Tasmanian Catholic Education Commission School Improvement framework
SCHOOL IMPROVEMENT MODEL School based Leadership Catholic Culture & Ethos Student Learning & Achievement Curriculum &Teaching Learning centred Learning Environment Future oriented
TASMANIAN CATHOLIC EDUCATION COMMISSION TASMANIAN CATHOLIC EDUCATION COMMISSION SCHOOL IMPROVEMENT FRAMEWORK 1.0 CATHOLIC CULTURE AND ETHOS The Archdiocesan Vision and Mission Statement reminds us that we as individuals and communities are loved, called and inspired by God. This is the foundation of our Catholic culture and ethos through which we encounter Christ and respond to His mission to build the Kingdom. 1.1 - Vision and Mission The Vision and Mission Statement of the school clearly articulates the centrality of Gospel values and the Catholic culture and ethos in all facets of school life. The school provides opportunities for students and staff to deepen their faith and make meaning of their experience, in the light of God s plan for their flourishing in the world. The unique identity of the school as a Catholic educational culture is evident within relationships, the educational programs and in the physical environment within the school. The Archbishop s Charter is a seminal document and guide in responding to the mission of the school. The school provides opportunities for all members of the school community to build their knowledge and understanding of the Catholic Faith, including Scripture and Gospel values, Church teaching and Tradition. This understanding informs the whole curriculum and life of the school. The Religious Education program has priority within the school, and is implemented with integrity according to archdiocesan guidelines. Respect for and openness to students of other faith traditions is evident in the school and their spiritual development is catered for. 1.2 - Tradition Opportunities exist to build understanding of and to celebrate the school s history, its founding traditions and charisms, and its connection to the Church and its mission. Opportunities exist for staff, students and the wider school community to deepen their understanding of the Catholic traditions and contemporary Church teachings. Traditional symbols, images, artifacts, rituals and narratives reflecting Catholic tradition and the charism/s of the school s founders are used/displayed. The charism of the founding order/s is explicitly expressed in the life and work of the school. 1.3 - School Climate The school culture supports the flourishing of each person in a spirit of love, justice and compassion. The educational program explicitly aims to develop young people who act out of a deep sense of justice, compassion, ecological awareness and a genuine desire to make a positive difference in the world. Opportunities are provided for students and staff to celebrate and feel pride in the school s identity. The school is committed to promoting a positive culture where student/staff morale is regularly monitored, and identified needs are addressed. The school collaborates with all stakeholders to build common purpose and a sense of belonging. The school recognizes and appreciates the diversity of cultures within its community in a spirit of inclusivity, and accommodates this understanding in the curriculum. Indigenous culture and the special place of First Peoples are acknowledged and celebrated. Achievement, including service, justice and community involvement, is recognised and celebrated. 1.4 - Community The school actively engages with and participates in the communities that surround it and/or are connected to its vision, mission and purpose. There are links between the school and parish(es)/local church(es) eg a parish/school action team. Families, schools and parishes work together as partners in the spiritual formation and education of children and young people. The parish priest/pastor is invited to visit the school regularly as part of the school community and may be asked to support the professional learning of staff in Religious Education and spirituality. The school community actively promotes and participates in appropriate Church, civic and outreach events, including service and welfare organizations. Celebrations of significant spiritual, historical, traditional and cultural events are planned within the school calendar. 1.5 - Spiritual Formation The school has a spirituality plan that ensures a variety of opportunities for individual and community spiritual formation for staff and students that supports people in their spiritual journey eg Christian Meditation, Theological Reflection, Retreats etc. The school provides opportunities for exploration and engagement with different forms of spirituality eg Eco- spirituality, Ignatian spirituality, Marian spirituality, Josephite spirituality etc. Prayer is central to the school community, with opportunities provided for all to experience and use different forms of prayer. Sacred space(s) for prayer is provided in a prominent place within the school and classrooms. Parents are invited to participate in liturgical celebrations and, where appropriate, spiritual formation activities. Parents are supported in understanding the Catholic Culture and Ethos. T H E T A S M A N I A N C A
2.0 LEADERSHIP School Improvement requires sustained, collective endeavour where leadership for learning is a shared responsibility focused on transforming what really matters students and their learning. 2.1 - Leading the Catholic School Community School leaders value and promote an openness to the vitality and movement of God s Spirit at work in the life of the school. School leaders promote the evangelising mission of the school as part of God s vision of love for humanity and the coming of the Kingdom in the Church s mission. School leaders work to nurture and support a community where positive relationships flourish - with God, and with others. School leaders and staff articulate and model a core set of school values based on the Gospel, and the Vision and Mission and Catholic Ethos of the school. School leaders value and model prayerful discernment and theological reflection as a key part of school decision making so that decisions are founded in Christ and His Gospel. School leaders strongly advocate and support staff to develop the Catholicity of the school in its culture, policies, practices and curriculum. The Religious Leadership of the school is a shared responsibility between Principal, the Leadership Team, senior staff and teachers. The school demonstrates ongoing commitment to stewardship and environmental awareness, attitudes and actions that have a positive impact within the school and in the wider world. 