2019 batlow technology school annual report · 2020. 6. 3. · provide scaffolding to support...

Batlow Technology School2019 Annual Report

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Printed on: 3 June, 2020 of 28 Batlow Technology School 1152 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Batlow Technology School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

School contact details

Batlow Technology SchoolPioneer StBatlow, 2730www.batlow-c.schools.nsw.edu.aubatlow-c.school@det.nsw.edu.au6949 1208


School background

School vision statement

At Batlow Technology School, we strive to prepare future citizens to be successful learners, confident and creativeindividuals and active and informed representatives of our school community. We aim to create a supportive andinclusive quality learning environment geared to the promotion of wellbeing, student achievement and strong communitylinks. Batlow Technology School embraces the How2Learn strategy which focuses on building students' capacity to learnand is a central platform to the school's ethos of enabling students to be successful lifelong learners.

School context

Batlow Technology School is a K–12 school with a population of 120 students servicing the surrounding rural communityin the foothills of the Snowy Mountains. The school is dedicated to "Preparing Future Citizens" for the 21st Century andis committed to excellence in teaching and learning and fostering strong community links. The school has excellentfacilities, including a multi– purpose hall, extensive implementation of 21st century technology and a state of the artTrade Training Centre completed in 2016. Our dedicated teachers are well placed to provide a broad range ofextra–curricular activities, such as the overseas language and cultural excursion to Japan, to broaden the experiences ofour students.


Self-assessment and school achievement

This section of the annual report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence


Strategic Direction 1

Excellence in Teaching

Purpose

The quality of teachers has a significant effect upon student learning and is dependent on instructional leaderssupporting and encouraging continuous professional growth of teachers to maximise learning outcomes for students.

Teachers will reflect and evaluate current teaching pedagogy with support, to inform future professional practices.Continued professional practice will be evidenced–based with high impact for learning.

Improvement Measures

100% of teachers demonstrate improved collaboration as evidenced by the 'What Works Best’ survey

100% of BTS staff demonstrate implementation of identified teaching strategies

Progress towards achieving improvement measures

Process 1: Informed Practice

Strengthen collation and analysis of data practices by providing professional learning to inform effectiveteaching and learning.

Evaluation Funds Expended(Resources)

The Instructional leader who was appointed 2 days per week deliveredprofessional learning to all staff K–12., focusing on literacy and numeracy. Allteachers were exposed to evidence based teaching practices to track andmonitor student progress. From that training all teachers have gained adeeper insight into using PLAN2 data to inform future teaching practice.These practices are evident in teaching and learning programs, andassessments in K–2. In 2020 we will extend this professional learning K–12focusing on monitoring and tracking students progress in literacy andnumeracy. This professional learning will be rolled out for Primary andSecondary faculties including STEM and Teaching and Learning.

Professional learning has beenevident in timetables whole schoolstaff meetings.

Process 2: Best Practice

Explore and embrace national and global teaching pedagogies with proven high impact on studentlearning.


Using the research developed by the Centre for Education Statistics andEvaluation (CESE), 'What works best: Evidence–based practices to helpimprove NSW student performance', our school unpacked the research andreflected against the seven areas outlined in the research. The seven themesaddressed were:

1) High Expectations

2) Explicit teaching

3) Effective feedback

4) Use of data to inform practice

5) Classroom management

6) Wellbeing

CESE



7) Collaboration

This resulted in Assessment Tasks being streamlined across 7–12, ensuringconsistency in feedback, expectations and explicit teaching of students.Assessment Booklets were also created for each stage to ensure aconsistent approach ensuring students and parents understood the schoolprocedures for assessment.

In 2020 our next steps are to modify and differentiate assessment tasks toindividualise student need .

Process 3: Increased Teacher Efficacy

Develop a professional environment to allow collaboration processes, acceptance of constructivefeedback and courage for staff to act.


Structures and processes were reviewed in regard to professional learningand closely aligned to the Performance and Development Plans and SchoolPlan. In order for teachers to engage in professional learning it needed todemonstrate clear alignment to their learning goals. It was a responsibility ofthe teacher to impart their new knowledge and learning at staff meetings andlead discussion and reflection based on the pedagogy content delivered. In2020 we are focusing on building more collaborative practices in K–12 tobuild collective teacher efficacy.



Excellence in Learning

Purpose

Students’ engagement will be maximised through the establishment of an environment that promotes learning with highexpectations. All learning opportunities are purposeful with Individual student achievement at the fore to sustainimprovement in student learning.


Increase of at least 30% of Aboriginal students in top 2bands in numeracy and reading.

100% of staff deliver identified school–wide assessment practices.

100% of students consistently match or exceed state levels in external school performance measures in literacy.

100% of all students consistently match or exceed state levels in external school performance measures in numeracy.


Process 1: Learning Culture

Develop collective teacher efficacy (CTE) which drives a culture of high expectations for staff andstudents throughout the school.


