Good Christians and Good Citizens

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1 Good Christians and Good Citizens MARCELLIN COLLEGE RANDWICK Strategic Improvement Plan

2 CONTENTS OUR MISSION 1 GUIDING PRINCIPLES 2 M-LEARNING 3 THE PLANNING PROCESS 4 THE CYCLIC REVIEW 5 OVERVIEW OF THE PLAN 6 NEW HORIZON 1 - CITIZENSHIP AND THE COMMON GOOD 7 NEW HORIZON 2 - ACTIVE LEARNING IN COLLABORATION 8 THE PLAN - NH 1: CITIZENSHIP & THE COMMON GOOD 9 THE PLAN - NH 2: ACTIVE LEARNING IN COLLABOARTION 10 THE PLAN - OP 1: A CATHOLIC COMMUNITY 12 THE PLAN - OP 2: EXCELLENCE IN TEACHING AND LEARNING 13 THE PLAN - OP 3: DISCIPLINE AND STUDENT WELLBEING 14 THE PLAN - OP 4: EXTRA CURRICULAR OPPORTUNITIES 15 THE PLAN - OP 5: PARENT SCHOOL COMMUNITY PARTNERSHIP 16 AETERNA NON CADUCA 17 Marcellin College is a Catholic school, and our way of being Catholic is Marist; a rich spritual tradition in the Church given to us by St Marcellin Champagnat.

3 OUR MISSION Marcellin College Randwick forms honourable young men who can contribute to the creation of a better world. We seek to develop the confidence, capacity and competency of all of our students as they mature from boyhood to manhood. We aspire to excellence and encourage an appreciation for lifelong learning so that boys can continually attain skills and knowledge in order to live a fulfilled and meaningful life. We undertake this work of education in the tradition of the Catholic church, infused with a Marist spirituality. In the words of St Marcellin Champagnat, after whom our College is named, we seek to develop good Christians and good citizens. A E T E R N A N O N C A D U C A The eternal not the transitory St Marcellin Champagnat Good Christians & Good Citizens 1

4 GUIDING PRINCIPLES Good Christians & Good Citizens is written within the paradigm of two guiding principles: A CATHOLIC SCHOOL IN THE MARIST TRADITION The College is an instrument of the Catholic church and an educational institution; we are a Catholic school and both words matter. It is in this context that the College seeks to implement a three year plan that delivers continuous, sustainable improvement for all in the Marcellin community. The philosophy that underpins the way forward for the College has its foundation in the tradition and teachings of the Catholic church and the Marist charism that are central to the life of the school. Marist is our way of being Catholic. Marist is also our way of educating. COMMITMENT TO SIMPLICITY In a world where there is an overcomplication of teaching philosophies, practices and educational rhetoric, Marcellin College continues to draw inspiration from a commitment to doing things simply. Simplicity in the articulation of our approach to teaching and learning and simplicity in our living out our baptismal commitment. Our Marist education vision statement explains how simplicity is brought to life in the young people we teach: In the Footsteps of St Marcellin Champagnat We lead the young to adopt simplicity as a value for their own lives, encouraging them to be themselves in every situation, to be open and truthful and to have the strength of their convictions. In a world distracted by the superficial, we help them to value themselves and others for who they are, and not be seduced from this by possessions or fame. Rather, we help them to prize an integrated, balanced and loving life, built on the rock of God s love. (#106) 2 Good Christians & Good Citizens

