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Byron Bay High School School plan 2015 – 2017

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School background 2015 - 2017

SCHOOL PURPOSE & VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

Our Purpose

We passionately educate, inspire and nurture our students so that the future is theirs.

Our Vision

We passionately develop educational excellence in our students by providing dynamic and innovative teaching and learning programs which allow students to achieve their potential and experience personal success. We bring inspiration, opportunity and enrichment to every BBHS student.

Our students develop their sense of belonging to BBHS and our wider community by celebrating respect and understanding of each other’s culture, ethnicity, age, gender, sexuality, religion and ability. We foster our students’ appreciation of their responsibilities to others and an understanding of their individual and collective responsibility for the environment, equity and social justice.

Our students are confident, flexible, empowered and have a strong commitment to themselves, their future and their community. Our students develop and sustain genuine relationships based on honesty, respect and integrity.

We harness and promote the unique position of BBHS and celebrate its diverse and united community. We serve the community of Byron Bay by delivering outstanding educational programs for students which enrich and cultivate their academic, creative, social and personal development.

We ensure shared decision making underpins the school’s culture of innovation, mutual support, critical reflection and collective accountability.

We maintain a safe and purposeful learning environment by providing comprehensive welfare programs and a supportive, caring environment.

We respectfully acknowledge the Arakwal people of the Bundjalung nation, on whose land we learn and work together.

BBHS is the school of choice in the Byron Bay area and we value our outstanding reputation in the community.

Byron Bay is one of Australia’s famous tourist destinations. It is acclaimed for its beaches, art, fashion, food, music, designers, film makers, writers, athletes, actors and healers. Byron Bay has the highest percentage of creative people per capita in Australia and our students reflect this richness. Our school plan directly addresses the directions our students, parents and staff feel are most important for our school.

Our school’s FOEI (Family occupation and education index) is 54 compared to the state average of 100. This means our school ranks in the top 20% of socio economically advantaged schools in NSW.

The school enjoys high quality facilities in a beautiful bush and beach setting. The school is renowned for and extremely proud of its strong community support and connectedness.

Byron Bay High School executive and staff are committed to 21st century learning pedagogies. Our students’ learning is enriched by an exceptional creative and performing arts program. We run extension academic, sporting and cultural programs.

We pride ourselves on developing outstanding citizens who have a strong sense of empowerment and add value to society.

The school planning process began on 1 August 2014 with a full day school executive meeting at the Byron@Byron. The executive meetings during term 3 2014 continued to develop the schools purpose statement.

On 5 and 26 August full staff meetings worked on identifying the strengths and areas for improvement for BBHS.

On 8 and 15 August students from Yr 7, 8 and 9 were consulted about what were the strengths and areas for improvement for BBHS.

On 19 August the P & C meeting dedicated most of its meeting to identifying the strengths and areas for improvement for BBHS.

A community consultation with parents, students and citizens of Byron Bay occurred in the school Library between 7.00 – 8.30pm on 28 August.

On 7 October a full staff meeting accepted the school purpose statement and developed the three strategic directions. On 28 Oct a full staff meeting worked on how to bring about transformation.

On 21 Oct the P & C meeting workshopped the school purpose statement and the three strategic directions.

The executive meetings during term 4 2014 and term 1 2015 continued to develop the schools strategic directions and milestones.

The whole staff reviewed the school plan milestones on Tues 17 Feb 2015.

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School strategic directions 2015 - 2017

Each strategic direction will: define the key improvements, represent a high level and future-focused educational priority which is evidence based and data informed, be a succinct statement that drives the development of the school’s educational and organisational leadership culture.

To continually develop innovative teaching practices that engage, motivate and provide the necessary skills for 21st century learners. To create learning environments that encourage critical and creative thinkers leading to excellence in the classroom and beyond.

To passionately inspire creative excellence in our students by providing dynamic and innovative learning programs which allow students to achieve their potential and experience personal success.

To bring inspiration, opportunity and enrichment to every BBHS student. To educate with connectedness to the real world so our students discover their passion.

