linked document - Copperfield College

Annual Implementation Plan 2010 

Copperfield College 

8799 

Based on Strategic Plan developed for 2009-2012 

Endorsement by 

School Council 

Insertion of a tick ( ) in the next 

column indicates that the School 

Principal, as Executive Officer of the 

School Council, verifies that this Annual 

Implementation Plan was endorsed at a 

meeting of School Council. 

[Insert Tick Here] 

Tony Simpson 

[Insert Date] 

Endorsement by 

Regional Network 

Leader 

Insertion of a tick () in the next 

column indicates that the Regional 

Network Leader has endorsed this 

Annual Implementation Plan 

[Insert Tick Here] 

[Insert Regional Network Leader] 

[Insert Date] 

1

Strategic Intent 

Goals Targets One Year Targets 

Student Learning 

To provide a broad based curriculum that suits 

the specific needs of students and promotes the 

achievement of quality education outcomes for all 

students throughout the college with particular 

focus on English and Mathematics results 

The number of students at or above the expected 

level (teacher judgements verified by NAPLAN) in 

Years 7-10 to increase by 5% each year. 

VCE Median study score to reach 30 over the life 

of the Strategic Plan. 

By the end of 2010 the aggregate Years 7-10 

teacher judgement data shows that: 

• The number of students at or above 

expected level in Reading to be up 

from 70% to 74%. 


expected level in Writing to be up from 

66% to 69%. 


expected level in Measurement, 

Chance and Data to be up from 76% to 

80%. 


expected level in Structure to be up 

from 75% to 78%. 

VCE Median Study score to be 28 

The proportion of VCAL students achieving the 

Senior VCAL Certificate to be 80%. 

Proportion of VCAL students achieving Senior 

VCAL to be 60%. 

Engagement’ and ‘Learning’ scores on the Staff 

Opinion as follows on the 100 point scale 

Engagement’ and ‘Learning’ scores on the Staff 

Opinion as follows on the 100 point scale 

Professional Interaction up from 65.8 to 72 

Goal Congruence up from 61.2 to 70 on 100 

Curriculum Coordination up from 47.5 to 60 

Professional Interaction up from 65.1 to 68 

Goal Congruence up from 62.4 to 65 

Curriculum Coordination up from 53.4 to 58 

Student Engagement and 

Wellbeing 

To promote high levels of student and college 

engagement within the wider community, 

reflected by student engagement with community 

Opinion surveys to be as follows on the 100 point 

scale: 

Student Misbehaviour (Staff Op) down to 40 

. Opinion surveys to be as follows on the 100 

point scale: 

Student Misbehaviour (Staff Op) down to 38

groups, greater involvement with parents and 

guardians, and strengthened partnerships with 

alumni and other groups in the community. 

Student Decision Making (Staff Op) up to 60 

Effective Discipline Policy (Staff Op) up to 65 

Classroom Behaviour (Student Op) above 60 

Student Decision Making (Staff Op) up to 55 

Effective Discipline Policy (Staff Op) up to 64 

Classroom Behaviour (Student Op) above 60 th 

percentile 

Attendance at each of years 7 to 10 to be at or 

below 10 days per student. 

Attendance at each of years 7 to 10 to be at or 

below 14 days per student. 

Student Pathways and 

Transitions 

To provide effective school transition processes 

for all students at key points in their schooling 

and develop appropriate pathways to post-school 

options 

Student Opinion in all areas to be above the 75 th 

percentile 

Proportion of VCE students entering Uni/TAFE to 

be 70% 

Student Opinion in all areas to be above the 65 th 

percentile 

Proportion of VCE students entering Uni/TAFE to 

be 75% 

Reduce the number of students leaving to 

employment/traineeships to 10% and 

unemployment to 0%. 

Reduce the number of students leaving to 

employment/traineeships to 15% and 

unemployment to 2%.

