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San Clemente High School

PRAYER. STUDY. SERVICE. COMMUNITY.

TOWARDS 2022

STRATEGIC PLAN

SAN CLEMENTE HIGH SCHOOL | STRATEGIC PLAN TOWARDS 2022 | 3

ContentsMessage from Principal, Scott Donohoe 4

Vision Statement for Catholic Schools 5

Nature and Purpose of Catholic Schools Statement 7

Learning Framework: Philosophy of Learning 7

Rationale 7

Background 8

Measuring Our Success 8

Structure 8

Mission, Vision and Values 9

Dominican Heritage 10

San Clemente, A Positive Education School 11

Five ways to Well Being 11

2018 – 2022 SSP Overview 12 - 18

1. Domain Statement - Catholic Formation and Mission 19

2. Domain Statement - Learning 20

3. Domain Statement - Leadership 21

4. Domain Statement - Service and Governance 21San Clemente High School

SAN CLEMENTE HIGH SCHOOL | STRATEGIC PLAN TOWARDS 2022 | 54 | SAN CLEMENTE HIGH SCHOOL | STRATEGIC PLAN TOWARDS 2022

Vision Statement for Catholic SchoolsMessage from Principal, Scott DonohoeI am delighted to present the San Clemente Strategic Plan, Towards

2022. This document is the culmination of extensive planning and

consultation with key stakeholders in the community. Valuable

insights and feedback were gained predominantly from the School

2017 Self-Review, as well as other key surveys.

Towards 2022 is a commitment to the direction of the School over

the next five years. This Plan is a living document which may need to

be modified to reflect potential change in the School. Importantly, it is

guided by the Maitland-Newcastle System Strategic Plan, Disciples,

Learners and Leaders 2017-2019. Less explicit are the directions

provided in the latter stages of the School’s Plan, as allowance must

be given for the introduction of the next cycle in the System from

2020. Furthermore, the School will need to identify a relevant key

focus domain for its External Review in the same year. Such factors

will inevitably play a significant role in the direction of the School.

Towards 2022 respects the School’s history and Dominican heritage,

along with strong reputation for community spirit, and at the same

time, provides a platform for progress in a rapidly changing world.

The Plan demonstrates that the wellbeing and learning of students

remain at the core of our work. It highlights our commitment to

Positive Education as a means of providing our community members

with the tools to lead a meaningful and thriving life.

This is an exciting time for the School with innovative initiatives

being embedded in both wellbeing and teaching and learning,

major upgrades to facilities taking place and enrolments at an

unprecedented high. Towards 2022 will support and further the

mission and vision of San Clemente by providing clear guidance for

the strategic direction of the School as a Catholic school educating

in a Dominican way. It will continue to position San Clemente as a

lighthouse school in the Maitland-Newcastle Diocese and Hunter

region.

Scott Donohoe

Principal

From & for the community of

FaithFrom & for

Excellence in LearningIn a rigorous, creative & critical pursuit of

TruthCatholic schools educate from and for vibrant, welcoming and diverse

communities with a particular commitment to the poor; for justice, integrity and peace; and with hope for the future.

Catholic schools educate:


Dominicans are called by the Spirit to be faithful to the prophetic mission of Jesus by the integrity of our lives, and to proclaim the Truth fearlessly and confidently, as Dominic did.

- Dominican Sisters of Eastern Australia

Learning Framework: Philosophy of LearningCatholic schools in the diocese of Maitland-Newcastle are

communities of learning characterised by high expectations for

learners to achieve excellence, academic rigour, innovation and

purpose, within environments that engage, empower and enable.

RationaleAll engaged in the enterprise of Catholic education commit to the

values and tenets of the Church as revealed by the Good News.

As disciples of Jesus, we strive to become more like him as we

continue to grow in faith. Our faith is expressed in relationship with

one another, and in our communities, both local and global. The

Diocese of Maitland-Newcastle Catholic system of schools has in its

Vision Statement;

...at the heart of everything is always Jesus Christ... 1

Faith encompasses all aspects of school planning and school life. It

is fundamental to our schools’ improvement process.

1. Educating Today and Tomorrow: A renewing passion. Instrumentum Laboris. Section 111.

Nature and Purpose of Catholic Schools StatementInspired by the message and example of Jesus Christ, Catholic

schools live out a distinctive educational vision. Supported by

the Catholic community of which they are a vital part, they invite

students and their families into a faith-filled educational experience.

