strategic directions 2016-2018 “beyond...

STRATEGIC DIRECTIONS 2016-2018 “BEYOND 30”Students Reaching Their Greatest PotentialFinal Draft: 1-Feb-2016

Prendiville Catholic College is a contemporary Catholic secondary, co-educational College which provides a challenging education in an attractive environment.

We will foster in young people the desire to know more, see more and “be” more.

Ours will be an education that seeks Christ in our personal and communal lives.

| Strategic Directions 2016-20182

Strategic Directions 2016-2018 | 3

Foreword �� 4

About Us �� 4

Our Name �� 4

Our Vision �� 5

Our Purpose �� 5

Our Motto �� 6

Our Beliefs �� 6

Our Values �� 7

Our Crest �� 7

Strategic Directions �� 8

LEADing in a Flourishing Catholic Education System ........................................................................ 8

Quality Catholic Schools ......................................................... 9

Learning (Education) �� 9

Engagement (Community) �� 10

Accountability (Stewardship) �� 10

Discipleship (Catholic Identity) �� 11

Learning �� 12

Explicit Improvement Agenda ......................................... 12

Strategies �� 12

Targets �� 13

Analysis and Discussion of Data .................................... 14


Targets �� 15

Culture that Promotes Learning .................................... 16


Targets �� 17

Targeted Use of School Resources ............................... 18


Targets �� 19

Expert Teaching Team ........................................................... 20


Targets �� 22

Systemic Curriculum Delivery .......................................... 23


Targets �� 24

Differentiated Teaching and Learning ....................... 25


Targets �� 26

Effective Pedagogical Practices ...................................... 27


Targets �� 28

Engagement �� 29

Engagement with the School Community .............. 29


Targets �� 30

Wider Community Partnerships .................................... 31


Targets �� 32

Accountability �� 33

Staff Wellbeing ............................................................................ 33


Targets �� 34

Pastoral Care of Students ................................................... 35


Targets �� 37

Financial and Facilities Management ......................... 38


Targets �� 39

Discipleship �� 40

Systematic Evangelisation Planning ............................ 40


Targets �� 41

Integrating Catholic Faith, Life and Culture ........... 42


Targets �� 43

TABLE OF CONTENTS


“For a school to be Catholic, it must first be a good school. Otherwise it will be unable to fulfill its mission. With many other education traditions, the Catholic school’s concept of education is the school must begin from the principle that its educational programme is intentionally directed to the growth of the whole person” (Bishop’s mandate).

About UsPrendiville Catholic College is a modern, progressive, co-educational, non-selective, secondary Catholic College located in Ocean Reef. The College has outstanding facilities situated on a 10-hectare campus, including a state of the art Performing Arts Centre, large gymnasium, 21st Century Library and Chapel. Enrolment from 2015 is expected to be 1140 students across Years 7-12.

The College has a 30-year history of providing a contemporary, broad, quality education for students across a wide range of courses. We consider ourselves to be a leader in the innovative use of technology. We are committed to providing the best quality education for our students through employing highly motivated, committed, enthusiastic, creative and skilled staff, who are well resourced to cater for the complex and diverse needs of our students. Most teaching staff hold more than one qualification and participate in comprehensive professional learning experiences.

We choose to take an inclusive approach and not to specialise in any particular area, preferring to accommodate the strengths and interests of as many students as possible. Our programmes include Gifted and Talented and Vocational pathways, plus Literacy and Numeracy Support to cater for students’ individual needs. An Education Support Centre for students with disabilities was opened in 2011 that currently caters for approximately 55 students, including some with intensive support needs.

The College community is welcoming, happy, busy, vibrant, connected, caring, safe and Christ-centred. We uphold Catholic values, embrace cultural diversity and create opportunities for all members of our community to thrive and grow. The College’s pastoral care structure is ‘House’ based with a high level of personalised pastoral care being provided to students, complemented by a variety of inter-house and inter-school sporting and arts competitions.

Our NameDr Redmond Prendiville was Archbishop of Perth from 1933 to 1968. During this period there was a remarkable growth of Catholic primary and secondary education in Western Australia. Under his spiritual leadership, a Catholic education was made possible for the majority of Catholic families across the vast, lightly populated State. Archbishop Prendiville is fondly remembered for his pastoral concern for others.

In the spirit of Redmond Prendiville our College is committed to provide holistic, rigorous and broad learning experiences in a contemporary Catholic learning environment. This education will assist our students to achieve their greatest potential inspiring them to enrich their lives, contribute to community and to flourish in a diverse and ever changing society. Ours is an education that inspires the desire to see more, know more and be more.

FOREWORD


Our Vision

Students Reaching Their Greatest Potential

We recognise each child is unique, and we are committed to nurturing the personal excellence of each and every learner, regardless of their learning ability. The College always maintains a focus on providing the best support for the intellectual development of every learner so each has the best possible chance to excel personally. Our vision is therefore to help our students reach their greatest potential.

We value diversity and the challenge to meet every child where they are at in their spiritual, emotional, physical and intellectual development.

We take a holistic approach to the development of our students, combining excellence in teaching and learning with strong pastoral care in a Christian learning environment that is faithful to a Catholic heritage. We foster in our young people the desire to know more, see more and be more in line with our Catholic values. Our College provides opportunities for students to learn and grow in a variety of settings so that they may become active and productive participants in society.

We wish our students to live faith-filled and Christ-centred lives with compassion for others and a sense of social justice based on real world learning. We nurture our students to show mercy to others, promote justice and serve those in need as a demonstration of their Christian faith. Our contemporary Catholic environment is one that recognises the signs of the times.

Our students are encouraged to seek Christ in their personal and communal lives, to deepen their knowledge of the Catholic tradition, grow in their faith and seek opportunities to put their faith into action.

Our Purpose

Prendiville Catholic College is a contemporary Catholic secondary, co-educational College which provides a challenging education in an attractive environment. We will foster in young people the desire to know more, see more and “be” more. Ours will be an education that seeks Christ in our personal and communal lives.

Our purpose or mission is met by providing a curriculum that is driven by contemporary pedagogy delivered in a 21st Century Learning Environment that creates lifelong, independent learners with the ability to think critically. We offer a curriculum which:

– Meets individual needs and is inclusive of a variety of learning styles

– Maximises the benefits of modern technology and learning spaces

– Empowers students to become independent learners

– Encourages students who show initiative and ingenuity

– Inspires students who aspire to do their best and take pride in their achievements

– Integrates Catholic teaching and Christian values with the experiences of life

– Contains a balance of values, knowledge and skills

– Addresses justice and equity issues in our curriculum

– Takes full advantage of our coastal location and links to the wider community


Our Motto

Christus Pastor Meus – Christ is my Shepherd

The College motto, Christ is My Shepherd, reflects a strong emphasis on pastoral care, evidenced by feedback from students and parents that students feel happy and safe.

Christus – In the Catholic School the message of Christ is central and the foundation of Catholic Education.

Pastor – Qualities such as love, trust, strength, security, compassion, friendship, warmth and acceptance are the type of qualities we aim to instil into our students.

Meus – A focus on the good that is in each and every one of us which means we must be committed to the needs and care of each individual all of the time.

Our BeliefsAs a Catholic school we are established on these beliefs:

– Jesus Christ, as revealed in the Gospels, is our model for life

– Reflection and prayer are central to a Catholic life

– The family is the core unit in Christian community

– Parents are the first and foremost educators of children

– Each person is worthy of respect, trust and dignity

– Personal gifts and talents are developed for the service of others

These beliefs call us to:

– Be Christ-like in the world

– Be faithful to our Catholic heritage

– Welcome all people, especially the most vulnerable

– Rejoice in the gifts and talents of all people

– Celebrate all that is good in creation

– Image and practise peace, justice and service

– Engender a love of learning, hope and a sense of purpose


Our ValuesWe encourage all members of the College community to uphold the following values:

– Taking pride in oneself, pride in the College and pride in the achievements of others

– Living with integrity

– Displaying a sense of justice and service towards others

– Respect, tolerance, acceptance, forgiveness and compassion for others

– Aspiring to personal excellence

– Contributing to the College community

– Diversity of gender, physical or mental ability, culture and background is a strength to be respected

In 2015, the College introduced Spirit of Prendiville medallions and the Redmond Prendiville Award. These awards recognise Year 12 students who:

– Display pride in being a student of the College (serve)

– Display outstanding integrity, service and dependability (lead)

– Enrich the lives of others and

– Are a positive influence on our College community (inspire)

Each of our Houses has a specific value that it focuses on:

– Brigid – Compassion: St. Brigid was a woman of rare ability, strength and kindness, was an early feminist and was known for her hospitality and her generosity to the poor.

