School Strategic Plan

Crusoe College - 7205

2015 - 2018

Endorsements

Endorsement by School Principal / Signed……………………………………….
NameBrad Madden
Date20/7/15
Endorsement by School Council / Signed……………………………………….
NameCraig Noske
Date20/7 15
School Council President’s endorsement represents endorsement of School Strategic Plan by School Council
Endorsement by the delegate of the Secretary / Signed……………………………………….
Name………………………………………….
Date……………………………………………

School Profile

Purpose / Students at Crusoe College will be equipped with the essential skills and resilience that will enable their transition to education, the workforce and beyond. They will be self-confident and active members of the community, showing emotional intelligence and awareness of others in the world around them.
Values / At Crusoe College we reinforce and develop the following values:

Respect – listening with empathy and understanding, speaking kindly to one another, valuing others’ thoughts and opinions, celebrating individual difference, taking care with property and treating others fairly.
Honesty – being truthful with others, not putting others down, taking responsibility for our actions, reflecting on our own choices, following through with what we say and recognising effort.
Integrity – doing the right thing even when no-one is watching, being on time every day, showing care and compassion for others, persisting when things get tough, being a positive influence on others and believing you can do it.
Trust - keeping people’s confidences, following what is expected, keeping the learning environment safe, looking out for ourselves and others and cleaning up after ourselves.

Environmental Context / Social – community and demographics
· Single campus 7 to 10 secondary college
· One third of students formerly received the Education Maintenance Allowance/Youth Allowance (EMA/YA).
· Declining enrolments.
· Strong and supportive College Council but minimal parent involvement.
· Staff team consisting of 53 effective full-time teachers and 21 school support staff.
· Productive partnerships with local community groups, local schools and cluster groups, local council and government representatives
Educational
· Implementation of the Victorian Essential Learning Standards (AusVELS)
· Provider for VET Hospitality and VET Building and Construction.
· Close links with Bendigo Senior Secondary College to enhance educational pathways
· Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions and sporting activities.
Technological
· Bring Your Own Device program being implemented from 2015
· Internet and intranet use.
· Staff laptop computer use.
· Smart boards in all learning areas
Environmental – grounds and facilities
Bendigo Education Plan building program for four learning communities as well as a technology area, gymnasium, black box theatre and global learning centre.
Service Standards / The school commits to the active sharing of its vision and goals to ensure school community engagement in the school’s strategic plan.

Strategic Direction

Achievement
Achievement refers to both the absolute levels of learning attainment and growth in student learning that schools strive to support.
While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements. / Key improvement strategies
Key improvement strategies are the high-level actions that the school will undertake to achieve its goals and targets. They represent the sequential process of change that will need to occur if the goals and targets are to be realised. Key improvement strategies are broad and are likely to take several years to implement successfully and sustainably. Implementation of the key improvement strategies will be documented in detail through the school’s Annual Implementation Planning process.
Goals
Goals are aspirational statements. They define what outcomes the school is striving to achieve. Goals evolve from the school’s purpose, values and context and build on the analysis of student outcomes undertaken through the self-evaluation and review processes. / To improve the number of students achieving at or above the expected levels according to AusVELS teacher judgements, NAPLAN and On Demand and to improve the number of students demonstrating at least one year of growth each school year on these measures. / Full and consistent implementation of the Crusoe Model lesson.
Develop, document and implement a guaranteed and viable whole school curriculum which includes NPDL.
Develop the capacity of leaders and PLTs to model best practice, including making consistent judgements and moderation, and drive improvements in teaching practice.
Build the capacity of leaders and PLTs to use data to inform teaching and curriculum differentiation to maximise individual and cohort growth.
Investigate differentiation through integrated units, team teaching across domains and broader community based learning.
Targets
Targets are defined measures of the successful achievement of the school’s goals. Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to achieve, or on the outcomes of a smaller group of students. / Increase the number of students achieving at or above expected levels according to teacher AusVELS judgement (and On Demand and NAPLAN in English and Maths) in all domains to 90%.
Increase the number of students showing at least one year of growth in all domains according to AusVELS teacher judgement and On Demand testing and two years of growth in NAPLAN to 90%.
Theory of action (optional)
The Theory of Action explains the rationale behind the key improvement strategies, i.e. how the strategies will achieve the goals articulated in the Plan. / If the quality of teacher instruction and the learning environment are improved, student achievement levels will increase.
Actions
Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail. / Success criteria
Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.
Year 1 /

Review and re-implement Crusoe Model lesson in all classes.
Review and update curriculum documents to a consistent standard for all domains and programs.
Provide professional learning to leaders and PLTs in improving teaching practice and use of student data in planning for differentiation.

