Parents, Partnership, Consultation and Communication. Key Area 6

Parents, Partnership, Consultation and Communication Key Area 6

KEY AREA 6: PARENTS, PARTNERSHIP, CONSULTATION AND COMMUNICATION COMPONENT 6.1: The Voice of Catholic Education in the Wider Community Component 6.1 addresses the impact the CEO has in presenting the vision and values of Catholic education to the local and wider community, and thereby promoting choice and diversity. Rating 6 1. Catholic schools enjoy a very positive reputation in the wider community. This reputation is skilfully maintained and enhanced by carefully considered interventions which can include media campaigns and strategic promotion of achievements, celebrations and student outcomes. Highly effective structures and processes guide the management of crises and media situations. 2. Catholic education and Catholic schools are presented very positively in the wider community. Relationships with local and mainstream media are open and cooperative, and characterised by mutual respect and understanding. The key messages of Catholic education are explicitly articulated. 3. System leaders are appropriately proactive in putting forward a Catholic perspective on controversial social issues and their impact on students and Catholic families. 4. Relationships with the wider community are very positive. These relationships are developed through open and transparent engagement with all stakeholders, and highly effective communication at all levels. Formal structures and processes for dialogue, consultation and collaboration with the wider community are appropriately utilised. 5. Community concerns are responded to in a timely and appropriate way. There is an appreciation of and sensitivity to matters that may impact significantly on particular sections of the wider community. Rating 4 1. Catholic schools have a generally sound reputation in the wider community. This reputation is generally maintained, but opportunities for enhancement are sometimes missed. 2. Catholic education and Catholic schools are generally well presented in the wider community but there are some inconsistencies. Relationships with local and mainstream media are generally positive but may be inconsistent overall. The key messages of Catholic education are only partly articulated. 3. System leaders at times represent a Catholic perspective on controversial social issues and their impact on students and Catholic families. 4. Generally sound relationships exist with the wider community. These are generally maintained through some useful engagement and communication with stakeholders, but other opportunities are overlooked. Formal structures and processes for dialogue, consultation and collaboration with the wider community are generally ad hoc. 5. Community concerns are generally soundly responded to. There is a broad awareness, appreciation of and sensitivity to matters that may impact significantly on particular sections of the wider community. Rating 2 1. Catholic schools have an insecure and sometimes poor reputation in the wider community. This reputation is not systematically managed. 2. Catholic education and Catholic schools are not sufficiently well presented in the wider community. Relationships with local and mainstream media are not managed proactively and tend to be ad hoc. The key messages of Catholic education are rarely articulated. 3. System leaders are rarely proactive in representing a Catholic perspective on controversial social issues and their impact on students and Catholic families. 4. Insecure and generally weak relationships exist with the wider community, with generally ad hoc and unsystematic arrangements for engagement and communication with stakeholders. Formal structures and processes for dialogue, consultation and collaboration with the wider community are generally underdeveloped. 5. Community concerns are responded to in an inconsistent and sometimes inappropriate way. There is an underdeveloped appreciation of and sensitivity to matters that may impact significantly on particular sections of the wider community. How Effective is Our Catholic Education Office? 65

