Building On Strength

BUILDING on STRENGTH
FUTURE DIRECTIONS FOR S Y D N E Y C AT H O L I C S C H O O L S
S Y D N E Y A R C H D I O C E S A N CAT H O L I C S C H O O L S B OA R D 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
FUTURE DIRECTIONS FOR S Y D N E Y C AT H O L I C S C H O O L S
KEY AREAS, STRATEGIC INTENT STAT EM ENT S, SYSTEM-LEVEL KEY PERFORMANCE INDICAT O RS, MAJOR PROJECTS AND PROJEC T DESCRIPT O RS
S Y D N E Y A R C H D I O C E S A N CAT H O L I C S C H O O L S B O A R D 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

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dedication
THE STRATEGIC IMPROVEMENT PLAN Building on Strength: Future Directions for Sydney Catholic Schools is dedicated to Mary MacKillop, teacher, and soon to be canonised Australias rst saint.
with all your heart, with all your soul, with all your strength and with all your mind...
LUKE 10:27 In dedicating this Plan to Mary MacKillop we acknowledge her extraordinary contribution to Catholic education in Australia. We proudly continue the tradition of her mission in the Church and her vision for the young people in Australia. She, too, was committed to celebrating being Catholic in Australia, quality teaching and learning, and making a difference in our world.
Endorsed by the Sydney Archdiocesan Catholic Schools (SACS) Board on 28 July 2010 First published September 2010 | Catholic Education Office Sydney, 2010 | Licensed under NEALS | PN 2921
contents
FOREWORD
C ardinal Georg e Pe ll, Arch bishop of Sydney 4
INTRODUCTION
D r D an Wh ite, E xecutive Director of Catholic Schools 5 6 7 8 9, c entre pages
VISION AND MISSION STRUCTURE OF THE PLAN IMPLEMENTATION OF THE PLA N SCHOOL SYSTEM PLANNING F RA M EW O RK OVERVIEW OF THE PLAN
Key Areas and Strateg ic Intent Statements
THE PLAN - EACH KEY AREA

Strateg ic Intent, Key Performance Indic ators, Major Projec ts, Projec t Des c riptors Key Area 1 Catholic Life and R elig ious Educ ation Key Area 2 Students and th eir Learning Key Area 3 Pe dag og y Key Area 4 Human R esources Key Area 5 R esources, Finance and Fac ilities Key Area 6 Pa rents, Pa r tnerships, Cons ultation and Communic ation Key Area 7 Strateg ic Leadersh ip and Management Key Area 8 Know ledg e Manag ement and ICT 13 16 19 23 26 29 31 34 38 39
ASSESSMENT AND REPORTING ACRONYMS AND DEFINITIONS
foreword
CATHOLIC SCHOOLS IN THE ARCHDIOCESE OF SYDNEY continue to build on the great achievements of the past. Building on Strength clearly sets out priorities and challenges for the Archdiocesan Catholic school system for the next ve years. This System Plan complements the ongoing reection of schools on their Vision and Mission and on their own planning processes. I am aware of the broad consultation that underpins this Plan and I am very pleased to note the great emphasis given to Religious Education, spirituality, liturgy, prayer and New Evangelisation initiatives. Each year I visit many schools and I am always most encouraged to talk to the students and see how well they are engaging in the education programs. We are indeed fortunate to have staff in our schools actively committed to the provision of quality Religious Education programs and a curriculum that offers students so many marvellous educational opportunities. Our schools are proud and unapologetically Catholic. This Plan provides a framework to continue the focus on developing our schools as centres of New Evangelisation. Students in our schools continue to excel in all facets of their education, with Literacy and Numeracy scores in State-wide tests improving every year and student achievement in School Certicate and Higher School Certicate sustaining an excellent standard that also continues to improve every year. The implementation of this Plan will further build upon the ne tradition of academic excellence and challenge students and teachers to strive for continued improvement. Our schools are characterised by a commitment to promote the dignity and development of each individual, proclaiming Jesus and his Good News by example in word, prayer, celebration and action. I am deeply grateful for the work of staff and students in promoting social justice initiatives, outreach and fundraising programs that have become so much a part of their service to the community. The dedication of this Plan to Mary MacKillop invites a commitment to share in the legacy and continue to build on the inspiring work of our rst Australian Saint. Saint Mary MacKillop inspires us with her many sayings, and I was recently reminded of her words in 1874: So great is the strength we possess in our unity. In this 190th year of Catholic education in Sydney, these words surely speak to the great work of the lay and Religious who have laboured so generously and well to provide the great Catholic school system we have today. I whole-heartedly support the impetus to take forward this System Plan into the coming years and commend the Executive Director of Catholic Schools, Dr Dan White, and his team for their commitment to implement the many initiatives and projects it contains. This work is an essential service of the Church in its Mission of Catholic Education.
G E O R G E CA R D I N A L P E L L
Archb is hop of Sydney Septemb er 2010
introduction
CONTEXT FOR THE STRATEG IC IM P RO V E M E NT P L A N 2011 2015
THE STRATEGIC IMPROVEMENT PLAN Building on Strength: Future Directions for Sydney Catholic Schools sets out strategic improvement priorities for the Sydney Archdiocesan system of Catholic schools for the period 2011 to 2015. The Plan is underpinned by the Archdiocesan Vision and Mission statements and has at its centre the nearly 65,000 students in Sydney Catholic systemic schools. It has been said that often God writes straight between crooked lines. The launch of the new Sydney Archdiocesan Strategic Improvement Plan is living proof of this axiom. The development and subsequent implementation of Building on Strength is an indication of the passion and commitment of the Catholic community across the Archdiocese to proclaim the love of God and the Gospel of Jesus Christ to every student entrusted into our care. The Strategic Improvement Plan is a long way from being perfect. In places the lines may be a little crooked as we endeavour to respond to the multitude of challenges that were placed before us through the Archdiocesan Listening Assemblies. However, we go forward in hope and condence that we are building upon the strength of the generations of Catholic educators who have preceded us, and trusting that the wisdom of the Holy Spirit will continue to guide our footsteps into the future. Building on Strength proposes a clear plan for addressing the learning needs of all students within a vibrant Catholic culture and the evangelising mission of the Church. The Plan has an explicit focus on the faith development of school communities, student achievement, imaginative teaching, and developing capacities through well-judged innovation. The name chosen for the Plan acknowledges that Archdiocesan systemic Catholic schools are already good schools. Successive cycles of strategic planning since 1988 have brought a systemwide focus and rigour to delivering improved outcomes for students. Student achievement in the Religious Education tests, National Literacy and Numeracy (NAPLAN) tests and School Certicate and Higher School Certicate examinations consistently attests to this. In the year of the canonisation of Mary MacKillop, it is most appropriate to dedicate this Plan to Australias rst Saint who, both as teacher and leader, helped lay the foundation on which our vibrant system of Catholic schools has grown from strength to strength. In commending Building on Strength to you, I seek your continued prayers and support for our Sydney Catholic schools as the Plan is implemented over the next ve years.
DR DAN WHITE
Executive Director of Catholic Sch ools, Archdioc es e of Sydney Septemb er 2010
vision and mission

