how effective is our CATHOLIC SCHOOL?

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1 how effective is our CATHOLIC SCHOOL? I ndicato r s of effecti v eness fo r C atholic schools CAT H O L I C E D U CAT I O N O F F I C E S Y D N E Y

2 with all your heart, with all your soul, with all your strength and with all your mind LUKE 10:7

3 how effective is our CATHOLIC SCHOOL? Indicators of effectiveness for CATHOLIC schools CATHOLIC EDUCATION OFFICE SYDNEY 38 Renwick Street, PO Box 17, Leichhardt NSW 00 Phone: (0) Fax: (0)

4 foreword How Effective is our Catholic School? Indicators of Effectiveness for Catholic Schools sets out agreed criteria for school review and improvement for the Sydney Archdiocesan system of Catholic schools. This document is underpinned by the Archdiocesan Vision and Mission Statements and has at its centre the nearly,000 students in Sydney Catholic systemic schools. Since the introduction of the School Review and Improvement (SRI) Framework in 005, Principals have engaged their school communities strategically and creatively in implementing school improvement approaches in response to the identified needs of their students. This second edition of How Effective is our Catholic School? draws on the expertise, experience and insights of teachers, school leaders and CEO staff. It captures the learnings of school communities in using the first edition (00) and gives contemporary expression to the Indicators of Effectiveness. Importantly, this edition incorporates the items of the Archbishop s Charter for Catholic Schools into Key Area 1: Catholic Life and Religious Education, and reflects the developments in Information Communication Technology (ICT) in Key Area 8. The Indicators of Effectiveness in the eight Key Areas align with the Key Areas of the system s Strategic Improvement Plan Building on Strength: Future Directions for Sydney Catholic Schools, which sets out strategic improvement priorities for Sydney Catholic schools for the period 011 to 015. I am convinced that performance standards such as those outlined in How Effective is our Catholic School? have been pivotal in the success of our Catholic schools in achieving improved learning outcomes and life opportunities for our students. It is with pleasure that I commend to you this second edition as a valuable resource for schools and the school system in our shared responsibility for school improvement. DR DAN WHITE Executive Director of Catholic Schools Catholic Education Office Sydney, 011 First published 00 This edition October 011 Licensed under NEALS PN 3

5 document purpose This document sets out agreed criteria and quality indicators Indicators of Effectiveness - for a self-reviewing, self-improving, effective Catholic school. It was written by classroom teachers, school and system leaders in Sydney Catholic schools to provide a common language with which to describe school effectiveness. Critical and discerning use of the Indicators of Effectiveness will assist schools in: + planning for achieving improvements in student learning outcomes + evaluating the effectiveness of the improvements achieved + determining the capacity for further improvement. This edition (October 011) replaces the original edition (September 00). contents SCHOOL REVIEW AND IMPROVEMENT FRAMEWORK ANNUAL EVALUATION OF SRI COMPONENTS Using How Effective is our Catholic School? user guidelines 7 key areas and components Overview 10 Key Area 1 Catholic Life and Religious Education 1 Key Area Students and their Learning 1 Key Area 3 Pedagogy 1 Key Area Human Resources 8 Key Area 5 Resources, Finance and Facilities 33 Key Area Parents and Partnerships 37 Key Area 7 Strategic Leadership and Management 0 Key Area 8 Information Communication Technology (ICT) 3

6 school review & improvement framework The School Review and Improvement (SRI) Framework for Sydney Catholic Schools is a system-wide commitment and strategy for creating the culture and practice of continuous improvement in selfreviewing, self-improving, effective Catholic schools with students at the centre. The linked processes of the SRI Framework support schools in achieving improved learning outcomes and life opportunities for students in learning environments underpinned by the Vision and Mission for Sydney Catholic Schools. These linked processes are: + Strategic Improvement Plan + Annual Improvement Plan + Annual Evaluation of SRI Components + Annual Report to the Community + Cyclic Review of our School s Learning Improvement Journey Related to the SRI Framework are processes for school compliance with State and Federal Government reporting requirements. In implementing the SRI Framework, each school engages with students, parents, pastors and the wider community on the learning improvement journey.

7 The School Strategic Leadership and Management Framework the linked processes for quality, improvement and accountability provides a structure for Principals to lead their school communities in creating the culture and practice of continuous improvement, with students at the centre. The SRI Framework processes (marked in blue in the diagram) are an integral dimension of the School Strategic Leadership and Management Framework. SCHOOL STRATEGIC LEADERSHIP AND MANAGEMENT FRAMEWORK LINKED PROCESSES FOR QUALITY, IMPROVEMENT AND ACCOUNTABILITY STRATEGIC IMPROVEMENT PLAN ANNUAL IMPROVEMENT PLAN ANNUAL EVALUATION OF SRI COMPONENTS ANNUAL REPORT TO THE COMMUNITY 1 PPPR ACTIVE ROLE DESCRIPTION 1 Successive and cumulative CYCLIC REVIEW OF OUR SCHOOL S LEARNING IMPROVEMENT JOURNEY Once each cycle LEADERSHIP FRAMEWORK CONTRACT RENEWAL AND REAPPOINTMENT PROCESS One size does not fit all 5