– Chisholm – Inclusion: Caroline Chisholm was a woman of vision, selflessness and perseverance who instilled in those around her a sense of equality, self-respect and generosity.

– Francis – Stewardship: St. Francis of Assisi viewed all of God’s creatures as his brothers and sisters; his story is one of humility, stewardship of the earth and demonstrating a preference for the poor and the sick.

– McAuley – Service: Catherine McAuley founded the Sisters of Mercy to educate the poor, visit the sick and serve people in need; she had a close connection with the development of education in Western Australia and the provision of services for the needy.

– Romero – Liberation: Bishop Oscar Romero spoke out against corruption, the lack of democracy and human rights violations in El Salvador.

– Salvado – Outreach: Bishop Dom Salvado arrived in Australia with a vision to live and learn from the Indigenous people of the country at the same time as spreading the values of the Gospels.

Our CrestThe Prendiville Catholic College Crest is inspired by the Christian symbol of the cross. The horizontal bar of the cross is represented by stylistic images of waves and the wind. The blue colour reflects the coastal location of the College whilst the maroon shades reference the colour red which is a significant aspect of our College identity.

The Crest highlights our spirituality is contemporary and is recognised in the awe and wonder of creation and the natural world. This contemporary design challenges our College to be adaptable, flexible and in tune with the signs of the times in all aspects of its education endeavour.


Leading in a flourishing Catholic Education systemDuring 2013, the Catholic Education Office of Western Australia (CEWA) set the strategic direction for 2014-2016 in all Catholic Schools and this is encapsulated in the acronym LEAD:

Learning – Engagement – Accountability – Discipleship

The development of the four focus areas within LEAD in 2013 was designed to provide purpose and decision-making. Embedding LEAD became the focus for all Catholic Schools from 2014.

FOCUS AREA INTENT MEANING OUTCOMES

LEARNING is what we do (Education)

We are committed to learning at every level

Promoting excellence in learning, delivered by expert teachers through a differentiated teaching and learning programme that incorporates continuous improvement

• Enhance our student achievement and wellbeing

• Increase student and staff engagement in their own learning and faith formation

ENGAGEMENT is essential (Community)

We are committed to Catholic Education’s mission through relationships with all

Engagement with the school community and establishing wider community partnerships

• Enhance parental engagement in their child’s learning and faith formation

• Develop our people to be leaders in the Catholic Education’s mission

ACCOUNTABILITY is not optional (Stewardship)

We have a personal and collective responsibility for the success of the Catholic Education system

Staff wellbeing and pastoral care of students, as well as appropriate stewardship of our resources

• Increase understanding of our individual and collective responsibility for Catholic Education’s mission

• Ensure inclusivity, good governance and the resource allocation required to meet our mission

DISCIPLESHIP is our calling (Catholic Identity)

We are committed to deepening our relationship with Jesus

Evangelism and Integrating Catholic faith, life and culture

• Enhance opportunities for personal faith development

• Increase enrolment of the vulnerable, poor and marginalised as a visible sign of our faith in action

STRATEGIC DIRECTIONS


Quality Catholic SchoolsQuality Catholic Schooling (QCS) is a mandatory school review and improvement framework set by the CEWA for all Catholic schools and is further explained in the table below. It describes the components that each Catholic school must incorporate into their strategic plan for each of the strategic directions.

LEARNING (EDUCATION)

QCS COMPONENT MEANING

Explicit Improvement Agenda

The school leadership team and School Board have established and are driving a strong improvement agenda for the school, grounded in evidence from research and practice and expressed in terms of improvements in measurable student outcomes. Explicit and clear school-wide targets for improvement have been set and communicated to parents and families, teachers and students, with accompanying timelines.

Analysis and Discussion of Data

A high priority is given to the school wide analysis and discussion of systematically collected data on student outcomes, including academic, attendance and behavioural outcomes, and student wellbeing. Data analyses consider overall school performance as well as the performances of students from identified priority groups; evidence of improvement/ regression over time; performances in comparison with similar schools; and, in the case of data from standardised tests, measures of growth across the years of school.

Culture that Promotes Learning

The school is driven by a deep belief that every student is capable of successful learning. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents.There is a strong collegial culture of mutual trust and support among teachers and school leaders and parents are treated as partners in the promotion of student learning and wellbeing.The school works to maintain a learning environment that is safe, respectful, tolerant, inclusive and promotes intellectual rigour.

Targeted Use of School Resources

The school applies its resources (staff time, expertise, funds, facilities, materials) in a targeted manner to meet the learning and wellbeing needs of all students. It has school wide policies, practices and programmes in place to assist in identifying and addressing student needs. Flexible structures and processes enable the school to respond appropriately to the needs of individual learners.

Expert Teaching Team

The school has found ways to build a school wide, professional team of highly able teachers, including teachers who take an active leadership role beyond the classroom. Strong procedures are in place to encourage a school wide shared responsibility for student learning and success and to encourage the development of a culture of continuous professional improvement that includes classroom based learning, mentoring and coaching arrangements.

Systemic Curriculum Delivery

The school has a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations with a clear reference for monitoring learning across the year levels. The plan, within which evidence-based teaching practices are embedded, and to which assessment and reporting procedures are aligned, has been developed with reference to the Australian Curriculum or other approved curriculum to provide a shared vision for curriculum practice.


Differentiated Teaching and Learning

The school places a high priority on ensuring that, in their day-to-day teaching, classroom teachers identify and address the learning needs of individual students, including high-achieving students. Teachers are encouraged and supported to monitor closely the progress of individuals, identify learning difficulties and tailor classroom activities to levels of readiness and need.

Effective Pedagogical Practices

The school principal and other school leaders recognise that highly effective teaching is the key to improving student learning throughout the school. They take a strong leadership role, encouraging the use of research-based teaching practices in all classrooms to ensure that every student is engaged, challenged and learning successfully. All teachers understand and use effective teaching methods – including explicit instruction – to maximise student learning.

ENGAGEMENT (COMMUNITY)


Engagement with the School Community

The school leadership team has established and is driving strong relationships with families, the parish priest and the local parish community and actively encourage the engagement of these groups in the school improvement conversation.

Wider Community Partnerships

The school actively seeks ways to enhance student learning and wellbeing by partnering with other education and training institutions, local businesses and community organisations. Partnerships are strategically established to address identified student needs and operate by providing access to experiences, support and intellectual and / or physical resources not available within the school. All partners are committed to the common purposes and goals of partnership activities. Procedures are in place to ensure effective communications and to monitor and evaluate the intended impacts of the school’s partnerships.

ACCOUNTABILITY (STEWARDSHIP)


Staff Wellbeing Staff wellbeing is the potential impact that work has on an individual’s physical and mental health and the moral and legal responsibility to promote employee wellbeing. A commitment to fostering a culture of cooperation, trust and mutual respect exists, where all individuals are treated with dignity, and can work at their optimum level.

Pastoral Care of Students

Staff, students, families and the wider school community promote and sustain student wellbeing and positive student behaviour in a safe and supportive learning environment, underpinned by an effective pastoral care policy.


DISCIPLESHIP (CATHOLIC IDENTITY)


Systemic Evangelisation Planning

The school has a clearly articulated evangelisation plan with priorities, strategies and outcomes for staff, students and the school community outlined for a three year period. The plan outlines annual priorities based upon the needs of students and staff. The plan has clear strategies and indicators of evidence.

Integrating Catholic Faith, Life & Culture

The school places a high priority on discipleship ensuring that students understand what is involved in integrating faith with life and faith with culture. Learning to integrate faith, life and culture will help students develop a Gospel vision for Australian society. The school works to proclaim the Gospel effectively so that students learn respect for the dignity and rights of every human person.The school works to integrate Gospel values into the life and curriculum of the school so that students are actively educated to develop a spirit of solidarity with, and service to others.The school actively promotes what is involved in committing oneself to serve God by serving others, and by seeking to establish and maintaining a fair and just society that cares for all and protects its most vulnerable members.