As a key ministry of parishes and the diocese, Catholic schools

encourage and support parents in their responsibility for the

faith formation of their children. This formation is supported by

prayer and opportunities to participate in the life, mission and

liturgy of the broader Catholic community.

Our schools commit to:

f Nurturing each individual’s growth in faith and unique potential

f Offering outstanding educational experiences founded on

Catholic values

f Fostering partnership between parents and staff in the

education of their children

f Creating communities of respect for each other, the wider

society and the earth

f Encouraging active engagement in social justice issues, the

service of others and the promotion of peace.

Catholic schools are part of a long tradition of Catholic education

provided by religious and lay teachers in Australia and this diocese

for over 180 years. They fulfil parents’ rights to choose schooling for

their children which reflects their own values, beliefs and hopes.


Disciples, Learners and Leaders System Strategic Plan 2017-2019 will be the third cycle for strategic planning across the

Maitland-Newcastle system of schools. Our two previous plans

were entitled:

f System Strategic Plan 2010 - 2012 Living Waters

f System Strategic Plan 2013 - 2016 Forming Catholic Heart and Minds

and provided solid foundations for system and school strategic and

annual planning. Strong feedback from evaluations of past plans

has indicated significant success, in providing system and schools a

framework with clear focus, direction and support.

While the 2017-2019 System Strategic Plan strives to develop

significant improvement across all diocesan schools it also

provides creativity and scope for them to pursue their own school

priorities by:

f Articulating and integrating the new Vision for Catholic Schools

Statement across all strategic areas

f Setting a small number of ambitious goals directly related to

student achievement and wellbeing

f Fostering collaborative cultures focused on faith formation

and institutional improvements across all schools as well as

between schools across the system

f Improving learning at all levels of the system

f Building a financially secure and strategic approach to the

development of new and existing schools

f Providing effective governance and accountability.

Background

The Catholic Schools Office, Diocese of Maitland-Newcastle is

committed to measuring and monitoring the progress and success

of our strategic objectives and to improving system and school

performance.

The plan will be monitored as part of the senior leadership work plan.

The leadership team will, each term, analyse its progress in each

domain and the strategies that are being implemented to ensure

transparency and accountability. This will provide appropriate and

timely data and information to track progress against our domain

objectives. A semester report will address the Annual Priorities and

be available to system and school stakeholders.

Over the next three years the System Strategic Plan will provide

opportunities for system growth and improvement. The system is

committed to enhancing the educational opportunities for staff and

students and to work collegially with the Catholic Schools Office and

with school communities to ensure strong and positive outcomes.

The 2017-2019 plan will ensure an holistic structure by delivering to schools both an aspirational three-year System Strategic Plan combined with System Annual Improvement Plan (SAIP) priority areas and strategies for success over each year of the cycle. It is important to note that the System Strategic Plan is designed to inform but not direct School Plans.

The areas for strategic engagement/intent have been articulated in the plan to the following four domains:

1. Catholic Formation and Mission (formerly Catholic Identity)

2. Learning (formerly Quality Teaching, Quality Learning meeting students’ needs

3. Leadership (formerly Empowered School Leadership)

4. Service and Governance (formerly Transparency & Accountability)

These four domains have subsumed the six key areas from the 2013-2016 Plan to reflect more implicitly their fundamental strategic purpose.

Structure

Measuring Our Success

Vision Statement

At San Clemente we are called to be a Catholic community inspired

by St Dominic, developing the whole person through study, service

and prayer.

Vision Statement

Through active involvement, giving and positive connections our

students will take notice and keep learning, living the Dominican

pillars, striving towards excellence and truth.

Values

Our values reflect the four Dominican pillars of Prayer, Study,

Community and Service, as well as the five areas of Positive

Education - Connect, Keep learning, Take notice, Be active

and Give.

The four Dominican pillars:

Prayer is at the heart of the spiritual Dominican life. It is prayer

that encompasses contemplation, liturgy and community. Students

are encouraged through prayer to reflect, take notice of the world

in which they live, connect to those around them and develop a

personal relationship with God.

Study is not just learning for its own sake or for one’s own glory, it

is about learning how to contribute positively to the world. Life of

the mind cannot be separated from the heart. Faith is formed by

reason and studying is grounding oneself to be a lifelong learner

that seeks the truth. Students are encouraged to keep learning

and strive towards achieving their own excellence using their God

given gifts.

