€¦ · Web viewSchool Improvement Plan 2015-2017. Date. Date (revision 1 ... At St Peter’s we...

St Peter’s Catholic College Tuggerah

School Improvement Plan 2015-2017

Date Date (revision 1) Date (revision 2) Date (revision 3)

Principal’s endorsement

School Consultant’s endorsement

This SIP has been developed in consultation with the following stakeholders:

School Profile/Context for St Peter’s Catholic College Tuggerah

VisionWhat do we believe is the

purpose of our school?

The College VisionSt. Peter’s Catholic College Tuggerah is a Catholic Co-educational Secondary School within the Diocese of Broken Bay. Our patron saint is St Peter who was an ordinary fisherman and yet he was chosen as the leader of Jesus’ disciples. He made mistakes but his faith made him an example of discipleship for us to follow. Our College motto is “Live the Faith”.

Our mission is to bring each student to the fullness of life through witness to Jesus Christ. Our aim is to ensure each student is nurtured through a comprehensive curriculum that provides spiritual, intellectual, emotional and communal growth. This is achieved by:

educating and forming young people in Catholic discipleship by offering all students experiences to follow Jesus as members of the Catholic community

having a pastoral concern for all where the dignity of each individual is paramount. inspiring our students to ‘Live the Faith’ through our core values of Courage, Compassion and Commitment

where they show a deep concern for social issues within their own community as well as the broader local, national and global communities in which they find themselves.

inspiring our students to live healthy lifestyles and become well-adjusted resilient young men and women who are able and motivated to make a positive difference to our world.

offering a broad curriculum to cater for all levels of student ability. encouraging our students to embrace the world of technology and use it to advance their knowledge and

skills. encouraging and supporting the development of students through a strong co-curricular program in the

areas of Religion, Leadership, Creative Arts and Sport. encouraging care and concern for both our community and global environment.

At St. Peter’s we value: The dignity of each individual The pursuit of the common good Respect for our environment and all who work within it Equality for all in our community and the wider world

ValuesWhat are our core values?

The College ValuesFaith is a lived experience. We are challenged to make our beliefs a real part of how we live our lives and how we relate to our world. We are called to be witnesses to our faith in the ways in which we show our love and care for one another in the celebration of our Catholic identity which enriches us spiritually, and in our striving for positive teaching and learning experiences for all. In this way faith is a life giving and a life changing experience.

At St Peter’s Catholic College we prize three core values as a means by which we try to live the Catholic faith. These values are:

courage compassion, commitment

ContextWhat information do I wish to convey to the reader about the

context of the school?

What is important about our environment at this point in time?

What are the influences/barriers that will impact on our school

community into the future?

The College ContextSt Peter’s Catholic College, Tuggerah is a co-educational secondary school in the Diocese of Broken Bay with a community of 1070 students and more than 100 staff members. St Peter’s was established in 2000 as an amalgamation of Mater Dei College 7 – 10 and Corpus Christi College 11 – 12.

St Peter’s is located in a natural setting of 16 hectares of native gums, natural wetlands and vast open spaces. Our College motto is ‘Live the Faith’ and our core values are Courage, Commitment and Compassion. We are challenged to make these values a real part of how we live our lives and how we relate to the world.

While we exist to give students a well-rounded education in accordance with the requirements of the NSW Board of Studies, Teaching and Educational Standards (BOSTES), our specific aims are:

To educate and form young people in Catholic discipleship: offering the experiences of following Jesus as members of the Catholic community;

To have a pastoral concern for all where the dignity of each individual is paramount;

To inspire our students to ‘Live the Faith’, by having a deep concern for social issues within their own community and indeed in the broader local, national and global communities in which they find themselves;

To ‘Live the Faith’ through our chosen core values of Courage, Compassion and Commitment that form the basis for our relationships and our achievements;

To inspire our students to live healthy lifestyles and become well-adjusted, resilient young men and women

who are able and motivated to make a difference to our world; and

To encourage our students to embrace the world of technology and use it to advance their knowledge and skills.

Student enrolments have been steady in the last 5 years with an average student population of 1050, with 79% of students identifying as being of the Catholic faith. The cultural diversity of the school has increased since 2010 with indigenous enrolment increasing from 2.8% to 5.5% and students with a language other than English increasing from 0.4% to 7.2%. These changes have added positively to the diversity of the St Peter’s student population. There are 119 staff members employed at St Peters.

