ADELAIDE HIGH SCHOOL SITE IMPROVEMENT PLAN 2019 Vision Adelaide High School is a dynamic community which is passionate about learning for life.
Priority and current evidence Priority 1 Effective Teaching Learning in Literacy (reading and writing) All students are engaged in improving their critical thinking, reading, writing and communication skills.
Purpose To develop and nurture students Not only for school but for life in a safe, welcoming environment based on mutual respect.
Challenge To strive for continuous school/community improvement, where students achieve beyond 12 months’ progress.
Outcomes Whole school agreement on: understanding what effective literacy teaching looks like Processes for data analysis Processes for tracking and monitoring students (see Priority 2)
Data evidence is utilised to target improvement.
Values Respect Resilience Optimism Compassion
Actions Learning Area Leaders collaborate, research and identify strategic actions. Identify and accommodate teacher Professional Learning needs. Identify and implement intervention programs e.g. Quicksmart Literacy, Brightpath etc.
Indicators/Targets Each student makes 12 months’ progress or more in literacy from a starting point indicated by teachers using A-E, PAT, SACE and NAPLAN data. Students at risk in the lower NAPLAN bands are targeted for intervention and support (see Priority 2)
Implement Information Literacy across all year levels. Continue to explore STEAM pedagogical content knowledge – powerful teaching and learning. Priority 2 Learner intervention and response Every student will have their data accessed by every teacher. Data analysis will lead to planned learner intervention and targeted responses.
Priority 3 Continual improvement of teaching practice Teachers, students and the community actively contribute to developing a process for continual improvement of teaching practice and conditions to maximise learning.
Increasing use of data by staff, students and parents/carers to inform student learning progression and collaborate on short and long term learning goals. Data will be used to create individual learning plans for students to enable targeted teaching. Improved rates of data literacy across the school cohorts: Staff Student Parent/carer All staff involved in reviewing their teaching practice using an agreed and consistent tool, for the following:
Self-review Peer observation Student feedback Critical reflection Wellbeing is at the forefront of creating conditions to Every staff member and student leader and maximise learning for every staff member and every interested parent/carers, engage in Restorative student. Practices professional learning.
Screening for language disorder with identified students.
Increasing numbers of students retaining their place in (or progressing to) the higher bands of Introduction and integration of learning intervention NAPLAN/PAT/SACE. programs across all year levels to ensure students All learning conversations: meet the SEA. Staff/staff Staff/students Teachers respond through learning design and Student/student assessment design and pedagogical approach to Parent/carer/staff/student each student/learner profile. include analysis of student data A review of Sport and implementation of Students play an active role in analysing their own recommendations to maximise gain and impact for data and share that understanding with their every student. teacher. Implementation of a review cycle that aligns every PDP with the priorities and actions of the SIP.
Every teacher will have at least one peer class observation during the school year.
LDAM used to support differentiation within the learning environment.
Every teacher will provide feedback in at least one class observation during the school year.
Learning experiences challenge and stretch all learners.
Students provide feedback using an agreed tool, consistent across the school, at least once term.
Students, parents and carers are provided with explicit feedback to maximise learning improvement of every student learner.
Feedback is utilised to enable continual improvement and provide evidence through Performance and Development meetings.
Recommendations from the 2017 SACE Impact survey are implemented.
Priority 4 ICT and Digital Pedagogy
Whole school connectivity is improved by using a common suite of applications (Office 365).
To ensure the integration of all digital to enable a seamless movement of data ensuring every staff member has student data at their ‘finger tips’.
Data is accessible by staff, students, parents and carers anytime, anywhere.
Learning achievement, improvement, engagement and disposition is improved through the application of a suite of digital learning opportunities through Office 365.
Every teacher gains confidence in applying digital pedagogy learning opportunities.
Whole school data literacy levels improve.
The 2018 AHS SIP aligns with: AHS Pedagogical Framework and Strategic Plan Learning Design Collaboration Relationships Qualities Personalised Learning Partnership Priorities High Band achievement 12-month growth for every student Evidence based practices PATM/PATR – deepening the work and understanding Brightpath writing assessment – embedding or implementing 2018 LDAM Plan – Task design, internal/external processes, critical reflection STEM – pedagogical content knowledge – powerful teaching and learning DECD Priorities
Achievement growth Use of best evidence Focus on teaching and learning Targeted funding
And reflects ‘Your Child, Their School, Our Future’ Public Education Action Plan
ICT + Technology Leader + WP investigate the range of products available and provide a recommendation to purchase. A Professional Learning strategy is developed and implemented. Daymap is reviewed and recommendations implemented to ensure it is utilised to its full potential. Professional Learning programme is developed and implemented for improving Data Literacy and Office 365 across the school.
Whole school using new software packages to their maximum potential to ensure the flow of data is consistent across all year levels by the end of 2018. Data access and data literacy confidence of staff have improved and reflected through access.