5 M-LEARNING M-Learning is the term used to summarise the pedagogy - the teaching and learning approach - at Marcellin College. Our pedagogy is characterised by three fundamental elements: 1. Mutually respectful relationships 2. A structured, disciplined and ordered environment & 3. Active learning in collaboration. The discernment that resulted in this framework was cognisant of what MCR deems to be a flawed tendency to separate pastoral and administrative matters from the learning agenda. It seemed to us that pedagogies sat separate to, even above, pastoral care, discipline and organisation. We are of the belief that all three dimensions of M-Learning are intimately interwoven in improving learning outcomes that includes the development of boys as good Christians and good citizens. 1 It is widely acknowledged that there is substantial evidence and easy observance of the presence of the first two aspects of M-Learning. We do these things very well and they remain high on our agenda. What we plan to continue to work on more intentionally is the third tenet, active learning. How do we understand active learning? Active learning involves... promotion of higher order thinking skills (analysing, evaluating, synthesising) activity based lessons (reading, writing, discussing, building, practical work, performing, solving real life problems) integration of a range of contexts and subjects as appropriate collaboration among learners, characterised by substantive conversation. Active learning results in the cultivation of portable knowledge, skills and values that can be applied outside of the context in which they are learnt. 2 ACTIVE LEARNING IN COLLABORATION Over the past three years we have implemented a series of targeted initiatives to address the third tenet of M-Learning (active learning) in a particular way: Active Learning that is ICT rich. Evaluations leading into our Cyclic Review confirmed that we have achieved this very well and so it is timely to shift our active learning focus. For the life of this strategic plan we will focus on Active Learning in Collaboration. What is clear to many involved in education today, is that the era of the lone wolf model of teaching and learning is now defunct. It is now accepted that students are much more social in the way they learn. They actively seek to collaborate with one another both within the school context and beyond. This new horizon is timely for the College now that tools and resources, both in terms of devices and staff capabilities, have been intentionally developed. This is resoundingly synchronous with the emphases of the Australian Curriculum: collaborative learners in an interrelated global world bound by ethical decision making, is the curriculum s emphasis for schooling. At the heart of the Marcellin Graduate is a love for God and a deep sense of respect for others, self, family, friends and all those in the College community. The Marcellin Graduate (#2 A Respectful Man) In Student-Centred Leadership, Viviane Robinson (2011) asserts that in the absence of order, educational improvement is unlikely. (p. 125). At MCR we agree with this whole-heartedly. 2 This concept is explained in What is Authentic Learning? An upublished work by Ken Nobin, distributed through CEO Sydney. Good Christians & Good Citizens 3

6 THE PLANNING PROCESS In developing this Strategic Improvement Plan, four key documents have informed the process. These documents are: How Effective is Our Catholic School?, Towards An MCR community consultation, The Marcellin Graduate and the Melbourne Declaration on Educational Goals for Young Australians. Melbour Declaratne on Educ ion Goals foational Young r Australi ans Decemb er 2008 HOW EFFECTIVE IS OUR CATHOLIC SCHOOL? This is a Catholic Education Office document that provides schools with a framework by which they can measure their effectiveness as a Catholic School. It has eight key areas: 1. Catholic Life and Religious Education, 2. Students and their Learning, 3. Pedagogy, 4. Human Resources, 5. Resources, Finance and Facilities, 6. Parents and Partnerships, 7. Strategic Leadership and Management, 8. Information Communication Technology. Good Christians & Good Citizens is written with these key areas in mind. TOWARDS AN MCR COMMUNITY CONSULTATION PROCESS During the latter part of 2012 and then in 2013, the MCR staff, student leaders, College Advisory Council, Old Boys Committee and the P & F took part in Towards 2017 consultations with the aim of identifying the Ongoing Priorities and New Horizons for the period This document was circulated among the MCR community. It was the catalyst for the College s Self Review Statement that helped to guide and direct the Cyclic Review process, (see page 5). THE MARCELLIN GRADUATE This document was developed in 2013 through consultations with Old Boys, former and current staff, current students, parents, former parents and Brothers. Each group were asked to consider the following three questions: What characteristics of a Marcellin boy do we want to retain?, What needs further developing? and What s new?. After a synthesis of these responses The Marcellin Graduate was created. It comprises seven dimensions: His Calling, A Respectful Man, A Sense of Community, An Achiever, A Loyal Friend, Spirited, and A Man of Faith. The Marcellin Graduate is the preeminent document at the College that outlines the core of our mission. THE MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS In December 2008 the Ministerial Council on Education, Employment, Training and Youth Affairs launched a document that outlined the Educational Goals for Young Australians, these were: Goal 1 - Australian schooling promotes equity and excellence, Goal 2 - All young Australians become: successful learners, confident and creative individuals and active and informed citizens. 4 Good Christians & Good Citizens

