MARRYATVILLE HIGH SCHOOL

SITE LEARNING PLAN

2008 – 2010

CONTENTS

SITE CONTEXT AND PURPOSE

• Philosophy & Vision
• Contextual Influences
• Operational principles
• Stakeholders Priorities
• Strategic Planning
• Site Capacity Building
• Professional Learning, Research and Innovation
• Monitoring, Evaluation and Reporting
• S D LEARNING, WELLBEING AND ENGAGEMENT-Curriculum
• S D: LEARNING, WELLBEING AND ENGAGEMENT-Students
• S D: A SUSTAINABLE FUTURE
• S D: LEADERSHIP AND PARTNERSHIPS
  

1.      Philosophy and Vision Marryatville High School has a rich history, clear vision for the future and enjoys our unprecedented support from students, their parents and our local community.  Marryatville High School is recognised internationally as a centre of excellence.  The Marryatville High School community believes we fashion our own future through a shared commitment to excellence.  Each of us contributes our strengths, intelligence and talents in shaping a fulfilling future for all.  In partnership with the wider community we help determine that future by creating the results we desire. Our vision, ‘Optimism and excellence within a diverse community’, is supported by a Strategic Plan which identifies Learning, Wellbeing and Engagement, a Sustainable Future and Leadership and Partnerships as priorities for the three year period 2008-2010. While students’ needs are met through our specialist programs, learning pathways and the Student Life Program, our curriculum will continue to reflect international perspectives and shared understandings about global citizenship. The school leadership structure continues to evolve reflecting student learning needs, our focus on preparing students for the future as well as the critical issues of student well-being and engagement.  The school community will be actively engaged in the development of a framework for sustainable practices.  While this framework will have a strong curriculum focus it will also address resource and financial management. The Marryatville High School Master Plan will further build on recent facility upgrades which have included four new tennis courts and the 338 seat Performing Arts Centre ‘The Forge’.  This Plan recognises the importance of contemporary Information and Communication Technologies and the importance of facilities in supporting innovative learning programs. New initiatives in relation to community involvement will be trialled and successful models of private public partnerships will be investigated. The value placed on Self worth Achievement and success Growth Trust and honesty Rights and respect Collaboration Community Enjoyment by our community will continue to be evident in our work.  The implementation of the Site Learning Plan, 2008-2010 will ensure that we further develop our strengths through innovative programs which will assist students to graduate from Marryatville High School as global citizens.

2.      Contextual Influences          Marryatville High School is a large comprehensive High School meeting the needs of approximately 1150 local students and 100 International students.  About 75% of students come from outside the school’s zone and there is strong demand for places at all year levels.  Year 12 and 13 students are accommodated at Eden Park, a separate campus adjacent to the school.  Approximately 90% of Year 12 students seek to enter University.  The school has a Special Interest Music Centre, a significant International Program, a Special Interest Tennis Program and an extensive Co-curricular Program.

3.      Operational principles          We follow the guiding principles: Expect the best from ourselves and each other Focus on learning and achievement Succeed through positive relationships Marryatville High School is a centre of excellence.  In a stimulating environment with skilled and dedicated staff, we aim at providing our students with a positive outlook, a capacity for lifelong learning and a willingness to contribute to society.

4.      Stakeholder Priorities Governing Council ensures that parent and community voice influences site decisions about priorities for improvement.  The Student Representative Council, which has representatives from all year levels and meets weekly, promotes student voice.  Staff and professional voice is captured through the Decision Making Structure.

5.     Strategic Planning The three-year strategic targets will be reviewed on an annual basis.

6.      Site Capacity Building Action Plan statements will be part of the Performance Management process.

7.      Professional Learning, Research & Innovation A culture of inquiry is currently supported with individual staff and teams working on relevant projects.  This will complement the Training & Development Program emerging from the Site Learning Plan.

8.      Monitoring, Evaluation and Reporting Review processes are incorporated in to the Annual Report and Council of International Schools requirements.