Community relates to members of the human race coming

together to live together in unity and in a way that brings witness

to the word. It involves all students engaging and taking notice

of each other, rejecting all forms of discrimination, practicing

personal accountability and responsibility in both the school and

extended community.

Service is helping others in need. This relates to offering students

opportunities to be active in becoming socially responsible global

citizens. Service is being aware of inequalities and injustices,

providing students with tools to better equip them for the future

and learning to give to others.

The Mission, Vision and Values were launched on the occasion of

the 800th Jubilee of the Dominican Order of Preachers in 2016.

Mission, Vision and Values


San Clemente is a Positive Education School. A school that is not

focused solely on teaching traditional skills, but one that teaches

students skills that will help them to lead a flourishing life.

What is Positive Education?

Based in the science of Positive Psychology, Positive Education

combines best practice teaching with an emphasis on the whole

student. It encourages and supports individuals, schools and

communities to thrive.

A whole school approach where these positive education skills,

including the five ways of wellbeing and the common language,

are part of every lesson, liturgy, assembly, retreat and school

camp. At lunchtime, recess, between lessons and travelling to

and from school, students and staff are encouraged to live these

messages: all day, every day. We expect that you will see this

reflected in your home life.

Mentor sessions, that run across all year levels, where students

are encouraged to identify and work with their own strengths

and identify strengths in others. Relationships that empower

students are encouraged, communication skills are enriched and

solid connections are formed. Concepts such as mindfulness,

hope and optimism, authenticity, resilience and emotional and

social intelligence are taught in a considered way that engages

students.

A focus on staff and student care, where all members of the

school community are encouraged to embrace the five ways of

wellbeing - ‘connect’, ‘keep learning’, ‘take notice’, ‘give’ and ‘be

active’ in both their professional and personal lives. Throughout

the year all will be asked to take notice of others within our

community and express gratitude for everyday blessings.

Based on the findings of the New Economics Foundation’s centre

for wellbeing, the ‘five ways’ have been developed as a set of

evidence-based actions for wellbeing that, if practised regularly,

can improve personal wellbeing. We, at San Clemente have used

this model as the basis for Pos-Ed in our community.

Connect

At San Clemente we pride ourselves on Community. The No 1

indicator of wellbeing is positive relationships. Connect with the

people around you: your family, friends, classmates, teachers and

neighbours. Spend time developing these relationships. Connect

with your sense of self.

Be active

Proactive v Reactive; Get involved; Be assertive not submissive;

Make plans, not excuses; Set goals and MOVE. Take a walk, go

cycling or play a game of football. Find the activity that you enjoy

and make it a part of your life.

Take notice

Be more aware of the present moment, including your feelings

and thoughts, your body and the world around you. Some people

call this awareness “mindfulness” and it can positively change

the way you feel about life and how you approach challenges.

Practice gratitude.

Keep learning

Learning new skills can give you a sense of achievement and a

new confidence. Set goals, grow in confidence, spot strengths

and use them.

Give

Service to others is an essential part of being a member of a

Catholic Community. GIVING will remain a fundamental part of all

units of PosED@SCM. Even the smallest act can count, whether

it’s a smile, a thank you or a kind word. Larger acts, such as

volunteering at your local community centre, can improve your

well-being and help you build new social networks.

Dominican Heritage San Clemente, a Positive Education schoolSan Clemente was founded by the Dominican Order of nuns in

1916 in a building in Kerr Street, Mayfield. In 1919 following the

purchase of property formerly known as “Redcliff”, “a stately home

in spacious grounds”, the school was moved to its present site

and continued as a secondary school for young ladies under the

administration of the sisters of St. Dominic.

During the sixty years from 1916 San Clemente High School, as

both a boarding school and day school, became well known for

the ladylike behaviour of its students and for the high standard of

achievement of its graduates in both civic and business affairs.

At various times the buildings were modified and extended to

accommodate the growing school population.

In 1976 San Clemente High School became the first Catholic High

School in the Maitland Diocese to be staffed entirely by lay people.

Another milestone in San Clemente’s history was reached in 1983

when boys were enrolled in Year 7.

