APHS School plan 2015 – 2017 · APHS School plan 2015 – 2017 ... outcomes are aligned with digital curriculum. ... 2015 TERM 1 TERM 2 TERM 3 TERM 4 PROCESS MID

APHS School plan 2015 – 2017

Arthur Phillip High School

School background 2015 2017

SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

Innovative digital T & L to maximise student engagement and achievement

Arthur Phillip High School (established 1875) is a city school, located right in the heart of the new Parramatta business and education precinct. The school population is diverse with more than 90% of students coming from nonEnglish speaking backgrounds. There are over forty different cultures represented in the school population. The school has a long history of being a pioneer in the integration of technology into teaching and learning. As a leading technology school for more than a decade the school has developed a unique approach to personalising learning for every student. Five years ago, Arthur Phillip made a bold decision to embrace digital education. At the time, the Australian Government’s Digital Education Revolution (DER) provided all high school students in Years 9 12 with a laptop. The staff at Arthur Phillip built upon this initiative by creating an online, interactive digital learning environment for their teachers and students. In 2014, Arthur Phillip partnered with Google to provide Chromebooks and Apps to every student, moving its entire digital learning platform to the cloud. The digital units our teachers created provided our students with a clear outline of each topic and then presented the content and concepts involved in a variety of ways. Explanations, diagrams, videos, maps and other multimedia resources allowed teachers to demonstrate and explore concepts clearly and helped students to engage and learn in their own way. The units contained group tasks, individual challenges, projects and extension activities. We were very aware that digital learning is more than connecting to and reporting on content. It involves critical thinking, design and participation. And requires teachers to provide direction, to moderate and to provide feedback. Therefore, these units of work also contained interactive simulations and scenarios for students to explore and analyse, as well as digital tasks specially designed by their teachers for them to complete.

The plan was developed by staff, students and parents. The implementation of the school plan will be monitored by the school executive and will be evaluated each term. The school’s executive will have direct responsibility and accountability for the implementation of the school plans and their evaluation.

School strategic directions 2015 2017

Strategic Direction 1: Digital Learning

PURPOSE PEOPLE PROCESSES PRODUCTS & PRACTICES

Why do we need this particular strategic direction and why is it important? To develop and implement quality curriculum and assessment that is differentiated, innovative and creative in an online environment. To link all digital learning to the National Curriculum across the KLAs. To have all students access a device to encourage and engage students in their learning. To develop project based learning. To provide opportunity for parents to engage with their child’s online learning.

How do we develop capabilities of our people to bring about transformation? Senior Executive Team: Monitor the quality, frequency and implementation of online learning for Yrs 7 – 10. Ensure that HTs are implementing an equitable workload for teachers in the development of units of online work for Yrs 7 – 10. Digital Learning Team: Assist the development and implementation of digital learning that aligns with the National Curriculum and differentiating the course work to cater to the learning needs of students. HT Faculty: Ensure the implementation of a digital National Curriculum that is differentiated for each year group. Ensure an equitable workload for the development of online units of work for Yrs 7 – 10 in their faculty. Teachers/Staff: Confident and competent at using online teaching & learning and using differentiated curriculum. Parents: Monitor students progress and the quality of work. Parents will have improved communication through online access to student work. Students: Increase student engagement through a digital curriculum. Community partners: Connected to the wider online community.

How do we do it and how will we know? Process 1: Monitor staff’s effective use of digital curriculum. Process 2: Provision of an equitable allocation for all staff for digital learning. Process 3: Digital units aligned with BOSTES Curriculum and outcomes across KLA’s. Senior Executive Team: Responsible for developing staff capacity for online learning by time allocation and finances. Communication with parents to provide information and access to digital learning. Digital Learning Team: Training of staff and monitor, assess and evaluate the development of digital learning. Monitor effective staff use of online curriculum and provision of student feedback. HT Faculty: Complete the National Curriculum programs for Yrs 7 – 10 as online learning programs. Effectively monitor that all teachers of Years 7 10 are using Hapara. Monitor and review staff take up and provide an equitable allocation for all staff for digital learning. Review online units of work to ensure BOSTES outcomes are aligned with digital curriculum. Teachers/Staff Provide support and opportunities for staff to work collaboratively to develop online units of work.

What is achieved and how do we know? Products & Practices

All students in Stage 4 and 5 to access devices to increase student engagement.

Students engage with technology to enhance their learning.

Increased student engagement leading to decreased student suspensions.

