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Catholic Identity and Mission
Contemporary Learning Framework: Christ-centred learning communities immersed in the mystery of God’s presence
AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community
National School Improvement Tool: School-community partnerships
Goal 1 Further embed and celebrate our Catholic culture and rich tradition Responsibility Timeline
Strategy 1 Embrace and embed outcomes from the PROCLAIM process
Outcome A parish vision for evangelisation within the specific Byron Bay context underpins the Catholic culture of the school
All staff effectively engage in the process of evangelisation Staff formation builds a deeper understanding of the Catholic faith and traditions
Leadership team and parish priestWhole staff
Leader of Catechesis
2014-2016
Strategy 2 Implement a program within the school framework that enables children to connect personally with Jesus; to love like Jesus
Outcome Making Jesus Real or similar program is effectively implemented Students can use a common language to articulate the role Jesus plays in their lives
Leader of Evangelisation 2015
Strategy 3 Educate, engage and inform parents about the Catholic faith
Outcome Parents are well informed about the weekly Catholic life of the school and parish A variety of engaging media is used regularly to educate families about Catholic beliefs and
practice Parents clearly understand the content of their child’s Religious Education program
Leader of Evangelisation & CatechesisClassroom teachers
2014-2015
Strategy 4 Strengthen and celebrate Catholic identity and tradition within the school community
Outcome Students and families understand and can connect with the school framework, Loving Like Jesus, Growing as Friends, Learning for Life, through language, song, prayer and symbol
The school’s patron, charism and history are reflected within the school framework Important and relevant Catholic symbols, images and icons are understood and have a
strong presence in our school The school and parish community celebration of the school’s centenary is a significant life-
giving, community-building event
Leadership Team & staff
Leader of Catechesis
Committee established by Parish Council and School Forum
Ongoing
2015-2016
Catholic Identity and Mission
Contemporary Learning Framework: Christ-centred learning communities immersed in the mystery of God’s presence
AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community
National School Improvement Tool: School-community partnerships
Goal 2 I Increase engagement in Catholic practices and celebrations Responsibility Timeline
Strategy 1 Empower members of the school community to more regularly participate in the parish Celebration of Eucharist
Outcome St Finbarr’s students continue to participate in relevant ministries at a regular Saturday night Family Mass
St Finbarr’s school community members participate in church ministries where possible An increased number of families regularly participate in parish mass Students are more engaged in liturgy The School Forum and class parents support regular family mass
Leader of Evangelisation
Class parent coordinator
2014 - 2015
Strategy 2 Build a repertoire of appropriate liturgical music in collaboration with parish priest
Outcome Understanding shared by school and parish as to appropriate liturgical music School and class liturgies are enhanced by music drawn from a large bank of appropriate
liturgical music
Leader of Catechesis & Evangelisation
2014 – 2016
Strategy 3 Establish a sacred space for prayer and reflection within the school grounds
Outcome Individual students and classes regularly use a shared space reserved for prayer & reflection Leadership team 2016
Strategy 4 Develop a renewed approach to the Parish School Sacramental Program
Outcome The timeline for following year’s Sacramental program is established by the first week of term 4 each year
Clearly defined roles of leaders involved in the program ensures strong direction The Sacramental Program and student preparation for reception of the sacraments follows a
clearly identified parish school outline
Parish priest, sacramental coordinator, Leader of Catechesis
2014
Community
Contemporary Learning Framework:A learning community built on strong partnerships that connect, challenge and collaborate
AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community
National School Improvement Tool:School-community partnerships
Goal 1 Strengthen partnerships between school, families and community to improve student outcomes Responsibility Timeline
Strategy 1 Provide regular opportunities to seek and listen to feedback from the school community
Outcome Timely formal interviews and meetings regarding student progress are a feature of the school An annual satisfaction survey is provided to families Parents and students access a variety of means of providing feedback regarding any area of
