27
NSW Department of Education & Training 8491 2010 Annual School Report Willyama High School NSW Public Schools – Leading the way
NSW Department of Education & Training
8491
2010 Annual School Report Willyama High School
NSW Public Schools – Leading the way
1
Messages
Principal’s message
Willyama has a strong tradition of student achievement, a supportive pastoral care program and a broad range of subject opportunities. This enables all students to achieve their potential, educational and personal, by promoting and encouraging diversity, effort and achievement through the core values of Respect, Responsibility and Co-operation.
Willyama is a school that welcomes students and fosters the development of values, so that all our students, whatever their personal circumstances, can participate and thrive. Consequently, the school encourages all students to reach their full potential in both academic and physical activities by providing opportunities for them to participate and/or perform.
These activities have seen students from Willyama participate in: dance academies, state and national swimming championships, state athletics, football (all codes), basketball, netball, softball, cricket, music, drama, art, "what the dickens", debating, Science challenges, English competitions, Pedal Prix.
The curriculum collaboration (RASP) with Broken Hill High School provides the broadest choice of senior students. The school has strong partnership arrangement with Broken Hill High School (RASP), Industry, TAFE, Robinson College and other community organisations to support multiple student pathways into work or further training through delivery of a full range of accredited Vocational Education and Training (VET) programs. The school has an excellent transition program with the local primary schools.
The school also boasts excellent access to technology for both teachers and students, with all teaching spaces being supported by a wireless network and a significant number of classrooms having access to Interactive Whiteboard technology. There are three teaching spaces that support video conferencing which are available as full connected classrooms. The library is the centre of learning with excellent resources including 2 interactive whiteboard teaching spaces as well additional spaces that can
support classes with access to computers. ‘Clickview’ software was installed so teachers and students can access multimedia presentations through interactive whiteboards in most classrooms. The library also supports students on distance education and those students and teachers participating in the Western region Xsel virtual selective high school. Senior students utilise the top floor of the library as a senior study area with access to the internet.
The ambition for all students attending this school is to foster a desire to engage in lifelong learning to develop and mould the next generation of leaders.
Primary students sat the selective high school test in 2009 and there were two students enrolling in Willyama High School who gained entry and selection for the Western Region Xsel Virtual High School. This school had students receiving lessons from teachers who were providing enrichment and extension lessons in three core subjects of English, Mathematics and Science. Students stayed in their home schools and participated in normal mainstream lessons in their other subjects. The launch for the Virtual High School with Ms Verity Firth, the Education Minister, was through video conference with all students and teachers across the region. This is truly an innovative program that has benefited these students. Refurbishment has been completed in the school canteen where it has been bought up to OH & S standards and is a very efficient and pleasant environment for staff and students. A lift has also been installed and has catered well for
students who are unable to access the stairs. The Commonwealth Government program saw the school gain an outdoor learning cola, three new wet science laboratories, a science seminar room, and new science preparation rooms. These were completed by the end of Term 2 2010. The Commonwealth Trade Training Centre development for our school was the refurbishment of the hospitality kitchen and the existing wood/construction classrooms with the addition of a new construction building. The kitchen began term 4 with an expected completion during term 2 2011. Late in 2009 the school was identified as a Low
2
SES National Partnership school which brought significant additional funds into the school to assist the school to improve student learning in literacy, numeracy and student engagement. This meant that the school completed a full situational analysis and identifies target areas for improvement, and adjusted the school management plan to reflect these targets. Additional staff was appointed with Deputy Principal National Partnerships, Head Teacher Special Programs, Head Teacher RASP, Teacher Boys & Grils Strategies and Teacher Transition, Aboriginal Educational Worker and Administration Officer. The school had a number of new staff attached to it for 2010; many were in a temporary capacity to support the Low SES National Partnership program. We thank all staff for their efforts and support this year. We are also very fortunate to have the support of an excellent group of casual and temporary teachers who provide continuity for students when teachers are sick or on long term leave. Their efforts are greatly appreciated and we hope that they will continue supporting Willyama during 2011. There are many teachers and support staff who work incredibly hard for the students of this school, quietly and often without the recognition they deserve. They consistently give more than their job requires of them. I am constantly amazed by their efforts to provide that little extra for students and I am certainly proud to be associated with them. The school has an excellent student welfare program that has a range of support strategies working to ensure that a student‘s education at Willyama is as safe, secure and as supportive as possible. The Learning Support Team and Welfare Team work in tandem are made up of staff from across the school as well as district personnel and outside welfare agencies, meet every Wednesday morning to discuss student concerns and referrals. Our Year 7 year advisor for 2010 led and facilitated the year 6 into 7 transition program that ran in term 4, thus provided an important link with the Primary Schools with students feeling more at ease when they commence in 2011. Peer support leaders from year 9 supported this process. Values lessons timetabled into the year 7 taught explicit expectations and reiterated the values of Willyama.
I must also thank those people involved with the additional support programs to our school, each services a different need and many complement the work of each other. Youth Connections, Mission Australia, Skillshare and LETS who mentor students at risk of leaving education and provides alternative pathways for those who have dropped out or disengaged from schooling for whatever reason. The school has a strong leadership program through its SRC. I would like to thank all of our student leaders for 2010. They have carried themselves well and have been excellent ambassadors for their school. It is clear they are proud of their school, have a strong sense of citizenship and are dedicated to improving our school so that it can be a better place for all students. Hayden Zammit (SRC President) has excelled in his leadership and volunteer roles within the school and community to be awarded the NSW Certificate of Commendation (Order of Australia Association) from NSW Governor Marie Bashir at Government House in December. This is an outstanding achievement as he was one of 20 students from NSW to receive the award. Next year will see the introduction of School Captains and Vice Captains who will work alongside the strong SRC leaders. I know that the incoming captains and SRC leaders are certainly up to the challenge ahead and I have no doubt that they will provide responsible leadership and a strong student voice on all issues raised. I look forward to working with all student leaders in 2011. As part of National Partnership programs Free After School Tutoring (FAST Centre) was offered to students from 3.30 to 5pm 3 afternoons a week. Many students took advantage of this support and tutoring which was very successful and will continue in 2011. The school reviewed Day 8 and consequently the structure will differ in 2011. Students will increase the number of periods in the core subjects. Year 10 will continue with the excellent Work Experience program, thanks to the Careers Advisor who does an excellent job in facilitating this as well as offering advice to all students for their future directions. The school also with the help of PSP funding and
3
National Partnership funding has extended the number of Interactive Whiteboards across the school. This helped facilitate the implementation of computer technology, Internet and the use of technology strategies to enhance student learning in the classroom. The school‘s growth results in NAPLAN for 2010 were reasonable. These results provide our school staff with an obvious target, for improved learning in 2011. Many of these achievements are due to the efforts of all staff as they take responsibility for literacy and numeracy development across all KLAs. Through the support of PSP and National Partnerships we will enhance literacy and numeracy strategies in 2011. An in school literacy and numeracy head teacher and coordinators will work within each Key Learning Area to support and implement explicit literacy and numeracy teaching strategies over the next two years. Sport is very strong at Willyama with many students representing their school at regional and state level and achieving their personal best. Well done. May I also thank our P&C, a small but dedicated band of parents and carers who support our school, all students and teaching staff. I wish to thank the canteen manager for her excellent organisational skills and working so productively with the SRC students, parents and teachers who assist in the everyday running. This is the only fundraising done by P & C, and the funds made go back into purchasing resources that assist all students to enhance their learning. I would also like to thank and acknowledge the work of Mrs J Davies who has taken an active role within P & C for the past 8 year and recently as President. It is wonderful to have parents involved and supportive in their child’s schooling and I thank all parents for their contribution and welcome others to be involved. I would also like to thank the dedicated and hardworking school support staffs, which includes our administration staff, all Learning Support Officers and our Aboriginal support staff. Their efforts certainly go a long way in helping students gain the quality of education they deserve from our school. Our General Assistant, Farm Assistant and all our cleaners do an
excellent job and they certainly keep our school looking its best.
