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2019 Gulgong High School Annual Report

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2019 Gulgong High School Annual Report Gulgong High School 2019 Annual Report 8546 Page 1 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Introduction The Annual Report for 2019 is provided to the community of Gulgong High School 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. School contact details Gulgong High School Belmore Street GULGONG, 2852 www.gulgong-h.schools.nsw.edu.au [email protected] 6374 1201 Page 2 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 School background School vision statement Our aim at Gulgong High School is to encourage excellence in lifelong learning in a school that is safe, supportive and that values individual difference. We believe in a collaborative and respectful environment where students and staff have the opportunity to reach their full potential whilst working in partnership with the school community. School context Gulgong High School is a comprehensive co–educational secondary school located in the central west of NSW. It has a student population of 230 with 34 Aboriginal students that are supported by Equity Programs. The school is part of the Cudgegong Learning Community and is well resourced with the library recently undergoing a significant refurbishment. The school is committed to future focused leaning practices and is a Positive Behaviour for Learning school. The dedicated and professional staff are supported by an active Parent and Citizens Association in catering for the diverse learning and welfare needs of the student body. Page 3 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Self-assessment and school achievement 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 is a statement of what is valued as excellence for NSW public schools, both now and into the future. 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. Each year, we assess our practice against the Framework to inform our school plan and annual report. 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. For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Sustaining and Growing LEARNING: Wellbeing Delivering LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Delivering LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Delivering TEACHING: Professional standards Delivering TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Sustaining and Growing LEADING: School planning, implementation and Sustaining and Growing reporting LEADING: School resources Excelling LEADING: Management practices and processes Sustaining and Growing Page 4 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Strategic Direction 1 Student Excellence and Engagement Purpose Gulgong High School aims to lead students into the future, ensuring a strong foundation in literacy, numeracy and enabling students to become creative and technologically skilled. Staff will endeavour to develop, engage and inspire learning partnerships and set high expectations through the delivery of quality teaching and learning programs that are relevant and meaningful. Improvement Measures • At least 50% of students are using BYOD devices and all students have access to appropriate technologies. • 75% of staff have embraced AVID and Project Based Learning within the school curriculum structure. • At least 80% of students demonstrate expected growth across numeracy and literacy progressions. with 90% of students achieving at or above national minimum standards on NAPLAN reading, writing and numeracy. • The number of students in the top two NAPLAN bands increase by eight per cent by 2019. Progress towards achieving improvement measures Process 1: • Develop processes to implement future focused learning across the school, including the provision of professional learning to maximise the effective use of technology. Evaluation Funds Expended (Resources) Project based learning is no longer a school priority and $30 000 this teams focus will now be on implementing technology within the classroom. After surveying staff and students, the decision was made to move forward with the implementation of BYOD in 2020 for years 9–12, with support still being provided for students in years 7 and 8 who bring their own devices. A BYOD open night was held mid Term 4 for parents/carers and students in years 8–10 2019. Installation of remaining interactive panels has been completed in all teaching spaces. New staff laptops have been issued. Student laptop pods have been expanded with new laptops due to be purchased at the start of 2020. Staff have been offered 'Tech Bytes' afternoons during Term 4 to upskill/refresh their technology use. Professional learning for staff on the implementation/upskilling in the use of the interactive panels, OneNote and Google classroom will continue in 2020. Process 2: • Deliver Literacy and Numeracy classes to Years 7 and 8 one period per week in conjunction with associated Professional Learning for staff. Evaluation Funds Expended (Resources) Year 10 students have completed minimum standards testing. Some students have retaken test. 8 students still to pass at least one component. Year 11 students have Page 5 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Progress towards achieving improvement measures retaken tests. 2 students still to pass one component each. Careers Advisor conducted multiple practice sessions in preparation. Program to continue in 2020. It is suggested that Year 10 start tests in Term 1 and are taken during various subjects rather than careers lessons. In addition to this, Western Student Connections delivered workshops to students for students not yet meeting minimum standards. The literacy and numeracy team delivered professional learning to staff on paragraphs and capital letters – based on data analysis of minimum standards. Literacy Planet and Mathletics (an online learning platform) was embedded into Year 7 & 8 Literacy and Numeracy lessons. Process 3: • Implement the AVID education program to assist staff in implementing quality teaching practices, with a focus on questioning, explicit teaching practices, high expectations and feedback. Evaluation Funds Expended (Resources) 10 staff attended AVID Summer Institute including 8 staff $20 000 that had not been before. Professional Learning has been delivered in several sessions throughout the year building staffs capacity to implement AVID strategies in their classes. Survey results indicate most staff are embedding AVID into their teaching practice. Page 6 of 26 Gulgong High School 8546 (2019) Printed on: 24 February, 2020 Strategic Direction 2 Excellence in Teaching Purpose To promote excellence in teaching our core strategy will be to ensure that our teaching practice is based on the ongoing evaluation of evidence. Through collaboration we will share and develop our knowledge and expertise to cater effectively for the diversity of student needs. This will enable both students and staff to reach their full potential. Improvement Measures • The value–added student performance from Year 9 NAPLAN to HSC will be positive. • There will be an increase in the proportion of students demonstrating active engagement with their learning, as determined by the "Tell Them from Me" survey (or similar means). • 100% of staff actively participate in Professional Learning Communities • 100 % of Teaching and Learning Programs reflect a common method of recording adjustments. • 50% or higher of students with ILSP's show improvement in aptitude and attitude as measured by school reporting mechanisms. Progress towards achieving improvement measures Process 1: • Develop and implement professional learning processes that builds teacher skills in effective classroom practice and the analysis of data. Evaluation Funds Expended (Resources) The team plans to continue to provide opportunities for the analysis of data to other teams. A greater understanding of how data is triangulated is needed. Process 2: • The school identifies and draws on expertise within its staff to develop its professional learning community Evaluation Funds Expended (Resources) Professional learning has been delivered by various staff. It has been positive to develop staff's capacity to deliver professional via the AVID focus staff meetings. Process 3: • Strengthen staff knowledge and understanding
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