Nyngan High · Web viewStudents write, compile and publish the school magazine –...

Nyngan High SchoolSchool Plan 2009 - 2011

Nyngan High School Plan 2009-2011 Last Updated Saturday, 6 May 2023 of 18/tt/file_convert/5aba6e687f8b9a441d8b9f25/document.docx

School Plan 2009-2011

Nyngan High School ContextNyngan High is a comprehensive school in a remote rural location. We have 180 students, 25% of whom are of Aboriginal or Torres Strait Islander descent. We draw from four partner schools – Nyngan, Hermidale and Girilambone Public Schools and St Josephs Primary School. Students travel up to 75 kilometres daily. The majority of the teaching staff has had three or less years in the classroom. Most Executive staff are in their positions for the first time. The school is supported by equity programs including the Priority Schools Funding Program, Low SES National School Partnerships Funding and Country Areas Program funding. Our school continues to provide growth in the areas of literacy and numeracy, with data concluding that Nyngan High School performs better across all strands in Literacy and Numeracy compared with our Like School Groups. Three major programs operate in the school. These include the Middle School involving Year 6 students from partner schools attending this school for one day a week in Terms 2 and 3 and being taught Stage Three outcomes by specialist teachers across a range of faculty areas; Literacy and Numeracy mentors supporting students and staff in a range of areas including staff professional development, Quicksmart Numeracy training and individual data analysis using the Multilit and Neale analysis tools and; an Engagement Program focusing on improving teacher quality across all areas of the NSW Quality Teaching Framework.

The school introduced a full VET day in 2010 and virtually all Stage 6 students complete at least one VET Course. Many students in Stage 5 also access VET subjects. In 2011, the range of VET courses taught has increased, with many students accessing online versions of these courses through TAFE in larger towns. The school had integrated sport for students in Years 7 to 10, allowing the P.E. staff to run skills based sport activities until the end of Term 1 2011. From the beginning of Term 2, Sport for Year 7 to 10 students will occur simultaneously. Students will be offered a wider range of activities on this afternoon, including traditional sporting activities and other creative based pursuits for students electing to work towards a Whole School Musical Production in September 2011.

Nyngan High School is committed to the enrichment and extension of all students, including Gifted and Talented Students. In 2011, one Year 7 student and one Year 8 student learn through the Western Region Virtual Selective School ixsel Program. Four Year 8 students are part of the Regional ixtend Program. Beginning Term 2 2011, the school offers a Stage 4 Enrichment Class and Stage 5 Enrichment Class which cater for the unique educational needs of high achieving students. Students achieving expected outcomes for their year level are placed in straight classes in their current year group. Students working towards the achievement of outcomes for their year level are catered for through a Stage 4 and Stage 5 Opportunity Class where students are provided intensive remediation.

School Priority Areas (3 Year horizon)

Literacy – increase the achievement and diminish the gap for Aboriginal studentsNumeracy – increase the achievement and diminish the gap for Aboriginal studentsStudent Engagement and Retention – quality teaching practises used for every student with particular attention to personalised learningAboriginal Education and Training – increase performance, retention and parental involvementTeacher Quality – strengthen teacher capacity to improve student learning outcomes

Targets (1 year horizon)

1. Increase student performance to match state percentages in the top 3 bands for all aspects of Literacy in 20112. Increase student performance to match state percentages in top 3 bands for all aspects of Numeracy in 20113. Improve growth for Aboriginal students to equal or exceeding that for all students in the State in 20114. Increase the attendance rate of all students from 87.7% in 2009 to 90% by the end of 2011

The plan has been endorsed and approved by:


NHS PrincipalChad Bliss

School Education Director Paul Loxley

Date:

School Education Director’s initials: _________


Priority Area: LiteracyIntended Outcomes:

Increased levels of literacy achievement Diminished gap in literacy achievement between Aboriginal students and all students

Targets:1. Increase student performance to match state percentages in the top 3 bands for all aspects of literacy in 2011

Strategies Indicators Sem 1

Sem 2

Reform Responsibility SchoolFunding source

N P PSP CAP TPL

NRL Team to design a Stage 4 NRL Curriculum addressing Literacy, ICT, Numeracy and Pastoral care.

Measurable improvement in literacy skills across the 4 sub strands

2011 2011 R4 NRL Team

Multilit expanded as a key Literacy strategy in 2011. Increased number of mentors and students involved in Multilit and improvement in the results of students compared to 2010 figures

2011 2011 R4 STLA, LM

Implement Persuasive Writing Program for NAPLAN 2011.

