Catholic Identity and Mission

Contemporary Learning Framework: Christ-centred learning communities immersed in the mystery of God’s presence

AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community

National School Improvement Tool: School-community partnerships

Goal 1 Further embed and celebrate our Catholic culture and rich tradition Responsibility Timeline

Strategy 1 Embrace and embed outcomes from the PROCLAIM process

Outcome A parish vision for evangelisation within the specific Byron Bay context underpins the Catholic culture of the school

All staff effectively engage in the process of evangelisation Staff formation builds a deeper understanding of the Catholic faith and traditions

Leadership team and parish priestWhole staff

Leader of Catechesis

2014-2016

Strategy 2 Implement a program within the school framework that enables children to connect personally with Jesus; to love like Jesus

Outcome Making Jesus Real or similar program is effectively implemented Students can use a common language to articulate the role Jesus plays in their lives

Leader of Evangelisation 2015

Strategy 3 Educate, engage and inform parents about the Catholic faith

Outcome Parents are well informed about the weekly Catholic life of the school and parish A variety of engaging media is used regularly to educate families about Catholic beliefs and

practice Parents clearly understand the content of their child’s Religious Education program

Leader of Evangelisation & CatechesisClassroom teachers

2014-2015

Strategy 4 Strengthen and celebrate Catholic identity and tradition within the school community

Outcome Students and families understand and can connect with the school framework, Loving Like Jesus, Growing as Friends, Learning for Life, through language, song, prayer and symbol

The school’s patron, charism and history are reflected within the school framework Important and relevant Catholic symbols, images and icons are understood and have a

strong presence in our school The school and parish community celebration of the school’s centenary is a significant life-

giving, community-building event

Leadership Team & staff

Leader of Catechesis

Committee established by Parish Council and School Forum

Ongoing

2015-2016

Catholic Identity and Mission

Contemporary Learning Framework: Christ-centred learning communities immersed in the mystery of God’s presence

AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community

National School Improvement Tool: School-community partnerships

Goal 2 I Increase engagement in Catholic practices and celebrations Responsibility Timeline

Strategy 1 Empower members of the school community to more regularly participate in the parish Celebration of Eucharist

Outcome St Finbarr’s students continue to participate in relevant ministries at a regular Saturday night Family Mass

St Finbarr’s school community members participate in church ministries where possible An increased number of families regularly participate in parish mass Students are more engaged in liturgy The School Forum and class parents support regular family mass

Leader of Evangelisation

Class parent coordinator

2014 - 2015

Strategy 2 Build a repertoire of appropriate liturgical music in collaboration with parish priest

Outcome Understanding shared by school and parish as to appropriate liturgical music School and class liturgies are enhanced by music drawn from a large bank of appropriate

liturgical music

Leader of Catechesis & Evangelisation

2014 – 2016

Strategy 3 Establish a sacred space for prayer and reflection within the school grounds

Outcome Individual students and classes regularly use a shared space reserved for prayer & reflection Leadership team 2016

Strategy 4 Develop a renewed approach to the Parish School Sacramental Program

Outcome The timeline for following year’s Sacramental program is established by the first week of term 4 each year

Clearly defined roles of leaders involved in the program ensures strong direction The Sacramental Program and student preparation for reception of the sacraments follows a

clearly identified parish school outline

Parish priest, sacramental coordinator, Leader of Catechesis

2014

Community

Contemporary Learning Framework:A learning community built on strong partnerships that connect, challenge and collaborate

AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community

National School Improvement Tool:School-community partnerships

Goal 1 Strengthen partnerships between school, families and community to improve student outcomes Responsibility Timeline

Strategy 1 Provide regular opportunities to seek and listen to feedback from the school community

Outcome Timely formal interviews and meetings regarding student progress are a feature of the school An annual satisfaction survey is provided to families Parents and students access a variety of means of providing feedback regarding any area of

school life

Principal, teachersPrincipalForum chair

Class teachers

2014

2014 - 2015

Strategy 2 Engage parents and carers as active participants in their children’s education

