Beverly Hills Girls High School Annual Report PDF
Preview Beverly Hills Girls High School Annual Report
21st Century 21st Century Beverly Hills Girls High School Learning Teaching Annual Report 21st Century School 2015 8255 Introduction The Annual Report for 2015 is provided to the community of Beverly Hills Girls 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. Mr Colin Skene Principal School contact details: Beverly Hills Girls High School Corner King Georges and Broadarrow Roads Beverly Hills, 2209 www.beverlyhillsgirlshigh.com [email protected] 02 9150 4280 Principal’s Message Every year at Beverly Gills Girls High School (BHGHS) and Beverly Hills Intensive English Centre (BHIEC) is a busy and productive year. The two sites are dynamic and proactive in providing the best of informed practice to address the learning needs of our students and the performance and development of our staff. 2015 was another such year for us with the our major focus being the implementation of the first year of our 2015 – 2017 School Plan with our aspirational Strategic Directions of 21st Century Learning, 21st Century Teaching and 21st Century School. By the end of 2015 there had been significant progress in embedding our professional learning and innovations around each of those Strategic Directions (SD). Specific outcomes and future direction feature in latter sections of this report. The physical spaces of BHGHS began a transformation to become more aligned with 21st Century Learning and Teaching elements with work on the Beverly Hills Trades Skills Centre (BHTSC) nearing completion, while the major refurbishment of grounds and administration areas commenced in November as part of the Secondary Schools Renewal Program (SSRP). This is due for completion in mid-2016. I acknowledge and thank the school community for their patience and understanding whilst these significant infrastructure projects have been underway with the consequent restricted access and confined working spaces being unavoidable. Both projects, worth a combined $4.5million, will add significantly to the opportunities and experience BHGHS provides for members of our community, once completed. Our teachers completed 14 hours of after-school professional learning with the express aim of starting the School Plan implementation journey in a planned and strategic manner. Our staff, both teaching and non-teaching, are committed to being the best they can be and I take great pride in working within such a team of dedicated people. Our students continued to engender pride and bring acclamation to the school through their academic, cultural, and social involvement, both within the school and beyond. Our School Captain, Nancy Do, was the recipient of the NSW Minister’s Award for Excellence in Student Achievement, a pinnacle of success and recognition for her outstanding achievements and commitment to our school and public education, more generally. There are too many highlights to mention here but I recommend you read the report thoroughly to gain a better insight into just how well we do here at BHGHS. Every day, I witness truly wonderful interactions between our staff and our students, not just in the classroom, but around the school and, sometimes, in response to difficult or challenging circumstances. The resilience, care and support among the staff and students and between the staff and students are defining features of our school. It provides the platform for the ongoing success and progress that the school continues to make. I commend the 2015 Annual Report for your reading, analysis and reflection. Colin Skene Principal School Background School vision statement Our VISION: We will strive to prepare young women who shape their future filled with confidence, resilience and a commitment to lifelong learning. They will respect themselves and others and be able to communicate effectively. They will be socially responsible and actively participate, with integrity and courage, in strengthening and preserving our democratic society. They will accept responsibility for their actions and decisions. They will believe in their capacity to Be Somebody. Our COMMITMENT: We are a school community committed to: • a comprehensive, responsive and dynamic curriculum which is challenging and appropriate for the developmental needs of each student; • a caring environment that encourages motivation, self-discipline and confidence through individual and cooperative endeavours; • professional growth of staff to respond effectively to the challenges of education in the 21st Century; • partnerships in learning with the parents/caregivers of our students and key community stakeholders; and • effective and efficient school management that ensures equitable access to appropriate programs, resources and opportunities for all students. School context Beverly Hills Girls High School (BHGHS) is a comprehensive high school with a consistent enrolment trend in excess of 1000 female students. The adjoining co-educational Beverly Hills Intensive English Centre (BHIEC) contains further 180 – 220 students. Our school serves a community that is diverse in terms of ethnicity, culture and socio-economic background, with around 90% of students from a language background other than English. Nurturing the talents and