

Social curriculum program delivered to years 7 & 8. (A)

Audit of social curriculum program indicates students understand PERSIST program (student survey). (R)

Exit plans for Year 12 are completed and all students interviewed to assist with final post school choices. (A)

All students in years 7‐10 participate in Personalised Learning Week. (A)

Every student reviews PLP, sets goals, and demonstrates capabilities and academic progress. (R)

Personalised learning interview data analysed and added to class profiles. (R)

Procedures for PLW evaluated.

(R)

Social curriculum program evaluated and modified for 2015. (R)

The senior school team has developed a program for Years 10 – 12 that focuses on preparation for study at university or TAFE. (P)

All staff undertake professional learning on school platforms: CT/RT, RR, ENVOY and related professional learning. (P)

Year group projects and events have been conducted successfully, to promote the values of the school; have been evaluated and

Year Adviser reports developed to show progress on non‐cognitive skills. (R) Analysis of key indicators – attendance, suspension,

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Student Leadership

TARGETED PROGRAMS Learning Centre

CALD Program

Planning for year based projects completed and mapped with links to program documents, personalised learning strategy outlines and event planners for each event in each year. (P)

Leadership programs developed to include Civics & Citizenship & Sustainability capabilities. (P)

Event planners completed for all leadership events. (P)

Implementation of year based projects. (A)

TTfM survey completed and results indicate improvements in all key measures. (R)

Term 4

Term 1

Leadership programs implemented. (A)

Year 7 ambassadors trained and appointed. (A)

SRC elected and appointed. (A)

SLEP training completed (A)

LS team have developed program for supported students in years 7‐12 (P)

Learning support program implemented. (A)

ESL Teacher and cultural leaders involved in planning and production of programs to address the learning strengths and needs of students from CALD backgrounds. (P)

Cultural & linguistic difference acknowledged in the planning

Cultural programs implemented. (A)

Rooty Hill High School ‐ School Plan 2014‐15

improvements planned. (R)

Senior student leadership team appointed (A)

retention, and behaviour indicates improvement. (R)

Student expectations, participation, capacity and achievements in a range of equity, leadership and citizenship initiative show improvement. (R)

Leadership programs reviewed and revised. (R)

Term 2

Term 3

Term 4

Review meetings for funded students indicate improvement in social and academic progress. (R)

School reports of supported students show improvements in academic achievement and social skills. (R)

Information from PLW is aggregated to identify intensive interventions for students and groups of students. (P) Cultural programs implemented (A)

Learning support program implemented. (A)

School reports of supported students show improvements in academic achievement and social skills. (R)

Information from PLW aggregated to identify intensive interventions for students and groups of students. (P)

Cultural programs evaluated.

(R)

Cultural programs refined for 2015. (P)

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and presentation of Harmony Day. (A)

Aboriginal education

INTENSIVE PROGRAMS Every student, every school Individual learning, behaviour and counselling support ESL Phase 1

Norta Norta program developed. (P)

Aboriginal committee plan and present professional learning module on embedding Aboriginal & Torres Strait Islander histories and cultures capabilities into faculty programs. (P)

Students identified for Norta Norta Program. (P)

Norta Norta program delivered. (A)

Students enrolled in AFL Indigenous Academy and AIME programs. (P)

Term 4

Term 1

Students identified for support program. (P)

LS team plan and present professional learning module on accommodations and adjustments. (P)

Support program implemented in years 10‐12. (A)

Student reports show improvement in academic achievement.

