Bankstown Senior College Annual Report
2018
8381
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Introduction
The Annual Report for 2018 is provided to the community of Bankstown Senior College as an account of the school's operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.
Marianne Doyle
Principal
School contact details
Bankstown Senior College Antwerp St Bankstown, 2200 www.bankstowns-h.schools.nsw.edu.au [email protected] 9707 3288
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School background
School vision statement
Bankstown Senior College empowers a diverse range of students to be confident, active, future–focused learners.
School context
· Bankstown Senior College provides secondary education to students of post compulsory age, new arrivals, refugees, re–entry students and those who have found it difficult to engage with education in a traditional setting. Over ninety per cent of our students come from a language background other than English.
· The College curriculum focuses on English language acquisition, literacy, numeracy, employability skills and the development of digital literacy across all key learning areas.
· The College prides itself on offering a broad flexible curriculum with an emphasis on individual patterns of study across a four day week. Students’ prior learning and cultural knowledge is recognised and valued. Emphasis is placed on differentiated teaching and learning.
· A full range of academic and vocational courses are available for students in Years 10–12. In addition the College provides Intensive English courses for full and part time students and mid–year preparation courses.
· The College teaching and support staff is committed and dedicated to building their capacity to provide the best educational opportunities for students enrolled in the various programs the College offers.
· Students’ social and emotional wellbeing is supported by strong Student Support structures.
· We value the contribution of the wider community and have developed stronger links with parents, TAFE, universities, relevant community agencies and businesses.
Self-assessment and school achievement
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework, school achievements and the next steps to be pursued.
This year, our school undertook self–assessment using the School Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. Our self–assessment was based on consideration of evidence sourced across all year Groups and all KLAs including our onsite Intensive English Centre.
Learning
In the element of Wellbeing, our evidence supported our operation at the Excelling stage. In the elements of Learning Culture, Curriculum, Assessment, Reporting and Student Performance measures, we feel that the evidence supports a judgement of Sustaining and Growing.
Teaching
In the element of Professional Standards, our on–balance judgement is that we are Excelling. In the elements of Effective Classroom Practice, Data Skills and Use and Learning and Development, we feel that the evidence shows that we are operating at the level of Sustaining and Growing.
Leading
In the elements of Educational Leadership, School planning, Implementation and Reporting and School Resources, we feel that the evidence shows that we are Excelling. In the element of Management Practices and Processes, we believe that we are Sustaining and Growing.
Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.
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For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide
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Strategic Direction 1
Personalised, authentic learning
Purpose
To provide equitable access to appropriate educational experiences by promoting a culture of excellence through innovative and personalised learning, enabling all students to develop confidence and capacity in literacy and numeracy, thus maximising future opportunities.
Overall summary of progress
Our continued College–wide focus on growth in individual learning has enabled us to achieve measurable progress in this Strategic Direction through the continued implementation of the Individual Growth Project, which identifies individual student learning needs through data analysis and consultation and then addresses them through targeted, explicit learning support. Targeted classes and individual support is provided to students of low socio–economic, EAL/D, Aboriginal and refugee students alike, according to need. Students in both Year 10 and 11 demonstrate significant growth in Post Banplan in Literacy and Numeracy due to the extensive focus on these areas throughout the year. The Lesson Study Project is a vehicle that ensures that all teachers are committed to developing lessons that focus on achieving College goals in literacy and numeracy. The introduction of HSC Minimum Standards in literacy and numeracy has led to a whole College focus on developing the reading, writing and numeracy skills of each individual student. Support has been provided by the Literacy and Numeracy teams through organised workshops, practice testing, WordFlyers and Mathletics activities and program planning for explicit teaching of literacy and numeracy. Our focus on providing students with relevant and meaningful curriculum appropriate to their individual goals has led to measureable growth in attainment of vocational competencies and employability skills through extra–curricula activities.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increased the percentage of Staffing costs: Analysis and data is indicative of students achieving students demonstrating expected • English language expected or higher than expected levels of growth. growth in literacy. proficiency ($624,678.00) School data collected through Banplan testing • Targeted student support revealed an overall growth in Year 10 Reading of for refugees and new 0.66, which is equivalent to approximately 1.5 years arrivals ($98,394.00) of growth in less than 12 months. Year 11 students • Low level adjustment for achieved improvement equivalent to one year's disability ($207,842.00) growth in Reading with an effect size of 0.35. Year • Socio–economic 10 students continue to be in the process of background: achieving the Minimum Standard in Literacy. 79% • Targeted learning support of Year 10 students achieved Level 3 or above in • ($464,152.00) the Minimum Standard Reading test. Year 10 • Equity Deputy position students achieved growth in Writing across the year • ($160,254) with an average effect size of 0.7. Year 11 students • Head Teacher Teaching achieved an average effect size of 0.54 in Writing. and Learning higher duties ($39825.00) Average level of progression through the IEC reading levels was 2.5 and 15% of students reached the upper three levels prior to exiting the IEC.
Increased the percentage of As above Analysis and data is indicative of students achieving students demonstrating expected expected or higher than expected levels of growth. growth in numeracy. Year 10 students continue to be in the process of achieving the Minimum Standard in Numeracy. Approximately 60% of Year 10 students achieved Level 3 or above in the Minimum Standard Numeracy test. In the school's Banplan testing there was an average increase in students' score of 2.8, with an effect size of over 0.43. In Year 11
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increased the percentage of there was an average increase in students' score of students demonstrating expected 1.96, with an effect size of over 0.3. growth in numeracy.
Established a consistent, Head Teacher Teaching Professional learning was provided for all staff at school–wide system for and Learning Higher Duties the College and IEC on the use of assessment for differentiation. ($39825.00) learning, and the different uses of summative and formative assessment.The process of auditing the External audit of College's assessment practice (by faculty) Maths/Science Assessment commenced in Term 4 and will continue in 2019. practices ($10,000)
Achievement of student post Low socio–economic 85% of Year 12 students went on to university, school destination goals. background: TAFE or employment. Of the 56 students in Year 12 who qualified for an ATAR or Limited ATAR, 61% Salary for Community Links were offered a place in university. Coordinator ($52,006.00)
Salary for BKSB coordinator ($40,000.00)
Stronger industry links and As above Some links have been established with local greater school and community schools in the delivery of VET but this continues to use of the Bankstown Trade be an area where further progress could be made. Skills Centre.
Next Steps
Year 10 students continue to be in the process of achieving the Minimum Standards in Literacy and/or Numeracy. Students who have yet to meet the appropriate level will be assisted to do so through the ongoing focus on Literacy and Numeracy in 2019 as Year 11 students. Specialised 30 minute Literacy and Numeracy classes, along with whole day workshops are planned for all Year groups in 2019 to develop their skills and work towards achieving Level 3 or above.
