Our Lady of the Sacred Heart Thamarrurr Catholic School ... · Our Lady of the Sacred Heart...

Our Lady of the Sacred Heart

Thamarrurr Catholic School

Strategic Plan 2010 - 2015

Vision Statement

Live our Catholic Faith through committing ourselves to educational excellence.

Mission Statement

At OLSH Thamarrurr Catholic School we live our Catholic faith through our commitment to develop strong

individuals who have the capacity to live full lives valuing their family traditions whilst thriving in the

modern world. We aspire to develop the whole person, building independence, encouraging people to

achieve their full potential, whilst continually striving for self worth, integrity and excellence.

Our Lady of the Sacred Heart Thamarrurr Catholic School STRATEGIC PLAN

12.09.10 May the Sacred Heart of Jesus be everywhere loved.

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Preamble: Our Lady of the Sacred Heart Thamarrurr Catholic School is an Indigenous Catholic Community School, (ICCS) located in the remote Community of Wadeye about 350km south west of Darwin. Wadeye is the central community for the Thamarrurr Region, an area that consists of 20 different clan groups covering the south west corner of the Top End. The main language of the community is Murrinhpatha, spoken by the majority of indigenous members residing in the community. There are approximately 700 students enrolled in the school representing the 20 different language groups and students from outside the Thamarrurr Region. As the people of the Thamarrurr Region have very strong kinship we are faced with the challenge of irregular attendance for most of our students due primarily to family or community pressures. Our school caters for students from Pre-school to Yr 12, as well as providing educational opportunities for all staff members. Our school has a good relationship with the Thamurrurr community and we have strong support from the Traditional Owners and School Indigenous Leaders As the majority of students from Wadeye speak Murrinhpatha as a first language OLSH Thamarrurr Catholic School provides a Literacy Production Centre to support students in maintaining Murrinhpatha whilst mastering their skills in the English language. Providing students with specific English as a Second Language (ESL) curriculum is also a school and community priority. Our senior secondary curriculum is focussed on employment pathways with our students having access to a variety of VET courses. Currently we are upgrading facilities so as we can become a VET school of excellence. OLSH Thamarrurr Catholic School is the largest single employer in the community of Wadeye with over 115 staff. The majority of staff are local indigenous community members and a number are teachers, assistant teachers, and literacy workers. OLSH Thamarrurr Catholic School’s Literature Production Centre creates resources in Murrinhpatha for students’ lessons and to provide a cultural link between school and Thamarrurr Region. Education is a lifelong journey, which is strongly supported by OLSH Thamarrurr Catholic School. We currently have a cohort of staff completing a school based Bachelor of Education with another group studying an Indigenous Education Worker course and several staff members undertaking individual training plans.

VALUES: Catholic faith, Together as two Cultures, Independent, Integrity, Meaning, Learning community

VALUE STATEMENTS: As the community of OLSH Thamarrurr Catholic School we:

Live our Catholic faith, morals and values, following in the example of Jesus Christ;

Recognise the dignity and uniqueness of each person; Aspire to develop the whole person, creating independence, encouraging full potential, striving for self worth, integrity and excellence;

Are an enthusiastic, committed and helpful staff working cooperatively with families and the wider community to achieve a happy and successful school;

Are an integral part of parish, diocese, local and wider community.



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KEY AREA

GOAL

KEY IDEA

CEO STRATEGIC PLAN LINK

1. Catholic Identity

1.1. To induct and provide ongoing opportunities for all members of our

community to develop their understandings of contemporary Catholic Identity.

1.2. To provide ongoing opportunities for all members of our community to express our Catholic Identity through liturgy, traditional culture , practice of social justice, and respect for dignity of each person.

1.1 Understanding

Catholic Identity

1.2 Expressing our Catholic Identity

1.0 1.1

2. Teaching and

Learning

2.1 To continue to grow and aspire towards best practice in teaching and

learning in Literacy and Numeracy in our unique environment. 2.2 To grow and sustain a contemporary self-regulated teaching and

learning community . 2.3 To embed 21st Century ICT curriculum across the whole school.