Observations show Crusoe Model lesson is evident in all classes.
Curriculum documentation is available in a consistent format through Sharepoint.
PLTs use designated meeting times to improve teaching practice and ability to differentiate curriculum.

Year 2
Year 3
Year 4
Engagement
Engagement refers to the extent to which students feel connected to and engaged in their learning and with the broader school community.
Engagement spans students’ motivation to learn, as well as their active involvement in learning.
Engagement also refers to students engagement as they make critical transitions through school and beyond into further education and work. / Key improvement strategies
Key improvement strategies are the high-level actions that the school will undertake to achieve its goals and targets. They represent the sequential process of change that will need to occur if the goals and targets are to be realised. Key improvement strategies are broad and are likely to take several years to implement successfully and sustainably. Implementation of the key improvement strategies will be documented in detail through the school’s Annual Implementation Planning process.
Goals
Goals are aspirational statements. They define what outcomes the school is striving to achieve. Goals evolve from the school’s purpose, values and context and build on the analysis of student outcomes undertaken through the self-evaluation and review processes. / To improve student motivation, learning and engagement with school. / Build relationships with feeder primary schools, BSSC and alternative providers to facilitate pathways and smooth transitions.
Develop effective communication processes anduse oftechnologies to better engage parents and the broader community in the educational program of the College.
Develop and implement strategies for increasing opportunities for student leadership and student voice.
Develop and implement an updated advisory program for Years 7-9 to articulate with the Year 10 MIPs program.
Devise and implement student performance policies that monitors student achievement and participation in College life.
Build teacher capacity in the implementation of the Crusoe Model lesson and NPDL to support an engaging curriculum.
Develop and implement Individual Learning Plans for identified vulnerable students.
Targets
Targets are defined measures of the successful achievement of the school’s goals. Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to achieve, or on the outcomes of a smaller group of students. / To ensure 100% of students leaving the College move to further education, training or employment.
To reduce the number of unexplained absences by 75%.
To improve student motivation and learning confidence to above state means.
To improve student connectedness to school to above state means.
Transitions, as measured by parent and student surveys to be above state means.
Theory of action (optional)
The Theory of Action explains the rationale behind the key improvement strategies, i.e. how the strategies will achieve the goals articulated in the Plan / By building relationships and fostering communication throughout the College community, students will be encouraged and supported to participate and excel in school life.
Actions
Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail. / Success criteria
Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.
Year 1 /

Establish sustainable connections with feeder primary schools at leadership and teacher/student level
Review Advisory program for Year 7-9 to improve links to Year 10 MIPs based program

Develop improved parent communication processes and use of technologies including staff training and protocols on updated functions.
Review policies on student work completion and submission.

A documented program of student involvement with Crusoe College is in place with all feeder primary schools.
Advisory program document including rationale, strategies, activities and timelines is completed.
Unexplained absences are reduced and parents provide positive feedback on the means, frequency and content of school communications.
New policy is developed in consultation with the community and implemented by all staff.

Year 2
Year 3
Year 4
Wellbeing
Students’ health, safety and wellbeing are essential to learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining students’ positive learning experiences. / Key improvement strategies
Key improvement strategies are the high-level actions that the school will undertake to achieve its goals and targets. They represent the sequential process of change that will need to occur if the goals and targets are to be realised. Key improvement strategies are broad and are likely to take several years to implement successfully and sustainably. Implementation of the key improvement strategies will be documented in detail through the school’s Annual Implementation Planning process.
Goals
Goals are aspirational statements. They define what outcomes the school is striving to achieve. Goals evolve from the school’s purpose, values and context and build on the analysis of student outcomes undertaken through the self-evaluation and review processes. / To provide a healthy, safe and inclusiveenvironment that is responsive to students’ learning, social, emotional and physical needs. / In conjunction with the College community, develop school wide positive behaviour system which includes non-negotiable standards with aligned consequences and student wellbeing processes in place.
Full and consistent implementation of the Crusoe Model lesson.
Develop teacher capacity to recognise and respond to a range of personal, emotional and social issues experienced by students.
Refine and embed the College processes for referral of students to additional support within the College and to external agencies when appropriate.
Develop the capacity of leaders and PLTs to implement Individual Learning Plans for identified vulnerable students and to use data to inform teaching and curriculum differentiation.
Develop school based survey instruments to provide more regular data to track student wellbeing in conjunction with AtSS.
Targets
Targets are defined measures of the successful achievement of the school’s goals. Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to achieve, or on the outcomes of a smaller group of students. / Improve student morale measures on AtSS
Improve student distress measures on AtSS
Improve student safety measures on AtSS
Improve teacher empathy measures on AtSS
Improve stimulating learning measures on AtSS
Additional school based surveys show an upward trend in wellbeing when administered at different times throughout the year.
Theory of action (optional)
The Theory of Action explains the rationale behind the key improvement strategies, i.e. how the strategies will achieve the goals articulated in the Plan. / If the College is a stimulating, safe and orderly environment then students will be able to focus on their learning, improve educational outcomes and progress toward their goals and pathways.
Actions
Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail. / Success criteria
Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.
Year 1 /

