2017-18 Annual Development Plan

Purpose Statement

At Discovery College, our core business is “Improving Student Outcomes”.

The Annual Plan defines our aspiration and key priorities in order to help us achieve our Vision. The value of the Annual Plan in “improving student outcomes” is defined through interpreting our Vision Statement in the following way:

Grow… Engage in opportunities for improving learning.

Discover… The power of people, connections and collaboration.

Dream… Provide the best possible learning for all.

Driving Concepts

The following concepts will underpin our behaviours, in that we:

  • Believe that we have each other’s best interests at heart (Trust)
  • Provide autonomy for people to act (Empower)
  • Create value by implementing new ideas (Innovate)
  • Create and maintain the conditions under which people and environments can exist in productive harmony (Sustainability)
  • Value the importance of sharing educational responsibilities for students (Share responsibility)
  • Feel a sense of belonging, purpose and fulfillment (Inclusion)
  • Have positive relationships at the heart of learning and well-being (Quality Relationships)
  • Have the ability of people to work together for common purposes in groups and organisations (Collaborate)
  • Support decisions with evidence (Evidence-based)

Key College Priorities for 2017-18

  1. Learners & Learning
    • Alignment & Review of Curriculum
    • Student Agency
    • Visible Learning
  2. Professional Learning
    • Professional Learning Pathways
  3. Wellbeing
    • Deepen understanding of Wellbeing
    • Visible Wellbeing
  4. CIS/WASC/IB Accreditation

Other Annual Plan targets, College and/or sector, may be developed that don’t naturally fit within the Key Priorities, however, time and resourcing will be predominantly focused on the major priorities.

Annual Plan Diagram 2017-18

Key Priority

Learners and Learning

Aspiration

Teachers seeing learning through the eyes of their students and students seeing themselves as their own teachers.

Target/s

Strategy

How will we get there?

Success criteria

Monitoring our progress

Ensure vertical and horizontal articulation of curriculum through  clear process and documentation.

Strengthen and implement the Curriculum Design, Articulation and Review Plan to include Horizontal elements (esp. Secondary) and new vertical elements such as Global Citizenship.

 

Pursue the use of CAT as a K-12 mapping solution

 

Develop a tracking document to capture the work of groups carrying out curriculum review

 

Complete and ratify the Teaching and Learning Policy

Implementation of Curriculum Plan review cycle.

 

Curriculum Plan meetings and actions are documented on the tracking document

 

Vertical and horizontal curriculum documents, including ATLs, International-mindedness, Global Citizenship, CE/CAS, etc., are developed

 

School-wide Teaching and Learning Policy completed and approved 

Rationale/Links

CIS/WASC Recommendations:

  • The school develops an overarching Curriculum Plan that includes a process and timeline for reviewing its curriculum on a regular basis (B9a)
  • The school develops a comprehensive, school-wide Teaching and Learning Policy that explicitly defines/articulates quality learning practices (B1b, B1e)
  • The school develops a clear designation of responsibility for overseeing school-wide curriculum articulation and review. (B3g)
  • The school ensures more regular opportunities be made available to build vertical curriculum articulation strands (B3h)

Target/s

Strategy

How will we get there?

Success criteria

Monitoring our progress

Teaching enables student agency, whereby students can articulate what they are learning, where they are at and their next steps.

  • Use Learning Intentions & success criteria, which are clear, visible and understood by all students, at all times.
  • Involve students in the act of unit design and reflection
  • Provide powerful feedback which addresses how students can make further progress; involve students in the creation and processing of this feedback

Students:

  • can articulate/explain their learning intention/goal (What)
  • understand the progression of learning and where they are in relation to the goal (Where)
  • understand how to make further progress, and in which aspects of their learning (Next steps)
  • are part of the process of unit design and reflection (student involvement)

Know thy impact…..

Learning and Teaching practices across the college are informed by evidence and ensure that every student makes excellent progress

Create a series of school statements on ‘student progress’ (academic, wellbeing, social…)

 

Ensure evidence from assessment is recorded, reflected upon and reviewed to modify teaching practices and improve student learning.

Statements are created to articulate progress in curriculum areas.