Stage 6 students to have one to one technology in 2016 17.

Develop staff expertise in creating digital learning.

Staff to meet their Professional Development Framework goals aligned with the Australian National Standards for Teachers.

Staff to continue to complete accreditation at the levels of Proficient, Highly Accomplished and Lead.

Positive parent satisfaction survey re communication provided via online access across Years 712.

Demonstrate to parents how to use the Parent Portal to access their child’s online learning.

Staff effectively use Hapara in Stage 4 & 5 to deliver the content and monitor student usage. Use online curriculum effectively and provide feedback to students. Evaluate digital units. Parents Increased communication between school and parents through online work and surveys. Students Increase student engagement through digital curriculum.

Parents have access to their child’s online learning.

IMPROVEMENT MEASURES

Increased student engagement leading to decreased student suspensions by 10%.

Staff expertise in creating digital learning has improved by 25 % each year for the next the 3 years. All staff to meet their Professional Development Framework goals that are aligned with the strategic direction.

Improved parent awareness of online learning by achieving 50% of parents using the Parent Portal to view their child’s online learning over the next 3 years..

Leaders:

Strategic direction 1:DIGITAL LEARNING Implementation and progress monitoring Project Leaders: Senior Executive

Off track Implementation delayed On track

2015 TERM 1 TERM 2 TERM 3 TERM 4

PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes

Responsible for development of staff capacity for online learning by time allocation and finances.

Finance allocated for professional development. Professional development scheduled for staff for 2015.

50% of staff have attended professional development on technology and digital curriculum.

100% of staff have attended professional development on technology and digital curriculum.

Communication with parents to provide information and access to digital learning.

All student families are provided with instructions and access to their child’s online work via parent portal

Collect online feedback from parents and students

Year 7 2016 invited to participate in Connected 121 (on orientation day) 30% families accessing online work of their child

[Evaluation]

Amount spent for professional learning courses Whole school, faculty and individual professional courses provided

Whole school, faculty and individual professional courses provided

Amount spent for professional learning courses Whole school, faculty and individual professional courses provided Analysis of the year 6 7 digital competence at orientation

Google survey of parents survey regarding satisfaction of online work

Project Leaders: Digital Learning Team



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Training of staff in Google Apps, Hapara, web 2 tools and the creation of digital curriculum.

Training of 2 3 faculties.

Training of 2 3 faculties.

All staff in all faculties have had training in Google Apps, Hapara, web 2 tools and digital curriculum development.

Develop Teacher Digital portfolio

Every teacher in school has a digital portfolio as per PDF requirements

Teacher maintains the digital portfolio

Teachers continue to maintain their digital portfolio

Monitor, assess and evaluate the development of digital learning.

Analysis and evaluation of units of work term 1 & 2

Analysis of evaluation of units of work Term 3

Analysis of evaluation of units of work Term 4

[Evaluation]]

Google designed survey for faculty review of the digital unit Term 1 & 2

Google designed survey for faculty review of the digital unit Term 3

Google designed survey for faculty review of the digital unit Term 4

Staff survey on quality of delivery and content of digital units



Project Leaders: Head Teachers Off track Implementation delayed On track


PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Monitor staff effectively using digital curriculum.

Analysis of surveys, Google analytics, Hapara and class data.

Analysis of surveys, Google analytics, Hapara and class data.

All classes in Stage 4 and 5 to be using the online curriculum effectively.

Provide an equitable allocation for all staff for digital learning.

HT to provide an equitable allocation of responsibilities including digital curriculum for staff within their faculty.

Review allocation of responsibilities including digital curriculum for staff within their faculty.

Evaluate HT allocation of responsibilities including digital curriculum for staff within their faculty.

Accountability of National Curriculum implementation across KLAs.

Review work for Terms 1 and 2 digital units to ensure that the National Curriculum outcomes are met.

Review work for Terms 2 and 3 digital units to ensure that the National Curriculum outcomes are met.

All National Curriculum outcomes have been met and evaluated.

[Evaluation]

HT completes HT proforma package term 2 for teachers and provides evaluation and feedback about the process HT evaluation of student survey on digital units

HT completes HT proforma package term32 for teachers and provides evaluation and feedback about the process HT evaluation of student survey on digital units

HT completes HT proforma package term 4 for teachers and provides evaluation and feedback about the process HT evaluation of student survey on digital units

Project Leaders: Teachers/Staff Off track Implementation delayed On track


PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Staff to work collaboratively to develop online units of work.