Implementation 

Key Improvement Strategies 

and Significant Projects 

What 

(Actions) 

the activities and programs 

required to progress the key 

improvement strategies 

How 

(Resources) 

the budget, equipment, 

IT, learning time, 

learning space 

Who 

the individuals or teams 

responsible for 

implementation 

When 

the date, week, 

month or term for 

completion 

Achievement milestones 

the changes in practice or 

behaviours 

Teaching & Learning 

Programs 

Implement a whole school 

approach to student learning 

through the implementation 

of curriculum programs that 

reflect both the Blueprint 

Initiatives e.g. VELS, PoLT 

and college priorities and 

that are designed to 

enhance the teaching and 

learning practices in the 

college and promote high 

level student outcomes 

Teaching & Learning 

Curriculum documentation 

assessment to be completed 

on the LMS 

Implementation of e5 

teaching model 

Revisit the ‘Habits of Mind’ 

and Thinking tools 

LMS/Ultranet 

KLA meetings 

KLA budgets 

Professional learning for 

curriculum leaders 

Staff meetings 

PLT’s 

KLA meetings 

Professional Learning 

meetings 

Curriculum and Pedagogy 

team 

KLA coordinators 

e Learning leading teacher 


team 

Instructional Leaders team 

Teaching and Learning 

Strategic Plan Working 

Party 

KLA Coordinators 

KLA members 

Professional 

development 

days beginning 

2010 to term 3 

4 Professional 

Development 

days concluding 

in September 

Term 2 

All staff teaching the documented 

curriculum contributing to its refinement 

and further development 

Evidence of e5 in curriculum 

documentation. 

Evidence of e5 implementation shown in 

classroom walk throughs/observations 

Included in assessment tasks as 

evidenced in student reports 

Further support Student Led 

Interviews in years 7 to 9 and 

‘Looking to the Future’ year 

Staff Meetings 



Party 

Term 3 

Student Led interviews take place 

Evaluation supports program



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

10 

Student Led Interview 

group with members form 

all 3 campuses 

VCAL curriculum to be 

developed and documented 

Time release for VCAL 

teachers 

VCAL team meetings 


VCAL Coordinators 

VCAL Curriculum Leader 


team 

VCAL teachers 

Term 4 

Curriculum documented and put on 

LMS/Ultranet 

Activities developed and trialled in 

classrooms 

Develop a process for the use 

of formative assessment to 

support differentiated learning 

in classrooms 

KLA meetings 

PLT meetings 



Team 

Numeracy Strategic Plan 

Working Party 

Instructional Leaders 

Term 4 

Staff aware of formative assessment 

Conferencing videoed for future learning 

activities documented 

Focus on making consistent 

judgements 

Literacy 

KLA meetings 

PLT meetings 



Party 

Accountability and 

Numeracy planning 

groups 

KLA Leaders 

Term 4 

Teacher judgements verified by 

NAPLAN data and PAT- R data 

Maintain Literate Practices 

Program. 

Money and time 

release to be 

substantive and reflect 

focus on WMR Literacy 

Initiatives. 

Literacy Strategic Plan 

Leader, Literacy Team 

and all Literate Practices 

Teachers. 

Ongoing. 

Success will be measured and observed 

through the TORC and the movement of 

students from a low literacy group to one 

that targets improved reading 

comprehension strategies.



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Literacy Coaching. 

Photocopying 

capabilities to be 

increased. 


Leader and Literacy 

Coaches. 

Ongoing. 

Achievement in this area will be 

reflected by the number of staff involved 

in the coaching initiative and a change in 

practice by those exposed to various 

strategies. 

Literacy Strategies used 

across K.L.As. 

College to provide 

learning time and space 

for professional 

development of staff. 


Leader, Literacy Coaches 

and K.L.A Leaders. 

Semester One. 

K.L.A Leaders oversee that sound 

literacy strategies are embedded in 

Curriculum Documents, with a focus on 

skills through content. 

Documentation of the Literate 

Practices Program 

Time and assistance by 

A.P to prepare 

documents. 


Leader, Literacy Team 

and relevant A.P. 

Semester Two. 

Literate Practices Program Handbook. 