As a Catholic School within the Broken Bay Diocese, St Peter’s Catholic College aims to provide students with a holistic learning environment. This is characterised by a caring and compassionate community that recognises the dignity and talents of all its members. At St Peter’s we work together to build a world that is Christ-centred by assisting students and staff to integrate their faith, their culture and their life experiences.

We service the needs of a community that is recognised as economically and socially diverse; a community with a large commuter population and limited parental experience of tertiary education. We view education as essential to providing students with opportunity in venturing into the challenges of work and society in the twenty first century.

Employment opportunities for young people in the Tuggerah area are limited and there is a tendency for students and families not to investigate the full scope of tertiary education that is offered further afield. A lack of infrastructure concerning transport and isolated social opportunities restrict strong community links. In view of this context St Peter’s is committed to promoting opportunity and possibility through education and strong community involvement.

The curriculum, and teaching and learning, at St Peter’s embraces excellence, diversity, high expectations and a commitment to maximising the learning outcomes for all students. The College provides diverse opportunities and experiences for all students to have a strong sense of belonging, to enjoy their learning and to be challenged as active and motivated learners.

As a MindMatters school our curriculum is underpinned by the Diocese of Broken Bay Pastoral Care and Wellbeing Framework for Learning which identifies the key pathways to student wellbeing and engagement with learning. Emphasis is given to safe school learning and early intervention and student support to maximise students’ capacity to achieve. Our structure of Stage Co-ordinators for Stages 4, 5 and 6 has been intentionally developed to support the Middle Leaders providing academic care for all students.

Students at St Peter’s participate in a twenty first century learning environment that fosters critical thinking, collaboration, communication, creativity and ICT skills with a strong foundation of literacy and numeracy. In Stage 4

we focus on developing responsible learners with a concentration on successful transition to the secondary classroom and explicit teaching of study and organisational skills. The range of electives and in Stages 5 and 6 and the provision of VET Frameworks and School Base Apprenticeships and Traineeships reflects St Peter’s commitment to providing an inclusive, comprehensive curriculum the enables high achievement for all students.

We strive to ensure that teaching is rich, real and relevant so that our students:

Value the acquisition of knowledge and the pursuit of lifelong learning Work hard towards academic excellence and take pride in their achievements and the achievements of

others Develop as independent and responsible learners Are aware of their integral connection with their own community and the wider world Realise their talents and potential and respect the needs and abilities of others Are excited by the possibilities of change and be confident to apply their learning to life situations Use their learning to appreciate the role they can play in making a better world Are optimistic and hope filled about the futureThe student is the core focus of our learning community.

An MMG Satisfaction Survey completed in November 2013 of the College community outlined the following areas most valued:

by parents: the committed and caring teachers, the school’s values, the safe environment, their child’s happiness at school and the well-rounded education provided. The three main areas for improvement nominated by parents included communication, quality of teaching and learning methods, and improvement in teaching facilities.

by staff: the relationships with fellow staff members, the friendly, collegiate and caring environment and a strong sense of community and belonging. The three main areas nominated for improvement by staff were technology inadequacies, academic rigour and communication.

by students: the friends, friendly and helpful staff, the learning environment, learning new things and school sport. The three main areas for improvement nominated by students were the toilets, air conditioning, and canteen food.

As the College ventures into the coming years, the next strategic planning period presents an exciting opportunity to build on the established pastoral strengths of St Peter’s to plan for improvement in student learning and achievement. The main areas considered essential for future strategic focuses include:

the development of a shared understanding that articulates the unique identity of St Peter’s Catholic College as a place where young people develop a clear understanding of Catholic discipleship

a whole school approach to literacy, in particular writing. This intention is that a long term planning approach with collection of base line evidence, Professional learning, implementing new ideas in the

classroom and consistent monitoring will lead to improved literacy outcomes, especially in Stage 4 and 5 as preparation for Stage 6.

continue explicit pastoral action utilising the MindMatters framework to maintain a safe and supportive environment and build student and parent resilience. The link between a strong platform of pastoral care and wellbeing as essential for improved learning outcomes will be explicit and will be aided through the utilisation of the Diocesan Pastoral Care and Wellbeing Framework and Audit Tool.

the Student Coaching and Mentoring program will be sustained with a clear link to literacy. The Wellbeing for Learning period that underpins the Student Coaching and Mentoring program will also be sustained with careful planning to ensure relevant pastoral and wellbeing issues are addressed.