THE VISION STATEMENT has been developed by the Sydney Archdiocesan Catholic Schools (SACS) Board in order to: articulate the foundational beliefs and values on which it bases its decisions and recommendations provide school communities with a document that stimulates reection and discussion, and that can be used in reviewing their own Vision and Mission Statements.
O UR V ISIO N
As partners in Catholic education, we commit ourselves to developing authentic Catholic schools which: are founded on the person of Jesus Christ and enlivened by the Gospel highlight the relevance of our faith to life and contemporary culture are embedded within the community of believers, and share in the evangelising mission of the Church are committed to the development of the whole person.
In reecting on their commitment to all that it means to be an authentically Catholic school, each school community is assisted by: the four SACS Board/CEO Sydney Foundation Publications: - Vision Statement for Catholic Schools (2009) - The Privilege and the Challenge: The Teacher in the Catholic School (2009) - Let Your Light Shine: The Principal in the Catholic School (2009) - Workplace Realities in the Catholic School (2009) the leadership and management documents: - Building on Strength: Future Directions for Sydney Catholic Schools (2010) - How Effective is Our Catholic School? (2006) other signicant documents: - The Archbishops Charter for Sydney Catholic Schools (2010) - Major Church documents on Catholic education.
O UR M ISSIO N
As partners in Catholic education, we commit ourselves to our students by: Celebrating being Catholic in Australia Ensuring quality teaching and learning Making a difference in our world.
structure of the plan

THIS STRATEGIC IMPROVEMENT PLAN Building on Strength: Future Directions for Sydney Catholic Schools maintains a clear focus on improvements to be achieved across the Archdiocesan system of schools. It sets out specic and explicit strategic responses to: the Vision and Mission of Catholic education, as expressed in major Church documents on Catholic education, and the Sydney Archdiocesan system of Catholic schools Foundation Publications the hopes, aspirations and priorities expressed by the Catholic school community in the program of Listening Assemblies and consultations undertaken during 2009 and 2010 public policy on education, changes in the operating environment of Catholic schools, and related compliance and statutory requirements.
SY ST E M - L E V E L K E Y P E R FO R M A NCE INDICAT O RS
These Indicators dene and provide the means for measurement of outcomes and/or progress towards achievement of the Strategic Intent. System-level Key Performance Indicators: assist in focusing Annual Team Planning on the relevant aspects of the Strategic Intent and the delivery of major projects describe the critical success factors that are crucial to organisational success and improvement. They may contain benchmarks and/or targets to be achieved, and are referenced to the effectiveness indicators set out in How Effective is Our Catholic Education Ofce? are linked directly to Strategic Intent are medium to long-term, rened annually by the Leadership Team in the light of achievement of Strategic Intent or changes in the operating environment allow for comparison of the school systems progress and achievement with target values, and give clear indication of the type of evidence required to validate measures and make comparisons.
Continuing services and day-to-day operational improvements form part of Annual Team Planning. The structure of the Strategic Improvement Plan is as follows:
KEY AREAS
The fundamental priorities structure for the Plan based on the core business of the Archdiocesan Catholic school system. There are eight Key Areas, and the CEO team structure is aligned with the Key Areas.
System-level Key Performance Indicators are SMART indicators: Specic Relate specically to evidence-based measurement of Strategic Intent Measurable Provide for the measurement of outcomes, benets, results or improvement Achievable Are attainable and realistic Relevant Do what they are supposed to do, ie, measure progress and achievement Time-framed Progress and achievement outcomes are dened for a specic period.
STRATEGIC INTENT STATEMENT S

Strategic Intent Statements are clear statements of big picture intentions for continuous and sustainable improvement, and have the greatest potential to deliver mission. They are reviewed annually by the CEO Leadership Team. They begin with the stem The system of Sydney Catholic schools achieving/improving/making progress towards
M A JO R P RO JE C T S
A major project is a temporary endeavour, having a dened beginning and end undertaken to meet strategic priorities as indicated in Strategic Intent Statements. The temporary nature of projects stands in contrast to ongoing day-to-day operations and service delivery to schools. A Project Brief is prepared which outlines the proposed project and notes any signicant risk, accountabilities and funding or budgetary implications. The Project Brief assists the Leadership Team to prioritise and approve projects to go forward in a particular year. Major projects are developed by crossfunctional CEO teams.
implementation of the plan

ENDORSING, SCHEDULING AND TRACKING MAJOR PROJECTS THE LEADERSHIP TEAM
The Leadership Team endorses major projects for initiation and development in a particular year. This decision is informed by a Project Brief which provides a concise overview of the main features of the project. Projects involving high risk, high accountability and/or high impact on budget are considered closely so as to meet and manage community expectations and ensure sustainable outcomes. Scheduling and tracking major projects is a signicant leadership planning function ensuring that resources are allocated for the systematic, progressive and sustainable development and delivery of major projects across the life of the Strategic Improvement Plan. Each major project endorsed by the Leadership Team is scheduled into the three-year rolling planning framework to indicate the stage of development of the project across a three-year period. The threeyear rolling component of the plan may be updated continuously across the year. The stages of each project identied for inclusion on the three-year rolling plan are: Already Commenced Development of Project Brief/Project Management Plan Feasibility Study Project in Development (eg, Working Party) Project Implementation/Trialling/Delivery/Roll-out Project Evaluation. 2011, 2012, 2013 2012, 2013, 2014 2013, 2014, 2015.
A NNUA L CEO T EA M PLA NNING

Annual Team Planning has two key elements: Major Project Management Team Improvement initiatives.
Annual Team Planning is informed by the three-year rolling schedule.
PRO JECT M A NA GEM ENT

Project management is the task of planning, organising, and managing resources to bring about the successful completion of specic project goals and project milestones. Following Leadership Team approval to proceed, a Project Management Plan is prepared for each major project. The primary challenges of project management include achieving all of the project goals, managing risk factors, and delivering a project which clearly addresses the strategic priority. Project Management Planning involves six phases: Project Information Project Initiation Planning and Design Project Development Monitoring and Controlling Project Closure.
There are three iterations of the three-year rolling schedule:
Project management planning is supported by a Project Management Plan Template. The project is then developed through the six phases of Project Management.
school system planning framework

The School System Planning Framework 20112015 (see centre pages) maps the overarching framework for the planning, delivery and accountability for the strategic agenda of the Archdiocesan system of schools.
overview of the plan

KEY AREAS AND STRAT EGIC INT E NT STAT E M E NT S
Key A re a 1 C a t h o l i c L i fe a n d R e l i g i o us E d uc a t i o n
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 Vision and Mission statements which explicitly articulate the nature and purpose of Catholic schooling Policies, programs and practices which strengthen Catholic identity and recognise the place of Catholic schools within the evangelising mission of the Church A culture of informed understanding of and practical responses to Catholic Social Teaching A cohesive and integrated framework for the faith formation of staff A shared understanding of and practical responses to the New Evangelisation A Religious Education curriculum that promotes deep knowledge, understanding and celebration of the Catholic tradition through quality pedagogical practices A cohesive and integrated framework for the professional development and ongoing formation of staff in Religious Education and Theological Studies Youth Ministry initiatives and approaches that actively engage young people in the life of the Church A strengthened relationship with parishes, Church agencies and community organisations on matters of mutual interest and endeavour
overview of the plan

