2021 ​ANNUAL SCHOOL IMPROVEMENT PLAN

COLUMBA CATHOLIC COLLEGE

AREA A: MISSION AND PURPOSE ​incorporating the Characteristics of

1. The School Improvement Agenda, 2. Catholic Identity & 3. School-Parent-Church-Community Partnerships

TCE Strategic Person Achievements against

Focus Goal Strategies Considerations
Initiative Responsible Goal
The School 1. Increase the TCE rollout more Ensure all data is clean prior to roll over Leadership
Improvement functionality of functionality - Communication strategy - staff, students, Team, Secretary
Agenda Compass with more learning and parents across each area and
features installed teaching, student Administrative
behaviour and award staff
data, parent portal TCE IT staff
2. Implement the TCE rollout Ensure all data is clean prior to roll over Principal,
ONCE framework for Communication strategy - staff, students, Business
Finance parents Manager,
Finance,
Secretary and
Administrative
staff
TCE IT and
Finance staff
Catholic Initiative 4: 1.To recontextualise Catholic Identity Ensure iconography exists on both APRE - MCC and
Identity Growing Dialogical our iconography to Team meeting with campuses, with distinct reference to SMC,
Schools reflect One College, student input Light to the World and our 3 charisms - Catholic Identity
Two Campuses and Engage with sculptor MCC - Christian Brothers; SMC - GSM Team
articulate our or metal artist for Interested staff
Sisters and Sisters of Mercy.
charism heritages designs for and students
at SMC interpretive walk at Costs to be considered and budget TCE RE Advisor
SMC. proposed. IE Advisor
Interpretive signs on Signs to be erected on Mercy House, IEW, ELLS
SMC for GSM Sisters GSR Residence and Ambrose Building.
and Sisters of Mercy Same design as those at MCC.

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 ACTION PLAN (APRE -
SMC)

2. To plan for the 140 Form a committee of Engage the committee early, to plan and Principal
years St Mary's 120 interested staff, advertise events and functions Facilities
years Mt Carmel students and Organise a budget Manager
celebrations community members Interested staff,
to organise th students and
schedule and action alumni
plan for 2022
ACTION PLAN
(Principal)
Initiative 4: 3. Enhance PD for all Staff PD priorities -Beginning/New teachers APRE’s
Growing Dialogical staff on Catholic -Encounter Staff
Schools identity and charisms -Lenten Program TCE RE advisor
Initiative 3: -Spirituality/RE Inservices
Faith Leadership and
-RE Certificate
Formation
-Staff Retreats
Initiative 4: 4. Begin the Engage with TCE RE Ensure a Project team is established Principal, APRE’s
Growing Dialogical Recontextualization System Leader to Consider current team knowledge of and Re System
Schools Project on liturgy discuss and gain PD recontextualization and liturgy Advisor
across the College regarding Engage theological professional learning
recontextualisation of
as part of this process
liturgies across P-12
Enact recontextualised liturgies across
2021
Initiative 4: 5.Strengthen Parish - Parish Youth Ensure clear communication and Helen Melakare
Growing Dialogical School Partnerships Ambassadors, accountable timelines put in place - Dicoesan
Schools Buddies Program and between parish and school to enliven Office, Parish
Music Ministry music ministry. Priest, APRE -
implementation plan MCC and SMC,
Laptop barriers solved by Easter 2021
reimagined for 2021 Parish Pastoral
Donated laptop and Council,
any barriers to use Interested staff
are solved and all students

Initiative 4: 6. Offer high quality Unit shapes and Have engaging and aligned teaching and APRE - MCC and .
Growing Dialogical Religious Education alignment to learning learning sequences to the curriculum. SMC and RE
Schools that is faithful to the and teaching Incursions and excursion options to be staff
Catholic tradition, templates explored. TCE RE advisor
responsive to consistently applied.
Implement Christian Living focus for
contemporary times
Year 12 in 2022.UDL employed across RE
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 and relevant for all Engaging units, especially in Years 4 t o 6 at SMC
students contemporary and across Years 7 to 10 at MCC.
assessment Revised Scope and Sequence and full
techniques used adoption of Shapes to occur in 2021
across Prep to Year
10
ACTION PLAN
(APRE’s)

School - 1. Enhance parent Communication Access to effective communication with Teaching staff
Parents - communication on strategy in place. residential, indigenous families through P-12
Church - student progress. Parent IEW and Emerging Leaders Coordinator IEW
Community communication by Emerging
and Enrolments Registrar's knowledge of
Partnership - teachers via phone Leaders
families and communities.
before assessments Coordinator
due. TCE Indigenous
Parent Portal use of Ed Advisor
results in
assessments available
from Term 1.
Use of student diary
is enhanced and
signed by parents
each week from Year
5.