Basilica

San Clemente is named after the Basilica of San Clemente in

Rome, a church built in 1108 on church ruins dating back to the first

century AD. The present Basilica has been under the care of the

Irish Dominicans since 1623, when Pope Urban VIII gifted it to the

persecuted and exiled Irish Dominican Fathers.

...You are my companion and must walk with me. For if we hold together no earthly power can withstand us.1

1. Dominic de Guzman

School Crest and MottoSan Clemente is named after the Basilica of San Clemente in

Rome, the resting place of the relics of St Clement. The language

is Spanish, reflecting the national origin of the Dominican Order

who opened this school in Mayfield in 1916.

The school colours are Black and White. This is characteristic of

the Dominican habit, largely unchanged for 800 years: a long

white tunic, contrasting with a black cloak which is worn over the

top. The black and white represents truth over heresy. The white

reflects the joy and the purity of Christ, and the black reminds

servants of the Lord of their humility and obligation for penance.

The centrepiece of the crest stands on the black and white cross

of Aza, part of the family crest of St Dominic’s mother.

In the centre of the crest is a white dove and this is symbolic

of the peace and security of the Holy Spirit. The dove carries

four ribbons representing the Dominican pillars of Prayer, Study,

Community and Service.

Our motto is “Veritas” (Latin) which in English means “Truth”. This

has always been the motto of the Dominicans. It continues to be

the motto of San Clemente, as it is an ideal that we can all strive

to attain. In the broadest sense, “Veritas” means more than just

truth. It means honesty with oneself, being one’s own person

before God and before others.

The Five Ways to Wellbeing

• connect • keep

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POSED@SCM


“Towards 2022” School Strategic PlanCycle of Annual Priorities (Domains 1 – 4)

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DOMAIN OBJECTIVES 2018 2019 2020 2021

FAITH FORMATION FOR STAFF

1.1. Development

of a staff Dominican

Spiritual Faith

Formation Program

1.2. Continued development and support of school Ministry Team

1.3. Promotion of daily prayer life within school

FAITH FORMATION FOR STUDENTS

1.4 Development of student Dominican Immersion

1.5 Inclusion of faith development in all curriculum areas

1.6 Development of Leadership Portfolio – Ministry

1.7 Incorporation of Positive Education concepts into Faith Life

FAITH FORMATION FOR COMMUNITY

1.8 Increase visibility of relevant religious & Dominican symbolism throughout the school

1.1.1 Pilot program Phase 1 (2 staff groups _Terms 1 & 3) at Kincumber

1.2.1 Explore appropriate professional development for team members

1.3.1 Develop a guide for leading others through daily prayer and reflection.

1.3.2 Incorporate Mindfulness program to strengthen the authenticity of prayer life within the school.

1.4.1 Formation of staff sub-committee to explore and experience possible options eg Soloman Islands

1.5.1 Regular Faculty discussion & agenda incorporating faith life into all KLAs

1.5.2 Review RE curriculum to explore opportunities for spiritual formation for students

1.6.1 Inaugural Leadership Portfolio – Ministry

1.7.1 Establish sub-committee (Ministry portfolio) to develop Positive Education Faith Based initiatives

1.7.2 Explore appropriate professional development to support the above strategy (1.7.1)

1.8.1 Prioritise areas of development within the school for significant symbolism i.e. New Hall

1.1.2 Establish staff rotation of Phase 1

1.4.2 Establish inaugural student immersion

1.6.2 Review and renew Ministry Portfolio and opportunities for Faith life of students within and beyond the School Community

1.7.3 Review Positive Ed ucation Sessions to further incorporate faith based language

1.7.4 Establishment of new school chapel (replacing A6) & relocation of drama room to A9

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DATA

2.1 Create an Annual Data Plan to address all student needs

2.2 Development of an evidence-based, data informed teaching & learning culture

DIFFERENTIATED TEACHING & LEARNING

2.3 Prioritise differentiated teaching to ensure student engagement & successful learning

2.1.1 Appoint a Learning Growth Leader (LGL) and form a coordinated team of key personnel to develop Annual Data Plan

2.1.2 Investigate the establishment of personal student data informed profiles

2.1.3 Explore the feasibility of full data based student profiles for incoming Year 7, 2019

2.2.1 Provision of relevant Professional Development opportunities

2.2.3 Provision of structured time for faculties/teams to analyse data (NAPLAN, CogAT, Wellbeing etc) & develop appropriate strategies

