School plan 2018-2020 - Lord Howe Island Central School 1921 - AWS
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School plan 2018-2020 Lord Howe Island Central School 1921 Page 1 of 7 Lord Howe Island Central School 1921 (2018-2020) Printed on: 10 April, 2018
School background 2018–2020
School vision statement School context School planning process
Developing passionate and resilient learners who are Lord Howe Island Central School is located over 520 Input, updates and consultation for this plan was produced
respectful, value individual differences and are supported kilometres off the New South Wales mid–north coast. It is with the collaboration of students, staff, P&C, LHIC School
by strong collaborative community partnerships and quality the most remote school in N.S.W. The isolation that defines Council and support from the Principal, School Leadership
teaching. this school is unique amongst isolated schools in New and Director, Public Schools NSW. In developing the
South Wales. The school community is a blending of 2018–2020 School Plan, the following internal and external
families whose history is closely linked to the island and data and DEC reforms were utilised to develop our
the families who live and work here for a contracted period situational analysis and development of the School Plan:
of time.
Community feedback
We directly cater for the teaching and learning of all
students on the island, from Kindergarten to Year 6, and in Student, Staff & Parent Evaluations
conjunction with Camden Haven High School Distance
Education, we support all secondary students on the island SMART data
from Years 7–12 with their learning.
SCOUT data
Three permanent staff are appointed to the island on
limited tenure contracts (2 or 3 years). There are two Teaching and learning data based on observations,
Aboriginal students currently enrolled. The school recorded meetings and data analysis
strong individual student results in NAPLAN and also in
local school–based data. School staff enjoy a high level of Student focus group
support from the parent and wider island community.
NSW Syllabuses
School Excellence framework
External Validation Reports
Performance and Development framework
Great Teaching Inspired Learning
Local Schools Local Decisions
Rural and Remote Blue Print
Early Action for Success
Every Student Every School
Melbourne Declaration on Educational Goals for Young
Australians
Page 2 of 7 Lord Howe Island Central School 1921 (2018-2020) Printed on: 10 April, 2018School strategic directions 2018–2020
STRATEGIC STRATEGIC
DIRECTION 1 DIRECTION 2
Lifelong Learners Collaborative Practice
Purpose: Purpose:
To develop students who are responsible passionate and resilient learners, working in To build a teacher capacity through collaboration and use of evidence based practice.
partnership with our community to support the growth and well–being of each individual child Systems are developed to ensure sustainable practice are in place to cater for the school's
. isolated context and staff mobility.
Page 3 of 7 Lord Howe Island Central School 1921 (2018-2020) Printed on: 10 April, 2018Strategic Direction 1: Lifelong Learners
Purpose People Processes Practices and Products
To develop students who are responsible Students Learning Culture Practices
passionate and resilient learners, working
in partnership with our community to Students take ownership for their learning To strengthen the personal, social and Learning Culture
support the growth and well–being of each and know what is needed to improve learning capabilities of all students by
individual child . presenting serious challenges to all The school community understands and
Students build their skills and confidence to students, and encouraging them to take demonstrates a growth mindset. Students
Improvement Measures take risks in learning risks in demonstrating their learning. are engaged learners, taking risks with their
learning and valuing learning challenges
Students demonstrate an increased Students value and utilise feedback Wellbeing Partnerships evidenced by increased time spent on task,
understanding of how they learn and take classroom observation and community
responsibility for their learning progress as Staff The school community supports the feedback and increased number of
evidenced by increased resilience in their development and successful strategies that students are displaying to
engagement in learning tasks and Teachers understand the learning needs of implementation of the school Wellbeing attempt challenging learning tasks.
increased self–directed learning using a each individual student and develop processes where learning is visible,
greater range of supplementary materials programs to be responsive to their needs. responsive to needs and connected to
and tools to aide on–task behaviour community and teachers continue to Wellbeing Partnerships
Teachers use student learning data develop their understanding
There is increased documentation of consistently and confidently to develop of differentiation to catering for the needs of Students are using the strategies and
current school process and systems that learning programs all children. dispositions of successful learners and
support individual learning needs. This is to teachers are demonstrating their
ensure continuity of practice and Teachers continue to develop their Evaluation Plan knowledge of the Wellbeing Framework,
sustainability, unaffected by staff mobility, knowledge of how children learn and of the using feedback to ensure learning
and decreased time spent on administrative Wellbeing Framework Analysis of Quality Teaching observation outcomes and see teacher practice
tasks, enabling increased time for teaching data improve, evidenced in improved classroom
and learning. Parents/Carers practice, observation and LaST minutes.
Lesson observations
Teachers, parents and the community have Parents know what their children are
developed an understanding of the learning and understand the progress that Parent student teacher feedback and Products
Wellbeing Framework and all aspects are they are making. They have an surveys
being implemented ensuring all students understanding of the curriculum and the Learning Culture
connect, succeed thrive and learn. learning programs operating at the school. Review of school documentation
• High expectations and increased
Community Partners Analysis of teaching programs student engagement is evident in K–6,
evidenced by quality teaching
The community is developing their observations, teaching practice and
understanding about the strategies being programs, and student feedback from
used to improve student outcomes and TTFM data
share their skills to support curriculum • Quality Teaching observation data
implementation in the school indicates sufficient challenges in
learning are offered to show an increase
Leaders in student engagement and high
expectations.
Leaders enable the opportunities for
Page 4 of 7 Lord Howe Island Central School 1921 (2018-2020) Printed on: 10 April, 2018Strategic Direction 1: Lifelong Learners
People Practices and Products
teacher learning and facilitate community Wellbeing Partnerships
involvement within the school
• School Wellbeing procedures have
been developed and are understood
and implemented consistently by
teachers and are well known by
students and the school community,
evidenced by student, staff and parent
surveys indicate students are more
confident at taking risks in their learning.
• Learning and support processes have
been documented and are consistently
implemented ensuring all individual
student needs are being catered for,
visible in ILPs, Health Plans and LaST
processes.
Page 5 of 7 Lord Howe Island Central School 1921 (2018-2020) Printed on: 10 April, 2018Strategic Direction 2: Collaborative Practice
Purpose People Processes Practices and Products
To build a teacher capacity through Students Using Evidence–Based Practice Practices
collaboration and use of evidence based
practice. Systems are developed to ensure Students are curious learners, willing to Teachers continue to review their practice, Using Evidence–Based Practice
sustainable practice are in place to cater for participate in new areas of learning and implementing strategies from research with
the school's isolated context and staff enthusiastically participate in new activities. peer feedback, to ensure student outcomes • Teachers are using reflective practice,
mobility. in literacy and numeracy continue to implementing feedback to
Staff improve. collaboratively shift and improve their
Improvement Measures practice as evidenced by mentoring
Teachers develop skills and confidence to School Systems and Processes minutes, observation feedback,
NAPLAN data indicates that there has been deliver new learning particularly in Growth teaching and learning programs.
an increase in the number of student Mindsets. The development and documentation of • Teachers are confidently analysing and
achieving in the proficiency bands in writing school procedures, which will be known using student data and learning
and in Mathematics (areas other than Teachers value collaboration and and used by all. Scope and sequences are progressions to inform teaching
number) so that the school's data reflects understand that working together aligned to the curriculum, with a variety of programs and student learning
that of similar schools. contributes to improved student outcomes. learning opportunities offered. intentions as shown by staff and
A central record of school management collaboration meetings records,
Teachers are data literate and use learning Evaluation Plan
procedures is developed ensuring classroom observation and teaching
progressions to assess student progress
sustainable school practices. All learning Review of classroom programs and learning programs.
and develop next learning steps.
programs are responsive to student and School Systems and Processes
community need and aligned to the Community Partners Lesson observations
Australian Curriculum, NSW Syllabuses. • Teachers are following the school
There is an increased understanding and Analysis of NAPLAN and SCOUT data systems and procedures and
awareness of the school learning programs contributing to the regular review of the
and community members offer their Review of school documentation processes evidenced by teacher
expertise to support student learning. familiarity and consistent use of policies
Teacher, parent, community and student and procedures and staff minutes
surveys indicating a schedule of policy review.
• Members of the community are sharing
their expertise to support the delivery of
a range of learning programs visible in
community members participating and
leading lessons in the community
activities, schools participating in
inter–agency activities .
• School learning activities are being
aligned to the NSW Syllabus and a
Scope and Sequence informs teaching
and learning programs supported by
aligned resources. Programs are
regularly monitored and reviewed.
Page 6 of 7 Lord Howe Island Central School 1921 (2018-2020) Printed on: 10 April, 2018Strategic Direction 2: Collaborative Practice
Practices and Products
Products
Using Evidence–Based Practice
• A culture of teacher mentoring is
embedded, with teachers collaboratively
reviewing student work samples and
reflecting on and changing their practice
as needed
• Teacher and learning programs in
writing show an increase in school–wide
explicit teaching of writing, evident in
consistent teacher judgement, use of
data analysis and teaching programs
School Systems and Processes
• School procedures have been
developed and documented and are
known and used by all staff to ensure
consistency of practice. These include
the Assessment schedule, handover
folders, professional learning schedules,
Performance and Development
processes, teaching programs and the
induction process.These are known and
used by all staff.
• Classroom programs embed the
reviewed KLA scope and sequences,
ensuring alignment to the NSW
Curriculum and students have the
opportunity to participate in a broad
range of learning opportunities and
challenges.
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