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TRANSCRIPT
Development Team-‐ School Organisation Recommendations
Croydon Maroondah College
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Contents Page Rationale 3 Strategic teams 4
• Leadership Team • Consultative committee • SLICC • Marketing and Publicity • Performance and Development
Implementation Teams 8
• School Leaders-‐ Junior School
Senior School • Learning Areas • Whole School Administration
Professional Learning Team 13
• Model 1 • Model 2
House System 15
• Overview • Structures
References 23
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Rationale-‐ The aim of the Development Team: School Organisation was broad; to look at models of organizational structure for Croydon Maroondah College in 2013 and 2014. Such a broad agenda allowed for members of the team to explore structures that they may have worked under before, have heard about anecdotally or have researched and then apply them to our new school. After preliminary discussions, the areas that the team looked at throughout the year were-‐ Leadership structure, Sub school structure, models of whole School Administration, Learning Area models, a House system, structure of Professional Learning Teams and staffing policies around operating on two campuses. The recommendations of the Staffing policy team were forwarded to the College Principal in June. The recommendations in the rest of this document refer to the work in the other areas. Professional reading was use to guide the teams research. Roberts and Pruitt’s (2009), Schools as professional learning communities was used to underpin all of the actions of the team. Roberts and Pruitt’s work leads on from the work of Fullan (2010) Sergiovanni (2005) and Marzano and Dufour’s(2011) work on promoting schools as professional learning communities. The premise of this work is to design structures within schools that allow for teachers to work collaboratively with each other in order to promote student learning. It was the key criteria in all discussions and recommendations. It is important to note that the models presented are for both 2013 and 2014. By 2014, the team recommends that the school operate with staff working collaboratively across two levels-‐ in either strategic or implementation teams. The actual make up of each of the teams will vary from 2013 and 2014, and the positions outlined in each of the teams are only recommendations. The models provided in this document can broadly be labeled as existing on two levels-‐ Strategic or Implementation teams. The strategic team level operates to set the agenda of the work to be carried out in the school and Implementation teams, consisting of all staff members operate to action the work.
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Strategic Teams The five strategic teams; Leadership, Consultative Committee, SLICC-‐ Student Learning, Innovation and Cross Curriculum, Marketing and Publicity and Performance and Development are teams of leaders in the school community setting the agenda and course of the school. The Development Team saw these areas as key in the growth of the College. The structure of the Leadership team in 2013 is for 7 Leading Teacher positions, with new positions in Student Leadership and co Curricula Programs and a dedicated position for Community Liason. It is envisaged that the LT for Student Leadership and Co-‐curricula is also the nominal leader of the House system in 2013 and beyond.
Fig. 1 Leadership Team in 2013
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Fig 2. Consultative Committee 2013 The structure of the Consultative Committee was decided at the end of Term 1 2012 and it is not suggested there be any changes. One of the new Strategic Teams is SLICC-‐ Student Learning, Innovation and Cross-‐ Curricula. This is the old Curriculum Planning Team, but with a focus on developing engaging 21st century curriculum. It is also highly recommended that the LT Student Leader and Co-‐curricula be the chair of this team.
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Fig. 3 Student Learning, Innovation and Cross Curricula team There was one area that the Development Team saw as strategically important for the College to move forward. That was in the area of marketing and publicity. Rather than this important work be left to one person, a team based approach is seen as vital in the success of branding the new school in our community. It is highly recommended that the Leading Teacher: Community Liason be the chair of this team.
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Fig. 4-‐ Marketing and Publicity Team The final strategic team is around the performance and development culture needed to promote a school to become a professional learning community. The aim of this team is to promote the PLT process and, through teacher collaboration, improve instruction in the College.
