Strategic Plan 2014-15
Strategic Plan 2014-15 INTRODUCTION ‘For a school to be Catholic, it must first be a good school. Otherwise it will be unable to fulfil its mission. With many other education traditions, the Catholic school’s concept of education: The school must begin from the principle that its educational programme is intentionally directed to the growth of the whole person’ (Mandate Letter, 19-21) At Corpus Christi College, we have earned a strong reputation in the community focused on providing the very best Catholic education for young men and women since 1983, and highlighted by our stated purpose: ‘We are a Catholic community committed to empowering every learner to serve and enrich our changing world’ Walking the Path was the name given to the College Strategic Plan that was initially adopted in 2006 and updated in 2009. With the introduction of the system-wide Catholic Education Office School Review and Improvement Framework in 2010, it is appropriate that the College provides a plan that incorporates the very best strategic processes that will respond to the needs of our community. This plan is, therefore, school based, learning centred and future oriented. The principles that underpin the College’s ongoing development include: • Focussing on students, enhancing the overall development of growing young men and women • Empowering students to live the Catholic faith in the spirit of Jesus Christ • Focusing on the importance of teaching and learning • Using God given talents to strive for excellence in all that we do • Continuing to support a nurturing, inclusive learning environment • Building a culture of continuous improvement. The Corpus Christi College Strategic Plan continues to be informed by a number of consultative and information collation processes held in the past four years, including extensive community surveys. Since 2012, the process has involved the Principal inviting all members of the Middle Leadership Team to select one of three or four components from the Catholic Education Office School Review and Improvement (QCS) Framework, leading groups of interested staff to be consulted and recommendations made to further develop goals for each year, as necessary. This process is held during Term Three of each year, with further goals developed by other community interest groups, including the College Board and Parent Council in consultation with the Principal. Prior to the commencement of the calendar year, the College Leadership Team finalises the goals in collaboration with the Teaching and Learning Council which are then distributed to members of the community. This exhaustive consultative process has led to greater
ownership by staff of more recent College Strategic Plans and the cited goals. The Principal’s Annual Report outlines the progress of these goals. With a newly appointed Director of Catholic Education last year, the system-wide ‘Strategic Direction 2014-16 was released late in 2013. Therefore, the College has utilised both the CEO LEADing in a flourishing Catholic Education system framework, as well as our findings during 2013 whilst utilising the Catholic Education Office School Review and Improvement Framework. College staff have noted the ease of incorporating the Catholic Education Office L.E.A.D focus areas into the College Strategic Plan. The four Focus Areas identified to guide our growth include: 1. 2. 3. 4.
Learning (Education). Engagement (Community Relationships). Accountabillity (Stewardship). Discipleship (Catholic Identity).
Within each of these Focus Areas, there are a number of review components so as to demonstrate a commitment to continuous improvement. Various strategies will be used to review and evaluate the components over the course of the year. In essence, this document is a ‘blueprint for strategic growth’ for 2014-15, but is not designed to be exhaustive in terms of strategies, although there are a number of recommendations made. There are also a number of accompanying documents which will be provided to various stakeholders, including identifying staff and community members who are responsible for actions required.
OUR MOTTO Sequere Dominum (Follow the Lord) OUR PURPOSE “We are a Catholic community committed to empowering every learner to serve and enrich our changing world.” OUR BELIEFS Our fundamental Christian beliefs are: •
Each human being is a unique creation made in God’s image, possessing inherent dignity and worth
Education is about learning what it means to be human and that in Jesus Christ, we have a model we can follow
Education is a means of discovering a personal meaning in life, of liberating and empowering individuals to take charge of their own lives, and contribute to the society in which they live
Education encourages the development of individuals by fostering a sense of their own worth, the value and dignity of human life, and of responsibility for and service to others
Education facilitates an integration of faith, life and culture.