30% of staff to work collaboratively to develop online units of work for term 2



Staff effectively use Hapara in Stage 4 & 5 to deliver the content and monitor student usage.

Evidence that teachers have pushed all necessary documents etc in student folder /drive for term 2



Use online curriculum effectively and provide feedback to students.

Teachers provide meaningful feedback to the students through



Hapara for term 2 units of work.



[Evaluation]

HT analysis and feedback of teacher evidence of documents pushed through Hapara in core faculties HT analysis and feedback of teacher evidence of feedback provided to the students in core faculties



Project Leaders: Students Off track Implementation delayed On track


PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes To increase student engagement through the digital curriculum

Most of the students in stage 4 & 5 have access to device to access digital curriculum

Most of the students in stage 4 & 5 have access to device to access digital curriculum

All students in stage 4 & 5 have access to device to access digital curriculum

[Evaluation]

Student Google survey for term 2 regarding quality of the digital units



To be developed by the HT faculty of core KLAs in collaboration with digital learning team.

To be developed by the HT faculty of core KLAs in collaboration with digital learning team.

To be developed by the HT faculty of core KLAs in collaboration with digital learning team

Project Leaders: Parents



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Increased communication between school and parents through online work and surveys

25% of parents view their child’s work through Parent Portal



[Evaluation]

Gauge the nature and extent of parent involvement via Parent Portal/ surveys

Gauge the nature and extent of parent involvement via Parent Portal/surveys

Gauge the nature and extent of parent involvement via Parent Portal/surveys

Strategic Direction 2: Student Achievement


Why do we need this particular strategic direction and why is it important?

How do we develop capabilities of our people to bring about transformation?

How do we do it and how will we know? What is achieved and how do we know?

To promote a culture of learning that has a high expectations and adds value to students literacy and numeracy levels To provide a strong focus on rigorous curriculum presented in an innovative digital format. To tailor learning for individual needs of the students.

Senior Executive Team: Monitor the implementation of curriculum across all the KLAs. Evaluate the quality of curriculum across all KLAs focusing on literacy and numeracy skills and strategies. Digital Learning Team: Assist and monitor the implementation of a digital curriculum . Develop the capacity in teachers to ensure that appropriate literacy and numeracy skills are embedded into the teaching and learning. Learning Support and Senior Mentor Team: Ensure students have positive learning experiences through the personalised learning and transitional programs HT Faculty: Implement a digital National Curriculum ensuring that literacy and numeracy components are embedded in the teaching and learning programs. Teachers/Staff: Evidence that teachers are using data to differentiate the curriculum to meet the literacy and numeracy needs of their students. Teachers develop an appropriate format to provide relevant and timely feedback on student progress regarding their literacy and numeracy outcomes. Students:

Senior Executive Team: Provide professional learning to support staff implement the National Curriculum and in targeting literacy and numeracy in a digital context. Digital learning team: Provide time and expertise to ensure embedding of literacy and numeracy skills in a digital curriculum across the KLAs. Work collaboratively with teachers to provide feedback. Help develop student digital portfolio. Learning Support and Senior Mentor Team: Support students and provide access to appropriate learning programs and pathway options. HT Faculty: Coordinate faculty curriculum documents online. Ensure that the literacy and numeracy skills are tested and data collected for evaluation. Ensure the data is analysed and used to create relevant and appropriate work. Teachers/staff: Collect and analyse data to identify necessary literacy and numeracy strategies. Students’ pretest data will be analysed to informed teaching and learning, including digital curriculum. Implement units of work that prioritise the identified literacy and numeracy strategies and

Products & Practices:

All teaching and learning programs have embedded literacy and numeracy strategies to engage and enhance learning outcomes.

Online evaluation of literacy and numeracy strategies across the KLAs.

NAPLAN and HSC results demonstrate that the literacy and numeracy strategies are successfully improving learning outcomes.

Evaluation of online curriculum in terms of rigour and quality.

Maintain the value added data above the state average for low, middle and high achieving students.

Maintain school attendance above state average.

Whole staff can articulate the goals and expectation of the school management plan and its strategic directions.

Students demonstrate future focused learning via online portfolios Parents: View students progress and the quality of online work and provide feedback. Community partners: Connected to the wider online community.

ensure they are embedded in the teaching and learning practice. Ensure BOSTES outcomes are evident in digital teaching and learning programs. Students’ posttest data will be analysed to evaluate teaching and learning programs, including digital curriculum. Students Parents: Provide parents with access to student portfolios to encourage a meaningful discussion with teachers through online feedback. Community partners: Liaise with wider community to ensure student success in their achievements.