Whilst there have certainly been some outstanding individual achievement by some students, since 2008 results in both NAPLAN and the Higher School Certificate are generally not favourable and highlight the need for significant improvement. The area in most need of improvement is Literacy, especially writing. As outlined above, future strategic planning will involve a long term, methodical, whole- school and classroom- based program of Literacy improvement with a key target area of student writing. It is important and essential that this area of improvement is enacted upon by all members of the St Peter’s community.

SIP Overview: 2015- 2017

Domain Background data Targets Key Improvement Strategies

Mission3-year goal:To develop a shared understanding and articulate the unique identity of St Peter’s Catholic College.

MMG data Observational data suggests that

a limited understanding of the St Peter’s identity exists within the community

By the end of 2015: Year 7, 8 and 9 students will show an increase in their

religious literacy using a survey/ assessment tool.

Strategic PL for staff in the Catholic identity of the college and how its mission fits in a contemporary world

Develop selected religious cultural elements, e.g., storytelling, rituals, align the Church calendar informed by students’ stories

Build on the digital student planner to incorporate liturgical calendar

Implementation of Mission induction programs Develop survey instruments to ascertain baseline data in a range

areas related to the mission of the Church Changed KLA meeting structures to assist the integration of

Catholic perspectives in teaching and learning experiences. Strategies implemented to reinvigorate the school motto

(Courage, Compassion, Commitment) Strategic PL in Pope Francis “Joy of the Gospel” (Evangelii

Gaudium)

By the end of 2016: Students will demonstrate their understanding of the

school motto and the school’s core values.By the end of 2017: students become more aware of their interactions with others

evidenced through ‘student stories’. increased participation in Youth Ministry activities from a wider

range of students will be evident.

Information in red might be changed due to review processes each year

Learning & Teaching3-year goal:To improve literacy skills and knowledge for all students

NAPLAN Data shows: 42% of Year 9 (2014)Students are

at or below the National minimum standard for writing

Trend data suggests that Year 9 writing standards have progressively slipped against State average over the last 3 years

18% of the Year 9 2014 candidature showed no improvement in any of the 10 criteria from their Year 7 writing scores

59% of Year 9 students showed no improvement in paragraphing from Year 7 (matched students)

By the end of 2015: “Literacy work samples” across Year 7 to 10 will show an

average cohort improvement of 10% in paragraphing from the start of the year


Strategic PL in data analysis, evidence based instructional literacy strategies across the curriculum, assessment

Investigate ways to engage parents in their child’s learning Initiatives implemented to collect, record and analyse data (e.g.

Xavier model, analysis of PAT- R) as a measure of student progress

Review of teacher programs to ensure literacy inclusions Establishment of a literacy committee to take charge of literacy

initiatives e.g. writing competitions, Improved Communication between students, staff and parents so that the community is aware of what is to be achieved and student improvements are highlighted

Introduction of Personal Learning Device to Year 7 Students in a manner that enhances student learning

By the end of 2016 “Literacy work samples” across Year 7 to 10 will show an

average cohort improvement of 10% in paragraphing from the start of the year

Less than 15% of students have a stanine of 1, 2 or 3 in Years 7-10 in PAT-R results

Information in red might be changed due to review processes each yearBy the end of 2017 At least 65% of matched Year 9 students will achieve above

expected growth in NAPLAN reading and writingPastoral Care and Well-being3-year goal:

MMG Data By the end of 2015: All staff commit to the pastoral strategies that are

designed to improve student wellbeing for improved learning:

i.e. Student coaching, Homeroom structure, attendance procedures, learning goals, literacy initiatives, pilot program in Adaptive Education, learning walks

Provide strategic PL for staff that allows them to locate and use Naplan and Pat Testing data for the benefit of the students in their class

Use data at regular intervals to track student attendance Use data to track trends in mental health matters Set tracking points during the school year to evaluate data Collect and analyse data in regards to student and staff