Key A re a 2 S t u d e n t s a n d Th ei r L e a r n i n g
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
C O NT INUE D
Strengthened student engagement in learning through the provision of personalised pathways tailored to meet individual needs and abilities The development of an integrated and cohesive research-based framework for supporting and promoting student wellbeing Re-imagined and sustainable designs for the learning of students with special learning needs Reconceptualising the interrelated provision of resources and structures to support effective approaches for English as a Second Language (ESL) students Increased enrolment, retention, and sustainable provision for gifted and talented students Curriculum for students in the early years reshaped to maximise opportunities for engagement and provide a foundation for further learning Challenging, engaging and rewarding programs responsive to students developmental and learning needs in the middle years Expanded student access to and opportunities for Vocational Education and Training (VET) for Years 9-12 Student engagement with environmental sustainability strengthened through teaching and learning
Key A re a 3 Ped a go gy
3.1 3.2. 3.3 3.4 3.5 Teaching practices K-12 informed and characterised by the principles of contemporary learning A creative and effective implementation of the Australian Curriculum which enhances classroom practice Improved data literacy informing and shaping teaching practice Enhanced literacy standards within and across the curriculum Strengthened teacher capacity in the teaching of Mathematics K12
Key A re a 4 H u m a n R e s o u rc e s
4.1 4.2 4.3 4.4 4.5 A comprehensive approach to staff wellbeing and development A vision for and model of leadership at school and system level that is supported by a comprehensive framework and underpinned by the Catholic ethos Personnel and information systems effective in improving capacity to respond to need A collaborative approach to implementing national agendas and industrial relations processes that support school and system priorities Sustainable school stafng processes and models consistent with the requirements for highly effective learning environments
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Key A re a 5 R e s o u rc e s, F i n a n c e a n d Fa c i l i t i e s
5.1 5.2 5.3 5.4 5.5 5.6 Resourcing levels and allocations that are planned to deliver best learning outcomes for students Increased resources for student learning through partnering with business and the wider community A strengthened, proactive focus on system nancial planning and accountability A more equitable and efcient use of resources across the dioceses of NSW Contemporary teaching and learning supported by appropriate school structure and building designs New models of capital works planning for the growth and development of school infrastructure in the post-BER period
Key A re a 6 Pa re n t s, Pa r t n e rs h i p s, C o n s ul ta t i o n a n d C o m mun i c a t i o n
6.1 6.2 6.3 6.4 6.5 Sustained partnerships and collaboration with clergy which develop and nurture authentic Catholic schools within a parish context A strengthened partnership of consultation and decision-making between Principals and CEO leaders A culture and practice of meaningful consultation and engagement with parents Archdiocesan and Regional structures empowering the voice of students Strengthened and diversied communication of key messages about Catholic education and the broader education agenda
Key A re a 7 S t ra te gi c L e a d e rs h i p a n d M a n a g e m e n t
7.1 7.2 7.3 7.4 7.5 7.6 7.7 A research culture critically informing policy, innovation and future planning Further identifying and encouraging Catholic families to enrol their children in Catholic schools Fully integrating roles, functions and service provision across the system of schools Identifying and forming new strategic alliances and partnerships to facilitate effective responses to changing educational and ecclesial contexts Embedding the culture and practice of continuous improvement within all schools and the CEO Identifying the impact of the size and complexity of the classroom on student learning outcomes Inuencing government policy on sustainable nancial assistance for Catholic schools
Key A re a 8 K n ow l e d ge Ma n a g e m e n t a n d I C T
8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 A Catholic perspective shaping the policies, values, standards and ethical use of ICT A coherent system-wide vision and design for eLearning An increase in the capacity of teachers to use ICT Professional development for all school and CEO staff to increase the capacity for integrating ICT into contemporary learning and ofce systems Schools supported to provide contemporary and reliable physical and virtual learning spaces which enhance teaching and learning Expanded provision of online resources and applications for student learning A contemporary and reliable knowledge management system A fully integrated system of infrastructure that ensures access and equity across all schools in line with system benchmarks The provision and delivery of a range of reliable and sustainable ICT support services
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the plan each key area

E a ch Key A re a s S t ra te gi c I n te n t S ta te m e n t s w i t h re l a te d S y ste m - l eve l Key Perfo rm a n c e I n d i c a to r s, M a j o r P ro j e c t s a n d P ro j e c t D e s c ri p to rs a re o ut l i n e d i n t h e fo l l ow i n g p a g e s.
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key area 1 catholic life and religious education

THE SYSTEM OF SYDNEY CAT HO LIC SCHO O LS A CHIEVING/ IM PRO VING/ MAKING PROGRESS TOWAR DS
1.1 Vision and Mission statements which explicitly articulate the nature and purpose of Catholic schooling
SYSTEM - LEVEL KEY PERF ORM ANCE I NDI CATOR S MA JOR P R OJE C T
A strengthened understanding of and commitment to the nature and purpose of Catholic schooling is evidenced in Vision and Mission statements for each school community By 2015 all schools have engaged in a response to the Archbishops Charter through the School Improvement Process
A Charter for Sydney Catholic schools Development of a Charter for Catholic schools which clearly states the Catholic nature of the school, enhances Catholic identity, and allows for commissioning and celebration of Catholic identity in the school community
1.2
Policies, programs and practices which strengthen Catholic identity and recognise the place of Catholic schools within the evangelising mission of the Church
SYSTEM - LEVEL KEY PERF ORM ANCE I NDI CATOR S MA JOR P R OJE CT
By 2013 policies, programs and practices enhancing the Catholic identity of Catholic schools have been strengthened, highlighting their unique role in the evangelising mission of the Church
A multimedia resource What it Means to be Catholic Development and distribution of a resource What it Means to be Catholic for use with staff and parent groups in order to enhance Catholic identity in schools Catholic Identity A Research Project Liaise with participating Dioceses in exploring the potential of the Leuven Research Project, which assists school communities to reect critically upon their Catholic identity and mission
1.3
A culture of informed understanding of and practical responses to Catholic Social Teaching

SYSTEM - LEVEL KEY PERF ORM ANC E I NDI CATOR S MA JOR P R OJE C T
By 2012 school and system social justice and outreach programs and resources are informed by and reect the principles of Catholic Social Teaching
An integrated framework for social justice and outreach Development of an integrated framework for social justice and outreach across the Archdiocesan system of schools, informed by Catholic Social Teaching
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key area 1 CONTINUED

1.4 A cohesive and integrated framework for the faith formation of staff
SYST E M- LEVEL KEY PERF ORM ANCE IND ICATOR S MA JOR P R OJE CT
By 2013 school and system faith formation programs well informed by and reecting the newly published framework for the faith formation of staff
A framework for adult faith formation Development of a framework for adult faith formation for staff in Catholic schools which informs and supports the design and provision of a variety of formation opportunities across a range of target groups Signicant faith formation opportunities for targeted groups The design, delivery and evaluation of a range of faith formation opportunities for a number of identied target groups within the context of the faith formation framework
1.5
A shared understanding of and practical responses to the New Evangelisation