Continue to build on the improved Learning and Support processes and strengthen the capacity of staff to collect, analyse and use appropriate student data. Data from staff and students on assessment for learning will be used to drive improvements in assessment and performance.
Further develop the IEC's Basic Key Skills Builder program and the Individual Reading Program to concentrate on comprehension as well as decoding of English language. This will ensure that IEC students develop skills to assist in the transition to the College or the next stage of their learning journey.
Update the explicit Year 12 Learning Support program, including the use of outside agencies such as Elevate Education. Ensure that the programming of Learning Support aligns with the new Mentor program in 2019.
Ensure all students with an identified disability have a personalised Learning and Support Plan and that all students from Year 10 to 12 have a Personal Education Plan.
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Strategic Direction 2
Developing resilient citizens
Purpose
To build and sustain a culture of social and emotional wellbeing through healthy and respectful relationships between students, staff and parents/caregivers, maximising student opportunity in the wider Australian community.
Overall summary of progress
Our continued school–wide focus on development and maintenance of a culture of individual growth has enabled us to achieve significant progress in this strategic direction through a successful, coordinated approach to student wellbeing and learning culture. Professional learning of all teaching staff in Motivation, Growth Mindset and Metacognition explored the factors that lead to exceptional performance and reasons why some people achieve so much more than others. The elements of the Wellbeing Framework were used as the starting point of a comprehensive evaluation of wellbeing approaches within the College.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase the proportion of Higher duties costs for Completion rates as per the Annual report students who are resilient and Attendance coordinator engaged learners Scholarship support minimises students' financial Employment of casual stress and enables positive learning experiences Enrolment coordinator with greater student focus and motivation. • Socio–economic background ($9072.00) Attendance rates in the main College remain above 90%,although IEC attendance rates are lower.
Successful transition of all Salary of Community Links Establishment of a Transition team, including students to the next phase of Coordinator ($52,006.00) teachers and the Wellbeing Support officer has led their learning journey. to a more focused and strategic approach to Student Wellbeing Officer supporting students in their transition. ($52,006.00) from Flexible Funding for Wellbeing Services
Increase the level of attendance Salary of Community Parent surveys indicated a higher level of and engagement of parents and Liaison Officer ($60,000.00) participation by parents than in previous years care–givers in the life of the from Low Socio–Economic (41%) with a greater number of parents attending College. Background all four parent forums.
A small group of BSC parents along with parents from 4 other schools attended an excursion to Orange to experience rural life in Australia and encourage families to access the support offered by Auburn Diversity Services.
Increase the level of student Targeted Student Support The College CLO and Refugee teachers accessed engagement and participation in for Refugees and New a number of extra curricula programs and courses wider community activities. Arrivals: ($98,394.00) offered by the Lebanese Muslim Association and the Dept of Social Services through the Thrive Community Liaison Officer Youth Transition Support program. BSC students ($60,000.00) from Low completed courses in Traffic Control, Whitecard Socio–Economic Safety, First Aid, Security and Forklift Licence and Background. Barista training. A number of students were subsequently successful in gaining employment Tafe Taster program costs( after completing these courses. $15000.00) from Low Socio–Economic 94 IEC students participated in a TAFE taster Background. program, variously experiencing Hair and Makeup,
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase the level of student Barista, Office Skills and First Aid for two days. As a engagement and participation in direct result of this initiative, 36 students acquired wider community activities. their First Aid Certificate.
Next Steps
Following feedback from IEC and College students and teachers, in 2019 we will deliver two 30 minute Mentor lessons per week for students in all years in the College and the exiting classes of the IEC with a focus on Mindfulness and gratitude practice as well as covering the Life–Ready content.
Further development of the Transition Team which will provide individual case management of students needing to transition to the next stage of their learning journey, as well as the seamless transition of the IEC students into the College. The RAW careers program for refugee students, the NRL School to Work program for ATSI students and services provided by Afford to support students with mild disabilities are programs planned for 2019.
Continue to develop the process of monitoring and review of attendance across the College including whole day and partials, by the Attendance Coordinator, Enrolment Coordinator and the Head Teacher Wellbeing.
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Strategic Direction 3
Building strong classroom leaders
Purpose
To build a culture of high expectations in teaching, learning and leading where all teacher learners are active, reflective and focused on achieving performance and development goals to drive school improvement.
Overall summary of progress
Our continued emphasis on quality teaching via the Lesson Study Project has seen a vigorous alignment of strategic directions to student learning outcomes. Constant reflection on best practice coupled with mentoring has seen staff confidence increase and leadership capacity grow. Staff capacity to collect, analyse and use all forms of data to improve their teaching practice has translated into improved student outcomes. The contribution of our outside facilitator to the Building Strong Leaders Project was instrumental in increasing numbers of staff taking on leadership responsibilities across the College and the IEC. Evaluation of this program has shown that it has led to increasing confidence of leaders, more successful progression of staff into leadership positions, provision of useful tools, readings and resources and most commonly valued, the provision of objective and honest feedback that challenges pre–existing ideas and encourages evaluative thinking. External education consultants reviewed Assessment for Learning in Maths and Science faculties and will review English, TAS/CAPA and HSIE in 2019. Recommendations are provided to each faculty to work towards best practice in assessment for, as and of learning.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Teachers are more confident and Support for Beginning In 2018 the SPLAT team consisted of 10 members capable of taking on leadership teachers ($24,000.00) with two new teachers taking on the responsibility of responsibilities and all staff leading a cross–curricula team and supervising demonstrate progress towards Cost of outside Mentor for Lesson Study teams. achieving their Performance and Building Strong Leaders Development goals. program ($$6000.00) Two more staff chose to join the Building Strong Leaders Project to improve their leadership through feedback and advice from a critical friend.
All staff demonstrate the use of Cost of outside audit of Professional learning was provided for all staff at formative assessment, effective assessment processes the College and IEC on the use of assessment for feedback and TEER/ALARM ($6,000.00) learning, and the different uses of summative and strategies in their regular formative assessment.The process of auditing the teaching practice. College's assessment practice (by faculty) commenced in Term 4 and will continue in 2019.
All teachers actively engaged in In 2018, there were 15 lesson study teams, some the Lesson Study Project which focusing on strategies to raise the standard of develops their teaching and literacy and numeracy across the College and the leadership capability to improve IEC while others focused on the use of formative student learning. assessment. 100% of teaching staff were involved in the project and analysis showed that all teams reported positive growth in student learning and provided evidence of improvement.
All teachers are committed to All staff involved in the Building Strong Leaders high impact improvement through Project, the Lesson Study Project and staff involved the Two Marks More Project and in the Leadership Development Initiative have the undertake relevant professional common goal of improving students results by two learning in order to achieve the marks in whatever their final examination is. target of two marks more for each student.
