2024 SCHOOLIMPROVEMENT PLANSCHOOL PERFORMANCE INDICATORSAll Year levels» Overall, students show measurable improvement in achievement.
» All students use processes to lead their own learning, including learning goals, profiles, reflection, andfeedback processing.
» Students engage in a wide range of reading.
» Attendance rates are above 95%.
» Engagement in extracurricular and outside of hours activities is strong.
» Student Relationship mapping and SOS data show students have positive relationships within the schoolcommunity.

VisibleProgressSenior» Year 10 48% As, 82% A or B, <3% D or E.
» A or B behaviour is 94% or better and A or B effort is 88% or better.
» All students graduate with a meaningful pathway and a QCE or QCIA.
» 100% of tertiary applicants receive an offer.
» 55% ATAR 90 or better, 15% ATAR 99 or better.
» Median ATAR of 93 or above
Junior» Positive gain of 90% from Year 7 to 9 students in reading and numeracy raw scores.
» Exceeding percentages in Year 9 - 51% Reading, 45% in Numeracy, 55% Writing and 50% Grammar &Punctuation» Year 7 - 60% A, 99% A-C» Year 8 - 55% A, 98% A-C» Year 9 - 62% A, 99% A-C» All Junior 95% A-B for Effort and Behaviour» All eligible students reach National Minimum Standard in Reading, Grammar Punctuation and Numeracy or
have a plan to do so.
» Students in Needs Attention at Year 7 and 9 have an individual Personal best plan.

VisibleExpertise

All Teachers» Using Active Learner strategies in class and are purposefully engaging students in thinking processes.
» Engage in reflective conversations in their Developing Professional Plans (DPPs) and Professional Learning(PL) program to sharpen classroom practice.
» Engage in Faculty and PLC collaboration in a way that has impact on their students’ learning.
» Have a deep understanding of their QCAA syllabuses and assessment practices.
» All teachers understand and apply the six Learning Scientists strategies.
» Contribute to positive school culture.

LEADER PRACTICES» I regularly use frameworks (T-SAW, Kim, Butler,Fullan, Nottingham) to reflect on and refine myleadership.
» I reflect on my leadership behaviours and theirimpact on organisational culture and student/stafflearning.
» I deliberately design structures and processes thatbuild collective teacher efficacy with a focus on
expertise and learning.
» I regularly take time to gather a range of evidence tohelp me evaluate my impact and inform my ways ofworking.

» I talk explicitly with students, teachers and leaders
about what progress and expertise looks like inpractice.
» I am strategic about creating high challenge, highsupport environments.
» I deliberately select language that builds alignment
and a deep understanding of the why and the how.
» I deliberately plan opportunities for teachers (andstudents) to think interdependently, reflect onprogress and collaborate meaningfully to strengthen
learning.
» I invest in developing capacity in others.
» I am precise in my communication, starting withclear purpose.

VisibleCultureSTUDENTTEACHER» I monitor and reflect on my progress toward learning andperformance goals in Showbie. I discuss my reflections andprogress with my teachers and Learning Mentor.
» I understand the characteristics of high-quality responses andevaluate my own work to improve. I can think like a marker.
» I strive to do my personal best (PB), focusing on controllingmy effort, strategy, and attitude. I use the Effort andBehaviour Matrix to reflect on my progress.
» I actively engage in my classes by asking questions and work
collaboratively with my peers and teacher.
» When questions are asked or posed, I think interdependently,
helping everyone in my class learn.
» I submit personal best drafts on time by backward mapping
using the school and assessment calendars.
» I use the Calendar application and create reminders to plan
my time.
» I check my progress toward my learning goals and use
checking for understanding (CFU)/retrieval activities to help
me plan my next steps for learning.

» I use Showbie profiles to help my students monitor theirprogress toward learning and performance PB goals.
» I use effective feedback pedagogy that enables students torecognise characteristics of high-quality responses and think
like a marker. I allow time for students to apply this learningto improve.
» I take time to celebrate student success.
» I use the Effort and Behaviour Matrix to help students reflect
each term.
» I focus on supporting students to develop strategies thatallow them to take control of effort, strategy, and attitude.
» I plan opportunities for students to think interdependently. I
explicitly teach these skills.
» I construct learning experiences that allow students to work
collaboratively and experience challenge.
» I explicitly prepare and use questioning strategies that
activate metacognition and interdependent thinking.
» I help students backward map by providing check points andopportunities for feedback.
» I proactively engage with students and families to support
and celebrate student progress (no surprises policy).
» I ensure my students make meaning of the learning goals
each lesson and plan checking for understanding strategies
to so that they can own and assess their progress.

» I look for clues to help me identify the cognitions and thethinking processes needed to solve problems.
» I use ‘Method in the Question’ to be clear about the task
requirements.
» I plan my writing: I develop and test ideas, make connections
with prior knowledge, and represent my thinking visually.
» I can talk about the texts (books, podcasts, etc.) that I amengaging with and what I have learnt from them.
» I use active (metacognitive) comprehension strategies before,
during, and after reading and apply them to my learning.
» I take time to refine the clarity and precision of my writtenwork.
» I engage in self and peer feedback, before seeking feedback
from my teacher.
» I use the six Learning Scientist strategies to purposefully
improve my study habits, identify gaps in my knowledge, andmove information into long term memory.
» I use digital workflows to support my learning andorganisation.

» I explicitly teach cognitions and Method in the Question sothat all students can apply these skills independently.
» I deliberately plan lessons using a range of text types toencourage students to read widely.
» I engage with the Science of Reading to support my students.
» I deliberately plan activities to support students to write withclarity and precision.
» I actively create a feedback culture focusing on thinking anddevelopment.
» I explicitly teach and model elaboration, spaced and retrieval
practice, dual coding, concrete examples, and interleaving
when planning lessons and homework tasks.
» I deliberately select technology and approved apps to supportand enhance learning in my classrooms and in my own work.
» I evaluate my impact on student learning and refine mypedagogy taking time each term to gather evidence (student
voice, observation and feedback, self-review of lesson
recordings, progress data).
» I actively calibrate with my teaching teams to align bestpractice in QLearn and our classrooms.
» I use pre and post-testing to help me plan for differentiation.

» I can give examples of how I have chosen to step out of mycomfort zone and how I have worked through challenges(Learning Pit).
» I communicate with respect and show kindness to others.
» I take time each day to practice gratitude.
» I wear the correct uniform with pride.
» I maximise my learning by having my phone away and using
focus on my iPad.
» I arrive at school on time ready to learn. I follow the entry andexit routines.
» I am actively engaged in State High and can identify ways inwhich I contribute to positive school culture.
» I look for ways to build connection with the school community
by getting involved.

» I create environments high in challenge and high in support. I
maintain high expectations for all learners.
» I lead an inclusive classroom/staff climate (Dimensions 1&5)
modelling kindness and respect.
» I take time each day to practice self care.
» I deliberately set up and reinforce positive entry and exit
learning routines. I follow the late to class procedures.
» I take time every lesson to monitor uniforms, check phones
are away, and iPads are set up for learning.
» I build connections and a sense of belonging in my classroom
and staff teams.
» I actively contribute to whole school culture, looking foropportunities to connect outside of my teaching teams.
» I take a shared-responsibility approach to culture-building at
State High.
» I actively participate in calibration, moderation, andbenchmarking to ensure a guaranteed and viable curriculum,
and mastery learning for all students.