2.3.1 Professional Development to address the ‘Why, How, What’ of differentiation, including targeted Twilight Session and Staff Development Day

2.3.2 Differentiation structured as regular faculty agenda items which includes whole staff sharing of best practice

2.3.3 Review assessment schedules and formats, including structure of examination timetables

2.1.4 Evaluate data processes with the view to further establish and develop

2.1.5 Establishment of Stage 4 personal profiles

2.1.6 Implement Year 7 personal Learning Profiles

2.2.4 A systematic plan for the collection, analysis and use of a range of student achievement and wellbeing data is in place

2.3.4 Needs based professional development

2.3.5 Review overall reporting system to cater for details of learning opportunities tailored for individual needs

2.1.7 Establishment of Learning Profiles Years 7, 8 & 9.

2.1.8 Explore feasibility of Learning Profiles for Year 10 in readiness for SFX

2.3.6 Implement proposed changes to student reports



FAITH LEADERSHIP

1.9 Strengthen the profile of the REC within community



1.8.2 Strengthen parish links with potential new Chapel/Church

1.8.3 Review classroom sacred spaces & incorporate & fund Homeroom input

1.9.1 Investigation of duties & workload of REC to enable support of Faith Formation Objectives

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Cycle of Annual Priorities (Domains 1 – 4)


ACADEMIC EXCELLENCE 2.4 Evidence-based approaches to lift performances of all students

2.5 Improve the standard of writing of all students

2.6 School-wide approach to Gifted Education

TO ENHANCE TEACHER QUALITY

2.7 A collaborative culture of innovation

2.8 High quality meaningful, contemporary pedagogical practices to motivate students

1.8.2 Strengthen parish links with potential new Chapel/Church

1.8.3 Review classroom sacred spaces & incorporate & fund Homeroom input

1.9.1 Investigation of duties & workload of REC to enable support of Faith Formation Objectives

2.4.1 Strengthen Visible Learning approach: Detailed plans for leaders, including structured Coaching conversations after Instructional Walks

2.4.2 Strengthen Positive Education approach: Training in quality Solutions focused (Coaching) approach to professional conversations

2.4.3 Facilitation of Positive Education Staff Development Day with credible presenter

2.4.4 Provision for evidence-based strategies/information to be delivered to parents through parent portal

2.5.1 Resource a 0.2 FTE Literacy Support role in addition to current staff support in this area.

2.6.1 Continuation as GELS and resourcing ongoing initiatives

2.7.1 Continued development of cross-curricular opportunities

2.7.2 Continue to fund flexible learning spaces and associated furnishings in targeted areas

2.7.3 Seek opportunities in curriculum to build partnerships with local businesses, university and workplaces

2.8.1 Training in student-centred learning, team teaching & PBL practices

2.8.2 Allocation staff training time to explore in greater depth CSO Learning Framework

2.4.6 Explore San Clemente becoming a Positive Education hub for training and development

2.5.2 Review current literacy supports & respond accordingly i.e. increase level of literacy support through staffing structures

2.6.1 Ensure ongoing support and resourcing of Gifted Education within school

2.7.4 Plan for creation of unified staff room to support collaborative culture

2.7.5 Formalise established community partnerships

2.8.3 Development of school specific, San Clemente Learning Framework

2.7.6 Fund construction of modern and flexible collaborative staff room

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3.1 Renewed leadership formation opportunities that enhance the capacity of staff.

3.2 School wide approach to Executive/Middle Management development and wellbeing.

3.3 Promote continued growth and development of student leadership.

3.4 Continued development of staff accreditation and PP & D practices.

3.1.1 Explore PD opportunities for beginning and emerging staff leaders.

3.1.2 Provide ongoing support to enhance the Coaching culture within the school with an emphasis on leadership.

3.2.1 Provision of Management Executive/Coaching support through ongoing regular sessions (Catholic Care).

3.2.2 Provision of team self-care, retreat opportunities for Middle Management teams and Executive.

3.3.1 Restructure Student Leadership framework incorporating newly developed portfolios.

3.3.2 Explore opportunities for Intensive Student immersion with Dominican priorities.

3.4.1 NESA accreditation standards monitored through structured meeting time for PP&D steering committee, peer observations and Coaching conversations.