STRATEGIC DIRECTION: LEARNING, WELLBEING AND ENGAGEMENT
PRIORITY	INTENDED OUTCOMES	TARGETS	INITIAL IMPROVEMENT STRATEGIES
Excellence in Curriculum and Student Learning	Specialist Music, Tennis, Co-Curricular and International programs are maintained and promoted.   Structures, methodologies and programs cater for the needs of all students, including International students, SHIP, Students with Specific Learning Difficulties and Students with Disabilities. Future SACE is implemented. The Middle Years Strategy is implemented. Assessment and Reporting supports student learning.   Career and Transition Services meet students’ needs.     Information and Communication Technologies support student centred pedagogies. Relationships across the community are strengthened to support student learning.	Enrolment and retention targets are identified and met. Attendance, engagement, retention and destination targets are identified and met. Students have engaged successfully with Future SACE.   Data indicates improved student learning outcomes. Student, Parent and Staff satisfaction targets are met.   All students have a planned transition from school to employment, training or further education.   Priorities are identified and addressed.   Student questionnaires indicate positive staff student relationships.	Ongoing support for Specialist Programs. Alternative Pathways for students at risk are developed and implemented.   A Future SACE Implementation Plan has been developed. Ongoing support.   Assessment and Reporting is reviewed with recommendations being implemented.   Ongoing support and resourcing.     The ICT Action Plan is updated on an annual basis, and includes training and development related to pedagogy.   T & D program focus.

STRATEGIC DIRECTION: LEARNING, WELLBEING AND ENGAGEMENT
PRIORITY	INTENDED OUTCOMES	TARGETS	INITIAL IMPROVEMENT STRATEGIES
Student Inclusion and  Wellbeing	Improved achievement, attendance and retention of students.       Improved achievement, attendance and retention of students at risk.     Student Voice is a key component of policy development and implementation, and curriculum planning and delivery. Compliance with the Right Bite Healthy Eating Guidelines.	Data/evidence demonstrates improvement in learner wellbeing. Child Protection curriculum is implemented. Data/evidence indicates a reduction in bullying and harassment. All students at risk have an Induction/Learning Plan to support wellbeing and engagement. All Indigenous and GOM students have an Induction/Learning Plan to support wellbeing and engagement. Students are able to communicate their learning needs/styles through their Personal Learning Plans. A Healthy Food Policy is developed and implemented.	The Wellbeing Framework continues to be used as a tool for improvement. Staff Training and Development. Collect and analyse data. Implement the Countering Racism Policy and Guidelines.           Student Voice is reviewed and an Action Plan developed.
PRIORITY	INTENDED OUTCOMES	TARGETS	INITIAL IMPROVEMENT STRATEGIES
Student Engagement	Improved achievement, attendance and retention of students. Improved Student Behaviour Management Processes.	Attendance Improvement Plans are used to improve the attendance of chronic and persistent non-attendance. 90% attendance rate maintained Reduce unexplained absences by 50% by the end of 2010.   Reduce the number of students sent to the Focus Room. The Student Behaviour Code is reviewed and updated.	Incorporate Restorative Practices into Student Behaviour Management. Staff Training & Development.
Staff Wellbeing	Improvement in individual staff members’ sense of well being.   Improvement in the Performance Management process.	Upgrade the staffroom. All staff have their Training and Development needs met. Trends in OHS&W and the Injury Management System indicate continuous improvement. Leadership opportunities continue to be available. The role of AST1 and AST2 teachers is clarified. All staff are involved in Performance Management.	To be considered by the Personnel Advisory Committee. Consultation with teaching staff.

STRATEGIC DIRECTION: A SUSTAINABLE FUTURE
PRIORITY	INTENDED OUTCOMES	TARGETS	INITIAL IMPROVEMENT STRATEGIES
Excellence in Curriculum and Student Learning	Learning Programs include the concept of a sustainable future.
Sustainable Student Numbers	Student numbers are consistent with excellence in-service delivery.	Optimum student numbers are identified for each year level.	Consultation.
Asset Management	The Master Plan is upgraded to identify Capital Works.	Upgrade the Master Plan.
Energy and Water Management	Appropriate levels of usage identified and targets met.	To be determined.
Financial Management	Fundraising facilitates the implementation of the Master Plan.	To be identified.

STRATEGIC DIRECTION: LEADERSHIP AND PARTNERSHIPS
PRIORITY	INTENDED OUTCOMES	TARGETS	INITIAL IMPROVEMENT STRATEGIES
CIS 5 Year Review	Successful 5 year Review.	Accreditation is maintained.
Parent Involvement	Strategic Parent involvement is strengthened.	Following trials, new initiatives are implemented.
Private/Public Partnerships	Learning Programs and the Master Plan are supported.	Successful models are researched and considered for implementation.