abilities of individual students and working within our core belief that “Women Can Do Anything” drives the curriculum, pedagogy, planning, leadership and management of our school. The junior curriculum is offered in a unitised/semesterised system, allowing for breadth of subject choice and flexibility in class groupings, including acceleration for the most academically able students. Experienced and dedicated teachers work within a culture of collegial support and high expectations for both their students' achievement and the quality of learning opportunities they provide. Our school has a strong tradition of excellence in student achievement and high quality teaching and leadership for learning. Self-assessment and school achievements Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework (SEF) our school achievements and the next steps to be pursued. 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. This year, our school undertook self-assessment using the elements of the School Excellence Framework. Assessment of school achievement against the 14 elements of the SEF is described by one of 4 measures, namely; working towards delivering, delivering, sustaining and growing or excelling. In the domain of Learning our school demonstrated strengths in: • positive, respectful relationships between students and staff aimed at student wellbeing and optimised learning; • effective processes and programs that address and monitor student learning needs; • a positive learning environment providing students with opportunities to connect, succeed and develop skills as 21st century learners; • students who show empathy and respect for and contribute to the wellbeing of others within the school and wider community; • curriculum provision that supports effective student growth and transition with explicit student and parent involvement; • assessment reports that contain detailed information about individual student learning achievements and areas for development; • analysis of school performance data and other contextual information to identify trends and areas of strength and targeted intervention; • building a learning partnership with parents to support student progression and development; and • above state average growth (value adding) for students of all achievement groups from Year 9 NAPLAN to the completion of HSC studies. In the domain of Teaching our school demonstrated strengths in; • evaluation of effectiveness of teaching practice based on student performance data and teacher feedback/self f reflection; • processes in place to provide formal mentoring or coaching support to improve teaching practices and career development; • a culture of teachers working together (faculties, year groups, cross-faculty groups) to improve teaching and learning for our students; • a commitment to teacher development based on constructive feedback from peers and support for innovation and leadership development; • ensuring our school remains a professional community modelling the highest standards in teaching and learning; • sharing of learning from professional development programs with faculty peers and colleagues; • consistent engagement of teachers in planning for their own professional development including evidence-based feedback and reflection; • responsible and ethical practice in working towards achievement of personal and professional school goals; and • a commitment of teachers to share expertise to support the development of content knowledge and pedagogical practice of self and others. In the domain of Leading our school demonstrated strengths in: • a school community commitment to achievement of school strategic direction priorities; • effective engagement with the local and wider community including parents, families, business, training and wider educational organisations; • strategic leadership focused on enriching the school’s standing within the local and wider community; • provision of planned and purposeful leadership development opportunities for school staff; • understanding of, and support for, expectations and aspirations to improve learning for each individual student; • longer term financial planning is integrated within school planning; • use of school facilities for optimal use within the school and local community; and • responsiveness of school practices and policies to school community feedback. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students. Strategic Direction (SD) 1 21st Century Learning Purpose Ensure our students can understand, articulate and develop the skills and attributes of learning within the context of an increasingly dynamic, connected and borderless world. Build engagement of students through access to dynamic and authentic curriculum and learning opportunities that maximise their school and post-school outcomes. Equip our students with the skills to become productive, successful, contributing and leading global citizens. Overall summary of progress Through the leadership of the 21st Century Learning SD Team, staff undertook professional learning to develop a collective understanding of the essential attributes and skills of 21st Century learners. Consistent use of the metalanguage within this SD was explicitly modelled through posters and other promotional material. Assessment