8 annual evaluation of sri components USING HOW EFFECTIVE IS OUR CATHOLIC SCHOOL? The Annual Evaluation of SRI Components is an opportunity for the school as a self-reviewing, selfimproving, effective Catholic school to engage in reflective and collaborative processes for: + monitoring and evaluating the effectiveness of our learning improvement journey against a set of indicators as described in How Effective is our Catholic School? (How are we doing?) + making evidence-based judgements to arrive at our evaluation of effectiveness (How do we know?) + identifying our capacity for further improvement in the light of our evaluation (What are we going to do now?) Details and guidelines for this process are available in the resource booklet Annual Evaluation of SRI Components. The Annual Evaluation of SRI Components is an ongoing process of continuous improvement, not an event at a point in time. While the aspects of the process and the steps within the aspects are specified as discrete activities for the purposes of documentation, the flow of the process is dynamic. Schools move between the aspects in ways which suit them. Schools record their Rating of Effectiveness and the evidence for their Rating in their SRI eworkbook. Identifying our Capacity for Further Improvement Decide What are we going to do now? as a result of our Self-Evaluation Include the improvements identified in the next Strategic or Annual Improvement Plan. 1 Planning for our Self-Evaluation Decide which SRI Components from How Effective is our Catholic School? we will evaluate this year Decide the types of evidence we will use to support our rating of effectiveness Decide when and with whom we will undertake the evaluation of the selected Components. ANNUAL EVALUATION OF SRI COMPONENTS 3 Agreeing our Achievement of Effectiveness Monitoring and Evaluating our Effectiveness during the Year Monitor and evaluate our effectiveness at agreed times (How are we going?) Analyse the data which we are gathering to inform our conclusions (How do we know?) Make any necessary adjustments to our AIP to ensure achievement of planned improvements. Professional reflection and dialogue to evaluate our effectiveness against the Indicators in How Effective is our Catholic School? How are we going? How do we rate ourselves? How do we know? What evidence will we cite to support our Rating of Effectiveness?

9 user guidelines Key Area Components Component Descriptor The Indicators of Effectiveness are organised into Eight Key Areas, each with Components and Component Descriptors. The Components, while written as discrete items, are inter-related within the Key Area and across the Key Areas. Thus, the document is an integrated description of an effective Catholic school. The Indicators would be used in conjunction with a range of other sources of information and guidance regarding school improvement. They are not intended as definitive descriptions. Over a 5-year cycle, schools engage in a self-evaluation of each Component. The intention is to ensure that a school gives attention systematically to the whole range of Components for each Key Area. Rating Scale Indicators of Effectiveness have been developed for Rating levels, and on a 7-point scale. The Rating Scale is a tool to assist Principals in leading the school to make evidence-based judgements regarding current levels of school quality, achievement and effectiveness. The school s self-rating indicates its perceptions of its effectiveness at a point in time. As such, the Rating is a marker of the school s progress along its improvement journey. The evaluation process is not just about the Rating. The benefit of using the Rating Scale is not the Rating itself, but the identification of strengths, opportunities and areas for further development or improvement, and the professional conversation that occurs in discerning the Ratings. As the school s Rating indicates its self-perceptions of its effectiveness, the Rating would not be aggregated or analysed on a Regional or Archdiocesan level. Thus the school s self-rating would not used to judge or rank schools. Rating Scale - Overview Major strengths across all areas of the Component Many strengths in all major areas of the Component Strengths outweigh weaknesses in many areas of the Component Some positive trends in some areas of the Component, including major ones, but some important weaknesses have an impact on the quality of students experiences More weaknesses than strengths across most areas of the Component Many weaknesses across most areas of the Component Major weaknesses in provision across most aspects of the Component, requiring immediate remedial action on the part of the school, with the support of the Catholic Education Office 7

