2009 Annual School Report

While survey results indicate ESL teachers provide timely support for ESL students and highly valued information for staff regarding the ability levels and special needs of ESL students, improved modes of delivery need to be investigated to maximise the effectiveness of ESL teaching across the school.

Ongoing professional development for both ESL teachers, especially early career teachers, and mainstream teachers will be an ongoing focus to build staff capacity to better cater for the needs of ESL students.

Curriculum

Science

The purpose of the Science review was to analyse the views of students and teachers on the teaching of Science in Years 8 and 9. In response to student performance in Essential Secondary Science Assessment (ESSA) tests and observations of Science lessons in 2008, the domains identified for investigation were: student attitudes towards Science; student and teacher expectations; and, teaching and learning programs. Several changes to teaching and learning programs were implemented during 2009 and the review aimed to assess their impact.

The investigation involved the surveying of Year 8 and 9 students during 2008 and 2009, teacher surveys and a review of teaching and learning programs.

Findings and conclusions

Analysis and comparison of students’ responses in 2008 and 2009 found that:

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  There was an improved balance between individual and group work in classroom experiences
  
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  Teachers had increased the amount of feedback given to students about their progress.
  
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  Students felt that teachers had planned activities which were more interesting and helped individuals to learn
  
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  Students felt that their learning had benefitted from improved teacher management of the classroom environment
  
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  Year 9 students still experienced difficulty in identifying the relevance of their learning in Science, although this view was not shared by students in Year 8.
  

In 2009 Science teachers provided more regular and explicit feedback to students about their progress; however, they identified scope and sequencing of programs and teaching strategies to encourage student engagement as ongoing issues.

The findings led to the following conclusions:

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  The current scope and sequence of teaching and learning programs in Stages 4 and 5 did not maximise teaching time
  
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  Teaching and learning programs in Stages 4 and 5 were interpreted inconsistently by teachers.
  

The following future directions were established as a result of the review:

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  The scope and sequence of teaching and learning programs for Stages 4 and 5 Science will be modified for delivery in 2010
  
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  Teaching and learning programs will be developed using backward mapping strategies and will include more relevant and engaging teaching strategies
  
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  Faculty policies will support teachers to provide regular constructive feedback to students in their classes.
  

In 2009 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Two parent surveys were conducted throughout the year. Both surveys yielded similar results. Parents were positive about the supportive learning culture of the school; the quality of the education provided by the school; the dedication and expertise of the teachers; the safe, happy environment, and the focus on student improvement. When asked to identify areas for improvement there was no common theme; however, a small number of respondents suggested that the school provide additional tutoring programs to support student learning.

An exit survey of Year 12 students revealed that the vast majority of students felt that the school had prepared them well for the HSC; students identified the teaching of study techniques (69% of respondents) and the school’s focus on literacy (75% of respondents) as particularly helpful. 86% of students exiting the school identified the caring and friendly environment as a positive feature and a similar number indicated that the school provided both interesting and meaningful learning experiences which would hold them in good stead later in life. These students identified the excellent teaching and support, the safe learning environment, and the school values and Code of Behaviour as particular strengths of the school.

Teaching staff completed an online Quality teaching survey. Strong consensus was evident regarding the factors which had the greatest influence on student learning. These included: fair and consistent classroom management practices underpinned by clear expectations; positive relationships with teachers who know, respect, understand and trust students; enthusiastic teachers who create a climate where learning is purposeful and relevant as well as connected with students’ experience. Teachers were then asked to identify the extent to which their experiences at Birrong Girls High School accommodated the factors that they had identified as paramount influences on student learning. 74% of respondents indicated that classroom management practices were very well or extremely well managed; the remaining 16% rated them as ‘good’. 93% of staff indicated that teachers establish positive relationships with their students ‘very well’ or ‘extremely well’ with 7% rating this practice as ‘good’. All staff indicated that the school created a climate where learning was purposeful and connected with students’ experience. Survey data also indicated that teachers believed the school had a strong focus on learning with the provision for constructive feedback to support improvement. These findings strongly corroborated the Year 12 exit survey data and reinforced the fact that quality teaching and learning practices are a strong feature of the school.

Teacher professional learning is an ongoing priority at Birrong Girls High School and is closely aligned with the school planning process. It included regional curriculum projects, in-school professional learning experiences, training and development courses operated by DET, approved providers and, on occasions, private companies.

The main priorities for professional learning were: improved student achievement in literacy numeracy, School Certificate and HSC results; teacher quality; and connected learning. All staff participated in professional learning activities which supported the achievement of these targets.

A school development day which engaged the expertise of social researcher and leading authority on the topic of connecting generations, Michael McQueen, proved highly relevant, informative and engaging. Ninety-six percent of staff agreed or strongly agreed that the keynote address provided a broad understanding of the contexts and characteristics of different generations. 98% of staff felt that they had a better understanding of the values and attitudes of Generation Y and all indicated that they had gained insight into ways of engaging Generation Y. Michael’s second session, a workshop which focused on ways of engaging Generation Y in the classroom and beyond, provided practical strategies for staff and was also positively evaluated by staff.

Early career teachers participated in a regional curriculum project which provided an induction into middle years’ literacy model. These teachers gained an understanding of explicit strategies to address literacy and support quality teaching in student learning and assessment.