I have taken over the role of Principal from Mr Tony Hicks while he is on leave. It has been a great privilege to lead the school and build on its great achievements. It is wonderful to see all students aspiring for their futures and working hard to achieve their personal best as leaders and parents and citizens of the future.
I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.
Shirley Ellis (Relieving Principal)
P & C Message 2009-2010
P & C meetings in the 2009-2010 financial year were very well attended which is very pleasing and continues to indicate that parents and carers have a genuine interest in our school.
P & C contributions during this period included but were not limited to the following:
A donation to Pedal Prix which also included the purchase of a new bike
A contribution to Father Figures Program
A contribution to Cassie McEvoy and Hayden Zammit for their trip to America for Young Leaders
Donations to the PDHPE for a high jump mat, skeleton, white board and notice boards
Monies to cover the refurbishments to the canteen not covered by funding, as well as a new trolley
Monies to contribute to replacing the school perimeter fence and gates and the Willyama School Notice Sign
Purchase of new student lockers
A contribution to “Clickview” in the Library
A donation was made to the school to help contribute to the costs of speech night
4
Willyama High School P & C meetings are a great opportunity for the school community to keep up to date with and be involved in happenings within the school, and parents, carers and community members are encouraged to attend.
On behalf of the P & C I would like to thank Lindy McNamara for her dedication to the running of the Willyama Canteen. Without the work of Lindy, the volunteers and the SRC helpers, the P & C would not have the funds for projects at the school that benefit our children during their time at the school.
Jane Davies P & C President
Student Representative’s message
The Willyama High School Student Representative Council represented their peers and the Willyama High School community on many levels for the duration of 2010. 2010 was proven to be a year of constancy, acknowledgement and effort within the SRC with students ranging from years 7 - 12 participating in a variety of activities including the Salvation Army Red Shield Appeal, Broken Hill Teenage Alcohol free Disco and the Annual Anzac Day march. Students from Willyama High School SRC were also closely involved with various other SRC bodies including: NSW State SRC Conference Action Team, Western Executive Student Team and The Broken Hill School Education Group Student Team. With opportunities becoming available with external SRC's; students were able to explore and improve various skills including: communication, events management and successfully overcoming barriers just to name a few. The Willyama High School SRC also supported students to attend the Global Young Leaders Conference in the United States of America, LA Glee Club tour, NSW YMCA Youth Parliament, NSW Youth Peace Parliament, NSW State SRC Conference, Western SRC Conference, as well as various Sporting activities. With support from the SRC, various students were able to improve their confidence in being able to engage in extracurricular activities which were offered. Willyama High School's SRC conducted a survey
to determine the 'Effect of Alcohol on young people' within the school body and were surprised to find results that were critical to ensure decisions made by young people were most suitable for their age group and health. This particular survey was a part of the Western Executive Student Team's major project to determine the influences of Alcohol were upon young people. . Students also worked closely with the P&C's major fundraiser: 'The School Canteen' to assist with Customer Service and general assistance to the Canteen Manageress: Lindy McNamara during Recess and Lunch on a daily to weekly basis. It is pleasing to know that the Willyama High School SRC have played their part as representatives of the school body in 2010!
SRC Executive
SRC and House Captains
5
Hayden Zammit President SRC
School context
Student information
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile
2006 2007 2008 2009 2010
Male 317 302 322 316 323
Female 311 304 308 300 305
Enrolments have stabilised over the past 5 years with total numbers fluctuating from 600 to 650. Prior to this there was an overall decrease in total enrolments. There has been a slight increase this
year to 644 in total (as of 8 March 2010). There has been a 3% increase in the number of Indigenous students enrolled from 2009-2010.
Student attendance profile
In 2009 there has been an increase by 1% in attendance rates since 2007. Attendance rates, however, still remain significantly below the state and regional average.
Management of non-attendance
Evaluation of procedures for monitoring non-attendance resulted in the introduction of electronic roll marking and teachers consistently following up student absences or truancies. Contact with parents is via sms, phone and letters. Additional interventions have been developed and coordinated by 3 additional staff employed through the National Partnership Program.
Retention to Year 12
6
Retention to Year 10
It is clear that retention often relates to the cohort of students that are going through a school in any one year. In 2010 we retained a significant proportion of our 2009 Year 10 students into year 11 for 2010. Retention figures are still below state averages. Considerable work is required to improve retention figures between the school certificate and the HSC.
Post-school destinations
Of our 25 students left after the School Certificate: 32% were undertaking apprenticeships and traineeships, 32% were in other employment, 10% were at TAFE, 20% at other schools (both interstate, intrastate and international) and 6% seeking employment.
Year 12 students undertaking vocational or trade training
University is the preferred destination for 38% of our Year 12 students, while 15% are intending to study at TAFE, or intend going to Private Colleges for further training. 14% Students took up apprenticeships and traineeships. None of the students intend taking a GAP year, or, continue school to complete HSC Pathways studies. 3 % are unknown or interstate and 3% seeking work. Some students have decided to move into full-time or casual positions in the workforce. Some have chosen this as a precursor to further study, either, to qualify for financial support for tertiary studies, or, simply to have a break from study.