10 Rating Scale and Criteria Rating Criteria applied to the evaluation of each Component 7 Major strengths across all areas of the Component. While an assessment of major strengths represents the highest standard of provision, it is a standard that should be achievable in all schools. Major strengths implies that it is fully appropriate for a school to continue its provision without significant adjustment. The Component would be totally integrated into normal operations and planning. Proactive approaches would be evident. Approaches would be regularly reviewed and improved, with widespread evidence of innovation and continuous improvement. Many strengths in all major areas of the Component. The Component would be well established as part of normal operations and planning. There would be a mostly proactive approach evident. There would be a well-established system for regular review and improvement and a systematic approach to innovation and continual learning. Typically provision will be characterised by strengths, but one or more weaknesses reduce the overall quality of students experiences. 5 5 Strengths outweigh weaknesses in many areas of the Component. There are weaknesses, but they have no significant adverse impact on students experiences. Strengths outweigh weaknesses may be arrived at in a number of circumstances. Provision may make for a productive student experience, but it may not provide consistent challenge for students. The Component would be established as part of normal operations and planning. Approaches will be more proactive than reactive. There would be some mechanisms for regular review and some planned strategies for improvement. There would be evidence of continuous improvement. Some positive trends in some areas of the Component, including major ones, but some important weaknesses have an impact on the quality of students experiences. The Component is becoming a part of normal operations and planning. There is evidence of periodic review and adoption of learnings in some areas of the Component, but there is a patchy approach to continuous improvement. There may be a number of strengths but there will also be weaknesses that will be sufficient, either individually or collectively, to diminish the student experience in significant ways. In general, an assessment of some positive trends will imply the need for structured and timed action on the part of the school. It may be arrived at in a number of circumstances. 8

11 Rating Criteria applied to the evaluation of each Component 3 1 More weaknesses than strengths across most areas of the Component. The Component is beginning to be part of normal operations. There is evidence of some measures to assess effectiveness. There is an ad hoc approach to implementation of improvement strategies and little evidence of continuous improvement. There may be some strengths, but there will be more weaknesses which will be, either individually and collectively, sufficient to significantly diminish the quality of the students experiences. In general, an assessment of more weaknesses than strengths implies the need for considerable structured and timed action on the part of the school. Many weaknesses across most areas of the Component. The Component is separate from normal operations. Approaches to improvement are generally reactive with some ad hoc review practices operating. There is little evidence of improvement strategies in place. In general, an assessment of many weaknesses implies the need for significant structured and timed action on the part of the school to ensure that provision for students improves. Major weaknesses in provision across most aspects of the Component, requiring immediate remedial action on the part of the school, with the support of the Catholic Education Office. There is little if any integration of the Component into normal operations and planning. Approaches are predominantly reactive. Observable practices of the Component are seldom reviewed. There is little if any innovation and no evidence of strategies for improvement. The student experience is at risk in significant respects. In almost all cases, an assessment of major weaknesses will require support for both school planning and implementation of the necessary improvement strategies. This would necessarily involve the support of the Catholic Education Office and may also involve working alongside effective peers in or beyond the school. 9

12 key areas and components Key Area 1 Catholic Life and Religious Education component 1.1 Vision and Mission 1. Religious Education 1.3 Catholic life and culture 1. Parents, parishes and the broader Church THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN living out our Vision and Mission providing high quality Religious Education expressing and witnessing to our Catholic identity forming strong partnerships in the local and broader Church community Key Area Students and their Learning component.1 Educational potential. Rights and responsibilities.3 Reporting student progress and achievement. elearning.5 Pastoral care and wellbeing THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN providing for high quality student learning valuing and protecting the rights and responsibilities of students implementing high quality processes for reporting student learning using a range of digital technologies to enhance student learning caring for the wellbeing of students Key Area 3 Pedagogy component 3.1 Curriculum 3. Diversity of learners 3.3 Teaching practice 3. Planning, programming and evaluation 3.5 Assessment 3. Learning culture 3.7 Professional learning THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN designing and implementing a contemporary and engaging curriculum identifying and providing for the diversity of learners the art, science and practice of teaching planning and evaluating learning programs implementing high quality processes for student assessment creating and sustaining an effective culture for learning and improvement undertaking professional learning that improves teaching, student learning and wellbeing 10

13 Key Area Human Resources component.1 Recruitment, selection and retention of staff. Staff professional development.3 Ethical workplace culture. Building leadership capacity.5 Accountabilities and compliance THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN ensuring that our school is staffed appropriately promoting and enabling quality staff professional development creating a just, ethical and growth-promoting workplace fostering authentic leadership across the school complying with all system and government accountabilities and responsibilities Key Area 5 Resources, Finance and Facilities component 5.1 Resourcing of learning 5. Plant and facilities 5.3 Environmental stewardship 5. Financial management THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN providing contemporary resources to maximise learning ensuring a safe and stimulating physical learning environment being good stewards of God s creation acting strategically and ethically in the management of school funds Key Area Parents and Partnerships component.1 Parent engagement. Consultation and communication.3 Engagement with the wider community THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN engaging authentically with parents to enhance student learning and wellbeing engaging in meaningful and transparent communication with the school community engaging with the broader community Key Area 7 Strategic Leadership and Management component 7.1 Strategic leadership 7. Culture of improvement and transformation THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN leading purposefully for sustained, high quality student-centred school performance creating a culture and practice of improvement, transformation and sustainability Key Area 8 Information Communication Technology (ICT) component 8.1 ICT planning and support 8. Reliable and sustainable infrastructure 8.3 Information management THIS COMPONENT ADDRESSES THE EFFECTIVENESS OF OUR CATHOLIC SCHOOL IN providing sustainable ICT systems and resources to support teaching and learning providing strategic ICT infrastructure and facilities which includes hardware, software and related services distributing, storing, displaying and archiving information to improve organisational outcomes and learning 11