Science and TAS teachers completed the Middle Years Science and Technology project. A two year professional learning program in Australian Government Quality Teaching, the project involved liaison with teachers from feeder primary schools to develop explicit links to the Quality Teaching Model and promote consistency of practice across Stages 3 and 4. As a result of the project Stage 4 Science and Technology learning programs reflect prior knowledge of Stage 3 students; practical assessment tools have been developed to evaluate prior learning in Science and Technology and rich tasks have been developed and successfully trialed for assessment purposes. A formal evaluation of the project established that students gained an improved understanding of subject metalanguage and associated applications to learning in both Science and Technology, resulting in improved levels of student engagement.

Connected learning was a strong focus of professional learning throughout the year. Approximately 50% of staff attended DER workshops across the region where they learnt how to apply current knowledge and skills in the use of ICT to meet syllabus outcomes and utilise laptops to extend and challenge their students. Five teachers were trained to facilitate increased confidence in the use of interactive whiteboards across the school and another trained to coordinate the school’s use of the connected classroom. An additional four teachers participated in the regional Curriculum Innovators Initiative where they learned diverse skills from website design and development to digital video editing and graphics editing.

In addition to targeted programs, the school supported the diverse needs of teacher professional learning through the Early Career Teachers program; NSW Professional Teachers Council; Teacher Training Australia; training and development activities for the effective implementation of syllabuses and welfare programs; training in ICT and school self-evaluation and planning processes and programs supporting career development.

Our improvement targets for 2010 are based on student performance data and outcomes of major school programs throughout 2009 and are the criteria by which our success will be measured in 2010.

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  Provide a TPL program for all teachers to enable them to use NAPLAN and RAP data to inform programs and teaching strategies in classrooms across the school
  
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  Employ additional quality targeted teachers, specialists and aides to join the Student Learning Support Team (SLST) and develop and implement a new SLST Plan
  
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  Provide targeted TPL, using the Learn, Apply, Tell and Embed (LATE) model, for faculty and team groups to enhance student achievement in literacy, numeracy and SC/HSC
  
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  Expand Mathletics program across Yr 7-12 mathematics classes and develop a professional learning network with local schools
  
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  Implement after-school tuition program for students at or below minimum standard in literacy and numeracy as identified by NAPLAN and students at risk of under achieving in SC and HSC examinations.
  

Our success will be measured by:

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  The number of Year 9 students who achieve or exceed minimum growth in overall literacy and overall numeracy improved by 5%
  
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  The overall literacy of Year 9 average improved to match state average and the overall numeracy gap reduced by 50%
  
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  The number of Year 9 students in the bottom two bands in reading decreased by 2% and increased by 2% in top two bands
  
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  The number of Year 9 in the bottom two bands in measurement, data, space and geometry decreased by 5% and increased by 2% in top 2 bands
  
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  The proportion of students in bands 1 and 2 in 2010 School Certificate in Science and Mathematics decreased by 5%
  
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  The proportion of students in bands 1 and 2 in the 2010 HSC in General Mathematics decreased by 5%.
  

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  Develop a range of appropriate flexible Stage 6 curriculum courses, delivery and accreditation models that meet the identified needs of non-ATAR students to inform Stage 6 course content and delivery structures in 2011 and beyond
  
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  Expand and improve opportunities for subject selection, career counselling and pathways advice for Year10 and provide transition planning between Stages 4-5 and 5-6
  
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  Expand and improve opportunities for greater student involvement in leadership, citizenship, community and student initiatives
  
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  Encourage greater involvement between the school and community, business, agencies and support services
  
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  Expand primary to high school transition program with local community of schools.
  

Our success will be measured by:

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  Students’ satisfaction with range of subject choices available increased by 5% in 2010
  
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  Proportion of students staying on from SC 2009 to HSC 2011 increased to 75%
  
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  Parent participation rates improved by 10%.
  

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  Conduct a QT Survey across the school community and implement an appropriate TPL program
  
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  Develop an academic partnership with the University of Newcastle’s Quality Teaching Team to improve the quality and consistency of teachers’ understandings of QT practices
  
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  Provide flexible TPL opportunities to build teacher and school leader capacity to support school improvement targets
  
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  Provide mentoring and professional learning opportunities from exponents of best practice and consultants for early career teachers.
  

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  All teachers familiar with QT framework and utilise QT coding sheets and assessment practices
  
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  All TPL aligned with school targets.
  

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  Employ Information and Communication Technology (ICT) specialist to support ICT systems development, implementation and coordination
  
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  Expand sustainable technology based infra-structure – cabling, data projectors, laptops, interactive whiteboards (IWBs), wireless connectivity and remote access
  
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  Develop teacher capacity in the use of ICT, especially IWBs, DER laptops and remote access, for teaching and learning through enhanced TPL and access to resources
  
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  Expand Connected Classroom Program for videoconferencing with network of schools
  
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  Enhance student access to ICT for learning.
  

Our success will be measured by:

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  Every KLA utilises the Connected Classroom Program for teaching and learning or TPL
  
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  All teachers trained and can utilise interactive whiteboards (IWBs) in classrooms effectively
  
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  All teachers of Years 9 and 10 use DER laptops competently
  
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  All students utilise ICT facilities to enhance their learning.
  

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

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  Dianne Trinh, Parent Representative
  
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  Emily Nguyen, Student Representative
  
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  Aphrodite Vassos, Teachers Federation Representative
  
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  Margaret Fletcher, Deputy Principal
  
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  Sandra Crossan, Deputy Principal
  
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  Jenni Wilkins, Principal.
  

Birrong Girls High School

Cooper Road, Birrong, NSW, 2143

Ph: 9644 5057 / 9644 9109

Fax: 9644 8157

Email: birronggir-h.school@det.nsw.edu.au

Web: www.birronggir-h.schools.nsw.edu.au

School Code: 8854

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:

http://www.schools.nsw.edu.au/asr