reports were revised to include feedback to students on their progress in essential learning attributes. The staff intranet was updated by use of Sharepoint and now includes a Wellbeing link that provides staff with current information on students who require additional learning support and approaches for engagement and adjustment of curriculum, where appropriate. Progress towards achieving improvement measures Resources (annual) Improvement measure Progress achieved this year <$> (to be achieved over 3 years) Assessment practices of Semester 2 assessment reports of student learning included Funding from Teacher skills and attributes are feedback to students on their development of agreed Professional Learning developed and reports are attributes of successful 21C learners. ($5000) amended to provide feedback to students and parents ICT innovation enhances Staff Sharepoint page revised to include Wellbeing link with Technology budget teacher understanding of images and details of student learning needs and suggested ($2000) individual learning needs strategies to better engage of students. 21C Learning skills are SD Team led development of posters that promote agreed RAM Low-level explicitly promoted across 21C Learning skills and attributes. Awareness of students and disability funding the school staff enhanced. ($3000) Next steps Further promotion of 21C Learning skills and attributes through video production and online presence (website and school app). Revision and implementation of a Stage 4 Learning to Learn program that embeds and develops 21C learning skills and attributes. Enhanced use of Sharepoint or other application to promote and distribute strategies that embed 21C Learning in classes Strategic Direction 2 21st Century Teaching Purpose Develop, consolidate and embed a culture of effective and engaging teaching practices that best meets the needs of individual students. Support the professional growth of staff through provision of, and access to, planned, informed and relevant professional learning, particularly in effective mentoring of pre-service teachers as described in Professional Experience Agreement (BHGHS/UNSW) Build and embed a culture of innovation and collaboration among teachers that includes a commitment to personal reflection and feedback on performance. Strengthen the capacity of our teachers to learn, accomplish and lead. Overall summary of progress UNSW/BHGHS Professional Experience Hub School (PEX) program was developed and launched in November 2015. The professional learning focus included BOSTES registered workshops in Mentoring, support for teachers in accreditation at higher levels of APTS and enhanced understanding of 21C pedagogy and assessment. The DoE Performance and Development Framework was successfully implemented with all teaching staff completing and undertaking all aspects of a Professional Development Plan; goal setting, evidence gathering, self-assessment, peer observation, formal feedback) Resources Progress towards achieving improvement measures (annual) Improvement measure Progress achieved this year <$> (to be achieved over 3 years) All teachers complete Modules 1 and 2 completed (6 hours). Module 3 (3 hours) to PEX funding $60 000 BOSTES accredited PL be completed in Semester 1 2016. total workshops on Mentoring Increased teacher UNSW led and delivered workshops planned and developed for understanding of implementation in 2016 within Professional Experience Hub PEX funding $5600 accreditation processes School program. and number of teachers Support for professional learning and planning for SD leaders accredited at higher levels and team members in accreditation. of APTS Next steps Leadership development support incorporated into 2016 allocations of HTs and class teachers (1.3 FTE) to allow for PL and planning for accreditation path to HA or Lead by end of 2017. Third UNSW delivered module on Mentoring to be completed by all BHGHS teaching staff. Incorporate learning into supervision and support for UNSW M. Teach students and TES students from UNSW and USYD in 2016 – 17. $25000 allocated for innovation in SD in 2016 with additional funding approved by School Management Committee. Strategic Direction 3 21st Century School Purpose Lead and manage for equitable access to and accountability for the development of all students and staff, both teaching and non-teaching. Strengthen connections between our school and the local and wider community. Recognise and promote school and individual achievements. Maintain a physical environment and level of resourcing that contributes to innovative and effective teaching and learning. Continue to develop partnerships with parents, community, university and business groups to enrich the school experience and post-school options of students and staff. Overall summary of progress MS Sharepoint application implemented to collaborate and communicate within and between SD teams and revamped staff intranet. Audit of teaching and learning spaces completed to assess efficiency and alignment with 21st Century Teaching and Learning principles. Participation in and analysis of findings from DoE commissioned Communication and Engagement survey. Ongoing support in 2016 to inform revised school promotion and communication modes. Resources Progress towards