Year 12 students attaining HSC or equivalent vocational educational qualification
43% of Year 12 students undertook vocational training and 33% completed Certificate 11 in various VET courses. 5% undertook a school based traineeship in 2010.
100% of students who began Year 12 completed their Higher School Certificate in 2010.
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies
Staff establishment
Position Number
Principal 1 Deputy Principal(s) 3 Assistant Principal(s) Head Teachers 9 Classroom Teachers 39 Teacher of Emotional Disabilities Teacher of Mild Intellectual Disabilities 2 Teacher of Reading Recovery Support Teacher Learning Assistance 1 Teacher Librarian 1 Teacher of ESL Counsellor 1 School Administrative & Support Staff 11 Total 68
There are four Aboriginal staff members at Willyama High School. These positions were made up of a teacher and one Aboriginal Education Officer and one Aboriginal Education Worker. The latter was employed through National Partnerships funding.
Staff retention
A large percentage of teachers have greater than 5 years experience but 50% are in their first three years of teaching. There was a higher turnover of staff than previous years. 16% teachers transferred to other locations at the end of 2009.
Teacher qualifications
The school staff is reasonably stable but due to location there is a small percentage that relocates after 3 to 5 years of being in Broken Hill. There is a significant proportion of temporary and casual teaching staff, that is partly due to a number of factors the most recent being the over staffing of the school to support the National Partnership Program. All teaching staff meets the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100% Postgraduate 30%
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
7
Date of financial summary: 30/11/2010
Income $
Balance brought forward 556 336.49
Global funds 452 291.92
Tied funds 691 035.80
School & community sources 149 278.04
Interest 30 611.19
Trust receipts 93 477.54
Canteen 0.00
Total income 1 973 030.98
ExpenditureTeaching & learning
Key learning areas 122 635.98
Excursions 22 359.74
Extracurricular dissections 53 584.04
Library 17 754.16
Training & development 0.00
Tied funds 478 781.42
Casual relief teachers 73 902.88
Administration & office 172 140.46
School-operated canteen 0.00
Utilities 197 787.74
Maintenance 55 033.07
Trust accounts 108 009.29
Capital programs 17 146.61
Total expenditure 1 319 135.39
Balance carried forward 653 895.59
The School’s financial position is sound. There is a need to improve expenditure in the area of tied grants. The department indicated that in 2010 unspent funds in tied grants would be returned to state. In 2010 faculty spending was maintained at similar levels to 2009 to provide an appropriate cash flow position.
Expenditure in the utilities of gas, electricity and water is very high and it appears related to increased electricity charges and climatic conditions.
A full copy of the school’s 2010 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2010
Willyama High School continues the strong tradition of pupil participation and success in academic and extra curricula activities resulting in a well rounded education for our students.
Achievements
Arts
A variety of events were supported by the students of both Willyama and its community in the arts. They included:
holding term concerts at the school
holding the annual variety concert at the Broken Hill Entertainment Centre
performing the Christmas Concert in the School Hall
performing at Broken Hill community functions
participating in the Broken Hill School’s Choral Festival
displaying artworks at the Plaza
Whisper Newsletter
Open Night Displays
Exhibitions at BH Regional Art Gallery, and in the School Library of HSC ART WORKS
Photography at School Concerts and School Events/Multimedia Front Office Displays
Excursions
Christmas Pageants
Competitions
Eisteddfods
Choir
Small Ensembles
Organisation at School Assemblies of Sound and Performances
Drama Workshops
8
Student performing at Assembly
Sport
Willyama High School continued to provide many sporting opportunities for the students. Among these were:
participation in inter-school sports in which Willyama high School, Broken Hill High School took part
participation in all West Darling Sport Association activities
participation in the NSW CHS Australian
Football carnival, the ‘Swan Shield Knockout’
participation in Pedal Prix 2010
participation in the Maryborough 2010 endurance event.
As a consequence of this participation our students achieved:
outstanding individual and team performances across a diverse range of sports at local, district and state level including one Pierre de Coubertin Award, one student selected in the NSW All Schools swimming team where they were a State Age Champion.
strong performances in the Pedal Prix and Maryborough races, and the Swan Shield.
successful whole school carnivals, swim, athletics and cross country
ongoing development of Rugby
Cricket Team
Aboriginal education
The school curriculum continues to incorporate Aboriginal perspectives in key learning areas. There is extensive involvement of the Aboriginal Education Officer, Aboriginal Education Worker and Aboriginal district office personnel in addressing the welfare and curriculum needs of Aboriginal students.
A number of cross-cultural activities involving cultural learning, careers, sports and options for the future were undertaken throughout the year which students responded to in a positive manner.
As a consequence of the school’s success in relation to its programs, the school implemented the Norta Norta program, developed and implemented Personal Learning Plans for students, monitored attendance and developed engagement activities such as school camps.
Academic
In the National Assessment Program, the results across 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for Year 9)
9
Literacy – NAPLAN Year 7
Writing – NAPLAN Year 7
Spelling – NAPLAN Year 7
Literacy – NAPLAN Year 7
10
Numeracy – NAPLAN Year 7
Literacy – NAPLAN Year 9
Writing – NAPLAN Year 9
Literacy – NAPLAN Year 9
11
Grammar and Punctuation – NAPLAN Year 9
Numeracy – NAPLAN Year 9
Progress in literacy
Year 7 & 9 Literacy showed a higher percentage of students in lower bands or below the NMS and lower than state average in top two bands. There has been a decrease in bottom band for past 3 years in reading in year 7; in writing there has been an increase in top band. Grammar and punctuation need development. In Year 9 the Percentage of ATSI students at or below the NMS in Writing was significantly higher than state average. The average growth in reading was significantly above the state average.
Progress in numeracy
Year 7 and 9 Numeracy performance showed a higher percentage of students in lower bands or below the NMS and lower than state average in top two bands. There are fewer students in the bottom band than previous years but however there has been a decline in students in top 3 bands.
School Certificate
In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).
Results reflected Computing Skills achieving positive growth above the school average over the past 5 years. We are underrepresented in top two bands and overrepresented in bottom two bands in all subjects. Mathematics achieved greater relative growth than the Local School Group (LSG). English, Mathematicss and Science compared well with LSG. Australian History, Geography, Civics and Citizenship have declined over the past 5 years.