3.1.3 Engagement of Growth Coaching International for targeted PD for all staff during 2019

3.3.3 Investigate and plan to host a Stage 5 Diocesan Student Leadership Day

3.3.4 San Clemente to host and facilitate a Diocesan Student Leadership Day targeted at Stage 5

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4.1 Provide educational, social and Wellbeing opportunities to build parent capacity.

4.2 To plan for continued growth and development of facilities within San Clemente.

4.3 Mitigating risk to enrolments as a result of Macauley Catholic College, Medowie.

4.1.1 Continued development and planning of Parent information sessions e.g. Wellbeing, Teaching and Learning, Positive Education

4.1.2 Updated website through consultation with outside providers and support of school based website team.

4.1.3 Development of Parent Portal through website, including quality digital ICT and launch of Parent resources.

4.2.1 Completion of Master Plan: redeveloping facilities at back of school, including Stage 1 resurfacing of Basketball Courts and Futsal Court and Stage 2 area bordering Wood/Metal rooms.

4.2.2 Ensure staff support to manage major building works, including development of multi-purpose hall.

4.2.3 Complete upgrade and implementation of Interactive Projector and ICT in classrooms.

4.2.4 Begin consultation and investigation of redevelopment of large staffroom to cater for ALL staff, break out space and kitchen/ common room facilities.

4.3.1 Liaise with CSO Marketing/ Communications team to promote San Clemente within growth areas of Newcastle.

4.2.5 Explore

and develop Hall

management plan

for within school and

community

4.2.6 Begin

preparations for follow

up to consultation

regarding staffroom

redesign



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4.4 Ensure good Governance and accountability.

4.3.2 Consultation with community toward forward planning and future-proofing the reputation and regard of San Clemente.

4.3.3 Continued partnerships re: Recommendation #7 Study into Provision of Secondary Education.

4.4.1 Review and update management and compliance practices to ensure they meet legislative requirements. e.g. Consultation with external provider re WHS

4.4.2 Educate all staff in aspects of good governance and accountability relevant to them.


“Education is integral to the mission of the Church to

proclaim the Good News. First and foremost every

Catholic educational institution is a place to encounter

the living God, who in Jesus Christ reveals his

transforming love and truth”.1

Catholic schools in the Diocese of Maitland-Newcastle

provide opportunities, programs and experiences that

will lead students, staff and parents to have a genuine

encounter with Jesus Christ. Our schools are challenged

to provide an educational alternative that is centred in the

Gospel story and takes its inspiration from the Catholic

faith, and our connectedness with the wider Eucharistic

community of the Church.

Using the context of Bevans 2 ‘that God’s church doesn’t

have a mission, rather God’s mission has a church’, we

therefore commit, in partnership with parents and clergy,

to ensure that those involved in Catholic education have

an understanding of their role as co-contributors to the

building of God’s Church. To that end we acknowledge

and celebrate our relationship with our parish churches,

encouraging all staff and families to make an active

contribution to a worshipping community.

Acknowledging that our schools exist within an

increasingly secular society that may at times inhibit the

opportunity for its members to engage in rich dialogue

on faith and doctrine, strategies will be established that

contribute toward formation and will affirm and promote

the unique mission of the Catholic school. Through the

ongoing development and implementation of a rigorous

Catholic curriculum, coupled with a supportive program of

formation, students and staff will be invited to develop their

understanding of faith and to deepen their relationship

with God as well as assisting them as members of school

communities to ‘appreciate their roles in receiving and

proclaiming the Good News of Jesus Christ’3

Catholic Formation and Mission is a key component of the

System Strategic Plan. The Objectives and Strategies that

follow identify our engagement with this domain.

1. Address of His Holiness Benedict XVI, Meeting with Catholic Educators,

Washington DC, April 2008.

2. Stephen Bevans, Constants in Context: A Theology of Mission for Today

3. Catholic Schools at a Crossroads, Sydney CEO, 2007

1. Domain Statement - Catholic Formation and Mission


Catholic education in the Diocese of Maitland-Newcastle

subscribes to the belief that we are all learners. The Catholic

Schools Office assists schools to promote excellence in student

learning, in an atmosphere characterised by care and the upholding

of the dignity of each person. Our schools are learning-centred

communities that:

f Provide high quality learning experiences that engage,

motivate and inspire learners to exceed expectations

f Produce critical, self-directed, interdependent learners

f Recognise that learning is for life; students are equipped with

the knowledge, skills and understandings that prepare them to

make an active contribution to their world

f Respect the diverse needs of learners; personalising learning

such that those who exhibit particular gifts and skills are

extended and those who need assistance are given the

support they need to flourish and grow

f Hold high expectations for success for all learners

f Promote the wellbeing of staff, students and

community members

f Are invitational; parents and community members are

included, involved and partner with staff in the learning

enterprise of the students

f Respect the environment, working for sustainability and

stewardship of all that has been gifted to us

f Embed contemporary practice and the use of technology

in learning.