OUR VALUES Guided by our Christian beliefs, our values focus on: •
Nurturing a living faith
Promoting justice and service to others
Striving for excellence in all we do
Fostering joy in learning
Respecting the dignity of each person
Creating and maintaining a caring and inclusive College community.
PROCESS – THE DETAIL PLANNING 1. July/August 2013: Teaching and Learning Council select QCS components, lead the review process ensuring relevant staff are consulted and evidence gathered. 2. Other data is gathered from various sources, including the system-wide CEO Insight SRC survey and in 2013, the Enrolments Review.
3. September 2013: presentations are made to the Leadership Team where initial goals and priorities are drafted for consideration. 4. Late Term Three 2013: Teaching and Learning Council members make presentations to all staff ensuring extensive consultation of possible priorities. 5. October 2013: all leaders will gather to evaluate the current strategic goals and outcomes, consider the findings of the QCS component review to consider the findings of other surveys and to discuss current goals and possible future strategic directions. 6. February 2014: The Principal will communicate to the Staff and community the progress of the strategic goals from the previous year, and plans for the next at the Annual Community Meeting held in February 2014.
REVIEW 1. June/July 2104: The Teaching and Learning Council and College Board will monitor how the action associated with each goal relevant to their role is being achieved. 2. December 2014: The Leadership Team and Teaching and Learning Council will review the actions associated with each goal. The Principal completes the Annual Report. 3. January 2015: draft version to the Teaching and Learning Council. 4. February 2015: Board ratifies the Strategic Goals for the next bi-annual period.
Corpus Christi College 2014 - 2015 Strategic Goals FOCUS AREA: DISCIPLESHIP (CATHOLIC IDENTITY) Discipleship is our calling – we are committed to deepening our relationship with Jesus. System-wide, we do this through: • •
Enhancing opportunities for personal faith development Increasing enrolments of the vulnerable, poor and marginalised as a visible sign of our faith in action.
In 2014, the College will focus on the following key goals that lie in QCS Domain One, Catholic Identity: i.
For all leaders to understand their role in promoting the evangelisation purposes of Corpus Christi College by embodying the vision and values of the College as a Catholic school. Some of the strategies to continue to develop this goal will include: o Opportunities for meaningful and varied types of prayer for students, with a particular focus on daily Homeroom prayer o Enhance opportunities for faith formation by focussing on the faith journey of each House Patron, through the House system o Opportunities for meaningful and varied types of prayer for staff, with a particular focus on Staff morning prayer o Continuing to develop and implement staff faith formation programmes: This will include: Offering voluntary Retreats held during the year Exploring further opportunities for whole staff faith formation from 2015 Invite the broader staff to be involved in Years 7 to 12 Retreats.
ii. Continuing to plan, implement and promote social action and justice opportunities linked to the College Christian Service Learning Policy and Programme for both staff and students, which will include: o Identifying social justice activities in our own community for staff and student involvement o Reviewing and continuing the Cambodian Staff Immersion Programme o Reviewing and continuing the Year 11 Student Mulan Kimberley Immersion Programme with a focus on building relationships between both schools o Publically acknowledging staff involvement, as well as student involvement in various activities, such as Cadre and Quest Leaders at a whole school assembly in Term One. iii. Planning to introduce a regular, weekly Mass in the College Chapel, suggested to be each Friday. The focus would eventually include all Homerooms having the opportunity to organise a Mass. iv. With regards to the College Chapel: o Finalise the refurbishment of the Chapel in Semester One with a focus on being more welcoming and in keeping with the standards of refurbishment in all other parts of the College o Develop a range of strategies for students and staff to use the Chapel more. The Religious Education and Ministry team of teachers, as well as student leaders will devise strategies to enable this call to action o Design the new Chapel and commence the College Chapel Fund.
FOCUS AREA: LEARNING (EDUCATION) Learning is what we do – we are committed to learning at every level. System-wide, we do this through: • •
Enhancing student achievement and wellbeing Increasing student and staff engagement in their own learning and faith formation
A. In 2014, the focus on student wellbeing continues, ensuring student learning occurs in a supportive and safe environment that is inclusive and pastoral for all learners. Strategies will include: 1.
