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Key Improvement Strategies
and Significant Projects |
What
(Actions)
the activities and programs required to progress the key improvement strategies |
How
(Resources)
the budget, equipment, IT, learning time, learning space |
Who
the individuals or teams responsible for implementation
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When
the date, week, month or term for completion
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Achievement milestones
the changes in practice or behaviours |
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Student Learning
- Develop and deliver engaging curriculum to foster student centred learning.
- Implement exemplary teaching and learning practices that engage and challenge all students as young adult learners.
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Implement ESC common teacher practice and protocols to enhance student engagement and learning
Implement a common English Curriculum across 7-10 based upon VELS stages of student development and kept on the ESC Intranet and Ultranet
Build capacity to teach explicit literacy and numeracy skills through professional learning/training, collaborative planning, focused classroom observations and coaching.
Implement early and sustained interventions for students not achieving the expected levels in literacy and numeracy in order to accelerate their learning
Staff engage in a range of Professional Learning to increase ICT skills, development of E5, Ultranet and effective teaching practice
Students and Parents supported in the rollout of Ultranet
Refinement of Maths curriculum to broaden student conceptual understanding and procedural knowledge
Review and refine the format of individual learning plans (ILPs) to improve student capacity |
Time, staff meeting pd time
Domain time to organise curriculum, National Partnerships money
PD, access to Regional coaching staff
Literacy coaches and intervention PD, National Partnerships money
PD time during Neighbourhood meeting time
Support of ICT Coordinator
Numeracy coach, time to PD staff, National Partnerships funding
Time release for staff to develop a new ILP |
Leadership team, all teaching staff, coaches
Domain Leaders, Leadership team, literacy and numeracy coaches, Literacy Coordinator, Literacy Team (coaches, Principal, T & L Coord), Domain leaders, Ultranet Coordinator
Domain Leaders, Literacy and Numeracy Coaches, PD Coordinator
Classroom teachers, domain leaders, Literacy and Numeracy Coaches
PD Coordinator, Ultranet Coordinator, |
End of term 1
End of 2011
End of 2011
End of term 1
Ongoing
End of term 1
Ongoing
Term 2 |
Consistent Staff implementation of a common set of teaching protocols and practices as outlined by the college with peer observation of classes Term 1 and school leader observation in Term 2.
Staff implement the new English Curriculum that addresses the needs of students and utilises the new teaching spaces
Staff commence use of Ultranet and EduStar to support curriculum delivery
Teachers working effectively with coaches to plan and deliver differentiated programs
Staff utilise the E5 framework when planning curriculum
Staff use a range of data sets such as NAPLAN, On Demand and School Level Report to inform teaching and learning practice and curriculum based decisions
Students working at appropriate level and demonstrating growth in their NAPLAN and On Demand data
Students demonstrate a deeper understanding of Mathematics and capacity for higher order thinking
Teachers use a broad range of activities and techniques in the Mathematics program to extend student learning and improve learning outcomes
Students and Parents using Ultranet to access student information
Each TA will support students to review learning progress and establish achievable learning goals |
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Student Engagement and Wellbeing
- Further develop a Learning
- Community model that promotes positive student engagement and wellbeing
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Refine the Teacher Advisory Program to better support staff and better meet the needs of students.
Continue to develop a sense of student connection and value to school and community
Implement processes to support parent involvement and student engagement in maximising their attendance and punctuality (such as using Ultranet for real time monitoring of attendance and achievement, Teacher Advisor responsibility).
Participate in programs to promote greater parent involvement in the college
Participation in a range of programs across the college to promote student engagement and wellbeing
Increase opportunities for student leadership in all Learning Communities and across the college to raise student voice
Refine and enhance the Outreach Program at ESC |
Professional Development and time release, Neighbourhood Leaders, Time
Extended Schools Hub funding |
TA Program Coordinator
TA Program Coordinator
Learning Community Leaders, All staff
Teacher Advisors, Community Leaders,
Family Friendly Schools Coordinator, Family Friendly Schools team, all staff
All staff
Community Leaders, SRC Coordinator
Assistant Principal, Outreach Coordinator, Wellbeing team |
Term 1
Ongoing
Ongoing
Ongoing
Ongoing
Ongoing
Term 1
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Active participation by all staff in TA program across the college for student pastoral care and support
Enhanced student social learning and skill development (cognitive, emotional and behavioural) through the TA program
Enhanced sense of whole school and Learning Community identity and student perception of self.
Increased student participation in whole school and local community events and programs
Improved student attendance, participation and retention in school programs
Greater parent involvement and support for student learning and school based programs
Parent become involved in Family Friendly Schools Pilot Project
Parents become involved in PLUSH program through La Trobe University
Increased student connectedness through participation in programs such as: SOAR, New Start, Wannik Dance Academy etc.
Student involvement in SRC, college council, student assemblies, activities across the college, focus groups, implementation of the attitudes to school survey.
Increased re-engagement of students in educational pathways through transition provided by the Outreach Program |
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Student Pathways and Transitions
- Strategically plan student learning pathways that support a meaningful transition into further training or employment
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Review the Teacher Advisory Program to assist students in developing themselves as self-directed, autonomous learners whilst gaining confidence of their post-school intentions.
Involvement in the “Schools Partnership Program” with La Trobe University
Maximise VET and VCE opportunities for students through the implementation of the Trade Training Centre and shared delivery between BEP schools
Promote the use of the Student at Risk Mapping Tool for Transition purposes for 6 into 7 and 10 into 11
Sharing of On Demand testing data, to underpin successful transition from year 6 to year 7 |
La Trobe School Partnerships program funding
BEP Pathways, TTC collaboration |
Teacher Advisory Team, Pathways Coordinator
Pathways Coordinator, La Trobe School Partnerships Coordinator
Curriculum Coordinator, Pathways Coordinator, Principal
Transition coordinator, all feeder Primary schools
Transition Coordinator, all Primary feeder schools |
Term 3
Term 1
Ongoing
Term 3
Ongoing
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Teacher Advisors assist students in developing themselves as self-directed, autonomous learners whilst gaining confidence of their post-school intentions.
Students participating in post-compulsory education opportunities at a greater rate
Students enrol in VCE and VET programs through ESC, BSSC, BEP schools and the Trade Training Centre at a greater rate.
Parent involvement in information sessions relating to pathway options, PLUSH and other associated focus groups |