Next Steps
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The highly successful Building Strong Leaders Project – incorporating both classroom teachers and substantive College executive – will continue in 2019 in order to deepen the leadership capacity of the staff. This project will be further developed to include observations of team leadership and the provision of critical feedback on the teacher's leadership capability.
Professional Learning in 2019 will focus on improving student performance in assessments through formative assessment and effective feedback (the 2 Marks More Project), as well as the Minimum Literacy and Numeracy Standards.
The Lesson Study Project will continue with the same focus on Meeting Minimum Literacy and Numeracy Standards and Assessment for Learning including effective feedback. There will be a greater emphasis on evidence–based practice and data analysis and the use of student performance data to inform teaching.
In 2019 Assessment for Learning will continue to be externally evaluated and the SPLAT Team will continue the regular cycle of internal faculty evaluations.
The Deputy Principal will continue to mentor the Highly Accomplished applicant through the Leadership Development Initiative and beginning teachers will complete an induction process and receive professional guidance by the Deputy Principal.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading Cost of one laptop Laptop was used to facilitate learning in the computer and some SLSO classroom and at home. The students had time to support two SLSO support for some subjects in the Aboriginal students: classroom and successfully achieved their $1976.00 HSC
English language proficiency English language Completion of competencies in CSWE proficiency ($ 624,678.00): Over 60% of Year 10 students achieved the 5.4 permanent teachers minimum standard in reading. Successful completion of Year 10, 11 and year 12 • English language courses. proficiency ($70 276.00)
Low level adjustment for disability • Low level adjustment for PLASSPS developed for all identified disability ($ 207,842.00): students, learning supported in the classroom 1.6 teachers and in the learning centre by trained teachers, • Low level adjustment for SLSOs and university tutors. disability ($20 823.00)
Socio–economic background Salaries of various staff as College plan facilitated and implemented above through the provision of extra learning • Socio–economic support, under the leadership of the Deputy background ($ Principal Equity and the Head Teacher 1262.554.00) Teaching and Learning. Student welfare • Socio–economic supported through the use of an extensive background ($101 834.00) welfare support structure across the College and the IEC
Support for beginning teachers Support for beginning New Beginning teachers were given two teachers hours a week release time and a mentor from • Support for beginning the Senior Executive. They undertook an teachers ($ $24,000.00) extensive orientation programme and were • Support for beginning given support (both financial and human) to teachers ($3 047.00) prepare for the accreditation process. Feedback from Beginning teacher surveys indicate confidence in the role and they will now be focusing on completing the accreditation process in 2019
Targeted student support for Staff costs 2.5 days a All refugee and students with refugee–like refugees and new arrivals week, technology, literacy experiences suitably supported – see report resources, subsidies for on Multicultural Education. courses to build employability skills • Targeted student support for refugees and new arrivals ($ 98,394.00) • Targeted student support for refugees and new arrivals ($6 507.00)
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Student information any unjustified leave.
The Attendance coordinator monitors continuous or Student enrolment profile unexplained absenteeism with the assistance of Classroom teachers, Head Teachers, Year Advisers, Enrolments Head Teacher Wellbeing or the appropriate member of the Senior Executive. Attendance review meetings are Students 2015 2016 2017 2018 held three times a term and appropriate action is Boys 262 210 254 207 decided upon by all the relevant stakeholders.
Girls 198 199 240 226 As is seen above, this consistent approach to proactive monitoring of student absenteeism and prompt action when problems arise, has led to a Stage 6 attendance Student attendance profile which remains consistently above state average. The Year 9 cohort is the students in our Intensive English School Centre. The appointment of new wellbeing positions to monitor attendance in 2019, should see an Year 2015 2016 2017 2018 improvement in these attendance levels. 9 80.1 10 88.4 89.4 89.9 85.7 Post-school destinations 11 89.6 92.7 91.7 89.4 Proportion of Year 10 Year 11 Year 12 students moving % % % 12 88.5 90.5 87.9 89.7 into post-school All Years 88.8 90.6 90 85.7 education, training or employment State DoE Seeking 0 0 12 Year 2015 2016 2017 2018 Employment 9 87.7 Employment 12 2 16 10 87.7 87.6 87.3 86.1 TAFE entry 18.5 2 18 11 88.2 88.2 88.2 86.6 University Entry 0 0 51 12 89.9 90.1 90.1 89 Other 4 4 0 All Years 88.5 88.5 88.4 87.3 Unknown 10 5 3
Management of non-attendance Surveys are undertaken each year to determine the destination of students once they have left the College. Student attendance at the College and in class is essential to improve learning outcomes. Staff play a In 2018, 100% of the 66 students in the Year 12 cohort key role in ensuring that students attend as much as received their Higher School Certificate. 85 percent of possible. Year 12 went on to either university, TAFE or employment. Of the 56 students in Year 12 who Classroom teachers are required to follow up student qualified for an ATAR or a Limited ATAR, 61% were absences and reinforce the importance of class time to offered a place at university. Students chose from a meet course outcomes. If the absences (including range of disciplines including Health Science, truancy) continue and they are causing concern Pharmacy, IT, Nursing, Psychology, Criminology, achieving outcomes in the subject, they are referred to Business, Teaching and Engineering. There was also a the Head Teacher, year Adviser or the Attendance range of universities, including Sydney, UNSW, UTS, Coordinator as appropriate. Welfare entries are also UOW, ACU and Western Sydney University. & students made in the College's Sentral tracking system. were offered an equity scholarship ranging from $500 Attendance monitoring during Mentor classes assists in to $50,000. 2018 saw an increase of 20% more the management of student attendance. Teachers students being offered a place at university and an regularly issue a record of attendance to each student increase of 5% in students choosing to go to TAFE. and counsel them as to concerns re the number of absences recorded. Students also use this opportunity to check these absences for discrepancies. It is the Year 12 students undertaking vocational or trade students' responsibility to follow up and amend these training discrepancies. Vocational Education and Training (VET) subjects Office staff send home fortnightly attendance letters to offered in 2018 included BSB20115 Certificate II in students who have unexplained absences. Students Business (4 Yr 12 students), CPC20211 Certificate II in and caregivers need to contact the College and explain Construction Pathways (5 Yr 12 students), SIT20416
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Certificate II in Kitchen Operations (5 Yr 12 students), Statement of Attainment towards ICA30115 Certificate Teacher qualifications III In Information, Digital Media and Technology (3 Yr 12 students), SIR30216 Certificate III in Retail Services Qualifications % of staff (4 Yr 12 students) and HTLT33115 Certificate III in Undergraduate degree or diploma 100 Health Services Assistance (3 Yr 12 students). Overall there were 24 Year 12 VET students, of whom 100% Postgraduate degree 0 achieved the full certificate or highest qualifications for their course. Some students studied multiple VET courses. The College worked collaboratively with MWLP (Macarthur Workplace Learning Program), our Professional learning and teacher accreditation work placement broker, to provide successful placement opportunities for our VET students. Some of All teaching staff meet the requirements for teaching in our students sourced their own work placements which NSW public schools and are accredited as proficient were appropriately documented and approved by VET teachers by NESA. teachers. White card training was conducted by Mr Yad Ram, a qualified trainer and teacher at Bankstown All staff at Bankstown Senior College participated in a Senior College and delivered to the Construction range of professional learning opportunities in 2018. students as part of their course. All students studying a These activities included both school based and those VET course obtained a USI (Unique Student Identifier) accessed and delivered by non–school based to ensure their qualifications are stored for future agencies. All non–school based professional learning access. activities were carefully considered by the Deputy Principal prior to staff enrolment and screened for alignment to College Strategic Directions and the Australian Professional Standards for Teachers. Year 12 students attaining HSC or equivalent Courses undertaken by staff included; KLA content vocational education qualification up–skilling and new syllabus workshops, Literacy and Numeracy Minimum Standards, IEC Curriculum In 2018, 66 students received their Higher School Framework, VET Network Meetings, VET Qualification Certificate, which is 100% of the cohort. Upgrades, Refugee Student Support, Leadership Development, Assessment for Learning workshops, Workforce information Supervising Future Teachers, Teachers Federation information sessions, literary events, NESA workshops, International Students Program, Digital Technologies, Workforce composition School Website training, Formative Assessment, Managing Students in Distress, SAP training, eFPT Position FTE* Finance Essentials, Supporting LGBTIQ Families, Principal(s) 1 Higher Pathways, Overview of Sentence Structure, Wellness Expo, Literacy Through Music, Growth Deputy Principal(s) 2 Mindset, CV Writing Skills, Incident Management, Oliver New Look Search, CSWE Moderation, Google Head Teacher(s) 7 Classroom, Transition training, Leadership and School Classroom Teacher(s) 17.2 Planning.