Meeting NAPLAN literacy and numeracy targets.

Improved HSC results that demonstrate the literacy and numeracy strategies are successfully improving learning outcomes.

Maintain the value added data above the state average for low, middle and high achieving students.

All staff are able to articulate the goals and expectation of the school management plan and its strategic directions.

Leaders:

Evaluation plan:

Strategic direction 2:STUDENT ACHIEVEMENT Implementation and progress monitoring Project Leaders: Senior Executive



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Provision of professional learning to support staff in implementing the National Curriculum and in targeting literacy and numeracy in a digital context.

Time allocated for professional development. Professional development scheduled for staff for 2015.

Time allocated for professional development and designing the digital learning program.

Each faculty has staff members trained to be literacy and numeracy leaders.

[Evaluation]

Showcase different faculties’ digital teaching programs embedded with literacy and numeracy skills. Evaluate student work samples from each faculty.

Data on classes/students accessing the digital curriculum will be analysed. Evaluate student work samples across all year groups and courses.

Effectiveness of the digital curriculum will be evaluated through a variety of sources such as data, surveys and interviews, for example, suspensions, attendance, and literacy and numeracy benchmarks.

Project Leaders: Digital Learning Team



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Provide time and expertise to ensure embedding of literacy and numeracy skills in a digital curriculum across the KLAs

Effective literacy and numeracy strategies are shared online.

Lists of effective literacy and numeracy strategies are uploaded to the online community for reference.

Literacy and numeracy skills will be taught and embedded in all digital programs.

To work collaboratively with teachers to provide feedback.

Teachers in faculties work collaboratively in providing feedback and support regarding the design and effectiveness of the digital teaching and learning program.

The same teachers will be trained as digital curriculum leaders in their faculties.

These digital curriculum leaders will support teachers in other faculties to develop digital teaching and learning programs.

To help develop student digital portfolio

Every student to have a digital portfolio

Investigate the trial use of feedback via online forum/blogs

[Evaluation]

Collect work samples and evaluate student’s achievements in literacy and numeracy

Collect work samples and evaluate student’s achievements in literacy and numeracy.

Collect more work samples and evaluate student’s achievements in literacy and numeracy.

Project Leaders: Learning Support and Senior Mentor Team



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Provide support to staff and students to ensure students have access to appropriate learning programs and pathway options.

Profiles of students with additional learning needs and a class overview will be set up on TSS.

Student’s with identified learning needs will be communicated to their teachers, who will make adjustments to/differentiate the digital teaching.

Student access to appropriate learning program/pathways will be demonstrated by the number of students who choose non ATAR courses and/or ROA; graduate from APHS; NAPLAN and National Consistent Data collection.

[Evaluation]

Collect and analyse data from TSS Evaluation of suspension data, attendance data, N awards, ROSA

Collect ILPs for students with learning needs Evaluation of suspension and attendance data

Evaluation of student results to indicate access to appropriate learning programs Evaluation of suspension and attendance data

Project Leaders: HT Faculty



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes To coordinate faculty curriculum documents online.

Ensure National Curriculum outcomes have been included in the Term 1 & 2 digital teaching and learning programs.

Ensure National Curriculum outcomes have been included in the Term 3 digital teaching and learning programs.

Ensure National Curriculum outcomes have been included in the Term 3 and 4 digital teaching and learning programs.

To ensure that the literacy and numeracy skills are tested and data collected for evaluation. To ensure the data is analysed and used to create relevant and appropriate work.

Design curriculum based literacy and numeracy assessment to establish a baseline.

Students’ pretest data will be collected to inform digital teaching and learning programs.

Students’ posttest data will be collected and used to inform the digital teaching and learning programs.

[Evaluation]

Evaluate student work samples from across all year groups and courses. Evaluation of differentiation across each year group via online survey/registration

Students’ posttest data will be collected and used to evaluate the digital teaching and learning programs.

Project Leaders: Teachers/Staff



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes To identify literacy and numeracy strategies based on the collected data.

Use curriculum based literacy and numeracy assessment to collect baseline data.

Analyse the baseline and NAPLAN data to identify literacy and numeracy needs.

Identify and use literacy and numeracy strategies from the uploaded lists of effective literacy and numeracy strategies/practices

To implement units of work that prioritise the identified literacy and numeracy strategies and ensure they are embedded in the teaching and learning practices.