Learning is informed by our learning framework, the vision

for Catholic schooling and the diocesan Nature and Purpose

statement. A variety of targeted strategies will be employed to

support our aims in lifting the performance outcomes for

all students.

As members of a global community in a rapidly changing world,

our students will need to be adept and flexible learners, who are

readily able to pose as well as solve problems, be creators of new

knowledge and be creative in their thinking. Students will require

performance, communication and presentation skills as tools to

serve their learning. In order to facilitate this learning, our schools

as professional learning communities, need to be appropriately

supported by:

f A commitment to fostering the faith journey of all people as

inherently spiritual beings

f Well qualified, passionate leaders, teachers and support staff

f Professional learning that is targeted to the needs of staff

f Flexible learning environments that are able to be adapted for

local contexts and particular pedagogies

f Curriculum materials that are well planned and expertly

delivered

f Contemporary, collaborative pedagogical practice that is

evidence-based and improvement focussed

f Opportunities for students to pursue their interests and

passions in the formal curriculum, co-curriculum and in

sporting, cultural and community endeavours.

Learning is a key component of this strategic plan. The

Objectives and Strategies that follow identify our targeted areas

for improvement.

2. Domain Statement - Learning

Leadership development seeks to prepare and support capacity-

building in present and future school and system leaders. John

Hattie’s (2015) 1 research states:

“The greatest influence on the student progression in learning

is having highly expert, inspired and passionate teachers and

school leaders working together to maximise the effect of their

teaching on all students in their care.” (p.2)

Viviane Robinson and her colleagues endorse Hattie’s research.

They conclude that there are five leadership domains with

significant effect sizes on student achievement. These are:

1. Establishing goals and expectations (0.42)

2. Resourcing strategically (0.31)

3. Ensuring quality teaching (0.42)

4. Leading teacher learning and development (0.84)

5. Ensuring an orderly and safe environment (0.27) 2

The Catholic Schools Office strives to develop, in current and

future leaders, these capacities that will create and sustain vibrant

and dynamic faith and learning communities. This plan enhances

positive, proactive and collaborative leadership that aligns with

current system priorities and leadership standards.

Leadership is a key component of the System Strategic Plan.

The Objectives and Strategies that follow identify engagement

with this domain.

1. Hattie, J. (2015) What Works Best in Education: The Politics of Collaborative Expertise,

2. Robinson V. Student – Centered Leadership (p.9) Bossey – Bass 2011

3. Domain Statement - Leadership

The Catholic Schools Office supports schools to provide

excellence in education to the communities they serve. The

provision of service is maintained through consistent and

professional contact and support across each Service Area.

Systemic priorities have been formulated in relation to

f Engagement and partnership with parents and the wider

community

f Planning for growth and organisation of schools

f Efficient financial systems and practices

f Strategic recruitment, performance review and management

of human resources

f Information technology architecture that enhances student

learning and school operational effectiveness

f Stewardship of natural and built environments

f School governance processes

f Engagement and partnership with parents and the wider

community

The Maitland-Newcastle system of schools is undergoing

substantial growth and development. In recent years there have

been major reviews that have provided recommendations for

action and informed direction for the system in the short and

longer terms. These are:

f The provision of secondary education across diocesan schools

f School improvement and compliance processes

f Renewal and upgrading of information technology

requirements for learning and for school administration

f Human Resource Management/Schools Information System/

Financial Management System

f System governance protocols

The aim of this domain is to provide customised support

to schools, parishes and communities that improves the

educational outcomes for all students through smooth and

streamlined system and school management and organisation.

Service and Governance is a key component of the System

Strategic Plan. The Objectives and Strategies that follow identify

our engagement with this domain.

4. Domain Statement - Service and Governance

San Clemente High School

(02) 4014 7300

78 Havelock St,

Mayfield NSW

Australia 2304

www.mayfieldsanc.catholic.edu.au

[email protected]

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