7 THE CYCLIC REVIEW 2013 Every five years the College takes part in a Cyclic Review process. An external panel of Catholic Education Office personnel and other educational experts review school documentation, the School s Self Review Statement and meet with members of the College community in deliberations related to the learning improvement journey of the school and its future directions. Included below is a summary of the panel s conclusions with reference to commendations and recommendations for the future. COMMENDATIONS The Review Team affirms the wholehearted, open and professional manner in which the College community, particularly the Leadership Team, entered into the spirit of the Cyclic Review process. It is clear that the College not only embraces the various Systemic processes for School Improvement but has the capacity to improve and develop those processes in a creative way and to integrate them with an immensely rich Marist charism, spirituality and pedagogy. Overall, the Review Team acknowledges the College as a school of best practice. Its reputation in the wider community, the pressure on its enrolments, its absolute commitment to Catholic life, culture and educational practice, and its vitality are providing the young men at the College with an outstanding Catholic education. The review team was inspired by the generosity and dedication of the Principal, Leadership Team and staff. It was a privilege to be part of the journey of this outstanding College. (Cyclic Review Report, p12.) RECOMMENDATIONS Key Area 1: Catholic Life and Religious Education 1. Seek an integration of the proposed Citizenship and the Common Good with the ongoing international thinking and work of Marists in this area - the notion of really integrating faith and life in an effort to invigorate students as young people of faith and as Christians for the world. 2. The Review Panel supports all efforts to tease out the above concept and to develop new, creative and pragmatic strategies. 3. Continue to explore ways in which Marcellin students (and ex-students) can be involved more fully in their local parishes. 4. Explore opportunities/strategies to increase/enhance/develop student leadership opportunities at all Year levels and perhaps tie in with Citizenship and the Common Good. 5. Continue to utilise the help of the Counsellor and other specialised services to enhance the skills of teachers in identifying, supporting and referring students at risk. 6. Consider expanding the Pastoral Program into Year 12 with a particular focus on controversial contemporary issues that bring faith and life into dialogue, as a way of consolidating the seniors as young men who are good Christians and good citizens. Key Area 2: Students and their Learning 1. Continue to develop and integrate e-learning and offer opportunities for students to use a range of digital devices to supplement the notebook programme. 2. Continue to promote a culture of collaboration among teachers and students. Develop simple measures of success in such collaboration and engagement of students beyond simple performance data. Key Area 3: Pedagogy 1. Continue to be wise and discerning before introducing changes to culture and practices but embrace sound innovation vigorously. 2. Continue to develop the capacity and expertise of teachers in making choices and decisions around innovation. 3. Continue to present policies and practices in a simple, pragmatic and understandable manner. (Cyclic Review Report, p11.) Good Christians & Good Citizens 5

8 OVERVIEW OF THE PLAN The Strategic Improvement Plan identifies two New Horizons and five Ongoing Priorities that will shape the future direction of the College and further enhance the learning environment for the boys. These New Horizons and Ongoing Priorities have at their core the three key tenets of the College learning framework as articulated by M-Learning. M-Learning 1. Mutually respectful relationships 2. A structured, disciplined and ordered environment & 3. Active learning in collaboration. NEW HORIZONS 1. CITIZENSHIP & THE COMMON GOOD 1.1 A focus on citizenship 1.2 Religious Education that is contemplative and inspirational 1.3 A whole school Solidarity mindset 1.4 The development of the College as a faith community PROFESSIONAL LEARNING CULTURE 2. ACTIVE LEARNING IN COLLABORATION 2.1 Collaborative learning spaces 2.2 Collaboration within various groups 2.3 A reimagining of the design and delivery of the curriculum 2.4 Greater utilisation of ICT learning platforms - Sharepoint / Google 2.5 Working with other schools in cooperative learning strategies ONGOING PRIORITIES 1. A CATHOLIC COMMUNITY 2. EXCELLENCE IN TEACHING & LEARNING EFFECTIVE USE OF ICT 3. DISCIPLINE AND STUDENT WELL BEING 4. EXTRA CURRICULAR OPPORTUNITIES 6 Good Christians & Good Citizens 5. PARENT SCHOOL COMMUNITY PARTNERSHIP