Learning and Support Teacher(s) 1.4 Professional Learning in semester 1 centred around the new Stronger HSC Standards and the Minimum Teacher Librarian 1 Literacy and Numeracy Standards and the Lesson Teacher ESL 5.4 Study Project continued with the same focus. There was a greater emphasis on evidence–based practice School Counsellor 1.6 and data analysis. Assessment for Learning was the focus for Semester 2 and in Term 4 Assessment for School Administration and Support 17.78 Learning was externally evaluated in the Science and Staff Maths faculties. In Term 4 the HSIE faculty was Other Positions 26.2 internally evaluated by the School Professional Learning and Teaching Team.
In 2018 three New Scheme teachers were accredited *Full Time Equivalent by NESA at proficient. One staff member continued to work towards NESA accreditation at the Lead standard There were no indigenous members of staff at and one staff member continued in the Leadership Bankstown Senior College in 2018. Development Initiative with the intention of completing accreditation at the Highly Accomplished standard.
Leadership Development Initiative Teacher qualifications
All teaching staff meet the professional requirements In 2018 Bankstown Senior College had two participants for teaching in NSW public schools. selected to take part in the Leadership Development
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Initiative, a program organised by the Leadership and raise the standard of literacy or numeracy across the High Performance Directorate of the DoE. Deputy College and the IEC or strategies to include more Principal Jenni Gardiner was accepted into the program formative assessment in every day teaching practice. as a mentor and Aaron Culligan, HT Learning and Each team provided a reflection on their lesson study Support as a mentee. The program involved intensive which outlined data they used and evaluated the impact professional learning with a focus on instructional of the changes they made to their teaching. 90% of leadership practices. Participants received a $7000 teachers reported positive growth in student learning grant to assist them in completing the program and and provided evidence of improvements through work working towards accreditation at the Highly samples, observations, pre and post testing and other Accomplished or Lead career stage. The initiative assessment data. 100% of teaching staff were involved involved the mentee leading the implementation and in the Lesson Study Project and felt that the biggest evaluation of a section of the school plan and working benefits of the program are increasing collegiality, with the experienced mentor who has extensive school opportunity to work collaboratively with others and leadership experience. In 2018 Aaron led the College providing a forum for reflection and evaluation of Assessment For Learning Committee through which he teaching practice. 75% of staff indicated that the built staff knowledge of and capacity to interpret DoE Lesson Study Project has led to a change in their and NESA requirements and processes regarding teaching practice e.g. including more formative assessment. He provided professional learning to assessment, more explicit teaching of literacy and develop the capacity of teaching staff to implement incorporating the use of ICT into lessons. strategies to evaluate the effectiveness of current assessment practices through the analysis of internal Building Strong Leaders Program and external data. This led to a whole College focus on quality assessment practices emphasising the In 2018 the Building Strong Leaders program involved importance of formative assessment and the effective 15 leaders and aspiring leaders including senior use of feedback. In Term 4 the College employed executive, head teachers and classroom teachers who external consultants to undertake an appraisal of lead a team or committee. The project continued to informal assessment practices, beginning with the develop the leadership capacity of the staff and was Maths and Science faculties which has resulted in extended to include observations of team leadership formative assessment strategies being included in all and the provision of critical feedback on the teacher's teaching programs, greater use of internal and external leadership capability. Participants engaged in data (including pre–assessment), development of mentoring/coaching conversations with an expert in individual student learning profiles and further educational leadership once per term and although professional learning on formative assessment. flexible to accommodate the needs of individual participants, its main focus was on leadership Lesson Study Project strategies, styles and impact, progress towards PDP goals and achievement of the College Plan milestones. The School Professional Learning and Teaching Team (SPLATT) is responsible for the implementation of the The Building Strong Leaders program has been Lesson Study Project. In 2018 The Lesson Study instrumental in increasing numbers of staff taking on Project involved teams of teachers meeting regularly to leadership responsibilities across the College and the plan, design, implement, evaluate and refine lessons IEC. The constructive feedback, guidance and advice for a unit of work targeting a particular strategic provided by our outside facilitator has assisted a direction with an agreed focus area. Specifically, each number of staff members to gain permanent and/or Lesson Study team uses data to identify a learning promotional positions through the merit selection need, defines a pedagogical problem or teaching process at all levels including from temporary positions challenge linked to the learning need, engages in to permanent, classroom teacher to head teacher and professional learning, designs a lesson in detail, head teacher to deputy principal. teaches the lesson, observes the lesson based on pre–determined and agreed observation criteria, Concurrently all Year 10 Preparation course teachers evaluates the lesson by jointly reflecting on its effect on were involved in implementing and teaching a student learning, revises the lesson incorporating the Connected Outcome Group (COG) module which group feedback, teaches and observes the revised focused on authentic learning, assessment and lesson to another group of students, evaluates the feedback. An emphasis was placed on 21st Century revised lesson and collectively documents the results learning strategies and relevance to the Australian and shares with colleagues across the school. The Curriculum. Teachers were up–skilled in these areas by Lesson Study Project is a key strategy in achieving the COG Co–ordinator. Teachers were required to Strategic Direction 3 of the College Plan which is to interpret and use appropriate student data to inform strengthen the leadership capacity of individuals to their teaching practice in the preparation and delivery of drive school improvement. It provides teachers with a COG lessons. collaborative way of observing each other's lessons and reflecting on their own teaching practice in order to meet the Australian Professional Standards for Teachers. Through this project teachers are also able to work towards achieving their performance and development goals and meet some of the requirements of the NESA teacher accreditation process. In 2018 there were 12 lesson study teams focusing either on