2.4 To maintain and improve efficient systems for effective management

of learning pathways for Special needs students. 2.5 To provide quality NTCET/VET or transition to work, further

education and training for students.

2.6 To provide opportunities for indigenous staff to develop career pathways

2.1 Improve literacy and numeracy 2.2 Working together to learn 2.3 Using modern technology for learning. 2.4 Learning for every child 2.5 Helping find jobs. 2.6 Staff career pathways

2.0



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3. Leadership

3.1 To identify and develop leadership capability and responsibility.

3.2 To enhance professional learning that supports staff to up-date and

develops their qualifications, and support lifelong learning. 3.3 To target professional learning that supports the successful

achievement of the goals developed across this strategic plan.

3.3 Supporting leadership learning 3.1 Learning for all staff 3.2 Supporting the strategic plan

3.0

4. Pastoral Care

and Well-being

4.1 To provide professional support and a caring and safe work

environment that recognises and values all staff. 4.2 To continue to develop and support the two way learning/both ways.

4.3 To provide professional support and a caring and safe environment at

school that recognises and values all students.

4.1 Caring for all staff 4.2 Caring for all students 4.3 Two way learning

4.0

5. Community and

Culture

5.1 To continue to develop a positive working relationship with the

Traditional Owners and Elders that supports successful learning in school.

5.2 To continue to develop educational partnerships with other key providers within the community.

5.1 Working with elders 5.2 Key community partnership

5.0 5.111

6. Finance,

Facilities and Resources

6.1 To continue to develop resource management practices ( policies and

systems) that will achieve and sustain effective learning environments in our school.

6.2 To maintain and improve our school environment in order to sustain

quality, learning environments for of our community. 6.3 To continue to developing effective learning technology environments

for all learners in our community.

6.1 Looking after technology resources 6.2 Managing our resources 6.3 Managing our school buildings and grounds

6.0 6.0



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Strategic Theme:

CATHOLIC IDENTITY

Goal

Actions/Strategy KPI’s Accountability/Time-

frames

National Partnership

Reform Agenda

1.1 Understand

Catholic Identity

To induct and

provide ongoing

opportunities for all

members of our

community to

develop their

understandings of

contemporary

Catholic Identity.

All meetings begin with a prayer/reflection and all staff will complete a

minimum of 6 hours of Catholic Education Professional Learning each year.

All staff actively

respect and

support the

Catholic values

and practices of

the school

Principal, REC and RE

Team – 2010 -

ongoing

Invite Our Lady of the Sacred Heart parish choir group to come into the class to

teach the children to learning songs and hymns

REC - 2011 - ongoing

Upper Primary & Secondary students use traditional instruments in liturgies

and masses.

REC and RE Team –

2011 - ongoing

Dedicated Learning Togethers in order to develop teachers’ and assistant

teachers’ confidence in teaching Religious Education within the Catholic Faith.

REC and RE Team –

2011 - ongoing

RE is taught as per CEO policy:

Primary 2.5 hours per week

Secondary 2.0 hours per week

REC – 2010 - ongoing



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Strategic Theme:

CATHOLIC IDENTITY

Goal


frames


Reform Agenda

1.2 Express Catholic

Identity

To provide ongoing

opportunities for all

members of our

community to

express our Catholic

Identity through

liturgy, traditional

culture , practice of

social justice, and

respect for dignity of

each person.

Whole school prayer assembly at the beginning of every week at the statue of

Mary at the front of the school.

All members of

the community

participate in

Catholic activities

across the school.

Use perceptions

surveys to gauge

whether

individuals feel

respected and

treated with

dignity.


