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Eaglehawk Secondary College

Strategic Plan and Annual Implementation Plan

The “School Strategic Plan” provides Eaglehawk Secondary College with a strategic direction until 2014. The plan includes information regarding the College’s purpose and its values.

It set outs a number of goals and targets in key areas including student learning, student engagement and wellbeing, and student pathways and transitions. It also provides key improvement strategies to achieve these targets.

The Annual Implementation Plan is a one year plan that provides a working framework for what the College needs to achieve during a 12 month period.

It is formulated from the “School Strategic Plan”. It is more specific in outlining strategies, programs and responsibilities to keep the College “on track” in achieving its long term goals.

 


Annual Implementation Plan 2011

Eaglehawk Secondary College

Based on Strategic Plan developed for 2011-2014

School review conducted by Victoria Triggs, Ed Solutions: August 16 2010.

Endorsement by School Council

Insertion of a tick ( ü) in the next column indicates that the School Principal, as Executive Officer of the School Council, verifies that this Annual Implementation Plan was endorsed at a meeting of School Council.

[ü]

Karen Roberts

December 17th

Endorsement by Regional Network Leader

Insertion of a tick (ü) in the next column indicates that the Regional Network Leader has endorsed this Annual Implementation Plan

Vince Dobbs

 December 17th

 

Strategic Intent

Goals

Targets

One Year Targets

Student Learning

  • To improve learning outcomes for all students, with a continuing focus on literacy and numeracy.

VELS

  • Student portfolios demonstrate progressive improvement in learning growth from year 7 entry to year 10.
  • Increased percentage of students at or above the expected VELS levels

NAPLAN – Literacy and

Numeracy:            

By 2014, Mean scaled scores for Year 9 NAPLAN will be at least:

Reading – 570
Writing- 540
Numeracy – 575

By 2014, Mean scaled scores for Year 7 NAPLAN will be at least

Reading - 547
Writing - 520
Numeracy - 540

Implement an English Curriculum that addresses the needs of students and utilises the new teaching spaces.

Staff adopt a common set of teaching protocols and practices as outlined by the college

Further develop the Maths Program to challenge students achieving at high levels as indicated by NAPLAN and On Demand testing

NAPLAN Literacy and Numeracy Targets  Mean Scaled Scores will improve

Year 9

Reading    
From 546.2 in 2010 to 554.4 in 2011

Writing     
From 518 in 2010 to 525.8 in 2011

Numeracy
From 549.9 in 2010 to 558.1 in 2011

Year 7

Reading    
From in 527.4 2010 to in 535.3 in 2011

Writing      
From 497.3 in 2010 to 504.8 in 2011

Numeracy
From 519.3 in 2010 to 527.1 in 2011

Student Engagement and Wellbeing

  • To create a caring and supportive student learning culture.

Improvement in the attitudes to school survey; variables that measure student perceptions of their connectedness, motivation, safety, behaviour and morale at all year levels.

By 2014 the mean student absence rate to be no more than state average

Embed the new TA Program

Improve student connectedness to peers and student safety measures on Student Attitudes to School Survey by at least 10% in 2011

To reduce student absence rates across all year levels by 2 days

Further develop a Learning Community model that promotes positive student engagement and  wellbeing

Student Pathways and Transitions

  • To raise student aspirations and broaden pathway choices.

By 2014 improve real retention rates years 7 to 10 to 75%

By 2014 improve student survey variable of learning confidence to 3.8 for year 7 and 3.6 for years 8 to 10.

Increased VET and VCAL uptake By and successful completion of units

Increase the proportion of students enrolling in VCE mathematics and science studies

2014 the Parent Survey variable for transition to be at least  5.5

Increase 2011 Real Retention to 75%

Ensure all students exiting the college have a known destination


 

Implementation

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

When


the date, week, month or term for completion

Achievement milestones
the changes in practice or behaviours

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.

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

Student Engagement and Wellbeing

  • Further develop a Learning

  • Community model that promotes positive student engagement and wellbeing

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

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

Student Pathways and Transitions

  • Strategically plan student learning  pathways that support a meaningful transition into further training or employment

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

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 

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