To improve pastoral processes and practices to improve student learning


wellbeing in relation to bullying Provide strategic PL for all staff to improve their

understanding of Mindmatters principles and actions Provide strategic PL for all staff to improve their

understanding of Restorative Justice principles and actions Develop a common language and understanding amongst

staff, students and parent/ carers in regards to Restorative Justice and Mindmatters terminology and understanding

Clarify points of contact for parents/ carers in regard to student learning and well-being matters

Extend current mentoring opportunities between older and younger students

Review and analyse the effectiveness of the student coaching model

Clarify the role of the Homeroom Teacher to staff Improve communication of Student well-being matters

between Leadership/ Middle Leaders and the Homeroom teacher

Adjust information provided by Edumate so that it maximises and enhances appropriate information between the College and parents/ carers

By the end of 2016: For the staff, students and parents/ carers to use a

common language and action in regards to the elements of the Pastoral Care and Well-being initiatives used in the College

By the end of 2017: That Naplan Results, HSC Results and Well-being data

show an improvement on 2014 data by 20%


SIP Domain Plan – Implementation Timeline

Domain: Mission SIP calendar year: 2015

3-year Strategic Goal Target(s) Resourcing: How much time, money and staffing is needed?

To develop a shared understanding and articulate the unique identity of St Peter’s Catholic College.

Year 7, 8 and 9 students will show an increase in their religious literacy using a school-based survey/ assessment tool.

Meeting times to be agreed upon Survey/ assessment tool to be photocopied/

organised Cost of Speakers for Staff Spirituality Day Cost of peripherals needed for Staff

Spirituality Day Cost of buying for each staff member the

text by Pope Francis “Joy of the Gospel”

Key Improvement Strategies: What will we do? When? Who is responsible? Indicators of progressWhat will you expect to see? What will be the impact on teacher practice? What will be the impact on student learning?What? When? Who?

Design of Religious Literacy survey/ assessment tool to be decided upon that will provide base line data

By end of week 5 Term 1

REC/ Assistant REC/ Youth Minister/ AP

survey/ assessment tool Document

Students in Years 7, 8 and 9 to complete survey/ assessment tool By end of week 6 Term 1

REC/ Assistant REC/ RE Teachers from Years 7, 8 and 9

Completion of survey/ assessment tool by 100% of students in Years 7, 8 and 9

Evaluation of results by Teachers from Years 7, 8 and 9

Analysis of student results from survey/ assessment tool By end of week 8 Term 1


Report written by REC/ Assistant REC with recommendations for student learning to be written for Leadership Team Meeting Week 9 Term 1

Review/ Rewrite of Religious Education Units in Years 7, 8 and 9 to reflect recommendations from REC/ Assistant REC Report.

By start of week 1 Term 2

REC/ Assistant REC

Teachers from Years 7, 8 and 9 to ensure changes to Units of RE Program to be included in their teaching throughout Terms 2, 3 and 4.

Students in Years 7, 8 and 9 to complete survey/ assessment tool of their Religious Literacy


REC/ Assistant REC/ RE Teachers from

Completion of survey/ assessment tool by 100% of students in Years 7, 8 and 9.

Years 7, 8 and 9

Analysis of student results from survey/ assessment tool. Comparison to base line data collected in Term 1



Report written by REC/ Assistant REC analysing success of program in regards to increase in student religious literacy. This report will contain recommendations for student learning in 2016. The report to be tabled at the Leadership Team Meeting Week 9 Term 4

Staff introduced to Pope Francis “Joy of the Gospel” (Evangelii Gaudium)

Term 1- Term 4 Principal/ REC/ AP

Use of Joy of the Gospel at Staff Prayer.

Use of Joy of the Gospel at Student Assemblies

Use of Joy of the Gospel during RE Lessons

Reference to Joy of the Gospel in College Newsletter

Reference to Joy of the Gospel on College Website

Staff Spirituality Professional Learning Day to focus on:

how the example of St Peter can be incorporated into the unique identity of St Peter’s Catholic College

a deeper understanding of the call from Pope Francis in his exhortation “Joy of the Gospel” on how to be a better disciple of Jesus

Term 3 REC Attendance at Staff Spirituality Day by 100% of staff.

Actions by staff towards peers and students display an understanding of discipleship values.

