2011 annual report to the school community - sunbury report... · 2011 annual report to the school...

2011 Annual Report to the School Community

Salesian College Sunbury

Registered School Number: 1299


2011 Annual Report to the School Community 2

College Contact Information

Address:

Macedon Street, Sunbury, Victoria 3429

Principal:

Mark Brockhus

Parish Priests:

Fr Kevin McIntosh (Sunbury) Fr Gerard Spillane (Gisborne)

School Board Chair:

Fr Phil Gleeson

Telephone:

03 9744 0000

Email:

[email protected]

Website:

www.scr.vic.edu.au



Our College Vision Salesian College is an inclusive and welcoming Catholic Faith Community in the spirit of St John Bosco. Here at ‘Rupertswood’ we take pride in our unique heritage and environment. We value engagement and excellence in learning for a life committed to making a difference in our world. We are welcoming Community that fosters an atmosphere of joy and optimism. We strive for engagement in Learning for which we are collectively responsible. We promote the pursuit of Excellence in all aspects of life. We are inspired by our Faith to serve others and develop as resilient, thoughtful and caring citizens of the world. “A Faith Community committed to Excellence in Learning”

Saint John Bosco, Founder of the

Salesian Congregation

College Overview Salesian College Sunbury is a Catholic Co-educational Secondary College which occupies the spacious grounds of ‘Rupertswood’ which comprises 405 hectares. This property once owned by Sir William Clarke and his family, was purchased by the Salesian Order in 1927. In February 1929 a fledgling boarding school was established, and in April that same year Salesian College ‘Rupertswood’ was officially designated as a Registered School in the State of Victoria. The ‘Rupertswood’ property has a significant history and, along with its Historical Mansion and rich heritage, it also includes the site of sacred Aboriginal Rings and the more recent reputation of being the ‘Birthplace of the Ashes’. The school now has an enrolment of over 1050 students from the local Sunbury area and surrounding townships. These young men and women are educated and cared for by approximately 135 dedicated staff-members.



Significant achievements in 2011 included:

• Introduction of iPads for all teaching staff

• Introduction of iPads for Year 9 students

• Introduction of a staff lead Project Team (with guidance from Insight SRC) to lead the College

through a review and improvement process

• Revamp of our Library

• The launch of our new College Website

• Further development of our Parent/Teacher online booking system

• Introduction of independent Study Skills sessions for senior students

• Introduction of meetings with parents and students in Years 11 & 12 to encourage and support

them in their journey to succeed in the VCE.

• Improved connection/relationship with our local Primary Schools

• Implementation of regular School Tours for interested Applicants

• A new Peer Support Program was developed

• A Pastoral Program was developed including study techniques, relationship building and anti-

bullying programs

• Upgrading of School Wi-Fi Network



Education in Faith Religious education at Salesian College has the goal of engaging students in making sense of, and gaining meaning from, everyday life in the light of the teachings of the Catholic Church, at the hear of which is belief in Jesus Christ. We are also inspired by the philosophy of St John Bosco and the ethos of the schools run by the Salesian Order he founded. We strive to include students who come from other Christian denominations, different faiths and those who have experienced little or no prior formal religious education. Faith is a gift from God and whilst we seek to nurture faith in God through the power of the Holy Spirit, we recognise the integrity of every student’s individual faith choice. Goals and Intended Outcomes Salesian College identified six goals broadly related to Education in Faith

1. That a clearer understanding of the relationship between the Salesian charism and the

Catholic tradition be developed. 2. That R.E. courses continue to both challenge and meet the needs of students. 3. That opportunities for staff to engage in faith formation continue to be provided. 4. That students, especially at Year 7 who have not attended a Catholic primary school, receive

an induction into basic Catholic beliefs, sacraments, prayers, rituals and Church organisation. 5. That there be a special focus on students who wish to express their faith and exercise faith

leadership. 6. That school links to the Parish and the wider Church community be enhanced.

Achievements in 2011:

• Introduced RE Program to Year 12 students.

• Develop iPad friendly curriculum materials for Year 9 RE.