Specialist programs for individuals and groups of Aboriginal students successfully implemented. (A)

NAPLAN data shows Aboriginal students meet or exceed school benchmarks in literacy and numeracy. (R)

Evaluation of AFL Indigenous Academy and Sporting Chance report completed. (R)

Student reports show improvement in attendance, academic achievement and capabilities for all Aboriginal students. (R)

Term 2

Term 3

Term 4

Sample lesson plans indicate teachers understand how to make accommodations and adjustments. (R)

Individual review meetings indicate improvement on academic, capability and social measures. (R)

Data analysis of targeted and intensive support programs show improvements in academic performance, behaviour and attendance and a reduction in n‐ determinations, and suspensions. LS program evaluated and reported on. (R)

Rooty Hill High School ‐ School Plan 2014‐15

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Project UNIVERSAL PROGRAMS RHHS Personalised learning & values

2015

Term 1

Term 2

TTfM survey indicates:

 teachers take account of students’ needs, abilities and interests.  students have a positive sense of belonging, have positive relationships and value school outcomes.  increase in number of students planning to do an apprenticeship or VET/TAFE course or go to university.  school has provided activities to enhance post school options.  teachers maintain a positive learning climate. (R)

All students in years 7‐10 participate in Personalised Learning Week. (A)

Every student reviews PLP, sets goals, demonstrates capabilities and academic progress. (R)

Personalised learning interview data analysed and added to class profiles. (R and P)

Evidence from Curriculum Review indicates teachers have developed teaching activities that incorporate differentiated learning strategies. (R)

Social curriculum program delivered to years 7 & 8.(A)

University preparation program developed and implemented with students in Years 10 – 12.(A)

Rooty Hill High School ‐ School Plan 2014‐15

Term 3

Term 4

By end 2015

All in‐coming year 7 students, in collaboration with their parents and specialist staff have developed a PLP. (P)

Enrolment data analysed to identify learning needs of students and data added to class profiles. (R)

All students in years 7‐10 participate in Personalised Learning Week. (A)

Every student reviews PLP, sets goals, demonstrates capabilities and academic progress. (A)

Personalised learning interview data analysed and added to class profiles. (R)

Procedures for PLW evaluated. (R)

Audit of social curriculum program indicates students understand PERSIST program (student survey). (R)

Assessment of non‐cognitive skills conducted and reported. (R)

Practice: From enrolment all students participate successfully in creating and implementing their own annual personalised goal setting, learning improvement, transition and tertiary study plans supported by the explicit use of class profiles and student data in designing learning activities.

Product: Students in Year 7 ‐ 9 demonstrate on the ACARA capability benchmarks that they are successful learners, confident and creative individuals and active citizens with 80% achieving Stage 5 benchmarks by the end of Year 9 in personal and social capability, ethical understanding, intercultural understanding and the BOS work & enterprise capability.

Product: Students transitioning from high school in Years 10 ‐12 demonstrate an academic & social readiness for life beyond school and tertiary study. They are successful learners, confident and creative individuals and active and informed citizens.

Practice: Staff (supported by students) develop higher order student learning activities based on the use of the school’s key behaviour and relationship platforms (PERSIST policy) to ensure the ACARA/BOS capabilities become student and school dispositions.

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RHHS year group Planning for year based projects completed and projects  Event planner

completed for each

 

Student Leadership

TARGETED PROGRAMS Learning Centre

event.

Programs for year based programs published Personalised learning program for each year outlined. (P)

TTfM survey completed and analysed by year group indicating that students have reduced levels of anxiety and depression and have advocacy at school. (R) Leadership programs developed and event planners completed. (P)

New leadership programs implemented. (A)

Data on student expectations, participation, capacity and achievements in a range of equity, leadership and citizenship initiatives collected throughout 2015. (R)

Term 1 LS team develop program for supported students in years 7‐12 (P)

Implementation of specific year based projects has been monitored and supervised to ensure improved outcomes. (A)

Year group projects and events have been conducted successfully, to promote the values of the school; have been evaluated and improvements planned. (R and P)

Year Adviser annual reports show progress of students and year groups on non‐ cognitive measures. (R)

Analysis of key indicators – attendance, suspension, retention, behaviour completed (R) and recommendations put in place. (P)

Leadership programs implemented and monitored for improvement, innovation and change. (R)

Year 7 ambassadors trained and appointed. (A)

SRC elected and appointed. (A)

SLEP training program improved and completed. (A)

Leadership programs implemented and monitored for improvement, innovation and change. (R)

Senior leadership team appointed. (A)

Leadership program reviewed and refined for 2016. (P)

Student expectations, participation, capacity and achievements in a range of equity, leadership and citizenship initiative show improvement. (R)

Term 2 Revised 2015 support program implemented. (A)

School academic reports for supported students show improvements in academic achievement, capabilities and social skills. (R)

Rooty Hill High School ‐ School Plan 2014‐15

Term 3 Support program implemented. (A)

Review meetings for funded students indicate improvement in social and academic progress (R)

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Product: There is evidence that all students participating in universal, targeted and intensive personalised learning and leadership programs in each year group show improvement on measures of academic and social progress including attendance, participation, behaviour and retention measures.