Heads of Year will focus on facilitating and supporting an individual child’s educational programme, results and Learning goals as reflected in the additional time provided. They will do this through: a.
The Pastoral Council will focus on the formation of an exemplar Homeroom Teacher to enable a high quality of pastoral care of individual students. This will include some of the following measures: a. b. c. d.
Overseeing their students’ overall educational programme, including being the first port of call for students requiring subject changes and changes to their overall subjects, providing detailed information to the relevant Deputy Principal, as required, and supported by the relevant Head/s of learning Area. Overseeing the identification, support and programmes for all their students who require specialised assistance, including gifted students, highly academic students and students who are at risk.
The Pastoral Council and House Coordinators shall identify and promote the characteristics of an exemplar Homeroom Teacher and Support Homeroom Teacher. The Pastoral Council shall establish norms for everyday Homeroom Periods. Heads of Year shall plan extended Homeroom sessions and Pastoral Days in collaboration with Homeroom and Supporting Homeroom Teachers. Life skills will be incorporated in these programmes. Heads of Year shall plan Extended Homeroom sessions in collaboration with House Coordinators.
Strongly performing, academic students will be identified and informed they are performing well, acknowledged for their ‘difference’ and nurtured in a supportive culture of learning excellence where the individual’s talents are honoured: a. The Leadership Team responsibility for the overall policy and procedures will be the Deputy Principal of Senior School, who will working in collaboration with the Deputy Principal of Middle School. b. In 2014, the Deputy Principals of Schools will identify suitable students from Years 7 to 12 with the assistance of Heads of Year in the first week of Term One for commencement in Week Two. In the future, students should be identified in Term Four of each year. c. The Head of Year will meet with each of the students in Week One of each semester to affirm students, discuss their potential, acknowledge their ‘difference’, to assist in articulating their goals and encouraged to engage with this supportive process. d. The Deputy Principals of Schools will manage the educational programmes for these students, provide special considerations for their IEPs and oversee the application process and appointment of Mentors from the teaching staff. e. Identified students will be highly supported and monitored by Heads of Year, working through the Deputy Principals of Schools. f. An individual parent meeting will occur with the Head of Year in Term One Week Three, in order to invite the student’s participation and to discuss some considerations for the IEP. g. The formation of the IEP will be the responsibility of the Head of Year who will meet with the student, communicate with the child’s subject teacher and take the parent’s view in order to form
j. k. l.
the IEP. This will be then signed by the student, Head of Year, Deputy Principal Senior School or Deputy Principal Middle School, then placed on SEQTA and communicated to subject teachers. This will occur no later than Week Four Term One. IEPs should initially be reviewed at the end of each semester. If there are changes, the necessary signatures will be required to update them. Mentors from the teaching staff who will be invited to become involved will be trained by members of the Leadership Team, providing appropriate support and to monitor the progress of students. These mentor teachers will be provided with opportunities to develop and investigate practices adopted by other schools. Heads of Learning Area will be required to actively engage with this programme, as required by the Deputy Principals of Schools. The Deputy Principals of Schools will develop the overall process and ensure all involved are held accountable. Excelsis Club shall be reviewed, particularly the stringent entry requirements.
4. Gender-based learning: a. Boys’ engagement: The Teaching and Learning Council will investigate the reasons for ‘engaged boys’ not being recognised more by the College and the reasons why some boys under achieve academically, assisting the Principal to identify and implement measures to be adopted by the College to rectify these matters. The lower number of awards is reflected by the lack of boys being nominated and selected for awards and leadership positions. A member of the Leadership Team will lead the investigation on behalf of the Principal. b. The development of the character of our boys and girls in an ever-changing world is a priority of the College. The ‘Rite Journey’ programme was trialled in 2013 and recognised as a positive way to support boys and girls as they grow into young men and women. • In 2014, the trial programme will be broadened to include both girls and boys. The Deputy Principal Ministry will oversee a committee of teachers who will facilitate these programmes. The Deputy Principals will work together to develop a model to be embedded into the College curriculum in 2015. B. In 2014, there will be a focus on the academic performance and pastoral welfare of an individual student, and the professional improvement and support for an individual staff member. This outcome will be achieved through the following measures: 1.