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Financial information Equity funding is provided for various programs run through the IEC. Throughout 2018, substantial funds were expended in equity funding. The College receives Financial summary a high level of Equity funding due to the high level of disadvantage of our students. Because of the large The information provided in the financial summary number of Phase 1 and 2 EAL/D learners, a large includes reporting from 1 January 2018 to 31 proportion of Equity funding is for English proficiency. December 2018. The College plan includes the provision of a large number of funded support teaching and non–teaching staff, funded through the low socio–economic section of 2018 Actual ($) the Equity funding. The College, as part of its educational management plan, is saving to acquire Opening Balance 727,486 resources which cannot be funded in a single financial Revenue 9,791,324 year. proporsed longer term asset acquisitions include a boomgate, an electronic school sign, refurbishment of Appropriation 9,636,175 the very dilapidated areas of the school and an electricity upgrade. Sale of Goods and Services 19,060 Grants and Contributions 120,311 Gain and Loss 0 Financial summary equity funding Other Revenue 10,515 The equity funding data is the main component of the 'Appropriation' section of the financial summary above. Investment Income 5,263 Expenses -8,396,880 2018 Actual ($) Recurrent Expenses -8,396,880 Base Total 3,965,693 Employee Related -7,669,405 Base Per Capita 126,030 Operating Expenses -727,475 Base Location 0 Capital Expenses 0 Other Base 3,839,663 Employee Related 0 Equity Total 2,097,050 Operating Expenses 0 Equity Aboriginal 1,976 SURPLUS / DEFICIT FOR THE 1,394,444 YEAR Equity Socio economic 1,262,554 Balance Carried Forward 2,121,930 Equity Language 624,678 Equity Disability 207,842
Bankstown Senior College follows rigorous financial Targeted Total 338,130 practices and governance structures which meet Other Total 2,728,645 Departmental and legislative requirements in administering funds across the College in 2018. Grand Total 9,129,518
The Principal plans and implements an annual school budget that :plans to maximise the operation of the school within available physical and financial resources; Figures presented in this report may be subject to ensures appropriate application of existing resources to rounding so may not reconcile exactly with the bottom identified areas of need including school buildings and line totals, which are calculated without any rounding. grounds; identifies and addresses occupational health and safety issues and maintains appropriate records in A full copy of the school's financial statement is tabled accordance with Audit requirements. The Principal has at the annual general meetings of the parent and/or the responsibility of achievement of the College's community groups. Further details concerning the educational goals and to ensure the budget and statement can be obtained by contacting the school. cashflow remain on target during the year. The Finance Committee comprises the Principal, Deputy Principals, School Administrative Manager, a Head Teacher (appointed annually through a rotation system)and three elected staff representatives. Meetings are held each term and minutes of meetings are published and accessible to all staff. The school canteen is leased by a private operator for a three year period. There is an Intensive English centre on site, whose operational costs are managed through a College cost centre.
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School performance
Higher School Certificate (HSC)
The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest). From comparative analysis or 2014–2018 data, 72% of students were Band 3 or above in 2014, 73% were Band 3 or above in 2015, 78% were Band 3 or above in 2016, 74.5% were Band 3 or above in 2017 and 79.36% were Band 3 and above in 2018. Although there were no Band 6 results in 2018, there were 57 Band 5 results across 14 subjects, which shows a strong upward trend in student results across the College. Especially commendable were the results in Vietnamese Continuers where 9 of the 10 students achieved a band 5 result and English as a Second language, where 37 students achieved Band 3 or above, including 9 Band 5s. There was a marked improvement in the results for the General Maths 2 course, where 22 students attained Band 3 or above and where the average was 7 points higher than the average for the last four years. A deep analysis of the results showed that the achievement of 2 marks more in each subject would have had a significant positive effect on student outcomes, thus leading to the establishment of a Two marks More project in the College 2018–2020 plan.
Trends in the achievement of university placements indicate significant growth over the last 5ive years: in 2014, 53.3%, in 2015,29%, in 2016,49%, in 2017 34%. In 2018, 34 students of the 56 with an ATAR or Limited ATAR were offered a place at university, which id 61%.
School School Average Subject SSSG State 2018 2014- 2018 Arabic 74.7 0.0 76.5 75.7 Continuers
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Arabic 71.0 0.0 71.0 71.0 Results showed that, in their opinion, the College Extension performed higher than state mean in Leadership, Collaboration, Learning Culture, Data informing Biology 69.6 61.8 70.7 64.6 Practice, teaching Strategies, technology and Inclusivity and lower in Parental Involvement, understandable in Chemistry 68.9 66.0 71.8 69.8 light of the College's adult student cohort. English as a 69.4 57.8 70.1 67.7 Second Policy requirements Language Industrial 65.2 59.6 66.2 65.2 Aboriginal education Technology Bankstown Senior College is a member of the Dare To Mathematics 77.8 68.8 74.8 77.8 Lead coalition aiming to enhance the outcomes of all Mathematics 64.7 59.1 65.1 58.4 Aboriginal and Torres Strait Islander students. General 2 Aboriginal Education is incorporated in all subjects offered at the College. Scientific, social and cultural Personal 69.5 61.0 69.5 69.5 aspects of Aboriginal life, both contemporary and Development, traditional, are areas of study at the College particularly Health and in the English, HSIE, Science, Visual Arts and Music Physical KLAs. There were two Aboriginal students at the Education College in 2018. Both students had specialised support through the Tutorial program at the College. Personal Senior Science 57.0 59.5 68.2 60.3 Learning Plans were developed to provide each student Vietnamese 82.5 0.0 81.7 82.5 with opportunities to grow academically and participate Continuers in all aspects of College life, including extra–curricular activities. Both students were supported by allocated Visual Arts 75.6 71.2 78.0 74.4 funds in the RAM equity budget which were allocated to assist Aboriginal students and the students were provided with extra SLSO support. Welcome and Acknowledgement of Country addresses are part of Parent/caregiver, student, teacher College protocol and part of all assemblies, graduations satisfaction and special occasions.