Student attendance remains higher compared to statistical similar schoolgroups. Students enjoying coming to school to engage in learning and extracurricula activities that enhances their connection and sense of belonging toour school. Increasingly, learning opportunities exhibit high expectations andprovide scaffolding to support student learning needs and success. There is amore consistent approach to a high expectation culture amongst staff and ourschool community with particular focus on enhancing literacy and numeracyskills. In 2020, our team will continue to support students learning withemphasis on literacy and numeracy outcomes an increasing the number ofstudents at proficient levels.

Process 2: Assessment and Reporting

Develop consistent assessment and reporting practices by providing accurate and timely feedback toinform student growth.


During 2019 we focused on gathering information and evidence of currentassessment practices K–12. This discussion and reflection of practice hasprovided a clear direction that our school needs to work towards across ourkey learning areas. We have expert practitioners that are leading bestpractice in regards to quality assessment. These experts will build thecapacity of our staff team K–12 to develop a common approach to how weassess end report. Opportunities will exist to gain feedback from studentsand parents whilst we are developing the new procedures in our school.

Process 3: Student Performance Measures

Develop evaluative culture and practice by embedding defined processes of accessing and accuratelyanalysing individual student performance data to constantly inform teaching and learning.




All staff engaged in Professional learning delivered by New South WalesEducation Standards Authority in moderation of assessment training K–12.Teachers were exposed to numerous work samples from students and had todetermine the appropriate achievement level, against the performancedescriptors of mandatory syllabus documents. This led to teachers having agreater understanding of the five point reporting scale enabling teachers tomake consistent judgement in student achievement. In 2020 we will belooking at the purpose and role of balancing formative and summativeassessment practices in out teaching and learning.



Excellence in Leading

Purpose

Executive staff will maintain a deep understanding of educational research to promote and generate learning andinnovation, providing executive to lead educational practice with integrity and courage. Continued professionaldevelopment of all staff will provide leadership opportunities and build capacity.


Increase in teaching staff undertaking accreditation at Highly Accomplished / Lead

Increasing scores for individual professional growth indicated by self–assessment measures

'School Improvement' measures within Scout indicate continuing growth


Process 1: Leadership

Provide purposeful leadership roles for high performing staff.


To develop leadership capacity in teaching staff professional learningprovided by New South Wales Education Authority titled Results AnalysisPackage. The professional learning focused on Higher School Certificate(HSC) examinations, English Studies, Mathematics Standard 1, Preliminaryand Stage 5 grades and HSC Minimum Standard Data.

This enabled teachers to compare their schools performance in an HSCcourse to the performance of the whole state candidature on either a wholecourse mark or performance band basis, and on a question by question basis(item analysis).

This provided clarity in our areas for improvement, strengths and futurepriorities in 2020.

Process 2: School Planning, Implementation and Reporting

Develop, implement and evaluate collaborative feedback and reflection practices to promote andgenerate learning and innovation.


A key focus in 2019 was the incorporation of learning across key learningareas including Science and Mathematics to solve problems usingtechnology. Students were provided opportunities involving Project BasedLearning in collaborative groups, scaffolds were provided to each studentgroup in order to build upon leadership capacity in their role when working asa group.

This was a successful initiative that the same model was utilised in the areaof English where students showcased their final project and learning journey.

In 2020 this model will be embedded across our school practice.

Process 3: School Resources

Design and develop succession planning, leadership development and workforce planning to drive



Process 3: whole–school improvement.


Opportunities exist for all teachers to improve their leadership capacity inregards to their career aspirations, there is a strong culture in our school tosupport and provide opportunities for teachers to improve their classroompractices, collaboration in teams and contribution to the whole school.

In 2020 our school will be focused on succession planning, ensuring expertteachers are attracted and sustained in order to provide our students withopportunities to improve learning outcomes.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Teacher assessment tasks,rubrics and ILP's and PLP'sto ensure we are cateringfor our Indigenous students.Funding was used toemploy an SLSO to targetand support our Indigenousstudents.

Funding Sources: • Aboriginal backgroundloading ($8 706.00)

Tasks have become more streamlines acrossK–12 and targets our Aboriginal students aswell as aligns to their PLP's.

English language proficiency SLSO employed to runtargeted programs.

Funding Sources: • English languageproficiency ($1 360.00)

Students engaged successfully with programand SLSO.

Low level adjustment for disability Time to implement specificprograms for targetedstudent learning,differentiation andscaffolding to supportstudents.

Funding Sources: • Low level adjustment fordisability ($87 000.00)

Adjusted programs lead to improvement inlearning, and also gave the students a voicein their learning.

Quality Teaching, SuccessfulStudents (QTSS)

Casual teacher employedto release teachers.

Funding Sources: • Quality Teaching,Successful Students(QTSS) ($8 857.00)

Teachers created timely plans which ensuredstudents were targeted for support.

Socio–economic background Casual teachers employedto release teachers tocollate and plot data,analyse PLAN2 data andpass information onto staffat whole school staffmeetings, casual teachersalso implemented specificlearning activities totargeted students andworked with groups ofstudents.