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Fig 5 Performance and Development Team Implementation Teams The Implementation Teams are the teams that carry out the work of the College. They vary from teams around the Junior and Senior School, to Curriculum Implementation teams to Professional Learning Teams. The School Leaders (Sub School Leaders, SWC and Careers) are the leaders of learning for the students. Their role is to focus on the learning of the students and improving student outcomes. While a part of their role is the management and emotional development of the students, their key job is to improve the learning of the students.
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It is the recommendation of the Development Team that a support SWC is appointed on the campus that is not the base campus for the LT Student Well-‐being. For the sake of Figs 6 and 7 it is indicated that the LT Student Wellbeing may be based on the Junior campus
Figs 6 and 7 School Leaders
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Curriculum Teams The Development Team proposes two models of curriculum teams in 2013 and 2014. Model One assumes six faculties operating across the College in 2013 and 2014. The six leaders of these faculty teams hold a strategic position on SLICC and operate across both campuses. It is envisaged that a significant time allowance is provided for these leaders as they are the link between the strategic and the implementation. They lead their curriculum teams in producing engaging and challenging curriculum for our students. Model Two is the same as Model One apart from the Arts and Technology faculty being split into three separate faculties; The Arts, Technology and Music. Fig.8-‐ Curriculum Teams Model 1
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Fig 9-‐ Curriculum Teams Model 2
Fig 10-‐ Curriculum Teams
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Fig 11 Model 1 and 2 of PORs for 2013
Fig 12 Whole School PORs for 2013
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Professional Learning Teams in 2013 and 2014 The focus of Professional Learning Teams (PLTs) needs to be improved instruction and researching of best practice. The aim is for PLTs to be the basis of the professional learning community. This focus can be covered in both models. The aim is to ensure that PLTs are not just about personal goal setting with added report proofing sessions. To this end, this important work has a strategic team attached in order to guide it. The Performance and Development Strategic Team is designed to be the guiding team to set the agenda for each PLT team. A key recommendation of PLTs is that small groups are preferred. The maximum group size would be no more than 6 members. A second recommendation is for each PLT to be led by an Expert teacher. This provides a role for Expert teachers in the College-‐ to convene a PLT and be active participants in sharing best practice and improving the level of instruction within the College. A final recommendation is that ES staff may be best served to be in PLTs with fellow ES staff. There are two models of the structure of PLTs for 2013 and beyond. PLTs can be either a multidiscipline team made up from teaching staff from across the faculties or they can faculty based. Model 1 -‐ Multidiscipline Teams Advantages:
• different perspectives of teaching • can cover both professional learning/practice • not working with same people all the time • awareness of whole curriculum • less disruption to group focus when staff leave • staff can contribute away from regular domain culture • better quality research because you have a wider base of experience • even sized groups
Disadvantages: • people may be less comfortable working with those from other domains
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Model 2 – Faculty Teams Advantages:
• can cover both professional learning/practice • can research domain specific issues
Disadvantages: • may degenerate into standard curriculum meetings ie. day to day matters no
big picture/no development of professional practice or professional learning occurring
• conflict of people needing to belong to multiple groups • insular, no outside perspective • staff leaving means teams need constant revision • if faculty culture is poor or needs challenging, this won’t happen in this
format • different size groups may result
There is a further model. A third model is based around the groups that teachers teach. For instance, the teachers of a Year 7 form group, or Year 10 teacher. The problem with this model is consistency across the College. It is not recommended that PLTs are structured this way, although it is recommended that curriculum planning time is provided for a Year level of Form specific teams to meet. It is the recommendation of the Development Team that the model used in 2013 is Model 1.