12
School Certificate English
School Certificate Mathematics
School Certificate Science
School Certificate: Relative Growth from Year 5 (Value-added)
13
Higher School Certificate Relative Performance from Year 10
Higher School Certificate Relative performance comparison to School Certificate (value-adding)
In 2009 there was a significant improvement in the high performance band compared to the previous 5 years. Value added from Year 10 to Year 12 needs improvement.
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 7 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 7 students achieving at or above minimum standard
Reading 92.7
Writing
81.1
Spelling
89.3
Punctuation and grammar 79.5
Numeracy 94.9
Percentage of Year 9 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 9 students achieving
at or above minimum standard
Reading 80.4
Writing
63.5
Spelling
74.8
Punctuation and grammar 76.5
Numeracy 82.7
Significant programs and initiatives Reaching Across Schools Program (RASP)
In 2010, the RASP initiative continued to offer a broad curriculum choice for the Stage 6 students at Broken Hill and Willyama High Schools. In partnership with TAFE, students were able to access a range of additional subjects to complement their own school’s curriculum offering including:
8 additional school subjects via videoconferencing (VC), Block classes
Subjects at TAFE
3 students are completing a School Based Traineeship.
The subjects offered are summarised below:
Year 11
Software Design and Development
Sports Coaching
Music
Physics
14
Year 12
Senior Science
Food Technology
Agriculture
Software Design and Development
Vocational Education and Training
Approximately 43% of senior students are undertaking a VET course. Subjects offered to students include.
Construction
Metal and Engineering
Hospitality
TVET
Approximately 40% of senior students are undertaking a TVET course. Subjects offered to students include.
Year 11
Electro Technology
Automotive
Beauty Service Nail Technology
Health Services
Hairdressing
Journalism
Tourism and Events Management
Community Recreation
Year 12
Electro Technology
Automotive
Health Services
Outdoor Recreation
School Based Traineeships
Eight students are currently completing a School Based Traineeship. The traineeships undertaken include:
Primary Industries
Information Technology
Hairdressing
Community Services
Hospitality
Retail
Caravan Park Management
Metals and Engineering
xsel - Virtual Selective HS 2010
Our school commenced its involvement in the xsel – Virtual Selective HS. In 2010 there were two students in year 7 gaining selection. These students have participated successfully in 2010 under the leadership of Mr Bill Adams PEO for the program. In 2010, thirty students were selected to be a part of this exciting concept.
In recognition of the Western NSW Region’s huge area (365,000 square kilometres), our Regional Director, Carole McDiarmid led the notion of a virtual school which will allow our gifted and talented students to stay in their home towns, attend their local comprehensive secondary school and participate in the selective streams of English, Maths and Science provided by xsel, Australia’s first ever virtual selective school. Western NSW Region has played a key role in leading the implementation of technology in the classroom and with the state-wide rollout of the Digital Education Revolution laptops, xsel offers a unique opportunity to address the equity and access issues of a selective school for our rural and remote students in an exciting and technologically innovative way.
Aboriginal education
During 2010 the Aboriginal Education Committee has provided students programs, events and opportunities that are educational, culturally significant and community based. In 2010 Willyama High School secured funding through the Norta Norta program, which is designed to provide targeted support to Aboriginal students to accelerate progress in student achievement. The Norta Norta funding has provided educational support for students in year 8 and year 10, and tutoring for year 11 & 12 by a teacher.
In August saw the Broken Hill community celebrated NAIDOC Week. Both indigenous and non indigenous students and staff members from both High Schools participated in the NAIDOC
15
sports day. A great day was had by all who attended.
Multicultural education
The school continued to work toward improvements in the inclusiveness of all community members.
Improvements in school practices include the promotion of the school Anti-Racism Policy to all staff and students.
Respect and responsibility
The Raising Responsibility program continued in 2010 with explicit teaching of the school values. This was enhanced through staff professional learning, peer support, values lessons for year 7 and work experience program. A focus and plan for implementation for Positive Behavior for Learning was commenced in term 4 for implementation in 2011.
National partnership programs
The school as part of the Low SES National Partnership Program carries out a full situational analysis each year. This covers all aspects of school performance. It provides data on progress made on targets and highlights areas for development. All activities are linked to six established reform areas. This year’s situational analysis has raised the following issues:
Literacy results – reduce participation in lower bands and move students in the middle bands
Numeracy results - reduce participation in lower bands and move students in the middle bands
Aboriginal results in literacy and numeracy
High Suspension data
High absenteeism by Year 9 and Year 12 students
Student engagement and Retention
Consistency of Teaching
Transition from Year 6 into 7 and 10 into 11
Curriculum alignment meeting BOS, DET requirements for meeting outcomes, assessment and reporting
Expectations – student, teacher, parent
Teacher development in analysing data to inform teaching and learning programs
The school’s situational analysis has produced key areas for focused development. These include:
Professional learning (Literacy, Numeracy, Technology, Student Engagement and Student Learning)
Aboriginal Education
Attendance/Retention
Parent and Community Engagement
Priority Schools Program
Our school in 2010 was supported by Priority Schools Program with $XXXXX and an additional teacher. The staffing allocation has been used to provide a teacher to support numeracy through Quicksmart so intensive intervention has supported many students to improve their numeracy skills. Whole school participation in Quality Learning that provided tools, methods and concepts that assisted school improvement. More staff has been trained in R2L literacy program to facilitate whole school focus. Faculties also made submissions to support literacy and numeracy in their area. Funding was allocated to the purchase of readers for our Learning Assistance program, Special Education, English, Science, HSIE, TAS and purchase of additional resources to support numeracy.
Connected learning
In 2010 the school saw a significant increase in technology infrastructure and in whole school professional learning to support the implementation of Interactive Whiteboard use in the classroom. The National Partnership Connected Learning Coach has supported the school with training and development for all teachers. This training and development is aimed at improving student engagement within the classroom and across the KLAs.
The current level of technological resources available for teaching, administration, research
16
and other related activities at Willyama High School:
Two computer labs are dedicated for student teaching and learning. All these labs have a total of approximately fifty computers mostly desktops.
The library also has a number of resources to support teaching and learning using technology. There are 10 desktops, 2 Interactive White Board (IWB) and 2 printers to facilitate the above.
During phase 1 for the roll out of laptops for learning a number rooms across the school had wireless access point installed, 2010 saw Phase two with the remaining classrooms wireless connected.
Approximately 23 staff members have been issued with laptops for learning and the rest of the staff will gain these in Term 1 2011.
Across the school there are 40 Interactive White Boards distributed across a number of faculties.
