SACRED HEART COLLEGE School Improvement Action Plan 2013
1.4 Community The school actively promotes and participates in appropriate Church, civic and outreach events, including service and welfare organisation ACTION 2013 RESPONSIBILITY RESOURCES 1.4.1 Establish an outreach week for each of the four Houses. Information campaigns led by students at Assembly. Principal & House Heads 1.4.2 Invite visiting speakers form all Outreach Supported groups to co-ordinate with House weeks 1.4.3 Build student participation in Outreach Weeks through fundraisers and student led activities (concerts etc.) 1.4.4 Plan liturgies with parish to co-ordinate with feast days, important dates for Outreach Groups (Lent Caritas, JJAMM for Josephite Missions etc.) House Heads and Student Leaders House Heads and Student Leaders Religious Education Co-ordinators and Parish Priest 1.4.5 Establish Vinnies Breakfast Club Religious Education Co-ordinators 1.4.6 Check and replace if necessary all religious symbols in classrooms and gathering spaces. Religious Education Co-ordinators 1
1.5 Spiritual Formation Parents are invited to participate in liturgical celebrations, and where appropriate, spiritual formation activities ACTION 2013 RESPONSIBILITY RESOURCES 1.5.1 Inform parents in a variety of ways. Publicise liturgical celebrations in Principal newsletter and Church Bulletins. 1.5.2 Personal invitations to liturgies via baptism register. Religious Education Co-ordinators and Parish Priest 1.5.3 Establish active calendar of liturgical events on website Development Officer 1.5.4 Class Masses. Invitations to parents via social media and website. Religious Education Co-ordinators and Parish Priest 1.5.5 Establish Liturgy link on Parent Portal. Publicise through Newsletter and in Development Officer classes. 1.5.6 Whole College assemblies. Invitations to parents via social media and website. Religious Education Co-ordinators 2
2.3 Leading Others School's leaders encourage a culture that values interdependence, characterised by respectful relationships, multiple opportunities to contribute and an environment where concerns are heard and taken into account. 2.3.1 Review selection and appointment process. Ensure clear documentation of process and information to staff. ACTION 2013 RESPONSIBILITY RESOURCES Principal 2.3.2 Review leadership points allocation for POR positions across College. Principal 2.3.3 Check that all recommendations from the Leadership Review of 2010 have been fully implemented. Principal and Business Manager 3
2.5 Leading the School Organisation The school provides for clear, regular communication with and between all members of the school community and wider community ACTION 2013 RESPONSIBILITY RESOURCES 2.5.1 Review selection and appointment process. Ensure clear documentation of process and information to staff. Principal 2.5.2 Review leadership points allocation for POR positions across College. Principal 2.5.3 Check that all recommendations from the Leadership Review of 2010 have been fully implemented. Principal and Business Manager 4
3.2 Parent/School Partnership Parent contribution is regularly acknowledged at my school ACTION 2013 RESPONSIBILITY RESOURCES 3.2.1 Review contact procedures. Add generic Administration email address. Nominate contact person for general enquiries. 3.2.2 Compile class and tutor group email lists for parent contact allowing Class, subject and Tutor teachers to contact groups. Business Manager Business Manager & Administration Staff 3.3.3 Compile up-to date lists of parent volunteers. Development Officer 5
3.2 Parent/School Partnership Parent contribution is regularly acknowledged at my school ACTION 2013 RESPONSIBILITY RESOURCES 3.2.1 Acknowledge the contribution of parents by publicly thanking them for their contribution to the College through the fortnightly newsletter, by invitation to assemblies and by personal emails. 3.2.2 Continue to build partnerships by inviting parents to be involved in learning programs and to work as volunteers. 3.3.3 Regularly meet with the Parents and Friends Association to identify opportunities for them to become involved in curriculum, policy review, fund-raising, social activities, sport, camps and classes. Business Manager & Teaching Staff Teaching Staff Principal and Deputy Principal 6
3.4 Positive Behaviours Interactions between all members of my school community are respectful of the human dignity of each person and reflect Gospel values, for example of justice, dignity and respect. ACTION 2013 RESPONSIBILITY RESOURCES 3.4.1 Continue to embed School Wide Positive Behaviour Systems and make explicit the expected code of behaviour for particular settings. 3.4.2 Establish a school wide system of achievement to acknowledge positive behaviour and to affirm the gospel values of cooperation, achievement, respect and empathy. Principal, Deputy Principal and Teachers Principal, Deputy Principal and Teachers 7
3.4 Positive Behaviours Interactions between all members of my school community are respectful of the human dignity of each person and reflect Gospel values, for example, of justice, dignity and respect. ACTION 2013 RESPONSIBILITY RESOURCES 3.4.1 Review contact procedures. Add generic Administration email address. Nominate contact person for general enquiries. 3.4.2 Compile class and tutor group email lists for parent contact allowing Class, subject and Tutor teachers to contact groups. Business Manager Business Manager & Administration Staff 3.4.3 Compile up-to date lists of parent volunteers. Development Officer 8