ACTION PLAN
(Deputy Principals)

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 2021 ANNUAL SCHOOL IMPROVEMENT PLAN
COLUMBA CATHOLIC COLLEGE

AREA B: CLIMATE CONDUCIVE TO LEARNING ​incorporating the Characteristics of

4. A Learning Culture; 5. Strategic Resourcing; & 6. A Data Informed Practice
Person Achievements against
Focus Goal Strategies Considerations
Responsible Goal
A Learning Initiative 6: 1. Embed the Student Pastoral Consistent messaging and use of the Big DPPR/DP SMC,
Culture Wellbeing Positive Behaviour meetings 5 values and PB Framework across all Leadership
Support Parent information in campuses and residences Team, All staff,
Framework and newsletters Students to develop posters/signage
Resilience Project Review by Students,
designs to be displayed around campuses
into College staff, parents in Term
processes 3 Measuring application and uptake
Teacher PD - Big 5, PD through qualitative PC School data,
Framework and suspensions, time-out, restorative
Restorative Practices practice documents

ACTION PLAN
(Deputy - SMC &
DPPR)
Strategic 1. Revamp the Area developed and Distinct area for Learning Enrichment to LEC Middle
Resourcing Learning resourced to provide provide responsive use of resources in Leader, Teacher
enrichment area space for small group small group sessions, including Maqlit. aides, DPA,
at Mt Carmel learning for students TCE Inclusive Ed
Campus team - Kim
Lynch, Caroline
Clarke
Initiative 6: 2. Environmental and Stage 3 Solar Farm Engaging with TCE solar Stage 3 Principal and
Wellbeing recycling practices and panels outcomes Leadership
are embedded Environmentally Sourcing sustainable containers for use Team, Facilities
across the College sustainable Collecting and communicating recycling Manager,
containers used in Household
data to the community
canteens and Manager, SRC,
kitchens Auditing paper usage across College and TCE Consultant -
Recycling program data on use and selecting strategies to Resource
continues minimise paper usage and wastage Management

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 Paper usage is
audited and data
shows reduction
across 2021
A Data Initiative 2: 1. Learning Data is Identify and support Purposeful use of NAPLAN, Macqlit, A to DPA, DP - SMC,
Informed All teachers engage in analysed by teachers to use, E reporting, PATR, PATM, Early Years Curriculum
Practice Evidence-based teachers to track interpret and set Data on student interests and strengths Advisor,
Pedagogy literacy and targets to progress Compass analytics and reporting Teaching staff,
numeracy learning students. Through
progress for staff meetings,
classes planning time,
literacy team and
curriculum advisor
check ins
Initiative 5: 2.Further develop Teachers know how Provide PD for staff to engage with DP - SMC, DPA,
Inclusive staff understanding to assess an collect NCCD, use, data dn requirements LEC Leader,
Communities of NCCD process and timely and Provide time to support collection of Teachers
collection meaningful NCCD data
data
Publish a timeline for collections and
ACTION PLAN -( LEC
Leader, SMC Deputy resource base for further learning
and DPA)
2. Behaviour support Collect and discern Collect in a usable way, behaviour data - DPPR, DP - SMC,
data is collected behavior data on PC negative and positive to identify trends Pastoral Leaders,
and used to spider and through for students, and offer more precise and All teaching
support behaviour Pastoral Leaders, GC, targeted support. This also forms staff, GC,
progress teachers to show Psychologist
valuable feedback information to parents
trends and patterns
for support and residential staff.

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 2021 ANNUAL SCHOOL IMPROVEMENT PLAN
COLUMBA CATHOLIC COLLEGE

AREA C: EMPHASIS ON LEARNING ​incorporating the Characteristics of

7. Effective Pedagogy; 8. Teaching & Learning; 9. A Coherent Curriculum 10. Professional Teaching Community
Person Achievements
Focus Goal Strategies Considerations
Responsible against the Goal
Effective Initiative 1: 1. GRR model and Staff Meetings PD, Staff provided with professional Principal, DPA,
Pedagogy The Reflective Teacher Responsive Planning Classroom walk through development about GRR and its DP-SMC, All
is implemented focus teaching staff,
across the College practical strategies when
Feedback to staff on implemented TCE Curriculum
observation Advisor
Classroom walk through focus by
ACTION PLAN (DP-SMC, leadership team and colleagues
DPA) focus on seeing this in rooms
Initiative 5: 2. There is targeted use Scheduled weekly meeting Find relevant and appropriately Principal, DPA,
Inclusive Communities of school officers in to discern progress and levelled PD for school officers to LEC Middle
Initiative 6: classes to progress needs, investigate relevant Leader, DP -
literacy and numeracy access; with clear implementation
Wellbeing PD, especially on how to support in classrooms SMC, TCE
of students
improve literacy and Inclusive
numeracy progress in Education
students Advisors,
Curriculum
Survey for teachers to find Advisors
out where School Officer’s
need further PD