Ongoing MonitoringWhat progress has been made? What do you see in relation to improved teacher practice and student learning? How do you know? How have you addressed barriers to target achievement? Insert the date of each reflection.

Domain: Mission Evaluation SIP calendar year: 2015

What progress did you make on the achievement of the goal(s) and targets?

What can the school name as a strength in this SIP year?

What evidence indicates that this is a strength?

What are the questions coming from this data? What are the challenges and/or opportunities arising from this data?

Future Directions for continued school improvement

What do you want to sustain or transform? (Consideration should be given to the key improvement strategies).

Future Directions – where to next year

What could be named further targets or what changes need to be made to existing targets as a result of this this self-evaluation?


Domain: Teaching and Learning SIP calendar year: 2015


To improve literacy skills and knowledge for all students

“Literacy work samples” across Year 7 to 10 will show an average cohort improvement of 10% in paragraphing from the start of the year

Cost of Coordinator of Literacy Role

Organisation of Meetings

Cost for Staff Professional Learning Day including guest speakers

In-service of Year 7 students and Homeroom teachers for 1-1 devices


Formation of the Role of “Coordinator of Literacy” (CoL) Term 4 2014 Principal Position filled by a person who will be on the Leadership Team

Formation of a Literacy Committee Week 3 Term 1 CoL Discussion between Principal, Col, AP as to the make-up of the Literacy Committee

Committee formed and first meeting held.

Regular meetings of Literacy Committee organised with Col responsible for chairing the meetings and the maintenance of minutes of the meetings

Collection of base line data in regards to “Paragraph Writing” Weeks 4-6 CoL/ Literacy Committee/ KLA Coords

Baseline data on “Paragraph Writing” to be collected from students in all Year Groups

Process to evaluate success of Paragraph Writing Literacy Program to be decided upon

Paragraph Writing Data to be analysed Week 8 Term 1 CoL/ Literacy Committee/ KLA Coords/ AP

CoL to present process on how base line data is to be analysed

Meeting held to analyse Paragraph Writing of students

Plan for enhancing Literacy Week 10 Term 1 CoL/ Literacy Committee/ AP

Report written by CoL with recommendations for how to improve student learning in regards to Paragraph Writing to be written for Leadership Team Meeting Week 10 Term 1

Strategies for enhancing “Paragraph Writing”:

On-going Assessment/ direction by CoL/ Literacy Committee to teachers on how to improve paragraph Writing

Term 2- Term 4 CoL/ Literacy Committee

Staff to be given strategic PL on processes to improve student “Paragraph Writing”

Staff to use processes that improve Paragraph Writing in their units of work

Evaluation of the success of the Paragraph Writing literacy initiatives

By end of Week 6 Term 4

CoL/ Literacy Committee

Completion of survey/ assessment tool by 100% of students in Years 7- 11.

Analysis of student results from survey/ assessment tool:

Comparison to base line data collected in Term 1

By end of Week 8 Term 4

CoL/ Literacy Committee/ KLA Coords/ AP

Report written by CoL analysing success of program in regards to increase in student ability to write paragraphs. This report will contain recommendations for student learning in 2016. The report to be tabled at the Leadership Team Meeting Week 9 Term 4

Increased emphasis on student study:

providing access for students to staff outside of class time

Week 3 Term 1 Librarian/ AP Volunteer staff attend the study centre which will be in operation at least one afternoon per week

Strategic PL for Middle Leaders:

Instruct staff on how to locate and use data that relates to 2014 HSC and NAPLAN results

Week 6 Term 1 AP/ CoL Meeting of Stage and Middle Leaders takes place.

KLA Leaders disseminate information to KLA Staff

Enhancement of Classroom Teachers ability to “know my class”:

Providing classroom teachers access to NAPLAN and PAT data from 2014

Week 6 Term 1 AP/ CoL Classroom teachers use NAPLAN and PAT data to inform their own teaching practices

Parents/ Carers engagement with their child’s learning:

Presentation at St Peter’s Family Network Meeting on parent/ carers engagement in their child’s learning

Term 2 Principal/ CoL/ AP

Attendance of Parent/ Carers at St Peter’s network meeting

Introduction of Personal Learning Device as a tool to assist 21st Week 3 Term 1 Technology Parents/ Carers given Lenovo Tablet