Term 4 Support program reviewed and revised for 2016. (P)

School reports of supported students show improvements in academic achievement, capabilities and social skills.

(R)

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Information from PLW is aggregated to identify intensive interventions for students and groups of students. (P)

CALD Program

Aboriginal education

A deeper understanding of differing cultural and linguistic difference is embedded in all teaching, learning and cultural programs in the school. (A)

ESL Teachers and cultural leaders plan and produce programs to address the learning needs of students from CALD background. (P)

Cultural & linguistic difference acknowledged in the planning and presentation of Harmony Day. (A) A deeper understanding of Aboriginal culture and perspectives is embedded in teaching & learning programs and cultural practices across the school.

(A)

Students identified for Norta Norta program and support program developed. (P)

Specific programs identified and implemented for targeted groups. (P)

Specific programs implemented for targeted groups. (P)

Norta Norta program delivered successfully with students improving performance on school based measures. (A)

Students enrolled in AFL Indigenous Academy and AIME programs. (A)

Evaluation of AFL Indigenous Academy and Sporting Chance report completed. (R)

Information from PLW is aggregated to identify intensive interventions for students and groups of students. (P) Evaluation of CALD program completed. (R)

NAPLAN data shows Aboriginal students meet or exceed school benchmarks in literacy and numeracy. (R)

Data tracking indicates improvements in key measures for all Aboriginal students. (R)

Aboriginal programs evaluated (R) and recommendations made for 2016 and beyond. (P)

Product: The expectations, capacity and achievements of Aboriginal students meet and exceed school benchmarks in academic achievement, retention, further training and employment.

Rooty Hill High School ‐ School Plan 2014‐15

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INTENSIVE PROGRAMS Every student, every school Individual learning, behaviour and counselling support ESL Phase 1

Data from class profiles has been used by LS team to develop programs for students. (R)

Individual Intensive support programs developed by LS staff for students with individualised learning programs. (P)

LS team have planned and presented a professional learning module on accommodations and adjustments. (P)

Intensive LS program implemented. (A)

Sample lesson plans and illustrations of practice indicate teachers understand how to make accommodations and adjustments. (R)

Monitoring completed of the Intensive LS program implementation. (R)

Data analysis of targeted and intensive support programs show improvements in academic performance, behaviour and attendance and a reduction in n‐ determinations, and suspensions. (R)

Product: There is evidence that students participating in targeted and intensive equity and personalised learning programs show improvement each year on measures of academic and social progress.

Rooty Hill High School ‐ School Plan 2014‐15

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Professional Practice Milestones

2013

2014 Note: Copies of all registered and teacher identified professional learning are held in the school.

Key projects

Term 4

Term 1

Term 2

Term 3

Term 4

RHHS Professional learning teams

100% staff allocated to a PLT Team and initial professional learning and planning for action learning projects using the Plan – Act – Reflect – Respond framework (AITSL) put in place for 2014. (P)

Proposed PLT (professional learning) projects included in initial TARs and EARs goals for 2014. (P)

Professional Learning Team program outlines registered and published.

(P)

All PLT team members engage in action learning during term 1‐3 (A)

All PLT team members engage in action learning during term 1‐3 (A)

All PLT team members engage in action learning during term 1‐3 (A).

TARs documents include a draft report on each staff member’s professional learning project.