4.1 Curriculum and Teaching Teachers have high expectations for all students, and clear, explicit learning targets. ACTION 2013 RESPONSIBILITY RESOURCES 4.1.1 Teachers use backward planning to identify learning outcomes that are inclusive and challenging. 4.1.2 Teachers create rubrics that give specific details on the levels of achievement for each outcome. 4.1.3 The College has an Assessment Policy that outlines teacher and student responsibilities in terms of setting tasks and student submission of tasks. Subject Coordinator Subject Coordinator Director Teaching and Learning 9
4.5 Curriculum and Teaching Staff at my school have opportunities to work in professional learning teams and networks, within and, where possible, beyond the school. ACTION 2013 RESPONSIBILITY RESOURCES 4.5.1 Attend all TCEO network meetings. Provide support for staff to attend network meetings. 4.5.2 Investigate the feasibility of increasing staffing to allow floating relief to facilitate team planning. Principal Principal and Leadership Team Professional Learning Budget 4.5.3 Compile up-to date lists of parent volunteers. Development Officer 10
5.1 Student Achievement Staff have shared beliefs and understandings about children, their developmental stages and how they learn. ACTION 2013 RESPONSIBILITY RESOURCES 5.1.1 Provide opportunities through timetabling and through the College s physical design to facilitate team teaching. 5.1.2 Provide professional learning opportunities that build on the understanding about developmental stages and the process of learning. 5.1.3 Review timetable construction and meeting calendars in both Primary and Secondary to facilitate team teaching and co-operative planning. Principal and Leadership Team Principal, Leadership Team and Teaching and Learning Team Leaders Principal, Leadership Team and Teaching and Learning Team Leaders Professional Learning Budget 11
5.3 Equity Teachers differentiate the curriculum and learning opportunities, and target interventions to meet the particular needs of the students ACTION 2013 RESPONSIBILITY RESOURCES 5.3.1 Provide opportunities through timetabling and through the College s physical design to facilitate team teaching. 5.3.2 Provide professional learning opportunities that build on the understanding about developmental stages and the process of learning. 5.3.3 Review timetable construction and meeting calendars in both Primary and Secondary to facilitate team teaching and co-operative planning. Principal and Leadership Team Principal, Leadership Team and Teaching and Learning Team Leaders Principal, Leadership Team and Teaching and Learning Team Leaders 12
SACRED HEART COLLEGE School Improvement Action Plan 2014
1.2 Catholic Culture and ethos Opportunities exist for staff, students and families to deepen their understanding of the Catholic Traditions and contemporary Church teachings ACTION 2014 RESPONSIBILITY RESOURCES 1.2.1 Review the Religious Education program. Religious Education Coordinators Good News For Living Catechism of the Catholic Church Curriculum 1.2.2 Important Feast Days and milestones are celebrated and explained. The curriculum, prayer life, assemblies and the College newsletter contain information for these events. The JJAMMboree, bringing Primary and Secondary students together to celebrate the College Feast Day is reviewed and developed. 1.2.3 House charisms and outreach opportunities such as committees continue to be developed. Principal, Deputy Principals, Directors of Ministry Deputy Principals, Directors of Ministry, Heads of House Good News For Living Assemblies Newsletters Curriculum House Charism weeks Vinnies committee Justice Action Crew 1
1.3 Catholic Culture and ethos The school s culture supports the flourishing of each person in a spirit of love, justice and compassion. ACTION 2014 RESPONSIBILITY RESOURCES 1.3.1 The College retreat program is widened to include opportunities for staff. Directors of Ministry Retreat facilitators and venues 1.3.2 The Colleges induction processes for staff and students are reviewed to ensure that all are welcomed. Processes and procedures exist to follow up and check on how a new member of the College community is settling in. Leadership Team Policy documents 1.3.3 Special provision is made for students and families who are in need. Leadership Team Intensive English Centre Tenison House Sr. Anne Wilkinson-Thomson fund 2
2.1 Leadership The school s leaders work to nurture and support a community where positive relationships flourish with God and with others. ACTION 2014 RESPONSIBILITY RESOURCES 2.1.1 Review all role descriptions. Assess against pastoral care policies and procedures to ensure the priority of relational leadership. 2.1.2 Review Pastoral Care policy and procedures. Retrain new staff in restorative practice process. Offer professional learning refresher for all staff in restorative practice. 2.1.3 Implement a rotating House year program so that each House has a focus for a particular year to mirror the current House week program. Principal & House Heads Principal & Leadership Team House Heads and Student Leaders 3