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House System Proposal for Melba Secondary College Overview The House System form of student organisation is common to most Australian schools; it has a long history stretching back to Boarding houses in the English Education system. It is commonly used as a school organisation structure for sporting events and pastoral care. Currently at Croydon Maroondah College it is in use only at sporting events, and (anecdotally) there is limited student recognition, involvement or enthusiasm for their assigned house. An initial literature review of research relevant to the house system has been conducted1. The literature provides limited quantitative information on the effect and success of house systems, but does provide significant insight into the perceptions of schools who have invested resources into the development of house systems. All research results significant positive findings about student involvement, connectedness and perceptions of safety. The current situation suggests there may be benefit from implementing an effective house system to the unified Melba Secondary College, particularly in terms of developing a common culture of allegiance to groups within the school not defined by prior school/campus membership. This proposal requires significant investment of school resources; it is the opinion of the team members that for a house system to be effective (i.e. produce desired outcomes), it must be fully funded and implemented over a number of years. The House System proposed is as follows:
1. Four Houses, with new names to be selected for the new college 2. Separate systems for Junior and Senior campuses
a. Vertical system for the junior school i. Each year level has (multiple of 4) housegroups based on house membership and student numbers in the year level
ii. Students attend core subjects (English, Mathematics, Humanities & Science) in their housegroups
iii. This system will provide cross-‐year level communications and socialisation, providing specific opportunities for maturity and leadership in the Year 9 student body
b. Horizontal system for the senior school. i. Each year level has (multiple of 4) mentor groups based on house membership and student numbers at that level
1 See references.
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ii. Horizontal system provides specific opportunities to target explicit needs of students at different levels in their final years of secondary education.
3. Funded with moderate resources available over the long term; more significant funding will be required in the first years to establish the system.
a. Specific resources include staffing (see organisation below) i. Staff roles must be separate and not solely associated with sport.
ii. House Leadership must have regular access to and meetings with school administration.
b. Facilities i. Specific sections of the school should be identified by house and house colour
ii. House assembly areas for house meetings and display of achievement records
iii. Lockers should be in house areas iv. Areas for meeting for house leadership groups.
c. Funding to be provided both to the House System program in general and lesser funding to each individual house.
i. To provide for the purchase house equipment and resources (including trophies and other items of recognition)
ii. To form seed money for house activities and events. iii. To pay costs of access to events and presentations.
Organisation Structure Overview The House system is designed to be a school-‐wide, cross-‐ and extra-‐curricular organisation system, in which all competitions and events can be hosted to encourage constructive competition and cooperation. In order for the system to function effectively across the entire school, a number of staff and student leadership positions must be created:
1. Head of House System (1 position): this role is a large task, requiring a significant amount of time on a weekly basis, with additional load at peak intervals. The responsibilities of this role include:
a. Oversight of the subordinate roles in the house system (Head of each House, House group teachers and Student leaders).
b. Providing mentorship and development opportunities to subordinate staff members.
c. Reporting to the school leadership group d. Overall planning, organisation and administration of major house
activities, competitions and events.
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e. Tracking, recording and reporting house successes (house points) throughout the year.
f. Organisation and provision of special programs for the house leadership groups.
g. Development and support of house culture and tradition, including recognition of student and staff achievements.
h. Working with community groups and external organisations to seek contributions in time, material and expertise to support house activities and events.
i. Managing the house system budgets. j. Coordinating with domain leadership teaching staff to ensure that
house rewards and recognition are awarded for subject based events. k. Outside the house system; this individual is not a member of any
particular house. 2. Head of Individual House (4 positions): This is a major role for a staff
member – time requirements will be significant and ongoing, with additional peak load before, during and after major house events. The responsibilities of this role include:
a. Oversight and support for the subordinate roles in the house system (House Group Teachers and Student Leaders).