9 NEW HORIZON 1 - CITIZENSHIP AND THE COMMON GOOD St Marcellin Champagnat s call to the early Marists to educate their students to become good Christians & good citizens, is the foundation that underpins the future strategic direction of the College. We are not Christians for the purpose of pursuing our own salvation, we are Christians who help bring about the reign of God in the world. The first tenet of M-Learning mutually respectful relationships is exemplified in the development of a community that seeks the building up of the common good. It is in this context, that the focus will be to educate boys to look beyond themselves to reach out to others. It is about developing young men who will be ethical fathers, partners, workers and upright citizens. Fundamental to achieving this, is a deeper union with the God who created us and who invites us to share in the ongoing act of creation. This renewed emphasis on thinking of the other is a strong theme in the Marist and wider educational documents that inform our practice: In the Footsteps of St Marcellin Champagnat (International Marist Education document) The core of Marcellin Champagnat s vision of mission was to make Jesus Christ known and loved. He saw education as the way to lead young people to the experience of personal faith and of their vocation as good Christians and virtuous citizens. (#69) Water from the Rock (International Marist Spirituality document) We experience God also in the witness of people committed to peace, justice, and solidarity with the poor and those who act with generosity and self-sacrifice in the service of others. (#56) The Marcellin Graduate They arrive as young boys dependent very much on their parents and their teachers, they depart as adults in the eyes of the law. Young men - citizens of the world... He is called to reach out to others, to let go of any preoccupation with self. His destiny is, as St Marcellin Champagnat foretold, to be a good Christian and good citizen. (#1 His Calling) Evangelisers in the Midst of Youth (International Marist Evangelisation document) The emphasis that we place on regional and international connections increases our sensitivity not only to those who are near us, but we discover we have brothers and sisters beyond our small world. We learn how to participate in the hopes and visions of people from other countries and continents. We develop a consciousness of bearing responsibility for crises and problems that arise beyond our cultures and surroundings. (#198) The Melbourne Declaration Active and Informed Citizens are called to: act with moral and ethical integrity. appreciate Australia s social, cultural, linguistic and religious diversity, and have an understanding of Australia s system of government, history and culture. understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-indigenous Australians. are committed to national values of democracy, equity and justice, and participate in Australia s civic life. work for the common good, in particular sustaining and improving natural and social environments. are responsible global and local citizens. (p9) He is called to reach out to others, to let go of any preoccupation with self. His destiny is, as St Marcellin Champagnat foretold, to be a good Christian and good citizen. The Marcellin Graduate (#1 His Calling) Good Christians & Good Citizens 7

10 NEW HORIZON 2 - ACTIVE LEARNING IN COLLABORATION What is Collaborative Learning? Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other. It involves use of small groups so that all students can maximise their learning and that of their peers. It is a process of shared creation: two or more individuals interacting to create a shared understanding of a concept, discipline or area of practice that none had previously possessed or could have come to on their own. Collaborative learning activities can include collaborative writing, group projects, and other activities and embraces all areas of learning including sport, outdoor education, debating and the performing arts. The idea of collaborative learning is linked to co-operative learning and concepts found in learning organisations, learning communities and communities of professional learning. The NSW Institute of Teachers recommend under the Professional Teaching Standards that teachers work collegially and in teams to enhance their professional practice. Teachers are also encouraged to collaborate with others to further their own learning. 1 Disciplined Collaboration We are not embarking on more collaborative practice simply for the sake of collaboration. Our plan is to engage with one another more collaboratively for one reason only to improve learning outcomes. That means that our collaboration will be intentional, specific, useful, and result in observable, and where appropriate, measurable improvement. In relation to teachers collaborating with one another to plan and deliver learning programs, we will be using a disciplined collaboration approach as defined by the Australian Institute for Teaching and School Leadership (aitsl): The disciplined collaboration approach features: using data to diagnose a problem, issue or barrier to student learning teachers working collaboratively to solve the problem using data to gauge and monitor the extent of their success. 2 Research evidence confirms what most teachers already sense: that it is authentic collaboration that stands out as the dominant factor of professional learning with impact. To work in an authentic, interdependent way requires more than group work or loose forms of cooperation. It requires focus, enquiry and sustained engagement. It requires discipline. 3 We are not embarking on more collaborative practice simply for the sake of collaboration. Our plan is to engage with one another more collaboratively for one reason only to improve learning outcomes Adapted from: The University of Sydney, Faculty of Education and Social Work: Collaborative Learning. (accessed 10 October 2013) 2 Australian Institute for Teaching and School Leadership, Disciplined Collaboration in Professional Learning. au/professional-learning/disciplined-collaboration-in-professional-learning/disciplined-collaboration-in-professional-learning. html (accessed 10 October 2013) 3 Disciplined Collaboration, and high impact professional learning, in Education Review, Issue 5, August 2013, pp Good Christians & Good Citizens