Numeracy 

Implement Numeracy 

Improvement Plan 2009-10 

(attached) 

-Year 7 and 8 units developed 

to incorporate sound 

pedagogy 

-teacher judgements to be 

informed by formative and 

National Partnerships 

funding 

School funded time 

release 

Supported professional 

learning for coaches 

and participants through 

E 5 QUIP Professional 

External Coaches 

Numeracy LT 

Maths KLA Coordinator 

School coaches and 

participant teachers 

Maths teacher 

Ongoing 2010 

Progress towards 

benchmarks 

evaluated April 

and July 

Lesson plans of coaches and participant 

teachers show they have been informed 

by revised unit outlines 

Unit outlines documented and published 

on LMS/Ultranet 

Teacher judgements realistic as verified 

by NAPLAN, PAT Maths, On Demand



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

rubric based assessment 

-differentiation as informed by 

formative assessment; 

instructional activities to cater 

for different learning styles; 

high level thinking by students 

as part of their maths learning 

-classroom environment 

supports student learning; 

classroom displays to 

articulate what is being taught 

at the time; exemplars of 

conference student work to 

be displayed; purposeful 

groupings of students to 

occur 

-explicit mathematics literacy 

strategies developed and 

implemented 

Learning for Literacy 

and Numeracy 

KLA time 

Video used as a 

learning tool for 

teachers 

Observation shows classrooms of 

coaches and participants structured and 

created to meet individual learning 

needs; evidence of questioning to 

develop high level thinking; purposeful 

groupings; appropriate displays; use of 

manipulatives 

Video clips of conferencing with students 

show high level questioning by teachers 

and used a s a toll for teacher 

development 

Data to inform teaching 

practice and improve student 

outcomes 

Coaches to provide support 

for teachers in data analysis 

to inform practice 

NAPLAN 

On Demand 

PAT Maths data 

Conferencing as 

formative assessment 

Teacher judgements 

VCE data service 

PoLT 

Individual learning plans 

PLTs/Maths KLA 

Numeracy working party 

Accountability working 

party 

School coaches 

Maths teachers 

December 

November 

End of 2010 

Data analysed and used routinely by 

classroom teachers as monitored 

through KLA/PLTs 

VCAL Numeracy curriculum 

Responsibility position



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

developed 

Workforce recruitment 

Numeracy support withdrawal 

and in classrooms 

Advertised positions 

Numeracy support 

teachers minimum of 6 

hours time release for 

withdrawal 

VCAL Coordinators 

VCAL Numeracy teachers 

Principals 

Numeracy support 

teachers 

Numeracy Leading 

Teacher 

Maths KLA Coordinator 

Appropriate curriculum documented and 

observed in use in classrooms 

Satisfactory completion all VCAL 

students 

All appointed maths teachers have a 

maths method 

All Year 7 students at Stanine 1 and 2 

and Year 8 students at Stanine 1 on 

PATMaths supported 

Teachers observed using numeracy 

support strategies in classrooms with 

identified students 

Improvement of at least one stanine for 

all students supported 

Student surveys indicate improved 

attitude towards mathematics 

Accountability 

Establish a rigorous system 

of accountability and data 

analysis by which the 

college and student 

performance can be tracked 

and evaluated 

Complete Accountability 

Handbook 

Complete Data Sharing 

Protocols 

Meeting Time, Writing 

Group Meetings 

Meeting Time, Writing 

Group Meetings 

Accounatbility Strategic 

Planning Group 

RLI, MCH, ETA, JRY, 

DFO, PFA, AGO 

End of Sem 1 

End of Sem 1 

Published guidelines for staff to access 

Published guidelines for staff to access. 

All staff to respect protocols and be 

given access to data at appropriate 

times.



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Develop a data sharing 

relationship with Primary 

Schools in the Cluster 

Transition, MRI, RLI 

Ongoing Sem 1 

(around NAPLAN 

time) 

Grade 5 NAPLAN and Grade 6 PAT 

data passed on to College after student 

enrolments. College to give 

NAPLAN/PAT data as soon as available. 

