(Welfare) Entrenched culture of student leadership

(21st C) Faculty dialogue prompting and promoting use of contempary learning frameworks

(T and L) Time allocated to support faculty preparation of Nat Curric programming and assessment

Special Ed:

-  focus on individual leaning and social needs

- to foster independence in preparation for post school life - work experience, community access, travel training, TAFE courses, integration (mainstream, elective subjects, sport programs,roll call, assemblies, excursions, extra-curriculum such as choir, SRC, leadership etc.)

- promoting Special Ed faculty programs and students in order to increase whole school awareness through Sport organisation, SOCIAL Inc., vegetable garden

(Welfare) Staff welfare through strategic mentoring, Students in senior years valuing our rewards system, Further structured study support in the Library for senior students (how do we accommodate larger study groups effectivley?)

* Study skills - senior students (time management)

- study skills in Year 7 to help them learn how to study early

* Staff welfare and morale

*Less class time dedicated to extra  curricular activities (leadership etc)

more incentives for senior students to be involved in merit system

e.g iTunes cards , contribution towards jerseys, formal, Year 12 picnic etc.

 Sustainable work practices - How can we manage our ability to consistently deliver successful services without compromising our health (mental and physical), creativity, enthusiasm and professional development (mastery) of our subject areas? Increasing the longevity of skills, knowledge and experience in the staff. Enhancing participation? Establishing shared values, goals, purpose and objectives to work towards and consistent practices. Motivation? Inspiration?

Leadership vs management

(21st C) Student capability, teacher capability, whole school direction and leadership (where are we heading?)

* Money for technology in the classroom

* Showing teachers what "21st century learning" is

*research to back "21st century learning"

 - Social demands: Allow students to realise the competitive economic and work demands and how they link to students work.

(T and L) Whole-School literacy in-line with DEC Literacy Priority areas within our context, Increased opportunity for within school PL in areas of pedagogy and collaborative discussion, Increased number of staff working toward higher levels of accreditation 

* Numeracy priority areas and targets

* Literacy priority areas and targets

* Better transition from Year 10 to 11 for lower ability students

- too many "bottom end" students impacting the other students

- more courses appropriate for these students

- helping TVET students balance. Many are not catching up on school work

Literacy - A whole school action plan is needed. How can we get the kids literacy up? Is
DEAR possible? Would it be useful? Students need to start writing structured
responses earlier - from the beginning of Year 7 across multiple subjects.
Teachers need to continually scaffold what is needed in the various types of
responses. Emphasis on essays in the senior years and logical sentence
linkages. School wide implementation of the literacy continuum.Assistance for students who

fall behind and don't reach minimum standards but still progress to toher Year groups.

(Welfare) Further responsibility and ownership around the school for student leadership team (Bus monitoring,  visibility on playground and working with all student groups to improve and promote further leadership culture/Staff welfare - we need further collaboration between faculties to share socially and professionally to drive positive school culture

(21st C) Increased access to technology/flexible learning spaces - we need some of these to be shared for all faculties/Increase student aptitude in areas of technology/ whole school technology plan

(T and L)  Increase opportunity for relevant PL that is not just promotion based, but for those who are also aspiring to improve classroom practice/and effective and borader system to support teachers achieving at higher standards/Whole literacy and numeracy program

21st century learning:

Edmodo

Extending the physical boundaries of the classroom

Welfare:

Breakfast club/social inc/programs we run

BMW

High expectations within the student leadership team

Teaching and learning:

skills based learning (improvement)

promote critical thinking

3 improvements

Welfare:

Continue breakfast club

transition program

staff moral (social activities) more than just morning tea

Teaching and learning:

Improve engagement specifically seniors

High expectations of performance

Boys and girls classes

21st Century learning:

guest teacher program

video links and conferences

(Welfare) strength and support of welfare programs.

(T and L) the commitment of our staff and the extra work they do to provide extra curricula activities. Especially outside of school hours.

(21st C) the enthusiasm that a lot of teachers have for teaching and learning new ways to teach. Creative thinking!

Improvements:  

(Welfare) need to tackle boys at risk and create a diversified curriculum that engages them in hands on learning activities.

Teacher welfare needs to be addressed. We have more and more demands and the same amount of time. More administrative tasks which impact on our time to improve our teaching programs and learning resources.

Recognition of what teachers have are doing is done well but we need more time to gather and discuss our classes, lives and what's going on in other faculty areas. This is needed to stimulate our own ideas and also support each other with teaching methods and strategies (eg if you have a difficult class that you share you can discuss different approaches which work/don't work/welfare issues)

(21st C)

Must improve our access and resources in technology. Need more computer rooms or mobile technological devices!!!

Must include more exploration and discovery learning activities to engage students and develop their abilities to think!!

(T and L)

We prepare students for assessment tasks but missing too many opportunities to develop their skills which actually require high order thinking. Our assessment tasks are too prescriptive. They have become so extensive that many students don't bother to read them, usually the ones that need to!!

Research tasks could be completed in class in stage 4 so they are taught how to research and write information in their own words. Additional tasks that can be completed without much teacher direction can be completed at home.

More support from families at home to complete work. Letters are being sent home but students are still not completing and handing in set work.

We need programming days as faculties to improve the cohesiveness of what we are teaching and developing our resources.

Fear that a culture of low academic achievement is becoming acceptable and that students have little motivation. Independent studies outside of school is virtually non-existent and that a "pass" mark is considered an achievement.