Each faculty (10 faculties in total) has been allocated a laptop and a desktop computer with a printer to mostly undertake administration, research and reporting for the school.
There are two connected classrooms in the school.
Welfare Report
Willyama High School’s welfare and discipline policy has the philosophy that every student has the right to safety, dignity and the opportunity to learn. The welfare and discipline policy is based on the idea that students accept responsibility for their actions and behaviour. The school annually recognises and promotes students exemplary behaviour.
An extensive program was developed and implemented to identify and assist students exhibiting behavioural issues. In 2010 this program has been further enhanced to assist these students and improve educational outcomes for them.
The welfare team led by the Deputy Principal (Welfare) and Head Teacher Special Programs and Teacher Boys/Girls Strategies were actively involved in supporting staff, maintaining the current welfare strategies, evaluating and improving these strategies and improving the educational opportunities for every student. Each cohort has a year advisor who works closely with the welfare team to oversee the attendance, welfare and academic progress of each year. The Girls’ Advisor, Home School Liaison Officer, Aboriginal Education Officer (AEO), Aboriginal Education Worker (AEW), two school counsellors and an extensive community network all work together with the welfare team to support the students.
The welfare team has developed a 2010 Welfare Plan based on a set of core values, namely, respect, responsibility, co-operation. The school actively promotes these core values and is committed to the practice of these core values as it sustains an environment of personal growth, achievement and the building of positive relationships. The welfare team has been involved in the implementation of a number of projects to improve the school and support the new welfare and discipline policy. These initiatives include:
the PBL project;
the ‘Cross Roads’ project (PDHPE KLA),
the Broken Hill Youth Services and Schools Interagency working party,
the School Link project in partnership with GWAHS,
strengthening ties with the Barrier LAC through the School Police Liaison Officer and Youth Liaison Officer,
Professional Learning opportunities for members of the Welfare Team, including Peer Support, Youth Mental Health First Aide and Mind Matters.
Through these projects the school has been able to focus on:
enhancement of the Peer Support Program
transition program for students at risk of disconnecting from Year 6 into Year 7
transition program for Year 6 into Year 7
17
interagency programs such as Save a Mate, LoveBites and the Youth Drug and Alcohol Forum
clear and well-defined anti-bullying policy.
As a result of the implementation and involvement in all of these projects the new welfare and discipline policy has been further improved. This includes group and individual counselling for students on monitoring systems, welfare support for identified students, alternative educational opportunities from outside agencies such as TAFE, LETS, Robinson College and Nova Employment
The continuation of the peer support program has enabled students to develop leadership skills, a sense of responsibility, influence students new and old and overall ownership of the school. The Peer Support Program has been set up to enhance anti-bullying and improve the Year 6 into Year 7 transition programs. In 2011 this program will be evaluated and improved to meet the needs of the students at Willyama High School.
The transition program has been long running at Willyama High School and through evaluation the peer support and transition programs has been improved by planned values lessons timetabled lessons. This has continued into Year 8 addressing identified issues. Mind Matters was implemented at a whole school level. A survey of the current Year 7 enabled the welfare team to identify students concerns and address these issues to make the transition much smoother. Students raised concerns about getting lost, being bullied by older students and their ability to cope with the workload of high school. By liaising with the feeder primary schools we were able to identify a number of students who would benefit from early introduction to high school and peer support. These students were provided with a one on one mentor early in Term 4 and activities to familiarise the students with high school. Evidence suggests that these students have
benefited from the opportunities as they were given opportunities to enjoy high school through these activities and experience success. As a result the students felt more comfortable and safe about entering high school.
Peer Support for Year 7
A study skills day is used every year to assist the Year 7 students to cope with the new environment and stresses of starting at a new school. It is a very successful program focusing on anti-bullying, study techniques, knowing your school and social skills. Each year we survey the students for improvements to the program and continually modify the program to meet the needs of our students.
The welfare team at Willyama High School has set a clear and well-defined anti-bullying policy. The school has dealt with bullying on a number of levels understanding bullying, what to do when being bullied, where to go when being bullied and consequences of bullying. This policy is being updated to reflect current trends in relation to Cyber Bullying.
The aim in 2011 through the use of the Peer Support Program is to create ownership and leadership. By training older students in dealing with all levels of bullying the school hopes to create a better understanding of bullying and how to deal with bullying, leading to a reduction in bullying and a whole school culture. By developing an understanding through the years, Willyama High School can reduce incidents of bullying.
Enhanced by outside opportunities such as TAFE, LETS, Robinson College, the Tutorial Centre, Better Futures and Thankakali, students who have often experienced difficulties at school have been actively involved and as a result have successfully been engaged at school and are experiencing success. Without these programs and a clear and well-defined welfare and discipline policy students would be at a significant loss and could be at risk of disconnecting from school without a School Certificate or Higher School Certificate.
The school’s strongly proactive approach to student welfare is both supported by and enhanced by the role of the Learning Support Team. The responsibility of this team is to co-
18
ordinate the needs and resources to assist and maximise the learning of individual students. Individual students are placed on learning assistance plans such as Learning Support Plans, Individual Education Plans and Individual Transition Plans in order to assist them to achieve academic and other necessary outcomes to reach their full potential.
Special Programs
2010 was a busy year for staff and students at Willyama High School. National Partnerships provided the opportunity for new concepts such as the homework centre to be developed and supported, the continuation of long standing successful programs and building new community partnerships with organisations such as Mission Australia. A range of special programs assisted in meeting the Key target area of student engagement for a diverse range of student across the school.
FAST – Free After School Tutoring
2010 saw the introduction of the “FAST” Free After School Tutoring (Homework) Centre. The centre was open 3 afternoons per week for 2 hours. This was a great opportunity for students across the School to utilise the time after school to complete homework tasks, assessment tasks, study or revise in a safe, resourceful environment. It also provided students with an opportunity to have some fun in what they were learning by participating in educational games that were facilitated by the staff employed at the FAST Centre. The attendance at the FAST centre varied throughout the term but reached its greatest numbers as exams and assessment tasks were due.
Values Lessons
Value lessons have been built into the whole school program to assist with the transition from yr 6 – 7. The lessons ran for Year 7 students once a cycle and covered a number of topics including time management, building self esteem, dealing with difficult people and the Values of Willyama High School. This gave students time to build relationships with different staff. Discuss issues in an open environment and build essential skills to assist in the transition to High school
Positive Behaviour For Learning
PBL (Positive Behaviour for Learning) is a broad range of strategies for achieving important social and learning outcomes while preventing problem behaviour. It aims to maximise student achievement by improving the learning environment of the classroom and the school. Students are taught how to behave in accordance with the expectations of the school and have their positive behaviours acknowledged. We have linked these expectations to the Willyama High School Values of Respect, Responsibility and Cooperation that were developed with staff, student and community consultation during 2009. These systems aim to reduce unnecessary discipline and promote a climate of greater productivity, safety and learning.