• R.E. Course outlines reviewed and rewritten

• All staff presented with a book about the Salesian Founder, St John Bosco

• Bibles formally presented to every Yr 7 student at the beginning of the year

• Program of R.E. accreditation opportunities offered at Rupertswood and increasing the number of staff accredited to teach Religious Education by two, and accredited to teach in a Catholic school by one.

• Staff Retreat on the theme of “The Beatitudes”

• Strenna theme for 2011 highlighted at College masses

• Certificates presented to students who helped plan liturgies, perform a role at a liturgy or have

prayers published

• Establishment of Liturgy and Social Justice Captains with associated Student Action Teams

• Facilitated students attending OzBosco and Salesian Leadership camps

• Regular meetings between Parish associates and the primary and secondary schools’ Religious Education personnel



Learning and Teaching We believe that every student can learn, given the opportunity. Our dynamic learning and teaching environment encourages positive engagement as all seek to gain further understanding of the world in which we live. The programs and activities on offer at the College cater for the individual needs of each of our students. Our balanced, broad and challenging learning environment seeks to prepare students for our ever-changing world. Throughout 2011 Salesian College’ focus was on the following key goals:

• Improvement in VCE results • Greater engagement of students in Years 7 to 10 • Improvement in NAPLAN results in Years 7 and 9 • Reduction in disruptions to learning • Improvement in ICT use by teachers & students

Achievements YEAR 7 NAPLAN TESTING % of students at or above the Minimum Standards 2009 2010 9-10

Change 2011 10-11

Change Reading 99.3 98.9 .4 100.00 1.1

Writing 99.3 98.9 .4 96.9 -2.0

Spelling 99.0 97.8 -1.2 96.9 -0.9 Grammar 99.0 94.4 -4.6 99.5 5.1

Numeracy 99.5 98.9 -.6 99.5 0.6

YEAR 9 NAPLAN TESTING % of students at or above the Minimum Standards 2009 2010 9-10

Change 2011 10-11

Change Reading 99.5 99.5 0 98.9 -0.6

Writing 97.8 96.6 -1.2 97.7 1.1

Spelling 97.3 92.1 -5.2 98.8 6.7 Grammar 99.5 98.9 -0.6 99.4 0.5

Numeracy 100 98.9 -1.1 98.3 -0.6

MEDIAN NAPLAN RESULTS (Estimated VELS Equivalent Score) for YEAR 9 % of students at or above the Minimum Standards 2009 2010 9-10

Change 2011 10-11

Change Reading 5.45 5.38 -0.07 5.46 0.08

Writing 4.62 4.47 -0.15 0

Spelling 4.71 4.75 0.04 4.89 0.14 Grammar 4.8 4.78 -0.02 4.85 0.07

Numeracy 4.76 4.65 -0.11 4.57 -0.08

Student Retention Rate The College’s retention rate of 69.89% in 2011 is based on students retained from Years 9 to 12.



Victorian Certificate of Education (VCE) The mean study score for Salesian College in 2011 was 28.56 compared to 29 in 2010 and 31 in 2009. 3.4% of study scores were above 40 compared to 5% in 2010 and 2009. Below is the mean study scores and percentage of study scores of 40 or more over the last three years:

Year Mean Study Score

Percentage of Study Scores 40 or more

2011 29 3.4 2010 29 5 2009 31 5

Sixteen students received an ATAR of 80 or more (13% of students) compared to 25 in 2011 (19% of students) and 32% in 2009. Five students received an ATAR of 90 or more with Leigh Bradley being Dux with a score of 94.85. Leigh’s results were: Literature 34, Japanese 27, History 43, Business Management 45 and while in Year 11, 2010 Legal Studies 39 and Religion and Society 41. The VCE completion rate in 2011 was 98% and VCAL was 100%. Pathways In 2011, 72% of all Year 12 students applied for a course through VTAC. The other 28% of students, some of whom were senior VCAL students, applied for pre-apprenticeship programs directly to TAFEs, received offers of employment (apprenticeship, traineeship and full-time work), or are studying/working part-time while looking for mid-year TAFE/University entry or employment later in the year. Of the 95 students who applied through VTAC, 69 received an offer for a University level course and 26 received an offer for a TAFE level program. The most popular Universities were: ACU, RMIT, VU, Latrobe University, while the most popular TAFEs were: William Angliss, NMIT and Kangan. With the school being registered for advanced entry programs at RMIT, Latrobe, ACU and VU, students had considerable success in receiving conditional offers before the ATARs were released. The most popular types of courses for students were: Sciences/Health Sciences/Nursing, Teaching, Sport and Exercise Science, Hospitality/Events Management, Business and I.T., and Creative Arts/Media. Learning Support CEO review of Learning Support Department:

