Annual Action Plan 2024
Priority : Holistic Wellbeing
Improvement Foci
Strategies
Positively Impact Student Wellbeing and Student Behaviour through the development of a whole school approach to wellbeing
• Develop a school-based Wellbeing Model to underpin the Engage Pillar
FAITH, MISSION AND IDENTITY LEARNING TEACHING WELLBEING LEADERSHIP FOR MISSION COMMUNITY RELATIONSHIPS
• Refine the House Group Teacher role to articulate expectations regarding the monitoring of each student (including student goals) and intentional and directed use of House Group time • Monitor and evaluate the delivery of the renewed Pastoral Program structure • Upskill all staff members in their understanding and implementation of the Student Management Guidelines to underpin positive studentteacher relationships • Develop protocols and programs to support the St Columba’s College wellbeing dog to have a positive impact on students and staff • Develop protocols for the inclusion of affirming/positive pastoral notes on SEQTA, visibility to parents
Positively Impact Staff Wellbeing FAITH, MISSION AND IDENTITY LEARNING TEACHING WELLBEING LEADERSHIP FOR MISSION
• Staff Wellbeing Committee to facilitate once per term staff wellbeing surveys to inform responses to wellbeing matters • Review of the POL Model for implementation in 2025; recommended model developed by May 2024 • Monitor the Time in lieu arrangements as per the CEMEA 2022 • Implement the renewed meeting model, providing teaching teams with time to prioritise collective efficacy
Support Family Engagement and Wellbeing COMMUNITY RELATIONSHIPS LEARNING TEACHING WELLBEING
Environmental wellbeing and restoration FAITH, MISSION AND IDENTITY ENVIRONMENT AND RESOURCES
• Work with families to develop improved engagement with all forms of College communications • Work with the Parent Engagement Committee to develop their authentic and valued contribution to the College community
• Development of the STEAM building project in an environmentally and responsible manner • Application for Level 3/4 Earthcare Certification and Laudato Si Action Platform Reflection
Driver
Evidence
H of S
• Documented framework in place for a consistent approach to wellbeing • Trial of framework late T3, early T4
D of S
• Improvement in MACSSIS data regarding staff-student relationships
D of S
• Pre and post survey results about student experience of the Pastoral Program
H of S
• Improvement in MACSSIS data regarding staff-student relationships • StCC SEW Data
DP and H of S
H of S
HR Manager
• Improvement in MACSSIS data regarding student engagement • STCC SEW Data • Improvement in MACSSIS data regarding staff-student relationships, and student engagement • Documented procedures for positive pastoral notes
• Improvement in MACSSIS data in relation to staff/leader relationships and school/community relationships
Principal
• Model developed and implemented for commencement in 2025
H of CO
• Once a term check-ins to ensure arrangements support staff workload • Staff members track TIL via appropriate software
H of LT
• Improvement in MACSSIS data in relation to Collective Efficacy and Team Work • Use of the teaching team meeting agenda and checklist to address College priorities and expectations
DP
• Data from the SEQTA database showing improved access • MACSSIS scores in relation to the access and usability of the College LMS
DP
• Attendance data for PEC events
BM
• Published environmental response through socials and newsletter
DP
• Achievement of accreditation certificate
Priority : Creative Curriculum
Improvement Foci
Strategies
Design for challenging and stimulating curriculum
• Working parties to develop responses to “Stage not Age” committee recommendations for 2025 implementation, to be tabled at commencement of Term 2: • Year 7 and 8 Program re-development (Design Technology including Food Technology) • Mathematics program re-development
LEARNING TEACHING WELLBEING LEADERSHIP FOR MISSION
• Implementation of the recommendations arising from the Languages Program review • Development of flexible, adaptable timetable structure to better accommodate the various needs of different learning areas
Embed “Going to the Margins” as part of curriculum development and design FAITH, MISSION AND IDENTITY LEARNING TEACHING WELLBEING
• Establish a phased approach that includes • Auditing and confirming current connections • Identifying opportunities for connection • Address gaps and create solutions • Evolve teams’ understanding progressively
Driver
Evidence
H of LT
• Structure ready by start of Term 3 • Renewed programs ready for 2025 school year
H of LT
• Strategy for implementation by the end of Term One • Report of response to accepted and implemented recommendations to the Leadership Team in November 2024
H of CO
• Proposals for future timetable presented to LT and board; planning 2025, implementation in 2026, review for 2027
H of FM
• Scope and sequence provided to the Leadership Team in November 2024
Priority : Achieving Aspirations
Improvement Foci Making a response to the ECSI Data – being an authentically Catholic community FAITH, MISSION & IDENTITY
Student Goal Setting for the development of Reflective Practice and achieving personal aspirations
Strategies • Use of scripture more intentionally at key College events and in classrooms to embed the College values in the foundations of our tradition • Work with staff members to gain and/or maintain accreditation to teach and to teach Religious Education and/or lead in a Catholic school