2.2 - Leading Self School leaders foster a life giving culture by modelling self care, and work life balance. School leaders actively monitor and build positive relationship and trust with staff, and with students and parents. School leaders engage in building their own 4 leadership capabilities and influence others to develop their leadership. Leaders aspire to excellence for the entire school community for themselves, as well as for their staff and students. These are clearly explained and communicated, resourced and supported by action. Leaders influence the development and support of a culture of positive, ongoing improvement of self, staff and students. 2.3 - Leading Others School 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. The School Leadership Team promotes and actively participates in staff professional learning. School leaders engage and support staff in analysis, interpretation, clear goal setting and evidence-based action for improvement, using qualitative and quantitative strategies, in relation to both student and school data. School leadership emphasises and supports staff in making evidence-based evaluations of the impact that educational programs and teaching are having on student learning. School leaders articulate clear expectations and foster and support powerful, open-tolearning individual and group professional dialogue and reflective practices to improve teaching and learning at a class and school level. Professional dialogue is based on relational trust and supported by school policy and protocols. 2.4 - Leading Continuous Change School leaders inspire, and support others in developing a common vision, mission and strategic direction, with long-term goals for how the school can improve over the planning cycle, and a clear focus on improving student learning. School leaders stimulate and provide opportunities for discussion and debate on broad educational matters. T H E T A S M A N I A N C A School Leaders encourage and nurture futurefocused thinking, creativity and innovation. School leaders collaboratively develop a cohesive improvement plan that combines mandated government and system priorities with goals derived from the school community s engagement in ongoing school improvement processes. School leaders support staff to develop and implement annual action plans, outlining clear evidence-based goals, strategies, indicators of success, key personnel and resources, to ensure the school s strategic directions and goals are achieved. School 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, if improved, would have a strong positive impact on student learning. School leaders and staff engage in constructive problem talk that names, accurately describes and analyses problems as they arise in order to identify possible actions for improvement. School leaders engage the school community in a variety of evaluative strategies to ascertain how well the school is achieving its goals. 2.5 - Leading the School Organisation School leaders build an inclusive, collaborative organisational culture that empowers staff and students to recognise and use their energies and talents for the ongoing improvement of the school. The organisational structure of the school is responsive to the needs of the community, and realistic in terms of resources available. The school provides for clear, regular communication with and between all members of the school community and wider community. School leaders promote parent and community relationships that are based on active collaboration and clear accountability. The school has clear staff role descriptions and provides adequate resources for these roles to be carried out. The school demonstrates effective stewardship of finances, resources and facilities, focused on meeting established
student learning needs and accountability requirements. The school has a range of current policies, and procedures that include monitoring and communication strategies, to ensure compliance with all government, legal and system requirements. The school provides a well-maintained, safe, secure and welcoming environment. 3.0 LEARNING ENVIRONMENT An effective Learning Environment inspires, stimulates, encourages and supports the wellbeing and holistic development of all students in a reciprocal partnership with parents/caregivers. It is an inclusive environment where teachers teach effectively and students learn. 3.1 - Student, Staff and Community Wellbeing Pastoral Care Policy and practices ensure the care, welfare and protection of students and staff. Staff have collective responsibility and accountability for students. Positive student-teacher relationships exist and are strongly influenced by what teachers do in the classroom. Positive staff relationships ensure that a collaborative work environment exists. Provision is made for meeting the emotional, physical and social needs of individuals. Planned approaches for the promotion and development of personal and social- emotional resilience are explored, enacted and evaluated. Policy, procedures and processes exist to deal with conflict and grievances. 3.2 - Parent/School Partnership Parents/caregivers, as first educators of their children, are actively engaged and consulted in a variety of ways that support them as partners in their child s learning. Parent and school/teacher partnerships support and maximize student learning, and include procedures for two-way communication at a school and class level. The connection between in school and out-ofschool learning supports students and values family differences, culture and knowledge. Homework policies and procedures form a learning bridge between school and home. Teachers regularly provide feedback on homework. Parental involvement in the life of the school is encouraged and occurs in a variety of ways, including newsletters, class help, the Parents and Friends Association, the School Board and parent education opportunities. Parent contribution is regularly acknowledged. Structures and protocols for parent participation are documented, supported and regularly reviewed. Partnerships with Indigenous groups are encouraged and enhance school and student cultural and social awareness and response. 3.3 - Student Engagement in Learning The learning environment in classrooms and across the school and beyond is appropriately resourced, and stimulates student curiosity, inquiry, persistence and learning. Facilities are designed or adapted to ensure access and participation by every student. Learning opportunities connect students with their local community and the global communities, and give context and purpose to their learning. There is an open, supportive, structured environment that develops students positive disposition to learning. Students are provided with a wide range of relevant, motivating learning resources. A variety of opportunities for individual and collaborative group engagement in authentic, inquiry-oriented projects are provided. There is recognition of student individual and group achievements. Classroom environments are rich in student peer-interaction, tutoring and mutual support. Students have opportunities to contribute their views and participate in class and school leadership. 