2.4 Leadership The School s leaders ensure continuity in school improvement by prioritising and fostering a culture of ongoing inquiry into what is working well, what needs to be improved, and what would have a strong positive impact on student learning. ACTION 2014 RESPONSIBILITY RESOURCES 2.4.1 Conduct a full school improvement survey of staff, students and parents with the key questions of what is working well, what needs to be improved, and what would have a strong positive impact on student learning. 2.4.2 Feedback results of school improvement survey to meetings of parents, the College Board, the Governing Council, students and staff 2.4.3 Use the results of the survey and feedback meetings to refine the 2015 strategic plan. Principal and Leadership Team Principal and Leadership Team Principal and Leadership Team 4
3.1 Policy, procedures and processes exist to deal with conflict and grievances 3.1.2 Review grievance policy and make clear to students, staff and families processes for handling conflict and grievances. 3.2.2 Plan regular opportunities for staff to feedback to Leadership such as an open forum scheduled at staff meetings. ACTION 2014 RESPONSIBILITY RESOURCES 5
3.3 Parent/School Partnership There is an open, supportive, structured environment that develops students positive disposition to learning ACTION 2014 RESPONSIBILITY RESOURCES 3.3.1 Celebrate student achievement and academic success by displaying pictures of learning heroes throughout the college. 3.3.2 Establish shared learning spaces which promote collaborative learning and are flexible and welcoming. Students are encouraged to choose their own device (BYOD) and different learning styles are recognised. 3.3.3 Publicly acknowledge the success of students at assemblies, eg. Principals award, class certificates. 3.3.4 Establish indoor/outdoor learning spaces. Establish areas for passive play, areas for collaborative learning and areas for eating and socialising. Principal, Deputy Principal and Teachers Principal, Deputy Principal and Teachers Principal, Deputy Principal and Teachers Principal, Deputy Principal and Teachers 6
4.2 Curriculum and Teaching Teachers design challenging, rich, meaningful and differentiated learning opportunities that engage students and promote learning. ACTION 2014 RESPONSIBILITY RESOURCES 4.2.1 Teachers create open-ended, inquiry based tasks that are differentiated and promote self-directed learning. 4.2.2 Teaching and Learning team will focus on professional development around, identifying rich tasks, how to differentiate effectively and task design. 4.5.3 The College provides opportunities for students to work with students from other schools or organisations to provide different learning opportunities and academic challenges. (eg. Inter-school Grades 8-12 Philosothon) Subject Coordinator Teaching and Learning Team Director Teaching and Learning 7
4.4 Curriculum and Teaching A policy for the Religious Dimension of my school is clearly articulated ACTION 2014 RESPONSIBILITY RESOURCES 4.4.1 Conduct opportunities for students and staff to acknowledge and understand the College mission statement. 4.4.2 Provide opportunities for teachers to engage in professional development in the understanding and or teaching of religious education. 4.4.3 Review the College mission statement to identify ways to provide more opportunities for students and staff engagement. Principal Director Teaching and Learning Principal 8
5.1 Student Achievement There are high and explicit expectations for student learning ACTION 2014 RESPONSIBILITY RESOURCES 5.1.1 Teachers plan using the scope and sequence as a general guide to determine content 5.1.2 Teachers follow their Term Overviews and backward planning to provide engaging learning tasks that are open ended. Subject Coordinator Subject Coordinator 5.1.3 Teachers continue to update curriculum documents in particular unit plans Director Teaching and Learning 9
5.2 Student Achievement The school uses relevant data (eg. National Standards, standardised tests, professional reports, school surveys and teacher assessments) to inform planning, monitor student learning and raise student achievement. ACTION 2014 RESPONSIBILITY RESOURCES 5.2.1 Establish a central point of data collection on Synergetic for teachers to access all testing. 5.2.2 Provide opportunities for teachers to access data (PAT, NAPLAN, TORC) and use to plan for individual students. Director Teaching and Learning Director Teaching and Learning 5.2.3 Monitor student improvement by data comparison. Director Teaching and Learning, Subject Coordinators 10
SACRED HEART COLLEGE School Improvement Action Plan 2015
1.1 Catholic Culture and ethos The unique identity of the school as a Catholic educational culture is evident within relationships, the educational programs and in the physical environment of the school ACTION 2015 RESPONSIBILITY RESOURCES 1.1.1 Review the signage of the College. Name the unnamed buildings after key individuals such as the Sisters of St Joseph who have lived out the Catholic ethos in an extraordinary manner. Have a display of the former Principals of the College. 1.1.2 Continue to develop the immersion program which includes the opportunity to go to East Timor and the Northern Territory. Investigate the possibility of having students and staff visiting and developing a relationship with those living at Pontville Detention Centre. 1.1.3 Developing and reviewing the St Joseph s Certificate, which encourages and acknowledges those who are generous in giving of themselves in extracurricular and outreach activities. Executive Team Leadership Team Leadership Team Archives Sisters of St Joseph Destination Dreaming St Joseph s Certificate booklet Charities and other NGOs 1