• Teach students how to interpret their individual data, and to set goals based on this to build student agency – students respond to and act on feedback
LEARNING TEACHING WELLBEING COMMUNITY RELATIONSHIPS
• Assessment and reporting information is uploaded in a regular and timely manner and made visible to students and families
• Support the ongoing implementation of the Learn Instruction Model by upskilling teachers in the use of metacognitive strategies as an element of reflective practice Excellence in Teaching through Collective and Individual Teacher Efficacy LEARNING TEACHING WELLBEING LEADERSHIP FOR MISSION
• Coaching partnerships support teachers to implement at least one of the following focus areas: • Effectively embed the continuum of engagement as part of classroom practice • Develop improved opportunities for student agency in their learning • Provide appropriate differentiation in their classes • Embed the Learn Instructional Model • Effectively implement the Response to Intervention model as a critical element of differentiating teaching practice • Development and implementation of LEAP (Learning Enhancement and Acceleration Program) to more effectively target high achieving students
Excellence in Service delivery LEADERSHIP FOR MISSION Explore alternative model of schooling delivery in response to flexibility, employer of choice and wellbeing issues LEADERSHIP FOR MISSION Building Student Engagement to the College – past, present and future LEARNING TEACHING WELLBEING COMMUNITY RELATIONSHIPS
• Full implementation of the Education Support Officers Annual Review Meeting Model • Paper developed (2023) • Consultant appointed • Community consultations with families, students, staff • Comprehensive literature search carried out • Development of an Alumnae Mentoring Program • Implementation of the Duke of Edinburgh Program as part of the College Co-Curricular Program • Develop the role of the Peer Support Leader to build Year 7 student connection to the College
Driver Driver
Evidence Evidence
H of S Principal H of FM D of S
• Documented framework in place for a consistent approach to wellbeing •• Use (linked to College Trialofofscripture framework late T3, early T4value) defined in opening prayer of all assemblies (including year level and house) and Masses • Improvement in MACSSIS data regarding staff-student relationships
H of FM
• Dinner and Divine Discourse attendance; increase in accredited teachers at the College from 2023 number, decrease of number of staff who haven’t started the process • Pre and post survey results about student experience of the Pastoral Program
D of S P&D Leader H of S
DP and H of S H of S
• Students are taught how to interpret their individual data within the Pastoral care Curriculum. Class • time Improvement MACSSIS data regarding staff-student relationships provided in during the Pastoral Care curriculum to support student reflection and goal setting • using StCC SEQTA SEW Data data • Students are using the student expectations and reflection on SEQTA before and after the unit and task • assessment Improvement in occurs. MACSSIS data regarding student engagement •• Student learning STCC SEW Data goals are developed by students based on the interpretations and reflection of individual student SEQTA data Improvement in MACSSIS data regarding staff-student student engagement •• Staff are upskilled on how to interpret student individualrelationships, data and howand to use SEQTA student • expectations Documentedand procedures positive pastoral notes reflectionfor tools.
P&D Leader
• MACSSIS parent feedback regarding understanding student progress • Parent survey beginning of Term 3 • LAL check-ins at each assessment and reporting cycle
HRHManager of LT
•• Improvement in MACSSIS data in relation staff/leader relationships and school/community LT Learning Walks feedback from studentstodemonstrates a better understanding of various stages of relationships the model, especially Reflective Practice
Principal
• Model developed and implemented for commencement in 2025
ILs H of CO
• ARMs reflect one of the focus areas •• Once a term check-ins to ensure coaching arrangements support staff Performance and Development conversations and workload observations documented in • Staff members track TIL via appropriate software Performance and Development program
H of LT
• Improvement in MACSSIS data in relation to Collective Efficacy and Team Work • Use of the teaching team meeting agenda and checklist to address College priorities and expectations
H of LT
• Targeted teaching practice • Trial implementation of Wellbeing Framework
LE DP Leader
••Data from the SEQTA Implementation of thedatabase LEAP showing improved access • MACSSIS scores in relation to the access and usability of the College LMS
DP HR Manager
• Attendance data for PEC events • ARMs held
Principal
BM DP
• Consultant appointed • Community consultations carried out • Recommendations prepared for the College Board by November 2024 • Published environmental response through socials and newsletter • Documented program for 2025
DP H of CO
• Achievement of accreditation certificate • Appoint Duke of Ed officer to oversee program and students participating in Duke of Ed program
H of S
• Adjustment to the PSL position description • Documented program of PSL driven activities for small groups of Year 7s