Explicit Improvement Agenda

Improve our strategies, plans, policies and procedures through an annual cycle of review and update

The College Leadership Team and College Board have established and are driving a strong, continuous improvement agenda for Prendiville Catholic College, grounded in research and best practice, and expressed in terms of improvements in measurable outcomes. The improvement agenda is fully aligned with CEWA’s strategic directions and QCS framework.

In 2015 a Strategy, Planning and Reporting policy was developed and endorsed by the College Board: this policy guides the strategic planning process at the College. It is founded on CEWA’s strategic directions and QCS components, and describes the College’s improvement principles (repeated below as strategies) and the procedures to be undertaken for planning. New templates for the Strategic Directions document and Annual School Improvement Plan were also developed.

The 2015 Catholic School Climate survey revealed that staff and parents feel they have a say in planning for the College’s future, giving input to new policies and getting involved in decision making. Parents recognise that the College understands its strengths and weaknesses, and always strives to improve.

Explicit and clear school-wide strategies and targets for improvement will be set and communicated to parents and families, teachers and students, with accompanying timelines for implementation. These will be reflected in each Annual School Improvement Plan that is based on the College Strategic Plan.

STRATEGIES– We will adopt a holistic (whole of College) approach to developing strategic and other plans.

– We will review and update the College’s Strategic Plan every 3-4 years.

– We will construct a strategic plan that is based around the framework set by the CEWA (currently LEAD and the QCS components).

– We will create an Annual School Improvement Plan (ASIP) each year that is based on the Strategic Plan.

– We will participate in an Action Learning Project facilitated by the CEWA’s School Improvement team.

– We will set clear targets to track our progress.

– We will utilise community surveys (including the annual Catholic Schools Climate Survey) to gauge progress towards achieving each of our objectives.

– We will report annually on the progress the College has made against its strategic agenda and ASIP, including any mandatory government reporting requirements.

– We will periodically review and improve our College policies and procedures taking into consideration the CEWA review dates.

– We will use the College Vision, Mission and Values to guide our decision making.

LEARNING is what we do


TARGETS

Year Targets Measures of Success

2016 2016 School Improvement Plan based on Strategic Plan finalised by beginning term 1

Timing

2015 Annual Report aligned with Strategic Plan finalised by end term 1

Timing

Finalise College Mission, Vision and Value Statements by end term 1 Timing

Annual policy and procedures review and update finalised by end term 2

Timing

Evaluate improvement opportunities identified by Action Learning Project in term 2

Timing

2016 School Climate Survey completed by term 3 Timing

2017 2017 School Improvement Plan finalised by beginning term 1, incorporating actions arising from Action Learning Project

Timing

2016 Annual Report finalised by end term 1 Timing


Timing


2018 2018 School Improvement Plan finalised by beginning term 1 Timing

2017 Annual Report finalised by end term 1 Timing


Timing


2018-2020 Strategic Plan ready for review by end of year Timing


Analysis and Discussion of Data

Use data to inform and support improved individual student outcomes

In 2015 the College appointed a Director of Academic Standards. This role has a distinct focus on using data to identify needs, to improve instructional practices, and to inform school-wide improvement activities. Data use will become common practice at Prendiville Catholic College to both inform and support improvement in individual student achievement and develop teaching practices.

The Principal and other College leaders have clearly articulated their belief that reliable data on student outcomes are crucial to the school’s improvement agenda. The school will therefore establish and implement a systematic plan for the collection, analysis and use of a range of student achievement and wellbeing data. Academic data will be used throughout the school to identify gaps in student learning, to monitor improvement over time and across the years of school.

Test data in areas such as literacy, numeracy and science are key elements. All staff have therefore been provided access to individual student NAPLAN reports via SEQTA. Teaching staff can also utilise Appraise Reporting Online for the purpose of analysing NAPLAN Literacy and Numeracy data. It is intended that this data will identify strengths and weaknesses and be used to inform teaching and learning programmes.

Teachers will be given test data for their classes electronically and will be skilled to use software to analyse, display and communicate data on individual and class performances and progress, including comparisons of pre- and post-test results. Teachers will routinely use objective data on student achievement as evidence of successful teaching.

A high priority will be given to professional development aimed at building teachers’ and leaders’ data literacy skills. Staff conversations and language will reflect a sophisticated understanding of student assessment and data concepts (e.g., value-added; growth; improvement; statistical significance). There will be a focus on data use both at the Learning Area level and across the whole school.

STRATEGIES– We will establish an organisational structure and develop processes to track student achievement and

engagement to better inform curriculum and learning development.

– We will collect and analyse school wide systemic data on student academic outcomes across all year groups, using both internal and external standards.

– We will ensure the assessment and recording of student progress is consistent with the School Curriculum and Standards Authority for senior school courses.

– We will measure and analyse changes in performance over years from standardised tests.

– We will report on overall school academic performance as well as the performance of students from identified groups.

– We will compare College performance with similar schools.

– We will refine the Curriculum Council leadership structure to enable collaboration.

– We will set aside time for the discussion of data at both the whole school and faculty level.


TARGETS


2016 Moderation processes in place in all Learning Areas between classes studying the same course

Number of Learning Areas with documented moderation processes

All teaching staff are aware of how to access NAPLAN data for those students that they teach

% of staff utilising NAPLAN data

All Heads of Learning Area and Subject Coordinators are proficient in their ability to analyse WACE data for their learning area

% of Learning Area and Subject Coordinators proficient in use of WACE data

Progressive Achievement Tests (PAT) data available to all staff via College Dashboard by mid term 1

Timing

2017 Teachers utilise data, including NAPLAN and PAT data, to assist with course programming and lesson planning

% of teachers using data for course programming and lesson planning

Implement revised Year 10 courses, timetable and curriculum Timing

Implementation of viable upper school pathways that caters to the many strengths, interests and post-school destinations of our students

Number of upper school pathways, number of students per year group

Early identification of all students who are at academic risk. Early identification of all students who are under performing

Number of students identified

2018 Improved College Median ATAR of 80 plus Median ATAR

Distribution of Prendiville marks in ATAR courses approaches 30% low, 30% medium and 40% high

Distribution of ATAR marks


Culture that Promotes Learning

Maintain a stimulating learning environment that effectively motivates all students and teachers

Prendiville Catholic College recognises each child is special and unique, and we are committed to the personal excellence of each and every learner. Our vision is therefore to provide an environment and culture that inspires all our students to reach their potential, regardless of their learning ability.

The teaching climate indicator from the Catholic School Climate Survey assesses schools’ team-based practices, and the teaching and learning environment. The 2015 survey outcome reflected same feedback as the previous survey in 2013 indicating that Prendiville Catholic College remains slightly below the range achieved by two thirds of Australian schools. Survey responses showed that:

– Staff feel confident that they can effectively engage students and make a difference to their learning outcomes, through clear explanations of tasks, discussions, directed investigation and exploration.

– Parents see teachers as dedicated, enthusiastic, passionate, energised and taking pride in their work.

– Students feel that their teachers show empathy, by listening to them, understanding them, explaining things to them, supporting them and helping them to learn.

– Students feel confident in their ability to learn given that the teachers are easy to understand, energetic, give explanations and are well prepared.

– Students feel motivated to do well and feel successful in their learning, but feel that teachers could make their learning more interesting and enjoyable.

– Meanwhile, staff feel that students should show more motivation to learn and a greater desire to do well at school.

– Responsibilities and rules related to student discipline are well understood by students, staff and parents.

– Students are treated with respect and viewed as responsible people by staff.

– Staff view student behaviour as exemplary, but a significant number of students feel that the behaviour of some students in the classroom negatively impacts their ability to listen, learn and do their work.

– Parents believe that teachers manage student behaviour fairly, consistently and sensibly.

– Staff are committed to partnering with parents to help students achieve their full potential.

– Parents universally feel that staff are approachable, understand their point of view and take their input seriously; they also feel that the standard of College reporting is excellent.

All schools are required to monitor attendance rates; the historical rates for Prendiville Catholic College were 91.72% in 2013 and 93.3% in 2014. Non-attendance is an issue for a small minority of students and the College actively addresses this.

STRATEGIES– We will strive to make learning more interesting and enjoyable to enhance student learning and

motivation.

– We will encourage student participation in curriculum related activities within and beyond the College.

– We will monitor behavioural issues and ensure appropriate action to support teachers and students.

– We will closely monitor patterns of absenteeism and proactively intervene where necessary through follow up by Pastoral Care Advisors in consultation with House Coordinators.

– We will introduce a system of Student Awards that honours personal excellence.