Continue to honour a culture of learning through implementing the Corpus Christi College Professional Learning Community (PLC) model which reflects the importance of each individual teacher, their
knowledge and relationship with their students in all learning environments, and their own subject knowledge and understanding and broad range of pedagogical practices. In 2014, teachers will do this by: a. Setting a small number (one, two or three) of their own SMART professional goals in Week One Term One in collaboration with their Head of Learning Area. This will ensure the goals are appropriate and staff are supported. This process will be ongoing and generally developed for each semester. b. The professional goals selected should be reflected in the AITSL standards. This needs to be articulated briefly by each teacher. c. As goals are written by staff, an opportunity will be provided to display them, possibly in the staffroom for others to view, as part of honouring the culture of learning at Corpus Christi College. d. The Deputy Principals of Schools will assist teachers to know and understand how data can be used to improve student learning and achievement. This will be achieved in the following ways: • For Years 10 to 12 teachers, a workshop in January 2014 will be facilitated focussing on using an analysis of Year 12 2013 results to improve learning and achievement of current students in Senior School • The Deputy Principal Middle School will track external test and examination results for individual students in individual subjects as to support subject teachers to improve student learning and achievement. This tracking process will utilise results gathered from the NAPLAN, the Bishops Religious Education Literacy Test, Year 12 WACE results and other testing procedures to be tracked from Years 7 to Year 12 • The Deputy Principal Senior School will track course and examination results for individual students at the end of Year 11, and end of Semester One in Year 12 to assist Mentor teachers and to provide students with an estimated ATAR achievement score. e. Peer to peer mentoring and coaching processes are encouraged and supported with continued action learning and research to be undertaken in 2014 for the implementation of a systemic approach for all teachers in 2015. 2.
Common teaching and learning practices, standards and expectations for students from Years 7 to 12 are to be identified and embedded. This will include: a. The Teaching and Learning Council will set up a committee overseen by a member of the Leadership Team for implementation in Term One 2014. b. Assessment Policy (including Homework Policy) review to be finalised early in Term One 2014, with primary responsibility to be shaped by the Deputies of Schools and ratified and implemented by the Teaching and Learning Council. c. An opportunity for staff to workshop the assessment principles of the Curriculum and Assessment Outline available from the School Curriculum and Standards Authority. d. The Deputy Principal Middle School will finalise and promote the Corpus Christi College Middle School Programme for students in Years 7 to 9 specifically, with elements to form a vision for learning from Years 7 to 12, including the implementation of a Learner Profile for all students.
Continue to honour a culture of learning through implementing the Corpus Christi College Professional Learning community model which reflects the view that no human endeavour requires more wisdom, more humanity, more hard work or dedication than those roles associated with schools. In 2014, staff will do this by: a. The Teaching and Learning Council will clarify and refine the process of implementing the College PLC model for teachers. b. All Teaching, ICT staff, Learning Assistants and Administrative Staff will set their own SMART professional goals in Week One, Term One in collaboration with their Line Manager, ensuring they are appropriate and will be provided with the necessary support to achieve their goals. c. The Business Manager will investigate appropriate measures and deadlines to ensure all other staff are provided access to professional development learning experiences in support of their ongoing growth in their roles. After the Leadership Team has endorsed the process, all other Support Staff will submit their own goals to relevant Line Managers, along with how they hope to achieve these, as part of the process.
h. i. j.