By 2012 the outcomes of the work of the New Evangelisation Working Party 2010-2011 is informing school and system programs and practices By 2013 the Family Educator Program has been established after successful pilots, providing effective new models of community support and engagement
The Family Educator Program The establishment of the position of Family Educator as a part-time position in a number of primary schools to nurture strong and meaningful parish/ parent/school relationships and explore new models of supporting the spiritual, social and educational formation of families
1.6
A Religious Education Curriculum that promotes deep knowledge, understanding and celebration of the Catholic tradition through quality pedagogical practices
By 2013, amendments to the Religious Education (RE) Curriculum (K-12) have been nalised, informing both pedagogical practices and professional learning opportunities By 2013, the strengthened and more diversied use of ICT in the teaching and learning of RE is evidenced in all schools
Digitisation of the To Know, Worship and Love textbook series Liaison with the CEO (Melbourne) and James Goold House to redevelop the To Know, Worship and Love website and to develop digital resources to support the effective implementation of the RE Curriculum Review and renement of the RE Curriculum (7-12) The review of Stages 4-6 of the RE Curriculum for the purpose of developing Life Skills outcomes, modifying assessment and recommending set Scripture Review and renement of the RE Curriculum (3-6) Implementation of the storytelling approach across the Years 3-6 Curriculum and provision of appropriate professional development to support its effective implementation Online testing of religious literacy The trialling, development and conduct of online testing of religious literacy in Year 8 by 2013
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1.7
A cohesive and integrated framework for the professional development and ongoing formation of staff in Religious Education and Theological Studies
SYST E M- L E V E L KEY PERF ORM ANCE IND ICATORS MA JOR P R OJE C T
From the beginning of 2012, the policy Accreditation to Work, Teach and Lead in Catholic Schools is providing the framework for the ongoing professional development and formation of staff
Policy development Accreditation to Work, Teach and Lead in Catholic Schools Liaison with the dioceses of New South Wales to establish and implement a State-wide policy on teacher and employee accreditation
1.8
Youth Ministry initiatives and approaches that actively engage young people in the life of the Church
By 2012, Youth Ministry Co-ordinators have facilitated a range of youth ministry initiatives at local, deanery and Archdiocesan levels, with an identiable strengthening of young people linking with their parishes and wider Church programs and initiatives
Voice of Youth gatherings to discern, hear and respond to the views and opinions of young people The conducting of two major youth gatherings per year in addition to those which are traditionally held by the Archdiocese and the CEO Diversied youth ministry initiatives Liaison with parishes and school communities to diversify and strengthen youth ministry initiatives in the context of Anointed and Sent Preparation for and engagement with World Youth Day 2011 Co-ordination and maximisation of the participation of Sydney Catholic schools in World Youth Day 2011 in Madrid
1.9
A strengthened relationship with parishes, Church agencies and community organisations on matters of mutual interest and endeavour
By 2013, parishes, Church agencies and community organisations are reporting strengthened and effective levels of engagement and positive outcomes deriving from joint programs and initiatives
Implementation of the new English translation of the Roman Missal and its associated resources Working with the Archdiocesan Liturgy Ofce and parishes to ensure that school communities are familiar with the new Mass and that liturgical practices are strengthened through the development of a common repertoire of liturgical music and settings for use in school and parish communities and at Archdiocesan events.
key area 2 students and their learning

2.1 Strengthened student engagement in learning through the provision of personalised pathways tailored to meet individual needs and abilities
An online Learning Management System (LMS) is supporting personalised learning at Southern Cross Catholic Vocational College (SCCVC) Burwood By 2012 the LMS has been extended for use in all schools More Centres for Trade Training and Centres for Gifted Education and Special Needs have been established
Development of a personalised learning model at SCCVC as a Centre for Excellence The development at this Centre for Excellence of a model of personalised learning incorporating appropriate technology, with the potential for adoption by other schools
2.2
The development of an integrated and cohesive research-based framework for supporting and promoting student wellbeing
SYSTEM - LEVEL KEY PERF ORM ANCE I NDI CATOR S MA JOR P R OJE CT
There is a common understanding and adoption of a framework to better support the wellbeing of all students Greater use is being made of schoolwide positive behaviour and learning strategies
Framework for supporting and promoting student wellbeing A synthesis of research and legislative perspectives to develop a systemic student wellbeing policy and strategy incorporating pastoral care and mental health
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2.3
Re-imagined and sustainable designs for the learning of students with special learning needs
SYST E M- L E VEL KEY PERF ORM ANCE IND ICATOR S MA JOR P R OJE CT
Individual Adjustment Plans have been effectively implemented for students with special needs across all schools by 2012 The use of funding, stafng and professional development has been reconceptualised to deliver improved outcomes for students with special needs Adequate and sustainable provision exists for students on the Autism Spectrum and those with signicantly high special needs An agreed and sustainable educational provision has been made for students with extreme behaviour support needs
Jean Vanier Project for Special Education This project will deliver optimal learning outcomes for students with special needs through reconceptualising, resourcing and establishing a centre with regional links for review, research and design. Learning strategies which incorporate contemporary assistive technologies that support classroom and specialist teachers and parents will be identied and implemented
2.4
Reconceptualising the interrelated provision of resources and structures to support effective approaches for ESL students
By 2012 a situational analysis and review of current English as a Second Language (ESL) provision and resources has been completed and is informing future practice
A re-imagined provision for ESL students across the system A critique of current ESL provision and data gathering processes, and an investigation of contemporary practices/modes of operation will be completed to deliver system direction and policies that better address the needs of ESL students Remodelled provision for New Arrival students Investigation of the creation of exible structures that encompass virtual and onsite personalised learning environments for New Arrival students
2.5
Increased enrolment, retention and sustainable provision for gifted and talented students
A clear framework exists for the identication and acceleration of gifted students An agreed process is in place for supporting gifted students across all schools in the system A Blended Learning Centre has been established to support gifted students The number of gifted students in systemic schools has increased
Newman Centre for Gifted and Talented Students The establishment at Lewisham of a new Centre to provide physical, virtual and blended learning support for gifted and talented students across all systemic schools
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2.6 Curriculum for students in the early years reshaped to maximise opportunities for engagement and provide a foundation for further learning
By 2013 seventy schools across the Archdiocese have participated in the Early Years Project and an evaluation has been conducted 80% of teachers from the Early Years Project have created learning environments that reect the principles of the Archdiocesan Early Years Position Paper
The Early Years Project Using practitioner enquiry methodology, the Early Years Project aims to build teacher capacity in participating schools to deliver a solid educational foundation for our youngest students which disposes them positively towards their future learning. In the light of current and future milestone evaluations, the project will shape future system direction
2.7
Challenging, engaging and rewarding programs responsive to students developmental and learning needs in the middle years
SYST E M- LEVEL KEY PERF ORM ANCE IND ICATOR S MA JOR P R OJE C T
An identiable increase in the use of innovative approaches to teaching and learning in Years 5-10 eLearning is having a signicant impact on student engagement in Years 5-10 Learnings from the Middle Years Transition, Engagement and Achievement in Mathematics (MYTEAM) project (Years 5-8) incorporated into the planned Regional Mathematics Professional Development program
The MYTEAM Project This three-year project involving 34 primary and 12 secondary schools is considering adaptive and maladaptive factors affecting engagement, motivation and achievement in Mathematics in the middle years of schooling. Approaches to extend the outcomes of the project to all schools in the system will be identied
2.8
Expanded student access to and opportunities for Vocational Education and Training (VET) for Years 912
By 2013 there are Stage 5 VET Courses in three selected schools one per Region Trade Training Centres have been established in the Eastern and Southern Region
Regionally-based Vocational Education opportunities The broadening of the VET Curriculum including the provision of Trade Training Centres and the development of online/blended learning opportunities available to all students
2.9
Student engagement with environmental sustainability strengthened through teaching and learning
An innovative and creative whole-school approach to sustainability is evident in Sydney Catholic schools By 2014 all schools have developed, activated and reported on School Environment Management Plans (SEMPs) providing evidence of achievement of annual target areas against effectiveness indicators
School Planning for Environmental Sustainability Providing assistance to schools to develop individual SEMPs through staff awareness-raising focusing on the integration and mapping across the curriculum of ecological conversion and sustainability.
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key area 3 pedagogy

3.1 Teaching practices K-12 informed and characterised by the principles of contemporary learning
Measurable progress has been made by schools using contemporary learning practices that integrate ICT and personalised learning for students, teachers and the school community
National Partnership Smarter Schools Primary: A reform program to build leadership and teacher capacity to deliver improved educational outcomes for students, initially in 21 Federal Government and CEO funded primary schools, ultimately extending to all schools over a ve-year period Secondary: A reform program to build leadership and teacher capacity to deliver improved educational outcomes for students, initially in 11 Federal Government and CEO funded secondary schools, ultimately extending to all schools over a four-year period
3.2
A creative and effective implementation of the Australian Curriculum which enhances classroom practice
By the end of 2013 all schools have begun implementation of Phase 1 of the Australian Curriculum in K-10 English, Mathematics, History and Science By the end of 2014 all Year 11-12 students will have begun the Australian Curriculum in English, Mathematics, History and Science
The implementation of the Australian Curriculum Implementation of the Australian Curriculum as a catalyst to revitalise teaching and learning in all subject areas
CONT INUED ON PA GE 22
school system planning framework