Continue working on College 

Student Performance 

Database 

RLI, ASO, MBR 

Ongoing Sem 1 

Database accessed by relevant staff and 

appropriate information distributed. 

Purchase and introduce the 

data analysis SREAMS SPA 

Program - to support staff 

data access 

Accountability budget 

$500 per junior campus 

licence 

RLI, TSI, ASO, MNU, ETA 

At the beginning 

of 2010 

Staff to regularly access data – use to 

inform teaching and PD Plans 

Use ‘Testing on Demand’ 

RLI, Literacy Strategic 

Planning Group, 

Accountability Strategic 


Term 1 

Staff Professional 

Development – Data 

interpretation and use of 

VASS VCE Data Service, 

NAPLAN, PAT-R, PAT 

Mathematics, TORC, Testing 

on Demand 

Meeting Time 

ETA, P&D Group, 



Staff to discuss interpretations and 

action plans in KLAs, PLT and Teams 

Develop Data related 

activities for PLTs 

Meeting Time, PLTs 

P&D Group, 


Ongoing 

ILTs develop some in meeting time



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 


Develop guidelines for 

structured teacher reflection 

on student achievement data, 

including reports for KLA 

Coordinators 

KLA Meetings 

Principals, Campus 

Leaders, KLA 

Coordinators 

Semester 1 

Staff use this reflection sheet to inform 

their PD Plans and curriculum 

Facilitate access of the VASS 

VCE Data Service output for 

KLA leaders 

Term 1 

KLA Coordinators audit curriculum in 

accordance with VCE improvement 

areas 

Oversee the collation and 

completion of the College 

Annual Implementation Plan 

for 2011 



Principals, Strategic 

Planning Group Leaders 

Term 4 2010 - 

Term 1 2011 

Completed Annual Implementation Plan 

2011 

Oversee the collation and 

Completion of the College 

Annual Report for 2011 



Principals, Strategic 

Planning Group Leaders 

Term 4 2010 - 

Term 1 2011 

Completed Annual Report for 2011



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Performance & 

Development Culture 

Evaluate the college’s 

performance and 

development culture and 

implement improvements to 

address issues in the staff 

opinion survey results and 

enhance the organisational 

climate of the college 

Continue to develop a high 

performing P&DC team with 

representation from all three 

campuses 

Work toward achieving Level 

2 of the Performance & 

Development Culture 

“Revised Self Assessment 

Framework” 

Meetings twice a term 

P&DC working party 

meetings and informal 

collaboration 

RCA, MCH, ETA, JRY, 

RLI and LIL (2009) 

P&DC Team, ILTs, 

Numeracy, Literacy, 


Curriculum/Pedagogy 

Ongoing 

December 2010 

Campus meetings and other forums that 

require P&DC discussion will now have 

a dedicated and knowledgeable 

representative at all campuses 

2011 AIP to focus on Level 3 

AT A COLLEGE LEVEL, 

THIS INCLUDES 

Developing and supporting 

the complementary 

Professional Learning Team 

and Instructional Leadership 

Team models 

• Performance & 

Development Plans 

• Data to inform practice 

• Professional reading and 

collaborative practices 

• Supporting the 

Accountability, Literacy 

and Numeracy teams 

with systemic 

improvement through 

capacity building 

Provide ongoing support 

to relevant strategic 

working parties and 

professional learning 

opportunities to ILT 

Leaders. Utilising the 

PL Budget where 

necessary 

P&DC Team, ILTs, 

Numeracy, Literacy, 


Curriculum/Pedagogy 

Begin Feb 2010 

Ongoing 

All staff actively involved in PLT’s 

(including the use of data) 

ILT Leaders to provide evaluative 

feedback to P&DC Team



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Have both the “General 

Pedagogy” and “KLA” 

versions of the Classroom 

Climate Instrument 

operational 

Consultation with staff 

and KLA Leaders. 