KEY AREA 6: PARENTS, PARTNERSHIP, CONSULTATION AND COMMUNICATION COMPONENT 6.2: Engaging with Government Component 6.2 addresses the impact the CEO has in working with local, State and Federal governments with the dual objectives of enhancing the educational partnership between parents, system and government and maximising resourcing levels. Rating 6 1. The CEO actively pursues the maintenance of choice and diversity in educational provision at all levels. The maintenance and improvement of government resourcing arrangements for the affordability, accessibility, and sustainability of Catholic schools is strongly advocated and promoted within the system of schools and the wider community. 2. System leaders have a comprehensive understanding of State and Federal Government objectives and policies, and their implications for education. Individual schools and the system make well-informed responses to public policy initiatives. 3. Highly effective communication links with representatives of local, State and Federal government agencies and political parties are fostered to ensure quality dialogue on the development and implementation of public policy on education. There are well developed protocols for formal and informal engagement with these representatives which recognise and value government financial and other support for education. 4. Co-operation and networking with representatives of government providers of education, including TAFE, DET and the tertiary sector, is strategically developed and given a high priority. Cross-sectoral strategic partnerships and objectives are identified and well developed. 5. Principals and their communities are actively encouraged and supported to engage with local, State, and Federal representatives, both political and professional. Rating 4 1. The CEO generally pursues the maintenance of choice and diversity in educational provision. The maintenance and improvement of government resourcing arrangements for the affordability, accessibility, and sustainability of Catholic schools is usually, but not always, advocated and promoted within the system of schools and the wider community. 2. System leaders have some understanding of State and Federal Government objectives and policies, and their implications for education. Individual schools and the system make generally sound responses to public policy initiatives. 3. Communication with representatives of local, State and Federal Government agencies and political parties is generally effective and provides some useful dialogue on the development and implementation of public policy on education. There are broadly understood protocols for formal and informal engagement with these representatives which recognise and value government financial and other support for education. 4. There is some level of co-operation and networking with representatives of government providers of education including TAFE, DET and the tertiary sector, but this but could have higher priority. Cross-sectoral strategic partnerships and objectives may be developing but are variable overall. 5. Principals and their communities are at times encouraged and assisted to engage with local, State, and Federal representatives, both political and professional. Rating 2 1. There are ad hoc approaches to pursuing the maintenance of choice and diversity in educational provision at all levels. The maintenance and improvement of government resourcing arrangements for the affordability, accessibility and sustainability of Catholic schools is only occasionally advocated and promoted within the system of schools and the wider community. 2. There is an underdeveloped understanding of State and Federal Government objectives and policies, and their implications for education. Individual schools and the system make only ad hoc and inconsistent responses to public policy initiatives. 3. Communication links with representatives of local, state and national government agencies and political parties are not well developed and provide only limited dialogue on the development and implementation of public policy on education. There are few clear protocols for formal and informal engagement with these representatives. There is an inadequate recognition and valuing of government financial and other support for education. 4. Co-operation and networking with representatives of government providers of education, including TAFE, DET and the tertiary sector, is not a sufficient priority. Cross-sectoral strategic partnerships and objectives are rarely developed. 5. Principals and their communities are generally left to engage with government bodies and politicians on their own account. How Effective is Our Catholic Education Office? 66