Hold whole school masses on special occasions – special feast days, a school

mass at the beginning and end of every term – with parish priest and parents

REC and RE Team –

2011 - ongoing

In consultation with the parish priest each class one mass a term. A timetable

is drafted.


During the month of October, the crowning of Mary –special ceremony where

the children are involved in acting out the crowning of Mary

REC and RE Team –

2011 - ongoing

During the month of the Rosary, the children will gather around the statue of

Mary and say a decade of the rosary with the teacher

REC and Classroom

Teachers – 2011-

ongoing

Incorporate cultural expressions of dance and song in school religious



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Strategic Theme:

TEACHING & LEARNING

Goal


frames


Reform Agenda

2.1 Improve Literacy

and Numeracy

To continue to grow

and aspire towards

best practice in

teaching and learning

in Literacy and

Numeracy in our

unique environment.

Undertake a community consultation and negotiation process to decide on

which literacy/language approach is used as a whole school approach to

literacy and languages.

Contract with an external but community approved ‘expert’ to lead community

negotiations and decision making process.

A decision is made

and all members of

the community

commit positively to

its implementation

and success.

Principal - commence

2010

Evidence-based

Practice –

Literacy/Languages

– a whole school

approach

Indigenous teaching assistants participate in regular Professional Learning in

improving their own literacy.

Indigenous teaching assistants participate in professional learning about all of

the curriculum areas offered at the school.

Professional

Learning completed.

Indigenous TA’s

develop in their

roles to support

effective curriculum

implementation.

Heads of Campuses

and subject

coordinators – 2011-

ongoing

Continuing professional learning in ESL; Lit/Num will be provide with CEO

support.

Improved student

learning outcomes.

Heads of Campuses

and subject

coordinators -

ongoing



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2.1 Improve Literacy

and Numeracy

To continue to grow

and aspire towards

best practice in

teaching and learning

in Literacy and

Numeracy in our

unique environment.

Implement an appropriate Lit/Languages approach, a policy, scope and

sequence for the next 5 years.

Improved student

outcomes.

Heads of Campuses

and Literacy

Coordinators – 2011 -

ongoing

We will build and sustain expertise in endorsed Literacy/ESL approach – this

person/structure must support and advocate for successful language and

literacy practices across the whole school by:

Ongoing professional learning

Cycles of teacher inquiry projects to improve practice

Two people (Indigenous and other) attend a key literacy conference

each year to bring back critical new information and shares with the

whole school.

Annual presentation

at a staff meeting.

New ideas trialled

as part of inquiry

projects.

Heads of Campuses

and Literacy

Coordinators – 2011 -

ongoing



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Strategic Theme:

TEACHING & LEARNING

Goal


frames


Reform Agenda

2.2 Work well together

To grow and sustain

a contemporary self-

regulated teaching

and learning

community.

Termly educational discussion forum as part of Learning Togethers –

promoting professional dialogue

Discussions held in

meetings

Deputy Principals –

2011 - ongoing

Review communication processes during staff meetings in order for all staff to

feel they have the opportunity to have a say, feel valued and to feel confident

issues are followed up.

Meeting conducted Principal - 2010

Establish a culture and set of practices for ongoing coaching in professional

learning by:

time for reflection at the end of every term;

annual performance review

teachers observe each other teaching at least once a semester and

support each other to reflect on their teaching using Teaching

Standards as a guide

Coaching used

regularly

Principal with

Leadership Team –

2012 - ongoing

Weekly planning and programming meetings occur between the indigenous

and non-indigenous teachers. Learning together and planning together

sessions are supported and monitored by leadership as a central and key

strategy for improving student learning outcomes.

Regular meetings

conducted

Deputy Principals and

Heads of Campuses –

2010 - ongoing



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Strategic Theme:

TEACHING & LEARNING

Goal


frames


Reform Agenda

2.3 Use modern

technology for

learning

To embed 21st

Century ICT

curriculum across

the whole school.