Literacy and numeracy skills relevant to each faculty will be prioritised and scaffolded.

Literacy and numeracy skills and strategies are embedded in every digital unit of work.

Data collected from students’ work samples, posttest and NAPLAN will be used to evaluate the effectiveness of a given unit of work.

[Evaluation]

Collect pretest and post test data for literacy and numeracy in English and Maths (eg. ALERT, numeracy etc) Registers reflect evaluation of extent of differentiated curriculum



Project leaders: Students



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Students demonstrate future focused learning via online portfolios

Students put work samples in their portfolio to showcase their work in all core KLAs

Students put work samples in their portfolio to showcase their work in all core KLAs Trialling use of student blog with few classes

Students put work samples in their portfolio to showcase their work in all core KLAs Some classes use metacognitive blog

[Evaluation]

Review of quality of student work self evaluation survey

Google survey for student blog

Google survey for student blog

Project leaders: Parents



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Provide parents with access to student portfolios to encourage a meaningful discussion with teachers through online feedback.

20 % parents view/access their child’s work via parent portal

30% parents view their child’s work via parent portal

40% parents view their child’s work via parent portal

[Evaluation]

Parent feedback via online survey

Parent feedback via online survey

Project leaders: Community Partners Off track Implementation delayed On track


PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Liaise with wider community to ensure student success in their achievements.

School provides support to the students through wider community:

∙ Refugee Transition Program (RTP)

∙ Macquarie University Mentoring Program

∙ Ready Arrive Work (RAW)

∙ Work Experience

∙ Fast Forward





∙ Work Experience

∙ Fast Forward





∙ Work Experience

∙ Fast Forward

[Evaluation]

Evaluation of the programs for improved learning outcomes by the project leaders for individual students via survey, reports



Strategic Direction 3: Quality Teaching and Accountability


Why do we need this particular strategic direction and why is it important?

How do we develop capabilities of our people to bring about transformation?

How do we do it and how will we know? What is achieved and how do we know?

To develop and deliver quality teaching and assessment that incorporates the professional teaching standards and digital curriculum to address the targets in the school plan.

Senior Executive Team: Monitor and support school accountability processes to ensure teachers develop quality teaching and learning practices. Increase staff knowledge and improve capacity to develop and deliver quality lessons through ongoing professional learning. Digital Learning Team: Provide quality digital models and a framework for staff self assessment/accountability. Senior Mentor Team: Monitor the progress of all senior students Yrs 1012. HT Faculty: Assist staff to meet all accountability requirements in teaching and learning programs and HSC requirements. Teachers/Staff: Implement quality teaching and learning programs in a digital format and provide self evaluations. Students:

Senior Executive Team: Online assessment of school processes and procedures as part of the TARS/EARS procedures. Encourage staff involvement in accreditation. Digital learning team: Online assessment of school processes and procedures. Senior Mentor Team: Tracking of senior students and accommodation of their varied needs HT Faculty: Faculty HT to meet with staff to monitor and provide feedback regarding their initial development of a plan and resources for the accreditation process. Provide online data to ensure all accountabilities for curriculum and HSC requirements. Implement PDF procedures in line with school plan. Monitor to ensure that teachers meet their allocated responsibilities. Teachers/staff: Engage in professional learning to implement the school priorities in digital curriculum. Gather evidence to support quality teaching/ accreditation.

Products & Practices:

Students evaluate nature and extent of their digital learning experiences.

Every teacher will have a Professional Development Framework and an online evaluation portfolio. Practice: All teachers will implement, as part of the HSC review, an evaluation of teaching strategies

Clearly identified areas for improvement.

PDF interviews completed with all staff.

All staff engage in appropriate professional learning that is identified based on the identified needs of the students and /or teacher.

All staff have engaged in professional development that directly improve student outcomes.

All teachers undertaking accreditation at higher levels are successful in gaining and maintaining their accreditation.

Students: Actively engage in online curriculum and cocurricular activities.


All teachers will have a Professional Development Framework and an online evaluation portfolio.

All staff have been engaged in appropriate professional learning that has improved learning outcomes.

All teachers undertaking accreditation at higher levels are successful in gaining and maintaining their accreditation.

Leaders:

Strategic direction 3:TEACHER QUALITY & ACCOUNTABILITY Implementation & progress monitoring Project leaders: Senior Executive


2015

TERM 1 TERM 2 TERM 3 TERM 4

PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Online assessment of school processes and procedures as part of the PDF procedures.