KEY AREA 6: PARENTS, PARTNERSHIP, CONSULTATION AND COMMUNICATION COMPONENT 6.3: Linking with the Catholic Education Sector and Church Agencies Component 6.3 addresses the impact the CEO has in establishing and sustaining effective partnerships and strategic alliances with the broader Catholic education sector and other Church agencies. Rating 6 1. Engagement with Catholic Church agencies is underpinned by the vision and mission of Catholic education, as expressed in the system s foundation documents, leadership and management documents, and significant Church documents on Catholic education (see Appendix 1). 2. The working relationship between the Bishop and Director of Schools and the leadership of the CEO is highly effective. Respective roles and responsibilities are clearly articulated. 3. Partnerships with the broader Catholic education sector and other Church agencies are highly valued and effective. Regular opportunities, both formal and informal, are maintained for networking and the exchange and development of ideas and common understandings. 4. There is a well-considered preference for business partnerships with Catholic enterprises. Contractual arrangements and service level agreements are negotiated and complied with. 5. There is significant collaboration between the CEO and its Catholic education sector partners. CEO leadership actively engages with peak Catholic bodies and agencies which influence public policy, funding and the broad operating environment for Catholic education. 6. There are innovative and progressive approaches in place which initiate strategically orientated alliances and joint projects. Projects are aligned to meet common goals and deliver high-quality outcomes for all partners. Broader social and public policy goals are often achieved. 7. Engagement with Religious Congregations and Congregational schools is effective and underpinned by the common good. System leadership actively engages in forums for progressing issues of common concern. Rating 4 1. Engagement with Catholic Church agencies is ad hoc but usually underpinned by the vision and mission of Catholic education, as expressed in the system s foundation documents, leadership and management documents, and significant Church documents on Catholic education (see Appendix 1). 2. The working relationship between the Bishop and Director of Schools and the leadership of the CEO is generally sound. While respective roles and responsibilities are generally articulated they may not be well understood or consistently implemented. 3. Partnerships with the broader Catholic education sector and other Church agencies are generally sound but at times variable. Some useful opportunities, both formal and informal, are maintained for networking and the exchange and development of ideas and common understandings. 4. Contractual arrangements and service level agreements are negotiated and usually complied with. 5. There is generally sound collaboration between the CEO and its Catholic education sector partners. CEO leadership at times engages with peak Catholic bodies and agencies which influence public policy, funding and the broad operating environment for Catholic education. 6. Some steps are taken to initiate alliances and joint projects. Projects are usually, but not always, of strategic importance or effectively aligned to meet common goals and deliver high-quality outcomes for all partners. Broader social and public policy goals are sometimes achieved. 7. Engagement with Religious Congregations and Congregational schools is generally sound. System leadership sometimes engages in forums for progressing issues of common concern. Rating 2 1. There is an inconsistent and sometimes ad hoc engagement with Catholic Church agencies. The vision and mission of Catholic education as expressed in the school system s foundation documents, leadership and management documents, and significant Church documents on Catholic education, does not well inform such engagement as does exist (see Appendix 1). 2. The working relationship between the Bishop and Director of Schools and the leadership of the CEO is inconsistent overall. Respective roles and responsibilities are rarely well articulated. 3. Partnerships with the broader Catholic education sector and other Church agencies are underdeveloped and require a higher priority. Only a few opportunities are maintained for networking and the exchange and development of ideas and common understandings. 4. Contractual arrangements and service level agreements with business and other Church agencies are negotiated and usually complied with. How Effective is Our Catholic Education Office? 67

5. There is only limited collaboration between the CEO and its Catholic education sector partners. CEO leadership occasionally engages with peak Catholic bodies and agencies which influence public policy, funding and the broad operating environment for Catholic education. 6. The Catholic education in the diocese has a low profile in initiating strategically orientated alliances and joint projects. Projects are insufficiently well aligned to meet common goals or deliver high-quality outcomes for all partners. Broader social and public policy goals are seldom achieved. 7. Engagement with Religious Congregations and Congregational schools is underdeveloped and inconsistent. System leadership only occasionally engages in forums for progressing issues of common concern. How Effective is Our Catholic Education Office? 68