11 NEW HORIZONS NH: New Horizon HECS: How Effective is our Catholic School? 1. CITIZENSHIP & THE COMMON GOOD NH 1.1 A FOCUS ON CITIZENSHIP HECS Embed The Marcellin Graduate at all levels within the school as the core document that informs the policies and practices of the College Promotion of the College theme Good Christians and Good Citizens Establish the Lionel Bowen Lecture Series to create informed Catholic decision makers with links to the Pastoral Program Consolidate the Peer Support Program with Year 11 leading initiatives, including providing resources for the Big Brother program and Homework Club Implement a Junior Student Leadership program A revitalisation of the House system to enhance students civic and community responsibilities. NH 1.2 RELIGIOUS EDUCATION THAT IS CONTEMPLATIVE AND INSPIRATIONAL HECS Extension of the Year 9 contemplative and inspirational approach to teaching RE into Year Creation of prayer experience in each unit of study to include other forms of Christian Prayer & Meditation Peer mentoring and modelling of staff prayer and reflection activities Introduction of additional Meditation experiences for students and staff Implementation of the new CEO endorsed Religious Education curriculum commencing with Year 7 in NH1.3 A WHOLE SCHOOL SOLIDARITY MINDSET HECS Provide opportunities for staff and students to engage in immersion experiences in Solidarity to include: Thursday Island, Bowraville, Alice Springs The reintroduction of a biennial international immersion experience Support the participation in social justice events for students in Years 7-9 including: Sponsored Fast, 40 Hour Famine and Winter Sleepout Reimagine the role of the student Solidarity Prefect Imbed and extend the Home Service program in the junior years. NH 1.4 THE DEVELOPMENT OF THE COLLEGE AS A FAITH COMMUNITY HECS Further engagement with CEO and Marist leaders programs Strengthen school and local parish relationships Enhance the opportunities for students and staff to participate in worship, prayer, meditation and spiritual development experiences at school The introduction of a Staff Spirituality overnight experience The establishment of a forum to explore spirituality among members of the MCR community Youth Ministry Coordinator to facilitate a range of practical opportunities to connect and engage students with their faith Marist mentors to encourage school leavers to participate in Marist initiatives including immersions, a Marist gap year and The Vines retreat Engagement with the emerging agenda of the Australian Marist Community Find new ways, both within the RE curriculum, as well as beyond it, to bring into more vigorous dialogue matters of faith and how they are realised in our increasingly pluralist society. 1.1 Vision and Mission 1.2 Religious Education 1.3 Catholic Life and Culture 1.4 Parents, Parishes and the broader Church