The revitalisation of the Positive Behaviour for Learning process saw a new PBL team developed, reload training for new members and regular meeting times established. The development of regular meeting times resulted in the Implementation plan being developed for 2011.
Students at Risk
An ‘At Risk Camp’ in partnership with Mission Australia provided an opportunity for a group of boys and girls to attend a 2 night camp held in Kinchega National Park. The camp was based around intensive behaviour programs with essential Life skills built in. The aim of the camp was to build self esteem, leadership, problem solving and reaction control. For some students the camp was very successful and assisted them in re-engaging with school, improving attendance and becoming actively involved in youth leadership programs.
Other Programs & Community Partnerships
Other successful programs included the partnerships with LETS Employment and the Broken Hill Skills Centre for the welding course. A new course to assist in engagement for year 9 girls titled “Eye Can” was also run through LETS Employment, as well as other programs for ‘at risk’ students run through Robinson College and Links to Learning.
The working relationship with Mission Australia has grown with both supports in case management and proactive programs with a pilot course developed in partnership with Robinson College.
19
Broken Hill Father Figures
The Broken Hill Father Figures was developed to look at the holistic nature of education. Research has shown how significant a Fathers role is in adolescent development and level of success. WHS initiated a father figures group and network meetings to try and strengthen the active role of Fathers in their child’s lives. Highlights of this program included the information Breakfast held in partnership with the Broken Hill Demo club and sponsored by Y’s Men of Broken Hill and the Barrier Liquor accord. A family fun afternoon with activities, a BBQ and a special seminar from the motivational speaker Brett Murray was also held in term 4. The ‘Power of Parenting’ seminar by Brett had over 100 parents in the audience which helped spread the message of how import a father is in their child’s life and how they as parents can contribute to ensuring their child success.
Vocational Programs
The School to Work (STW) Program provides Career Education for our Year 9 to 12 students. For example, in Year 9 all students have the opportunity in their English classes to prepare a quality resume, ready to use or further update for the workplace. Year 10 students have work experience with lessons covering; job investigations, Work Experience preparation, subject selection information, job search skills, updating resumes and job interview preparation. They participate in Work Experience on Day 8. After the School Certificate exams, students were able to undertake accredited short TAFE courses. A number of Year 10 students have shown interest in taking-up school based apprenticeships and traineeships. These courses count for at least 2 units towards their HSC and usually cover the equivalent of the first year of an apprenticeship/ traineeship.
The students are paid for their work hours and lead to greater employment opportunities. They can also access an additional 2 units per year by doing the Industry Based Learning course which relates to their on the job training.
Progress on 2010 targets
Targets for 2010
Target 1
Increase the percentage of students achieving minimum growth in Overall Literacy in year 9 from 43% in 2009 to 60% in 2010.
Strategies to achieve this target include:
R2L/L2R training for a further five teachers
A homework centre established three days per week
Improved data analysis of NAPLAN results
STLA to support staff with developing individual student programs
Staff targeted for professional learning based on analysis of data
Our achievements include:
Staff members have been trained in R2L with growth in reading for Y 9 above state average. A number of students have regularly attended the FAST centre, accessing assistance in a number of areas they have experienced difficulty in. Students and parents were extremely positive in their feedback given in the survey results. Some data analysis has been undertaken by key members of the School Improvement Team to identify areas of strength and weakness’; however there have been limited opportunities for staff training and a lack of expertise in utilising data to inform teaching practices. STLA has successfully developed and implemented individual student programs. Due to the high percentage of new scheme teachers they have all completed beginning teacher induction program based on Quality Teaching practices. They were mentored and supported by HT Mentor through accreditation process.
Target 2
Increase the percentage of students achieving minimum growth in overall numeracy in Year 9 from 43.5% in 2009 to 55% in 2010.
Strategies to achieve this target include:
20
Improved analysis of data for NAPLAN results
Staff targeted for professional learning based on analysis of data
Continuation of Quicksmart numeracy program
Students to access Mathletics and MyCEETYA programs
Our achievements include:
Some data analysis has been undertaken by key members of the School Improvement Team to identify areas of strength and weakness’; however there have been limited opportunities for staff training and a lack of expertise in utilising data to inform teaching practices. Quicksmart numeracy program has continued with individualized support for identified students with success. Students in Year 7 participated in Mathletics through connected classroom activities with a number of schools in the western region. Staff has utilized professional learning opportunities to review curriculum as part of MyCEETYA programs.
Target 3
To increase Years 7-12 attendance to 88%.
Strategies to achieve this target include:
Staff training on student engagement strategies
School to monitor attendance of all students and to build stronger relationships with students at risk
Develop Personal Learning Plans for students at risk
Our achievements include:
Staffs have been in trained in and implemented electronic roll marking which has improved the efficiency and overall accuracy of attendance in the school. This has also allowed for follow up through letters home for unexplained absences, resulting in fewer unexplained absences. SMS has been implemented for students identified as attendance concerns. Supported and mentored Indigenous students in their everyday schooling. Phone calls home and home visits have improved communication with the Aboriginal and school community.
Programs have been implemented within the school and with the use of a number of agencies outside the school to enhance the engagement of boys and girls. Father Figure program introduced to promote the importance of male role models in a child’s life and how this role model leads to improved academic and social outcomes. Highly acclaimed youth worker and motivational speaker delivered Anti-Bullying and Dare to Dream workshops to students in Years 7-9, as well as addressing staff and parents. A number of students have improved school attendance through the implementation of Personal Attendance Plans set up by HT Special Programs and Teacher Boys/Girls.
Key evaluations
It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2010 our school carried out a rigorous evaluation as part of National Partnership.
Educational and management practice
Background
The school conducted a situational analysis in late 2010 as part of evaluation of National Partnership Programs. Data was gathered on school enrolment, attendance, retention, suspensions, Student performance in NAPLAN, Year 10 and 12 or equivalent, student destinations, evaluation of current programs including FAST centre, RASP, engagement programs, school satisfaction surveys for parents, students and staff.
Findings and conclusions
Enrolments are declining and student attendance is below the state average especially in year 9 and Year 12.