 

Teachers:

  • Can articulate a year’s progress for individuals and cohorts
  • Can provide evidence of assessment ‘for’, ‘of’ and ‘as’ learning and resulting in improved student outcomes
  • Can provide evidence of where they have used formative data/feedback to inform learning and teaching

Rationale/Links

CIS/WASC Recommendations:

  • The school develops a consistent, school-wide understanding and practice of formative assessments in order to modify teaching and to improve learning. (SLTB8e)
  • The school further systematises its methods for comparing and analysing student achievement data. (B8d)

 

Key Priority

Professional Learning

Aspiration

To build a culture of professional learning that is:

  • collaborative – sharing and critically interrogating practice in an ongoing, reflective, and growth-promoting way
  • autonomous – opportunities to determine what you do, how you do it and who you do it with
  • rigorous – asking challenging questions of and providing feedback for each other
  • evidence-based – using student achievement data to inform next steps

Target/s

Strategy

How will we get there?

Success criteria

Monitoring our progress

Use a variety of approaches to embed evidence collection, analysis and sharing of practice to improve learning and teaching.

Introduce Learning Sprints to allow for shorter feedback loops

 

Where appropriate, create differentiated approaches to professional learning to suit the needs of different teachers and the learners with whom they are working

Staff share their professional learning, including

  • the evidence they have collected to show improved student learning
  • the evidence they have of changed teacher practice

 

Key Priority

Wellbeing

Aspiration

Through positive education, foster a flourishing community to strengthen wellbeing  

Target/s

 

Strategy

How will we get there?

Success criteria

Monitoring our progress

All members of our community understand the principles of wellbeing, are able to apply these to increase personal well being, whilst positively contributing to the a collective wellbeing of the DC community.

Create a shared understanding of wellbeing across the school community.

 

Identify and document ways in which we as a school community support the development of our wellbeing.

Members of our community can articulate:

  • What wellbeing is and is not
  • How they take personal responsibility for their own wellbeing
  • The strategies they can use to support their own wellbeing
  • Programmes and strategies used across the school to support wellbeing.

Develop processes to collect and analyse evidence of well being, allowing us to take action to improve our programmes.

Trial wellbeing measurement tools.

 

Regularly analyse wellbeing data to inform wellbeing teaching and learning.

 

Use evidence to create, experiment with, integrate and share approaches that enhance wellbeing and achievement.

Tool/s exists and is in regular use.

 

People analyse the outcomes of evidence-generation processes.

 

Actions are taken across the school to improve programmes

 

Key Priority

CIS/WASC Accreditation and IB 3 Programme Re-Authorisation preparation

Aspiration

Discovery College:

  • All staff engage in reflecting about DC through the CIS/WASC and IB standards and practices
  • DC is fully CIS/WASC accredited in November 2018
  • PYP, MYP and DP programmes successfully evaluated in November 2018

Target/s

Strategy

How will we get there?

Success criteria

Monitoring our progress

Successful completion of Self Studies for the CIS/WASC Team Visit and IB 3 Programme Evaluation by the end of the 2017-18 academic year, in preparation for the Team Visit in the week of 26-30 November, 2018.

One whole college staff meeting allocated to clarify process, timelines and Self Study team requirements.

 

Five whole college staff meeting slots provided for Self Study teams, allocated for the 2017-18 school year.

Preparatory Evaluation Documentation complete on the online portal by the first week of the 2017-18 school year.

 

Self Study reports completed within agreed timeframes and with evidence to support the ratings.

 

Key Priority

Ensure that the long and short term financial and property needs of the school are met

Aspiration

Discovery College:

  • Achieves a balanced operational budget, including the ability to repay the DOA
  • Generates sufficient income to cater for both annual and long term capital needs
  • Has an approved Master Property Plan for current and future property needs.

Target/s

Strategy

How will we get there?

Success criteria

Monitoring our progress

Maintaining budgeted enrolment figures.

Guiding Coalition

ESL, Finance & Property sub-committee and Principal

 

Lead Team:

PRO, MBH, PLT, SLT and Admissions

Budgeted enrolment figures achieved and exceeded

A Short and Long-term Master Property Plan will  be developed.

Guiding Coalition

ESL, Finance & Property sub-committee and Principal

 

Lead Team:

PRO, MBH and DC Finance Team

Short and long-term Master Property Plan developed for College

 

DC works closely with ESF to manage school finances and communicate the financial position of the school to the DC community.

 

Financial plan targets for 2017-18 (and in relation to 5-year budget) achieved and communicated

Rationale/Links

CIS/WASC Recommendations:

  • The governing bodies strategically collaborate to sustain the current development and communication of plans for long-term financial sustainability that focus on supporting the Vision of the school. (G1d)