V ISIO N VISIO N
CORE PURPOSE
As partners in Catholic education, we commit ourselves to developing authentic Catholic schools which: are founded on the person of Jesus Christ and enlivened by the Gospel highlight the relevance of our faith to life and contemporary culture are embedded within the community of believers, and share in the evangelising mission of the Church are committed to the development of the whole person.
B U I L D I N G O N S T RE N G T H: FUT UR E D I
PLANNING
CEO Sydney Review and Validation Process 2009/2010 Consultation and Needs Analysis: Discussion Paper Community Listening Assemblies SACS Board and CEO Listening Assemblies External Specialist Input
T H R E E - Y E A R R O L L I N G P L A N : K E Y A R E A S , S T R AT E G I C I N T E N
KEY AREA 1 CATHOLIC LIFE AND RELI KEY AREA 2 STUDENTS AND THEIR LEA KEY AREA 3 PEDAGOGY KEY AREA 4 HUMAN RESOURCES KEY AREA 5 RESOURCES, FINANCE AN KEY AREA 6 PARENTS, PARTNERSHIPS, KEY AREA 7 STRATEGIC LEADERSHIP A KEY AREA 8 KNOWLEDGE MANAGEM
CEO O R G A N I S AT I O N A L STRUCTURE
C E N T R A L / S T M A R T H A S T E A M S : V I S I O N , M I S S I O N , D I R E C T I O N , R E S O U R C E S A N D P O L I C Y
C E O S Y D N E Y M AT R IX M O D
Ofce of the Executive Director of Catholic Schools Leadership Team Policy and Corporate Services Communications The Directorate
Religious Education and Evangelisation
Curriculum
Human Resour
I M P L E M E N TAT I O N
S Y S T E M A N N U A L I MP R O V E ME N T P L A N
PUBLIC WEBSITE
A N N UAL PR O JEC
Key Areas: Strategic Intent System-level Key Performance Indicators Endorsed Major Projects
Endorsed Major Projects
Project Brief Full Project Management P Project Milestones
A C C O U N TA B I L I T Y
SYSTEM LEVEL
The Archdiocesan system of schools achieving/ improving/making progress towards Strategic Intent in each Key Area: Evidence-based assessment of outcomes, benets, results and improvements Use of effectiveness indicators in How Effective is Our Catholic Education Ofce? Key Area Reports 18 CEO Annual Report Annual Team Plan: Project Milestones
T EAM L
Project Evaluation and Reporting (
Team-initiated Projects and Strateg improvements
Team Function Charts: Continuing Services
rk 20112015
MI S S I O N
Celebrating being Catholic in Australia Ensuring quality teaching and learning Making a difference in our world.
ch:
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R E D I REC T IO NS F O R S Y D N E Y C AT H O L I C S C H O O L S
C I N T E N T, S Y S T E M - L E V E L K E Y P E R F O R M A N C E I N D I C ATO R S , M A J O R P R O J E C T S
AND RELIGIOUS EDUCATION THEIR LEARNING
RCES NANCE AND FACILITIES NERSHIPS, CONSULTATION AND COMMUNICATION DERSHIP AND MANAGEMENT MANAGEMENT AND ICT
How Effective is our Catholic School? and How Effective is our Catholic Education Ofce? Indicators of effectiveness to assist in evidence-based evaluation of effectiveness
M O DEL O F O R GANI S AT I O N A L D E S I G N
R E G I O N A L T E A M S : S E R V I C E S TO S C H O O L S
an Resources
Financial Services
Knowledge Management and ICT
Eastern Region
Inner Western Region
Southern Region
R O J EC T PL A N
ANNUAL TEAM PLAN

Team Improvement Initiatives Team-initiated projects and strategies
ects
gement Plan (each project) Active Role Descriptions Personnel Performance Planning and Review (PPPR)
E A M LEV EL

L E A D E R S H I P A N D R E S O U RC E S
Leadership Team: Major project endorsement and scheduling Cross-CEO Project Teams Specialist Staff Deployment Budget and resourcing
porting (Project Leaders)
d Strategies outcomes, benets, results and

3.3 Improved data literacy informing and shaping teaching practice
By end 2011 a situational analysis of school and Regional practice in data literacy has been undertaken By 2013 data literacy is strongly evident in schools where qualitative and quantitative data inform student learning outcomes
Development of an Educational Measurement Unit The establishment of an Education Measurement Unit within the CEO Sydney to strategically address data management, analysis and reporting for improved student learning
3.4
Enhanced literacy standards within and across the curriculum

By the end of 2012 all schools are implementing the new Archdiocesan Literacy Plan By the end of 2013 the teaching of reading has improved. All students, with a particular focus on Years 3-8, have enhanced literacy standards Teacher professional learning in reading is focusing on the teaching of reading comprehension
Implementation of the Archdiocesan Literacy Plan Implementation of the Archdiocesan Literacy Plan co-ordinated across all schools to deliver improved literacy outcomes for students Building capacity in the teaching of reading A project to enhance students skills in analysing and reading for multiple meanings across varied modes, medium and media. The project will focus on building teacher capacity through professional learning
3.5
Strengthened teacher capacity in the teaching of Mathematics K12

By 2011 the Numeracy Project Team has collated and analysed learnings from the Years 5 to 8 Mathematics Project By end 2012 qualitative and quantitative data, including that obtained from project schools, have been analysed to build an evidence base for effective teaching in Mathematics By 2013 teachers in Years 3 to 6 have explicit professional learning in the context of the new Australian Mathematics Curriculum
The Mathematics Project This project draws on the learnings from our current Archdiocesan Numeracy Strategy and, in particular, from the Middle Years (5-8) Transition, Engagement and Achievement in Mathematics (MYTEAM) Project (conducted with the University of Sydney). It aims to upskill teachers of Mathematics as the critical element in the implementation of the new Australian Mathematics Curriculum.
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key area 4 human resources

4.1 A comprehensive approach to staff wellbeing and development
By 2013 school and CEO staff satisfaction surveys report an increase from base-line data on staff wellbeing measures
Establishment of the HR Unit for staff safety, wellbeing and professional services Combining the existing areas of OHS, Workers Compensation and Rehabilitation, the Safety, Wellbeing and Professional Services Unit will be responsible for the development of a proactive, strategic and integrated approach to the delivery of these services A framework for staff wellbeing This project involves the development of a proactive stance towards wellbeing and health in the workplace involving physical, emotional and spiritual dimensions. The issue of staff wellbeing was identied in the Listening Assemblies as a key issue for staff. A framework will be developed and programs such as resilience training delivered to benet all staff A professional development framework for CEO staff A framework for professional development will be developed to ensure that all staff are supported in appropriate professional learning activities and are equipped to feel condent and competent in the roles they perform
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4.2 A vision for and model of leadership at school and system level that is supported by a comprehensive framework and underpinned by the Catholic ethos
Applicant pools are reective of staff demographics and demonstrate skills and competencies requirements By 2013 early trials of contemporary and sustainable models for leadership are being positively reported
Sustainable models and structures for school leadership An examination of models for leadership to ensure exible approaches to meeting the future needs of schools Skilling for Coaching and Mentoring An examination of the ways in which coaching and mentoring, a critical skill set underpinning capability building and performance management, can be integrated into organisational frameworks, leadership development and capacity building. The project will investigate how appropriate skill development can be supported across the Archdiocesan system of schools A Leadership Development Program for the future In conjunction with other NSW Dioceses, the Project examines Leadership Frameworks and Leadership Development activities to determine a shared approach to the development of future leaders for Catholic schools across NSW
4.3
Personnel and information systems effective in improving capacity to respond to need