PD of teaching staff on how

to work best with school
officers in classrooms
ACTION PLAN (DP - SMC
and DPA)

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Learning & Initiative 1: 1. The implementation Staff PD in staff meetings, Audit where staff believe their Principal, DPA,
Teaching The Reflective Teacher of the Learning and plan to incorporate it into understanding is regarding the L & DP-SMC, All
Teaching Cycle is lessons and units, as teaching staff,
evident in all classes T cycle. Check in each term -
evidenced in unit plans progress and support TCE Curriculum
Prep to Year 12 and
its success is gauged Classroom walk throughs Advisor
Regular PD in staff meetings about
by seeking and focus
Ways to engage student the cycle, showcase a unit plan by a
analysing student
voice responses as to the colleague that shows the
effectiveness of the L&T incorporation of this, talk about
cycle in their classes, are what has worked in classrooms that
investigated and week. Curriculum Leaders to share
implemented unit plans at meetings.
Student surveys and discussions
regarding successes of the L&T
implementation in all classes Years
4 to 12.

Initiative7: 2. Purposeful and
Visioning the Student flexible seating is
Learner 2030 implemented to
support learning and
GRR
Implementation of some Flexible learning spaces pedagogy Principal, DPA, .
flexible furniture across all to be developed for best practice DP-SMC,
classrooms P to 6 and Year Leadership
use in Term 2, 2020
7 at MCC PLC developed with interested staff Team, teaching
Early adopters share staff, Year 7
on ‘classroom environment and
pedagogy Pastoral Leader
Reasons for classroom set learning impacts’. TCE Curriculum
up is articulated and Advisor
collaborated on

A Coherent Initiative 2: 1. Alignment of the Unit plans and assessment Teachers design teaching programs Principal, DPA,
Curriculum Evidence based responsive tasks show clear alignment which motivate and engage Senior School
Pedagogy teaching cycle, TCE with TCE templates, students, and that reflect school Program
templates and responsive teaching cycle level and year level scope and Leader,
scope and and HITS across Prep to Curriculum
sequences..
sequence is Year 12. Leaders,
evident in Prep to High quality classroom engagement DP-SMC,
Year 12. strategies employed. Leadership

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 ACTION PLAN - (DP- SMC Team, teaching
and DPA with Leadership staff,
Team)
Professiona 1. Early career Buddy Colleague allocated Enable early career teachers to DP - SMC,DPA,
l Teaching mentoring for each early career talk through issues with buddy ECT
Community programs achieve teacher colleagues. Coordinator,
successful Invitational meetings on Enable them to progress through DPPR,
transition and topics related to teaching. Leadership
their provisional QCT registration
professional Pedagogical coach Team, Staff
outcomes for employed to assist and steps to take for Full buddy
beginning teachers beginning teachers. registration. colleague,
TCE term meetings Pedagogical Coach assists in Pedagogical
ECT membership classrooms to promote high Coach,,TCE
organisation promoted quality teaching sequences and Education
QCoT registration processes classroom approaches. Advisor
are completed

ACTION PLAN (Principal,

DP-SMC, APRE - MCC)

Initiative 2: 2. Professional Create PLC’s with action Utilise PLC resources from TCE Leadership
All teachers engage in Learning plan and timeline DP to schedule times for PLC’s t o Team, DPA, DP -
Evidence based Communities are Align progress with AITSL meet and report back to relevan SMC,
Pedagogy established for standards. line manager and colleagues Curriculum
priority initiatives Leaders, All
teaching staff
Initiative 1: 3. The Reflective Time for reflection of Teachers have the opportunity to Leadership
The Reflective Teacher Teacher Initiative classroom successes and reflect upon and enhance their Team, Middle
allows staff to challenges in staff, own professional learning and Leaders,
share successes department meetings practice within a strong collegial Teaching Staff
and challenges to around specific topics -
culture built on professional
improve learning GRR, Literacy, Data use,
PLP to highlight areas of feedback and collaborative
growth for the year. practice.
Teachers are given opportunities to
provide feedback on the
effectiveness of their pedagogy in a
supportive and professional
environment.