Increased student proficiency in analysis and composition of persuasive language as measured by student exam results and in class evidence

2011 2011 R4 HT English, LM

English faculty to implement a Registered Reading program in Year 7.

Observable increase in independent reading. 2011 2011 R4 HT English, LM 600Implement Reflective Writing Program as a regular feature of HSIE, Science and English classes.

Increased regularity of reflective writing based on daily subject knowledge acquisition.

2011 2011 R4 HT English, LM

Literacy committee established with a focus on developing a whole-school Literacy Plan including TPL.

Increased use of Literacy metalanguage across the school.Literacy plan identifies areas of strength and weakness as a result of comprehensive data analysis

2011 2011 R3 LM/NP DP

600

Improving the performance of identified students through the employment of a literacy mentor to support student learning in Reading, writing, spelling, grammar and punctuation.

Improved diagnostic scores 2011 2011 R3 P, HT’s, LM 27000 25000

6750

Analyse external testing data results to identify areas for development.

Class profiles developed for classes in stage 4NAPLAN data reviewed and areas of development identified in faculty and class programs.

2011 2011 R1, R4, R5

PM directed with staff

Implement a formal R2L program across English, History, Geography and Science as developed by R2L trained staff. Train staff through a stage 4-5 R2L program across KLA’s

R2L being embedded into teaching programs and staff understanding the R2L methodologies

2011 2011 R3 R2L team, DP 1800

Compose and activate ILP’s for targeted students Targeted students are those who do not meet national minimum benchmarks in overall literacy

2011 2011 R4 STLA, SLSC, AO 1000


Priority Area: Numeracy

Intended outcomes: Increased levels of numeracy achievement for every student. Diminished gap in numeracy achievement between Aboriginal students and all students

Targets:1. Increase student performance to match state percentages in top 3 bands for all aspects of Numeracy in 2011


Sem 2

Reform

Responsibility SchoolFunding source

N P PSP

CAP TPL

Analyse external data results to identify areas for further development.

Class profiles developed for classes in stage 4NAPLAN data reviewed and areas of development identified faculty programsStudents identified for extension and remedial work as evidenced by their 2009 and 2010 NAPLAN results

2011 2011 R2 All staff 300

Expand QuickSmart Program to include Year 7 and 8 students.

Improved diagnostic scores for students in bottom 30% of the cohort.Measurable narrowing of skills gaps in maths classes.

2011 2011 R3 NM, DP, HT Maths

87000($80000

NP 2010)

NRL Team to design a Stage 4 NRL Curriculum addressing Literacy, ICT, Numeracy and Pastoral care.

Measurable improvement in Stage 4 numeracy skills based on SRA testing.

2011 2011 R4 NRL Team 600

Expand use of Mathletics resource for all students to include structured homework activities.

Students actively engaged in maths lessons as evidenced by increased overall performance across each stage

Students progressing through Mathletics resource as determined by the CT

2011 2011 R4 HT Maths, Maths staff

2000


Priority Area: Student Engagement and Retention

Intended Outcomes: School culture and practice that respects and responds to every student’s aspirations, culture, gender and learning potential Quality teaching practices used for every student with particular attention to personalised learning A rigorous continuum of learning from P – 12 which provides for every student Improved social and emotional wellbeing and skills for life for every student Increased parental engagement in supporting their child’s learning Increased proportion of students completing Year 12 or recognised vocational training Training and implementation of a Learning Support Coordinator An effective ‘Middle School’ which improves the transition from Stage 3 to Stage 4 for all students Increased provision for students to pursue Creative and Performing Arts interests Nurturing of Gifted and Talented students through the development of a culture of passion for high academic achievement and aspiration to proudly achieve their best Rigorous, repetitive revision of intended outcomes will allow students working towards the achievement of outcomes to find success in a nurturing, structured environment.

Targets:Increase the attendance rate of all students from 87.7% in 2009 to 90% by the end of 2011


Sem 2

Reform

Responsibility SchoolFunding source

N P PSP CAP TPL

Coaching/mentoring of identified students with below 85% attendance (including repeat offenders of suspensions)

Investigate behaviour support strategies sourcing expertise from within WNSWR (Mark Foley)

Reduction in suspension rates for identified studentsIncreased attendance rates for targeted studentsReduction in repeat suspensions

2011 2011 R2 P, DP, YA, Staff, LST

DP

Reintroduce a Stage 6 monitoring and engagement program and introduce formal study evenings for Stage 6 students on a trial basis.