TARGETS


2016 Teaching Climate Indicator score of 65.8 or more in the School Climate Survey

Percentile score

Overall attendance rate above 93% Attendance rate

Reduce number of students who are chronically absent by 20% Number of students

Introduce the Student Honour and Colours Award System in term 1 Timing

2017 Teaching Climate Indicator score of 67 or more in the School Climate Survey

Percentile score


Reduce number of students who are chronically absent by a further 10%

Number of students

2018 Teaching Climate Indicator score of 70 or more in the School Climate Survey

Percentile score


Reduce number of students who are chronically absent by a further 10%

Number of students


Targeted Use of School Resources

The College utilises its staff and facilities in a targeted manner to meet the diverse learning needs of all its students

In 2015 the College appointed a Director of Diversity and Excellence, who is responsible for promoting the use of differentiated teaching to ensure that every student is engaged and learning successfully in all contexts. A range of students require significant adjustments to their learning programmes (e.g. accelerated programs, learning support/learning enhancement programs and functional support programs). The Director of Diversity and Excellence ensures that all staff are trained to identify and address the special learning needs of a range of students.

Education Support

The College has a purpose built Educational Support Centre, which provides educational programmes and assistance for students with disabilities. This programme supports students with learning disabilities and others who may require learning support in and out of the classroom. Functional Learning Programs, Preliminary Courses of Study and Vocational pathways are a major part of Education Support for students with learning disabilities. Multiple opportunities to learn will be provided and multiple pathways for the transition to external studies (e.g., work placements, apprenticeships, traineeships and work experience) are available to students in Years 10-12.

Learning Enhancement

Learning Enhancement addresses the learning needs of underachieving students, and students with specific learning disabilities/difficulties. The College has a vision to develop a Learning Enhancement Centre that offers literacy and numeracy support for students in and out of the classroom. The College will review its support and programs offered for students who are identified as disengaged and non-compliant learners who might flourish with a more practical learning style. An alternative pathway beyond General and ATAR pathways will be developed to accommodate disengaged students. This pathway will be enterprise based.

Gifted and Talented

The Gifted and Talented Programme will be offered to extend high-achieving students or those with special gifts. This programme will be embedded into the regular curriculum from 2016 and a Gifted and Talented Programme Coordinator has already been appointed. This program will be called the Prendiville Paideia Project.

Facilities and Technology

Prendiville College is committed to providing the best teaching and learning environment for both students and staff. Prendiville has improved the use of its facilities by converting locker areas to alternative learning spaces. This new space allows for individual and group work in a stimulating environment. Some classrooms have been subdivided into three separate learning areas, to allow students to choose the best learning environment for themselves as they read, take notes and discuss topics with one another. In 2015, Prendiville conducted an audit of learning spaces in order to plan how to progressively create more alternative learning spaces.

All students make use of iPads to access learning resources and follow course programmes. The College uses a learning management system (SEQTA) as a means to provide this information to students and parents. Teachers use SEQTA to plan and deliver lesson materials, and record all interactions with students and parents. Students can upload their assessments to SEQTA, teachers can provide comments and marks to students, and parents can review their child’s progress at any time.

The 2015 Catholic School Climate survey revealed that:

– Parents emphatically believe the education programmes at the College suit their children, provide adequate challenge and meet their academic needs.

– Parents feel their children are well prepared and supported to transition from one year to the next at school.


STRATEGIES– We will establish an organisational structure and devote specific resources that respond to student diversity.

– We will ensure that school wide policies, practices and programmes are in place to assist in identifying and addressing individual student’s learning needs.

– We will design and implement a College wide response to student diversity and excellence, including giftedness.

– We will integrate the Catholic context into Education Support and Learning Enhancement programmes.

– We will review and plan courses catering for the differing needs of students.

– We will ensure all learning spaces are utilised to the full extent possible.

– We will continue to develop contemporary learning spaces to enhance student learning experiences.

– We will continue to develop a rich digital learning environment and ensure the effective use of technology to enhance learning.

– We will continue to develop and the use of SEQTA as our learning management system to enhance teaching and learning.

– We will develop an Enterprise Learning Pathway and Strategies for disengaged students.

– We will identify disengaged students early.

TARGETS


2016 New Education Support courses implemented for Years 7-9 (Integrated Studies, Community Access, Religious Education) by term 1

Timing, number of courses

New Education Support courses implemented for Years 10-12 (Life skills, Community Access, Food Science and Technology and Religious Education) by term 1

Timing, number of courses

LEAP (Learning Enhancement At Prendiville) programme introduced for Years 7-9

Improvement in academic outcomes

iLEAP (Inclusive Learning Enhancement At Prendiville) programme is introduced for Years 7 & 8

Improvement in academic outcomes

Establish ICT futures consult group in term one convened by eLearning Coordinator

Timing

Compliant, disengaged students recognised by the end of term 1 Timing

2017 Enterprise Learning pathway implemented for disengaged students to work towards specific industry standards (i.e., Certificate(s) 1 & 2) by term 1

TimingRetention of Year 10 students increased graduation rate

“Learning beyond the classroom” initiatives introduced for those students needing further extension by term 1

Timing, number of students involved

Review and modification of LEAP and iLEAP programmes by term 1 Timing, all identified needs met

2018 Gifted and Talented Coordinator, Learning Support Coordinator and Education Support Coordinator have arranged visits to feeder schools to compare and review program by term 3

Timing


Expert Teaching Team

Build a school wide, professional team of highly able teachers who take an active leadership role beyond the classroom

The teaching staff at Prendiville Catholic College are specialists in their fields engaging in continual professional learning and development to ensure they extend their current pedagogical knowledge and skills. Teachers and school leaders take responsibility for improving student learning and wellbeing, working together and learning from each other’s practices. The inaugural Prendiville staff conference was launched in 2015, with the aim of encouraging teachers to be leaders in their field.

In 2015, Prendiville appointed a Director of Academic Standards who has been working with Heads of Learning Areas to analyse academic results, identifying areas of strength and weaknesses in each learning area. Learning Areas will be working as teams to develop strategies to overcome any weaknesses identified.


– Staff work to maintain an environment that promotes excellence in teaching and learning practices, in order to maximise the learning outcomes of the students.

– Staff encourage each other to improve their teaching and learning practices.

– Staff feedback processes could be improved further through providing more regular feedback from a broader range of sources.

School leaders at Prendiville place a very high priority on the ongoing professional development of all staff and on the development of a school-wide, self-reflective culture focused on improving classroom teaching. The school actively supports teachers to continue formal study and celebrate professional success. There is a desire to increase the emphasis on joint analysis of student work and on teaching strategies for improving student learning.

Clear procedures will be put in place to encourage a school wide shared responsibility for student learning and success, and to encourage the development of a culture of continuous professional improvement that includes classroom based learning, mentoring and coaching arrangements.

Sharing and showcasing best practice is encouraged and will be developed further in the coming years with the introduction of Educator Impact as a tool for teachers to reflect on their skills and teaching practices. Teachers will receive feedback from students and peers on their teaching practices from which strengths and weakness will be identified. Teachers will be given opportunity to engage in professional learning to address areas of weakness.


STRATEGIESProfessional Learning

– We will appoint a Professional Learning Team (PLT) to develop a professional learning policy and implement a professional learning plan that is research-based and reflects contemporary trends in education.

– We will place a high priority on the ongoing professional learning of all staff and provide staff with the opportunity to develop their teaching and leadership capacity.

– We will make the professional learning plan explicit to staff at induction and available via the school policy portal.

– We will ensure all graduate teachers will take part in the two-year Beginner Teacher Programme offered CEWA.

– We will promote developments in curriculum, teaching and learning that drives excellence.

– We will ensure teachers are aware and actively support the WA Professional Standards for Teaching as outlined by the Teachers Registration Board of WA.

– We will introduce school based professional learning (PL) opportunities.

– We will network with other schools to develop pedagogy, teaching and learning programs.

– We will build the leadership capacity of all teaching staff, including Teaching and Learning Assistants.

Evaluation and Improvement

– We will place a priority on attracting, retaining and developing the best possible teachers.

– We will introduce Educator Impact as a method for staff evaluation against the Australian Institute for Teaching and Learning (AITSL) standards as a way to highlight areas to focus on in Individual Professional Learning Plans.

– We will work as teams to analyse student work and create teaching strategies for improving student learning.

Mentoring and Coaching

– We will develop a culture of collaboration, sharing and showcasing best practice.