Student performance in NAPLAN Year 7 Literacy showed a higher percentage of students in lower bands or below the NMS above the state average and lower than state average in top two bands. There has been a decrease in bottom band for past 3 years in reading. In writing there has been an increase in top band. Grammar and punctuation needs attention also.
21
Year 7 Numeracy performance showed a higher percentage of students in lower bands or below the NMS above the state average and lower than state average in top two bands. There are fewer students in the bottom band than previous years but however there has been a decline in students in top 3 bands.
Year 9 Literacy showed a higher percentage of students in lower bands or below the NMS above the state average and lower than state average in top two bands. Percentage of ATSI students at or below the NMS in Writing was significantly higher than state average. The average growth in reading was significantly above the state average.
Year 9 Numeracy performance showed a higher percentage of students in lower bands or below the NMS above the state average and lower than state average in top two bands. Average growth was lower than state.
Results in School Certificate in English, Maths and Science showed improved growth compared to the past 5 years. They are still underrepresented in top 2 bands compared to the state average. In the Higher School Certificate students achieved above the state average in Business Studies, Chemistry, English Extension, Industrial Technology, Mathematics, Physics, Construction, Metal and Information Technology. Ancient History, Biology, CAFS, Earth and Environmental Studies, Maths Extension, Society and Culture, PDHPE and Hospitality are significantly below the state average. 43% of students chose Vocational Education pathways compared to 36% in 2008 and 33% completed Certificate 2. There was an increase in suspension rates indicating the disengagement of students. Student, Parent and Staff satisfaction data from surveys is reported elsewhere in this report.
Future directions
The following strategies have been developed as part of the School Management Plan for 2011.
Train staff in using SMART data on Staff Development days at the beginning of 2011 to analyse student performance and inform teaching practices.
Further staff members to be trained in Reading to Learn in 2011. Literacy coordinator employed to oversee training and implementation of Reading to Learn.
FAST centre will continue in 2011 to provide support in literacy for all students. Review and implement improvements in Staffing and operating times
Employ HT Literacy and 0.5 Teacher Literacy to work on whole school literacy strategies using data analysis, and withdraw students from Year 7 & 9 in Terms 1 and 2 to work on specific areas of concern. In terms 3 & 4 students in Years 8 & 10 are targeted.
Employ HT Numeracy and 0.5 Teacher Numeracy to work on whole school numeracy strategies using Data analysis, and withdraw students from Year 7 and 9 in Terms 1 and 2 to work on specific areas of concern. In terms 3 and 4 students in Years 8 and 10 are targeted.
Continually update staff on correct attendance monitoring procedures and train new staff to the school. Utilise SAO to make phone calls home on a regular basis to chase up unexplained absences.
Develop new role statements and duties of National Partnership positions related to targets for 2011.
Review of extra roles and duties carried out by Executive and teaching staff within the school (eg. Truancy, welfare, attendance, exam organisations, reports, presentation night). Evaluation of period allowance given for these duties.
HT Special Programs and Teacher Boys/Girls positions to be abolished.
Position not required to be at Head Teacher level. RASP coordinator to be introduced in 2011 and supported with a period allowance from the school curriculum.
Focus will now be on PBL and will be driven by HT Engagement. Transition programs will be run by Year 7 advisor for 2012 with period allowance from the curriculum.
Employ Head Teacher Engagement to focus on engagement strategies and programs throughout the school, and implement the PBL model across the school.
Clearer expectations set out in role statement making professional learning
22
of staff the number 1 priority of DP National Partnership. Priority areas are executive leadership training and development of all staff.
Head Teacher Mentor position now fully funded by staffing.
2 period allocation to each staff member for ongoing, structured Professional Learning opportunities. Employ extra teachers to cover this allowance.
Aboriginal Education Worker to continue with present procedures and supervised by senior executive
Aboriginal Education Team to focus on implementing “Dare to Lead” recommendations.
To facilitate mentors for PLP’s for Indigenous students, staff identified need training in best ways to conduct meetings with families and students.
Curriculum
MATHEMATICS
Background
The Mathematics Key Learning Area has the responsibility for teaching Mathematics in Years 7-12, inclusive as well as teaching enrichment and extension mathematics on the supplementary curriculum.
The evaluation process included:
The head teacher TARS process
An examination of necessary policy documents, programs and records
A review of resources available
Findings and conclusions
During 2010 the Mathematics Key Learning Area had seven teachers including the head teacher. There is a considerable diversity of experience amongst the staff.
The Key Learning Area is responsible for teaching students who are high academic achievers and to students who experience significant learning difficulties.
In 2010 the KLA presented a number of both enrichment and extension classes through the schools supplementary curriculum. These were strongly supported by students and are an integral part of the supplementary curriculum.
The KLA presents many extra-curricular opportunities through involvement in Mathematics competitions such as Westpac Maths comp.. These are strongly supported by students and are an integral part of the school culture.
Results in 2010 were very commendable and underpin the relevance of the KLA within the school.
All teachers in the KLA have taken the opportunity to be engaged in appropriate school plan aligned professional learning activities.
It is important that continued involvement in professional learning takes place, especially in relation to the senior syllabus and assessment procedure and practices in senior courses. Regular accessing of Board of Studies information, especially information relating to standards is essential.
All the required Key Learning Area policies are personally available to all staff, centrally filed and a complete set held by the principal. The policies are clear, relevant, workable and consistent with overall school and DET policy requirements.
A comprehensive evaluation of all aspects of the senior assessment practices and procedures was undertaken during the head teacher’s TARS process. The senior assessment policy and guidelines for the Key Learning Area are comprehensive and consistent with the school’s policy requirement.
A centralised file exists within the Key Learning Area which contains appropriate, necessary and relevant information. The assessment processes are understood by students and parents/carers and the practices are aligned with the school’s policy on assessment. The reporting process which supports the assessment system clearly communicates information about student achievement and development.
The KLA is adequately resourced to meet the needs of the students and in particular the new senior syllabus requirements. Appropriate and necessary technology is available for the teaching of the senior courses.
23
Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of parents, students and teachers about the school.