• The Learning Support Coordinator requested a review of the department: structure, operation, procedures and policies.

• Principal instituted a CEO review which made specific recommendations for the development and future direction of the department.

• As a result the department was renamed Learning Strategies to reflect the teaching and learning component and was relocated to a central, modern, more appropriate facilty.

Funded students:

• PSGs were held each term for all funded students with students and parents. • Recommendations and strategies were followed through by subject teachers.



Unfunded students with additional learning needs: NAPLAN data informed us that there were some students who needed targetted spelling sessions. These students were withdrawn from elective classes over a 12 week period to participate in small group targetted teaching sessions designed to strengthen the range of spelling strategies they relied upon when reading and writing. ACER testing: In the past students have been assessed using ACER tests for comprehension, vocabulary and maths in Year 7 during camp week. It was determined that the information these tests provided was coming through too late so dates were brought forward and testing was conducted over 3 Saturday mornings in August 2011. Data gained was used to determine class groupings to ensure an even ability spread. Students with additional learning needs (both highly able and learning difficulties) were identified from this information. LOTE Report Events that students took part in during 2011 included:

• Trip to Italy in September • LOTE Day for Year 8 students • LOTE Camp for Years 9-12 Students • Students from our Sister School in Trento visited for 3 months • At the end of the year, two of our students went to our sister school in Trento for an immersion

program and one student went to Toho Senior High school for 5 weeks. • LOTE students also participated in the ACER Language Competition and the Dante Alighieri

Poetry Competition. • Year 10 students visited the National Gallery and explored Renaissance paintings • Year 10 students took part in the VATI performing Arts competition • Years 10-12 Italian students collaborated with the University of Melbourne’s Italian department. • We also welcomed our Italian language assistant for 6 months.

E-Learning Main achievements in 2011:

• Students instructing staff on a range of ICT programs and activities. • Further installation of Interactive Whiteboards • Parent Information Night regarding Year 9 iPad program • Students making far greater use of ICT in folio subjects • Introduction of personal iPads for all Teaching staff

Sport Report Salesian College continued to develop its sports opportunities in 2011. The College had some excellent results in a range of sports competing in the Sports Association of Catholic Coeducational Secondary Schools (SACCSS).

• Salesian won the senior tennis competition and the tennis aggregate pennant for 2011. • In the swimming carnival at Melbourne Sports and Aquatics Centre the College won the juniors

girls, junior aggregate and intermediate girls’ pennants with some notable individual performances.

• The senior boys AFL football once again dominated the competition and won the trophy for the third year in a row.

• Cross Country was also a successful competition for the Salesian team consisting of eighty students. The intermediate boys won their team event and the junior boys and girls won the overall aggregate pennant.



• SACCSS Athletics saw Salesian dominate the division two competitions. The junior squad won

all three of the pennant and a trophy in their section. The senior and intermediate girls won their sections. The squad also had three age champions in this event.

The College also entered a Snow Sports team in the Victorian Snow Sports Championships for the first time. The participants qualified for the National Snow Sports at Falls Creek and did very well. Other achievements throughout the year were seen in the Chess team, Netball team and Basketball teams. The College also assisted in the provision of junior and intermediate students to referee a local primary school basketball competition which was very much appreciated by their organisation. The Sports Department is hoping to build on the achievements of what was a very successful sporting program in 2011.