1.5 Catholic culture and ethos Parents are supported in understanding the Catholic ethos and culture ACTION 2015 RESPONSIBILITY RESOURCES 1.5.1 Continue to invite parents to liturgical celebrations and assemblies. Leadership Team Newsletter Parish bulletins 1.5.2 Parents invited to Parish masses, in particular those which their child/children take part in. Leadership Team College website Notices home Newsletter 1.5.3 Parents invited to do volunteer work at the College, including the Intensive English Centre and Tenison House Leadership Team College website Notices home Newsletter 2
2.2 Leadership The school s leaders actively monitor and build positive relationships and trust with staff, and with students and parents ACTION 2015 RESPONSIBILITY RESOURCES 2.2.1 Conduct a College wellbeing survey involving all staff, students and parents. Principal & Leadership Team 2.2.2 Acquire objective third party evaluation of leadership team effectiveness in building and maintaining positive relationships and trust with staff, and with students and parents. 2.2.3 Institute bi-annual leadership spiritual retreat with an emphasis on fidelity to the College Mission statement, keeping alive the Josephite Charism and outreach to all in the College community. Principal & Leadership Team Principal & Leadership Team 3
2.3 Leadership The School s leaders encourage a culture that values interdependence, characterised by respectful relationships, multiple opportunities to contriute and an environment where concerns are heard and taken into account ACTION 2015 RESPONSIBILITY RESOURCES 2.3.1 Review meeting protocols and evaluate general and teaching staff meetings to ensure that all have an open channel for concerns to be heard and taken into account. Principal and Leadership Team 2.3.2 Use the College s information systems and website to encourage feedback and a culture of how can we do this better. 2.3.3 Investigate the use of social media in closed and open forums to encourage contributions Principal and Leadership Team Principal and Leadership Team 4
3.1 Learning Environment Positive staff relationships ensure that a collaborative work environment exits ACTION 2015 RESPONSIBILITY RESOURCES 3.1.1 Plan for regular opportunities for teaching teams to plan collaboratively. Principal, Deputy Principal 3.1.2 Acknowledge and affirm staff at meetings and in the college newsletter. Principal, Deputy Principal 3.1.3 Embed structures to enable a culture of team mentoring/coaching. Principal, Deputy Principal 5
3.4 Positive Behaviours Students are affirmed and rewarded for positive behaviours ACTION 2015 RESPONSIBILITY RESOURCES 3.4.1 Review positive behaviour rewards and adjust if necessary. Principal, Deputy Principal and Teachers 3.4.2 Review the system for data collection and adjust if necessary. Principal, Deputy Principal and Teachers 3.4.3 Review the Matrix for explicit teaching of behaviours. Audit areas and behavioural expectations for the area and adjust if necessary. Principal, Deputy Principal and Teachers 6
4.3 Curriculum and Teaching Teachers have an understanding of the broad curriculum, including subject area content, cross-curricular perspectives and general capabilities. ACTION 2015 RESPONSIBILITY RESOURCES 4.3.1 Teachers attend subject network meetings to keep current with the implementation of their subject area under the Australian curriculum. 4.3.2 The College provides professional learning sessions to discuss implementation of the Australian Curriculum as subjects are endorsed for implementation. 4.3.3 Teaching and Learning leaders attend state-wide meetings and national professional development on cross-curricular perspectives and the general capabilities in order to lead staff in understanding and embedding these elements in the curriculum. Principal Director Teaching and Learning Principal 7
5.1 Student Achievement Students are confident, active participants in their learning. They are provided with opportunities to reflect, self-assess and monitor set goals, talk about their progress and develop insights into their own abilities. ACTION 2015 RESPONSIBILITY RESOURCES 5.1.1 Students are asked to set personal learning goals at the beginning of the Academic year. 5.1.2 Students will have opportunities to meet with their Tutor Teacher regularly to discuss the progress of their goals and identify ways to meet these goals. 5.1.3 Students can have opportunities to be involved in their own learning outcomes by negotiation with teachers on particular tasks. Teaching and Learning Team, Tutor Teacher Tutor Teacher Subject Coordinator and Subject Teacher 8
5.2 Student Achievement The school uses a range of informal and formal reporting processes to inform parents with inclusive, accessible, accurate information about student progress and achievement ACTION 2015 RESPONSIBILITY RESOURCES 5.2.1 Review current Reporting and Assessment Policy. Director Teaching and Learning, Teaching and Learning team 5.2.2 Review the process of Learning Conferences and their effectiveness. Director Teaching and Learning 5.2.3 Review Continuous Online Reporting to gauge its effectiveness in improving the passage of information to parents about student progress and engagement in learning. Principal, Director Teaching and Learning 9