Outcome Opportunities for family participation are regularly reviewed and canvassed School structures ensure that parents are welcome, that their involvement is valued and that

participant roles are clearly defined and easily accessible Parish School Forum processes, the means by which parents actively participate within the

school community, are reviewed and renewed Diocesan Parent Assembly representatives engage parents in the wider education community

Principal

Parish School Forum team

Leader of Evangelisation

2014 -2017

Strategy 3 Seek partnership opportunities to enhance student learning and wellbeing

Outcome Parents and families participate as integral members of the school community and partners in Staff 2014

their children’s education Strategic partnerships with community groups, local businesses and schools improve

opportunities and outcomes for St Finbarr’s students Partnership goals are clear and their effectiveness is regularly evaluated

Leadership teamCoordinators

2014-2018

Strategy 4 Embed clear and effective communication systems and processes across the school community

Outcome The school calendar, website, moodle, app and future media are regularly updated and utilised effectively for communication between school and home

Parent information sessions, workshops, website clips and newsletter items are regularly provided regarding school initiatives and updates

Parents and carers can effectively and appropriately communicate with their child’s teacher regarding their children through a variety of means

The school’s Grievance Policy is easily accessible on the school website

PrincipalAssistant PrincipalLeadership team

2014 -

Strategy 5 Support further connections between families to enable all to grow together as friends

Outcome The purpose of the class parent role and availability of parents to enact this role is reviewed Family social activities are promoted and supported

PrincipalParish School Forum

2014 -2015

Community

Contemporary Learning Framework:A learning community built on strong partnerships that connect, challenge and collaborate

AITSL Standards:Create and maintain supportive and safe learning environments, Engage professionally with colleagues, parents and the community

National School Improvement Tool:School-community partnerships

Goal 2 Promote and develop the well-being, diversity and capacity of all staff Responsibility Timeline

Strategy 1 Review school processes to promote an appropriate emphasis on creating work-life balance

Outcome Effective forward planning processes ensure that time and energy is limited to annual school priorities

Effective work-life boundaries are established by the school, communicated to the community, maintained by staff and supported by the school leadership team

Effective time management skills are utilised by all staff Protocols exist to ensure that staff are able to effectively manage their work schedule

PrincipalLeadership team

2014-2016

Strategy 2 Collaboration is encouraged and supported to assist with meeting reasonable expectations of the learning community

Outcome Collaboration is a feature of each Professional Learning Team Release from face to face teaching and regular staff meetings are structured in ways

that provide opportunities for teacher collaboration Resources are utilised to provide term planning time for each stage team

Leader of PedagogyLeader of CurriculumPrincipal

2014 -

Strategy 3 Effective processes, aimed at reducing the impact of administrative tasks on teaching and

learning time, are developed, implemented and supported

Outcome Resources are utilised to provide admin support to class teachers at critical times of the year

Student rolls are managed efficiently through electronic means The impact of admin tasks on classroom teaching and learning is minimal

Principal,Assistant Principal

2014 - 2015

Strategy 4 Ensure that all staff are energised by focussing our collective attention to the school’s priorities

Outcome Priority is given to the agreed upon actions of the annual plan Successes are regularly celebrated The school forum supports the school’s annual plan priorities

Leadership team

2014 -

Organisation

Contemporary Learning Framework:Learning community built on strong partnerships, Engaging adaptive environments

AITSL Standards:Engage professionally with colleagues, parents and the community

National School Improvement Tool:A culture that promotes learning, School-community partnerships

Goal 1 Strengthen the accountability structures at St Finbarr’s Responsibility Timeline

Strategy 1 Communicate to the school community clearly defined roles for all staff

Outcome All teaching, support and leadership roles are clearly outlined and made available to all members of the school community

