HOLY CROSS COLLEGE, RYDE PLAN 2017-2020
OUR MISSION Quality Catholic Education in the tradition of the Patrician Brothers. OUR VISION We honour our Patrician heritage by ensuring that we: Work together to build a strong, faith-filled community committed to academic excellence Commit to hard work in study and play Are prepared to make the sacrifices necessary to achieve good outcomes for all Care for each member of our local community and the wider world, particularly those at the margins Foster a sense of a positive, hope-filled future Remember that little things matter. OUR PRIORITIES FOR 2017-2020 1: Catholic Identity and Mission 2: Learning and Teaching 3: Student and Staff Wellbeing 4: Capacity Building 5: Stewardship of Resources
Catholic Identity and Mission 1 HOLY CROSS COLLEGE 1891 2016 125 YEARS SCHOOL KEY IMPROVEMENTS: 1.1 Students are more actively and authentically engaged in the faith life of the school and Church community 1.2 Fostering a positive, hope-filled future that also acknowledges the brokenness of and capacity for reconciliation of people and institutions Nurture Patrician-parish-school links 1.4 & 1.1 1.4 Encourage boys to make Jesus a part of their life 1.5 Demonstrated improvement in religious attitudes and practices of students 1.6 Develop an active, hands-on Social Justice program in the College, that brings alive the social Gospel 1.7 Foster an understanding and desire to be involved in learning about ethical teachings and religious truth across the curriculum I. Opportunities are provided for engagement in Rite of Christian Initiation for Adults (RCIA). II. A broad range of age appropriate opportunities are provided for students to engage with their peers and significant adults to express and live out their faith. I. Parents and the parish community are engaged in the faith life of the school I. Opportunities are provided for staff induction in the Patrician tradition. II. Leadership opportunities are provided for students across the Patrician schools. III. All Year 7 students are introduced to the Patrician tradition and spirit. IV. The Patrician story of the College is integrated into the broader Christian narrative, centred on the life and vision of Jesus. I. The College creates a sustainable model for linking students to their local parishes. II. Eucharistic and Liturgical life of the College I. Opportunities for a variety of prayer forms are made available and taken up by students. II. The language of spirituality and the interior life is normalised for students through its use, modelled by members of the College staff. I. The College has developed a Student Immersion Program. II. The College engages in System-led student and staff pilgrimages. III. The College has an active student social justice group. IV. The College engages in a social engagement-focussed Staff Spirituality Day once every four years as a part of its Head, Hearts and Hands staff spirituality cycle. I. All Religious Education teachers are accredited or are seeking accreditation. II. All members of staff are accredited against the Sydney Catholic Schools document Accreditation Policy: To Work, Teach and Lead in Systemic Catholic Schools. III. All Religious Education programs have been reviewed and strengthened. IV. Religious Education examination results are systematically reviewed and result in ongoing program adjustments. Strategic Plan 2017-2020 1
Learning and Teaching 2 SCHOOL KEY IMPROVEMENTS: 2.2 2.1, 2.3 & 2.4 2.1 & 2.5 2.2 & 2.5 2.3 2.1 Continue to develop and refine the academic culture of the College 2.2 Further develop and refine classroom teaching and learning strategies that engage students 2.3 Explore and implement strategies to deepen students commitment to academic excellence 2.4 Implement visible and accountable strategies to maximise the academic potential of every student 2.5 Develop improved whole school approaches to manage and balance the use of ICT for learning I. The number of students who have exceeded their Academic Targets has increased. II. Student achievement in Higher School Certificate Band 6s has increased. III. The College has continued to refine the process of Student Academic Target Setting. IV. Learning growth has increased across all stages of learning. V. Curriculum structures and policies have been strengthened to enhance the academic culture of the College. VI. Investigate models of reporting student outcomes to parents particularly models that take into account student voice. I. Differentiation has been implemented to meet the needs of all students. II. Authentic Learning and Authentic Assessment has been integrated into Teaching and Learning programmes and assessment tasks. III. Collaboration for teaching and learning has been embedded into the Learning and Teaching Framework. IV. Professional learning has been linked to the Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Teachers, and to existing and new teaching and learning strategies. V. The College has invested human and other resources in supporting learning in innovation and knowledge management. I. Authentic Learning and Authentic Assessment has been implemented to provide students with learning experiences to engage and challenge all students. II. Students have taken ownership and responsibility for their learning, evident across a range of formal and informal indicators. III. Celebration of academic excellence has becomes an integral part of the College culture. IV. Achievement of aspirational targets has been embedded in school culture. I. Specific programs with goals and strategies have been implemented to address the learning needs of all students. A. Special Needs Support program. B. Literacy and Numeracy Improvement programs, including strategies to ensure success for all students on the 2019+ HSC Literacy and Numeracy tests.. C. Gifted and Talented Program incorporating challenge activities across all KLAs. D. English as an Additional Language or Dialect (EAL/D). E. Vocational programs II. The Collins Writing Program has been embedded into the learning culture of the College through learning programs and teaching strategies and its ongoing application in the classroom. I. ICT has been utilised to support innovative learning and teaching whilst maintaining the use of traditional tools such as pen and paper. II. School policies have been updated to reflect the use of appropriate devices for contemporary learning. 2 HOLY CROSS COLLEGE, RYDE