– We will develop and implement a mentor system to assist new staff.

– We will develop and implement a program for coaching and mentoring graduate and beginner teachers, Middle Management, leaders and staff who have been identified with an area of weakness.

– We will welcome classroom and teacher visits, followed by constructive feedback and targeting areas for professional learning.

– We will develop a coaching culture.


TARGETS


2016 Mentor system established for all new Prendiville teachers and new Heads of Learning Areas by start of term 1

Timing, % of target teachers receiving mentoring

Appraisal for middle managers commenced in term 1 as required by their contract (end Y2 and Y5)

Timing

Professional Learning Team (PLT) established in term 1 Timing

PLT’s Learning Policy and Plan presented to staff by end term 2 Timing

50% of staff to have commenced an initial cycle of Educator Impact (2 year cycle) by end term 1

Timing, % of staff involved in Educator Impact

Increase amount of PL time in Learning Area meetings % of meeting time for PL

2017 PLT’s Learning Plan updated and presented to staff by end term 2 Timing

Remaining 50% of staff to have commenced an initial cycle of Educator Impact (2 year cycle) by end of term 1


Increase amount of PL time in Learning Area meetings to 25% by end of year

% of meeting time for PL

Introduce 3 school based PL opportunities after school hours Number of PL opportunities

2018 PLT’s Learning Plan updated and presented to staff by end term 2 Timing

50% of staff to commence a second cycle of Educator Impact by end term 2


Maintain amount of PL time in Learning Area meetings at 25% % of meeting time for PL

Increase to 6 school based PL opportunities after school hours Number of PL opportunities


Systemic Curriculum Delivery

The College has a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations

Teachers collaboratively plan, deliver and review the effectiveness of course programs and lessons. Learning Areas offer courses that follow the School Curriculum and Standards Authority (SCSA) Syllabuses and the Australian Curriculum. Departments develop year level and term plans. Courses are reviewed annually to ensure they meet the needs of students. The 2015 Catholic School Climate survey indicated that staff believe the curriculum is well planned and documented, but there is room to improve how it is coordinated and delivered.

The Director of Academic Standards, Heads of Learning Areas and Subject Coordinators are reviewing and exploring different ways to investigate and link individual Curriculum topics across a variety of learning areas in lower school year levels. The aspiration is to adopt this approach for progressively more topics over time.

STRATEGIES– We will ensure all teachers and leaders are familiar with the Australian Curriculum.

– We will provide professional development to build staff skills in curriculum planning and development.

– We will maintain and annually review the curriculum delivery plan.

– We will ensure that Learning Area meetings focus in part on curriculum delivery.

– We will focus on improving literacy, numeracy across the entire school cohort.

– We will increasingly link individual curriculum topics through cross-curricular skills.

– We will review Year 10 curriculum to ensure it meets the needs of our students who will now participate in the new WACE.


TARGETS


2016 All Head of Learning Areas have reviewed their curriculum plans by end of week 3, term 1

Timing

Devote 25% of time in Learning Area meetings to curriculum planning over the course of the year

% of meeting time for curriculum planning

All Year 9 students improve on their Year 7 NAPLAN results % of students who improve

Year 10 curriculum review Timing


Timing

Maintain amount of curriculum planning time in Learning Area meetings at 25%



Implement reviewed Year 10 curriculum Timing


Timing

Maintain amount of curriculum planning time in Learning Area meetings at 25%




Differentiated Teaching and Learning

Every student is engaged, learning successfully and able to reach their full potential

Prendiville Catholic College believes students will be at different stages in their learning and progress at different rates, and that each student is capable of learning successfully when motivated and given appropriate learning opportunities and support. Each teacher aims to engage, challenge and extend all students, including high achievers and under achievers, so that they reach their full potential. Students are often offered a variety of ways of demonstrating their understanding, such as choosing between oral, visual or written submissions.

Teachers closely monitor the progress of individual students and tailor classroom activities to match the levels of student readiness and need. Communication between students, teachers and parents is required so that information about how students are progressing in their learning, and what teachers and parents might do to support students’ further learning. Students will also be encouraged to monitor their own progress and set goals for future learning.

Individual learning plans and/or course outlines are provided to students and their parents/carers that include details of how learning opportunities have been tailored to meet individual student needs. Reports for all students with an Individualised Learning Plan are reviewed at the end of each semester.

STRATEGIES– We will utilise standardised testing to assess where students are in their learning and identify any skills

gaps and misunderstandings.

– We will design and deliver a range of learning experiences to cater for the variety of learning styles, as well as differences in culture and backgrounds.

– We will maintain a learning environment that is inclusive, stimulating, intellectually rigorous and addresses the learning needs of individual students across the spectrum of abilities.

– We will advise teachers on strategies, programmes and support necessary to effectively include students with special needs in their classrooms.

– We will implement courses catering for the differing needs of students.

– We will provide professional learning opportunities for teaching staff to develop their differentiation skills.


TARGETS


2016 Year 7-10 standardised testing conducted in Science, Maths and English in term 1

Timing

Year 7 standardised testing conducted to identify any students who are gifted and/or talented in term 1

Timing

All Individual Learning Plans and Curriculum Adjustment Plans documented in the new format in SEQTA

% of plans in SEQTA

In the School Climate Survey (SCS) 70% or more staff believe students are motivated to learn

% score

In the SCS 70% or more students say their learning environment is stimulating

% score


Timing

Year 7 and 8 standardised testing conducted to identify any students who are gifted and/or talented in term 1

Timing

In the SCS 72.5% or more staff believe students are motivated to learn

% score

In the SCS 72.5% or more students say their learning environment is stimulating

% score


Timing

Year 7-9 standardised testing conducted to identify any students who are gifted and/or talented in term 1

Timing

In the SCS 75% or more staff believe students are motivated to learn

% score

In the SCS 75% or more students say their learning environment is stimulating

% score


Effective Pedagogical Practices

Implement effective 21st Century pedagogical practices to significantly improve student achievement

Pedagogy is the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to teach. Effective pedagogical practice aims range from the general (full development of the human being) to the narrower specifics of vocational education (imparting and acquisition of specific skills). Effective pedagogical practices have a strong research base, are clearly understood by teachers and are direct responses to students’ identified learning needs.

Quality classroom teaching has a profound influence on student learning and wellbeing. Pedagogy that enhances student wellbeing builds positive relationships between teacher and students, and is responsive to the individual needs of students.

Teachers do this by demonstrating respect for their students as individuals and providing opportunities for students to:

– Build on their strengths

– Use their preferred learning styles

– Work cooperatively in groups

Prendiville Catholic College is committed to contemporary, highly effective 21st Century pedagogical practice across the school in order to engage and enhance the teaching and learning opportunities and outcomes afforded to students. In 2015, Prendiville introduced the student independent learning programme that gave students flexibility to increase more individual learning time into their school day. As part of this initiative, the library is being refurbished into a ‘learning common’ and consideration will be given to refurbishing P Block into an independent learning space.

The College Leadership Team recognise that highly effective teaching is the key to improving student learning and wellbeing throughout the school. The College is committed to continous improvement and aims to encourage teachers to use research-based teaching practices in all classrooms to ensure that every student is engaged, challenged and learning successfully. All teachers aim to understand and use effective teaching methods – including explicit instruction – to enhance student learning and maximise achievement.

STRATEGIES– We will clearly outline and define for all staff what is meant by the term 21st Century Pedagogy and all

that it encompasses.

– We will keep abreast of innovations in contemporary best practice by providing opportunity for selected staff to attend national and/or International conferences, and collaborate with other WA schools.

– We will set clear expectations regarding the use of effective teaching strategies and feedback processes to identify areas for improvement.

– We will continue and promote regular staff forums to promote discussion and sharing of pedagogical practice and how to effectively use the College’s learning spaces and digital technology.

– We will maximise use of the new library ‘learning common’ and proposed P Block refurbishment to cater for independent learning for Year 11 and 12, including during relief classes.