Increased engagement, attendance.Decreased incidents of late assessment tasks and N Warning notifications.

2011 2011 R4 P,YA 1500

Increased use of connected classrooms within the BSEG and Region as per the BSEG plan.

Stage 6 online class with Cobar HS (Physics).Other shared teacher resource via connected classroom.

2011 2011 R3 DP, HT

Develop an extension program and implement strategies including PLPs and Tutorial Programs for identified students.

Program in place with sufficient resources

2011 2011 R4 GATS coordinator (2nd DP and / Librarian)

2500

Attendance plans for targeted students whose Attendance plans written and 2011 2011 R2 DP, YA, AO,


attendance is below 85% implemented. HSLO, ASLO

Investigate re-implementing the Breakfast club (Red Cross to run?)

Decision made during Term 1. 2011 R2 HT TAS 1000

Consolidation of interagency support to assist student wellbeing. This includes support from Barnardos, Family Options program, Centacare, Mission Australia and GWAHS health team

Agencies working in the school to support the needs of targeted students across all aspects of physical, mental, social wellbeing.

2011 2011 R6 P, DP’s

Continuation of the Middle School project with partner schools for integration of Year 6 students in Terms 2 & 3. Train staff with required Stage 3 outcomes

PL for staff around continuum of learning led by DP and TA (refer to Teacher Quality)Students engaged in middle school program

2011 2011 R5 P, Transition team (5000 from NPS)

5000

Support cultural visits to and from the school and access cultural outreach opportunities in the region and beyond

Equity of access to opportunities 2011 2011 R4 Staff 7000

Peer Support training of students All students in the SRC are trained in peer support program

2011 2011 R4 STLA, Peer Support Team

$800 Welfare

Identify “at risk” students to take part in the Duke of Ed program

Identified students increase attendance, reduce incidence of poor behaviour and increase levels of engagement in the classroom

2011 2011 R6 Duke of Ed coordinator

2000

Work with TAFE outreach programs to increase opportunities for students “at risk” of disengaging from mainstream curriculum

Students attending school and TAFE classes, more TAFE options available as compared with 2010

2011 P, DP, CA, DPNP

Quality Teaching program – employ a 2nd Deputy Principal to provide and coordinate TPL and QT as a focus

Lesson observations show an increase in level of teacher qualityPL for staff at all staff meetings based on evidence acquired from engagement programStudent engagement evident through decrease in behaviour referrals, decrease in suspension, increase in diagnostic results, increased attendance and increased student participation in class.

2011 2011 R3 P, NPDP 144000

Application for BSEG Moodle Server to be located onsite at NHS

Staff using moodle server to increase quality of programs and lesson as observed through TARS process

2011 2011 R3 DP, Moodle Coordinator, LM, HT Maths

1000


Students write, compile and publish the school magazine – provides knowledge about school and community – literacy, engagement, retention

The school magazine is written to reflect the values of the school. It is published at the end of term four each year.

2011 2011 R5 Magazine Committee led by VA teacher

3500

Implement a year 6 to 7 Mentor Program for students at risk.

Year 6 students feel comfortable in middle school program. Students identified as at risk have IEP developed prior to arriving at HS

2011 2011 R4 Community member, YA, LST, Counsellor

300

Develop a whole school approach to behaviour management through the PBL program

Staff and students understand common rules and procedures and actively support the structure within all that they do

2011 2011 R4 7000

Increase the capacity of first year early career teachers by providing 1 release period to allow staff to take part in a structured, timetabled and strategic professional learning program run by the HT Mentor

Improvement in teacher quality as evidenced through TARS meetings, lesson observations and discussions with staff.

2011 2011 R4 HT Mentor 32000(in addition to this $10000 from Middle school strategy – see above)

Increase the school’s capacity to offer a range of Creative and Performing Arts opportunities including Dance, Music, Drama and Visual Arts. This will be prioritised through the creation of a Creative and Performing Arts Faculty, to be led by a Head Teacher CAPA.

Students will be offered the option of working towards a Whole School Musical Production to be held in the last week of Term 3. Auditions will be held to select an appropriate cast of Lead Roles, Specialised Dancers, Chorus, Rock or Concert Band, Sound and Lighting Crew, Stage Crew, Sets and Props Crew.

Reigniting the Nyngan High School Concert Band and Vocal Ensemble. Students will be taught on Concert Band instruments of their choice. Students will rehearse regularly and, once at an appropriate performance standard, perform inside and outside the school. Vocalists will rehearse regularly and perform inside and outside the school.