Schedule professional learning for indigenous staff for the use of IT. Staff participate in

PL

Learning from PL

evidence in

programs and

student learning

samples


2011 - ongoing

Engage students in using a variety of technology, across all areas of the

curriculum.

Evidence of

technology in

student learning

outcomes.

Increased learning

outcomes.

Heads of Campuses

and subject

coordinators – 2012 -

ongoing



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Strategic Theme:

TEACHING & LEARNING

Goal


frames


Reform Agenda

2.4 Learning for every

child

To maintain and

improve efficient

systems for effective

management of

learning pathways

for Special needs

students.

Educational Adjustment Plans (EAP) need to include explicit reference to

appropriate activities and strategies to support literacy development.

All programs have

evidence of how

teachers are

catering for

individual student

needs.


Special Needs

Coordinator – 2010 -

ongoing

All teachers will program and plan and cater for individual differences in each

classroom.

All teachers will complete and submit programs before Week 4 of every term

to their designated member of the school leadership team.

Implement a special needs classroom that is appropriately equipped and

staffed.

Successful program

operating

Principal with CEO -

2013

A dedicated indigenous liaison officer working within the community is utilised

to ensure student attendance.

Increased student

attendance

Principal and

Indigenous

Leadership Team –

2010 - ongoing

Implement an approach to assist with the whole development of students in

the Early Years. Explore links with the clinic and other community

organisations.

Beery data Deputy Principal and

Special Needs

Coordinator - 2011



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Strategic Theme:

TEACHING & LEARNING

Goal


frames


Reform Agenda

2.5 Helping to find jobs

To provide quality

NTCET/VET or

transition to work,

further education

and training for

students.

Develop a program with RTO’s such as Batchelor/CDU & Taminmin College so

as VET is utilised for students’ to achieve their NTCET and transition into

meaningful employment either within the community or further abroad.

Program funded,

implemented and

successful student

transition from

school to further

training or work.

Deputy Principal –

Secondary – 2010

ongoing

Student Attendance

and Engagement –

Pathways for

students

Set realistic targets for part-time school based traineeships in industry areas

aligned with TDC, local and state governments

Targets met Deputy Principal –

Secondary - 2010

Promote VET subjects to all youth who have left school and adults. The

program becomes one for people of any age.

Numbers increase

each year.

Deputy Principal –

Secondary - 2012

Student Attendance

and Engagement –

Pathways for

community



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Strategic Theme:

TEACHING & LEARNING

Goal


frames


Reform Agenda

2.6 Staff career

pathways

To provide

opportunities for

indigenous staff to

develop career

pathways

Ongoing participation and expansion of the Growing Our Own program Increased

enrolments

Increased number

of successful

completions.

Increased number

of indigenous

teachers.

GOO coordinator –

2010 - ongoing

Provide ongoing training for Assistant Teachers, through institutions such as

Batchelor.

Deputy Principals –

2010 - ongoing

Provide on the job training for all admin and auxiliary staff. Deputy Principals –

2010 - ongoing

Actively promote the Study Incentive Program and courses offered through

CEO NT.

Leadership Team –

2010 - ongoing



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Strategic Theme:

LEADERSHIP

Goal


frames


Reform Agenda

2.1 Learning for all staff

To enhance

professional learning

that supports staff to

up-date and develops

their qualifications,

and support lifelong

learning.

“It is all about the children – we are all here to help the children learn in the

best way.” This important messages is for ALL STAFF, non-indigenous and

indigenous staff (admin, ATs, teachers, grounds, cleaning, cooking, nutrition

and teaching:

Hear the same message

Continue learning – culture and western – working out what this is for

everyone now

Learning from one another

Successful

implementation of

the Strategic Plan

Principal and

Indigenous Leader -

2011

Indigenous leadership meet once a term, with all indigenous staff, AT’s and

others, so that they can talk about the responsibility they have as professional

workers.

Meetings occur

once a term.