Using ‘Survey Monkey’ 

and Excel to format 

P&DC Team 

Trial during 

semester 1 2010 

All staff to use the instruments by the 

end of 2010 

Embed an understanding of 

the value of Classroom 

Observations as a 

professional learning tool 

amongst all staff 

Discussion and 

consultation time 

allocated during PLT’s 

and campus meetings 

P&DC Team and ILT 

Leaders 

Dec 2010 

Trial and evaluate a pilot 

team to undertake structured 

classroom observations 

Draft a proposal for 

PCO’s. Consult with 

staff. Allocate some 

periods for 


P&DC Team, PCO’s 

Dec 2010 

A small group of staff undertook the 

observations and provided an evaluation 

to the P&DC Team 

Design a Leadership 

Development program that 

focuses on succession 

planning and induction into a 

new role 

Draft a proposal and 

present to ILT’s 

P&DC Team and ILT 

Leaders 

Dec 2010 

Develop a Professional 

Draft a proposal and 

present to staff 

P&DC Team, led by the 

PL Leader 

Apr 2010



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Learning Framework that 

provides access at a range of 

levels; PLT to external PD 

Support the Professional 

Learning Leader with 

induction and mentoring for 

the “Teach For Australia” 

pre-service staff 

P&DC Team to regularly 

liaise with PL Leader 

and mentors 

P&DC Team, mentors Ongong 2010 

Engagement 

Implement a broad range of 

proactive strategies and 

programs to promote 

improvement in the areas of 

student engagement and 

behaviour management 

Review Student Management 

Protocols 

PLT and Team Meeting 

Time 

Professional Learning 

Support 

Protocols handbook, 

Student Management 

System 

LTs/Campus 

Leaders/Team Leaders 

Commencing 

2010 and review 

end of semester1 

Protocols reviewed and revised. 

Data collection process in place 

Reduction in suspensions 

Improved student management as 

observed by Campus /Team Leaders 

Maintain Student Leadership 

programs and enhance 

opportunities 

Learning Programs for 

Student Leaders 

Budget allocation 

LTs/Team 

Leaders/Program 

Leaders/External 

Consultants 

Greater student representation in 

decision making forums. 

Student decision in staff survey variable 

to improve by 10% 

Monitor Student 

Participation in Leadership 

and Extra Curricula Activities 

examples: 

Budget Allocation 

Meeting time 

Time release 

Engagement Focus Group 

Commencing 

Term 1 

Successful Production in Term 3 

Increased student participation in 

activities in Term 4



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

• Production 

• Year Book 

• Debating Team 

Analyse relevant data to 

inform improvement 

strategies 

Student/Staff Parent 

Surveys 

Focus Group 

Revised and Improved Presentation 

Ceremonies across the College 

Review Junior and Senior 

Presentation Ceremonies 

Budget Allocation 

Scholarships 

Sponsorship 

Leading Teacher/Campus 

Leaders and Team 

Leaders 

Semester 1 

Develop and Implement 

Student Engagement Policy 

To incorporate DEECD 

Guidelines and College 

Protocols and Policies 

Focus Group/Team 

Leaders/Campus Leaders 

and Campus Principals 

Semester 1 

Community Partnerships 

Develop and promote 

positive relationships and 

partnerships with college 

and community groups by 

implementing a range of 

opportunities and programs 

that lead to greater student 

and college engagement 

with the wider community. 

(new proposal discussed 

with TSI) 

Community Programs / 

Activities 

Community Audit of Student 

and College involvement with 

wider Community groups and 

organisations in order to 

strengthen relationships and 

further develop partnerships 

Community Audit – 

update / permission / 

student participation 

LT’s, Comm Partnerships 

group, Principal team, 

VCAL team, Challenge 

Day team 

Ongoing / Review 

Comm Audit end 

2010 

Strengthened partnerships / 

relationships with community groups & 

organisations through increased number 

of students participating. Increased 

number of partnerships with external 

community groups demonstrated by 

beneficial outcomes for our College 

and/or students.