12 NEW HORIZONS 2. ACTIVE LEARNING IN COLLABORATION NH 2.1 COLLABORATIVE LEARNING SPACES HECS New designs of learning spaces in the upcoming Capital Works program to enhance the opportunity for collaboration among learners A new approach to existing classroom design and teaching methodology, that serves as a laboratory for innovative learning where staff and students can openly engage with one another A further broadening of the virtual learning spaces available for collaboration among learners Managing the transition from a more traditional approach to learning spaces that are redesigned to foster greater collaboration. 5.1 Resourcing of learning 3.3 Teaching practice 2.4 elearning NH 2.2 COLLABORATION WITHIN VARIOUS GROUPS HECS Refine existing and explore new modes of collaboration: staff student, student staff, staff staff, student student Creation of a document that defines and maps Collaboration at MCR as disciplined and functionary with further exploration of collaborative approaches to teaching & learning across the life of the plan Model collaborative approaches in the preparation and follow up of staff meetings, professional development and teaching practices The model for staff meetings to be a collaborative learning experience with a differentiation of groupings as the task varies Improved staff access to learning spaces that are more flexible and collegial Continued emphasis on the use of contemporary research and literature to inform, understand and effect collaborative learning Utilisation of CEO resources in Professional Development to work with staff at MCR onsite in the classroom Consolidating Video Conferencing as an accepted approach in teaching and learning. 3.6 Learning culture 2.4 elearning NH 2.3 A REIMAGINING OF THE DESIGN AND DELIVERY OF CURRICULUM HECS Working towards the Flipping the Classroom strategy across the school and the various models used with this Use of a Lecture/ Tutorial mode of delivery of the curriculum to develop student learning and staff capacity Facilitate a broader range of opportunities for KLA s to showcase excellence in teaching and learning Further utilisation of Video Conference for students Planning for a change in the way that Careers is delivered as part of the curriculum and broader organisational structures Introduction of Drama, Food Technology, Hospitality and perhaps other VET courses. 3.3 Teaching practice 5.2 Plant and facilities 10 Good Christians & Good Citizens

13 NEW HORIZONS 2. ACTIVE LEARNING IN COLLABORATION NH 2.4 GREATER UTILISATION OF ICT LEARNING PLATFORMS - SHAREPOINT / GOOGLE Phased transition from SharePoint to Google for Teaching & Learning Resources over the life of the strategic plan, with Admin to remain served by SharePoint Consolidation of SharePoint, Sentral, SAS, Timetabler/General Access, Accellerus platforms for greater efficiency Ongoing development of staff in their confidence and competency with the Google platform Further exploration of the capabilities of the Google calendar. HECS 2.4 elearning 8.3 Information management 3.7 Professional learning NH 2.5 WORKING WITH OTHER SCHOOLS IN COOPERATIVE LEARNING STRATEGIES Working with primary school teachers in developing collaborative teaching and learning innovations and strategies Working with those primary schools to better understand how those students learn. HECS 3.3 Teaching practice Continuation and ongoing. These words appear many times throughout this plan. They mean we have thoroughly evaluated a particular practice and remain committed to delivering on it as strongly, if not more strongly into the future. Good Christians & Good Citizens 11

14 ONGOING PRIORITIES 1. A CATHOLIC COMMUNITY OP: Ongoing Priority HECS: How Effective is our Catholic School? OP 1.1 SPIRITUAL FORMATION HECS Provide further opportunities for staff spiritual formation and development including: Marist Spirituality programs, forums & retreats Strengthen the religious leadership capacity of staff as a whole through providing a range of retreat and reflective experiences Continue to provide RE reflection days across all student year groups Incorporation of new reflective prayer experiences in pastoral care lessons. 1.2 Religious Education OP 1.2 YOUTH MINISTRY HECS Youth Ministry Coordinator to continue to facilitate a range of practical opportunities to connect and engage all students with the diverse works of the Church including: Marist Schools Australia, Parishes and CEO initiatives Attendance at Our Lady of the Sacred Heart parish midday mass once per week. 1.3 Catholic Life and Culture OP 1.3 SOLIDARITY HECS Continuation of service opportunities for staff and students including; Matthew Talbot Hostel, Little Sisters of the Poor, Home Service, St Vincent de Paul Night Patrol, Year 11 Ministry Week Participation in the Salvation Army Red Shield appeal in Year Parents, Parishes and the broader Church OP 1.4 MARIST AND VALUES EDUCATION HECS Continuation of staff participation in Footsteps, Marist leadership forums and pilgrimage study tours in conjunction with Marist Schools Australia Advancing the Leuven Pilot Project so as to further enhance the way Marist spirituality strengthens MCR as a Catholic school Ongoing provision for the spiritual, emotional and religious formation of students including: retreats, reflection days, Marist charism and vocational presentations to each year group Annual College theme to promote Catholic values across the school The Marcellin Graduate reinforced across the school in RE classes and the seven dimensions displayed throughout the College. 1.3 Catholic Life and culture 1.2 Religious Education 1.1 Vision and Mission He seeks out ways to make lasting and significant contributions to the service of society, including politics, the Church, the judiciary and education. The Marcellin Graduate (#3 A Sense of Community) 12 Good Christians & Good Citizens