Student Wellbeing In accordance with the fundamental ethos of the College and its ongoing commitment to the education of young people, it continues to maintain a strong focus on the wellbeing of all students. The College understands that the wellbeing of each student comprises their social, emotional and cognitive dimensions and translates into the achievement of meaningful learning outcomes and maximises personal levels of academic engagement and achievement. The main goals and intended outcomes in the area of student wellbeing in 2011 were as follows:

1. That there be an improvement in student leadership capacity and involvement. 2. That we develop a culture where students strive for maximum achievement in all areas of the

school. 3. That there be an improvement in student classroom behaviour. 4. That there be an improvement in the College’s approach to the ongoing identification,

monitoring and follow up of all students ‘at risk’. Key achievements were as follows:

• Student leadership structures in schools were investigated and the Student Action Groups were opened up to all students who wish to be involved. A new structure was established and put in place for 2012.

• A formal Peer Support Program was developed which enabled Year 9 students to be trained

as leaders that would assist Year 7 students with their transition into the College in 2012. • After school study skill workshops were offered to students throughout the Year and a

commitment was made to expand on this program of workshops in 2012. • A new pastoral program for all students was drafted incorporating study techniques and skills

as well as relationship building and anti-bullying programs. The program is to be enacted in 2012.

• A new award certificate structure was established that recognised the achievement of students

across all areas (with folders to be given to new Year 7’s in 2012) • Professional Dialogue Groups and ongoing Professional development activities were regularly

incorporated into staff meetings. These enabled staff to share their ideas, learning and concerns, and support each other in endeavouring to improve their classroom practices and effectiveness. Understanding the new Pastoral Care & Behavioural Expectations policy and Restorative Practices was a focus.

• Work began on reviewing the Homegroup Leader role description and clear expectations of all

classroom teachers with regard to student management were developed throughout 2011 to be enacted in 2012.

• A new whole school software package for the College was investigated throughout 2011.

DayMap is the package that the school has chosen to go forward with in 2012. It will support the both Pastoral dimension of the College as delivered through the House system and the Teaching and Learning needs of all students and teachers. Plans were put in place to begin rolling out this software from the first day of the school year in 2012.



Student Satisfaction According to the 2011 Insight SRC data it is the perception of students that:

• They are being prepared well for their future • Their teachers want to help them learn and do their best • They are happy and belong at this school • They are keen to do well, are trying hard and see it as important to complete their education • They experience success at school • They get on well with other students at school and their friends care about them • They have opportunities to reflect on their faith, learn about the Catholic Faith, Celebrate Mass

and participate in prayer. Also, other Key areas of student and staff satisfaction are:

• Students appreciated the greater opportunities in the area of student leadership. This was evident by the large number who applied for leadership positions and volunteered to be part of the Action Teams.

• All Year 9 students engaged in the introductory components of the Peer Support Program and

about half of all Year 9s went on to complete the training to become Year 10 Peer Support Leaders in 2012.

• A large number of Year 10, 11 and 12 students took part in study skills workshops and many

commented that they found them very useful. • Many students have been awarded with various certificates which recognise their efforts and

achievements and have shown their appreciation. • Teachers have embraced the opportunities for Professional Dialogue and enjoyed the chance to

share with their colleagues. • Students provided very positive feedback in relation to the camps and trips conducted at various

year levels, especially Year 7, 9 & 12 Camps/Retreats, Year 10 Kakadu trip, Year 10, 11 & 12 Outdoor Education trips.

• Students gave positive feedback about all Feast Day activities. • Students at all year levels gave positive feedback about the ‘Reach’ wellbeing days. • Very positive feedback was given by students, parents and staff regarding Year 11 Presentation

Ball and Year 12 Graduation Mass and Dinner celebrations. It is pleasing to see the high level of student satisfaction is reflected in student attendance rate of 93.15% for 2011.