TARGETS


2016 Implement ‘learning common’ in library for Year 11 and 12 from term 1

Timing

Review of P Block learning space proposal by end of term 1 Timing

Each Learning Area has a plan to make best use of digital technologies by end term 2

Number of plans, Timing

Each Learning Area has a design for best use of learning spaces by end term 2

Number of proposals, Timing

Two teaching staff are selected and attend a recognised pedagogy conference by end of year

Number of staff

College Leadership Team prioritised Learning Area plans and designs by end of year

Timing

2017 Implement high priority Learning Area digital technology and learning space plans by end of year

Timing

2018 Implement lower priority Learning Area digital technology and learning space plans by end of year

Timing


Engagement with the School Community

Provide multiple opportunities for Parents and Alumni to be actively involved in College Life

A sense of community and pride is fostered by the staff, students and administration of the College. It is further enhanced by the parents who become actively involved in College life and promote the College in the broader community. Many parents volunteer their service, time and energy to assist our College in a variety of ways such as membership of the Board. The Parents and Friends (P&F) has a proud and long association with Prendiville Catholic College, performing an important role in the College community, e.g., organising various family events, quiz nights and fundraising.

Parents are welcome at the College and are invited to attend the Year 12 parent information evenings and the Year 10 subject selection nights which provide them with essential information to support their children. They are encouraged to attend Sporting, Dance, Music and Drama events, and Art exhibitions. Parents who have children involved in the Music programme are also invited to become part of Prendiville’s ‘Friends of Music’. The College also hosts a ‘Grandparents’ Day’ each year.

In 2015, the College redeveloped its website for all external stakeholders including parents. It was brought up to date, made more navigable, more attractive and user friendly. The College has a long-standing commitment to providing a bi-weekly newsletter to keep parents and students informed about College life. Each year a College yearbook is also prepared.

The College Leadership Team are enthusiastic about creating an active Alumni Association for Prendiville Catholic College that will involve former students in formal and informal activities related to College life. A Community Engagement and Public Relations Coordinator was appointed in 2014, which incorporates the development of the Alumni Association.

The 30th anniversary of Prendiville Catholic College falls in 2016 and will involve a variety of community engagement events.

STRATEGIES– The P&F to complete their own vision, purpose, objectives and strategies as part of building our

community.

– The P&F to continue the cycle of events conducted in 2015 as well as becoming involved in the 30th anniversary celebrations.

– We will continue to develop an active Alumni Association that encourages former Prendivillian’s to remain connected with the College.

– Complete the new College website.

ENGAGEMENT is essential


TARGETS


2016 Community Engagement Indicator score of 80.5 or more in the School Climate Survey

Percentile score

Complete and launch the College website in term 1 Timing

‘Prendiville Plunge’ organised by P&F in term 1 Timing

30th anniversary Alumni event in term 2 Timing

P&F vision, purpose, objectives and strategies articulated by end of term 3

Timing

Create a vision, purpose, objectives and strategies for the Alumni Association by end of term 3

Timing

2017 Community Engagement Indicator score of 82 or more in the School Climate Survey

Percentile score

Introduce at least 1 new Alumni event by the end of the year Number of events

2018 Community Engagement Indicator score of 84 or more in the School Climate Survey

Percentile score

At least 1 additional new annual Alumni event by the end of the year

Number of events


Wider Community Partnerships

Actively seek opportunities to enhance student learning and wellbeing through partnerships with the wider community

Prendiville Catholic College has already established some partnerships with some community organisations as part of the Physical Education program, including inclusive sports, surf training, skipper’s tickets and specialist coaching. The College uses the resources and expertise of the peak sporting bodies for the various Sports that it offers. The College also partners with other Catholic Schools in Associated Catholic College Sports and the Catholic Performing Arts Festival.

A number of Year 11 or 12 students undertake work experience in the community and onsite workplace learning interviews as part of the ONSITE Program, which involves a number of independent and Catholic Schools in the Perth metropolitan area, which is facilitated by Aranmore Catholic College. The College’s Year 11 careers breakfast involved members of the external community and parents of students. For the Certificate courses for Year 11/12 Vocational Education Training students, the College uses a number of external training organisations to objectively evaluate student competencies.

We invite a number of experts to visit the College and present on topics of social importance; these include a Year 10-12 Drugs and Alcohol presentation, a Year 7-9 Surf Safe Online presentation and techno-bullying. Many Learning Areas also invite subject matter experts to come and present to the students, or organise curriculum specific excursions for the benefit of our students. Our Music students also tour our feeder Primary Schools.

We also maintain a close relationship between Prendiville Catholic College and our sister Japanese college, Sagami Women’s University. The sixteen-year relationship between Prendiville and Sagami has seen many students from both sides of the world experience and appreciate each other’s culture.

The College also organises an exchange programme with an Italian school each year as part of the Languages Learning Area. Each year, Italian students from different schools and regions visit Perth and are hosted by school families and students from the College are hosted in Italy.

Through the Christian Service Learning programme, the College connects with multiple charities, community agencies and support local community events (see Integrating Faith, Life and Culture). In addition, given the outstanding facilities of the College, the Community Engagement and Public Relations Coordinator will be investigating how the College can become a community hub after hours.

STRATEGIES– We will build alliances and networks with professional communities beyond the College, including

community agencies and organisations related to post school options.

– We will promote active involvement of parents and the community in support for students with disabilities.

– We will actively link with the wider Church agencies, the regional parish and the local community.

– We will explore the potential for mutually beneficial partnerships with local universities.

– We will use the Community Aboriginal Consultant to support the development of an Aboriginal Education programme.

– We will connect with a Catholic School in each country through the aCROSS the World project.

– We will investigate ways to promote and use the College facilities as a community hub.


TARGETS


2016 All Education Support students in Years 10-12 have work placements

% of students involved in work placements

Community Hub proposal completed by end of term 2 Timing

Relationship with ECU education support faculty established to support the Education Support Unit by end of term 2

Timing

Aboriginal Education programme developed by end of term 2 Timing

2017 Implement Community Hub proposal from term 1 Timing

2018 To be confirmed


Staff Wellbeing

Foster a collegiate atmosphere amongst College staff that contributes to staff wellbeing

Prendiville Catholic College strives to foster a culture of cooperation, trust and mutual respect amongst staff, whereby all individuals are treated with dignity and can work at their optimum level. Staff are encouraged to provide feedback on all aspects of College life, are actively involved in making decisions that affect them and consulted in the process of setting the future direction of the College.

In 2015, the Principal introduced regular staff feedback sessions (the Pulse) to allow all staff a direct voice to raise concerns, ideas and give feedback with him. He communicates weekly with all staff via his newsletter ‘Ocean Views’. The College Leadership Team was also expanded to include the three new Directors to represent areas of development and to advocate for staff. The strategic planning process has been a consultative activity that enabled staff to participate in conversations at all levels of the College organisation.

The College recognises staff who serve the College for 5, 10, 15 and 20 years, with an honour board for those who serve for 20 years or more. A collegiate atmosphere is fostered in part by a range of social activities for staff.

The organisational climate indicator from the Catholic School Climate Survey assesses components that are known to underpin the wellbeing, engagement and performance of staff in schools. The 2015 survey showed an overall improvement since the previous survey in 2013. Staff responses showed that:

– Staff morale, commitment to and pride in the school is high.

– Leadership is viewed as supportive, staff roles are clear and there is good staff teamwork.

– Communication between groups could be improved.

– Staff feel empowered to express their opinions and feel involved in decision-making.

– Staff feel recognised for their good work.

– About half of the staff feel stressed due to high workloads.

STRATEGIES– We will ensure that we have clearly defined College policies and procedures that support staff wellbeing.

– We will ensure that all staff understand the accountabilities and responsibilities of each member of the College Leadership Team.

– We will require College leaders to review the workload of each staff member under their supervision on an annual basis.

– We will develop consistent standards for staff behaviour in and out of the classroom (staff norms).

– We will continue to provide forums for groups of staff to discuss common areas of interest and concern, e.g. Heads of Learning Areas.

– We will seek additional ways to acknowledge and affirm staff contributions to the College.

– We will continue to invite staff to be on short term working parties for various projects.

ACCOUNTABILITY is not optional


TARGETS


2016 At least 2 ‘Prendiville Pulse’ staff feedback sessions per term Number of sessions

One informal Head of Learning Area meeting per term for interests/concerns with Principal

Number of meetings

Create a staff consult group to document staff norms by end term 1

Timing

Organisational Climate Indicator score of 65.8 or more in the School Climate Survey

Percentile score


One informal Head of Learning Area meeting per term for interests/concerns with Principal

Number of meetings

Organisational Climate Indicator score of 68 or more in the School Climate Survey

Percentile score


One informal Head of Learning Area meeting per term for interests/concerns

Number of meetings

Organisational Climate Indicator score of 70 or more in the School Climate Survey

Percentile score


Pastoral Care of Students

Continuous improvement of pastoral care services to ensure that all students achieve their best in a safe, nurturing, diverse and healthy learning environment

Pastoral care at Prendiville Catholic College is informed by and given its spirit through the College’s place as part of the evangelical ministry of the Church. Prendiville is in essence the face of Christ for the whole community.