3.4 - Positive Behaviours Interactions between all members of the school community are respectful of the human dignity of each person and reflect Gospel values, for example, of justice, dignity and respect. A whole school policy and approach supports positive behaviour and ensures an orderly, safe and supportive environment for students and staff. The school s policy and procedures are followed, to ensure that coordinated and consistent practices exist within classrooms and the wider school context. Teachers establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks. Teachers manage challenging behaviour in a manner consistent with school policy, by establishing clear expectations of students, and dealing promptly, fairly and respectfully with discipline issues. Positive and trusting relationships exist between the staff, students and parents/ caregivers. All members of the school community are aware of and support the school s policy and approach. New staff and families are inducted into the school s approach. Students are affirmed and rewarded for positive behaviours. T H E T A S M A N I A N C A 5
4.0 CURRICULUM AND TEACHING Teachers inspire and engage students in learning thorough the dynamic and complex teaching process. They combine their knowledge of content and appropriate pedagogy with their understanding of the student and their environment. They craft their teaching using instructional methods and skills, effective student and classroom management strategies. They reflect, self-evaluate and provide feedback to their students - creating the magic that is excellent teaching. 4.1 - Quality Teaching Teachers design learning tasks based on the knowledge of their students, content, pedagogy, pedagogical content knowledge, and curriculum. Teachers select and use a range of appropriate pedagogical strategies, including explicit teaching and inquiry based learning. Teachers provide opportunities for students to develop the general capabilities literacy, numeracy, information communication technologies (ICT), critical and creative thinking, ethical behaviour, personal and social competence and intercultural understandings. Teachers have high expectation for all students, and clear, explicit learning targets. Teachers plan for differentiated learning that is both developmentally appropriate and challenging. Teachers reflect and engage in collaborative planning, sharing practice, action learning and the ongoing improvement of instruction. Teachers provide learning opportunities that assist students to make meaning of their learning, and connect it to their lives beyond school. Teachers use effective, positive verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. 6 Teachers use effective pedagogical strategies to integrate ICT into teaching programs to make selected content engaging, relevant and meaningful. 4.2 - Learning and Teaching Programs Teachers design challenging, rich, meaningful and differentiated learning opportunities that engage students and promote learning. The school has processes for the design, planning and evaluation of programs and learning experiences, based on data, student need, curriculum and appropriate pedagogy. Teaching programs show integration, continuity and progression within and across grade level, both in content and developmentally appropriate pedagogy. Teaching programs indicate clear expectations and specific targets, and are aligned to school priorities, curriculum documents and student needs. Teachers use a full range of resources. Teachers evaluate teaching and learning programs to inform planning, using evidence from student feedback and student assessment data. School and class programs are reviewed and evaluated for their impact on student learning. Teachers are provided with feedback on the design and implementation of learning programs. Students have opportunities to give teachers constructive feedback about the learning program and their learning. 4.3 - Curriculum The school s Vision and Mission inform and inspire the curriculum. Teachers have an understanding of the broad curriculum, including subject area content, cross-curricular perspectives and general capabilities. There are clear curriculum/learning standards and goals at class and school level, based on the Australian Curriculum. The curriculum allows for breadth and depth of learning and seamless progression within and across grade levels. T H E T A S M A N I A N C A There are opportunities within the curriculum for student choice where appropriate. 4.4 - Religious Education A policy for the Religious Dimension of the school is clearly articulated. This policy draws life from the school s Catholic Culture and Ethos, and outlines how the school is ensuring high quality practice in teaching, learning and programs in Religious Education. It includes: how, in collaboration with parish programs, catechesis leading to the Sacraments of Initiation is supported; challenges presented by the community; arrangements for employees to gain and maintain accreditation; and a plan for the professional learning and spiritual formation of religious educators in the school. The Religious Education (RE) Program details the rationale, how the program is coordinated, time spent on face-to-face teaching of RE etc. It also outlines what will be taught, including a two-year plan for the doctrinal content and spiritual values of the program, explicit links with the general curriculum and outreach activities undertaken by students. 4.5 - Staff Professional Learning The school has a culture of continuous learning, inquiry and improvement, accessing school based and external professional learning opportunities. Staff form a committed professional team, with self-awareness, reflection and in-depth conversations that are focused on improving teaching to improve student learning. There is a professional learning plan focused on ongoing school improvement, which engages teachers in improving teaching practice to improve student learning. Professional learning provides opportunity for sharing and challenging practice in a positive way. School goals and individual staff learning goals are addressed within the professional learning plan. Professional learning opportunities support the implementation and embedding of staff learning through such strategies as action learning, focused dialogue, study groups, coaching, mentoring etc.
