School plan 2018-2020Picton High School 8215

Printed on: 13 April, 2018Page 1 of 6 Picton High School 8215 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

At Picton High School we believe that by working in anenthusiastic and purposeful way, we will inspire andchallenge our students to achieve their personal best,developing into confident and innovative individuals, wellprepared to take on leadership and to be responsible,productive citizens in the 21st Century.

We value:

• staff and community collaborate and commit to thelearning and achievement of every student in anenvironment of high expectations

• a culture of respect, tolerance and inclusivity wherestudents strive to achieve their personal best

Picton High School is a comprehensive Years 7 to 12school located in south–west Sydney. A large school,hovering around 1150 students, we have seven percentAboriginal population and a 45 place support unit. Theschool focuses on teacher professional learning thatreflects current evidence of best practice. Students enjoy avery broad curriculum with a strong emphasis on vocationallearning. The school is acknowledged as a leader invocational learning, having won both state and nationalawards to support this. Facilities are constantly beingupgraded, with additions being the trade training centre inhospitality and the trade training school in metals andengineering. The school actively promotes wellbeingthrough our PICTON Code and the VIVO rewards system. As a whole school our strengths lay in the areas ofleadership, management practices and processes, schoolresources, collaborative practice and professionalstandards. This school plan aims to greatly strengthen ourstudent performance measures and wellbeing framework.

In 2016 the school underwent External Validation and wasfound to be validated in each area of the School ExcellenceFramework. This clearly shows that our executive team,who led the validation process, have a deep knowledge ofour context and our student needs. The recommendationsand strengths identified during Validation, along withfeedback from our staff and parents from a range offeedback sources informs our current School Plan2018–2020 directions. This school plan once againprioritises student improvement and aims to prepare ourstudents and staff for the futures learning environment ofthe new school build.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Challenging curriculum andquality student learning

STRATEGICDIRECTION 2

Teachers leading innovativepractice and connecting with

others

STRATEGICDIRECTION 3

Strategic leadership to enablecollaborative partnerships and

student engagement

Purpose:

Every student in our care is actively engaged inmeaningful, challenging and future–focused learningexperiences to achieve and thrive as resilient, lifelonglearners. Students successfully transition to future learningand employment, with the skills and knowledge to makeinformed contributions as citizens.

Purpose:

Build workforce capacity through focused professionallearning and development that creates a culture whereevery staff member is engaged in ongoing, relevant andevidence–based learning and practice. Teachers willdemonstrate curriculum innovation, quality teaching andleadership capability that inspires learning.

Purpose:

School leaders have a commitment to fostering aschool–wide culture of collaboration and a sharedresponsibility for student engagement, learning andsuccess. The school is responsive to its community andeffectively caters for its diverse range of students.

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Strategic Direction 1: Challenging curriculum and quality student learning

Purpose

Every student in our care is activelyengaged in meaningful, challenging andfuture–focused learning experiences toachieve and thrive as resilient, lifelonglearners. Students successfully transition tofuture learning and employment, with theskills and knowledge to make informedcontributions as citizens.

Improvement Measures

• Increase of 1% in the top 2 HSC bandseach year from 2018–2020

• Improved retention in senior years

• Value added NAPLAN – HSC minimumstandards (reading, writing & numeracy)

• % Reduction in negative incidents,suspension and formal cautions

• Increase in attendance rates

• TTFM data shows an improvement ofstudent self efficacy as learners.

People

Students

engage positively with staff and are activeparticipants in their own learning.

Staff

create an environment of high expectationsthrough collaboration and qualitycurriculum.

Processes

• On Target: High Expectations (Seniorsuccess program) – (Learning:Wellbeing: Caring for Students)

• Wellbeing Framework: PICTON Code –(Learning: Wellbeing: Behaviour)

• Personal Best: ILPs – (Learning:Curriculum: Differentiation)

Evaluation Plan

• NAPLAN & RAP DATA

• Scout – retention, HSC bands &attendance

• Internal data – assessment, programs,IEPs, surveys

• Tell Them From Me

Practices and Products

Practices

• Senior students meet regularly with ateacher to develop the skills required tobe successful senior learners.

• All students participate in evidencebased teaching and learning initiativesthat are data driven and meet individuallearning needs.

• All staff and students use the languageand practice the values of the PICTONCode when communicating with eachother.

• Teachers deliver a differentiatedcurriculum to meet student ILP needs.

Products

• Senior students meet the individualisedlearning goals set out in their IEP andthese have a direct and positiveimpact on student achievement.

• 100% of teaching and learningprograms are data driven anddifferentiated for individual studentlearning needs using the school'spreferred teaching/learning strategies.

• Respectful relationships provideoptimum conditions for student learning.

• Students can articulate and understandtheir learning and are challenged in theirlearning.

• Teaching and learning programs acrossthe school show evidence that they areadjusted to reflect ILP needs.