(R)

Executive staff goals related to monitoring and supervision of curriculum, personalised learning, professional practice and sustainable governance embedded in EARs plans. (P)

Aspiring Leaders program planned, registered and published. (P)

100% of participants complete ALP Conference and demonstrate effective practice against the Australian Professional Standards for Teachers. (A)

100% of participants complete all ALP sessions and required action research. (A)

100% of teaching staff complete PLT day workshop term 4 and produce a PLT Product. (R)

PLT members present their action research all staff. (A)

All PLT Action Learning Projects are archived in the professional Learning repository and recommendations used for planning for 2015 and beyond.

(R)

100% of staff allocated to a PLT Team for 2015. (P)

Proposed PLT (professional learning) projects included in initial TARs and EARs goals for 2015. (P) Aspiring Leaders present growth report reflecting on the change in their practice as a result of their participation in the Aspiring Leaders Program (R)

RHHS Professional leadership

Evaluation survey of the 2013 Aspiring Leaders course conducted to inform planning of 2014 course and projects using 70:20:10 leadership development model. (P)

Rooty Hill High School ‐ School Plan 2014‐15

Aspiring Leaders identified and needs identified through leadership survey (baseline data). (P) Executive development program planned and registered and published.

100% of executive staff attend executive conference and demonstrate performance against the Australian Professional Standards for

24

Annual EARS review indicates that all executive have met or exceeded professional milestones and standards. (R)

Aspiring Leaders Complete Survey reflecting on the relevance and effectiveness of the program. (R) There is evidence through the TARS and EARS process of improved administrative,

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(P)

Teachers. (P)

adaptive, enabling leadership density in the school. (R)

Executive review against professional standards indicates that administrative, adaptive and enabling leadership behaviours are aligned to innovation, improvement and change. (R) RHHS Professional Standards Accreditation for teachers

Induction and initial accreditation program & documents updated to embed Australian Standards in all documents and procedures.

(P) Professional Practice Mentors reappointed for 2014 and complete additional professional learning, planning and preparation for their roles. (P) Professional learning resource database established and populated. (P)+ Higher Standards Focus Group re‐established for 2014. (P) Schedule for Accreditation at the Higher career stages published. (P)

(RHHS) School, faculty and individual professional learning plans submitted. (P) Induction program delivered successfully. (A) All observers trained in the RHHS professional observation and identified staff undertakes intensive professional learning with Michael Grinder at either proficient, accomplished or lead levels of IOT standards. (Term 1) (P)

100% of “registered” staff have participated in training regarding New IOT policies associated with GTIL and demonstrate their knowledge of these policies and procedures. (A)

100% of teacher maintenance of accreditation records are up to date and accurate on the NSW IOT website and show alignment and learning embedded into teachers practice. (R)

Higher Standard focus group have completed Adobe Connect sessions conducted with Endorsed Provider Alliance. (A)

Induction and initial accreditation programs, documents and procedures updated to embed Great Teaching Inspired Learning requirements. (P)

Induction program delivered successfully. (A)

Observers trained in the use of RHHS Professional Observation Documents (P)

Induction program evaluated and recommendations made for 2015. (A)

100% of beginning teachers meet DEC and IOT accreditation requirements and submit accreditation. (R) Supervisors have completed a milestone survey that shows evidence of the effective monitoring of beginning teacher practice and effective monitoring of Australian professional standards into supervision practices. (R) Higher Standards focus group Re‐ established of 2015. New members of the Higher standards focus Group complete the AISTL survey. (P)

Professional learning plans completed by all staff aligned with the Australian Professional

Rooty Hill High School ‐ School Plan 2014‐15

Schedule for Accreditation at the Higher career stages planned and published. (P)

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Standards for Teachers and school strategic directions. (A) Higher Standards participants complete NSW IOT survey and commence process. (A) IOT Endorsed Provider Program

Alliance partners identified and application for School‐ Based Professional Development in Government Schools completed and submitted. (P) Administration processes and systems established to ensure accurate record keeping and quality of school and faculty based Professional learning.