Effectiveness of professional learning is regularly evaluated in terms of its relevance to and impact on improving student learning outcomes. Professional learning in Religious Education and for ongoing Accreditation of staff is a whole school emphasis. Staff have opportunities to work in professional learning teams and networks, within and, where possible, beyond the school. 5.0 STUDENT LEARNING AND ACHIEVEMENT Strong leverage in raising student attainment is founded upon staff beliefs and expectations about student learning; ongoing monitoring and evaluation; evidence-based decisions and equity of support; and teaching that engages students and inspires them to learn. 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 capabilities. Students have opportunity to engage with teachers in meaningful, open interactions that support the acquisition of skills for life and learning. Students are supported to work with, learn from and help others through collaborative learning opportunities. Students have opportunities to reflect on their own learning and evaluate their learning progress. There are high and explicit expectations for student learning. Clear and relevant goals, pathways and learning outcomes for all students have been developed by teachers, and where appropriate, with students, and also relevant staff, parents, specialist/service providers. Staff have shared beliefs and understandings about children, their developmental stages and how they learn. 5.2 - Assessment Reporting & Feedback Teachers use assessment as and for learning as well as of learning. Assessment practices provide specific, accurate, constructive and timely feedback to students. The school uses relevant data (eg National Standards, standardized tests, professional reports, school surveys and teacher assessments) to track student learning, inform planning and raise student learning outcomes. Teachers use a range of evidence to improve the effectiveness of learning programs and teaching strategies. Teachers profile and monitor student progress and development at a class level to inform planning. Teachers have a clear understanding of standards for assessment and participate in moderation activities, to support consistent and comparable judgements of student learning. Students are explicitly informed about how to demonstrate achievement and how to improve progress. Reporting is efficient and manageable and meets Government and system requirements. The school uses a range of formal and informal reporting processes to inform parents with inclusive, accessible, accurate information about student progress and achievement. The school is responsive to enquiries from parents/caregivers about their child s progress. 5.3 - Equity The school has an inclusive culture that values all students, addresses their needs and ensures educational, financial and resource commitment to equity. The Equity Policy has established clearly defined roles and organizational structures that focus, combine and coordinate all strategies to meet equity needs in the school and classes. The whole staff takes responsibility for care and education of all students, particularly those who need additional pastoral or educational support. Parents are engaged in collaborative decision making for student learning. Regular meetings between relevant parties monitor progress, provide feedback, plan future goals/ directions, and communicate and share information. Teachers track and record progress of students using a variety of external, standardized or school based assessment data, to inform and communicate with relevant staff and to plan targeted learning opportunities. Teachers monitor student behaviour in a variety of contexts. The school provides for the skills development and specific equity learning needs of staff. Processes are in place for the development, management and implementation of Individual Education Plans, funding applications, referral and consent forms etc. Teachers differentiate the curriculum and learning opportunities, and target interventions to meet the particular needs of students. The school provides resources to support an inclusive learning environment. There is a process in place to support the transition of students eg class-to-class, school to-school and beyond. T H E T A S M A N I A N C A 7
5 Emmett Place, New Town, Tasmania, 7008 PO Box 102, North Hobart, 7002 TEL: (03) 6210 8888 FAX: (03) 6210 8844 ceo@catholic.tas.edu.au www.catholic.tas.edu.au 8 T A S M A N I A N C A T H E T A S M A N I A N C A