By 2012 all planning and decision-making in priority areas is underpinned by timely data and reports
Implementation of the PHRIS (HR focus) The project involves the conguration of the Payroll Human Resources Information System (PHRIS) to meet the needs of the Archdiocesan system of schools. Current processes including recruitment, learning and development, appraisal, OHS and Workers Compensation will be redesigned as required Implementation of comprehensive Workforce Planning The PHRIS will deliver comprehensive data to enable explicit workforce planning to take place. The project will identify a shared understanding of workforce planning and related objectives which will inform data collection, analysis and staff development HR initiatives supporting Knowledge Management and ICT A change of focus and expansion of roles in the Knowledge Management and ICT Team is taking place. This requires major HR support in the development of role descriptions, sustainable organisation structures and competitive remuneration structures within a not-for-prot context
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4.4
A collaborative approach to implementing national agendas and industrial relations processes that support school and system priorities
SYST E M- L E V E L KEY PERF ORM ANCE IND ICATORS MA JOR P R OJE CT
By end 2011 negotiated agreements have identied and dened the future needs of education in the Metropolitan Dioceses and are effective in meeting the needs of 21st century learning
Migration to Federal Awards The project involves the development of a plan for the migration of Catholic education into the Federal Industrial Relations System. This requires that all agreements be reviewed in the context of modern awards. New agreements will be required for previously non-award employees. Some employees who were covered by State Awards are now award free, requiring new paradigms for employment arrangements Integration of new National Standards with system processes The introduction of National Teaching Standards and National Leadership Standards requires a review of processes for employment and professional development. Leadership selection and development will be monitored to ensure alignment with national agendas. The Archdiocesan system of schools will engage with and contribute to the national agenda for performance pay for teachers Implementation of National Partnerships (NPAs) The project seeks to identify a range of approaches which will strengthen teacher quality through effective implementation of NPAs. The project will include the identication of further ways of supporting teachers to reach Accomplishment and Leadership standing with the NSW Institute of Teachers. A review of School Support Ofcer roles and professional development is also envisaged
4.5
Sustainable school stafng processes and models consistent with the requirements for highly effective learning environments
SYST E M- L E V E L KEY PERF ORM ANCE IND ICATORS MA JOR P R OJE CT
By 2013 schools have exibility in deploying staff to meet local learning needs of students
Review of school stafng models Working within the framework of school stafng allocations (Finance), models for more exible use of stafng will be explored, including the role of specialist teachers, part-time/job share employees and models for co-operative planning and teaching within the needs of contemporary teaching practice Review of school Support Staff roles School support staff are generally employed in clerical or class-based roles (instructional support). As school leadership is increasingly focused on educational leadership, the opportunity to extend support staff roles to take responsibility for administrative management of the school is enhanced, and will be enabled through the introduction of the PHRIS. This shift will require new role descriptions, skills gap analysis, professional development and new standards for recruitment and selection. Similar changes will be required for class based roles to enable the effective support of learning and teaching.
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key area 5 resources, nance & facilities

5.1 Resourcing levels and allocations that are planned to deliver best learning outcomes for students
By the 2012 stafng round all schools have a transparent stafng model providing maximum exibility for Principals within available nite resource levels By 2013 a model of differential fees has been implemented that best reects the capacity of families to afford a Catholic education
A revised and sustainable model for stafng allocation to schools A revised stafng allocation model will be developed and implemented to provide greater exibility and transparency for schools in the allocation and use of general stafng. This will particularly focus on the primary stafng formula and the provision of an enhanced equity component for secondary schools. The revised model will complement projects in 4.5 of this Plan relating to greater exibility in the workplace Implementation of a revised model of differential fee structures This project will further investigates sustainable fee structures and discounts that better reect the capacity of the individual family and community to pay in order to support system expenditure into the future. The project will also investigate sustainable options for providing further for those disadvantaged and marginalised students who would not otherwise have sought a Catholic education. The project will complement the project to establish a Catholic Foundation in 7.2 of this Plan
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5.2
Increased resources for student learning through partnering with business and the wider community
By 2013 partnerships that provide nancial support for SCCVC Burwood have been implemented By 2013 the Sponsorship Policy has been reviewed and updated
New models of corporate and community partnerships enhancing student learning The project will establish and engage with business partnerships to assist with Trade Training (such as at SCCVC Burwood) and the provision of school facilities using public and private funding Review of the Sponsorship Policy The project will involve a major review of the existing sponsorship policy with a view to attracting more sponsorship. This will provide enhanced guidelines to assist schools in seeking appropriate sponsorships
5.3
A strengthened, proactive focus on system nancial planning and accountability

By 2012 all schools audits include reporting against nancial indicators By 2013 schools system accounts are based, as far as possible, on the not-for-prot sector standards for accrual accounting
Financial modelling and forecasting using benchmarking and streamlined reporting The project will involve the development of benchmarks, based primarily on history, to enhance Principals understanding of their local circumstances in the context of the system, and of the shared responsibility for and stewardship of the systems scarce nancial resources. Benchmarks will also be developed and utilised in the framing of system budgets and ten-year forecasts Re-design of nancial accounts to meet new public accountability requirements and ACARA A set of system annual accounts will be developed that meets Australian reporting standards and is open and transparent to public scrutiny. It is proposed that the accounts will better reect the provision for signicant maintenance of the buildings and plant for which the system of schools is nancially responsible Review of nancial risk management procedures and internal controls An ongoing review of internal controls at system and school level to ensure accountability and nancial protection for relevant stakeholders
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5.4 A more equitable and efcient use of resources across the dioceses of NSW
By 2011 co-operative inter-diocesan planning is occurring with respect to implementing agreed shared services in the nance and facilities area By 2012 the new PHRIS is operational By 2011 suitable future school locations have been identied within the south-west Sydney growth area
Inter-diocesan nancial planning and modelling The identication of aspects of sharing of resources would be mutually benecial to all dioceses. The project will involve regular meetings of diocesan nancial heads to better assist in understanding and managing the distribution of resources across the dioceses Implementation of the PHRIS (Payroll focus) A web-based Payroll and HR system that allows for individual access and enhances workow in Catholic Education Ofces and schools will be fully implemented. It will also allow for easier checking for engaging casual relief staff, and semi-automated leave application and approval processes Catering for the identied population growth in south-western Sydney The project involves the ongoing identication of suitable sites for future school provision in collaboration with surrounding dioceses. Financial planning will be carried out for the future provision of Catholic education in the south-west Sydney area
5.5
Contemporary teaching and learning supported by appropriate school structure and building designs
By 2013 classroom architecture design principles are consistent with the requirements of contemporary teaching and learning, and available resources are being applied to new and refurbished learning spaces
Contemporary design principles and processes for new buildings and schools and for refurbishments in existing schools Models that provide suitable classrooms for future teaching and learning styles will be developed and rened. Principals and senior school staff will be involved in design workshops that promote future teaching and learning practices. The project will also enhance an understanding of the enrolment policy that reects a K12 perspective
5.6
New models of capital works planning for the growth and development of school infrastructure in the postBER period
By 2012 schools are actively engaged in identifying and planning for future capital works. A dynamic system model is in place to plan for and deliver capital works within resource constraints
Planning and prioritising for capital works The ongoing and proactive engagement with schools in planning for future capital works and the progressive updating of facilities. The project will also engage local school communities in understanding the planning for and funding of capital works. In the post-BER period there will need to be a focus on secondary colleges
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key area 6 parents, partnerships, consultation & communication