(P) Online learning system created for the systematic delivery of school based professional learning for DEC Endorsed Provider Alliance. (P) Protocols for the delivery of school based registered professional learning set for the Endorsed provider Alliance. (P)

Rooty Hill High School ‐ School Plan 2014‐15

Training for Endorsed Provider Alliance Schools in the delivery of school based registered professional learning. (P) Endorsed Provider Alliance deliver sites confirmed. (P)

100% of schools in the Endorsed Provider Alliance are trained in administration of courses delivered at their site and have determined whether to apply for endorsed provider status in their own right. (A)

IOT endorsed provider program (2014) evaluated. (R)

100% of Professional learning completed and evaluated through professional learning surveys that reflect on the quality, effectiveness and relevance of professional learning against the Australian Standards for Teachers. (R)

Endorsed Provider Alliance professional learning held to endorse planned professional learning at delivery sites.

(A) School, faculty and individual professional learning plans for all Alliance schools submitted. (P)

Endorsed Provider

Alliance Professional

learning calendar published for school and faculty based professional learning aligned with the Professional Standards

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Faculty and subject based professional practice supervision

TARS/EARS process and documents updated to embed the Australian performance and development frameworks, Australian Charter of Professional Learning and Australian Professional Standards for teachers. (P) Executive trained in new performance and development procedures for TARS and the Induction of beginning teachers. (P)

for Teachers. (A)

Milestone surveys completed term 1‐3 and Individual meetings with supervisors to ensure effective monitoring of TARS and EARS. (A)

Monitoring surveys completed for TARS and beginning teacher process.

(A)

Milestone surveys completed term 1‐3 to ensure effective monitoring of TARS and EARS.(A)

Feedback on the quality of curriculum supervision given as a result of curriculum review. (R)

Monitoring documents for TARS/EARS completed and reviewed by Principal. (R)

Faculty and team monitoring and supervision practices presented by each executive staff member to executive conference.

(A)

Professional Learning Plans and milestone surveys reflect improvement in faculty monitoring procedures and teaching practice. (R)

Rooty Hill High School ‐ School Plan 2014‐15

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2015

Term 1

Term 2

Term 3

Term 4

Products & Practices

All PLT team members engage in action learning during term 1‐3 (A)

All PLT team members engage in action learning during term 1‐ 3 (A)

All PLT team members engage in action learning during term 1‐3 (A)

100% of PLT members complete PLT evaluation. (R)

Product: There is evidence that professional learning team engagement enhances teaching practice and influences the design and impact of major school programs and projects.

RHHS Professional learning teams

100% of teaching staff complete PLT day workshop term 4 and produce a PLT Product. PLT members present their action research all staff.

(R)

All PLT Action Learning Projects are archived in the professional Learning repository and recommendations used for planning. (P)

100% of staff allocated to a PLT Team for 2016. (P)

RHHS Professional leadership

Aspiring Leaders identified and participant’s needs discerned through leadership survey (baseline data). (P) 100% of executive staff complete executive development program including conference and demonstrate performance against the Australian Professional Standards for Teachers. (P)

Executive review against professional standards indicates that administrative, adaptive and enabling leadership behaviours are aligned to innovation, improvement and change. (R)

Annual EARS review indicates that all executive have met or exceeded professional milestones and standards.(R)

100% of participants complete all ALP sessions and required action research. (R)

Practice: Leaders create professional learning opportunities for leaders and aspiring leaders that ensure novice (administrative) leadership behaviours develop into adaptive and enabling behaviours that support student, teacher and school learning.

Rooty Hill High School ‐ School Plan 2014‐15

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RHHS Professional Standards Accreditation for teachers

Professional learning plans completed by all staff and are aligned with the Australian Professional Standards for teachers and School strategic directions. (P)

Full teacher registration implemented effectively. (A)

Full teacher registration implemented effectively. (A)

Higher Standards participants complete survey and continue process. (P)

100% teacher’s maintenance of accreditation records are up to date and accurate on the NSW IOT website and show alignment and learning embedded into teachers practice. (R)

Product: There is evidence of individual career growth and accreditation against professional standards through embedded and iterative TARs, EARs and administrative professional learning plan processes.