b. Reporting to Head of House System. c. Development of Student Leadership within each House (see
subsection on house facilities). d. Tracking and recording of House points (within house) to identify
high performing students. e. Organising and leading development of house culture and tradition
within each house. f. Management of house participation in events (includes house
assemblies, events and house “spirit”). g. Organisation, storage and maintenance (as appropriate) of house
equipment and resources. h. Managing individual house budget, including fundraising within house
events. 3. House Group Teachers (One per house group/ mentor group): This is
significant ongoing role in the house system, similar to home / mentor group teachers, with additional responsibilities during House events and assemblies. The responsibilities of this role include:
a. Oversight and support for the subordinates in the house system (Student Leaders and students within their group)
b. Reporting to Head of Individual House
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c. Support for student leaders with their home/ mentor group. d. Development of House event participation, including recognition and
commendation for students participating effectively e. Participation in House Events to co-‐operate with student leadership
within their home/mentor group. f. Reporting to Head of Individual House on student participation within
their group. g. Seeking opportunities for each student in their home/mentor group
to participate within the house competition. 4. Student Leadership position: Head of School (School Captain): This is the
senior student leadership role within the school. In addition to other duties as defined within the current role, the following is added:
a. This student is no longer a member of a particular house; the school captain is outside the house system.
b. This student is the apex of the student leadership group and as such is expected to model positive behaviour in all aspects of their participation in the school community for the student body.
c. Organises and manages (with the Head of Houses) the Student House Leaders
d. Reports to and works with the Head of House System to plan, manage and review events and competitions
e. Work with school leadership (student voice) to identify, reward and celebrate student successes relevant to events organised within the house system.
f. Works to develop and encourage leadership in subordinate roles and the student body.
5. Student Leadership position: House Captain: This a student leadership role that is second only to the school captain(s). This role is co-‐equal with the school captain, but has responsibilities only to their own house group and campus. There is are male and female and junior and senior house captain for each house. (Up to 4 positions per house).
a. These students are the leadership cadre of their houses and as such are expected to be modelling positive behaviour in all aspects of their participation in the school community for the student body.
b. Organise and work with the Head of their Individual Houses, the Housegroup teachers and Housegroup student leaders to encourage maximum student involvement in their house
c. Recognise, reward and celebrate student successes and contributions to their house
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d. Act as primary organisers for student involvement in house events and activities.
e. Consult with their Head of Individual House on the use of house resources and equipment at events and activities, specifically including the management of individual house funds/ budget.
f. Involvement in leadership development activities and opportunities as provided through the house system.
6. Student Leadership Position: Housegroup Leader: This is a student leadership role that is an opportunity for students to develop and demonstrate leadership skills as preparation for later leadership opportunities within the school and beyond. Each Housegroup requires at least one student leader selected from the members of that housegroup. (Up to 2 positions per housegroup).
a. These students are the leadership training cadre for their houses, and as such as are expected to be modelling positive behaviour in all aspects of their participation in the school community for the student body.
b. Organise and work with their student house leader and their housegroup teacher to encourage maximum student involvement in house activities.
c. Participate and support all house events and activities to the best of their ability.
d. Work with other housegroup leaders as a team to enable successful events and activities.
e. Involvement in leadership development activities and opportunities as provided through the house system.
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Fig 13-‐ Mentor Groups Model 1
Fig 14 Model 1
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Fig 15-‐ Model 2 Suggested Junior School Mentor/Home group Structure for 2013 Option A: Vertical Model for Years 7 to 9 There has been a suggestion for a four House structure. House names to be decided (but Sapphire etc. used here for convenience.) Each class group is assigned to a house. (The example below is based on some estimates given for 2013 and will suffice to illustrate the idea.) Ruby House Emerald House Sapphire House Gold House 7A Ruby 7B Emerald 7C Sapphire 7D Gold 8A Ruby 8B Emerald 8C Sapphire 8D Gold 8E Ruby 8F Emerald 9A Ruby 9B Emerald 9C Sapphire 9D Gold 9E Emerald 9F Sapphire 9E Gold Because of the Emerald House advantage in numbers in this situation (and for other permutations that will arise) the House scoring system would have to be rationalised. Vertical Mentor groups using Sapphire House as an example: There could be say 8 Mentor groups for Ruby, Sapphire and Gold houses (and 9 Mentor groups for Emerald.) This would give about 12 students in each group which is similar in size to many Home groups currently at Croydon. S01 Sapphire Mentor group is composed of !