The Principal and staff of Prendiville Catholic College are committed to maintaining a high level of pastoral care and the continuous improvement of pastoral care services to ensure all students achieve their best in a safe, nurturing, diverse and healthy learning environment to become inner directed, contributing members of God’s creation.

All College staff are driven by a deep belief that every student is created in the image and likeness of God and capable of successful learning. They are committed to caring for students and a high priority is given to building and maintaining positive and caring relationships between staff, students and parents. The pastoral care students receive from all within the College community helps them develop an awareness of their value as human persons.

The College cares for and manages students through a vertical, House-based pastoral care structure. Each of the six Houses are divided into eight Pastoral Care Groups (PCG’s) which are led by a Pastoral Care Advisor (PCA). Each House Coordinator oversees the smooth running of their House and the pastoral care of students within it. House Coordinators liaise closely with the College Psychologist referring students who present with social, emotional or behavioural problems that impact upon their wellbeing and require further support.

House and Inter-house activities are integral to the life of the College and are conducted in a spirit of both cooperation and competition. Students pray daily in PCG and participate in House liturgical celebrations and receive the sacraments in House Masses. The Student Leadership Day, GRIP Leadership (external provider, letters stand for – Generosity, Responsibility, Integrity, People) sessions for students in Years 9 and 10, House Councils and the Year 12 Student Council provide opportunities for young people to develop as leaders through personal development opportunities and service to the community. Participation in Inter-house Arts and Sport competitions assist students to develop House Spirit and enhance a sense of belonging and acceptance. It also includes explicit teaching in Pastoral Care Groups and through curriculum about wellbeing and the skills that they can utilise to cultivate it. Students are strongly encouraged to build capacity within them to manage their emotions, solve problems and develop and maintain healthy relationships with others.

Prendiville Catholic College operates within the framework of the Catholic Education Commission and is bound to adhere to legislative requirements of State and Federal Governments. Pastoral Care policies and practices of the College adhere to all these obligations.

The student wellbeing indicator from the Catholic School Climate Survey assesses student emotional wellbeing, the quality of student-teacher relationships and student engagement in learning. The 2015 survey showed a slight improvement since the previous survey in 2013. Student responses showed that:

– They feel connected to the College and have a sense of belonging, but they don’t always look forward to going to school.

– They feel positive, cheerful and happy at College, but not always relaxed or energised.

– About half of the students feel stressed; over a quarter feel tense and frustrated at times.

– They feel connected to their classmates and other students at College and feel supported by their friends.

– They feel safe at school – no bullying, teasing, gossiping, or meanness.


– They feel respected, cared for, trusted and treated fairly by their teachers, but not so much by other students.

Parents’ responses echo those of their children. In addition, they feel that their children are developing a range of valuable social skills at the College.

STRATEGIES– We will continue to develop processes to welcome new students to the College and assist with transition

so that students feel a sense of belonging in the Pastoral Care Group (PCG), House, Year Level and College communities.

– We will provide new opportunities to develop pride in and understanding what it means to be a “Prendivillian” in PCG, House, Year Level and College communities.

– We will provide greater support for and empowerment of Pastoral Care Advisors and House Coordinators to continue to develop positive relationships with students and parents.

– We will further increase opportunities in the House to celebrate success for individuals and groups across a wider range of areas in College life.

– We will introduce a proactive student wellbeing programme that addresses the spiritual, social, physical, psychological and emotional wellbeing of students.

– We will deliver high quality psychological services that meet the demand from students.

– We will continue to provide opportunities to train staff to recognise the presence of emerging mental health issues in order for early intervention to be effective in preventing deterioration and affecting learning.


TARGETS


2016 Develop and implement a clear plan for monitoring student attendance related to unexplained absences at the beginning of term 1

100% of absences followed up

Student Wellbeing Indicator score of 67.5 or more in the School Climate Survey

Percentile score

Follow up students who are absent for more than 2 days in a row or 1 week per term

All absences accounted for

Develop 1 or 2 new ways to welcome incoming Year 7’s and other new students to the College by end term 2

Timing

Plan and budget for a proactive student wellbeing programme by the end of term 2

Timing

Review, plan and budget for future demand for psychological and social support services by end of term 3

Timing

Implement at least 1 opportunity to develop and demonstrate pride and understanding about what it means to be a ‘Prendivillian’ by the end of the year

No. of opportunities, Timing

Celebrate success of individuals or groups of students during term 2-4

Timing

2017 Student Wellbeing Indicator score of 70 or more in the School Climate Survey

Percentile score

Implement the student wellbeing programme from term 1 Timing

Develop a plan by end of term 2 for PCA’s and House Coordinators that enables them to foster more positive relationships with students and parents

Timing

100% of House Coordinators renewed or completed “Mental Health First Aid” (or similar programme) by the end of the year

% of House Coordinators

Implement at least 1 additional opportunity to develop and demonstrate pride and understanding about what it means to be a ‘Prendivillian’ by the end of the year


2018 Student Wellbeing Indicator score of 73 or more in the School Climate Survey

Percentile score

Plan for PCAs and House Coordinators implemented from term 1 Timing

Implement at least 1 additional opportunity to develop and demonstrate pride and understanding about what it means to be a ‘Prendivillian’ by the end of the year



Financial and Facilities Management

Responsibly manage College finances and facilities in line with CEWA policy

All planning and development in Catholic schools is undertaken within the relevant requirements of government and regulatory authorities. The College Board is responsible for planning for Prendiville Catholic College and thus for ensuring that CEWA and Government requirements are met. While Catholic schools need to provide students with all that is necessary for a good education, including complex and expensive equipment, they need at the same time to avoid (the appearance of) affluence and ostentation.

Prendiville Catholic College is blessed with state of the art facilities on an extensive campus located near the Indian Ocean. Part of our collective responsibility is to be wise stewards of these facilities. Our College also has to manage its financial resources appropriately in line with the College’s approved five-year Capital Development Plan, that last of which was published in January 2012.

During 2015, the new canteen facility was opened and construction of the Student Service Office, Interview Room and College Chapel was completed; a Library extension project also commenced.

STRATEGIES– We will maintain a five-year Capital Development Plan in line with CEWA mandated policy.

– We will involve the College Board in establishing, amending and implementing the Capital Development Plan.

– We will develop and implement a comprehensive maintenance programme for all College facilities.

– We will endeavour to raise additional income from hiring out College facilities to the community outside of school time, e.g., Performing Arts Centre.

– We will create a village feel to the campus with the naming of all buildings, facilities and spaces.

– We will sign post clearly and improve College signage.


ACTIONS AND TARGETS


2016 Complete Library refurbishment by February 2016 Timing

Refurbishment of P Block in 2016 based on learning requirements

Creation of a jewellery room in Manual Arts Area by February 2016

Break out Area for Society & Environment Learning Area by February 2016

Contemporary learning areas within Science classrooms by February 2016

Painting of S7, S9, S & E, P Block, Music Practice, Art rooms by January 2016

Review building and spaces document during term one

Refurbish and or relocate Community Engagement Office

Re-carpeting of selected areas by January 2016

New office accommodation for the Science Learning Area by the end of the 2016

Architect to scope Admin and Staff area

Update new Capital Development Plan in conjunction with the college Board, P and F and staff for 2017 to 2022

School signage to reflect naming if all buildings by August 2016

Create Outdoor Education external teaching area

Maintenance schedule for 2017 complete by the end of the year

Establish P and F room

Develop the concept proposal for the PCC Community Hub

2017 Maintenance schedule for 2018 complete by the end of the year Timing

Extension of English LA office

Reorganisation and refurbishment of Admin and Staff Area

Extend covered walkways

Refurbish D Block

Capital Development Plan requirements

2018 Maintenance schedule for 2019 complete by the end of the year Timing

Refurbishment of C Block

Relocation of Uniform Shop

Capital Plan requirements


Systematic Evangelisation Planning

Ensure that an appropriate Evangelisation Plan and Staff Formation Plan is current and reflected in daily practices at the College

Prendiville Catholic College aspires to be one of the leading schools in Western Australia for Religious Education (RE). In 2015 the College appointed a Director of Mission and Identity, whose role is to ensure the school always maintains a focus on its mission as underpinned by the Bishops of Western Australia’s mandate. This is achieved by providing the best possible RE, meaningful and engaging Liturgies, a thriving Christian Service Learning program which provides opportunity to show faith in action, and a Retreat program that is age and year appropriate for students.