KEY AREA 6: PARENTS, PARTNERSHIP, CONSULTATION AND COMMUNICATION COMPONENT 6.4: Parents, Carers and Families Component 6.4 addresses the impact the CEO has in establishing and sustaining an effective partnership with parents, carers and families as the first educators of their children. Rating 6 1. The mission and vision of Catholic education clearly and explicitly articulates the role of the Catholic education in supporting parents as the first educators of their children. System foundation and supporting documents explicitly reflect major Church documents on Catholic education, and clearly articulate the shared responsibility for the educational, spiritual and emotional development of students. 2. The CEO is highly effective in maintaining and developing a culture and practice of partnership with parents. System structures, policies and programs facilitate meaningful and timely engagement with parents. There are formal and informal opportunities for listening and learning with parents. Parents actively participate in leadership roles and consultative decision making, and are represented on diocesan committees. Parents are included in system processes. This includes processes for the appointment of school leaders. 3. Parent satisfaction with the quality and effectiveness of Catholic schools is monitored. Whole-of-system parent satisfaction data is well utilised and informs improvements in a range of system policy and operational areas including the quality of teaching, enrolments, curriculum offerings, student welfare, school facilities, and the overall experience of education at their chosen school. 4. Communications and media management is highly effective, with high-quality documents and key messages reflecting contemporary Catholic education. Information relevant to overall student, school and system effectiveness and accountability is readily accessible and purposeful. Parents are well informed about emerging educational and Church priorities including New Evangelisation. 5. Catholic education is highly regarded in the community, as reflected by indicators including enrolments and the expressed aspirations of parents. Strategies building social capital, particularly in culturally and linguistically diverse communities, are highly effective. Rating 4 1. The mission and vision of Catholic education generally articulates the role of Catholic schools in supporting parents as the first educators of their children. System foundation and supporting documents generally reflect major Church documents on Catholic education, and usually articulate the shared responsibility for the educational, spiritual and emotional development of students. 2. The CEO is partially effective in maintaining and developing a culture and practice of partnership with parents. System structures, policies and programs facilitate some useful engagement with parents. There are some formal and informal opportunities for listening and learning with parents. Parents sometimes participate in leadership roles and consultative decision making such as diocesan committees, and at times are included in system processes, including processes for the appointment of school leaders. 3. The CEO has some systems in place to monitor parent satisfaction with the quality and effectiveness of Catholic schools, but these may be ad hoc. Whole-of-system parent satisfaction data is sometimes utilised to inform improvements in a range of system policy and operational areas including the quality of teaching, enrolments, curriculum offerings, student welfare, school facilities and the overall experience of education at the chosen school. 4. Communications and media management is partially effective but variable overall, with some high quality documents and key messages reflecting contemporary Catholic education. Information relevant to overall student, school and system effectiveness and accountability is at times well used. Parents are sometimes informed about emerging educational and Church priorities including New Evangelisation. 5. Catholic education is generally considered to be sound in the community, as reflected by indicators including enrolments and the expressed aspirations of parents. Strategies for building social capital, particularly in culturally and linguistically diverse communities, are sound overall. Rating 2 1. The mission and vision of Catholic education insufficiently articulate the role of the system of schools in supporting parents as the first educators of their children. System foundation and supporting documents give too little attention to major Church documents on Catholic education, and insufficiently articulate the shared responsibility for the educational, spiritual and emotional development of students. 2. There is only limited success in maintaining and developing a culture and practice of partnership between the CEO and parents. System structures, policies and programs facilitate only inconsistent and ad hoc engagement with parents. There are few well developed formal and informal opportunities for listening and learning with parents. Parents rarely participate in leadership roles and consultative decision-making such as diocesan committees. Parents are rarely included in system processes, including processes for the appointment of school leaders. How Effective is Our Catholic Education Office? 69

3. There are few systematic methods to monitor parent satisfaction with the quality and effectiveness of Catholic schools. Whole-of-system parent satisfaction data, if gathered, is insufficiently utilised to inform improvements in a range of system policy and operational areas including the quality of teaching, enrolments, curriculum offerings, student welfare, school facilities, and the overall experience of education at the chosen school. 4. Communications and media management are underdeveloped, with few high-quality documents and key messages reflecting contemporary Catholic education. Information relevant to overall student, school and system effectiveness and accountability is only occasionally well used. Parents are occasionally well informed about emerging educational and Church priorities including New Evangelisation. 5. Catholic education has clear weaknesses in the eyes of the community, as reflected by indicators including enrolments and the expressed aspirations of parents. Strategies for building social capital, particularly in culturally and linguistically diverse communities, are inconsistent and unsystematic. How Effective is Our Catholic Education Office? 70