Increase in the number and quality of student musical performances

The performance of a Musical Production in September 2011.

Performance/s by the NHS Concert Band and NHS Vocal Ensemble

NHS students performing as part of the Western Regional Concert Band.

2011

2011

2011

2011

2011

2011

2011

2011

DP, HT CAPA, CAPA Staff, CAPA Committee


DP, HT CAPA, CAPA Staff

DP, HT CAPA, Nyngan High School Plan 2009-2011 Last Updated Saturday, 6 May 2023 of 18

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Students learning Concert Band instruments will rehearse with school staff to develop the skills to perform as part of the Western Region Concert Band, with rehearsals twice and term and performances at various times throughout the year.

Further development of the Nyngan High School Rock Band with regular rehearsals and performances inside and outside the school.

Regular performances by the NHS Rock Band.

2011 2011

CAPA Staff


Initiation and Implementation of a Study Evening Program for Year 12 students. Students will be provided regular, supervised study time from 7-9pm on Monday evenings in the Library.

Regular attendance by students at the study sessions.

Increased engagement by students in accepting accountability for their academic success.

Enhanced results in the HSC.

2011 2011 HT English, Executive, Yr 12 Teachers

Increase the focus on enriching and extending Gifted and Talented or students demonstrating potential academically.

One Year 7 and One Year 8 student learning English, Mathematics and Science through the Western Region ixsel Virtual Selective School.

Four Year 8 students selected to be part of the Western Region ixtend Program.

The initiation of a Stage 4 and Stage 5 Enrichment Class designed to maximise the potential of high achieving students.

Professional Development of all teaching staff in recognising and teaching Gifted and Talented students.

Formation of a GATS Committee

Celebration of academic successes. Students feel proud to publicly achieve academically.Students achieve success and continue with this program in subsequent years.

Students achieve success and develop their confidence through this temporary finite program.

Enhanced outcomes for high achieving students. Confidence in students demonstrating pride in their academic achievements.

Staff are comfortably providing appropriate material which allows for high level achievement.

GATS Committee Members attend Regional Development Days and contribute to the Whole School GATS Plan.

Attending staff bring back ideas and

2011 2011 DP, HT’s, GATS Committee, Stage 4 and 5 Enrichment Class Teachers


Writing a Whole School GATS Policy and Plan.

Attendance by appropriate school staff at Regional GATS Professional Development Days.

implement them across the school.

Initiation of a remedial class which allows for the necessary structured learning required by students working towards achieving outcomes at their Stage in Stage 4 and 5.

Students in this class attend school regularly, develop confidence in their ability to succeed, undertake rigorous activities to enhance their basic skills in all areas, learn in an environment which encourages positive social skills and empathy for the needs of others. Ultimately, these students will achieve improved outcomes in all areas.

2011 2011 P, DP’s, HT’s, Teaching Staff allocated to this class.

Focus on the completion of PLP’s for 100% of the school population.

100% of students have set goals and recorded their achievements in a PLP. Staff are aware of these aspirations and are actively assisting students to achieve these goals.

The initiation of Positive Behaviour for Learning Program.

Improved student behaviour in classrooms across the school, which allows for increased engagement in learning activities.

All staff actively involved in behaviour teaching for all students.


Priority Area: Aboriginal Education and Training

Intended Outcomes:

By the year 2012, Aboriginal student outcomes will match or better outcomes of the broader student population Improved literacy and numeracy for all Aboriginal students. Aboriginal students are actively engaged in learning, particularly boys Increased proportion of Aboriginal students completing Year 12 or recognised vocational training Increased Aboriginal parental engagement in supporting their child’s learning

Targets:

1. Improve growth for Aboriginal students to equal or exceeding that for all students in the State in 2011


Sem 2


N P PSP

CAP TPL

Planned program of community conversations Positive involvement of Aboriginal community members in teaching and learning

2011 2011 R6 P, DP, AO, AECG

Identify Aboriginal extension students for inclusion in GAT program

Aboriginal students participate in GAT programs and extra curricular activities

2011 2011 R4 AO, DP

Utilise Aboriginal SLO and AECG to actively be involved in student learning and development of role statements

Aboriginal SLO employed and working with our school community.Increased level of Aboriginal parental and community involvement in the schoolStronger relationships developed with the AECG, evidenced by the number of members attending meetings at the school site.