Practice: Professional learning plans for individuals, teams and the school, aligned to AITSL and IOT frameworks and DEC policy underpin ongoing, deep professional learning and staff practice

Induction policies, programs and procedures are effectively implemented. (A) Full teacher registration implemented effectively. (A) IOT Endorsed Provider Program

Administration processes and systems reviewed to ensure accurate record keeping and quality of school and faculty based Professional learning.

(A) School faculty and individual professional learning plans used to develop registered courses. (A) Professional learning calendar published for school and faculty based Professional learning aligning with the Professional Standards for Teachers at relevant career stages. (A)

Rooty Hill High School ‐ School Plan 2014‐15

Presentation at NSWSPC conference on the role of secondary schools as endorsed providers of school based professional learning. (A)

Evaluation of the role of the school as an endorsed provider of school based professional development undertaken, measured against:  Quality of professional learning plans in the school  Improvements to the school’s professional practice policy  Quality of administration and record keeping including participation and completion rates of courses and required hours.  Quality of alliance partnerships as a model of delivery (R)

29

Professional learning completed evaluation surveys completed to gather data on the effectiveness of School based professional learning professional learning against the standards.

School‐Based Professional Development in Government Schools Application resubmitted for 2016 for continued endorsed provider status.

Product: Using the Australian Professional Standards for Teachers, teachers and school leaders work collaboratively with colleagues to plan, publish and lead high quality professional learning programs that address the professional learning and accreditation needs of beginning teachers, faculty members, school teams and teams from other schools

Product: The school is recognised as a major developer of intellectual, organisational, social, professional, leadership and educational capital.

Practice: The school is recognised for its leadership as an endorsed provider in the delivery of IOT registered courses at proficient, highly accomplished and lead levels.

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Faculty and subject based professional practice supervision

EARs goals contain specific examples of plans for improved practice by each executive staff member in monitoring and supervising the work of their team.

Supervisors continuously update monitoring database throughout TARS process and beginning teacher process to ensure effective monitoring practices.

(R)

Evidence of effective monitoring of key aspects of the school plan in each faculty through TARs, faculty professional learning and faculty reporting. (R)

Recommendations made for new school plan in relation to required monitoring and supervision of school improvement, innovation and change. (P)

Product: There is evidence of high quality executive monitoring, supervision and professional learning in each faculty focused on improved curriculum, capabilities, assessment and student learning progress in each subject.

Planned Budget:

Rooty Hill High School ‐ School Plan 2014‐15

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Sustainable Governance Key Projects

2013

RHHS Governance, Planning and Evaluation

New DEC school planning framework fully implemented and published (P) and elements of the school plan have been evaluated (R) and modified in response to evidence collected through community consultation. (P)

School Evaluation Plan implemented. (A)

School Council has ratified new RAM based budget, continued use of third party software and new school plans. (A)

Processes established for identifying and evaluating opportunities for innovation and creativity in 2014 ‐ 15. (A)

RHHS Community Engagement

All parents and caregivers of newly enrolling students surveyed about their preferred level of engagement with the school. (P)

School has had initial discussion with existing and potential new partners including Social Ventures Australia (SVA). (P)

Term 4

Rooty Hill High School ‐ School Plan 2014‐15

2014 Term 1 The 2013 ASR reflects measurable improvement on all key measures in the school plan. (R)

The Plan (P), Act(A), Review(A), Respond action learning cycle embedded in all strategic directions, milestone tracking and school planning processes. (A)

All School Council members have participated in learning about LMBR, LSLD and the new policy frameworks for schools. (P)

School Council elections have been held and all positions filled. (A) The P&C association has increased the participation of parents in P&C meetings. (A)

School tracking data indicates that participation in school events and programs by parents, ex‐students and friends continues at or above the level for previous years.

(R)

A care package is established with existing partners to maintain high levels of support for the school – SALSA, AFL Indigenous Academy, LEAPs and Hanban.