Leadership and Management In keeping with the guiding principles and spirit of St John Bosco, Founder of the Salesians, the leaders and educators of Salesian College strive to develop his educational system “which is based on the fundamentals of Reason, Religion and Loving Kindness and characterised by the importance of friendship, understanding and confidence between teacher and student”. They aspire to carry on Bosco’s work today in the local setting of Sunbury and continue to inspire the young to become “good Christians and honest citizens”. Furthermore, they seek to offer their students “a first-rate education in a positive learning environment, whilst forever remaining faithful to (the College’s) Christian principles, Salesian foundations and Australian heritage”. Goals and Intended Outcomes:

1. That leadership within the College be more strategically focused. 2. That the process of decision making, consultation and communication be more effective and

better understood by all. 3. That role clarity be enhanced. 4. That staff receive regular feedback on their classroom and leadership performance.

5. That staff formation, development and efficacy be improved in all areas.

6. That staff perception of empowerment be enhanced.

Achievements:

• The attendance rate for Teaching Staff is 91.81%. • Staff on leave for all or part of the 2011 year included 8 staff on Maternity Leave and 21 staff

on Long Service Leave for one school term or less. • The Retention Rate for Teaching Staff from 2009 to the 2010 school year is 93.1%. This is a

1.34% increase from the previous year. • All Ancillary Staff participated in Annual Performance Reviews. • An external review of Ancillary Staffing levels and role descriptions was conducted. • InsightSRC engaged to lead the College Leadership Team through a process of review &

evaluation of structures, communication, meeting styles, etc. This included 360 performance reviews of senior leaders and the appointment of ‘feedback’ coaches.

Professional Learning In 2011 professional learning was a major focus and staff participated in a range of professional learning activities. From a teaching perspective we continued with the theme of ‘Improving Classroom Practice’ and pedagogy, with more of a focus on ICT. Our whole staff professional development days focused on;

• ‘Building ICT Competencies’ presented by our own staff. We all chose 3 sessions to attend that were run by different staff. In the afternoon we had some student ICT-helpers join us for some 1:1 training.



• ‘Putting zest back into the classroom’ presented by learning consultant Tony Ryan. Tony spent

time talking about classrooms of the future and the role of technology. He shared many of his favourite Apps, in anticipation of our staff iPad deployment and also discussed the importance of taking care of ourselves. On this day non-teaching staff participated in a two hour session on ‘Workplace Training Stretching & Lifting’ led by an organisation called Shining Light. In the afternoon non-teaching staff participated in CPR training and were shown how to use the defibrillator at the stadium. Our ICT staff spent this day working with Mac1 to prepare for our iPad deployment.

• ‘Translating Learning into Action’ which was run by our Professional Learning Coordinator and

was a day of reflecting on the learning that had taken place over the past two years. The emphasis on this day was how are we going to use this learning to improve our practice and time was spent revising our curriculum.

In 2011 we introduced Thursday afternoon PD sessions and staff were able to sign up to sessions that interested them. Every fortnight on a Thursday there would be four or five sessions on offer. Some of the sessions were;

• Interactive Whiteboard Flipcharts • UV schools & the skin scanner • iPad Training • CNA and Scootle • Google, Diigo, iPads & other groovy things! • Using your iPad as a chronicle • Learning 2 Learn – Building Learning Power • Differentiating the Curriculum • Blogs & Blogging • The Impact of and Importance of the Second Vatican Council

We also completed;

• Asthma Friendly School Accreditation • First Aid and CPR certificate updates • Accredited anaphylaxis training

In the middle of 2011 the leadership team employed Insight SRC to work with us in response to our 2010 School Improvement Data. This took up a great deal of our professional learning as an entire school. Insight SRC worked with members of the leadership team to provide professional learning and assess their leadership capacity using a 360o survey. Insight SRC also worked with us to establish a project group, who were selected by all staff to drive school improvement. As well as our whole school initiatives many staff also participated in their own professional learning attending sessions like;

• Running an English Department • Teaching the Australian History Curriculum • Pool Life Guard Update • Regional Mathematics Leadership Cluster (Secondary) • Science of Teaching and Learning Program • Inquiry Based Learning – VCAL

In 2011 a total of $49,763.69 was spent on Professional Learning which equates to approximately $355.45 per staff member (based on 140 staff).