school life
Principal, teachersPrincipalForum chair
Class teachers
2014
2014 - 2015
Strategy 2 Engage parents and carers as active participants in their children’s education
Outcome Opportunities for family participation are regularly reviewed and canvassed School structures ensure that parents are welcome, that their involvement is valued and that
participant roles are clearly defined and easily accessible Parish School Forum processes, the means by which parents actively participate within the
school community, are reviewed and renewed Diocesan Parent Assembly representatives engage parents in the wider education community
Principal
Parish School Forum team
Leader of Evangelisation
2014 -2017
Strategy 3 Seek partnership opportunities to enhance student learning and wellbeing
Outcome Parents and families participate as integral members of the school community and partners in Staff 2014
their children’s education Strategic partnerships with community groups, local businesses and schools improve
opportunities and outcomes for St Finbarr’s students Partnership goals are clear and their effectiveness is regularly evaluated
Leadership teamCoordinators
2014-2018
Strategy 4 Embed clear and effective communication systems and processes across the school community
Outcome The school calendar, website, moodle, app and future media are regularly updated and utilised effectively for communication between school and home
Parent information sessions, workshops, website clips and newsletter items are regularly provided regarding school initiatives and updates
Parents and carers can effectively and appropriately communicate with their child’s teacher regarding their children through a variety of means
The school’s Grievance Policy is easily accessible on the school website
PrincipalAssistant PrincipalLeadership team
2014 -
Strategy 5 Support further connections between families to enable all to grow together as friends
Outcome The purpose of the class parent role and availability of parents to enact this role is reviewed Family social activities are promoted and supported
PrincipalParish School Forum
2014 -2015
Community
Contemporary Learning Framework:A learning community built on strong partnerships that connect, challenge and collaborate
AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community
National School Improvement Tool:School-community partnerships
Goal 2 Promote and develop the well-being, diversity and capacity of all staff Responsibility Timeline
Strategy 1 Review school processes to promote an appropriate emphasis on creating work-life balance
Outcome Effective forward planning processes ensure that time and energy is limited to annual school priorities
Effective work-life boundaries are established by the school, communicated to the community, maintained by staff and supported by the school leadership team
Effective time management skills are utilised by all staff Protocols exist to ensure that staff are able to effectively manage their work schedule
PrincipalLeadership team
2014-2016
Strategy 2 Collaboration is encouraged and supported to assist with meeting reasonable expectations of the learning community
Outcome Collaboration is a feature of each Professional Learning Team Release from face to face teaching and regular staff meetings are structured in ways
that provide opportunities for teacher collaboration Resources are utilised to provide term planning time for each stage team
Leader of PedagogyLeader of CurriculumPrincipal
2014 -
Strategy 3 Effective processes, aimed at reducing the impact of administrative tasks on teaching and
learning time, are developed, implemented and supported
Outcome Resources are utilised to provide admin support to class teachers at critical times of the year
Student rolls are managed efficiently through electronic means The impact of admin tasks on classroom teaching and learning is minimal
Principal,Assistant Principal
2014 - 2015
Strategy 4 Ensure that all staff are energised by focussing our collective attention to the school’s priorities
Outcome Priority is given to the agreed upon actions of the annual plan Successes are regularly celebrated The school forum supports the school’s annual plan priorities
Leadership team
2014 -
Organisation
Contemporary Learning Framework:Learning community built on strong partnerships, Engaging adaptive environments
AITSL Standards:Engage professionally with colleagues, parents and the community
National School Improvement Tool:A culture that promotes learning, School-community partnerships
Goal 1 Strengthen the accountability structures at St Finbarr’s Responsibility Timeline
Strategy 1 Communicate to the school community clearly defined roles for all staff
Outcome All teaching, support and leadership roles are clearly outlined and made available to all members of the school community
All staff participate in annual goal setting and role review processes