(A)

Term 2

Term 3

Term 4

The new School Council has received training in the roles and expectations of “board members” including reading financial statements, monitoring and tracking milestones, evaluating strategic directions, effective consultation and the role of the Council in informing school policy. (P)

The School Council has reviewed milestone performance for 2014 and has recommended refinements for 2015. (P)

School community consultation on the redesign of elements of the school plan for 2015 is successfully completed. (P)

Internal validation conducted in line with School Evaluation Plan. (R)

School Plan Products and Practices for 2015 refined in response to internal validation. (P)

Parent feedback through Sentral, from parent/teacher meetings and personalised learning week analysed to refine school engagement with individual parents. (R)

Parents, students and teachers collaboratively design online and face to face learning modules for parents in key areas of secondary education and understanding adolescent learners. (P)

Parent modules trialled (A) and evaluated. (R)

Parent feedback analysed to recommend improvements to communication and parent engagement in 2015. (R)

Parent modules trialled (A) and evaluated. (R)

Annual review of partnerships completed (R) and recommendations for future incorporated in school plans. (P)

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RHHS Assets and Infra‐ structure

RHHS Safety

RHHS Workforce planning & management

RHHS Finance

New partnerships established to support school’s strategic directions. (A)

Submission of final designs and Numeracy room established plans for Trade Training Centre to support new strategies in (TTC). (P) numeracy in 2014. (A)

New Science labs and hospitality DEC funded TSO position café linked to curriculum 2014. (P) continued to support DER and Sound system installed in hall to new ICT initiatives. (A) support senior curriculum and

student initiatives. (A) Value proposition, regional

advice and project scope & Audit to determine wireless costing for wireless and staff infrastructure upgrade devices completed. (P) requirements and allocate priorities for funding – staff rooms, hall, All staff using new software other learning areas. (R) and hardware complete

learning modules and, in Scope & costing for the purchase of relation to curriculum access new staff devices completed.(P) support through Digital TSO to identify new scope of work Teachers PLT . (P) and plan transition towards a Students and parents technology coordination role in consulted in final decision 2014. (P) about BYOD solution for 2014

‐ 15. (P)

Workplace consultation policy Evacuation, lockdown and reviewed for 2014 – 15 (R) and new injury investigation processes DEC requirements implemented.(A) reviewed and refined. (R) HR planning and management Panel members trained in the systems reviewed in line with RAM. use of TALEO. (P) (P) Leave management package

successfully introduced. (A) Review of administrative roles to Staffing budgets and better align with school priorities, appointments for 2014 new systems and increasingly para‐ confirmed after final professional work. (R) enrolment figures submitted.

(A) Financial rollover completed. (A) Budget tracking positive to SAP Finance and 2014 RAM budget forecasts and monitoring

Rooty Hill High School ‐ School Plan 2014‐15

ICT devices purchased and students and staff have received instruction in both protocols and the use of the Cloud for storage of academic work. (A) Successful installation of wireless infrastructure. (A) DEC funded TSO position continued to support Years 10 – 12 DER, BYOD and new ICT initiatives. (A) st 21 century technology learning spaces created in three areas of the school to support the school’s learners. (A) Asset maintenance program 2014 completed successfully. (A)

Building works for TTC scoped and commenced. (A) Installation of infrastructure continued. (A) The use of student devices evaluated in terms of demand, cost/benefit and improved student performance in Years 7 – 9 on ICT capabilities and Australian Curriculum. (R) BYOD for Years 10 – 12 implemented successfully. (A)

Canteen operations and lease reviewed. (R)

Asset management and infrastructure plans for 2015 developed and costed and evaluated. (P)

Installation of infrastructure continued. (A)

Workplace inspections completed. (A)

Evacuation, lockdown and Workplace inspections completed. (A) injury investigation processes reviewed and refined. (R) Review of workforce data LMBR HR package introduced Review of workforce data available available through HR for use by all staff. through HR management system. (R) management system. (R)

Budget based staff planning undertaken for 2015 – 16 using 2015 RAM projections. (P)

Budget tracking positive to forecasts and monitoring

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Budget tracking positive to budget forecasts and

Budget planning 2015 completed. (P)

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RHHS Promotion and marketing

implemented from 18 November.