Principal with

Indigenous Leader

2011 - ongoing

Develop a communication policy so as all staff know the information they need

to know to do their job effectively. This needs to be aware of current

technologies and staffs’ abilities to access these.

Policy completed

and implemented

Principal with

Indigenous Leader -

2012

Review all meeting times on a semester basis to ensure all staff are available to

attend.

Meetings happen as

per action

Principal with

Indigenous Leader –

2010 - ongoing



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All indigenous and non-indigenous teaching staff program and plan together.

Timetabling allows for AT’s and teachers to be released together.

Meetings happen as

per action

Principal, Indigenous

Leader and Deputy

Principals – 2010 -

ongoing

Develop and implement procedures for staff when there is conflict within their

working environment.

Successful

resolution of all

issues

Principal with

Indigenous Leader -

2011

Develop a school based leadership program to support emerging leaders using

a program like ACEL leadership capabilities

Growing pool of

emerging

indigenous leaders

Principal with

Indigenous Leader -

2011



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Strategic Theme:

LEADERSHIP

Goal


frames


Reform Agenda

3.2 Supporting the

strategic plan

To target professional

learning that supports

the successful

achievement of the goals

developed across this

strategic plan

Implement ACEL or other leadership program for all school staff. Undertake

leadership inquiry projects individually, in pairs or as a group around

identified areas for growth.

Increased

leadership

capability

Principal and


2011 - ongoing

Continue to implement access to the Stronger and Smarter program and other

Indigenous Leadership Programs.

Increased

leadership

capability

Principal and

Indigenous Leader

2010 - ongoing

Develop a range of student leadership projects. Increased

leadership

capability

Principal and


2011 - ongoing

3.3 Supporting

leadership learning

To identify and

develop leadership

capability and

responsibility.

Develop a new way of working with Indigenous Leadership across the school

by:

Indigenous leaders are given full accountability for their roles in the

schools (keys, lock up, alarms)

An indigenous leader partners with the Principal to lead the school –

walk together – real genuine partnership (not tokenistic)

Increased leadership

capability

Principal and


2010 - ongoing

Enhancing School

Leadership –

Indigenous

Leadership with

authority and respect



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Conduct regular meetings with the other ICCS Indigenous Leaders. Increased capability CEO project



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Strategic Theme:

PASTORAL CARE & WELL-

BEING

Goal


frames


Reform Agenda

4.1 Caring for all staff

To provide professional

support and a caring and

safe work environment

that recognises and

values all staff.

Appoint an OH&S coordinator to work on developing school based safety and

welling procedures and policies.

Coordinator

appointed

Principal - 2010

Implement the OH&S action plan. Action KPI’s met OH&S Coordinator

and Chair of OH&S

Committee –

2010/2011

Draft and implement safety and well being procedures and policies. Completed policies OH&S Coordinator –

2010 -ongoing



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Strategic Theme:


BEING

Goal


frames


Reform Agenda

4.2 Caring for all

students

To provide professional

support and a caring and

safe environment at

school that recognises

and values all students.

Draft and implement a student well being policy. Policy implemented Heads of Campuses -

2012

Review the current behavioural procedures and draft and implement a

Behaviour Management Policy.

Students feel safe at

school – student

survey


Indigenous

Leadership - 2011

Create a working relationship with Catholic Care. Students have

access to student

counsellors

Deputy Principals -

2011

Continue our positive relationship developed with the clinic in order to access

medical treatment and knowledge of students.

Clinic and School

working together

Principal and Special

Needs Coordinator



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Strategic Theme:


BEING

Goal


frames


Reform Agenda

4.3 Two-way learning

To continue to develop

and support the two way

learning/both ways.

Continue weekly Learning Togethers, lead by both indigenous and non-

indigenous staff.

Improved

professional

dialogue between

staff



2010 - ongoing

Ensure that timetables for Teachers and AT’s allow them to have shared

planning time.