Principal 2015
Strategy 2 Ensure that all staff members have an understanding of the school’s budget process and are aware of finances available that are relevant to their role
Outcome The draft school budget for the following year is presented to staff each October for feedback Staff receive an end of term budget update on classroom and KLA finances to assist decision
making regarding ongoing planning and resource acquisition priorities All staff with responsibility for specific budget lines manage and report on those finances each
term The school budget is closely monitored by the Parish Finance Committee The Parish School Forum budget and fundraising achievements are communicated to the
school community sare
Principal
Responsible staff
Principal, Fr AnthonyParish School Forum
Annual Process
Strategy 3 Ensure that parents are warmly engaged as partners in the promotion of student learning and wellbeing through a variety of effective communication channels
Outcome Learning initiatives are publicised through a variety of media Leader of Annual
Families receive a letter at the beginning of each term outlining the curriculum program for their child’s class
Parents engage in productive and effective information sessions each year Effective and consistent systems are used by each class teacher to regularly communicate
student growth
Curriculum, Leader of PedagogyClass teachersParish School forum
Process reviewed each year
Organisation
Contemporary Learning Framework:Learning community built on strong partnerships
AITSL Standards:Engage professionally with colleagues, parents and the community
National School Improvement Tool:A culture that promotes learning, School-community partnerships
Goal 2 Ensure systems are in place to regularly review current practices and modify plans for future development
Responsibility Timeline
Strategy 1 Review all educational initiatives and align with our school vision for learning
Outcome Learning at St. Finbarr’s is directed by the school’s vision for learning Energy and time is given to those activities and initiatives that can be demonstrated as having
a significant effect on student learning growth
All staff Annually
Strategy 2 Ensure that the annual budget for acquisition of school resources prioritises student learning growth and flows directly from the school’s Facilities Master Plan and Strategic Management Plan 2014-2018
Outcome The Facilities Master Plan is reviewed annually in consultation with staff, School Forum and Parish Finance Committee to address the school’s changing needs and priorities
Annual school budget priorities are aligned with the Facilities Master Plan A technology master plan guides effective long-term provision of classroom devices and
infrastructure Environmental stewardship is a feature of the Facilities Master Plan
Principal
Leadership team
2014Ongoing
Strategy 3 Conduct an annual audit on the human and physical resources of two Key Learning Areas (KLAs)
Outcome Audits aligned with the KLAs introduced each year through the implementation of the Australian Curriculum in NSW inform the school budget
Teachers in each stage team are clearly aware of KLA resources available to support their classroom teaching and learning programs
School staff Each semester Ongonig
Strategy 4 Annually review two school policies, considering feedback from all members of the school community
.
Outcome School policies are up-to-date, relevant and effective and understood by students, staff and parents
AP One policy per semester
Teaching and Learning
Contemporary Learning Framework: Leadership for learning, Learning community built on strong partnerships
AITSL Standards:Professional engagement (standards 6 and 7)
National School Improvement Tool:Explicit improvement agenda, Culture that promotes learning, An expert teaching team
Goal 1 Build a positive and caring community and culture that improves learning for all students Responsibility Due Date
Strategy 1 Focus on learning, collaboration and results as a Professional Learning Community LOP LOC Ongoing
Outcome The school’s mission, vision, values and goals are aligned The school is driven by a deep belief that every student is capable of successful
learning Parents and families are seen as integral members of the school community and
partners in student learning (it takes the village to raise the child)
Strategy 2 Embed the process of teacher collaboration in professional learning teams LOP 2014
Outcome The following are features of each team’s effective collaboration: The four critical questions underpin the process There is an ongoing cycle of clarifying essential learnings, developing smart goals and
pacing guides and closely monitoring student learning through formative assessment Tailored, sustained, systematic early interventions exist for students identified as
requiring additional support