KEY AREA 6: PARENTS, PARTNERSHIP, CONSULTATION AND COMMUNICATION COMPONENT 6.5: Principals Component 6.5 addresses the impact the CEO has in supporting Principals with their ministry of educational leadership within the school and the wider community of the Church. Rating 6 1. The role of Principal is well understood as one of service in the mission of the Church. The role of leading the Catholic school community is clearly and realistically described in CEO foundation documents. 2. There is a strong culture of formal and informal relationship building, with a healthy balance of independence and interdependence characterising the relationship between Principals and the CEO. The concept and practice of subsidiarity is clearly understood in theory and practice. 3. A wide and well considered range of strategies and opportunities facilitates timely, purposeful and relevant consultation with Principals. Flexibility, adaptability and openness characterises this consultation. There is clear and transparent alignment between consultation and decision-making, with Principals believing that they have a meaningful voice in key decision-making. 4. Communication and engagement with Principals is highly effective. Communication protocols are clear and consistently implemented. 5. There is a well-established culture and practice of internal and external review of effectiveness of the CEO and its services, with Principals regularly provided with formal and informal opportunities to evaluate various aspects of the work of the CEO. 6. CEO staff are engaged in clearly focused professional learning to enhance their capacity to support the work of Principals. 7. The CEO responds in a timely and appropriate manner to enquiries, concerns and initiatives from Principals. CEO services are readily accessible with high levels of professional expertise in supporting, advising and engaging with Principals. There is a high degree of mutual trust, confidence, acknowledgement and positivity. Rating 4 1. The role of Principal is generally understood as one of service in the mission of the Church. The role of leading the Catholic school community is usually well described in CEO foundation documents. 2. There is a partially developed culture of formal and informal relationship building, with a generally appropriate balance of independence and interdependence characterising the relationship between Principals and the CEO. The concept and practice of subsidiarity is reasonably well understood in theory and practice. 3. Some useful strategies and opportunities facilitate timely, purposeful and relevant consultation with Principals. There is a general awareness of the importance of flexibility, adaptability and openness in these consultations. There is some useful alignment between consultation and decision-making, with most Principals believing that they have a meaningful voice in key decision-making. 4. Communication and engagement with Principals is generally sound. Communication protocols are generally sound and usually well implemented. 5. There is an emerging culture and practice of internal and external review of effectiveness of the CEO and its services, with Principals sometimes provided with formal and informal opportunities to evaluate various aspects of the work of the CEO. 6. Most CEO staff are engaged in clearly focused professional learning to enhance their capacity to support the work of Principals and schools. 7. The CEO responds satisfactorily overall to enquiries, concerns and initiatives from Principals. CEO services are broadly accessible, with generally satisfactory levels of professional expertise in supporting, advising and engaging with Principals. There is some level of mutual trust, confidence, acknowledgement and positivity existing between Principals and CEO staff. Rating 2 1. The role of Principal is insufficiently understood as one of service in the mission of the Church. The role of leading the Catholic school community is rarely described in CEO foundation documents. 2. There is an underdeveloped culture of formal and informal relationship building, with a lack of clear awareness of the balance of independence and interdependence characterising the relationship between Principals and the CEO. The concept and practice of subsidiarity is insufficiently understood in theory and practice. 3. Few strategies and opportunities are in place to facilitate timely, purposeful and relevant consultation with Principals. Limited awareness of the importance of flexibility, adaptability and openness characterises this consultation. There is a poor alignment between consultation and decision-making, with few Principals believing that they have a meaningful voice in key decision-making. How Effective is Our Catholic Education Office? 71

4. Communication and engagement with Principals is variable and often ineffective. Communication protocols are insufficiently developed and ad hoc. 5. There is an underdeveloped culture and practice of internal and external review of effectiveness of the CEO and its services, with Principals seldom provided with opportunities to evaluate various aspects of the work of the CEO. 6. Few CEO staff are engaged in clearly focused professional learning to enhance their capacity to support the work of Principals and schools. 7. There is an inconsistent response to enquiries, concerns and initiatives from Principals. CEO services are not always accessible, and demonstrate variable levels of professional expertise in supporting, advising and engaging with Principals. There are limited levels of mutual trust, confidence, acknowledgement and positivity. How Effective is Our Catholic Education Office? 72