All staff participate in annual goal setting and role review processes

Principal 2015

Strategy 2 Ensure that all staff members have an understanding of the school’s budget process and are aware of finances available that are relevant to their role

Outcome The draft school budget for the following year is presented to staff each October for feedback Staff receive an end of term budget update on classroom and KLA finances to assist decision

making regarding ongoing planning and resource acquisition priorities All staff with responsibility for specific budget lines manage and report on those finances each

term The school budget is closely monitored by the Parish Finance Committee The Parish School Forum budget and fundraising achievements are communicated to the

school community sare

Principal

Responsible staff

Principal, Fr AnthonyParish School Forum

Annual Process

Strategy 3 Ensure that parents are warmly engaged as partners in the promotion of student learning and wellbeing through a variety of effective communication channels

Outcome Learning initiatives are publicised through a variety of media Leader of Annual

Families receive a letter at the beginning of each term outlining the curriculum program for their child’s class

Parents engage in productive and effective information sessions each year Effective and consistent systems are used by each class teacher to regularly communicate

student growth

Curriculum, Leader of PedagogyClass teachersParish School forum

Process reviewed each year

Organisation

Contemporary Learning Framework:Learning community built on strong partnerships

AITSL Standards:Engage professionally with colleagues, parents and the community

National School Improvement Tool:A culture that promotes learning, School-community partnerships

Goal 2 Ensure systems are in place to regularly review current practices and modify plans for future development

Responsibility Timeline

Strategy 1 Review all educational initiatives and align with our school vision for learning

Outcome Learning at St. Finbarr’s is directed by the school’s vision for learning Energy and time is given to those activities and initiatives that can be demonstrated as having

a significant effect on student learning growth

All staff Annually

Strategy 2 Ensure that the annual budget for acquisition of school resources prioritises student learning growth and flows directly from the school’s Facilities Master Plan and Strategic Management Plan 2014-2018

Outcome The Facilities Master Plan is reviewed annually in consultation with staff, School Forum and Parish Finance Committee to address the school’s changing needs and priorities

Annual school budget priorities are aligned with the Facilities Master Plan A technology master plan guides effective long-term provision of classroom devices and

infrastructure Environmental stewardship is a feature of the Facilities Master Plan

Principal

Leadership team

2014Ongoing

Strategy 3 Conduct an annual audit on the human and physical resources of two Key Learning Areas (KLAs)

Outcome Audits aligned with the KLAs introduced each year through the implementation of the Australian Curriculum in NSW inform the school budget

Teachers in each stage team are clearly aware of KLA resources available to support their classroom teaching and learning programs

School staff Each semester Ongonig

Strategy 4 Annually review two school policies, considering feedback from all members of the school community

.

Outcome School policies are up-to-date, relevant and effective and understood by students, staff and parents

AP One policy per semester

Teaching and Learning

Contemporary Learning Framework: Leadership for learning, Learning community built on strong partnerships

AITSL Standards:Professional engagement (standards 6 and 7)

National School Improvement Tool:Explicit improvement agenda, Culture that promotes learning, An expert teaching team

Goal 1 Build a positive and caring community and culture that improves learning for all students Responsibility Due Date

Strategy 1 Focus on learning, collaboration and results as a Professional Learning Community LOP LOC Ongoing

Outcome The school’s mission, vision, values and goals are aligned The school is driven by a deep belief that every student is capable of successful

learning Parents and families are seen as integral members of the school community and

partners in student learning (it takes the village to raise the child)

Strategy 2 Embed the process of teacher collaboration in professional learning teams LOP 2014

Outcome The following are features of each team’s effective collaboration: The four critical questions underpin the process There is an ongoing cycle of clarifying essential learnings, developing smart goals and

pacing guides and closely monitoring student learning through formative assessment Tailored, sustained, systematic early interventions exist for students identified as

requiring additional support

Strategy 3 Create a strong collegial culture of mutual trust where parents are welcomed and treated as partners