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Investigate ‘Friends in 

Business’ – College 

relationship with business 

Meeting Time, Budget, 

Promotion 

LT, Principal Team, 

Management 

Review end 2010 

Increase in partnerships with business 

groups in local area 

Alumni 

Ex students through 

registration on Alumni 

Database via ongoing 

relationship/reunions/activities 

promotion 

Budget 

Alumni Database 

Promotion in 

Newsletters/ex students 

LT’s, SJE 

Strategic group 

Ongoing 

Increase in Alumni registration to 500 in 

2010 / Increase in Alumni involvement 

College Website to be 

developed and used for 

marketing / promotional 

purposes for Alumni / 

community partnerships 

Budget 

Time 

Web development 

company 

LT’s, Principal team, SJE, 

JRO, Management 

Development and 


College Website developed with Alumni 

contact database 

Ongoing business /industry 

links with past students as 

mentors 

Alumni Database, 

promotion 

LT’s – Comm Part team / 

Pathways team, Study 

skills Coordinator, 

Principals team 

Ongoing 

Increase in Past students presenting to 

class / cohort in VCE study skills 

sessions / VCAL classes 

Community Volunteering / 

Leadership Opportunities 

Development and promotion 

of a range of volunteering 

programs within community 

agencies/organisations, 

specifically through Challenge 

Time 

Budget / Resources 

Calender 

LT’s, Team Leaders, 

Principal team, Pathways 

team, 

Parents, Students, VCAL, 

Challenge Day Coords, 

Ongoing 

Increase in students volunteering in 

community groups and projects either 

within the College Community or Wider 

Community



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Day, VCAL, Advance and 

College Student 

Leadership/SRC teams 

Advance classes 

Compile database of students 

volunteering in wider community 

activities 

Development of a structured 

Challenge Day Community 

Project booklet. 

Time, Professional 

Development 

LT’s, Teaching and 

Learning, Challenge Day 

Coordinators & staff 


Ongoing 

development 

Challenge Day Community Project 

Booklet compiled 

Parent Involvement 

Parent & Friends Association 

Budget, Meeting time, 

Promotion 

LT’s, Principal Team 

Ongoing 


Increase in Parents & Friends on 

working group across College 

-Greater representation from parents 

across all campuses 

-Increase College Parent Opinion survey 

response rate 

Structured Parent Information 

Sessions / Seminars 

Budget, Time, 

Promotion 

LT’s, Principal Team, 

Campus Leaders, Team 

Leaders, Guest speakers 

Ongoing 


Increase in parent attendance 

Attendance 

Promote improved levels of 

student attendance through 

the implementation of 

strategies and programs that 

target levels of absence and 

late coming 

Develop attendance 

component of new Student 

Engagement and Wellbeing 

Policy 

Redevelop and distribute 

publications promoting a 

New Engagement and 

Wellbeing Guidelines, 

Focus group meetings 

Info nights, Enrolment 

packs, Transition 

Attendance focus group 

with the Engagement 

focus group 

Attendance focus group 

with, Campus Leadership 

In 2010 

Develop in Term 

1, 2010 and 

Attendance component of policy 

developed 

Accessible information for parents 

developed and distributed, resulting in



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

positive attendance culture 

evenings, College 

Website 

teams, Homegroup/ 

Mentor teachers and 

STAs 

distribute over 

2010 

lower absences overall, with fewer 

unexplained absences 

Continuously monitor staff 

implementation of rollmarking 

processes 

Regular unmarked class 

reports, and records of 

inaccuracies 

Campus Principals with 

campus leadership teams 

and STAs 

Ongoing 

Decrease in unmarked and inaccurately 

marked attendance rolls, leading to 

improved accuracy of attendance data 

Develop process for 

reconciliation of central 

records with teacher 

attendance rolls 

Reports from central 

system, teacher rolls 

Attendance focus group, 

with campus leadership 

teams 

Semester 1, 2010 

Central recorded data informs teacher 

analysis of attendance records for 

diagnostic and summative purposes 

Evaluate and develop 

strategies to target specific 

attendance issues and/or 

absence trends 

Data analysis, records 

of action taken re 

attendance issues 

Attendance focus group, 

with campus leadership 

and welfare teams 

Ongoing 

Lower absences overall, with fewer 


Improve home-school 

communication re 


Homegroup/ Mentor 

time 

Campus leaders, Team 

Leaders, Homegroup/ 

Mentor teachers and 

STAs 

Ongoing 

Decrease in unexplained absences, and 

increase in attendance rates 

Primary Transition 

Promote positive links with 

the local primary schools to 

support the years 6 to 7 

transition programs 

Investigate merits of 

Scholarship Program 

MAPS Marketing ($) 