To harness and promote the unique position of BBHS and celebrate its diverse and united community.

To develop and sustain genuine relationships based on honesty, respect and integrity.

To provide an environment where positive relationships flourish built on trust, respect, collaboration, communication and shared purpose.

To develop our students sense of belonging to BBHS and our wider community by celebrating respect and understanding of each other’s culture, ethnicity, age, gender, sexuality, religion and ability. To foster our students’ appreciation of their responsibilities to others and an understanding of their individual and collective responsibility for the environment, equity and social justice.

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STRATEGIC DIRECTION 1

Excellence and Innovation

STRATEGIC DIRECTION 2

Inspiration, Passion and Creativity

STRATEGIC DIRECTION 3

Relationships

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Strategic direction 1: Excellence and Innovation

PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES

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

To continually develop teaching practices that engage, motivate and provide the necessary skills for 21st century learners. To create learning environments that encourage critical and creative thinkers leading to excellence in the classroom and beyond.

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

Students take responsibility for their own learning and develop personal goals.Staff become facilitators by developing new teaching and learning strategies to engage 21st century learners. Parents play an active role in their child’s education through two way communication. Community partners develop enrichment opportunities and expert industry involvement in our school.Leaders: Lead staff in developing teaching and learning strategies by providing professional development opportunities.

How do we do it and how will we know?

Review of Stage 4 Assessment Task and Teaching & Learning Programs to ensure Quality Teaching

Monitoring and Analysing Attendance Data

Students develop skills to reflect on their learning.

Leaders provide opportunities for the implementation of teaching and learning strategies through specific professional learning linked to individual plans.How will we know?

External review and validation Lesson observations indicate a

clear focus on integrating 21st century skills and critical reflection on pedagogies.

Shift in teaching, learning and assessment strategies.

Data on completed tasks and improved outcomes.

Parent and student survey indicate students are empowered learners who routinely engage in innovative learning opportunities.

Improved results in NAPLAN & HSC

Less Discipline referrals Improved student retention

What is achieved and how do we know?

Products: Engaged students who achieve their potential

Improved retention and attendance data

Embedded problem solving strategies.

Students who use critical and creative thinking to problem solve

Performance and development plans linked to school and faculty plan

What are our newly embedded practices and how are they integrated and in sync with our purpose?

Practices:Performance and Development frameworkStudent centred teaching strategiesEvidence in learning outcomesEmbedded problem solving strategies

IMPROVEMENT MEASURES

Attendance data

2011 - 86.8

2012 - 87.4

2013 - 88.7

2014 – 88.2

Retention data SC 10 – HSC 12

2010 – 60.9 2011 – 63.4

2012 – 65.4 2013 – 74.1

NAPLAN 9 – HSC 12

2014 – 59.4

All Stage 4 programs have quality teaching strategies embedded

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Strategic direction 2: Inspiration, Passion and Creativity

PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES

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

To passionately inspire creative excellence in our students by providing dynamic and innovative learning programs which allow students to achieve their potential and experience personal success.

To bring inspiration, opportunity and enrichment to every BBHS student. To educate with connectedness to the real world so our students discover their passion.

To harness and promote the unique position of BBHS and celebrate its diverse and united community. To reflect the wishes, needs and aspirations of our community.

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

Students actively engage in school and discover their passion from the broad range of opportunities available.

Staff provide engaging, dynamic teaching and learning experiences for the students. Staff model enthusiasm, discipline, commitment and perseverance.

Parents encourage and support their student’s passion and creativity.

Community partners assist BBHS in providing creative opportunities.Leaders drive the dynamic and innovative teaching and learning program. Leaders know what is happening in the classroom.

How do we do it?

Students are connected with their learning and education. Eg Project based learning Problem Based Learning and real world learning.

Teacher collaboration, sharing and critical reflection. Provide extra-curricular opportunities in a diverse range of subject areas. Organise interschool TeachMeets to share best practice and innovationsFaculties review programs to enhance Inspiration, passion and creativityPeer observation and feedbackStudent surveys on teacher effectiveness

How will we know? External review and validation Measurable improvements in

attendance rates, reporting data and discipline reports.