Leadership team Ongoing

Outcome Collective understanding about learning exists across the school community Parent collaboration leads to shared mission, vision for learning, values and goals Parent education workshops, video clips, newsletter inserts engage and inform

parents

Strategy 4 Maintain a safe, happy, just and fair learning environment for all

All students are treated fairly and with dignity and respect Students feel safe raising concerns Bullying of students is addressed quickly and to the satisfaction of all parties involved All incidents are investigated thoroughly and fairly and actioned appropriately, in

accordance with the school anti-bullying policy A school psychologist supports students struggling with personal or family difficulties

PrincipalANTPsychologist

Ongoing

Teaching and Learning

Contemporary Learning Framework: A culture of learning that builds capacity to deepen insight and meaning

AITSL Standards:Professional practice (standards 3, 4 and 5)

National School Improvement Tool:Analysis and discussion of data, a culture that promotes learning,

Goal 2 Closely monitor all learners and make learning visible and explicit Responsibility Due Date

Strategy 1 Teachers expertly use assessment ‘of’, ‘as’ and ‘for’ learning LOP LOC 2014-2016

Outcome Assessment is used regularly as feedback for the teacher, student and parent A variety of highly effective formative assessment practices are understood and utilised

Strategy 2 Data is collected, analysed and compared to closely monitor progress for student improvement LOP LOC 2014 -2016

Outcome Rigorous processes are used to gather a variety of data Data is used to develop SMART goals and to measure learning improvement

Strategy 3 School-wide assessment and monitoring processes are reviewed and refined LOC 2014-2015

Outcome Current school practices are evaluated Research into successful practices is understood Successful and effective practices are utilised in an updated school plan

Strategy 4 Our students become assessment-capable learners LOP, PLT leaders Ongoing

Outcome Students: know about their learning and can plan next steps Are active in their learning Understand assessment tools Understand learning intentions and success criteria

Strategy 5 All learners experience strong learning growth PLT leaders Ongoing

Outcome Learning growth is measured for all learners Excellent teaching practice ensures that all learners experience strong growth Interventions exist for learners where growth is limited

Teaching and Learning

Contemporary Learning Framework: Leadership for learning, Learning community built on strong partnerships, Rich curriculum, Pedagogy designed to empower

AITSL Standards:Professional engagement (standards 6 and 7)

National School Improvement Tool:Explicit improvement agenda, Culture that promotes learning, An expert teaching team

Goal 3 Highly effective Pedagogy is undertaken by an expert teaching team Responsibility Due Date

Strategy 1 The Australian Curriculum in NSW is clearly understood and implemented LOC 2014-2016

Outcome All staff confidently and effectively implement the Australian Curriculum in NSW A school Scope and Sequence guides programming Local environmental sustainability and a strong relationship with the Arakwal

Community are features of the school curriculum Through consultation between teachers, parents and students, reasonable

adjustments are made to the curriculum for students with disabilities (including IPs)

Strategy 2 A wide range of highly effective teaching practices is used to improve learning LOP Ongoing

Outcome Teaching practices in all classes address the learning needs of individual students, including high-achieving students

Differentiated teaching and learning is a systematic response to our belief that all students are capable of learning successfully

Teachers, LOP, Leadership Team

Strategy 3 All students are highly engaged in the learning process PLT leaders, LOP Ongoing

Outcome Learning experiences are accessible, engaging and challenging for all students

Teachers know and understand their students’ needs and motivations Students are engaged through inquiry learning

Strategy 4 An effective and systematic professional learning plan improves teaching and learning Leadership Begin 2014

Outcome A Professional Learning Plan and specific goals guide professional learning Targeted professional learning activities, professional coaching and Professional

Learning Teams are a feature of the plan The plan incorporates eLearning Professional consultation time between teachers and school learning role-holders

(LOP, LOC, ANT) is provided regularly or when needed The plan encompasses a whole-of-school focus Data is collected and analysed to improve specific teaching practices AITSL standards focus areas assist mapping of professional learning