150131 RHHS Strategic Plan 2015-17

School Plan 2015 – 17 : our overall purpose is to increase As a Learning Neighbourhood school, expectations, capacity & achievement for students, staff and the community through the following strategic priorities:

Leading for Innovation

Personalised learning

Capability driven curriculum

A community school in a global city‌.

Rooty Hill High School - School Plan 2015-2017

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School Context (2015): Rooty Hill HS is a large, co-educational, comprehensive community school in western Sydney located in a community experiencing rapid demographic change. The enrolment for 2015 is 1130 students. Over 50% of the students enrolled for 2015 – 2017 will be from non-English speaking backgrounds, including a significant number of students from Asian and Pacifica backgrounds. There is a significant enrolment of Aboriginal students (over 5%) and the school is committed to promoting its cultural and linguistic diversity. The school FOEI (family occupation and education index) for 2015 is 124 and this places the school one standard deviation below average in terms of educational need.

The school’s 2015 budget based on the RAM (Resource Allocation Model) is $9876923, a drop from 2014 of $51497. Over the last 5 years in external student performance to Year 10 students performed 1.5–2.0 standard deviations below the mean. This grew to an average of over 2.5 at the HSC. This is the pattern that the school plan strategies seek to address. By contrast, students made significant progress and growth in literacy and science in the last two years. In 2015 – 17 the school plans to target the academic progress of the “middle students” and assist all students to achieve personal bests in the ACARA capabilities including literacy, numeracy, thinking and information and communication technologies (ICT).

Strengths: 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. The school has a number of critical strategic partnerships, including a five year innovation partnership with Social Ventures Australia. 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. Students are at and above the ACARA non cognitive benchmarks reflecting a strong, positive student culture. 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 innovation and improvement, leadership, technology in learning, personalised learning and transition programs. The development of a “lead faculty” model has embedded literacy, numeracy and critical thinking in school, faculty and subject practice. Each student has a personalised learning plan. Student leadership, personal and social capability, ethical understanding, intercultural understanding (ACARA capabilities) are demonstrated in sports, the arts, school service and academic programs. The school has a commitment to building positive relationships through personal responsibility.

School Planning: 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 self evaluation committee. The school’s executive staff will have direct responsibility and accountability for the implementation, monitoring and evaluation of the plan.

Principal: ____________________________ School Council President: ____________________________ Date: Published 17 November 2014

Focus area: Capability driven curriculum Rooty Hill High School - School Plan 2015-2017

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Purpose: We will deliver our overall purpose through the development and implementation of high quality creative, digital, capability driven curriculum, teaching and learning, and assessment designed to increase the learning trajectory of each student.

Key Improvement Measures: 1. average growth and value added data (learning trajectories) to within 1 mark of state average; 2. 40% 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

People (capacity)

Processes (see details in milestone chart below)

Products and Practices

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, using agreed school wide platforms.

Teaching staff: 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 key school platforms, the features of high quality programming, assessment design and implementation for capabilities, ROSA and the HSC. All teachers identified as proficient will be able to demonstrate skills in programming & assessment, the application of the school’s platforms, literacy & numeracy continuums, the ACARA benchmarks in programs, the digital curriculum, lesson sequences, lesson design and assessment.

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

Lead faculties and capability leaders: Each faculty will be asked to lead action research and the implementation of new strategies, tools, routines and innovations. Each faculty will have a capability leader to lead the implementation of the capabilities within and across faculties.

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 skills and progress against the capability and disposition benchmarks.

UNIVERSAL PROGRAMS

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

Product: Every subject taught in the school has high quality, BOSTES aligned program and assessment documents aligned to school wide platforms with embedded systems for monitoring and supervision.

Practice: Teachers embed capabilities and creative, higher order student learning activities into each subject program to ensure skills develop into capabilities and dispositions.

Product: 40% of students achieve Cluster 16 or equivalent by the end of Year 10 in literacy, numeracy, ICT and critical & creative thinking.

Practice: In every subject student performance over time will be tracked using “the story behind the curve” to identify and track improvements, innovations and changes in student performance.

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

Product: The products of each targeted program are embedded as platforms within the school and subject based curriculum.

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

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

Rooty Hill High School - School Plan 2015-2017

Capability driven Curriculum Programming 7 - 12 – high quality school platforms, scope & sequence, programs, lesson sequences, lesson design, assessment, achievement standards and feedback.

Subject specific programming, teaching and learning of skills, capabilities and dispositions.

TARGETED PROGRAMS 2015-17: We are digital learners 2015-16: We are Writers 2015-16: We are Creative Learners 2015-16: We are Problem Solvers (numeracy)

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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 st give each student the opportunity to do his or her best in making a successful transition to 21 life and work.

Key improvement measures 4. 40% of students seeking university entry and 90% planning tertiary education after leaving school.