The school has a clearly articulated Evangelisation Plan covering a three-year period outlining priorities, strategies, indicators of evidence and desired outcomes for staff, students and the College community. As part of the plan, we will provide opportunities for all staff and students to actively support, foster and contribute to the expression of Catholic faith. We will also continue to provide students and staff with deepened experiences of liturgies, prayer, retreat and other celebrations.

The College’s RE program endeavours to provide rich learning opportunities and environments for young people, which help them to develop a hunger for lifelong learning. Students develop into Christian men and women who have learned to serve and be responsible for themselves and others. The RE program taught in Years 7 – 12, provides the students with opportunities to deepen their knowledge of the Catholic tradition and encourages students to seek Christ in their personal and communal lives.

The Religion and Life course completed by upper school students explores the interplay between religion, society and individuals. Students examine the nature of religion and gain an understanding of its place in the world. The changes to the Religion and Life course to ATAR and General were implemented in 2015 in Year 11 and will be continued into Year 12 in 2016.


– Participating in prayer, liturgies and mass is very important to staff and they feel that they have the opportunity to learn and reflect on their Catholic faith.

– Only half the students feel that participating in prayer, liturgies and mass is important to them, but almost all feel that they have the opportunity to learn and reflect on their Catholic faith.

– Parents feel that participating in prayer, liturgies and mass, and reflecting on their Catholic faith is very important for their children.

DISCIPLESHIP is our calling


STRATEGIES– We will clearly articulate the fundamental importance of the Catholic ethos to all members of the

College community.

– We will invite Parents and Friends and the external community to participate in Catholic liturgies.

– We will actively and publicly promote the College Values, Motto and Beliefs as a Catholic school and a community of faith.

– We will develop a Staff Formation Plan.

– We will develop and implement a School Support Plan (SSP) in conjunction with CEWA, to assist with professional learning in the area of Religious Education and formation of College staff.

– We will appoint two Subject Coordinators in the RE learning area, to provide support in curriculum development and assist with the formation of College staff.

– We will ensure all teaching staff and non-teaching staff are aware of the expectations to have Accreditation to Work in Catholic Education.

– We will increase the number of staff Accredited to Teach Religious Education.

– We will increase the number of specialist RE teaching staff and reduce the number of other staff teaching RE.

– We will develop initiatives to link RE to other Learning Areas with cross-curricular activities.

– We will support the development of House Coordinators as faith leaders, working with them to plan Patrons’ Days.

– We will support implementation of CEWA initiatives such as the ‘Living the Vision’.

– We will continue to implement the Faith Story and Witness programme.

TARGETS


2016 Whole staff engagement with the SSP commencing in term 1 Timing

Increases in weekly Mass attendance by staff and students Attendance

Number of RE teaching staff reduced by 30% (28 staff in 2015 reduced to 19 in 2016)

Number of RE teaching staff

Appointment of two Subject Coordinators to RE Learning Area commencing in term 1

Timing

All staff have Accreditation to Work in Catholic Education by end term 1

% of staff, Timing

All specialist RE teaching staff will be accredited to teach this subject area by the end of the year

% of accredited RE staff, Timing

2017 Weekly morning mass open to Parents & Friends from term 1 Timing

Onsite Accreditation courses commenced from term 1 Timing

Number of RE teaching staff reduced by 50% (28 staff in 2015 reduced to 14 in 2017)

Number of RE teaching staff

100% of staff teaching RE are accredited % of staff accredited

2018 Increases in weekly Mass attendance by Parents & Friends Attendance

Completion of the SSP with CEWA by the end of the year Timing

Number of RE teaching staff reduced to 10-12 specialists Number of RE teaching staff


Integrating Catholic Faith, Life and Culture

Foster students who develop their values, life, culture and faith within a Catholic framework

Prendiville Catholic College places a high priority on discipleship. It is vital that students understand what is involved in integrating faith with life and faith with culture, which will help students develop a Gospel vision for Australian society. The College presents Jesus as the model for how to live a truly human life, and promote the good and unity in society (from Bishop’s Mandate).

The College works to proclaim the Gospel effectively ensuring students learn respect for the dignity and rights of every human person. It works to integrate Gospel values into the life and curriculum of the school so that students are actively educated to develop a spirit of solidarity with and service to others. The College actively promotes what is involved in committing oneself to serve God by serving others, and by seeking to establish and maintain, a fair and just society that cares for all and protects its most vulnerable members. It continues to promote reconciliation, compassion and mercy, as well as special commitment to the poor and those with special needs.

Christian Service Learning is about students finding the spirit of what it means to be a student at the College and to then contribute to their community. Through the Service Learning programme students come to realise that we are all a part of a global community and that we all benefit if we help one another.

Prendiville Catholic College has been supporting and developing an Aboriginal immersion programme at Beagle Bay for several years. Approximately 10 students and 4 staff participate each year. The College aspires to involve all staff and students in learning about Aboriginal culture and history in future, as well as enrolling more Aboriginal students.

The Catholic culture indicator from the Catholic School Climate Survey assesses the school’s culture of Catholicity as viewed by staff, students and parents. The 2015 survey showed improvements since the previous survey in 2013 for all groups and revealed that:

– Staff and students feel there is a spirit of forgiveness within the College, but students feel the spirit of forgiveness could be improved between students.

– Staff and students feel they are encouraged to display compassion to others; parents also recognise this.

– Staff and students feel they have the opportunity to become more aware of and participate in social justice issues; parents completely agree.

STRATEGIES– We will develop the Christian Service Learning programme to reach a wider age range of students and

offer a broader set of service opportunities.

– We will develop a high functioning Christian Service Learning portal at the College that will encourage students to independently monitor opportunities and nominate themselves to be involved in programmes.

– We will develop a larger variety of immersion programmes specific to senior students at the College, including an overseas immersion programme.

– We will ask CEWA to facilitate a School Support Programme (SSP) to develop a new outlook and approach to Christian Service Learning Models at the College.

– We will develop a strong ‘Be of Service’ rapport between mainstream students and students of diversity in the Educational Support Centre.

– We will invite people of other faiths, cultures into the College to work with students.


– We will actively promote and canvas for additional Aboriginal student enrolments.

– We will develop an Aboriginal Education programme in line with CEWA policy that creates an understanding and appreciation of Aboriginal people, their histories, cultures and spirituality.

TARGETS


2016 Year 10 and 11 students have 3 new opportunities to complete their hours of community service

Number of new opportunities

20 students involved in service to the Education Support Centre Number of students

All students utilise the Service Learning Portal (monitored by Christian Service Learning Coordinator)

% of students

3 incursions by other faith or culture groups to the College by end of year

Number of incursions

Total of 10 Aboriginal students enrolled at PCC for 2017 Number of Aboriginal students

All teachers attend Aboriginal cultural awareness training by the end of the year

% of teachers

Planning for a Year 8 Service Learning programme completed by the end of the year

Timing

2017 All Year 8 students participate in the Service Learning programme from term 1

Timing


3 incursions by other faith or culture groups to the College by end of year

Number of incursions


50% of upper school students involved in Aboriginal cultural awareness programme by the end of the year

% of students

Planning for a Year 7 Service Learning programme completed by the end of the year

Timing

Review of Years 9-12 Service Learning programmes completed the end of the year

Timing

2018 All Year 7 students participate in the Service Learning programme from term 1

Timing

Revised Christian Service Learning programme for Years 9-12 implemented from term 1

Timing


10 students involved in an overseas immersion programme in term 3

Number of students, Timing


Aboriginal cultural immersion programme provided to all upper and middle school students

% of students involved in programme

Prendiville Avenue Ocean Reef WA 6027 PO Box 381 Joondalup WA 6919 Phone 08 9307 2000 Fax 08 9307 3119 [email protected] www.prendiville.wa.edu.au

Prendiville Catholic College is a contemporary Catholic secondary, co-educational College which provides a challenging education in an attractive environment.

We will foster in young people the desire to know more, see more and “be” more.

Ours will be an education that seeks Christ in our personal and communal lives.

strategic directions 2016-2018 “beyond...

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