In 2018, the College sought the opinions of parents, students and teachers about the College. This Multicultural and anti-racism education information is presented below. This information was Bankstown Senior College (BSC) sustains its strong presented in various ways, including focus groups held multicultural profile as students of CALD backgrounds as part of the Four Day Week Evaluation and the use of comprised 90% of the student population in 2018. From the Tell Them From Me surveys. this group of CALD students, more than 83% of them
are of refugee and asylum seeker background, with the Parents were surveyed at various College community majority of them living in Australia for less than five meetings and expressed a very high level of years. In 2018, a maximum of 310 students at BSC satisfaction with the College. Of the 32 parents who represented 33 countries with over 50 different completed the surveys, 100% felt welcomed when they languages spoken, predominantly including Arabic, visited the College, 100% felt that teachers and senior Persian, Dari, Vietnamese, Mandarin and Cantonese. executive listened to their concerns, 60% had read the These students received EAL/D support mainly through College newsletter while 45% had visited the College a team–teaching arrangement across Key Learning website. 80% felt that reports were written in terms they Areas (KLAs) as well as some withdrawal practice. could understand, and most satisfying was that 100% Therefore EAL/D Support had been a targeted outcome felt that Bankstown Senior College provides a safe and in the Processes of Strategic direction 1: Developing happy learning environment for students and that 100% successful, confident, independent learners in the BSC felt that teachers work hard to ensure their children do 2015–2017 School Plan. Further to this, College their best work. projects linked to a multicultural focus aimed to fulfil Strategic Direction 2 in the School Plan which aimed to Students from the College and the exiting class of the foster an inclusive, future focused College learning IEC completed the Tell Them from Me survey in 2018. environment supported by positive relationships. There Students expressed a high level of satisfaction with the has been a staff capacity increase with regards to College, for example 83% expressed a positive sense meeting the needs of a significantly culturally diverse of belonging, against a state norm of 62%; 94% valued and constantly changing school community. Another schooling outcomes, against a norm of 66%;89% found ongoing priority in the Plan has been to continue to learning interesting, enjoyable and relevant, against a strengthen collaboration between IEC and BSC to state norm of 42%; 74% are interested and motivated enhance student learning outcomes. There have been and 87% try hard to succeed in their learning. programs, committees, key staff and facilities in place
to meet and fulfil the high multicultural needs of our 31 staff also completed the Tell Them from Me survey. students including the Community Partnership program,
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the Wellbeing programs, the Transitions Team, the basic skills linked to the hospitality industry in order to Refugee Student Support Program, the LOTE increase their work opportunities. This package programs, the Community Liaison Officer (CLO), the included: RCG (Responsible Conduct of Gaming), International Student Program, the Mentoring program RSA(Responsible service of Alcohol), Prepare and and the Student Representative Council as well as the ServeCoffee (Barista), Hygiene and Serve Food and ARCO officers. During 2018, traditional practices Beverage.Through the RSS program, there were six continued as the College approach for providing EAL/D refugee students who benefited from The Friends of support continued to embed EAL/D strategies across all Zainab and the Settlement Services International KLA programs and provide EAL/D pedagogy in 85% of (SSI)scholarships for their secondary and tertiary classrooms. Team teaching had been the preferred studies.Further to this, 12 BSC students were recipients approach in this area. Over 90% of the staff are TELL of various categories of the Western Sydney trained and displayed these strategies in their programs RefugeeYouth awards through the Auburn Diversity and classroom practices. With this in place, staff felt Services Inc. (ADSi), and one student was awarded for supported and confident to use EAL/D strategies in his contribution to the wider community through the their teaching and programming. Students were Jason Clare Canterbury Bankstown City Council identified and were accessing EAL/D support across CommunityAward. The RSS initiatives also recognised the College. The Mentoring Program co–ordinated by and rewarded three students for their community the Head Teacher Welfare changed to operate in the involvement and leadership by offering Humanitarian format of a weekly 45 minute session. Mentor class awards at the College Presentation ceremony.The RSS groups included students of various academic and program organised further learning through incursions cultural backgrounds. It provided an opportunity for the and excursions which provided a strong link to the staff to monitor attendance, with a program in place to native Australian cultural heritage. This was achieved discuss social welfare issues, health matters, study through the visit of guest speaker, Nadia Wheatley, skills, to address cultural diversity and to give personal whose children's books, My Place and theFlight attention to individuals who would have felt more promoted written and visual literacy and Australian comfortable to discuss any matters of concern in a cultural awareness. Further to this,Aboriginal guest small group context. The LOTE programs offered to speaker, Ms Pauline Ferkula spoke about the students for their studyin Years 11 and 12 included Aboriginal cultural values of her community.Other key NESA courses in languages including Chinese, excursions served to build multicultural,health, study Vietnamese and Arabic.There were also other and workplace networks which provided strong languages of study available through the NSW School pathways for students to access WSUBankstown, NSW of Languages available at BSC, with one student Bankstown Women's Health,SettlementServices studying the Japanese Beginners course.The Refugee International (SSI) Youth@Workand Auburn Diversity Student Support program (RSS), in its sixth year at Services Inc .RSS organised celebrations for Refugee BSC, had enabled the Year 10 refugeestudents to Week (June)with a focus on the theme With courage, become a targeted group for EAL/D supportin the let us allcombine in an assembly presentation, a classroom. In 2017,out of 310 students at BSC,well Cultural Expo and mentor sessions which focused on over 80% were of refugee and asylum seeker the essence of life as refugees and their great background. The two coordinators of the program have contributions to Australia. A series of events and enabled students to consult them for any issues or celebrationscommenced with an inspiring oral areas of concern regarding their learning, welfare and presentation by Hani Abdile, a Year 11 student/poet future study and career pathways.The coordinators who spoke to her Year11 fellow students about her past tracked the development of 16 targeted students inYear life of challenging refugee experiences and recited 10 through Individual Learning Plans (ILPs) in the hope inspirational poems from her recently launched of accelerating their progress in all areas.A new and anthology, I Will Rise. Later in the year, to the wider successful series of sessions provided bySTARTTS community, Hani Abdile hostedThe New Beginnings: (Service for the Treatment And Rehabilitation of Torture Refugee Arts & Culture Festival and Trauma Survivors)targeted female students offering a Hair & Make–up (Iambeautiful) course in Term 4. These courses strengthened the connection between STARTTS and individual students Other encouraging them to easily access their diverse services. Further to that, through the RSSinitiative, presentations from STARTTS offered professional development to the whole College staff to address and Other school programs raise awareness of refugee related issues.The Mercy Bankstown Intensive English Centre Connect tutoring services offered to refugee students of the College address the individual language, literacy Preparing students with English language skills to and numeracy needs of the students to ensure their transition to High School is the primary focus for smooth progression of learning in the classroom. The Bankstown Intensive English Centre (IEC). 85% of program was implemented by five tutors throughout the students coming to Australia arrive under the United year.The RSS program has provided various learning Nations Humanitarian Refugee Program so learning as opportunities outside the classroom. Through the well as building resilient citizens are strategic priorities initiative of the Canterbury–Hurlstone Park RSL underpinning both the College and the IEC initiative. In Club,students from the College and the IEC were 2018 higher student numbers continued and our provided with a five–day course package, acquiring staffing numbers varied up to 25 teachers and 20 competencies towards a Certificate III standard with School Support Staff (full and part time). Student