5. All students demonstrate progress in their digital portfolios towards being successful learners, confident and creative individuals and active and informed citizens.

People (capacity) Students: Using benchmark based measurement, students will be able to understand and track their own learning trajectories in a digital portfolio. 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 demonstration of school values.

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

Staff: All staff will undertake sustained professional learning in the use of the school’s platforms, programs and student data analysis and management. Para-professional staff will undertake professional learning to manage data and support students.

Personalised learning 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 effective targeted year group programs. Learning support staff will have the expertise to deliver universal, targeted and intensive programs.

Lead faculty: PDHPE staff will deliver the schools year 7-10 social curriculum and will assist students to prepare their digital portfolios.

Consultants: The staff will be supported by consultants with expertise in change management and dispositions. The partnership with Expansive Education will continue.

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

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

Rooty Hill High School - School Plan 2015-2017

Processes (see details in milestone chart below) RHHS PERSONALISED LEARNING 

UNIVERSAL PROGRAMS

RHHS year group projects Student leadership 7-12 student support program including EALD support 

TARGETED PROGRAMS

Aboriginal education 

INTENSIVE PROGRAMS

Individual learning, behaviour and counselling support

SVA PROJECT: Career Capable st Futures Focused: 21 C school to work transitions

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Products and Practices Practice: From enrolment all students participate successfully in creating and implementing their own digital personalised goal setting, learning improvement, transition and tertiary study plans.

Product: Students demonstrate on the ACARA capability benchmarks and their digital portfolios that they are successful learners, confident and creative individuals and active citizens.

Product: Students transitioning from high school in Years 10 -12 demonstrate academic & social dispositions and readiness for life beyond school and for tertiary study.

Product: There is evidence that students who are 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, retention and post school destination measures.

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

Practice: Parents and caregivers are able to engage with the school at a level that suits their personal family circumstances. There will be opportunities for parents to undertake learning within the school community on issues identified by students and parents for parents.

Practice: The school is successful in implementing innovative systems and practices where students, school and community assume a greater voice in the school.

Practice: As the result of the SVA Bright Spots School Connection Powerhouse School recognition, the school has delivered creative solutions to achieve its purposes in personalised learning.

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Focus area: Leading for Innovation Purpose: We will deliver our overall purpose through a values driven, research based culture with a disposition to leading for creativity, improvement and innovation in our planning, partnerships and professional practice.

Key improvement measures: 6. The school is recognised as a major developer of innovative intellectual, organisational, social, professional, leadership and educational capital.

People (capacity)

Processes (see details in milestone chart below)

Products and Practices

Teaching staff: 80 teaching staff will undertake sustained professional learning to ensure they have the capacity to deliver innovation and improvement in curriculum, personalised learning and the achievement of the Australian Professional Standards for Teachers.

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

Para professional staff: Specific skills will be developed in data management, planning, evaluation and governance for all staff underpinned by increasingly sophisticated systems of management based on using high quality ICT for instruction and school administration.

Executive staff and aspiring leaders: The school will continue to build and accredit 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.

Professional learning teams: Each staff member will belong to a PLT and will undertake an action learning project.

School Council: The members of the School Council 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 create the governance role of the School Council in leading the LSLD reform.

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

Students: Students and their families will be asked to provide progressive feedback to teachers to enhance teacher practice.

UNIVERSAL PROGRAMS

Product: The NSW DEC Performance and Development Framework and professional learning plans for individuals, teams and the school underpin ongoing, deep professional learning and staff practice.

Practice: The ongoing use and development of school wide learning and change platforms is informed by values driven action research.

Product: There is evidence of individual career growth and accreditation against professional standards at proficient, accomplished and lead career stages.

Practice: 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.

Practice: The school is recognised for professional learning team engagement that enhances teaching practice and influences the design and impact of major school programs and projects.

Practice: The school is recognised for high quality observation, monitoring, supervision and professional learning in each subject focused on improved curriculum delivery, capabilities, assessment and student learning progress in each subject.

Product: The school provides leadership to the wider educational; community as an endorsed provider in the design, delivery and publication of BOSTES registered courses at proficient, highly accomplished and lead levels.

Product: The school has deeply embedded strategic partnerships with parents, the wider educational, university, business and philanthropic community that add value to the school’s purposes.

Practice: Increasing expectations, capacity and achievement by working together with the Learning Neighbourhood schools in three key areas: curriculum and capabilities, connections and community.

Rooty Hill High School - School Plan 2015-2017

PROFESSIONAL PRACTICE Professional learning and leadership in a standards framework.

RHHS Professional learning teams Faculty and subject based professional observation

TARGETED PROGRAMS BOSTES School based Endorsed Provider project STRATEGIC PARTNERSHIPS LEARNING NEIGHBOURHOOD

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