2011 2011 R3 P, DP, AO 56400

Complete Learning Plans for Aboriginal students and acquaint teaching staff with them

Parent interviews take place with students and AO, P, DP to determine areas of focus. TPL delivered to staff by regional consultancy staff to upskill staff with ILP

2011 2011 R4 DP, AO, LST 300

Pilot the 8 ways of Knowing Program to support Aboriginal Education within the school

Staff embedding Aboriginal Culture into teaching programsIncreased number of staff taking on professional learning opportunities offered by the RAET team

2011 2011 R2, R4, R6

DP 2500

Complete a Dare to Lead School Self Evaluation of Aboriginal Education to give strategic direction on continuing to move forward with Aboriginal Education

Aboriginal students performing as per target

Work towards suggested improvements in

2011 R4,R6 P,DP 2000


the evaluation from the Dare to Lead Snapshot.

Investigate the “What Works West” Boys Education strategy

Boys discipline referrals decrease compared with 2010 data

2011 AO, P, DP, SED

Work with Australian Red Cross to employ Aboriginal Community Engagement Officer to support male students in Years 7 and 8 who are at risk of disengaging from school

Red Cross employs Aboriginal community engagement officer

Student welfare referrals decreasedStudent learning outcomes increase as evidenced through diagnostic testing such as school assessments and NAPLAN

2011 P, DP, Red Cross, ACEO

Embedding Aboriginal perspectives into classroom practice

Engagement of John Shipp to inservicce staff in local Nyngan Wongiabon Tribe culture.

2011 2011 P, DP

Priority Area: Teacher QualityIntended Outcomes:

Enhanced school leadership capacity for school improvement Increased number of teachers accredited with the Institute of Teachers Improved teacher quality through the use of the Quality Teaching Framework. Building staff capacity by the use of networking and the connected schools initiative


Sem 2

Reform Responsibility Funding source N P PSP

CAP TPL

Join with other schools to release a person at PH2 level to support leadership development programs, provide training in analysis of data and coordinate professional learning networks.

Partnership mentor working with the school to provide support to P. Observable benefit from the PM working within the school in relation to data analysis, TPL, Building leadership capacity etc.

2011 2011 R1, R2, R4, R5

SED, PM 16637


Expand Beginning Teacher program run by Teacher Mentor (0.3)

Decrease the teaching allocation of all beginning teachers to allow increased support from HTM

Teacher employed 0.6 to backfill HTM and support beginning teacher load.

Teacher mentor employed and Beginning Teachers program implementedBeginning teachers are happy in their roleLessons are well planned using the QTF as a basis for all lesson deliveryHT, DP, P support beginning teachers through lesson observation

Beginning teachers are happy at work, comfortable teaching their classes and participating in structured TPL

2011

2011

2011

2011

R2

R2

P, NPDP, HTs, Teacher Mentor

Tied Salaraies Beginning Teachers and HTM program($40000

Employ a 2nd Deputy focused on systems and sustainability

Deputy Employed and programs implemented

2011 2011 R1 P

Teacher PL in quality assessment and feedback in QT Framework domain of

significance Backward mapping – explicit

explanations of significance High expectation including scaffolding

techniques, rubrics Explicit teaching of values and

attitudes Teaching for success Structured induction program for new

staff Counselling and mentoring PL for year

Advisers Career Development opportunities for

all staff to build leadership capacity within the school

Provision of PL learning opportunities for staff following the DET PL priority areas

Professional learning records for all staff

Professional Learning plans for all staff match individual, school, departmental requirements

All staff participating in meaningful professional learning aligned to school targets and plan.

Staff given leadership opportunities when they arise

Staff presenting through faculty and staff meetings and putting into practice outcomes of attending professional learning opportunities.

2011

2011

2011

2011

R1 P, DP, NPDP 10000


Middle School Program expanded to include Primary Teachers’ professional input into year 7 outcomes

Observable increase in Year 7 literacy/numeracy standards during transition.

2011 2011 R6 P, NPDP, HT

Feedback to and from Partner schools through formative and summative assessment of year 7 students

Formal exchange of student data.Regular meetings with partner school executive.Programs to support improvement in literacy and numeracy.