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numbers peaked at approximately 160 in term one and variety of subjects including drumming, CSWE, School two. Committee, Languages other than English, Art, Gardening and Mosaic. Students appreciate this added Literacy, numeracy, student engagement and variety of subjects. achievement of outcomes continued as the key focus for 2018 and were integral in all teaching and learning Bankstown IEC teaching staff continued to align their programs. Literacy and numeracy were taught in all professional learning with Performance and Key Learning Areas (KLAs). The introduction of KLA Development Plan (PDP) goals. The goals consider the coordinators provided a platform for teacher collegial Strategic Directions of the College and reflect elements discussion on the allocation of Intensive English of the Australian Teaching Standards. Significantly, a Program Curriculum Framework outcomes and relevant number of teachers have embraced the Building Strong content to be taught. Leaders initiative, reflecting the College's Third Strategic Direction and providing leadership direction The reading program during 2018 was very successful for staff interested in pursuing higher levels of teaching in providing a strongly supported learning environment proficiency. for students to practise their reading skills. This resulted in improved reading accuracy, greater grammatical English Language Proficiency Report competency and expanded vocabulary. 2018 saw the introduction of the SRA program for level 3 students. The College received EAL/D support to meet the This program focusses on improving students' considerable needs of the students. A very large comprehension strategies and skills. Staff were number of students were at the Beginning or Emerging continually trained and upskilled to meet the BSC Phases of language acquisition, and may only have 2018–2020 School Plan Direction One, and to reflect been living in Australia for a few months. on the BSC literacy focus minimum literacy standards and IEP curriculum in preparing Level 3 students for Support was made available in the form of EAL/D staff further studies. In general, the majority of students team teaching in English and across KLAs, as well as progressed through two to three levels of reading. A offering professional learning opportunities for other number of students progressed to the highest level staff. The College focus on assessment for learning prior to transitioning from the IEC. strategies, differentiation and reciprocal reading was further explored through the Lesson study Project. The Basic and Key Skills Builder Program (BKSB) is an EAL/D staff were available to assist other staff in interactive, student–centred and computer–based recommending strategies, which could be used in all program which continued as part of the IEC Tutorial KLAs. Support course in 2018. 2018 results are reported on in another section of this report. EAL/D staff also taught CSWE I and II (Certificate in Spoken and Written English) to the EFS (English For Graduating students again participated in the Transition Study) classes whose language proficiency was Program and this successful initiative is reported on inadequate for Stage 5 or 6. Data from the College's fully elsewhere in the Annual Report. entrance test was used to place students in the most suitable level. The College's Banplan test was used to Bankstown IEC supports a number of wellbeing determine area of need for all students. initiatives. Health Talks which are sessions on sexual and reproductive health were presented by trained In order to prepare students for the mandatory Family Planning NSW staff. The Healthy Relationships Minimum program and Health Talks are focused on supporting Standards Literacy tests, the online Literacy program students to form inclusive, respectful and positive "WordFlyers" was relationships in multicultural Australia; to gain introduced into all Year 10 English classes after being knowledge on how to stay safe and keep others in the successfully trialled Australian community safe; to be informed about sexual last year and proved to have improved student results. and reproductive health service providers as well as The program allowed for about domestic violence services in NSW. additional continuous literacy support as well as differentiation to occur as In sport, Bankstown IEC students enjoyed participating students were working at the level most suited to their in recreational sport activities such as soccer, AFL, ability. Analysis volleyball, walking, badminton and other team/pair showed that most students repeated certain lessons to activities. All activities aimed to improve fitness and improve their result. participation in physical activity levels as well as This included some students completing it at home in provide an opportunity for social interaction amongst their own time. Workshops the students. A sporting highlight for the Bankstown aimed at improving Reading and Writing were run in IEC students was their participation in the AFL IEC Cup conjunction with the in June 2018. A group of female students were Literacy Team to give students maximum exposure and coached by Mr Masters and Mr Elchah in how to play assistance to successfully AFL and had the opportunity to compete against female achieve the Minimum Standards. Most students students from other IECs. Bankstown IEC AFL team successfully achieved this won the AFL IEC Cup! standard in Reading.
In the IEC elective program, students participated in a Vocational Education Report
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In 2018 Bankstown Senior College had two participants Bankstown Senior College (BSC) offers a diverse range selected to take part in the Leadership Development of Vocational Education and Training (VET) courses Initiative, a program organised by the Leadership and which includes BSB20115 Certificate II in Business, High Performance Directorate of the DoE. Deputy CPC20211 Certificate II in Construction Pathways, Principal Jenni Gardiner was accepted into the program SIT20416 Certificate II in Kitchen Operations, as a mentor and Aaron Culligan, HT Learning and Statement of Attainment towards ICA30115 Certificate Support as a mentee. The program involved intensive III in Information, Digital Media and Technology, professional learning with a focus on instructional SIR30216 Certificate III in Retail Services and leadership practices. Participants received a $7000 HLT33115 Certificate III in Health Services Assistance. grant to assist them in completing the program and Year 10 students were provided the opportunity to working towards accreditation at the Highly select VET courses as electives. VET courses offered Accomplished or Lead career stage. The initiative were BSB10115 Certificate I in Business, Statement of involved the mentee leading the implementation and Attainment towards CPC10111 Certificate I in evaluation of a section of the school plan and working Construction, SIT10216 Certificate I in Hospitality. with the experienced mentor who has extensive school leadership experience. In 2018 Aaron led the College In term one BSC conducted a teacher planning day Assessment For Learning Committee through which he with VET Teachers from Birrong Boys HS, Sir Joseph built staff knowledge of and capacity to interpret DoE Banks HS and Condell Park HS and it was held at and NESA requirements and processes regarding Bankstown Sports Club. MWLP (Macarthur Workplace assessment. He provided professional learning to Learning Program) and the Senior Pathways Officer develop the capacity of teaching staff to implement from the RTO were there to answer teacher questions. strategies to evaluate the effectiveness of current We were given a tour of the club from the new assessment practices through the analysis of internal construction to the back of house kitchens. and external data. This led to a whole College focus on quality assessment practices emphasising the Again in Term one year 11 students participated in a importance of formative assessment and the effective Work Ready Day. During the day they had a talk from use of feedback. In Term 4 the College employed the workplace providers MWLP, the VET Coordinator external consultants to undertake an appraisal of on 'what