Improved student

outcomes


2010 - ongoing

Plan two staff excursions to country in order to give indigenous staff the

opportunity to share their knowledge of the land with all staff.

Improved

relationships and

understanding of

culture differences

Head of Culture –

2011 - ongoing



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Strategic Theme:

COMMUNITY & CULTURE

Goal


frames


Reform Agenda

5.1 Working with

elders

To continue to develop a

positive working

relationship with the

Traditional Owners and

Elders that supports

successful learning in

school.

Programmed culture days and excursions with the elders to learn about all

aspects of culture (bush and dancing).

Each class partakes

in at least two

activities per year.

Head of Culture and

Indigenous

Leadership Team –

2011 -ongoing

Regular culture days where indigenous and non-indigenous staff come

together and learn about culture.

Improved

relationships and

understanding of

culture differences.

Head of Culture and

Indigenous

Leadership Team –

2011 -ongoing



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Strategic Theme:

COMMUNITY & CULTURE

Goal


frames


Reform Agenda

5.2 Key Community

Partnerships


educational partnerships

with other key providers

within the community.

Create a project group to:

Re-discover all the research recommendations that have already been

made by various individuals and groups

Review the recommendations

Select the recommendations relevant to the school now

Develop a plan for implementation

Implement

Monitor

Record evidence of improvement

Review and re-design

Wisdom from

lessons already

learned

implemented and

monitored for

impact on student

learning.

Tobias Nganbe –

Term 3 to start

Family and

Community

Engagement –

research into action

Continue to develop partnerships with TDC, Vic Daly Shire, Thamarrurr Inc,

Wadeye Health Services, Wadeye Police, Wadeye Aged Care, the Crèche,

Australian army Cadets, New Future Alliance and other community

organisations in order to provide opportunities for students to achieve a

broader education.

Successful work

placements, work

experience and

excursions with

these organisations.

Principal with

Leadership Team –

2010 - ongoing

Regenerate the School Board. Board meets at

least 4 times a year.

Principal with Head of

Culture - 2011



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Strategic Theme:

FINANCE, FACILITIES &

RESOURCES

Goal


frames


Reform Agenda

6.1 Effective learning

technology to

support learning

To continue to

developing effective

learning technology

environments for all

learners in our

community.

Develop an ITC renewal/replacement plan.

Plan drafted Head of Campuses

with CEO ITC

consultant - 2011

ITC PD for all staff. Staff using ITC as

part of their

everyday job.

Deputy Principals -

2011

Whole school ITC policy drafted and implemented. Policy implemented Deputy Principals -

2012



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Strategic Theme:


RESOURCES

Goal


frames


Reform Agenda

6.1 Managing our

resources


resource

management

practices (policies

and systems) that

will achieve and

sustain effective

learning

environments in our

school.

All non-teaching school resources are logged onto an asset register. Asset register Admin Manager -

2011

All library and teaching resources are catalogued on Libcode and available to

all teaching staff.

Libcode available to

all staff

Librarian - 2011

Streamline equipment borrowing procedures in order to make the borrower

accountable for the equipment borrowed.

Procedures in place.

No loss and less

damage of

equipment.

Principal with Admin

Manager – 2010 -

ongoing



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Strategic Theme:


RESOURCES

Goal


frames


Reform Agenda

6.3 Managing our

school buildings and

grounds

To maintain and improve

our school environment

in order to sustain

quality, learning

environments for of our

community.

Create a building schedule plan in order to ensure periodic maintenance is

carried out in a timely manner.

Plan implemented. Principal with CEO

consultant - 2011

Housing committee meets regular to oversee school houses. Meet 2 a term. Principal – 2010 -

ongoing

Establish clear procedures for requesting maintenance of both school buildings

and houses.

Procedures used by

everyone.

Principal with Admin

Manager - 2010

Our Lady of the Sacred Heart Thamarrurr Catholic School ... · Our Lady of the Sacred Heart...

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