15 ONGOING PRIORITIES 2. EXCELLENCE IN TEACHING & LEARNING OP 2.1 STAFF PROFESSIONAL DEVELOPMENT HECS Continuation of MY PL as a means for staff personal performance review in line with the strategic priorities of the school Engagement of MCR staff in the provision of professional development within and across KLA s Maintenance of the Institute of Teachers accreditation process with ongoing development in the capacity of teachers to progress further across the professional teaching standards framework. 4.2 Staff professional development OP 2.2 DIFFERENTIATED LEARNING HECS A continued commitment to the Newman Stream across stages 4 and The continuation of an Enrichment program in the KLA areas of English, Mathematics and Science An ongoing commitment to the provision of a Special Needs class in stages 4 and Diversity of learners OP 2.3 LITERACY HECS Continuation of the Year 12 Literacy program in preparation for the HSC examinations Extension of the Literacy program to be implemented across KLAs in Years Curriculum OP 2.4 EXTERNAL ASSESSMENT HECS Ongoing implementation of targeted intervention strategies in response to NAPLAN results, SMART goals and De Courcey analysis Student participation in external competitions for English, Mathematics, Science & LOTE. 3.5 Assessment OP 2.5 ACADEMIC AWARDS HECS Continuation of academic award structure across Years Continuation of academic assemblies for all year groups Promotion of academic award winners in College publications and website. 3.6 Learning culture OP 2.6 STUDY SKILLS HECS Ongoing commitment to the Year 12 structured study program Implementation of a Year 11 Back to Basics course that is ongoing, collaborative and subject specific Continuation of the Year 7 study skills class once per cycle Consolidation and expansion of the Big Brother program. 3.6 Learning culture Good Christians & Good Citizens 13

16 ONGOING PRIORITIES 3. DISCIPLINE AND STUDENT WELLBEING OP 3.1 RESPECT: A FOCUS ON WHAT IT MEANS TO BE A FINE YOUNG MAN HECS Continue to value the little things as important: manners, grooming and attendance Closer and more strategic monitoring of new staff in line with College expectations A reappraisal of the mechanisms for monitoring standards of student behaviour The reintroduction of Deputy s Assembly as a means to affirm and reinforce standards. OP 3.2 PASTORAL CARE HECS The Pastoral Care Program implemented across the school to be revised annually Integration of The Marcellin Graduate into pastoral programs and all KLA s Continue to explore ways to maximise the Sentral Database functionality to assist the pastoral care of students Reaffirming the role of the pastoral care teacher through proactive communication with parents. OP 3.3 STAFF & STUDENT WELFARE HECS Further integration of the Counsellor in working collaboratively with staff in dealing with student welfare A review of the practices that monitor staff wellbeing A continued emphasis on providing professional development opportunities for staff to enhance their capacity to deal with student welfare issues Expansion of the Year 12 type Exit Survey into other year groups as a means to evaluating College practice and improving student learning and wellbeing A new canteen that provides healthier eating options for students and staff. OP 3.4 BEHAVIOUR MANAGEMENT HECS Restructure the Assistant Year Coordinator role to take responsibility for a stage across two year groups Ongoing professional development opportunities for emerging staff leaders Implement an MCR planned collaborative professional development exercise on student behaviour management across pastoral teams Capable A new behaviour management workshop to be run by the Deputy. OP 3.5 STUDENT LEADERSHIP HECS A restructure of the Student Leadership Program Introduction of the Big Brother Program with senior students mentoring Year 7 with homework The introduction of the Transport Prefect role Continuation and refinement of the Peer Support program. 14 Good Christians & Good Citizens 2.2 Rights and responsibilities 2.5 Pastoral care and wellbeing 2.5 Pastoral care and wellbeing 4.3 Ethical workplace culture 6.2 Consultation and Communication 2.2 Rights and responsibilities 4.4 Building leadership capacity 4.4 Building leadership capacity