As structured graduate teacher programme is to be developed and implemented by the Vice Principal, along with a structured programme for newly appointed teachers and other staff. SMART goals submitted are to show how they are strategic and specific measurable, attainable, results-oriented andtime-bound. For teachers, the focus for goals in 2014 will be driven by data, showing how learning has improved in the ‘classroom’ for each student, thereby, a focus on the individual learner. The goals will reflect Corpus Christi College’s Vision for Learning. A Professional Learning sub-committee of the Teaching and Learning Council will work with the Vice Principal to prepare a College Professional Learning Policy. This committee will prepare a short set of guidelines in Term One to assist the implementation of a policy that takes into account the following: i. As a result of an intensive review of the College calendar and the large cost to the College, both in terms of teachers being out of classrooms as well as monetary cost, the College Teaching and Learning Council has decided there will be a moratorium on Professional Learning requests made by individual staff in 2014. Professional Learning requests will need to be made under certain guidelines, some of which are outlined in this section. ii. Professional Learning requests made by individual staff must be aligned to College goals and shall show how learning will be shared when the staff member returns to the College. The Vice Principal will oversee the Approvals process after initial recommendation by the Line Manager. iii. Professional Learning and workshops offered by the College shall focus on College goals and will provide choice for participants. It is recognised that keynote presentations often commence proceedings. If one main presenter is utilised for one day, then interactive learning experiences need to be reflected in the day’s proceedings. Middle Leaders will be offered voluntary high quality Professional Learning in leadership over the course of each year and such programmes to be supported by the College financially. For example, the ‘Leading People’ programme (facilitator: John Willett); Stephen R Covey’s Seven Habits of Highly Effective People programme. Each interested leader will be required to enrol and attend the entire course programme. Planning for staff Professional Learning Workshops forming a ‘Corpus Christi College Centre for Learning’ as outlined in the Corpus Christi Professional Learning document will be finalised for full implementation in 2015. Formalising the recognition and acknowledgement of staff and their achievements: A committee led by the Deputy Principal Ministry will investigate strategies and make recommendations to the Principal for implementation. The Head of Library and Information Services, in conjunction with the Vice Principal will purchase books and materials, as well as online resources for educational research and to support the College Professional Learning programme in readiness for 2015. There will be a review of how the College community accesses the Library in the context of the College Vision for Learning.
There are four pillars of a Professional Learning sub-committee: • • • •
Collaborative Teamwork Teacher Capacity Leadership Capacity Professional Learning.
These four pillars are reflected in the Strategic Goals set for staff each year. 4.
The College provides a world-class digital learning environment for students and staff which was recognised in 2013 with its nomination and selection as an Apple Distinguished School. This move was made possible by the College focus on teachers utilising a broad range of teaching strategies (focus on pedagogy) in recognition that students learn in different ways. Measures to ensure the College continues to strive to support a 21st century learning environment in our quest to achieve a high standard of excellence in this field will include: a.
Consolidation of SEQTA and iTunes U. In 2013, the combination of our web based course manager ‘SEQTA’ and the use of iTunes U has allowed us, as a College, to organise and deliver
content to mobile devices engaging our students in a process crafted to give them the best possible access to curriculum materials. These tools have also enabled teachers and leaders to track student progress, and parents to receive ‘in time’ snap shot of their child’s performance. Data including classwork, homework, supporting resources and learning objects, as well as assessment results within a one week turn around in the majority of cases is also available. There has been a shift of accountability and ownership to the individual teacher supported by Heads of Learning Area. In 2014, the following measures will be part of the focus of continuing to develop e-Learning to engage and challenge students to be creative and innovative, whilst achieving high levels of educational achievement: i.
d. e. f.