Funding Sources: • Socio–economicbackground ($128.00)

Structures and processes were improvedresulting in streamlined data plotting. Thisensured that teachers focused on studentimprovement by creating specific learninggoals for students K–12.

Support for beginning teachers Allocated periods of releaseto work professionally withmentor to create programs,targeted assessment andreporting.

Funding Sources: • Support for beginningteachers ($4 000.00)

Beginning teachers engaged with the syllabusand assessment tasks and reporting targetedstudents and enabled the teacher tosuccessfully integrate plans into theclassroom.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 58 65 63 67

Girls 51 52 51 56


Student attendance profile

School

Year 2016 2017 2018 2019

K 89.7 94.8 92 90.8

1 92.1 91.7 91.4 91.9

2 94.5 97.8 92.3 86.7

3 89.2 96.7 94.4 88

4 92.2 89.5 95.2 80.1

5 89.6 93.9 90.4 90.9

6 96.6 92.7 96 91.9

7 90.9 95.5 96 93

8 86.1 90.1 89.3 91.7

9 93 87.7 84.2 86.2

10 85.7 88.6 88.2 72

11 86.7 82 83.5 87.6

12 91 90 92.6 84

All Years 89.9 91.3 91.5 88

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 92.3 92.3 91.5 91

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy which


details the management of non–attendance.

Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment N/A N/A N/A

Employment N/A N/A 1

TAFE entry N/A N/A N/A

University Entry N/A N/A N/A

Other N/A N/A N/A

Unknown N/A N/A 1

Year 12 students undertaking vocational or trade training

66.67% of Year 12 students at Batlow Technology School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

100% of all Year 12 students at Batlow Technology School expected to complete Year 12 in 2019 received a HigherSchool Certificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 1

Head Teacher(s) 2

Classroom Teacher(s) 8.48

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.57

School Administration and Support Staff 5.39

Other Positions 0.1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,351

Revenue 2,688,343

Appropriation 2,616,218

Sale of Goods and Services 26,090

Grants and contributions 45,781

Investment income 255

Expenses -2,377,285

Employee related -2,155,639

Operating expenses -221,646

Surplus / deficit for the year 311,058

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 0

Equity Total 225,486

Equity - Aboriginal 8,706

Equity - Socio-economic 128,127

Equity - Language 1,360

Equity - Disability 87,293

Base Total 2,088,339

Base - Per Capita 26,749

Base - Location 30,200

Base - Other 2,031,390

Other Total 190,728

Grand Total 2,504,553

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Literacy data – The information in this report must be consistent with privacy and personal information policies. Wherethere are fewer than 10 students in a cohort, summary statistics or graphical representation of student performance is notavailable.

Band 1 2 3 4 5 6

Percentage of students 0.0 20.0 20.0 30.0 20.0 10.0

School avg 2017-2019 3.7 11.1 22.2 37 22.2 3.7


Band 3 4 5 6 7 8


School avg 2017-2019 18.2 13.6 18.2 22.7 22.7 4.5

Band 3 4 5 6 7 8


School avg 2017-2019 4.5 36.4 18.2 27.3 9.1 4.5


Band 3 4 5 6 7 8


School avg 2017-2019 18.2 18.2 27.3 18.2 4.5 13.6

Band 3 4 5 6 7 8


School avg 2017-2019 9.1 27.3 45.5 18.2 0 0


Band 4 5 6 7 8 9


School avg 2017-2019 13.2 7.9 36.8 31.6 10.5 0

Band 5 6 7 8 9 10


School avg 2017-2019 21.2 18.2 30.3 18.2 9.1 3


Band 5 6 7 8 9 10


School avg 2017-2019 17.6 20.6 29.4 20.6 8.8 2.9

Band 5 6 7 8 9 10


School avg 2017-2019 15.2 18.2 30.3 24.2 9.1 3


Band 5 6 7 8 9 10


School avg 2017-2019 21.9 31.3 18.8 25 0 3.1

Numeracy data – The information in this report must be consistent with privacy and personal information policies. Wherethere are fewer than 10 students in a cohort, summary statistics or graphical representation of student performance is notavailable.


Band 3 4 5 6 7 8


School avg 2017-2019 4.3 30.4 43.5 17.4 4.3 0

Band 4 5 6 7 8 9


School avg 2017-2019 2.6 21.1 31.6 34.2 7.9 2.6


Band 5 6 7 8 9 10


School avg 2017-2019 8.8 32.4 41.2 17.6 0 0


School performance - HSC

The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.


Parent/caregiver, student, teacher satisfaction

The P&C Association meets twice a term , at these meetings parents discuss topics and seek clarification on programsbeing delivered in the school, wellbeing guidelines and other issues that may be concerning them. As a school we taketheir thoughts seriously and change our guidelines to encompass parents concerns.

Students and teachers complete the Tell Them From Me Survey, data collected in the survey is collated and assessedby whole school staff. Student and teacher concerns are addressed and guidelines and procedures are managedaccordingly.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2019 batlow technology school annual report · 2020. 6. 3. · provide scaffolding to support...

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