14 Key Area 1 Catholic Life and Religious Education 1.1 VISION AND MISSION This Component addresses the effectiveness of our Catholic school in living out our Vision and Mission. 1. Our school proactively gives witness to our distinctive educational, spiritual, moral and social purposes within the evangelising mission of the Church, founded on faith in Jesus Christ, and expresses this in a Mission Statement that identifies our traditions and charism. [Charter #1]. Jesus Christ and his teachings are central to our school s vision and mission and permeate all aspects of policy, planning and action in our school. The commitment of our school community to quality relationships characterised by respect for the dignity of all is clearly evident in the life of our school. 3. Our school community works proactively and creatively with Parish Priests in nurturing communities where the celebration of the Eucharist, Sacraments, Sacred Scripture, prayer and Catholic symbols support students in developing a personal relationship with Jesus. [Charter #9]. Our school cares proactively for students through an inclusive curriculum, pastoral care and student wellbeing policies and practices that are consistent with the mission of the Catholic school. [Charter #] 5. Our school implements highly effective and discerning processes for employing staff who have the capacity and commitment to give Christian witness and contribute to the mission of the Church [Charter #10] and to fulfil the responsibilities of the position. 1. Our school actively gives witness to our distinctive educational, spiritual, moral and social purposes within the evangelising mission of the Church, founded on faith in Jesus Christ, and expresses this in a Mission Statement that identifies our traditions and charism. [Charter #1]. Jesus Christ and his teachings are central to our school s vision and mission and permeate most aspects of policy, planning and action in our school. The commitment of our school community to quality relationships characterised by respect for the dignity of all is evident in the life of our school.. Our school community works proactively with Parish Priests in nurturing communities where the celebration of the Eucharist, Sacraments, Sacred Scripture, prayer and Catholic symbols support students in developing a personal relationship with Jesus. [Charter #9] 3. Our school cares actively for students through an inclusive curriculum, pastoral care and student wellbeing policies and practices that are consistent with the mission of the Catholic school. [Charter #]. Our school implements some effective processes for employing staff who have the capacity and commitment to give Christian witness and contribute to the mission of the Church [Charter #10] and to fulfil the responsibilities of the position. 1. Our school gives witness to our distinctive educational, spiritual, moral and social purposes within the evangelising mission of the Church, founded on faith in Jesus Christ, and expresses this in a Mission Statement that identifies our traditions and charism. [Charter #1] 7. Jesus Christ and his teachings are central to our school s vision and mission but permeate few aspects of policy, planning and action in our school. The commitment of our school community to quality relationships characterised by respect for the dignity of all is sometimes evident in the life of our school.. Our school community works with Parish Priests in nurturing communities where the celebration of the Eucharist, Sacraments, Sacred Scripture, prayer and Catholic symbols support students in developing a personal relationship with Jesus. [Charter #9] 3. Our school cares for students through an inclusive curriculum, pastoral care and student wellbeing policies and practices that are consistent with the mission of the Catholic school. [Charter #]. Our school implements few effective processes for employing staff who have the capacity and commitment to give Christian witness and contribute to the mission of the Church [Charter #10] and to fulfil the responsibilities of the position. 1 Text highlighted in bold links in with the Archbishop s Charter for Catholic Schools.

15 Key Area 1 Catholic Life and Religious Education 1. RELIGIOUS EDUCATION This Component addresses the effectiveness of our Catholic school in providing high quality Religious Education. 1. Our school proactively assists students to know, understand and celebrate their Catholic faith through the implementation of the Religious Education Curriculum of the Archdiocese. [Charter #3] Our Religious Education teachers consistently demonstrate a comprehensive understanding of this curriculum and are accredited and proactive in furthering their professional development.. Our staff proactively nurture students love of learning through a Catholic pedagogy that fosters the development of the intellect, moral knowledge, understanding and reasoning in a relational, social and cultural context. [Charter #] 3. Our school nurtures the faith development and religious literacy of students through a relevant and well-balanced range of high quality and meaningful religious experiences including liturgical celebrations, prayer, retreats and outreach and community programs.. Our school consistently demonstrates highly effective and creative practices in the leadership, organisation and delivery of, and accountability for, the quality of Religious Education. 1. Our school actively assists students to know, understand and celebrate their Catholic faith through the implementation of the Religious Education Curriculum of the Archdiocese. [Charter #3] Our Religious Education teachers generally demonstrate a comprehensive understanding of this curriculum. Many teachers are accredited and active in furthering their professional development.. Our staff actively nurture students love of learning through a Catholic pedagogy that fosters the development of the intellect, moral knowledge, understanding and reasoning in a relational, social and cultural context. [Charter #] 3. Our school nurtures the faith development and religious literacy of students through a range of quality and meaningful religious experiences including liturgical celebrations, prayer, retreats and outreach and community programs.. Our school demonstrates some effective and creative practices in the leadership, organisation and delivery of, and accountability for, the quality of Religious Education. 1. Our school assists students to know, understand and celebrate their Catholic faith through the implementation of the Religious Education Curriculum of the Archdiocese. [Charter #3] Scope exists to assist our Religious Education teachers to demonstrate a comprehensive understanding of this curriculum, to gain accreditation, and to be actively engaged in furthering their professional development.. Our staff nurture students love of learning through a Catholic pedagogy that fosters the development of the intellect, moral knowledge, understanding and reasoning in a relational, social and cultural context. [Charter #] 3. Our school nurtures the faith development and religious literacy of students through religious experiences including liturgical celebrations, prayer, retreats and outreach and community programs. The range of these experiences is limited.. Our school lacks effective practices for the leadership, organisation and delivery of, and accountability for, the quality of Religious Education. 13