(A) Website, App and Facebook up to date and usage rates indicate increased uptake from students and the community. (R) Enrolment data analysed to identify strengths and gaps to be addressed with LN partner schools in 2014. (R) All major school events for 2014 are mapped in the calendar and event planners have been completed for each event. (P)

2015

Term 1

RHHS Governance, Planning and Evaluation

Processes established for identifying and evaluating opportunities for innovation and creativity in 2015. (A)

The 2014 ASR reflects improvement on all key measures in the school plan. (R)

RHHS Community Engagement

All parents and caregivers of newly enrolling students surveyed about their preferred level of engagement with the school. (P)

Parent learning modules fully implemented based on parent choice. (A)

RHHS Assets and Infra‐ structure

Audit of assets, equipment and infrastructure (R) in preparation for the development of an asset management plan. (P)

Rooty Hill High School ‐ School Plan 2014‐15

completed. (R)

completed. (R)

monitoring completed. (R)

All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

The “reach”, impact and future of Missing Link, Moodle and The Principal’s blog reviewed. (R)

All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

All major school events for 2015 are mapped in the calendar and event planners have been completed for each event. (P)

All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

Enrolment data analysed to identify strengths and gaps to be addressed with Learning Neighbourhood schools in 2015. (R)

Term 2

Term 3

Term 4

By end 2015 Product/Practice

The School Council reviews milestone tracking and evidence of progress for 2014 – 15, identifies the strengths of the school and identifies potential areas for improvement, innovation and change. (P)

Parent feedback through Sentral and from parent/teacher meetings and personalised learning week analysed to refine school approaches to individual parent engagement. (R)

Parent learning modules fully implemented based on parent choice. (A)

External school validation New school plan 2016 – 2021 and triple loop review of completed. school purposes and major strategic directions completed as outlined in School Evaluation Plan. (R)

Parent learning modules and parent engagement through learning reviewed as part of the school’s validation process. (R)

Parent feedback through Sentral and from parent/teacher meetings and personalised learning week analysed to refine school approaches to individual parent engagement. (R)

Asset management plan for 2015 – 2017 ratified by School Council. (A)

Asset and infrastructure programs, including new infrastructure connectivity reviewed and

TTC completed for 2016 commencement.

School Uniform shop and lease with Daylight reviewed. (R)

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Practice: The school is successful in implementing new and more effective systems of planning, learning, management, monitoring and evaluation through the ELSNP and LSLD programs.

Product: The school is recognised as a centre for innovation in implementing contextually sensitive government reforms.

Practice: The students, school and community led by the School Council assume a greater role in school planning, policy making, decision making and governance.

Practice: Parents and caregivers are able to engage with the school at a level that suits their personal family circumstances.

Product: The school has deeply embedded strategic partnerships with the wider educational, business and philanthropic community.

Product: There is evidence that the school’s assets, technology infrastructure and learning environments are safer and better

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RHHS Safety

Workforce planning & management

recommendations for future works commenced.

(R)

Evacuation, lockdown and injury investigation processes reviewed and refined. (R)

RHHS Finance

Budget tracking and monitoring positive to forecasts. (R)

RHHS Promotion and marketing

All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

Workplace inspections completed. (A)

Evacuation, lockdown and injury investigation processes reviewed and refined. (R) Review systems developed Three year workforce plan for workforce data through (2016 – 2018) in place. (A) new HR management system.

(R) Budget tracking and Budget tracking and monitoring positive to monitoring positive to forecasts. (R) forecasts. (R) All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

Workplace inspections completed. (A)

Budget based staff planning undertaken for 2016 using 2016 RAM projections. (P)

support an innovative and improved connectivity and capacity for 21st century learning.

Practice: The school’s workforce management, finance, marketing, promotion, major school events continue to be managed locally and sustainably to the benefit of the school community and students.

Budget planning 2016 completed (P) and cost centres aligned with new school plan.

(A) All events for the term have been conducted successfully (A) to promote the values of the school; they have been evaluated (R) and improvements planned. (P)

Rooty Hill High School ‐ School Plan 2014‐15

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