Stage 4 - consider all evidence

The considerations drawn from the SEF are also supported by other data sources – particularly current research on educational practice. The school's performance as indicated by its performance data and the need to revisit PBL allow the areas to be drawn together in three strategic directions.

The school will focus on student performance which is driven by research-based whole school approaches to effective teaching in literacy and numeracy. PBL and CPL are important strategies to improve student engagement and outcomes across all faculties. Explicit literacy teaching would be useful in moving students into the top two bands of NAPLAN and from Band 4 into Band 5 (HSC). Students require explicit support and the teachers should undergo additional PL in analysing data, understanding, analysing and using the EAL/D Literacy Progressions to improve learning. These should be linked as effective teaching and differentiation to improve student learning and growth.

Student performance in Stage 6 needs additional focus especially for EAL/D students. Again, explicit literacy strategies are required to move students from Band 4 into Band 5. Additionally, the self-assessment against the EAL/D School Evaluation Framework determined that sustained whole school best practice for EAL/D students requires significant focus to achieve improved outcomes across the school, with measurable impacts on Stage 6 learning outcomes. Significant resources provided through the equity loading for English language proficiency (staffing and flexible) will be directed towards draft strategic direction 3.

Cross faculty collaboration which will be driven by a whole school approach through data monitoring, research-based high-quality collaborative practices, enhanced coaching protocols and mentoring programs. There is a need to embed explicit systems to facilitate professional dialogue and to refine coaching practices enabling teachers to share expertise within the school.

These latter processes will also have a positive impact on the other two strategic directions and provide a basis for ensuring that the other protocols are embedded throughout the school.

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