Investigate schools 

with active 

scholarship program 

(time) 

Primary Transition WP 

Semester One 

Decision made on viability of 

Scholarship Program, if successful 

implemented for 2011 

Improve primary/secondary 

working relationships, 

including Movelle, 

Meeting times 

PD 

Teaching 

Transition Leader/Team 

I&E Administrator 

School Leader/Staff 

Ongoing 

Curriculum sharing between primary 

and secondary schools and 

increased enrolments/student



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

Albanvale and Stevensville 

PS 

resources/curriculum 

development 

Primary 

Leadership/Transition 

Coordinators/Teams 

outcomes 

Review and implement 

homework policy 

Meeting times (focus 

group/staff/KLA 

Staff 

feedback/consultation 


Homework Policy 

Focus Group 

Curriculum Committee 

Term One 

Updated Homework policy endorsed 

by Curriculum Committee after staff 

consultation 

College Website 

Time 

Money for design and 

maintenance 

PD 

Primary 

Transition/Community 

Partnership/ e Learning 

Leader 

Website Manager 

Semester One 

New college website established 

term one 

Promote High Academic 

Achievers Program for 

2011 

-develop curriculum 

Continue to maintain 

longitudinal database of 

enrolment trends 

Brochures/Information 

Evening 

HAAP Budget 

Time release 

Curriculum/Resources 

Development 

Program Testing 

Excel Spreadsheet 


Leader 

HAAP Coordinator 


Leader 

Relevant Regional 

Semester one 

Ongoing 

HAAP Curriculum designed and 

documented for all staff to use in all 

classrooms 

2011 HAAP Class 

Published database used to identify 

areas for improvement/focus



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

personal 

Develop data sharing 

procedures/protocols 

between Copperfield and 

primary schools 

Data Sharing 

Protocols 

College data – 

NAPLAN, PAT and 

TORC 

Accountability/Primary 

Transition 

Leaders/Working 

parties 

Primary School 

transition coordinators 

Ongoing 

Meaningful data/curriculum sharing 

between Copperfield and feeder 

primary schools (improved 

performance) 

Develop transition form for 

handover of information 

from junior to senior 

campus for all students 

Meeting time 

Transition 

forms/protocols 


Relevant 

Campus/Team Leaders 

Semester one 

Transition information passed onto 

the senior campus for all students 

College 

prospectus/brochure 

Writing time/ 

Current 

brochure/prospectus 


Leader/Working Party 

College Principal 

Term one 

New Brochure/Prospectus 

Pathways 

Restructure the career 

education program and 

related course counselling 

processes 

Implement classroom 

Pathways program for Yr 9-12 

Classroom delivery and 

MIP’s database 

MOS, BES,TMC 

Nov 2010 

Pathways planning program is MIP’s 

compliant and incorporates classroom 

delivery and individual counselling 

Continue the development of 

student pathways and the 

broadening of options, 

Build on partnership 

developed with disability 

employment pathways 

MOS will work with 

agencies and other staff 

MOS 

Nov 2010 

Improved destinations for students with 

special needs



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

particularly in senior levels, 

by strengthening 

partnerships and links with 

other education providers, 

industry and community 

agencies 

Expand number of employers 

working with the College 

Employer Breakfast 

MIP’s and Hospitality 

staff and students 

MOS, KFA,SMA Term 2 2010 Employer Breakfast 

eLearning 

To enhance student learning 

in all learning ares, 

increasing student 

engagement, motivation, 

understanding and 

achievement. 