Ensure that the PDF process scheduled for faculty for example, classroom observations, meeting times

Review executive PDF

Encourage staff involvement in accreditation.

Survey the number of teachers involved in accreditation and at which level. Coordinate professional development for teachers interested in the accreditation process.

Teachers work collaboratively towards the accreditation plan and process.

Teachers share their plan, process and experiences of the accreditation process.

[Evaluation]

Analysis of online faculty plan Analysis of surveys,

Review online process teacher quality and accountability and implement key feedback Analyse % of staff involved at each level of accreditation

Project Leaders: Digital Learning



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Online assessment of school processes and procedures.

Development of student portfolios. Three faculties have published online curriculum.

Monitor the development of the student profiles. 5 faculties have published online curriculum. Work with staff to enhance online curriculum

All students in Stage 4 and 5 have a student profile. Core faculties have online curriculum

[Evaluation]

Collect samples of student portfolios for term 1 and 2

Collect samples of student portfolios term 3

Collect samples of student portfolios term 4 Evaluate student sample portfolios Evaluate quality of online curriculum

Project leaders: Senior Mentor Team



PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Tracking of senior students and accommodation of their varied educational needs.

Most students should have an appropriate learning program to meet their educational needs.

Ongoing monitoring of students’ progress and targeted student’s will be discussed in LST and senior mentor team. Different study/pathway options will be offered.

Student access to appropriate learning program/pathways will be demonstrated by the number of students who choose non ATAR courses and/or ROA; graduate from APHS; NAPLAN and National Consistent Data collection.

[Evaluation]

Survey of faculty programs to confirm adjustments/modification to meet educational needs

Analysis student progress from student report and teacher feedback school attendance and suspension data

Evaluation of HSC data on ATAR and non ATAR

Project Leaders: HT Faculty Off track Implementation delayed On track


PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Monitor staff development in accreditation.

Faculty HT to monitor the process of the Professional Learning Plans of staff.

Faculty HT to meet with staff to monitor and provide feedback regarding their initial development of a plan and resources for the accreditation process.

Faculty HT to meet with staff to monitor and provide feedback regarding their initial development of a plan and resources for the accreditation process.

Implement PDF procedures in line with school plan.

.

HT to monitor staff in completing the and providing the relevant documentation for the PDF process inline with the school plan and Teacher PDF completed for the interview with HT.

PDFs completed with all staff.

Provide online data to ensure all accountabilities re curriculum/HSC etc are met.

Faculty HT to submit HSC accountabilities, budget and equitable allocation of responsibilities including digital curriculum for staff should be demonstrated in the faculty management plan.

Monitoring of staff to ensure that teachers meet their allocated responsibilities.

Monitoring of staff to ensure that teachers meet their allocated responsibilities and initial consultation for 2016

[Evaluation]

HT completes HT proforma package term 1 & 2 for teachers and provides evaluation and feedback about the process

HT completes HT proforma package term 3 for teachers and provides evaluation and feedback about the process

HT completes HT proforma package term 4 for teachers and provides evaluation and feedback about the process

Project Leaders: Teachers/staff Off track Implementation delayed On track


PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Engage in professional learning to implement the school priorities in digital curriculum.

Teachers should be able to articulate the school management plan and include its directions in their teaching practices.

Teachers engaged in professional learning related to school plan and its strategic directions.

Priorities of school plan will be demonstrated in all teaching programs and TARS process.

Gather evidence to support quality teaching/ accreditation.

Teachers collect student work samples and progress results to support their accreditation.

Ongoing evidence of student work and assessment data.

.

Ongoing evidence of student work and assessment data. .

[Evaluation]

Teacher maintains the digital portfolio which includes PLP and student work samples, evidence for accreditation



Project Leaders: Students Off track Implementation delayed On track


PROCESS MID TERM END TERM MID TERM END TERM MID TERM END TERM MID TERM END TERM Enter the key milestones to monitor and track delivery of the outcomes Students engage in online curriculum and cocurricular activities.

Each student has access to online work google sites (google account & google drive folders)



[Evaluation]

Evaluate student surveys on online curriculum And data from Hapara

Evaluate student surveys on online curriculum And data from Hapara

Student feedback regarding 2015 work done and 2016 expectations

Documents

APHS School plan 2015 – 2017 · APHS School plan 2015 – 2017 ... outcomes are aligned with digital curriculum. ... 2015 TERM 1 TERM 2 TERM 3 TERM 4 PROCESS MID