Student and Staff Wellbeing HO LY SS CO LL CRO E EG 3 1891 2016 125 YEA RS SCHOOL KEY IMPROVEMENTS: 3.1 3.1 Strengthen an understanding of complex social and emotional issues affecting learning, and the processes for addressing them. 3.1 3.2 Commit to an annual planning process that focuses on a small number of highly strategic goals 3.1 & 3.2 3.5 3.3 Further develop and refine and evaluate the student pastoral care system and structures introduced in 2016 3.4 Create more supportive environments and resources to promote staff wellbeing I. A consistent and coordinated approach to addressing students specific learning, social and emotional needs. I. Staff contribute to the setting of highly strategic goals to enhance student and staff wellbeing. I. The Archdiocesan Student Wellbeing and Pastoral Care Policy and The National Safe Schools Framework have been integrated into the College s Pastoral Care program. The College s Pastoral Care program has been systematically reviewed and evaluated to determine its effectiveness and this review has been communicated to the community. Students know and understand the College s anti-bullying policy and the Bullying No Way initiative II. III. I. II. Staff are aware of and utilise available resources and programs to promote resilience, safety and wellbeing. Higher levels of staff wellbeing are evident across a range of formal and informal indicators. Strategic Plan 2017-2020 3
Capacity Building 4 SCHOOL KEY IMPROVEMENTS: 4.2 4.1 Develop a focused and deliberate capacity building program for new and aspiring teacher-leaders in the College I. Aspiring teacher leaders are encouraged to take on leadership roles to build on the leadership capacity of the College. II. Aspiring teacher leaders are involved in co-curricular activities. III. Teachers use the My Professional Learning program to link their professional development to the strategic plan of the College. 4.2 4.3 4.1 & 4.3 4.1 4.2 Explore opportunities for renewal for experienced middle and senior leaders 4.3 Make connections to skills and talents in the community to build authentic learning experiences for students 4.4 Build the capacity of teachers for authentic and innovative learning and teaching 4.5 Leverage the mandated Professional Standards for Teachers agenda to build teachers capacity I. Middle and senior leaders are encouraged to be involved in leaderships programs such as the Program for Emerging and Aspiring Religious Leaders (PEARL). II. Middle leadership involvement in the Patrician Brothers The Story We Share retreat. III. Middle leaders are encouraged and supported to be involved in postgraduate study linked to leadership I. The College builds and maintains the positive relationships with the local community in which our students can experience workplace practice linked to their learning. II. The College invites members of the local community to share their knowledge and experience with the students. III. The College, in consultation with parents, reviews and evaluated the operation of the Family School Partnership and communicates this to the community. IV. The College forges proactive and strategic relationships with a number of universities with respect to the appropriate provision of placements for practicum teachers and the recruitment of graduates. I. Teachers work collaboratively on innovative learning and teaching practices. II. Teachers develop innovative learning practices through curriculum design workshops. III. IITeachers work effectively in the Pairs & Pods (Teacher Mentoring) Program. I. Teachers are supported through the teacher accreditation and effective professional learning processes. II. Teachers are supported in the Highly Accomplished and Lead Teacher levels of the Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Teachers. 4 HOLY CROSS COLLEGE, RYDE
Stewardship of Resources 5 HOLY CROSS COLLEGE 1891 2016 125 YEARS SCHOOL KEY IMPROVEMENTS: 5.1 5.1 Develop a Master Building Plan by 2020 5.1 5.2 Invest in the ongoing development of contemporary learning spaces I. The College has engaged Sydney Catholic Schools and external consultants to assist in the development of a Master Plan, and communicated this to the community. I. Contemporary learning spaces have been effectively constructed and utilised in learning and teaching. I. Teachers and students have been consulted on their reflections on current learning space arrangements and how best to develop contemporary learning spaces. I. The College s leaders have researched and communicated examples of best practice in the development of learning spaces in other schools and contexts. Strategic Plan 2017-2020 5
Holy Cross College, Ryde Address: 517 Victoria Rd, Ryde NSW 2112 Australia Phone: +61 2 9808 1033 Fax: +61 2 9809 7207 Email: info@hccryde.catholic.edu.au Website: www.holycrosscollege.org