School Improvement Plan - Clonard College Geelong

Creating a successful future

Schools engage in all aspects of the School Excellence cycle. This includes developing a Strategic Improvement Plan (SIP) in consultation with their community. The SIP has up to 3 strategic directions and associated improvement measures which form the basis of each planning cycle.

One of these strategic directions will be ‘Student growth and attainment’ for all schools. The remaining strategic directions are chosen by each school to reflect and respond to their unique context.

Improvement measures should include system-negotiated targets for student growth and attainment and references to effective classroom practices. The Strategic Improvement Plan (SIP) is approved by the Director, Educational Leadership and published on the school’s website by the end of Term 1 at the commencement of a planning cycle. The Strategic Improvement Plan (SIP) is also required as a state archive.

School Improvement and Annual Action Plan

Our School Improvement Plan (SIP) is developed during the year of school review and an Annual Action Plan (AAP) each year.

Our Annual Action Plan captures our goals and intended outcomes for school improvement for the current year.

Copies of our Annual Action Plans are available below.

Guiding Principles

Clonard College Vision and Mission

Graduate Outcomes

Learning Charter

Living Justice Living Peace

Key Initiatives

Engage with New Pedagogies for Deep Learning (NPDL)

Partner with University of Melbourne in ‘New Metrics’ to consider new ways of measuring outcomes

Introduce School Wide Positive behaviour (SWPBS)

Develop Pedagogies of Encounter

In this school improvement cycle our aspiration is to:

Co-create with others and engage in a wide range of deep purposeful learning experiences that enable them to develop skills, competencies and attitudes for learning success and have an impact in the local and global community.

Have the knowledge and apply the skills for strong relationships, positive wellbeing and positive behaviour to promote human dignity, learning success for all and an inclusive connected community.

Give expression to KM Living Justice Living Peace by developing a ‘contemporary’ sense of the sacredness of self, others and our world by encountering our faith tradition in everyday experiences inspiring them to act as people of justice and peace.

Our Students

#1 Engage in opportunities for dialogue and action in connection to our expression of ‘Living Justice Living Peace’

#2 Showcase learning and its impact on local and global communities.

#3 Co construct with staff learning experiences, wellbeing initiatives and opportunities for ritual, prayer and retreat.

#4 Engage with the development of folios.

#5 Develop strategies and systems to regularly provide feedback and student insights to staff and families in relation to Catholic identity, positive behaviour, wellbeing, learning and engagement initiatives

Our Staff and Leaders

#1 Engage in opportunities for dialogue and action in connection to our expression of ‘Living Justice Living Peace’.

#2 Lead the learning and of others across our community.

#3 Apply our learning charter to develop and engage with an instructional model that reflects contemporary and assessment practices supports and expands challenging learning opportunities for students.

#4 Build capacity in the implementation of .

#5 Promote strong teams through collaborative structures and processes through:

- Cycles of inquiry
  
  Cycles of inquiry - a model that strives to evaluate and improve practice, supported by evidence and data.
- Team goal setting
- Moderation of assessments
  
  Moderation of assessments - a quality assurance process by which teachers collaborate to ensure assessment is continuously conducted with accuracy, consistency and fairness.
- Data analysis
  LT 1.4.4
  
  LT 1.4.4: The school’s culture is one in which feedback on classroom teaching (through multiple channels) is readily given and received on a regular basis. Teachers are supported to refine their performance via strategic and planned classroom observations, and time is allocated to enable the embedding of practice.
  
  / 3.3.3
  
  LT 3.3.3: Teachers collaboratively consider data and evidence, and determine next steps for individual or target groups of students when designing learning.
  
  / SW 2.3.4
  
  SW 2.3.4: Teachers reflect on feedback about pedagogical decisions and strategies to inform future planning for innovative and responsive teaching.
  
  / 1.1.4
  
  SW 1.1.4: Leaders participate and lead collaborative planning of learning environments that are child-friendly, safe and positive places of Catholic learning.

#6 Foster a culture of professional growth and development for all staff and leaders where challenging goals are informed by:

- Strategic targets
- Personal reflection
- Feedback
and supported by observation, feedback and coaching systems
LT 1.1.3

LT 1.1.3: Teachers are given plentiful opportunities to receive feedback on classroom practice, as well as strategies or support to analyse the feedback. Coaching or mentoring is undertaken on a consistent basis.

/ 1.2.3

LT 1.2.3: Teachers access ongoing, targeted professional learning which is aligned with their goals. They synthesise evidence (e.g. personal reflection, feedback from leaders and peers, student assessment data) to set challenging and achievable goals.

/ LM 1.1.4

LM 1.1.4: The school maintains a high-performing culture of organised and responsive professional learning underpinned by continuous feedback, data and research.

/ 1.2.2

LM 1.2.2: Professional learning enables all staff to access regular and effective feedback on performance, and improve professional practice through individual and collaborative learning.