16 Key Area 1 Catholic Life and Religious Education 1.3 Catholic life and culture This Component addresses the effectiveness of our Catholic school in expressing and witnessing to our Catholic identity. 1. Our school values, promotes and maximises opportunities for the school community to celebrate the Eucharist and the Sacrament of Reconciliation and to witness to the Good News of Jesus Christ through regular and active participation in prayer and the Church s liturgical cycle.. Our school community proactively and creatively nurtures and encourages students participation in and commitment to the Catholic life of the school through prayer, meditation and involvement in the life of the parish including Sunday Eucharist. [Charter #] 3. Our school has well-structured programs and a broad range of opportunities to teach students to know, understand and act on Catholic social teaching, in particular the preferential option for the poor, the obligation to be good stewards of God s creation, the recognition of universal human rights and the responsibility of fostering peaceful relations among peoples. [Charter #5]. Our school strategically plans for and provides a diverse range of evangelising, catechising, and faith formation opportunities to enhance the witness and Catholic practice of staff, students and families. [Charter #11] 5. Our school community consistently demonstrates a deep commitment to creating and sustaining a culture of hospitality, welcome and inclusion. We proactively promote our school as a Catholic school with clearly visible and identifiable signs and symbols based on our traditions and charism. 1. Our school values and promotes opportunities for the school community to celebrate the Eucharist and the Sacrament of Reconciliation and to witness to the Good News of Jesus Christ through active participation in prayer and the Church s liturgical cycle.. Our school community actively nurtures and encourages students participation in and commitment to the Catholic life of the school through prayer, meditation and involvement in the life of the parish including Sunday Eucharist. [Charter #] 3. Our school has some structured programs and a range of opportunities to teach students to know, understand and act on Catholic social teaching, in particular the preferential option for the poor, the obligation to be good stewards of God s creation, the recognition of universal human rights and the responsibility of fostering peaceful relations among peoples. [Charter #5]. Our school plans for and provides a broad range of evangelising, catechising, and faith formation opportunities to enhance the witness and Catholic practice of staff, students and families. [Charter #11] 5. Our school community generally demonstrates a commitment to sustaining a culture of hospitality, welcome and inclusion. We actively promote our school as a Catholic school with visible and identifiable signs and symbols based on our traditions and charism. 1. Our school promotes opportunities for the school community to celebrate the Eucharist and the Sacrament of Reconciliation and to witness to the Good News of Jesus Christ through participation in prayer and the Church s liturgical cycle.. Our school community encourages students participation in and commitment to the Catholic life of the school through prayer, meditation and involvement in the life of the parish including Sunday Eucharist. [Charter #] 3. Our school lacks well-structured programs and a broad range of opportunities to teach students to know, understand and act on Catholic social teaching, in particular the preferential option for the poor, the obligation to be good stewards of God s creation, the recognition of universal human rights and the responsibility of fostering peaceful relations among peoples. [Charter #5]. Our school provides a range of evangelising, catechising, and faith formation opportunities to enhance the witness and Catholic practice of staff, students and families. [Charter #11]. Our school community is generally committed to providing a culture of hospitality, welcome and inclusion. Scope exists to better promote our school as a Catholic school with visible and identifiable signs and symbols. 1 Text highlighted in bold links in with the Archbishop s Charter for Catholic Schools.