Cross curricula teaching projects. Evidence in programs of cross

curricular linkages Increased collaboration, sharing and

critical reflection among staff members.

Attendance at TeachMeet sessions Evidence of program review processes

and enhanced explicit elements of inspiration, passion and creativity in reviewed programs

Peer observation and feedback occurring

Student survey data is evident informing changes in practice

What is achieved and how do we know?

Products:

Engaged students.

Cross curricula teaching and learning

Increased collaboration, sharing and critical reflection amongst staff, reviewed and updated programs.

What are our newly embedded practices and how are they integrated and in sync with our purpose?

Practices:Performance development frameworkPeer observation and shadowing. Instructional rounds. Peer mentoring.Student feedback to staffImproved collaboration and sharing between facultiesExplicitly teach critical thinking and problem solving skillsStudents solve problems which impact on the school

IMPROVEMENT MEASURES

Attendance data

2011 - 86.8 2012 - 87.4

2013 - 88.7 2014 – 88.2

Retention data SC 10 – HSC 12

2010 – 60.9 2011 – 63.4

2012 – 65.4 2013 – 74.1

NAPLAN 9 – HSC 12 2014 – 59.4

Tell them from Me student and parent data Cross faculty collaboration, sharing and critical reflection

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Strategic direction 3: Engagement and Collaboration

PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES

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

To develop and sustain genuine relationships based on honesty, respect and integrity.

To provide an environment where positive relationships flourish built on trust, respect, collaboration, communication and shared purpose.

To develop our students sense of belonging to BBHS and our wider community by celebrating respect and understanding of each other’s culture, ethnicity, age, gender, sexuality, religion and ability. To foster our students’ appreciation of their responsibilities to others and an understanding of their individual and collective responsibility for the environment, equity and social justice.

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

Students actively engage in fostering positive relationships with their peers, school staff and the wider community. Students join together to celebrate the successes of their peers including performance showcases, creative exhibitions.Staff cultivate trusting and supportive relationships with their colleagues, students, parent/carers and the community.Parents are involved in decision-making. They feel welcome to attend school events and participate in school activities. Community partners play a reciprocal role in influencing and shaping our school community.Leaders’ model positive communication and codes of conduct, ensuring conversations and interactions are conducted in a climate of trust.

How do we do it and how will we know?

Senior Student and Teacher Mentor Program to be implementedThe Decision Making Model is used collaboratively to address issues and opportunities. Celebrate our successes with the community e.g. high quality communication, positive letters home, items in the newspaper, Facebook and the school website and positive messages regularly in local media.

Continue promotion of programs to educate about Youth Mental Health – Youth course for adults and peer course for students.

How will we know?

External review and validation Improvement in senior student

attendance rates. Improved results in retention to complete Year 12.

Staff, student and parent surveys indicate strong morale, sense of belonging and pride in their school.

The number of parents attending school functions increases.

Completion of Youth and Teen MHFA courses by staff, students and community members

What is achieved and how do we know?

Products:

Strong, tolerant, inclusive attitudes and tolerance of difference within year groups.

Lower recorded rates of bullying.

Year 10 Peer mentoring programsProactive and positive SRC

Events are celebrated with press releases, acknowledgements on Facebook and the school website

What are our newly embedded practices and how are they integrated and in sync with our purpose?

Practices:Peer support programsHealthy whole school staff team building Productions, showcases, sporting events, Science awards eveningParental involvement in schoolDecision Making ModelIdentified people to update the school website, Facebook page and pressParent/Community contribution to the development of school plans and culture

IMPROVEMENT MEASURES

Attendance data 2011 - 86.8, 2012 - 87.4, 2013 - 88.7, 2014 – 88.2

Staff, student and parent surveys indicate strong morale, sense of belonging and pride in their school.

Student survey of mentoring program indicates strong satisfaction.

Website hits and Facebook likes continue to grow.

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