To educate students in skills 

and knowledge about the 

effective use of ICT in work, 

communication and leisure. 

To enhance the quality of 

teacher work and extend 

student learning beyond the 

classroom. 

Publish and review eLearning 

Plan and ICT Resourcing 

Strategy 

Evaluate teacher ICT capabilities 

Audit student ICT capabilities 

eLearning focus group, 

staff sharepoint, campus 

meetings, focus group 

meetings, College Council 

Campus meetings for 

ePotential survey, Ultranet 

coach 

Online student surveys, 

campus/team meetings 

GMC, PNG, MNU 

GMC, campus principals 

GMC, campus leaders, team 

leaders 

Ongoing (with Plan 

and Strategy 

presented for 

School Council 

endorsement during 

Term 1 2010) 

Term 1 

Terms 2 and 4 

College Community is aware of eLearning 

Plan and ICT Resourcing Strategy 

ePotential completed by all teachers 

Survey completed by a significant proportion 

of students in junior and middle years 

Map ICT VELs progression 

points across all subjects in 

Years 7 and 8 

Student skills audit, KLA 

ICT skills matrices, KLA 

meetings 

GMC, MNU, KLA 

Coordinators 

Term 1 

ICT VELS integrated across the year 7 and 8 

curriculum, with corresponding skills 

identified. 

Support use of LMS by all staff 

KLA meetings, campus 

GMC, MNU, KLA 

Ongoing 

The LMS is demonstrated at beginning of



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

meetings 

Coordinators 

year and teachers populate it during KLA 

workshops. 

Support the increasing use of 

SiMS by all staff 

Campus meetings 

MNU, campus leaders, 

teams leaders, campus 

principals 

Over 2010 

LMS contains our documented curriculum 

and teaching and learning resources. 

Examples developed of using the LMS to 

create 'virtual classrooms' between 

campuses. 

Incidents are routinely reported via SiMS. 

Staff begin to use early warning capabilities 

of SiMS (senior campus initially). 

Prepare staff for the Ultranet 

College Staff meetings, 

Campus meetings, KLA 

coordinators meetings, ILT 

meetings, KLA meetings, 

Ultranet Coach 

MNU, GMC, Lead Users 

Ongoing (ultranet 

join date between 

May and Sept 

2010, TBA Dec 

2009) 

Relevant policies are reviewed or drafted. 

Lead Users are selected and trained 

Lead Users develop a training plan for all 

staff 

Promote and support eLearning 

across the curriculum, 

particularly web2.0 applications 

in the classroom 

KLA meetings, ILT 

meetings, PLT meetings 

GMC, MNU, KLA 

Coordinators, ILT leaders 

Ongoing 

Innovative uses are promoted and are 

increasingly used by teachers eg wikispaces, 

google docs along with sharepoint, SiMS and 

LMS 

Staff have eLearning goals in their 

Performance and Development Plans. 

Provide effective ICT systems, 

equipment and technical support 

to cater for staff and student use 

School ICT inventory, 

eLearning Plan and ICT 

Resources Strategy, 

MNU, PNG, GMC, Abdul and 

local technicians 

Ongoing 

Systems and equipment are reliable and 

effective for intended curriculum and 

administrative use.



What 

(Actions) 




How 

(Resources) 




Who 




When 



completion 



behaviours 

NSSCF Funding 

New file server provides cross platform 

support. 

Wireless network is upgraded to support 

increased bandwidth and additional devices.. 

Computer to student ratio improved by 

NSSCF purchasing. 

Implement a student Sharepoint 

resource to promote crosscampus 

communication and 

collaboration 

School ICT Resources, 

NSSCF Funding 

MNU, PNG, GMC, Abdul and 

local technicians 

Semester 1, 2010 

Student Leadership team uses sharepoint to 

support their activities. 

Other student project teams are developed to 

use sharepoint. 

Evaluate and proposed current 

systems for their Ultranet 

capacity 

Current systems and 

personnel responsible 

MNU, GMC, PNG 

over 2010 

Systems requiring change or development 

are identified.

linked document - Copperfield College

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