17 Key Area 1 Catholic Life and Religious Education 1. Parents, parishes and the broader Church This Component addresses the effectiveness of our Catholic school in forming strong partnerships in the local and broader Church community. 1. Our Catholic school community clearly articulates and proclaims its purpose as being founded on the person of Jesus Christ and sharing in the evangelising mission of the Church. In a spirit of faith, hope and love our school proactively nurtures authentic partnerships and an inclusive sense of community among students, parents, staff and priests.. Our staff work in partnership with and support parents as the primary educators of their children [Charter #8] through highly effective processes, programs and practices. Our staff appreciate, recognise and value the individuality and dignity of parents, and proactively encourage them to exercise their role as partners in their children s religious and spiritual development. 3. Our school community demonstrates a comprehensive knowledge, deep understanding and appreciation of the parish and local church and proactively fosters a high level of collaboration and engagement with pastors and the parish community.. Our school has highly effective processes for promoting and marketing itself as belonging to the Archdiocesan system of Catholic schools and gives priority to the enrolment of Catholic students [Charter #7] in accordance with the policy of the Catholic Education Office Sydney. 5. Our school proactively promotes and supports creative opportunities for members of the community to be informed about, participate in and contribute to the Catholic life of the Archdiocese, the Australian and global Church. 1. Our Catholic school community generally articulates its purpose as being founded on the person of Jesus Christ and sharing in the evangelising mission of the Church. In a spirit of faith, hope and love our school actively nurtures partnerships and a sense of community among students, parents, staff and priests.. Our staff work in partnership with and support parents as the primary educators of their children [Charter #8] through some effective processes, programs and practices. Our staff recognise and value the individuality and dignity of parents, and actively encourage them to exercise their role as partners in their children s religious and spiritual development. 3. Our school community demonstrates a general knowledge, understanding and appreciation of the parish and local church and fosters a level of collaboration and active engagement with pastors and the parish community.. Our school has some effective processes for promoting itself as belonging to the Archdiocesan system of Catholic schools and gives priority to the enrolment of Catholic students [Charter #7] in accordance with the policy of the Catholic Education Office Sydney. 5. Our school actively promotes and supports opportunities for members of the community to be informed about, participate in and contribute to the Catholic life of the Archdiocese, the Australian and global Church. 1. Our Catholic school community inadequately articulates its purpose as being founded on the person of Jesus Christ and sharing in the evangelising mission of the Church. In a spirit of faith, hope and love our school nurtures partnerships and some sense of community among students, parents, staff and priests.. Our staff work in partnership with and support parents as the primary educators of their children [Charter #8] and this work would be enhanced through the development of effective processes, programs and practices. Our staff recognise the individuality and dignity of parents, and encourage them to exercise their role as partners in their children s religious and spiritual development. 3. Our school community demonstrates a knowledge and understanding of the parish and local church and fosters collaboration with pastors and the parish community.. Our school has some initiatives for identifying itself as belonging to the Archdiocesan system of Catholic schools and gives priority to the enrolment of Catholic students [Charter #7] in accordance with the policy of the Catholic Education Office Sydney. 5. Our school promotes limited opportunities for members of the community to be informed about, participate in and contribute to the Catholic life of the Archdiocese, the Australian and global Church. 15

18 Key Area Students and their Learning.1 Educational potential This Component addresses the effectiveness of our Catholic school in providing for high quality student learning. 1. All teachers demonstrate a comprehensive and valid knowledge of each learner. Our school is proactive in ensuring that it has the capability to extend, enrich and develop students gifts and talents.. Our school has highly effective structures, programs and practices that are informed and underpinned by contemporary educational research and the CEO Sydney s Learning Framework and Position Papers. 3. All teachers design, implement and evaluate highly effective programs and strategies to motivate and actively engage students as independent and interdependent learners, critical and creative thinkers and effective problem solvers.. Our school has highly effective and integrated approaches for gathering, analysing and interpreting data to systematically track and reliably monitor student progress, to inform educational programs and practices, and to accurately identify students learning needs and potential. 1. Some teachers demonstrate a comprehensive and valid knowledge of each learner. Our school is developing its capability to extend, enrich and develop students gifts and talents.. Our school has some structures, programs and practices that take general account of contemporary educational research and the CEO Sydney s Learning Framework and Position Papers. 3. Some teachers design, implement and evaluate highly effective programs and strategies to motivate and actively engage students as independent and interdependent learners, critical and creative thinkers and effective problem solvers.. Our school is developing some approaches for gathering, analysing and interpreting data to systematically track and reliably monitor student progress, to inform educational programs and practices, and to accurately identify students learning needs and potential. 1. Our school is yet to develop an approach for assisting teachers to demonstrate a comprehensive and valid knowledge of each learner. Our school is ineffective in ensuring that it has the capability to extend, enrich and develop students gifts and talents.. Our school has ineffective structures, programs and practices. These are rarely informed and underpinned by contemporary educational research and the CEO Sydney s Learning Framework and Position Papers. 3. Our school lacks a whole-school approach to designing, implementing and evaluating programs and strategies to motivate and actively engage students as independent and interdependent learners, critical and creative thinkers and effective problem solvers.. Our school lacks effective and integrated approaches for gathering, analysing and interpreting data to systematically track and reliably monitor student progress, to inform educational programs and practices, and to accurately identify students learning needs and potential. 1

19 Key Area Students and their Learning. Rights and responsibilities This Component addresses the effectiveness of our Catholic school in valuing and protecting the rights and responsibilities of students. 1. All staff demonstrate a commitment to creating and sustaining a safe and supportive environment that enables relationships across the school community to be positive, ethical and founded on mutual respect. All staff uphold our highly effective policies and practices designed to value and protect the rights and responsibilities of each person.. Our teachers demonstrate a clear and shared understanding of what is involved in providing high quality contemporary education for all our learners. Our highly effective and consistent practices safeguard quality teaching and learning time. 3. The rights and responsibilities of students, teachers and parents are clearly articulated in whole-school policies, procedures and practices. These policies, procedures and practices are negotiated effectively, implemented consistently, reviewed and updated regularly, and communicated widely.. Our school implements highly effective processes for seeking and acting on the views of students in order to authentically promote and guide their developing self-awareness, self-management, leadership capacity and motivation for high quality learning. 1. Some staff demonstrate a commitment to creating and sustaining a safe and supportive environment that enables relationships across the school community to be positive, ethical and founded on mutual respect. Some staff uphold our school policies and practices designed to value and protect the rights and responsibilities of each person.. Our teachers demonstrate a developing understanding of what is involved in providing high quality contemporary education for all our learners. Some effective practices safeguard quality teaching and learning time. 3. The rights and responsibilities of students, teachers and parents are generally articulated in some policies, procedures and practices. These policies, procedures and practices are usually negotiated, implemented with some consistency, reviewed and updated periodically, and communicated adequately.. Our school implements some generally effective processes for seeking and acting on the views of students in order to authentically promote and guide their developing self-awareness, self-management, leadership capacity and motivation for high quality learning. 1. Our school lacks a shared commitment to creating and sustaining a safe and supportive environment that enables relationships across the school community to be positive, ethical and founded on mutual respect. Our policies and practices designed to value and protect the rights and responsibilities of each person are rarely upheld.. Our school lacks a clear and shared understanding of what is involved in providing high quality contemporary education for all our learners. Few practices are in place to safeguard quality teaching and learning time. 3. The rights and responsibilities of students, teachers and parents are inadequately articulated in wholeschool policies, procedures and practices. These policies, procedures and practices are rarely negotiated, implemented inconsistently, reviewed and updated irregularly, and communicated ineffectively.. Our school has few processes for seeking and acting on the views of students in order to authentically promote and guide their developing self-awareness, self-management, leadership capacity and motivation for high quality learning. 17

20 Key Area Students and their Learning.3 Reporting student progress and achievement This Component addresses the effectiveness of our Catholic school in implementing high quality processes for reporting student learning. 1. Our teachers demonstrate a shared understanding of the whole school s approach to evidence-based reporting. Our practices are consistently informed by contemporary research and principles of reporting and are implemented consistently across the school.. Our teachers implement relevant and inclusive approaches for engaging students in authentic dialogue about their learning performance and progress and for providing high quality and timely feedback. Our teachers guide learners to regularly assess their own progress, set directions for their learning and participate effectively in peer assessment. 3. Our school implements a diverse range of opportunities and processes to provide relevant and timely information to parents about their children s learning progress and development. Our reporting practices are responsive to the needs of our parent community.. Our reporting practices and procedures are highly effective and comply with legislative and CEO Sydney requirements. These practices and procedures are regularly monitored, reviewed and updated and are clearly documented and communicated. 1. Our teachers demonstrate a developing understanding of the whole school s approach to evidence-based reporting. Our practices are usually informed by contemporary research and principles of reporting and are implemented with some consistency across the school.. Our teachers are developing some approaches for engaging students in authentic dialogue about their learning performance and progress and for providing high quality and timely feedback. Our teachers are developing some processes to guide learners to regularly assess their own progress, set directions for their learning and participate effectively in peer assessment. 3. Our school implements a range of opportunities and processes to provide information to parents about their children s learning progress and development. Our reporting practices are generally responsive to the needs of our parent community.. Our reporting practices and procedures are effective and generally comply with legislative and CEO Sydney requirements. These practices and procedures are periodically monitored, reviewed and updated and are mostly documented and communicated. 1. Our school lacks a shared understanding of the whole school s approach to evidence-based reporting. Our practices are rarely informed by contemporary research and principles of reporting and are implemented inconsistently across the school.. Our school lacks approaches for teachers to engage students in authentic dialogue about their learning performance and progress and for providing high quality and timely feedback. There is limited guidance for learners to regularly assess their own progress, set directions for their learning and participate effectively in peer assessment. 3. Our school implements limited opportunities and processes to provide relevant and timely information to parents about their children s learning progress and development. Our reporting practices rarely take account of the needs of our parent community.. Our reporting practices and procedures are ineffective and lack compliance with legislative and CEO Sydney requirements. These practices and procedures are rarely monitored, reviewed and updated and are inadequately documented and communicated. 18

21 Key Area Students and their Learning. elearning This Component addresses the effectiveness of our Catholic school in using a range of digital technologies to enhance student learning. 1. Our school s strategic direction for elearning is directly aligned to our whole school approach to learning and supports and guides an innovative approach to contemporary pedagogy. This strategic direction is explicitly documented in our Strategic Improvement Plan and is regularly reviewed to inform school ICT planning decisions.. Our teachers skilfully integrate and use a wide variety of contemporary digital technologies to enrich the learning environment and stimulate and challenge students. All teachers demonstrate the knowledge and skills required to engage students in contemporary learning as described in the model. 3. All staff demonstrate a clear and shared understanding of the ethical and appropriate use of digital technologies. Highly effective processes ensure that all learners bring to their global citizenship the practice of cyber-safety based on respect for self and others.. Our school maximises opportunities for collaborative online learning to create knowledge and foster interaction with local and global communities. Our school employs a diverse range of accessible digital resources that promote personalised and enhanced learning. 1. Our school s strategic direction for elearning is generally aligned to our approach to learning and we are developing an innovative approach to contemporary pedagogy. Our strategic direction is generally documented in our Strategic Improvement Plan and is periodically reviewed.. Our teachers use a variety of contemporary digital technologies to enrich the learning environment and stimulate and challenge students. Some teachers demonstrate the knowledge and skills required to engage students in contemporary learning as described in the model. 3. Some staff demonstrate an understanding of the ethical and appropriate use of digital technologies. Generally effective processes assist some learners to bring to their global citizenship the practice of cybersafety based on respect for self and others.. Our school focuses on some opportunities for collaborative online learning to create knowledge and foster interaction with local and global communities. Our school employs a moderate range of digital resources that promote personalised and enhanced learning. 1. Our school lacks a strategic direction for elearning. There is limited understanding of the place of elearning in supporting and guiding an innovative approach to contemporary pedagogy. The school lacks processes to ensure that the requirements of elearning inform ICT planning decisions.. Our school uses limited contemporary digital technologies to enrich the learning environment and stimulate and challenge students. Few teachers demonstrate the knowledge and skills required to engage students in contemporary learning as described in the model. 3. Our school lacks a shared understanding of the ethical and appropriate use of digital technologies. Processes and practices for ensuring that all learners bring to their global citizenship the practice of cyber-safety based on respect for self and others are ineffective or inadequately implemented and monitored.. Our school has limited focus on opportunities for collaborative online learning to create knowledge and foster interaction with local and global communities. Our school employs a limited range of digital resources that promote personalised and enhanced learning. 19

22 Key Area Students and their Learning.5 Pastoral care and wellbeing This Component addresses the effectiveness of our Catholic school in caring for the wellbeing of students. 1. All staff consistently uphold standards and implement highly effective processes that ensure that all students are treated with dignity and respect. Our whole learning environment reflects clearly the school s focus on just and consistent approaches to pastoral care and wellbeing of all students.. Pastoral care and student wellbeing policies are clearly documented and specify highly effective processes for policy implementation, monitoring, review and communication. 3. A collaborative team approach to student pastoral care and wellbeing is highly evident. Authentic partnerships between family and school foster shared responsibility for pastoral care and student wellbeing. Our school is proactive in developing and sustaining reliable networks and engaging external agencies to provide specific expertise to cater for students needs.. Our school has highly effective processes for identifying and supporting students discerned to be at risk. Highly effective structures, services and programs are in place to ensure the care, wellbeing and safety of these students. 1. Some staff consistently uphold standards and implement effective processes that ensure that students are treated with dignity and respect. Our whole learning environment generally reflects the school s focus on just and consistent approaches to pastoral care and wellbeing of all students.. Pastoral care and student wellbeing policies are generally documented and specify some effective processes for policy implementation, monitoring, review and communication. 3. A collaborative team approach to student pastoral care and wellbeing is generally evident. Partnerships between family and school contribute to shared responsibility for pastoral care and student wellbeing. Our school is active in developing networks and engaging external agencies to provide specific expertise to cater for students needs.. Our school has some effective processes for identifying and supporting students discerned to be at risk. Generally effective structures, services and programs are in place to address the care, wellbeing and safety of these students. 1. There is scope for improvement in upholding standards and implementing effective processes to ensure that students are treated with dignity and respect. Our school requires significant refocusing on developing and implementing just and consistent approaches to pastoral care and wellbeing of all students.. Pastoral care and student wellbeing policies are inadequately documented and lack clear and specific reference to processes for policy implementation, monitoring, review and communication. 3. Our school is yet to develop a collaborative team approach to student pastoral care and wellbeing. Scope exists to develop authentic partnerships between family and school to establish processes for fostering shared responsibility for pastoral care and student wellbeing. Our school occasionally networks with or engages external agencies to provide specific expertise to cater for students needs, but a systematic approach is lacking.. Our school lacks effective processes for identifying and supporting students discerned to be at risk. Development of effective structures, services and programs is required to ensure the care, wellbeing and safety of these students. 0

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