Parent Satisfaction
A larger number of parents were surveyed and reflected a positive impact the FAST centre had on student attitude and achievement to their learning. They identified areas of concern: Poor communication of school activities including parent teacher nights and positive or negative feedback on student performance Lack of consistency in approach to school programs and raise expectations of executive, staff and students Inconsistent classroom management results in poor behaviour and disrupted learning Lack of quality relief when teachers accessing professional learning Day 8 - lack of relevance of a number courses with limited planned activities/guidance or structure
Student Satisfaction
The Free After School Tutoring (FAST) centre has been a success throughout 2010, with a number of students utilising the tuition and resources offered to them after school. Through the student surveys, it is evident that a number of students are not satisfied with the school and are disengaged in their learning. Things identified by students included teacher quality, lesson content, delivery and relevance of lesson content, use of technology, behavioural issues not being dealt with appropriately, bullying, and not being treated fairly by some teachers. The vast majority recognised the importance of literacy and numeracy skills, and approximately 70% students believed that they had good literacy and numeracy skills not reflected in the NAPLAN results.
Staff Satisfaction
There are a large percentage of teachers with greater than 5 years experience in the profession; however we still have a number of teachers who are in the early stages of their careers. We also
have approximately 50% of teachers in their first 3 years at Willyama High School, which indicates that we have had a high turnover of staff in previous years. While there have been a number of professional learning opportunities at Willyama in 2010, these have been quite unstructured and ad hoc. Staff should be self reflective and develop professional learning plans, participate in structured professional learning opportunities catered to their needs and implementation of the DER initiatives and in the Quality Teaching Framework.
Professional learning
All teachers at Willyama High School in 2010 were involved in professional learning. Through the development of Professional Learning Plans (PLPs), individual staff members were encouraged to plan their professional learning based on the Professional Teaching Standards linking closely with the School Management Plan.
Examples of professional learning undertaken by staff throughout the year included:
training in a number of whole school welfare initiatives such as Positive Behaviour for Learning (PBL), Raise Responsibility, boys and girls education strategies and Mind Matters.
a number of sessions aimed at integrating the Quality Teaching Framework into programs and assessment.
Reading To Learn training by a number of teachers to improve literacy strategies
training in integrating technology into the classroom specifically Interactive Whiteboard resources, utilising DER laptops, Wikis and One Note.
The average expenditure in 2010 per teacher on professional learning at the school level was $1360.
Directions for 2011 include, through National Partnerships funding, the establishment of a Deputy Principal (Professional Learning) to lead and plan professional learning, the development of a Professional Learning Centre within the school for staff and the allocation of two professional learning periods for each teacher to
24
participate in ongoing, structured professional learning.
School development 2009 – 2011
Targets for 2011
Target 1
Improve the reading, writing and grammar skills of all students in Year 7-10
Strategies to achieve this target include:
Establish HT/Coordinator Literacy to lead and develop whole school literacy strategies
Provide professional development on NAPLAN analysis for staff to inform their teaching practice
Train more staff in R2L and evaluate its progress
Evaluate and improve roles and procedures in operating FAST centre
Extend support for targeted students through STLA
Small group withdrawal
Access Denison Moodle
Purchase Ipads to assist student learning for low achieving and GAT students
Our success will be measured by:
Whole school coordinated literacy strategies
Increased % of students value added and achieve higher bands in reading, writing, grammar in NAPLAN
Staff utilizing NAPLAN data to inform their teaching practice
Increased number of students accessing FAST centre
Students accessing technology to support their learning.
Target 2
Increase numeracy performance of all students in Year 7-10 and provide opportunities to extend and challenge students
Strategies to achieve this target include:
Establish HT/Coordinator Numeracy to lead and develop whole school numeracy strategies
Provide professional development on NAPLAN analysis for staff to inform their teaching practice
Evaluate and improve roles and procedures in operating FAST centre
Support to GAT students for extension
Small group withdrawal
Access Denison Moodle
Purchase laptops and software to assist student learning for low achieving
Our success will be measured by:
Whole school coordinated numeracy strategies
Increased % of students value added and achieve higher bands in numeracy
Staff utilizing NAPLAN data to inform their teaching practice
Increased number of students accessing FAST centre
Students extended and enriched in numeracy
Students accessing technology to support their learning.
Target 3
Improve student engagement and attendance in Year 7-12
Strategies to achieve this target include:
Establish HT Engagement and Retention to develop strategies to improve student engagement
Lead, develop and implement Positive Behavior for Learning (PBL) across school in five year process for RESPECT, RESPONSIBILITY AND COOPERATION.
Review and implement policies and procedures in discipline and classroom management
Review whole school roles & responsibilities
Evaluate and expand Values Lessons for Years 7 & 8
25
Develop enrichment programs targeting GAT students
Provide Norta Norta tutoring
Evaluate and improve Transition in years 6 to 7 and 10 to 11
Develop PLP for students at risk
Develop alternative programs for students at risk
Our success will be measured by:
PBL effectively introduced
Discipline procedures consistently being implemented by all personnel
Staff have clear expectations of roles and responsibilities
Increased satisfaction of students and less truanting
GAT students more stimulated and applying themselves with improved NAPLAN results
Improvement in NAPLAN results of Aboriginal students
Target 4
Improve value adding for all students and Increase the number of band 5 & 6 in SC and HSC in 2011
Strategies to achieve this target include:
Appoint DP Professional Learning to lead, develop and implement a whole school scope and sequence and professional learning program to enhance teaching and learning.
Provide staff with structured professional learning for allocated periods based on teacher needs through PLP’s
Provide professional learning for staff to evaluate and align programs, assessment and reporting to meet DET/BOS requirements (Agile Minds)
Provide support and direction for all students in time management and learning practices
Our success will be measured by:
Evaluation of professional learning model for its effectiveness by staff
Participation by all staff for reflective practice and enhance their quality teaching for improved student outcomes
Staff evaluating curriculum and developing scope and sequences, programs, assessments and reports for improved teaching and learning outcomes in all years
Increase in students numbers to value add for SC and HSC
Increase number of students in Bands 5 & 6 for SC and HSC
26
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Grant Shepherd, Deputy Principal
Rick Sweet, Deputy Principal
Ross Mackay, Relieving Deputy Principal
Rachel Devoy, Head Teacher PDHPE
Velko Gavranich, Head Teacher CAPA
Jim Harvey, Head Teacher TAS/VET
Simeon Kloczko, Head Teacher Engagement
Cameron Wells, Head Teacher Numeracy
Ingrid Seck, Head Teacher Literacy
Tracy Hicks, Careers Advisor
Noela Jones, Teacher
Hayden Zammit, SRC President
Jane Davies, P & C President
Shirley Ellis, Relieving Principal
School contact information
Willyama High School
Murton Street,
Broken Hill 2880
Ph: 08 8088 1055
Fax: 08 8087 3849
Email: [email protected]
Web: http://www.willyama-h-schools.nsw.edu.au
School Code: 8491
Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr
