Strategic Improvement Plan 2021-2024 - Jindabyne Central School 2237 - Amazon AWS
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Strategic Improvement Plan 2021-2024
Jindabyne Central School 2237
Page 1 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021School vision and context
School vision statement School context
At Jindabyne Central School, our core values of Respect, Responsibility and Personal Best Jindabyne Central School is a comprehensive K-12 school situated in the Snowy Monaro
are aimed at developing resilient individuals who confidently, actively and in a socially region, an expanding population area located at the base of the Snowy Mountains in New
responsible manner, participate positively in society, valuing lifelong learning. Our purpose South Wales. The school is located on land traditionally home to the Ngarigo people. Our
is to deliver quality learning experiences through a student centred learning environment 730 students Kindergarten to Year 12 come from a range of cultural and socio-economic
which fosters life skills and a passion for learning. backgrounds and provide a vibrant, inclusive and ever-changing school community.
Jindabyne Central School offers a strong focus on Literacy and Numeracy across all year
Our school motto is Leadership and Citizenship and the school banner statement is groups. The K to 12 curriculum is responsive and flexible, with a strong academic focus and
'Educating the Future'. Jindabyne Central School develops data driven systems and specialised cultural and sporting programs with streamlined transition points throughout
practices that focus on high expectations to ensure student growth. Our vision is to ensure each student's schooling life. The school has stage and whole school programs in music,
all students become successful learners, confident and creative individuals and active and sport, science, visual arts, dance, languages and technology. Students represent the school
informed citizens. Jindabyne Central School maintains strong community partnerships and in these programs, where applicable, at state, national and international levels. Jindabyne
consultation extending through area health services, government agencies such as Snowy Central School has strong community partnerships that enrich learning experiences and
Monaro Council, organisations such as Lions Club and Snowy Hydro, and with local schools provide meaningful connections to broader perspectives and opportunities.
and a wide variety of businesses.
Through our situational analysis, we have identified a need to enhance the use of data
driven practices that ensure all students have access to cohort and individual appropriate
learning. Additional professional learning will further support teachers to successfully plan
for and deliver quality differentiated instruction to students with additional needs including
those identified as high potential or with additional learning needs. Through the NAPLAN
gap analysis, the school has identified system-negotiated target areas in Reading and
Numeracy.
Another key focus will be on developing quality summative and formative assessment tasks
and data collection practices and developing greater consistency of judgement within the
school and across the network. Continual monitoring of student performance data will
determine areas of need and success at a class and school level. There will also be a focus
on Higher School Certificate performance including staff
professional learning around deeper analysis and use of data to develop both individual and
group support programs.
Page 2 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Purpose Initiatives Success criteria for this strategic direction
Our purpose is to ensure that each student shows strong Data Skills and Use • Valid and reliable assessment data is regularly
growth in literacy and numeracy and to build strong collected, monitored and deeply analysed in reading
foundations for academic success in all key learning Student assessment data is regularly used school-wide to and numeracy.
areas. We will further develop and refine data driven identify student achievements and progress in order to
teaching reflect on teaching effectiveness and inform future school • All teachers have a sound understanding of student
practices that promote high expectations and are directions. assessment and data concepts and use this to
responsive to the learning needs of inform planning, identify interventions and modify
individuals and cohorts with key focus on Literacy and • Develop and implement high impact professional teaching practice.
Numeracy and HSC performance. learning programs in data literacy, data • Teaching programs and classroom
analysis and data use in teaching for all staff. practice across all KLAs K-12
demonstrate the whole school focus on
Improvement measures • Establish and use Executive positions to
work with teachers using data to monitor and assess improving student literacy and
student progress to inform future learning in reading numeracy.
Target year: 2022
and numeracy. • All students in Years 10, 11 and 12 have a
Increase in the percentage of students in Years 3 and 5 collaboratively produced individualised learning plan
• Develop and implement school processes to ensure
achieving in the top 2 bands in NAPLAN Numeracy with that sets
reliable data from formative and summative
an uplift of 7.3% to the lower bound system negotiated high expectations and clearly articulates
assessment tasks are used to analyse student
target being achieved. and supports students' learning and post
progress, evaluate growth over time and report
school goals.
student achievement and inform the next steps in the
Target year: 2022
teaching and learning cycle. • Assessment is used flexibly and responsively as an
Increase in the percentage of students in Years 3 and 5 integral part of daily classroom instruction.
• Develop and embed whole school process to
achieving in the top 2 bands in NAPLAN Reading with an consistently apply data informed formative • The school analyses student progress and
uplift of 6.9% to the lower bound system negotiated target assessment collection and feedback into consistent achievement data and a range of other contextual
being achieved. teaching practice. information informing teachers response to trends in
student achievement, at individual, group and whole
Target year: 2022 High Expectations school levels.
Increase in the percentage of Year 7 and 9 students The school culture is strongly focused on learning, the
achieving in the top 2 bands in NAPLAN Numeracy with building of educational aspiration and ongoing
an uplift of 8.6% to the lower bound system negotiated performance improvement throughout the school Evaluation plan for this strategic direction
target being achieved. community. We aim to create and maintain a culture of
high expectations for all which will be supported by a Question:
Target year: 2022 positive and collaborative culture. Within this we are
particularly focused on the teaching of Literacy and To what extent have we achieved our purpose as
Increase in the percentage of Year 7 and 9 students Numeracy skills across all learning areas: indicated by internal and external school measures which
achieving in the top 2 bands in NAPLAN Reading with an indicates demonstrable positive impact on student
uplift of 7.8% to the lower bound system negotiated target • The whole school community outcomes in Numeracy, Reading and HSC results?
being achieved. demonstrates aspirational expectations
of learning progress and achievement Data:
Target year: 2023 for all students, and is committed to the
pursuit of excellence. Data sources will include:
Increase in the percentage of students achieving
expected growth in Year 5 in NAPLAN Reading with an • Effective partnerships in learning with • External assessment such as NAPLAN and HSC
parents and students mean students
Page 3 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures Initiatives Evaluation plan for this strategic direction
uplift of 4% to the school's lower bound system-negotiated are motivated to deliver their best and • Internal assessment such as PAT, Best Start and
target being achieved. continually improve. PLAN 2
Target year: 2023 • Teaching and learning programs are • Literacy and Numeracy progressions
dynamic, showing evidence of revisions
• Scout data
Increase in the percentage of students achieving based on feedback on teaching
expected growth in Year 7 and 9 in NAPLAN Reading with practices, consistent and reliable student • SEF SaS
an uplift of 4.2% to the school's lower bound system- assessment and continuous tracking of
student progress and achievement. • Teaching programs
negotiated target being achieved.
• Curriculum provision • Student work samples
Target year: 2023 supports high expectations for student • Student PLP's and ILP's
learning. The curriculum is enhanced
Increase in the percentage of students achieving by learning alliances with other schools • Surveys such as Tell Them From Me
expected growth in Year 5 in NAPLAN Numeracy with an or organisations, where useful and
uplift of 4.8% to the school's lower bound system- practicable. Analysis
negotiated target being achieved.
• Develop frameworks to support Stage 6 students to • Regular review of these data sources will assist in
Target year: 2023 successfully achieve a HSC and aspire to clear post determining ongoing success of initiatives as
school pathways which including ATAR options for measured against school improvement measures.
Increase in the percentage of students achieving University study and/or
access to further study or work. • At least once per term the Executive team and whole
expected growth in Year 7 and 9 in NAPLAN Numeracy staff will engage in reflective sessions to analyse
with an uplift of 8.2% to the school's lower bound system- • The leadership team establishes a professional internal and external data sources to draw
negotiated target being achieved. learning community which is focused on continuous meaningful conclusions and collaboratively
improvement of teaching and learning. determine future directions.
Target year: 2023
Implications
Increase the number of Aboriginal students attaining the
HSC whilst maintaining their cultural identity to a minimum Deep analysis of the data will guide future school planning
of the system negotiated lower bound target. to provide ongoing improvement to maximise student
learning outcomes.
Target year: 2022
Increase in the percentage of course results in the top 3
HSC bands with an uplift of 7.2% to the lower bound
system-negotiated target.
Target year: 2022
Increase in the percentage of course results in the top 2
HSC bands with an uplift of 9.5% to the lower bound
system-negotiated target.
Target year: 2024
In the element of Data Skills and Use, School Excellence
Page 4 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021Strategic Direction 1: Student growth and attainment
Improvement measures
Framework Self Assessment and External Validation
show uplift to Sustaining and Growing in the themes:
• Data literacy
• Data analysis
• Data use in teaching
Target year: 2024
In the element of Learning Culture, School Excellence
Framework Self Assessment and External Validation
show uplift to Excelling in the themes:
• High expectations
Page 5 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Effective Classroom Practice
Purpose Initiatives Success criteria for this strategic direction
All teachers are committed to identifying, understanding • All staff Performance and Development Plans
and implementing the most effective explicit teaching Quality Teaching (PDPs) explicitly demonstrate a focus on genuine
methods to inform the development of evidence-based improvement in teacher practice.
programs and lessons which meet the needs of all Improve effective classroom practice within and cross
students. stages and faculties to work collaboratively in planning, • Teachers apply a range of formative and summative
implementing and evaluating quality lesson delivery. assessment strategies in line with school
procedures.
Improvement measures • The school researches and implements high impact, • Student assessment data is explicitly used school-
evidence based teaching strategies to support wide to identify student achievement and progress
Target year: 2024 explicit teaching, high expectations and effective and inform teaching practice.
feedback to inform teaching and learning.
90% of teaching staff have engaged in the formal Quality • All staff adopt high impact teaching strategies in line
Teaching Rounds professional learning process at least • Teachers collaborate to share curriculum knowledge, with school priorities to support best practice and
once. data, feedback and other information about student student growth and attainment.
progress and achievement.
Target year: 2022 • Enhanced teacher practice is evident
• The school has a high performing teaching through classroom observations and
All staff choose to incorporate at least one teaching staff as measured against the Australian improvement in student engagement
practice improvement goal as part of their Performance Professional Standards, whose capacities and achievement.
Development Plan. are continually built to ensure every student
experiences high quality teaching. • Teachers collaborate within and across
stages and key learning areas to share
Target year: 2023 • Teachers engage in ongoing reflection of their own student data, curriculum knowledge and
and others practice utilising the Quality Teaching effective teaching and classroom
Increase in the number of staff registering for levels of model as a framework for assessment and management strategies.
accreditation at Highly Accomplished or Lead against a improvement.
2020 baseline.
• The school uses embedded and explicit
Target year: 2022 systems that facilitate professional dialogue, Evaluation plan for this strategic direction
collaboration, classroom observation, the
All teachers access professional learning on the use of modelling of effective practice and the Question:
formative and summative assessment methods. provision of specific and timely feedback
between teachers. This drives ongoing, school wide To what extent have staff improved their teaching practice
Target year: 2024 improvement in teaching practice and utilising summative and formative assessment methods to
student results. meet the learning needs of all students?
In the element of Effective Classroom Practice, School
Excellence Framework Self Assessment and External Quality Assessment Data:
Validation show uplift to Excelling in the themes:
Consistent school-wide practices for assessment are used Data sources will include:
• Lesson planning to monitor, plan and inform student learning across the
curriculum. • Performance and Development Plans
• Explicit teaching
• Feedback • Develop and embed data driven formative • Quality Teaching Rounds documentation such as
assessment structures into daily practice to lesson observation coding data
effectively inform the next steps in the teaching and
• Interviews
learning cycle on a daily basis in every classroom.
• Internal and external student achievement measures
• The school analyses student progress and
Page 6 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021Strategic Direction 2: Effective Classroom Practice
Initiatives Evaluation plan for this strategic direction
achievement data and a range of other • Professional learning attendance data
contextual information. Teachers respond
• AITSL
to trends in student assessment data, at
individual, group and whole school levels. • SEF SaS
• A range of assessment methods are utilised for, as
Analysis
and of learning to give both teachers and students
feedback and direction on future learning. • Review of data sources to provide indicators around
• The school uses systematic and reliable assessment whether we are on track for achieving the intended
information to evaluate student learning over time improvement measures.
and implements changes in teaching that lead to • Regular professional discussion around the School
measurable improvement. Excellence Framework elements and themes.
• The school has processes in place to • Regular exploration of Quality Teaching framework.
support teachers' consistent, evidence-based
judgement and moderation of • Executive team and whole staff reflective sessions.
assessments.
Implications
Monitoring of teaching practice and professional
development at all levels supports teachers to improve
their pedagogy through evidence-based collegial systems
and programs. Review of data will guide ongoing
implementation and future school planning to provide
continuous improvement.
Page 7 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Well-Being, Belonging and Culture
Purpose Initiatives Success criteria for this strategic direction
To improve the holistic well-being of students and staff • All teachers have a sound understanding of student
through a culture of transparent collaboration, common Student Well-Being well-being concepts and use this to inform planning,
purpose and mutually respectful relationships. identify interventions and modify teaching practice.
Student Well-Being
• Effective learning and teaching is provided within
Improvement measures There is a strategic and planned approach to develop secure, well-managed environments, in partnership
whole school wellbeing processes that support the with parents and the wider school community.
Target year: 2022 wellbeing of all students so they can connect, succeed, • School processes work towards maximising student
thrive and learn. participation in decision-making and ensuring that
Increase in the percentage of students demonstrating
positive wellbeing as measure through the 'Tell Them principles of equity and fairness are reflected in
• The school will implement evidence-based change to school practice.
From Me' survey with an uplift of 5.4% in Primary and whole school practices, resulting in measurable
3.6% in Secondary to the school's lower bound system- improvements in wellbeing and engagement to • Systems focus on developing and implementing
negotiated targets being achieved. support learning. policies and procedures to protect the rights, safety
and health of all school community members
Target year: 2024 • There is school-wide, collective responsibility for including the celebration and promotion of cultural
student learning and success, which is shared by diversity.
Increase the number of students who identify as being of parents and students.
indigenous background when measured against 2020 • Valuing and providing opportunities for all students to
• Positive, respectful relationships are evident and develop the skills involved in positive relationships,
baseline data.
widespread among students and staff and promote social responsibility, problem solving and dispute
Target year: 2024 student wellbeing to ensure optimum conditions for resolution.
student learning across the whole school.
• The school recognises the relationship between
Higher retention rates at key transition points such as • The school engages in strong collaborations student and staff welfare and ensuring that staff
Year 6 into 7 and Year 10 into 11 when measured against between parents, students and the community that welfare is also a priority.
2021 baseline data. inform and support continuity of learning for all
students at key transition points. • Teachers establish networks to support students and
Target year: 2022 make sure that students and parents know about,
• The school promotes strong recognition and and have ready access to, this support.
Increase in the percentage of students attending school acceptance of students from a wide variety of cultural
90% of the time of more with an uplift of 8.6% in Primary backgrounds. • All staff contribute to the provision of a caring, well-
and 11.% in Secondary to the school's lower bound managed, safe environment for all students, fellow
system-negotiated target being achieved. Staff Well-Being staff and parents.
Target year: 2024 Staff Well-Being
Evaluation plan for this strategic direction
In the element of Wellbeing, School Excellence Staff are empowered to take ownership of their well-being
Framework Self Assessment and External Validation and access services and supports to ensure they teach Question: How has an improvement in student and staff
show the school to be excelling in the themes: well, lead well, operate well and manage well. well-being translated into improved outcomes for
students?
• Caring for students • Communication of clear processes and procedures
linked to professional development in order to
• A planned approach to wellbeing Data: Data sources will be collected and analysed to
improve student outcomes.
ascertain improvements, including:
• Behaviour • All staff maintain a focus on distributed responsibility
• Individual learning needs to continually develop a culture of effective teamwork • Tell Them From Me student survey results
and collegial advocacy.
Page 8 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021Strategic Direction 3: Well-Being, Belonging and Culture
Improvement measures Initiatives Evaluation plan for this strategic direction
• The school collects, analyses and uses data to • Tell Them From Me staff survey results
Target year: 2024 monitor and refine a whole school approach to
• Staff and student attendance data
social, emotional and physical wellbeing in alignment
Improved staff wellbeing is evidenced through increased with departmental policies and procedures. • Suspension data
staff satisfaction as measured through the People Matters
Employment Survey against 2020 baseline data. • Develop the physical environment to promote an • Surveys
inclusive culture which recognises best practice and
achievement. • Student leadership participation rates
• Sentral incident records
• People Matter Employee survey
• Completion of Tier 1 and Tier 2 well-being priority
goals
Analysis:
• Data is analysed through school and departmental
system processes to determine the extent to which
the purpose and improvement measures have been
achieved.
Implications: Regular analysis of the data will guide
ongoing implementation and future school directions.
Page 9 of 9 Jindabyne Central School (2237) -2021-2024 Printed on: 1 April, 2021You can also read