Century learning:

Creation of 1-1 Committee (2012)

Creation of OneNote Committee (2014)

Committee/ AP Student and Homeroom Teacher receive in-service by CSO Staff on how to use the Lenovo Tablet and OneNote software program

Professional Learning for staff on 21st Century Learning Tools

CSO In-service for Homeroom Teachers

Term 1-Term 4 Technology Committee/ OneNote Committee/ AP

Teachers using pedagogy that reflects 21st Century Learning Skills


Domain: Teaching and Learning Evaluation SIP calendar year: 2015










Domain: Pastoral Care and Well-being SIP calendar year: 2015


To improve student well-being by optimising student learning

All staff commit to the strategies of the College that have been targeted as a means to improve student well-being through the optimising of student learning

Organisation of meeting times


Profession Learning:

Provide strategic PL for staff that allows them to locate and use Naplan and Pat Testing data for the benefit of the students in their class

Week 6 Term 1 AP/ Middle Leaders

Staff provide more individualised teaching for their students

Improvement of student Attendance by:

Set tracking points for the school year to evaluate data

Use data at regular intervals to tract student attendance

Week 5 Term 1 AP/ Stage Coords

Improved attendance in all Year groups in comparison to their 2014 cohort

Adjust information provided by Edumate so that it maximises and enhances appropriate information between the College and parents/ carers

Send e-mail notification to parents/ carers when their child is absent from school

Monitoring of Mental Health and Well-being:

Design a process that improves communication of Student well-being matters between Leadership/ Middle Leaders and the Homeroom teacher

Week 4 Term 1 Stage Coords/ Counsellors/ Year Coords

Homeroom teachers feel there is improved communication between themselves and their Year Coord

Improving Mental Health and Well-being:

Stage and Year Coords to design a tool to assess the level of bullying in the school.

Stage and Year Coords to review procedures in an attempt to improve the reporting of bullying.

Each Stage Coord to write a report for presentation to the Leadership Team that includes an analysis of bullying within their Stage.

Week 10 Term 1 Stage Coords/ Counsellors/ Year Coords

A shared understanding of bullying exists within the College

Procedures for the reporting of bullying are used by members of the school community

The incidents of bullying decreases

Report written that analyses and makes recommendations on the incidents of bullying in the College

Creating a shared understanding of Restorative Justice and Mindmatters philosophy and processes:

The provision of strategic PL for all staff to improve their understanding of Restorative Justice and Mindmatters principles and actions.

Term 1-Term 4 AP/ Stage Cords/ Counsellors/ Mindmatters Committee

The use of a common language and understanding amongst staff, students and parent/ carers in regards to Restorative Justice and Mindmatters terminology and understanding

Improved communication:

Clarify points of contact for parents/ carers in regard to student learning and well-being matters

Agreement reached with staff as to appropriate ways for them to be contacted by parents/ carers

Week 3 Term 1 AP Parents/Carers contact the correct member of staff in relation to the issue they need to discuss

Clarify the role of the Homeroom Teacher

Review and analyse the effectiveness of the student coaching model:

Design a tool for staff and students in Years 8-12, which provides base line data on the effectiveness of the current student coaching system.

Collect base line data of staff and student response to the student coaching system

Assess staff and student use of the student coaching system.

Collect data from staff and students regarding the effectiveness of the student coaching system.

Analyse the data on the effectiveness of the student coaching model

Write a report for presentation at the Leadership Team Meeting held in Week 9 Term 3, that provides a review and analysis of the effectiveness of the student coaching model. Provide recommendations about the use of this model for 2016

Week 4 Term1

Week 8 Term 1

Week 8 Term 2

Week 6 Term 3

Week 9 Term 3

AP/ CoL The production of base line data on the effectiveness of the Student Coaching Model as at Term 1 2015

The collection of Data of how much student coaching occurs

Report written that analyses the effectiveness of the student coaching model with recommendations for 2016


Domain: Pastoral Care and Well-being Evaluation SIP calendar year: 2015









€¦ · Web viewSchool Improvement Plan 2015-2017. Date. Date (revision 1 ... At St Peter’s we...

Documents

Transcript of €¦ · Web viewSchool Improvement Plan 2015-2017. Date. Date (revision 1 ... At St Peter’s we...