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Strategic Direction 2: Teachers leading innovative practice and connecting withothers

Purpose

Build workforce capacity through focusedprofessional learning and development thatcreates a culture where every staff memberis engaged in ongoing, relevant andevidence–based learning and practice.Teachers will demonstrate curriculuminnovation, quality teaching and leadershipcapability that inspires learning.

Improvement Measures

• Increase in staff numbers who pursueHAT and LEAD

• Programs and assessment show clearlinks to visible learning and evidencebased teaching and learning strategies

• Reduction in negative incidents as aresult of PL on classroom mgt

• Program registers reflect differentiatedstrategies to reflect student data andlearning needs

• Increased proportion of Aboriginalstudents in the top two NAPLAN bandsfor reading and numeracy

• Increased proportion of students with anHSC, Year 12 certificate or AQFcertificate II and above

• Increased number of teachersaccredited at the Highly Accomplishedand Lead Teacher levels

People

Staff

engage in evidence based practices toengage students in an innovativecurriculum.

Leaders

facilitate professional learning to achievea shared vision of innovative practice.

Processes

• Evidence based practices: Learningintentions, success criteria, explicitteaching (SOLE, Super 6, Newman's, 7Steps to writing Success, ALARM,PEEL, Differentiation,8 Ways),  Effective feedback(assessment and reporting) –(Teaching: Effective ClassroomPractice: Explicit Teaching)

• Optimised classrooms: ClassroomManagement (establishing routines andconsistent practices to engage studentsin learning) –  (Teaching: EffectiveClassroom Practices: ClassroomManagement)

• Leadership: GrowthCoaching, AustralianProfessional Teaching Standards(APTS) & PDPs drive continuousimprovement in practice. (Teaching:Professional Standards: Accreditation)

• Data skills and use: Use of data toinform teaching/learning andassessment practices –  (Teaching:Data Skills and Use: Data Usein Teaching).

Evaluation Plan

Internal data – assessment, IEP, programs

Teacher accreditation data

Sentral and suspension data

TTFM

Practices and Products

Practices

• Visible Learning strategies are coreaspects of our teaching and learningpractice.

• Teachers manage positive andproductive classrooms  to improvestudent learning and engagement.

• High level commitment to selfimprovement is evident in the culture ofreflection and collaboration.

• Data clearly informs teaching directionsand the assessment of studentprogress.

Products

• Students are confident in the use ofVisible Learning strategies.

• A demonstration of curriculuminnovation, quality teaching andleadership capability.

• Students achieve personalised goals through a differentiated curriculum

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Strategic Direction 3: Strategic leadership to enable collaborative partnershipsand student engagement

Purpose

School leaders have a commitment tofostering a school–wide culture ofcollaboration and a shared responsibility forstudent engagement, learning andsuccess. The school is responsive to itscommunity and effectively caters for itsdiverse range of students.

Improvement Measures

• At every school event, feedback andconsultation is elicited from thecommunity

• Every Visible Learning strategy has anexpert instructional leader who iscapable of building capacity of others

• The school self assessment showsimprovement so that all areas that arecurrently at 'working towards delivering'are at delivering

People

Leaders

take responsibility for the distribution ofknowledge and building the capacity ofothers

Staff

embed and implement Visible Learningstrategies within every day practice

Parents/Carers

play an active role in providing structuredfeedback on school improvement

Staff

lead the evaluation and improvement ofclient services and administrationprocesses across the school

Processes

• School Improvement: Design Thinking,community feedback & consultation –(Leading: School Planning,Implementation & Reporting: SchoolPlan)

• Administration & Process Evaluation:professional effectiveness of all schoolmembers and processes – (Leading:Management Practices and Processes:Administrative Systems and Processes)

• Instructional Leadership: ProfessipnalLearning Communities,  distributedleadership, strategic resource planning– (Leading: Educational Leadership:Instructional Leadership)

Evaluation Plan

• TTFM surveys, Purpose designedfeedback and consultation,

• School self evaluation

• Student work samples

• Student focus groups

• Professional learning calendar

• School website, facebook and app data

Practices and Products

Practices

• All Head Teachers have a ManagementPlan that reflects the School PlanStrategic Directions

• All teachers collect ongoing evidence ofimpact to contribute to school selfassessment

• At every school event, feedback andconsultation is elicited from thecommunity by HT supervisors

• Consistent and equitable proceduresexist in all areas of the school to supportschool operations

• Instructional leaders lead learning onVisible Learning in classrooms and inprofessional learning sessions

Products

• Staff can articulate their role in meetingSchool Plan priorities through theirfaculty Plan

• SEF evidence folders contain evidenceof impact, contributed to by all staff

•  A set of clear procedures are availableto ensure equity in school operations.

• An abundance of feedback is availablethat reflects community expectations onschool improvement

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