James cook boys high school

Increase capacity of all staff to engage in a continuum of learning. Enhance leadership of all staff to implement the school continuous improvement plan.

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  To increase to 100% of staff developing an individual Professional Learning plan
  
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  To increase to 100% of staff implementing the QTL framework in all teaching and learning programs (Years 7-12)
  

• 
  Significant increase in number of staff developing an individual Professional Learning plan
  
• 
  Significant increase in number of staff implementing the QTL framework in all teaching and learning programs (Years 7-12)
  

• 
  Implementation of School Evaluation process – two faculties per year – to identify areas in teaching and learning that improves differentiated quality teaching
  
• 
  External and school data used to identify Teacher Professional Learning needs
  
• 
  Teacher Professional Learning for all staff in using and analysing SMART data
  
• 
  Review current TARS and EARS process
  

All teachers and Administrative staff have the opportunity for professional learning. Professional Learning is linked with our School Development targets for each year are concentrated in immersing staff with the data, information and professional development to realise our school targets.

The Staff is given the opportunity for personal development in professional learning opportunities in programs covering Literacy, Numeracy, Technology, Student Engagement and Management, new syllabus implementation and Beginning Teachers.

All teaching staff participated in professional learning activities through the five school development days and in activities organised during staff and other meetings throughout the year. In addition teachers participated in individual activities for their own development and to report back to faculty and whole staff forums. This included curriculum areas of all KLAs and Technology in classroom practice.

Head Teachers also undertook a variety of professional learning courses in preparation for the National Curriculum and the school teams, who meet twice per term, focused on applying strategies to work towards meeting our school targets.

Parent/caregiver, student, and teacher satisfaction

In 2013 the school sought the opinions of parents, students and teachers about the school.

Students feel that what they learn is important and worthwhile and that they are acquiring skills that will help them in life. In particular, they feel that they can do well enough to be successful and achieve a high standard. More importantly, students believe that they have the opportunity to realise their career goals.

The Year 7 reviews completed at the end of first term showed a strong agreement that their son had settled in well, was enjoying her subjects and had made new friends. There were no negative responses to the school.

Year 12 students indicated that working towards the Higher School Certificate had been challenging and interesting and that their courses had developed their knowledge and understanding. A high percentage of students believe that school has taught them teamwork, communication, respect and responsibility and the skills necessary to make their goals a reality.

Information from all of the school self-evaluation tools suggests that within the school community there is a high level of appreciation for the value of learning and a strong commitment to the continued improvement of our student learning outcomes whilst enhancing the whole development of our young girls.

There is a consensus among staff and parents that we provide a holistic education so that in addition to academic pursuits, students are able to excel in the arts, in sport and be provided with a variety of social and cultural experiences.

Program evaluations

NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2013 our school carried out evaluation of Cooks Learning Centre, student attendance and engagement.

Our analysis of our system for student engagement identified that there were several students that required additional support to develop a positive attitude towards school and their education.

Cook’s Learning Centre (CLC) program was established in Term 2 of 2013 to provide an alternative education program for students who:

1. 
   were disengaged from learning
   
2. 
   exhibited challenging behaviours and
   
3. 
   experienced low participation rates.
   

All students benefited in some way from the program. Some had been so resistant to learning in the core skill areas of literacy and numeracy that progress in this area was minimal, however, it was significantly more than they were achieving in their regular classes (based on initial observations of students in term 2). Others were more committed, building up a portfolio of work and also attempting assessment task from their regular classes.

The major practical task focused on a painting/graffiti project. Some students participated enthusiastically focusing on preparing and painting the walls and detailed areas of the classroom. Others were drawn to the graffiti aspect, creating the “Cook’s Crib” design as a way of identifying with the program, the notion of “crib” signifying a place of one’s own. This was an important step in attempting to re-engage previously alienated students into the school environment.

The concept of the CLC in 2013 has proved enormously beneficial, not only for the students who participated, but also for students in regular classes, avoiding disruption to learning from students now in the CLC. This has been acknowledged by staff across the whole school.

In November 2013, the regional Learning and Support Team were invited to assist in reviewing the CLC and to make recommendations for 2014. Recommendations for 2014 include:

1. 
   Personalised Learning Plans
   
2. 
   Case Management approach including parents
   
3. 
   Formalised transition back to regular classes through case review process
   
4. 
   Behaviour Management system which reflects the school’s (Cook’s Code) but makes accommodations for the students in CLC
   

This year has also seen the CLC enter into a landscape revitalisation around the school assisted project with Rockdale Bunnings, as a community partnership. Students are also benefiting from the addition of the “Rock and Water” program in order to focus on the need for self-discipline and self-management.

It is hoped that the CLC can continue at James Cook in 2014, in order to assist students with additional learning needs, as well as benefit the whole of the school community.

Student attendance and readiness to work in classes was also an area which was identified as needing evaluation.

The welfare team devised an initiative that was identified as “Operation Dragnet”. This whole school program specifically focused on reinforcing the ways in which students might responsibly manage their time, maintain habits of punctuality and consolidate consistent involvement in daily classes. It definitively promoted faster movement from the playground area to lessons, as well as the efficient movement of the boys between lessons. By so doing, this initiative contributed to the effectiveness of the students’ learning experiences in the classroom.

This intensive operation garnered a number of benefits. In its first stages, the executive clearly established the parameters of the program ensuring that the students clearly appreciated the valuable correlation between being punctual to class and being ready to participate in educational activities. This was then affirmed by the positive, collaborative efforts of the rostered teachers, who moved around the school daily and monitored quality attendance. After one week, the findings indicated a very significant increase in punctuality as well as improved involvement in lessons. This outcome was sustained and resulted in both the school being more settled and students showing a steady willingness to engage in learning. The program also promoted personal awareness by prompting boys to exercise responsible choice and cooperation.

The outcomes of Operation Dragnet have indicated that this initiative has the capacity to engender thoughtful social practices in students. To consolidate the norms of cooperation and learning engagement, the program will be further utilised and developed in 2014.

About this report

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.

Terry Vallis - Principal

Vicky Manos – Deputy Principal

Margaret Paraskevopoulos - P&C Pesident

Kamel El Chikrawe – School Captain

Tom Tomasi – School Captain

Steve Tsaridis – Head Teacher Welfare

Maree Rix- Head Teacher English

Robinson Mansour - Head Teacher Mathematics

Maria Atzemis - Head Teacher HSIE

Robert Barnes - Head Teacher TAS

Krishna Diwakar - Head Teacher Science (Rel)

Lesley Rae- Head Teacher Creative Arts

Alan Kentwell – Head Teacher PDHPE

Ben Yelavich – Sport Co-ordinator

Julie Blatchford – Careers Advisor

Fiona Sutton – Special Education Teacher

Sara Smith – National Partnerships Co-ordinator

Holly Cork – Peer Support Co-ordinator

Maxine Lee – International Student Co-ordinator

Judi Seggie- School Administration Officer

Matthew Edwards – English Teacher

School contact information
James Cook Boys Technology High School
Princes Highway

Kogarah NSW 2217

Ph: 02 9587 1770

Fax: 02 9553 8242

Email: jamescookb‐h.school@det.nsw.edu.au

Web: www.jamescookb‐h.schools.nsw.edu.au
School Code: 8882
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