achieving improvement measures (annual) Improvement measure Progress achieved this year <$> (to be achieved over 3 years) Innovate for increased Increase in budget allocation for Technology Integration to student and teacher use of $90000. Technology and global 21C teaching and learning Learning spaces/room audit completed. budget resources and specialist Input from SD team and G&T students on configuration of $109000 learning Centre’s. library for learning hub. 5 staff attended PL workshop on Futures Learning and 21C Learning infrastructure. Increase in proportion of 2.4% increase in local Year 6 students opting for BHGHS in RAM loading and local students choosing 2016. global budget BHGHS for Year 7 enrolment Strategic involvement of parents and teachers from 3 local $2400 feeder primary schools in Communication and Engagement survey of BHGHS. Next steps Complete and implement communication and engagement strategy as supported by DoE with emphasis on strategic involvement and engagement with local community. Implement and fund recommendations of SD led Learning Spaces/Rooming audit to create additional 21C TL compatible spaces. $25000 allocated for innovation in SD in 2016 with additional funding approved by School Management Committee. Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding Each of the four ATSI students were $2400 supported to access breadth of curriculum including through course fee support, specialist uniform, excursions including cultural identity and enrichment initiatives. English language proficiency funding Increased EALD teacher allocation allowed 3.8 EAL/D Teacher for more EAL/D students to access classroom salaries and $3200 support for learning either within parallel resource funding classes or in a team teaching model. Targeted students support for Targeted support provided for students and $10080 refugees and new arrivals families to learn about community services available to support their inclusion in our local and wider community and enrichment programs to extend understanding of lifestyle and development options within their new community. Socio-economic funding Equitable access to curriculum through $91873 course fee support, general contribution support, uniform and specialist equipment, excursion payments, 0.2 SLSO salary Low level adjustment for disability Additional support provided through 1.8 1.8 LaST salaries and funding LaST and 0.8 SLSO employment. Students $63 480 resource accessing support determined through funding Learning Support Team with initiatives provided relevant to need and stage of schooling (e.g. travel training for transition to work). Support for beginning teachers Each of the three beginning teachers were $39000 allocated a 1 unit (2 hour/week) reduction in teaching load and HT, PL Coordinator support for induction, management and accreditation support. Other school focus areas Impact achieved this year Resources (annual) UNSW/BHGHS Professional All BHGHS teachers commenced BOSTES $231000 Experience Hub School Program accredited professional learning in Mentoring (3 x 3 hour modules) – to be completed in 2016 Website development to share examples of teacher practice at stages of AITSL Classroom Practise Continuum. To be progressed in 2016 Next Steps Mandatory and optional reporting requirements Student information Post-school destinations It is a requirement that the reporting of information for all students be consistent with privacy and Proportion of Year 10 Year 11 Year 12 personal information policies. students moving into % % % post-school Student enrolment profile education, training or employment Enrolments 1500 seeking employment 3 employment 7 s 1000 t n e TAFE entry 8 d u500 t university entry 71 S 0 other 10 2009201020112012201320142015 Year unknown 1 Male Female All Year 12 students were interviewed by the Careers Enrolments in 2015 totalled 1198 students (BHGHS Adviser and completed and updated their transitions and BHIEC) with 105 boys enrolled in BHIEC. pathways exit / careers for post school options. 2015 Year 12 destination – 88% are engaged in full Student attendance profile time tertiary study (University, TAFE or Private Providers / Colleges). Student attendance rates 100 e Year 12 students undertaking vocational or t75 a trade training r e 50 nc 41 Students have continued to be supported to study VET a d25 courses delivered by TAFE (TVET) and other RTO’s such n e NSW Health Courses such as Beauty Therapy, Design, t At 0 Child Care, Baking, Sport & Recreation, Youth Work, 2009201020112012201320142015 Human Services, and Construction. Year School State DoE Year 12 students attaining HSC or equivalent School average daily attendance rate (91%) is vocational educational qualification consistent with school trends and remains above comparable state average attendance. One hundred and thirteen (113) students (71%) of the students received offers from a full range of prestigious universities. 8 % (12 students) are Retention Year 10 to Year 12 studying at TAFE, 10 % (16 students) at Private providers, 2 % (4 students) apprenticeships and 12 Retention to Year 12 (SC to HSC / Year students are in employment. 9 NAPLAN to HSC) 100.0 50.0 0.0 SC07-HSC09 SC09-HSC11 SC11-HSC13 NAPLAN 12- HSC15 School State
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