With regards to assessments: 1. HoLAs to ensure all subject teachers place results of assessments online on SEQTA enabling parents to use coneqt-p to check the academic progress of their child in each subject area. 2. Results of tests are to be placed on SEQTA no later than 14 days after the test is administered in the classroom. For shared classes, this may need to occur within a shorter timeframe. 3. For project driven courses, alternative measures are to be identified and utilised to communicate progress more frequently to parents than at the end of term. 4. The Deputy Principals of Schools are to adopt measures to ensure the appropriate practices are adhered to by all teachers and areas of support offered to those teachers who require it: a. SEQTA: Programme and Assessment Outlines, Daily Lesson Plans, Marksbook updated, Homework. b. iTunes U: The combination of iTunes U and SEQTA represents the best available process for the College to organise and deliver curricular content, access to a range of resources and for students to be creative and innovative. This supports the effective use of mobile devices to enhance student learning, so that senior students engage in a process crafted to give them the best possible learning outcomes. ii. ICT Professional Learning: Teachers will continue to create learning objects that support their programmes moving from creating high quality content (substitution of materials) and augmentation (enhancing the same materials) to redefinition where the technology use can provide opportunities to create what would not be possible without that technology. This move will be supported by tailored personal staff development offered within the College, backed up by ICT mentors who will receive high quality professional learning experiences outside the College. A good reference point is the SAMR Model: http://www.educatorstechnology.com/2013/11/what-teachers-need-to-know-about-samr. html?m=1 iii. The College is now an e-Smart School. The Teaching and Learning Council will continue to develop and implement strategies that promote good digital citizenship, and a positive e-Smart culture amongst all community members. The Pastoral Council is to investigate and utilise pastoral opportunities for the use of SEQTA and associated parent and student portals. Participation in 2014 in the CEO Contemporary Learning Environments Survey, in partnership with Edith Cowan and Curtin Universities, coordinated by Chief Information and Innovations Officer David Wood will provide the College with initial data regarding the impact of digital learning devices on student engagement and achievement, the results, of which will be presented to the Teaching and Learning Council. Develop a system for celebrating and acknowledging success as part of our Digital Learning Strategy. Consolidate ICT student leadership and develop systems to support ICT ‘Guardians’ to balance their service and learning commitments, in collaboration between the Head of Learning Technologies and relevant Heads of Year. Continue to remodel classrooms to maximise learning opportunities that technology provides, as funds allow.
5. The Deputy Principal Senior School shall lead the Academic Council in reviewing courses in the senior school during Semester One 2014, taking into account the new WACE to be implemented from 2015. In addition, there will be continued focus on implementing the Australian Curriculum as determined by ACARA and the WA Standards Curriculum and Assessment Authority, as led by both Deputies of Schools. 6. Calendarised events are rationalised and a new process for the inclusion of calendar events is implemented in 2014, ensuring a rigorous, holistic educational programme for each individual student takes into account their academic performance. 7. Produce the Handbook for Parents of Students with Disabilities.
FOCUS AREA: ENGAGEMENT (COMMUNITY) Engagement is essential – we are committed to Catholic Education’s mission through relationships with all. System-wide the College: • Enhances parental engagement in their child’s learning and faith formation • Provides development for staff and students to be leaders in Catholic Education's mission. In 2014, the College will focus on the following key goals which lie in QCS Domain Three, Community, and will: 1. Continue to look at strategies to improve communication between parents and teachers through the online SEQTA portal, coneqt-p. a. Review and articulate an addition to our Email Communication Policy regarding email contact expectations including turn-around time, appropriate tone and who to include in the emailed communication. b. Link the ‘direct messaging’ feature of SEQTA with the College email system, to enable more timely communication between parents and teachers. 2. Implement the strategies defined by the formal review of the College Enrolment Process, including running monthly Enrolments Committee meetings, involving the College Registrar, the College Leadership Team, the Administrative team leader and the Communications Team. 3. The Principal and the Parent Council to focus on strategies to enhance the sense of community amongst new and current families, including: a. The Parent Council shall trial a structure of working committees for 2014. Each will have a particular focus, with the four proposed committees to cover the following areas of College life: i. Arts ii. Sport iii. Academic event support iv. Community building and social events. The Corpus Communications team will liaise with the Parent Council Executive to provide support and communications on behalf of the Principal. b. Promoting opportunities for volunteering and the use of facilities out of hours. 4. The Principal and Deputy Principal Ministry to review existing links with the Parish communities through the Parish Pastoral Community meetings held each term. Corpus Communications would be involved in enhancing relationship opportunities as they arise. 5. Establish a clear process for all College events, to include meeting with all stakeholders, consistent protocols and promotion, and a formalised review after the event. 6. With the assistance of the Principal and Deputy Principal Ministry, the College will develop an Aboriginal Reconciliation Strategy which will also consider:
a. Exploring further involvement with the Pallotine Order based in Rossmoyne, honouring our historical relationship. b. Continuing to develop meaningful relationships with: i. Clontarf Aboriginal College ii. Mulan Aboriginal Community c. Encouraging Aboriginal people to apply for staff positions. d. Review the process and promotion of Aboriginal Scholarships.