Strategy 3 Create a strong collegial culture of mutual trust where parents are welcomed and treated as partners
Leadership team Ongoing
Outcome Collective understanding about learning exists across the school community Parent collaboration leads to shared mission, vision for learning, values and goals Parent education workshops, video clips, newsletter inserts engage and inform
parents
Strategy 4 Maintain a safe, happy, just and fair learning environment for all
All students are treated fairly and with dignity and respect Students feel safe raising concerns Bullying of students is addressed quickly and to the satisfaction of all parties involved All incidents are investigated thoroughly and fairly and actioned appropriately, in
accordance with the school anti-bullying policy A school psychologist supports students struggling with personal or family difficulties
PrincipalANTPsychologist
Ongoing
Teaching and Learning
Contemporary Learning Framework: A culture of learning that builds capacity to deepen insight and meaning
AITSL Standards:Professional practice (standards 3, 4 and 5)
National School Improvement Tool:Analysis and discussion of data, a culture that promotes learning,
Goal 2 Closely monitor all learners and make learning visible and explicit Responsibility Due Date
Strategy 1 Teachers expertly use assessment ‘of’, ‘as’ and ‘for’ learning LOP LOC 2014-2016
Outcome Assessment is used regularly as feedback for the teacher, student and parent A variety of highly effective formative assessment practices are understood and utilised
Strategy 2 Data is collected, analysed and compared to closely monitor progress for student improvement LOP LOC 2014 -2016
Outcome Rigorous processes are used to gather a variety of data Data is used to develop SMART goals and to measure learning improvement
Strategy 3 School-wide assessment and monitoring processes are reviewed and refined LOC 2014-2015
Outcome Current school practices are evaluated Research into successful practices is understood Successful and effective practices are utilised in an updated school plan
Strategy 4 Our students become assessment-capable learners LOP, PLT leaders Ongoing
Outcome Students: know about their learning and can plan next steps Are active in their learning Understand assessment tools Understand learning intentions and success criteria
Strategy 5 All learners experience strong learning growth PLT leaders Ongoing
Outcome Learning growth is measured for all learners Excellent teaching practice ensures that all learners experience strong growth Interventions exist for learners where growth is limited
Teaching and Learning
Contemporary Learning Framework: Leadership for learning, Learning community built on strong partnerships, Rich curriculum, Pedagogy designed to empower
AITSL Standards:Professional engagement (standards 6 and 7)
National School Improvement Tool:Explicit improvement agenda, Culture that promotes learning, An expert teaching team
Goal 3 Highly effective Pedagogy is undertaken by an expert teaching team Responsibility Due Date
Strategy 1 The Australian Curriculum in NSW is clearly understood and implemented LOC 2014-2016
Outcome All staff confidently and effectively implement the Australian Curriculum in NSW A school Scope and Sequence guides programming Local environmental sustainability and a strong relationship with the Arakwal
Community are features of the school curriculum Through consultation between teachers, parents and students, reasonable
adjustments are made to the curriculum for students with disabilities (including IPs)
Strategy 2 A wide range of highly effective teaching practices is used to improve learning LOP Ongoing
Outcome Teaching practices in all classes address the learning needs of individual students, including high-achieving students
Differentiated teaching and learning is a systematic response to our belief that all students are capable of learning successfully
Teachers, LOP, Leadership Team
Strategy 3 All students are highly engaged in the learning process PLT leaders, LOP Ongoing
Outcome Learning experiences are accessible, engaging and challenging for all students
Teachers know and understand their students’ needs and motivations Students are engaged through inquiry learning
Strategy 4 An effective and systematic professional learning plan improves teaching and learning Leadership Begin 2014
Outcome A Professional Learning Plan and specific goals guide professional learning Targeted professional learning activities, professional coaching and Professional
Learning Teams are a feature of the plan The plan incorporates eLearning Professional consultation time between teachers and school learning role-holders
(LOP, LOC, ANT) is provided regularly or when needed The plan encompasses a whole-of-school focus Data is collected and analysed to improve specific teaching practices AITSL standards focus areas assist mapping of professional learning