Teachers' Qualifications

Level This School Like Schools All Schools

Degree - Doctorate 1.14% 0.87%

Degree - Masters 14.77% 14.29%

Diploma - Graduate 40.91% 43.12%

Certificate - Graduate 3.41% 5.69%

Degree - Bachelor 79.55% 79.24%

Diploma - Advanced 22.73% 23.43%

No Qualifications Listed 6.82% 10.78%

Teacher Satisfaction According to the 2011 Insight SRC data it is the perception of staff that:

• There is a good team spirit in the school • They are clear about their professional responsibilities • They can rely on their colleagues for support and assistance • Their personal goals are in agreement with the goals of the school • They are encouraged to pursue further professional development • There is constant pressure for them to keep working • Students are generally well behaved and treated with respect • Strongly believe they can make a difference to student learning and wellbeing • They have the opportunity to reflect on their faith, learn about the Catholic Faith, celebrate

Mass and participate in prayer.



College Community Goals and Intended Outcomes: The College seeks to be a place where all those in the community feel a sense of welcome and belonging. It is important that the school is working to meet the needs of those in the community and, as such, values the involvement, contributions and feedback of all members in our community. In the area of College community, the goals and intended outcomes in 2011 were as follows:

1. That the channels of communication between school, home and parish community be enhanced.

2. That parental involvement be increased. 3. That ways of utilizing the skills of parents to enhance the curriculum offerings of the school will

be explored. 4. The profile of the Parents & Friends Association be further developed 5. There will be a continued development of the Past Pupil Functions 6. That the College will continue to seek ways of providing a Catholic Education to those in need.

Achievements: The key achievements were as follows:

• A new college website was established • A new Parent Calendar was developed for 2012 • There has been more effective use of email between staff and parents • A new communication package (DayMap) was investigated and set up for use in 2012. This

package will enable the use of an SMS facility for emergency parent contact. • The use of the Parent Teacher Online Booking system was continued and enhanced for all

Parent-teacher interview scenarios. • The Year 7 Transition Day welcome by the Parents & Friends Association continued. • Develop structured Parent Programs for 2012 • A college Open Evening was held in September. • The College Principal hosted regular meetings with Principals from the local Catholic feeder

schools. Staff from these schools also engaged in shared discussion and Professional Learning with our teachers. Our students and staff were involved in visits to these primary schools as part of the Transition program.

• A special information night was held for year 8 parents and students regarding the use of Ipads

for Year 9s in 2012. • Expanded P/T interviews planned for 2012

• Transition interviews were conducted for all students returning to the college in 2012 to review

levels of academic achievement and set goals and expectations for next year.



Parent Satisfaction According to the 2011 Insight SRC data it is the perception of parents that:

• Their children get on well with their peers and other students at the school • The education programs and subjects at the school are suitable for their children • Students are developing good social skills • The school is always striving to improve • Students are well prepared for the next stage in their education • Academic standards provide adequate challenges for students • Are comfortable about approaching the school about any concerns • Overall, they are satisfied with the education students receive from the school.

Other key indicators of parent satisfaction include:

• Feedback from parents regarding the new website and parent calendar has been positive. • Feedback regarding the use of Parent Teacher Online as a booking system has been very

positive and the numbers in attendance at these events has increased significantly to around 80% of parents.

• Parents comment that they see the greater use of email as an effective form of

communication. • Parents were very positive about the use of Ipads in Year 9 2012. • The numbers of parents attending Parents & Friends meetings is increasing. • There is a more effective communication between our college and our local Catholic primary

school. The feedback in this regard has been very positive. • Very large numbers attended the Open Evening and the feedback regarding this event from

students, parents and staff was very positive. • The feedback from parents regarding major events such as Year 11 Presentation Ball, Year 12

Graduation Mass & Dinner, the School Production and the Annual Presentation Night were all very positive.

• The transition interviews were appreciated by parents and students.



