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 3 strategic directions, with an emphasis particularly for strategic direction 3, which should focus on inclusive practice, student wellbeing and engagement.

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 anticipated in the life of the next planning cycle. Significant resources provided through the equity loading for English language proficiency (staffing and flexible) will be directed towards strategic direction 1, student growth and attainment.

A major focus on student engagement, inclusion, high expectations and wellbeing through proposed strategic direction 3 is required to improve student attendance and establish positive attendance patterns from day 1. Research indicates that this focus, with consideration of our students and our targets, we should increase the proportion of students attaining their HSC and lift student learning outcomes. Strategic direction 3 will enable our support unit to monitor progress of personalised learning plans and professional development plans, and for specialist staff to share their expertise in wellbeing and inclusion with all staff for the benefit of all students.

Retaining teachers and developing teacher capabilities is a high priority for the next planning cycle. Given the high need for staff professional learning and collaborative practices, and a whole school focus on using data to inform practice, assessment and collaboration, regular additional teaching staff will be required with a focus on equity groups. Our significant equity loadings for socio-economic background, Aboriginal students, English language proficiency and low level adjustment for disability will be deployed across all three strategic directions to support equity groups. By reviewing support strategies, there is a need to focus on attracting and retaining more quality teaching staff funded through flexible equity loadings.

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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