2011 2011 R6 P, NPDP, HT

Join with other schools to continue with a Connected School Coordinator position to support professional learning and improve student outcomes within the BSEG

Connected school coordinator position utilisedPrincipal’s across SEG have input into how PL occurs as evidenced through P meetings each fortnight

2011 2011 R2 P, SED 19759

Bourke SEG Mentoring the West program to support training in development of assessment tasks and marking of SC common trial examinations and support for Stage 6 teachers and students

Staff given the opportunity to participate in program. Staff marking exams across the SEG with senior markers on hand to provide PD

2011 2011 R2 CS, HTs, staff 2400

Train a new Anti Racism Contact Officer and provide information to students and staff on the ARCO role

ARCO trained and staff given TPL of role of ARCO

2011 R6 P, Bourke SEG Coordinator,

Additional TPL days

300

Faculty programming days – connected learning Faculty programming days occurring 2011 R1, R2 NPDP, HTs 2400VET training as required for delivery of Frameworks courses and Compliance Training

All staff who teach VET have current accreditation

2011 2011 R2 HT TAS/VET Tied VET funds

Networking with other schools to provide improved teaching strategies for remote schools CAP

Exchange program set up with staff from WR and other regions to assist ECT with their role in the schoolECT taking up the opportunity to attend exchange programs

2011 2011 R1, R2 P, NP DP, HTM, 900

Team Leadership for School Improvement is a focus for all Professional Learning Across the School

NSW DET Analytical Framework undertaken

Staff develop a greater leadership capacity for guiding and managing results focussed whole school improvement

2011 2011 R4 P, NPDP, Exec 2500


to further inform literacy and numeracy requirements


Priority Area: Connected Learning

Intended Outcomes:

Enhanced access to digital educational resources for learning and teaching and for teacher professional learning Broader curriculum options for every student through information and communication technologies and communities of schools Integration of ICT across the KLAs Students access units of work from alternative providers using www technologies

Targets:

Establish by the end of 2011an ongoing Connected Learning Program to support Stage 6 students in conjunction with the BSEG Connected Schools and common timetable plan


Sem 2


N P PSP CAP TPL

Join with other schools to release a Connected Learning position at AP/HT level to facilitate professional learning focussed on the effective integration of interactive technology into classroom practice.

Staff given opportunities to attend PL workshops based around integrating technology into classroom practice

2011 2011 R1 Connected Learning Coach

13612

DPs to create common stage 6 lessons for timetabling in 2011

Common lesson times across BSEG

2011 2011 R3 DP

Implement Stage 6 Physics Connected Class with Cobar HS in 2011

Classes running at common times 2011 2011 R3 HT Science

Students nominated for iExtend Regional program Identified students completing online extension work

2011 2011 R3 NPDP, GATS Coordinator


Interested staff begin the EITEACH action research connected learning program

Staff incorporating learnt knowledge into teaching programs.

2011 2011 R3, R4 P, DP, Staff (ARI, PFO, TMA, AHA, CSW)

$10000(TPL + DER)

Training for staff in the use of ICT for implementation in classroom - supporting technology skills and connected classrooms

Staff given opportunities to attend PL workshops based around integrating technology into classroom practice

2011 2011 R3, R4 CL, NPDP $2500 DER funds

Staff training in use and development of on-line digital curriculum resources to support QT and an increase in the use of ICT in classroom teaching

ITEACH21 staff to deliver workshops around PL opportunities for staff Staff using ICT effectively as evidenced by P or DP through lesson observations

SDD focus on ICT awareness

2011 2011 R4 CL, NPDP 4000DER


AcronymsActual Expenditure

AECG – Aboriginal Education Consultative Group NP - $416408 ($5000 to come from NPS) AL – Aboriginal Learning PSP - $28500 AO– Community Engagement Officer CAP $25750 CA – Careers Advisor TPL/DER - $32000 CAP – Country Area Program CC – Computer Co-ordinator CL – Connected Learning CS – Connected Schools Coordinator Secondary DP – Deputy Principal EO – Engagement Officer HT – Head Teacher HTM – Head Teacher Mentor LM – Literacy Mentor LST – Learning Support Team NM – Numeracy Mentor NP – National Partnerships NPDP - National Partnerships Deputy Principal NRL – Numeracy Reading Literacy program P – Principal PM – Partnership Mentor PSP – Priority Schools Program R2L – Reading to Learn SAM – School Administration Manager (finance dragon) SED – School Education Director SLSC – School Learning Support Coordinator SRC – Student Representative Council STLA – Secondary Teacher Learning Assistance TA – Transition Adviser TPL – Teacher Professional Learning YA – Year Adviser

Anticipated Budgets CAP $27000 National Partnerships $302000 + $37000 held centrally from 2010 + $75000 remaining at school from 2010 PSP $30000 plus 0.5 staffing supplement TPL $28100 + $5000 DER from 2010


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