TH E SYSTEM OF SYDNEY CAT HO LIC SCHO O LS A CHIEVING/ IM PRO VING/ MAKING PROGRESS TOWAR DS
6.1 Sustained partnerships and collaboration with clergy which develop and nurture authentic Catholic schools within a parish context
Effective two-way communication and collaboration between CEO staff and clergy is sustained
An integrated framework of structures, processes and communication timeline to engage clergy with the system of schools Needs analysis and consultation with pastors are undertaken to formulate a contemporary, efcient and effective set of strategies developed to better serve the needs of all parties
6.2
A strengthened partnership of consultation and decision-making between Principals and CEO leaders
By 2012 Principals are reporting satisfaction with revised consultation structures and processes Principals are reporting annually on system decision-making processes and outcomes as better reecting their needs and input
Collaborative review of consultation and shared decision-making A joint review of current structures for consultation and decision-making will be conducted to ensure their optimal efciency and effectiveness. This review will involve all stakeholders
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6.3 A culture and practice of meaningful consultation and engagement with parents
Parents reporting high levels of satisfaction with structures and processes for consultation and communication with CEO staff
New models, frameworks and paradigms for engaging with parents The project will involve the researching, documenting and consulting with parents on new models and strategies for engagement and communication with the CEO. This will build on the learnings and successes of the NPA model
6.4
Archdiocesan and Regional structures empowering the voice of students

By 2013 students are actively engaged in informing system-level decision-making
Models and opportunities for student engagement with CEO leadership and across schools Successful models of student engagement with education system leadership will be researched to inform the diversication and development of current approaches at Archdiocesan, Regional and cross-school levels, and meet the express needs of students
6.5
Strengthened and diversied communication of key messages about Catholic education and the broader education agenda
By 2012 all key stakeholder groups express increased satisfaction with the content and new ways of communicating the key messages about Catholic education
A review of system-wide external communication strategies and structures A system-wide communications audit of current communication strategies and publications informing a revitalisation for contemporary times and audiences New promotional activities across NSW Catholic schools Catholic Schools Week will be more strategically aligned to meet the specic needs of all NSW and ACT Catholic schools. Planning will be well-informed by dialogue with the Conference of Diocesan Directors of Education NSW and ACT A system-wide approach to reaching current and potential parents in Catholic schools An Archdiocesan model of promotion and advertisement of Sydney Catholic schools will be developed which uses a variety of media and technologies and is well-informed by market research and consultation with parents and stakeholders.
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key area 7 strategic leadership and management

TH E SYSTEM OF SYDNEY CAT HO LIC SCHO O LS A CHIEVING/ IM PRO VING/ MAKING PROGRESS TOWAR DS
7.1 A research culture critically informing policy, innovation and future planning
By 2011 a Research Centre is established within the CEO with a published plan identifying key research priorities By end 2013 at least 20 system practitioners are approved to undertake endorsed postgraduate studies aligned to identied system priorities
Establishment of a Research Centre to support professional development in the CEO Sydney and other dioceses The project involves the creation of a Research Centre that will facilitate and support system-wide educational research, especially by leaders and classroom practitioners. The Centre will nurture a research philosophy across the system and provide research scholarships aligned to system priorities
7.2
Further identifying and encouraging Catholic families to enrol their children in Catholic schools
By 2012 a viable and sustainable entity and structure supporting the agreed objects of the Catholic Education Foundation is established and operational By 2015 research-based approaches are contributing to a measurable increase in new enrolments of Catholic children from disadvantaged family circumstances
Establishment of the Catholic Education Foundation The project will research the establishment of a not-for-prot Education Foundation that will seek donations and bequests from ex-scholars of the Archdiocesan Catholic system as well as corporate donations. The Foundation will provide scholarships to very low income Catholic families and will research potential barriers to families accessing Catholic education. Communication and outreach strategies will be developed to encourage all Catholic families to consider educating their children in Catholic schools
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7.3 Fully integrating roles, functions and service provision across the system of schools
By 2011 services to schools reect the outcomes of a review of the roles of Regional Consultant and Adviser By the end of 2014 the organisational structure of the CEO and related services to schools reect the outcomes of a formal review of all CEO satellite services
Review the CEO Matrix Model Services of the CEO are organised in accord with the Matrix Framework: the Central Ofce, St Marthas Leichhardt, which provides vision, leadership, direction, policy and resources, and three Regional Ofces which provide services to schools. In the light of changes to government funding and resource distribution, especially the National Partnership program, a review of CEO services and roles will be progressively conducted in line with the established continuous improvement model. In particular, attention will be focused on the role of Regional Consultants and Advisers and the ongoing effectiveness of nominated satellite services
7.4
Identifying and forming new strategic alliances and partnerships to facilitate effective responses to changing educational and ecclesial contexts
By 2012, the CEO Sydney is playing a major role in delivering identied shared services consistent with the Conference of Diocesan Directors of Education NSW and ACT Statement of Strategic Intent
A framework supporting collaboration across all NSW dioceses The Catholic Education Ofces in NSW have identied the strategic importance of collaborating on a range of mutually identied projects so as to enhance the equity, sustainability and effectiveness of Catholic schools across all NSW dioceses. The project will explore potential new strategic alliances with corporate entities and other agencies to assist in decision-making and further resource sharing
7.5
Embedding the culture and practice of continuous improvement within all schools and the CEO
By 2011 the documentation, management and reporting of the School Review and Improvement (SRI) Framework processes is supported by a SRI web portal operational within the CEO intranet By 2012 a best practice framework and timeline for policy revision and development, warehousing and accessibility is developed and operational By 2011 the effectiveness and continual improvement of system leadership, planning and service delivery is being assessed annually against the benchmarks in How Effective is Our Catholic Education Ofce? By 2013 the Catholic identity of schools is strengthened and supported through system policy, programs and practices
Contemporary electronic SRI resources to promote good practice within and across schools An SRI web portal will be developed to provide multimedia information and resources including a good practice area. The SRI eWorkbook will be implemented in all schools to streamline the documentation, management and reporting of SRI Framework processes Consolidation and integration of system policies The Policy and Corporate Services Team, established in 2010, will develop a revised policy framework to guide the revision and updating of current policy documents and the development of new systemwide policies and procedures, with a special emphasis on Catholic mission and identity. This project will also involve electronic warehousing and online access to system policy documents Use of indicators and benchmarks to assess the impact and effectiveness of CEO operations The resource How Effective is Our Catholic Education Ofce? will be integrated into the Archdiocesan Planning Framework to gauge the effectiveness of system leadership, planning and ongoing service delivery
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7.6
Identifying the impact of the size and complexity of the classroom on student learning outcomes
By 2013 a major research study is completed on the relationship between class size and complexity, educational outcomes and informed decision-making
The impact of size and composition of class grouping on student learning a research study In partnership with a major University, a research project will be designed and conducted to weigh the impact on student learning outcomes and the learning environment of varying class sizes and congurations
7.7
Inuencing government policy on sustainable nancial assistance for Catholic schools

By 2011 the Public Policy Committee is more effective in inuencing the debate on sustainable nancial assistance for Catholic schools Advocacy for the funding of Catholic schools is strengthened through more effective access to relevant information by all key stakeholders including NCEC, CEC, Public Policy Committee, Federation of Parents, the CEO and school Principals
A revised communications strategy for government nancial assistance In association with the NSW Catholic Education Commission, the communication and political strategies that keep parents and the wider community informed and engaged in the ongoing debate on government nancial assistance for Catholic schools will be revised.
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key area 8 knowledge management and ict