17 ONGOING PRIORITIES 4. EXTRA CURRICULA OPPORTUNITIES OP 4.1 SPORT HECS Ongoing participation in the MCC competition across all sports Participation in regional and interstate competitions in Athletics, Swimming, Basketball, Cricket and Rugby League Ongoing participation in the Primary sports initiative with local Catholic primary schools Strengthening the Internal Sports program with boys competing in House groups Continuation of Term 4 Free Choice sport program. OP 4.2 CULTURAL OPPORTUNITIES HECS Ongoing participation in the Marist Oratory and CSDA Debating & Public Speaking competitions Continuation of the Language/HSIE Europe trip Continuation of the Music Tuition program Participation in Chess competitions Production of a musical in partnership with other schools Continuation of the annual Music Camp. OP 4.3 OUTDOOR LEARNING HECS Ongoing provision of camp experiences for students in Year 7 and Year Continued involvement in the of the Duke of Edinburgh scheme. OP 4.4 WORK EXPERIENCE HECS Continuation of special work experience program for school leavers in Terms 2,3,4 for Year Ongoing work experience opportunities for all Year 10 boys in Term Ongoing subscription to the My High School Careers website Further development of a Year 10 special program in Term Educational potential 2.1 Educational potential 3.2 Diversity of learners 3.4 Planning, programming and evaluation He is never beaten until the final whistle; he participates with vigour in all his endeavours. He has a winning attitude, one that is not arrogant but instead, humble. The Marcellin Graduate (#4 An Achiever) Good Christians & Good Citizens 15

18 ONGOING PRIORITIES 5. PARENT SCHOOL COMMUNITY PARTNERSHIP OP 5.1 PARENT SCHOOL COMMUNITY COMMUNICATION HECS Reimagination of the functions and design of the College website Communications policy - clarification of school parent contact protocols Creating parent access to student work and assessment tasks etc via M-Learning. 6.2 Consultation and Communication OP 5.2 PARENTS & FRIENDS HECS Continuation of College support for the following P&F activities; meetings of P&F, Class Parents group, Canteen helpers group, parent thank you evenings, Meet & Greet functions, Open Day, Walkathon, attendance at College assemblies The model of the P&F as a consultative group to continue Maintain Parent/Parish/CEO representation on the College Advisory Council. 6.1 Parent engagement 6.2 Consultation and Communication OP 5.3 PARENTS IN TOUCH HECS Continuation of Parents in Touch evenings once per term with relevant guest speakers Incorporation of parent forums into Parents in Touch evenings Greater engagement with Primary feeder schools in participation at special Parents in Touch gatherings. 6.3 Engagement with the wider community OP 5.4 COMMUNITY ENGAGEMENT HECS Ongoing engagement, student representation, fundraising appeals, assistance and musical performances with community groups including: Randwick Council, not for profit community groups, local police and local RSL clubs Work with P & F in setting up an appropriate structure and protocols that will provide practical assistance to MCR families who are in need. 6.3 Engagement with the wider community He is an active member of the local community. He pursues the common good, not just his own. He participates in sporting and community clubs and cultural groups; he is a generous contributor to worthy causes. The Marcellin Graduate (#3 A Sense of Community) 16 Good Christians & Good Citizens

19 Aeterna Non Caduca Aeterna non caduca is a phrase found in the vigil prayers for the feast of St Stanislaus and sounds strikingly like the words found in St Paul s Letter to the Colossians, Chapter 3, verse 2: Set your mind on the things that are above, not on earthly things. St Paul goes on to say: For you have died and your life is now hidden with Christ in God. When Christ who is your life appears, then you will also appear with Christ in glory. Good Christians & Good Citizens 19

20 This is a working document for the staff at Marcellin College. It is also available for public circulation. Front Cover Image: College Courtyard Sculpture - a contemporary interpretation of the College motto. Back Cover Image: Crucifix in the College Chapel and the Processional Crucifix (Symbol of the Office of College Captain) housed in the College reception. MARCELLIN AETERNA NON CADUCA Marcellin College Randwick, NSW, Australia Tel Fax

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