! of each of 7C, 8C, 9E and 9F classes.
This is about 3 students from each class and a total of about 12 for the mentor group. A similar process is used for all Mentor groups.
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These students meet together with their mentor teacher in two half hour sessions a week for a personal development/study skills program as has been mooted in other settings. Strengths of the vertical model: -‐ Can strengthen connections within the new school population across all year levels -‐ Can continue the Croydon practice of placing lockers outside the Mentor room -‐ Could provide a framework for a new initiative for a teacher’s allotment to be within one House.*
*A Mentor will have a stronger personal connection with their Mentor group if they also have an opportunity to teach them. Such a system could also give each teacher a particular House allegiance. This framework would also enable subject teachers to collaborate at a house level e.g. Maths teachers in Sapphire meet to plan a curriculum initiative or to complete a task on behalf of particular year level. An Option B to consider: A Horizontal Model for Years 7 to 9 A Horizontal Mentor group system would use the strong connection between teacher and student provided by “double up” teachers. (The two teachers who teach Maths/Science and English/Humanities to a particular Year 7class at the Croydon campus in 2012 is a model for this.) The “double up” teachers could be appointed the Mentor teachers and deepen the clear pastoral care role that is implicit in their current roles at Croydon. Each “double up teacher” would have half the class as their official Mentor Group (12 each) and they could run the two Mentor groups together at times. These teachers would be the primary focus of pastoral care for their students and liaise with the House Leader/Year Level Co-‐ordinator in carrying out these duties. Model B presumes that the current “double up” arrangement continues into Year 8 and suggests that it also apply to Year 9 in 2013. Strengths of the horizontal model: -‐ The importance of a strong connection between teacher and student is emphasized. -‐ Lockers could still be allocated in 7 to 9 Year Level groups in a variety of ways. One suggestion might be to place 7A/8A/9A in the same area and so on -‐ Vertical connections within the student body could be a House responsibility, which would then give opportunities for leadership from the student House Captains and the House Teachers -‐ The Mentor teachers could also be allocated the rest of their teaching load within one house as in the previous model.
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Final comment: If the first model is deemed to have greater overall advantages, then it is suggested that the relationship between the Mentor teacher and the “double up” teachers be further considered to clarify their respective pastoral care roles and how they might liaise and collaborate with each other and with their respective leaders. Model A needs 33 teachers and Model B needs 34 teachers in the current example. Suggested Senior School Mentor/Home group Structure for 2013 The preferred model for Senior School Mentor groups is the current arrangement on the Maroondah campus. This preferred model is in line with Option B of the Junior school model; with classroom teachers of students in Year 10, 11 or 12 “doubling up” as the pastoral mentors. For instance, a teacher of a Year 10 class would be assigned a Yr 10 Mentor group. In order to promote a pastoral relationship between student and teacher, it is encouraged that the mentor teacher move up with their mentor group at the end of each year. References Brennan, M. C. (2012). Fostering community through the house system at most holy trinity catholic school. Catholic Education, (March), 325-‐356. Dierenfied, R. B. (1976). The house system in comprehensive schools: Its current status. British Journal of Educational Studies, XXIV(1), 5 -‐ 11 Dufour,R. and Marzano,R. (2011) Leaders of Learning: How district, School and Classroom leaders improve student achievement. Bloomington: Solution Tree Press Fullan,M. (2010) All systems go. Thousand Oaks, CA: Corwin Press Green, D. G. (2006). Welcome to the house system. Educational Leadership, April, 64 -‐ 67. Johnson, A. R. (2004). Creating community, competitive advantage, and a culture of scholarship at an ivy league university. (Unpublished doctoral dissertation). Roberts,S.M and Pruitt,E.Z (2009) Schools as professional learning communities Thousand Oaks,CA: Corwin Press Sergiovanni,T.J. (2005) Strengthening the heartbeat: leading and learning together in schools. San Francisco: Jossey Bass