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 Initiative 6: 4. A staff recognition Staff Wellbeing Committee Propose extrinsic and intrinsic Leadership
Wellbeing and wellbeing plan to discuss ways to recognise motivation opportunities for staff Team. Staff
is developed staff and collegial to recognise excellence in work Wellbeing
contributions. ethic, integrity perseverance and committee, TCE
ACTION PLAN (GC’s and Wellbeing team
colegial interactions within the
Principal)
staff community - across every
aspect of our community.

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 2021 ANNUAL SCHOOL IMPROVEMENT PLAN
COLUMBA CATHOLIC COLLEGE

AREA D: SUCCESSFUL CATHOLIC SCHOOL BOARDING​ - Incorporating the Boarding Characteristics of 1-6
Person Achievements
Focus Goal Strategies Considerations
Responsible against the Goal
Boarder Initiative 5: 1. Boarder Connect House Parents are Scheduling time at Residential Team Principal, DPPR,
Well-being Inclusive Communities Program aligned with a number meetings to discuss student progress Residential
and continues to of residential students more widely. Leaders,
Inclusion connect House - new students, to Residential Leaders and DPPR to commit Residential
Parents with check in on them House Parents
to the process and encourage its
boarders according to the
wellbeing and personal and social formation and review.
academics behaviours and, to Emerging Leaders monitors.
track their progress
for feedback to
parents on how they
are settling in.
ACTION PLAN (DPPR,
Residential Leaders)

Initiative 2: 2. The Residential Residential Life Skills, Program to be well balanced, DPPR,
Evidence based Life skills Program meetings with incorporating activities, learning and Residential
pedagogy continues to Residential Leaders, skill based life skills. To be well defined Leaders,
flourish Careers and VET and timely, so that it is published to Residential Life
Officer to publish a life skills
parents and all staff across the College
skills program, with Coordinator
embedded careers each term.
experiences.

3. Student Boarder Timetabled meetings Residential Captains to be mentored to Residential

Council meetings with minutes to be chair meetings and meet with Leaders and
are consistently undertaken weekly, Residential Leaders for actions. House Parents
conducted with consistent
agenda items
ACTION PLAN - ​(DPPR
and RL’s)

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 4. Responsive PD for Study, Boys Education, PD opportunities are built into rosters DPPR,
staff is enacted in Careers experiences, for staff Residential
priority areas ABSA Active Duty Staff PD engagement is tracked each Leaders
module term and minimum requirements set
with expectations from DPPR and
Residential Leaders

Initiative 6: 5. Transition to What is required to Meeting held with stakeholders about DPPR
Wellbeing Boarding Strategy form a transition what currently occurs, and what else is 7 & 8 pastoral
Initiative 5: discussed for strategy, who is required, in readiness for a 2022 roll leader
Inclusive Communities implementation involved and each out. Residential
person's role is Leaders
Gain assistance from TSS and families
discussed. IEW
as to what could be done better.
ACTION PLAN -
(Principal, DPPR)
Parent & House Parents Articulation of realistic communication DPPR,
Community 1. House Parent communication with processes for House Parents and Residential
Engagement communication parents is defined Residential Leaders to follow, that Leaders, House
with parents with responsibilities enables good communication with Parents
strategy for contacting parents
parents without it being too
consolidated outlined
overwhelming for any party.
ACTION PLAN (DPPR
and Residential
Leaders)
Catholic Initiative 4: 1. There is improved Students more Students invited to be part of the APRE, DPPR,
Identity Growing Dialogical Involvement in involved in reading reading roster for masses in the Parish Residential
Schools Chapel and Parish and offertory at Parish Leaders, House
Mass, that is masses. Parents
measured and
shared with Songs/Hymns used in APRE, DPPR,
students Parish/school liturgies Residential
are learnt and used in Leaders, House
Chapel each week. Parents

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Strategic 1. In Boys Boarding Investigate the Design reflects growing enrolments Residential
Resourcing – Comerford refurbishment of the and accommodation of such, as well Leaders, DPPR,
dorm, there is a dorms and redesign of as age and stage of boys in Year 5 to Principal,
redesign and refit rooms in a Year 8 age range and their specific Business
with contemporary Manager,
needs and resources.
contemporary manner. Facilities
decor, with Seek out student voice Manager
student for ideas.
protection issues
in mind

1. Work towards the Align current practices Convene the Residential team to align Principal, DPPR,
TCE matrix for and TCE Boarding what is currently done against the TCE Residential
Boarding schools articulations against matrix and National Boarding Standards Leaders
implementation the impending - mid Term 1.
and alignment National Boarding
with National Standards
Boarding Review and what
Standards needs to be
considered.

ACTION PLAN -
(Principal)

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