Financial Performance Financial Performance for the year ended 31 December 2011

Modified Cash $

Recurrent income Tuition

School fees 2,823,532

Other fee income 1,405,842

Private income 358,950

State government recurrent grants 2,187,460

Australian government recurrent grants 6,895,480

Total recurrent income 13,671,264

Recurrent expenditure Tuition

Salaries, allowances and related expenses 9,289,246

Non salary expenses 3,393,616

Total recurrent expenditure 12,682,862

Capital income and expenditure Tuition

Government capital grants 161,054

Capital fees and levies 1,311,987

Other capital income 9,695

Total capital income 1,463,346

Total capital expenditure 982,221

Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Tuition

Total opening balance 7,179,337

Total closing balance 6,697,371

Notes:

Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors.



Future Directions

Key Goals for the 2012 Salesian College Annual Action Plan Education in Faith:

1. Create a parent forum for the exchange of ideas in Education in Faith. 2. Improve the links between the school, the local Parish and the wider Church community. 3. Develop a clearer understanding of the relationship between the Salesian charism and the

Catholic tradition. 4. Encourage greater engagement of staff and students in faith in action activities, with a special

focus on faith leadership. 5. Develop programs (ie. Sacramental) to support students who did not attend a Catholic School. 6. Provide further opportunities for staff to engage in faith formation. 7. Improve curriculum and pedagogy in Religious Education.

Learning and Teaching:

1. Improve Student Learning Outcomes • Transition interviews for Yrs 10-11 & 11-12 • Provision for supervised study (Yr 12) • Study Skills Program for all Yr 12s • Results analysis (VCE & NAPLAN) • Introduction of Year Level Learning Leaders, 7-8, 9-10, 11-12

2. Improve student engagement in learning

• Teaching styles / Peer Coaching • Extension classes • iPad provision for Year 9 • Literacy & Numeracy Co-ordinators • Building Learning Power • Introduction of new VCE subjects • Year 9 Programme • Curriculum Documentation • National Curriculum • Subject selection prerequisites

3. Reduce disruptions to learning

• Calendar & timetable review • Introduction of 10-day timetable • Longer lessons (doubles)

4. Improve provision of Learning Strategies and Pathways for all students

• Increase in staffing • Gifted & Talented programs • Improved VELS B processes • Year 9 ‘Shadow Days’

Student Wellbeing:

1. To improve student leadership capacity and involvement • New leadership structure • Staff extracurricular involvement encouraged

2. To develop a culture where students strive for maximum achievement

• Greater recognition of student achievement • Introduce new pastoral program, 7-12, with a focus on goal-setting & achievement



3. To improve student classroom behaviour

• Ongoing support for staff in Restorative Practices • Improved policy & guidelines for student management • Time-Out Policy • Improved reporting methods

4. To improve the identification, monitoring and follow-up of students at risk

• Introduction of Year Level Learning Co-ordinators to track student progress • Improvements to Student Services [counselling, careers, learning strategies, student

reception] • Introduction of electronic role-marking and SMS attendance notification

Leadership and Management:

1. To improve the strategic focus of leadership within the College • Re-structure of College Advisory Board • Changes to Executive Team meetings • PD for staff on POLs • Ongoing leadership development with InsightSRC

2. To improve role clarity of all staff members

• Publication of new role descriptions • Redevelopment of College Handbook • Development of role-description for classroom teachers

3. To provide regular and ongoing feedback on workplace performance

• Introduction of coaching & 360 reviews for senior leaders • Strengthening of Annual ARM process for all staff • Introduction of Peer-Coaching model for teaching staff

4. To broaden the definition of leadership

• Encourage innovation amongst staff • Increase participation in Staff Meetings

School Community:

1. To improve the channels of communication between school, home, parish and the wider community.

• Introduce new Parent Calendar • Launch new College website • Introduction of DayMap • Increase opportunities for parent/staff/student feedback • Greater collaboration with Parish Primary Schools

2. To increase parental involvement in the school

• Continue to enhance the work of the P&F • Introduce more opportunities for involvement [working bees, sports supervision] • Parent forums & discussion groups

3. To improve the connection with the Past Pupils Association

• Appoint a staff member to the role of Alumni Co-ordinator • Involve past pupils in the development plans for the new chapel

4. To improve the provision of Catholic education to those in need

• Continue to provide financial concessions to families in need

2011 annual report to the school community - sunbury report... · 2011 annual report to the school...

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