Build an inclusive and welcoming environment to live our commitment as a Synodal Community
FAITH, MISSION AND IDENTITY
LEADERSHIP FOR MISSION
Positively Impact Student wellbeing, engagement and behaviour through the development and implementation of a whole school approach to wellbeing
LEARNING TEACHING WELLBEING
Implement a school-based Wellbeing Model to underpin the Engage Pillar, with a particular focus on:
● Embedding High Impact Wellbeing Strategies (HIWS) with links to LIM
● Implementing consistent behaviour routines/expectations across all classes
● Utilising the continuum of engagement to provide meaningful and challenging ways for students engage cognitively, behaviourally and emotionally
Implement protocols for the inclusion of positive pastoral notes that are communicated consistently to students and families
Develop and implement the Student Leadership Aspirations Program
Develop a Staff Wellbeing Plan that incorporates:
● Using the ALL protocol to support collective wellbeing
● School-based actions to address workload issues, eg, monitor the implementation of the CEMEA
HoLT/HoS
LEARNING TEACHING WELLBEING
FAITH, MISSION AND IDENTITY
LEADERSHIP FOR MISSION
Support Family Engagement and Wellbeing
FAITH, MISSION AND IDENTITY
LEADERSHIP FOR MISSION COMMUNITY RELATIONSHIPS
Environmental Wellbeing and Restoration
FAITH, MISSION AND IDENTITY
LEADERSHIP FOR MISSION
ENVIRONMENT AND RESOURCES
● Support for leaders to address staff wellbeing, workload and performance issues (as per the Staff Responsibility and Accountability Policy)
● Actions to implement the Respect@Work Framework
● Building connection to the College community through the celebration of individual and collective achievements
● Actions to address psychosocial safety risks
Develop a Parent Engagement Plan that maps current parent engagement strategies, identifies gaps based on the research, and supports the development of strategies that underpins parent engagement for improved student outcomes
DP
● Professional Learning delivered to staff around each of the HIWS
● Staff show through the P&G process implementation of HIWS in their classrooms
● Consistent Behaviour routine statements are developed, these are observed during LT Learning walks and IL classroom observations
● Data collection each term of use of Positive Pastoral Notes
● Evidence of review at the end of semester 1/ beginning of semester 2
● Publication of the Program document
● Student participation in the Program - Leadership Aspirations Program
● Development of plan that sets our priorities for the next three years
HRM
DP with PEC
Organise Professional Development on Parent Engagement to equip teachers with strategies for effective family engagement, strengthening school-home partnerships and enhancing student support HoLT/HoS
Understand the energy impact of the FIC through monitoring the solar panel energy capture and battery usage
Monitor the impact of the new Environment Steward role, and review the position description to ensure College actions are impactful for environmental wellbeing and restoration
BM
DP
● Increased parent community engagement with SEQTA
● Publication of Parent Engagement Plan
● Parent consultation forum
● Measure the impact of the College Social Worker and the Student Wellbeing Support Officer
● Teacher communication with families
● Data accessed and reviewed by the Laudato Si Action Group
● Increase in student involvement in environmental activities
● Environmental Action Plan created
Design for challenging and engaging curriculum
LEARNING TEACHING WELLBEING
Uncovering the narrative of the learner
Development of flexible, adaptable timetable structure to better accommodate the various needs of different learning areas
Develop engaging student programs based on the Victorian Curriculum 2.0 including the implementation of the foundational skills, cross curriculum priorities and general capabilities to enhance deep learning.
LEARNING TEACHING WELLBEING Build the capacity of teachers to effectively use
wellbeing programs
Student Goal Setting for the development of Reflective Practice and achieving personal aspirations
LEARNING TEACHING WELLBEING
Excellence in Teaching through Collective and Individual Teacher Efficacy
LEARNING TEACHING WELLBEING
LEADERSHIP FOR MISSION
Pathways to Educational Leadership
LEADERSHIP FOR MISSION
Building Student Engagement to the College – past, present and future
COMMUNITY RELATIONSHIPS
Guide students in interpreting their own data and setting personalised goals to foster agency, encouraging them to respond to and act upon differing forms of feedback
Support the ongoing implementation of the Learn Instruction Model by upskilling teachers to use each element of the Model within their teaching program
Coaching partnerships support teachers to embed the High Impact Wellbeing Strategies
The development of a Middle Leadership Development Program with a view to enhance transformative leadership
DP with PL Committee
● Strategic direction for a new or amended educational focus for the college and related timetable structures to be presented at the end of Term 1 2025.
● Delivery and implementation of new strategies and structures related to college timetable in 2027
● Victorian Curriculum 2.0 including the implementation of the foundational skills, cross curriculum priorities and the general capabilities reflected in SEQTA curriculum documentation.
● Implement the new curriculum - developed in 2024 – in the Foxford Innovation Centre including exploration of opportunities for new relationships between science, visual arts, and design technologies
● Upskilled Instructional Leaders, Learning Area Leaders and House Leaders using SEQTA Analyse effectively
● SEQTA Analyse staff workshop
● Teachers using data to inform curriculum planning- differentiation
● Use of data in Teaching Team discussions as viewed in minutes
● House Leaders to use the data to inform the case management process and referral to Senior Programs and Middle program teams
● Students reflect on feedback provided by peers and teachers
● Students document goals on SEQTA LEARN and engage in reflective practice to support their learning
● A reduction in student subject changes at the end of the year and commencement of new year
● Results of the mapping of the Learn Instructional Model against evidence-based teaching strategies (AERO, Flourishing learners, etc)
● Development of the Learn Instructional Model playbook for teaching staff
● Development of the Learn Instructional Model playbook for students
● ARMs reflect one of the High Impact Wellbeing Strategies
● Performance and Growth coaching conversations and observations documented in Performance and Growth program
Development of an Alumnae Mentoring Program with a view to implementation in 2026
DP with Alumnae Committee
● Publication of the Program documentation
● Staff participation in the Program
● Publication of the documentation regarding the Program
● Student participation in the Program