VET encompasses', Work Ready Program, informal assessment practices, beginning with the created a USI (Unique Student Identifier) to ensure Maths and Science faculties which has resulted in their qualifications are stored for future access and formative assessment strategies being included in all participated in on online LLN (Language, Literacy and teaching programs, greater use of internal and external Numeracy) Robot Quiz. data (including pre–assessment), development of individual student learning profiles and further There were 24 Year 12 VET students, of which 87% professional learning on formative assessment. achieved the full certificate or highest qualifications for their course. Student VET numbers in Year 11 were 74 Lesson Study Project and in Year 10 there were 45 students enrolled in VET courses.In each year there were some students who The School Professional Learning and Teaching Team studied multiple VET courses. The College worked (SPLATT) is responsible for the implementation of the collaboratively with MWLP (Macarthur Workplace Lesson Study Project. In 2018 The Lesson Study Learning Program), our work placement broker, to Project involved teams of teachers meeting regularly to provide successful placement opportunities for our VET plan, design, implement, evaluate and refine lessons students. Some of our students sourced their own work for a unit of work targeting a particular strategic placements which were appropriately documented and direction with an agreed focus area. Specifically, each approved by VET teachers. Lesson Study team uses data to identify a learning need, defines a pedagogical problem or teaching White Card training was conducted by Mr Yad Ram, a challenge linked to the learning need, engages in qualified trainer and teacher at Bankstown Senior professional learning, designs a lesson in detail, College, and delivered to the Construction students in teaches the lesson, observes the lesson based on Year 10 and 11 as a part of their course. Year 10 pre–determined and agreed observation criteria, Hospitality students gained a Statement of Attainment evaluates the lesson by jointly reflecting on its effect on in SITHFAB005 Prepare and serve espresso coffee student learning, revises the lesson incorporating the from CHP School of Hospitality, at group feedback, teaches and observes the revised Canterbury–Hurlstone Park RSL Club, as a part of their lesson to another group of students, evaluates the Certificate I studies. revised lesson and collectively documents the results and shares with colleagues across the school. The Ms Coleen Parenzee, Hospitality Teacher, assisted 2 Lesson Study Project is a key strategy in achieving students with applications for GREE (Get Real Events Strategic Direction 3 of the College Plan which is to Experience) through Kenvale College of Hospitality strengthen the leadership capacity of individuals to Cookery and Events. Mammy Kamara and Jesus drive school improvement. It provides teachers with a Frunez–Porras were finalists and completed work collaborative way of observing each other's lessons and placement at Fairfield RSL and Meat and Wine reflecting on their own teaching practice in order to Company respectively. meet the Australian Professional Standards for Teachers. Through this project teachers are also able Leadership Development Initiative to work towards achieving their performance and development goals and meet some of the requirements
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teacher accreditation process. In 2018 there were 12 The SRC has had another active and successful year in lesson study teams focusing either on strategies to 2018. For the first time the college SRC included raise the standard of literacy or numeracy across the members from the IEC, which not only helped create College and the IEC or strategies to include more stronger links between the two campuses, but also formative assessment in every day teaching practice. helped to raise awareness of many philanthropic Each team provided a reflection on their lesson study causes, increasing the empathy and sense of which outlined data they used and evaluated the impact responsibility in even more students. of the changes they made to their teaching. 90% of teachers reported positive growth in student learning One new initiative that the SRC was heavily involved and provided evidence of improvements through work with was the Zonta Birthing Kits program, where the samples, observations, pre and post testing and other SRC as well as forty volunteers from the College and assessment data. 100% of teaching staff were involved IEC helped to pack 1000 kits destined for women in in the Lesson Study Project and felt that the biggest disadvantaged countries. Although this program exists benefits of the program are increasing collegiality, in other girls' high schools, it was the first time it was opportunity to work collaboratively with others and run in a co–educational institution, and received the providing a forum for reflection and evaluation of highest commendation from the organisers, who teaching practice. 75% of staff indicated that the commented on the level of maturity and respect shown Lesson Study Project has led to a change in their by all students. teaching practice e.g. including more formative assessment, more explicit teaching of literacy and The SRC also joined staff in raising money for the incorporating the use of ICT into lessons. drought–stricken farmers jointly raising approximately $1000, enough to buy 10 bales. Other fundraising Building Strong Leaders Program drives included baking and selling cupcakes for White Ribbon Day, as well as raising money for the In 2018 the Building Strong Leaders program involved Leukaemia Foundation and World Vision. The SRC 15 leaders and aspiring leaders including senior also assisted in packing and distributing a small executive, head teachers and classroom teachers who package of dates to all students and staff in celebrating lead a team or committee. The project continued to International Women's Day, as well as assisting staff develop the leadership capacity of the staff and was during Harmony Day. extended to include observations of team leadership and the provision of critical feedback on the teacher's Students also had opportunities to improve their own leadership capability. Participants engaged in leadership skills by hosting formal assemblies, mentoring/coaching conversations with an expert in graduations, and presentation day ceremonies, as well educational leadership once per term and although as performing other duties around the college. They flexible to accommodate the needs of individual demonstrated effective communication and public participants, its main focus was on leadership speaking skills, leadership skills, improved confidence, strategies, styles and impact, progress towards PDP and the capacity to interact and collaborate with others. goals and achievement of the College Plan milestones. Their skills in writing speeches and evaluating school events also demonstrated improvement. Some Professional Learning in semester 1 centred around the members of the SRC attended the Secondary Schools new Stronger HSC Standards and the Minimum Leadership Program at Parliament House. Literacy and Numeracy Standards and the Lesson Study Project continued with the same focus. There Several of our SRC members have also achieved was a greater emphasis on evidence–based practice recognition within the community. Hani Abdile received and data analysis. Assessment for Learning was the the Zonta Community Service awards for her work with focus for Semester 2 and in Term 4 Assessment for Amnesty International and the "Life without Barriers" Learning was externally evaluated in the Science and project, as well as for her anthology "I will Rise". Two Maths faculties. In Term 4 the HSIE faculty was Year 11 students Karmeen and Karlo Yalda were also internally evaluated by the School Professional selected as mentors for the Honeywell Summer Learning and Teaching Team. Participants in the Schools program, due to the highly developed and Building Strong Leaders program commented that the sought after leadership skills. program had a significant impact on contributing towards these key educational priorities.
The Building Strong Leaders program has been instrumental in increasing numbers of staff taking on leadership responsibilities across the College and the IEC. The constructive feedback, guidance and advice provided by our outside facilitator has assisted a number of staff members to gain permanent and/or promotional positions through the merit selection process at all levels including from temporary positions to permanent, classroom teacher to head teacher and head teacher to deputy principal
SRC Report – Student Leadership
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