Develop individual learning plans for all identified vulnerable students.
Review College behaviour management and support processes including restorative practice and positive behaviour program in conjunction with College community.
Identify key issues and devise a professional learning program to build teacher capacity to recognise and respond to a range of personal, emotional and social issues experienced by students.

Individual Learning Plans are completed, shared and being implemented.
Updated behaviour management system is in place for Semester 2.

Student cohort needs are assessed and staff professional learning plans are developed.

Year 2
Year 3
Year 4
Productivity
Productivity refers to the effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school.
Successful productivity outcomes exist when a school uses its resources – people, time, space, funding, facilities, community expertise, professional learning, class structures, timetables, individual learning plans and facilities – to the best possible effect and in the best possible combination to support improved student outcomes and achieve its goals and targets. / Key improvement strategies
Key improvement strategies are the high-level actions that the school will undertake to achieve its goals and targets. They represent the sequential process of change that will need to occur if the goals and targets are to be realised. Key improvement strategies are broad and are likely to take several years to implement successfully and sustainably. Implementation of the key improvement strategies will be documented in detail through the school’s Annual Implementation Planning process.
Goals
Goals are aspirational statements. They define what outcomes the school is striving to achieve. Goals evolve from the school’s purpose, values and context and build on the analysis of student outcomes undertaken through the self-evaluation and review processes. / To build and effectively deploy College resources to maximise teacher capacity and student learning outcomes. / Review and refine organisational structure and role descriptions including time allowances.
Investigate alternative timetable arrangements to maximise staff and student learning time.
Investigate options to fund support programs for students with additional learning needs in literacy and numeracy.
Promote the College in the educational community as a school of choiceincluding promotion of strengths such as EAL, EBT etc.
Build the capacity of leaders and PLTs to deliver school improvements through targeted professional learning.
Align the Performance & Development plans of all staff with SSP and AIP goals to build accountability into improvement plans.
Use IGNITE professional learning team to plan and deliver professional learning to staff within and beyond the College.
Targets
Targets are defined measures of the successful achievement of the school’s goals. Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to achieve, or on the outcomes of a smaller group of students. / To attract funding through grants and sponsorships etc to reduce cash deficits and operational limitations.
To build enrolments to more than 700 students
To operate with a surplus budget for staffing
To provide professional learning for leaders within the College to drive improvements.
To provide time allowances and support programs to help meet teacher and student needs.
Theory of action (optional)
The Theory of Action explains the rationale behind the key improvement strategies, i.e. how the strategies will achieve the goals articulated in the Plan. / By attracting additional resources and effectively using existing funds, the College will be able to fund professional learning for teachers and programs for students that will maximise learning outcomes.
Actions
Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail. / Success criteria
Success criteria are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Success criteria often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of success criteria should be set.
Year 1 /

Involve all staff in review and refinement of organisational structure and role descriptions including time allowances.
Investigate timetabling options and support programs to better meet the learning needs of all students.
Align the Performance & Development plans of all staff with SSP and AIP goals to build accountability into improvement plans.

Documentation on school structure and updated role descriptions is available to and understood by all staff.
Timetable and support programs for 2016 are planned to incorporate recommendations from review.
All P&D plans are aligned with the goals and priorities of the SSP and AIP.

Year 2
Year 3
Year 4