KEY AREA 6: PARENTS, PARTNERSHIP, CONSULTATION AND COMMUNICATION COMPONENT 6.6: Pastors and Parishes Component 6.6 addresses the impact the CEO has in facilitating, developing and supporting mutually beneficial partnerships between schools, pastors and parishes. Rating 6 1. Engagement with pastors is actively fostered, with high levels of collaboration at all levels, including governance. CEO and parish objectives relating to the provision and long-term sustainability of Catholic education are clearly identified and mutually pursed both at the local and Diocesan levels. 2. Pastors are engaged in the spiritual and community life of the CEO and schools. Relationships with pastors are universally positive and mutually supportive. 3. There is a well established culture and practice of consultative decision making between CEO and Church leaders at parish, deanery, regional and Diocesan levels. The CEO facilitates the engagement of pastors in a range of committees, working parties and reference groups. Formal opportunities are available for pastors to meet with CEO leaders, with all being sensitive to discerning and responding to the signs of the times. 4. The CEO facilitates the authentic participation of pastors and parish representatives in a range of system processes, in particular appointments to leadership roles in schools and the CEO. Training and induction are provided to ensure meaningful engagement in these processes. 5. The CEO is proactive in supporting parish Sacramental programs consistent with the parish model and Diocesan and CEO policy. Resources and programs are well integrated with the Religious Education curriculum and the life of the parish. 6. School and system leaders contribute significantly to parish life through membership of Parish Councils and active engagement in other advisory parish community bodies and lay ministry. 7. The CEO initiates a range of effective structures and programs to address New Evangelisation and strengthen relationships with pastors and parishes. Rating 4 1. Engagement with pastors is fostered, with satisfactory levels of collaboration at most levels, including governance. CEO and parish objectives relating to the provision and long-term sustainability of Catholic education are partly identified and generally pursed mutually at the local and Diocesan levels. 2. Pastors are generally engaged in the spiritual and community life of the CEO and schools. Relationships with pastors are generally sound and supportive overall. 3. There is a partially established culture and practice of consultative decision making between CEO and Church leaders at various levels which may include parish, deanery, regional and Diocesan. The CEO generally facilitates the engagement of pastors in a range of committees, working parties and reference groups. Some useful opportunities are available for pastors to meet with CEO leaders, to discern and respond to the signs of the times. 4. The CEO at times facilitates the participation of pastors and parish representatives in a range of system processes in particular, appointments to leadership roles in schools and the CEO. Some sound training and induction is generally provided to ensure meaningful engagement in these processes. 5. The CEO has broadly satisfactory arrangements to support parish Sacramental programs consistent with the parish model and Diocesan and CEO policy. Resources and programs may be partly integrated with the Religious Education curriculum and the life of the parish. 6. School and system leaders contribute usefully to some aspects of parish life through membership of Parish Councils and active engagement with other advisory parish community bodies or lay ministry. 7. The CEO initiates a generally sound range of structures and programs to address New Evangelisation and strengthen relationships with pastors and parishes. Rating 2 1. There is limited engagement with pastors and low or inadequate collaboration at all levels, including governance. CEO and parish objectives relating to the provision and long-term sustainability of Catholic education are rarely identified or mutually pursued at either local or Diocesan levels. 2. Pastors are only occasionally engaged in the spiritual and community life of the CEO and schools, and relationships with pastors are insufficiently well developed. 3. There is an undeveloped culture and practice of consultative decision-making between CEO and Church leaders at parish, deanery, regional and Diocesan levels. The CEO occasionally facilitates the engagement of pastors in committees, working parties and reference groups. Too few opportunities are available for pastors to meet with CEO leaders, to discern and respond to the signs of the times. 4. The participation of pastors and parish representatives is occasionally facilitated in a range of system processes, in particular appointments to leadership roles in schools and the CEO. Insufficient or inadequate training and induction are provided to ensure meaningful engagement in these processes. How Effective is Our Catholic Education Office? 73

5. There are few systematic arrangements to support parish Sacramental programs consistent with the parish model and Diocesan and CEO policy. Resources and programs are insufficiently integrated with the Religious Education curriculum and the life of the parish. 6. School and system leaders make some contribution to parish life through membership of Parish Councils, engagement with other advisory parish community bodies or lay ministry. 7. The CEO has a limited range of structures and programs to address New Evangelisation and strengthen relationships with pastors and parishes. How Effective is Our Catholic Education Office? 74