FOCUS AREA: ACCOUNTABILITY (STEWARDSHIP) Accountability is not optional. We have personal and collective responsibility for our system’s success. System-wide, we do this through: • Increasing the understanding of our individual and collective responsibility for Catholic Education’s mission • Ensuring inclusivity, good governance and the resource allocation required to meet our mission. In 2014, the College will focus on the following key goals Domain Four, Capital Development and Stewardship which will include 1.
Proceed with the Capital Development Plan under the newly created five year financial model: a. Sports Centre Project will commence by the conclusion of 2014. b. Design drawings for the Performing Arts Centre to be finalised and prepared to go to tender. c. Cafeteria Hub, Religious Education and Ministry Centre, Entrance and Landscaping Project to be formally opened in Semester Two.
Identify, cost, prioritise and timeline the ongoing maintenance and refurbishment priorities for the College.
The College Board and Leadership Team to commence a Sustainability and Carbon Neutral policy with regards to future building and landscaping projects with a view to active participation of student leaders and teachers.
Through Corpus Communications and Board Marketing teams, update the Prospectus, the promotion of regular newsworthy items, update the College advertising strategy (enrolments and employment) and an updated process for distributing the College e-News.
Review external ICT service providers and contractors during 2014 given the implementation of a high-speed large band-width internet service, the maturity of the BYOT programme, a new printing strategy and improved wireless across the College during 2013.
Investigate paper-less processes in administration and teaching for possible documentation and trial, and if effective after evaluation, adopt practices with the approval of the Principal.
Formulate a Risk Management Policy and Procedures for consideration and implementation by the Board and College Leadership Team. These will include the following measures: • Review and enhance current medical risk management procedures in order to ensure all staff are trained to deal with the situation should a medical emergency arise • Conduct an audit and review of Occupational Health and Safety processes and Harassment procedures, updating the necessary documentation.
The standard of 21st century learning environments developed in the Middle School (including furniture) shall: a. Require ongoing upgrades and refurbishments across all classrooms, as budgets allow and over the course of the next three years. b. Be reflected in all new buildings, classrooms and outdoor spaces. c. Require some modification in support staff working spaces and other administrative spaces.
CONCLUSION Corpus Christi College is one body made up of many parts. In ‘Following the Lord’ as our motto challenges us, we support parents in guiding students to live life in the Catholic tradition, working towards developing a culture of excellence through a quality teaching and learning culture within a supportive, inclusive and pastoral environment for the young men and women in our community. In continuing to develop all teachers in the College, we want to provide an educational programme that ensures high achievement for all our students. In creating a whole school improvement planning framework informed by a variety of documents, including the Catholic Education Office of WA LEADing in a flourishing Catholic Education system framework (2014-16) and the Quality Catholic School Improvement framework, the WA Bishops’ Mandate for Catholic Schools and the 2009 Federal Government’s ‘Melbourne Declaration on the Goals for Young Australians’ which has led to the review and implementation of a new Australian Curriculum administered through ACARA, the College will use a systematic and collaborative approach to effective school improvement. Mrs Caroline Payne Principal January 2014