THE SYSTEM OF SYDNEY CATHO LIC SCHO O LS A CHIEVING/ IM PRO VING/ MAKING PROGRESS TOWARDS
8.1 A Catholic perspective shaping the policies, values, standards and ethical use of ICT
SYSTEM - LEVEL KEY PERF ORM ANC E I NDI CATOR S MA JOR P R OJE CT
By 2012 a systematic coherent code of conduct is established across the system that responds to contemporary Information Communication Technology (ICT) issues
Code of Conduct Knowledge Management and ICT A review of existing policy, school codes and best practice will be conducted to inform the development of a code of conduct for school and system underpinned by a deep respect for the rights and responsibilities of individuals and responsive to contemporary issues in ICT, eg cyber-safety
8.2
A coherent system-wide vision and design for eLearning

By 2012 students can access their learning independent of location By 2012 all schools have an eLearning plan informed by Directions for eLearning in Sydney Catholic Schools K-12
Implementation of the eLearning Strategy The project involves developing new learning opportunities in virtual spaces, expanding the development of 21st century skills through the promotion and use of the iLE@RN model, and identifying and supporting the best platforms and tools for eLearning
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8.3
An increase in the capacity of teachers to use ICT

By 2012 baseline data on teacher capacity and school eMaturity are collected to inform future capacity building
Measurement of teachers capacity to use ICT in contemporary learning a research study The project involves the researching and selecting of the best tool for measurement of teachers capacity in ICT and its use to gather baseline data on teachers capacity and school digital readiness for contemporary learning
8.4
Professional development for all school and CEO staff to increase the capacity for integrating ICT into contemporary learning and ofce systems
By 2011 iLE@RN Online is available online to all staff across the system of schools By 2013 there is a signicant increase in pre- and post-service teachers accessing professional learning opportunities in eLearning By 2011 locally created eLearning resources are available online to all staff across the Archdiocesan system of schools
Development of an online course linking digital tools to contemporary learning A new online course for teachers will be created using similar methodology to the Web 2.0 course, delivered through the CEO Intranet Learning Management System. Collaboratively written, it will be based on the iLE@RN pedagogical model Partnerships with the University sector to develop eLearning courses for pre-service and post-service teachers A cross-sector project, expected to include ACU and UND, will involve collaboration and sharing of course materials with the aim of providing best practice practicum experiences for pre-service teachers and establishing standards and system expectations for teachers. The project will also explore the development of eLearning postgraduate courses at tertiary institutions which are supported by CEO scholarships for teachers undertaking further study in eLearning Facilitation of the sharing of good practice among teachers through online repositories and face-toface opportunities A new CEO online repository will be developed for resources such as video clips, presentations, smartnotebook les and resources for eLearning units. These will be housed within the CEO infrastructure and be available to CEO teachers and leaders for professional learning and discussion. The project will also explore opportunities for the development of open classrooms across the Archdiocese, enabling teachers to visit and observe good practice in eLearning within a working classroom environment
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8.5 Schools supported to provide contemporary and reliable physical and virtual learning spaces which enhance teaching and learning
By 2013 research-based benchmarking for digital resourcing of learning spaces in all schools is completed
Introduction of a new Learning Management System The project follows up the pilot of the Learning Management System (LMS) at the SCCVC Burwood Centre for Excellence. In particular, it identies a systematic approach for professional development, data migration and a staged transfer of schools to the new LMS Identication and support for suitable web-based tools for collaboration Research will be conducted into the features of cloud-based collaboration tools and LMS tools and the identication of those most suited to CEO collaborative environments and classroom environments. The project will also provide a strategy to rationalise the multiple platforms currently in use such as Nings, Wetpaint and Wikispaces Measurement of levels of digital resourcing required for effective teaching in physical learning spaces a research study A research project will be carried out to inform the development of CEO and school policy on baseline standards of classroom digital resourcing. This will provide the basis for decisions on establishing equity, decreasing the digital divide for students, and prioritising spending in schools
8.6
Expanded provision of online resources and applications for student learning

By 2013 parents report satisfaction with online access to student records and reports By 2013 ICT systems effectively support the storage and retrieval of student ePortfolios
Development of student ePortfolios and the provision of parent portals The project involves the development of student ePortfolios which provide for the collection, storage and retrieval of student work on demand. The ePortfolio will then be available for students to take their work in a digital format when they leave the school. Parent portals allow parents web-based access to student ePortfolios, academic reports and data such as attendance and health records. This portal access is not currently available in CEO schools, but has been included in Digital Education Revolution planning by the Federal Government
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8.7
A contemporary and reliable knowledge management system

The Knowledge Management System, Microsoft SharePoint, is delivering measurable improvements, efciencies and cost savings
Ongoing implementation of the 2008 to 2012 Knowledge Management Plan The project involves further implementation of business intelligence systems, integrated communications and corporate best practice to deliver efciency and sustainability across the system of schools Identication and mapping of appropriate areas for ICT Policy Development ICT policies will be introduced to achieve consistency and lower costs for schools
8.8
A fully integrated system of infrastructure that ensures access and equity across all schools in line with system benchmark
Staff across the Archdiocesan school system report increased satisfaction with access to and suitability of ICT devices and infrastructure
Establishment of benchmarks and criteria for access by all schools to ICT devices and infrastructure Benchmarks will be developed and adopted for access by schools to ICT devices and infrastructure, and their use in securing further bulk purchasing and sustainable support models Development of a nancially sustainable model of ICT provision for secondary students beyond the Digital Education Revolution (DER) program The project involves the development of a model that allows for the continuation of the digital revolution after government funding has been discontinued in secondary schools
8.9
The provision and delivery of a range of reliable and sustainable ICT support services
Staff across the school system report increased satisfaction with ICT support services against industry benchmarks Video Conferencing is delivering measurable time and cost savings
Addressing the need for primary ICT support A structure for ICT support in primary schools will be delivered that is cost sustainable and able to support the increasing numbers of computers in schools Video streaming and improved communication and collaboration in CEO ofces and schools The project will involve the identication and implementation of appropriate tools and platforms for video streaming to allow students to access learning opportunities across campuses and to outside sites, facilities and experts. All schools will be connected by a video link available from at least one learning space. Initially video streaming will be deployed for the Newman Centre for Gifted and Talented Students and incorporated into the Jean Vanier project (see related projects in Key Area 2).
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assessment and reporting

THE ARCHDIOCESAN SCHOOL SYSTEM utilises a range of assessment and accountability processes to monitor, assess and report the effectiveness and adequacy of progress on the implementation of Building on Strength: Future Directions for Sydney Catholic Schools. the effectiveness of the CEO would be evaluated against all Components in How Effective is Our Catholic Education Ofce? over the ve-year life of the Plan. Principals are invited to complete an annual survey on the effectiveness of the response to the Plan, with results informing continual improvement.
ASSESSMENT
The Plan will be assessed annually. Each CEO Team gathers evidence of progress towards relevant Strategic Intent Statements. This will include some assessment of the contribution made by major projects undertaken by the team. Members of the Leadership Team with an oversight responsibility for a particular Key Area co-ordinate evidence-based Key Area Reports for the CEO Leadership Team and the SACS Board. The Leadership Team assesses the overall contribution towards Strategic Intent of outcomes, benets, results and improvements across the Plan for the year. This assessment will be informed by the 1-7 Rating Scale and Indicators of Effectiveness described in How Effective is Our Catholic Education Ofce?. External benchmarks may also be utilised in some areas of the Plan to assess the effectiveness and adequacy of outcomes. Student achievement on external tests and other relevant instruments against system-level targets is a signicant element in assessing progress towards Strategic Intent The Leadership Team comprehensively evaluates the overall effectiveness of the Catholic Education Ofce against a number of Components (68 identied annually) from How Effective is Our Catholic Education Ofce? It is envisaged that
REPO RT ING
Key Area Reports, informed by internal and external effectiveness indicators and benchmarks, maintain a commitment to evidence-based reporting on progress towards the achievement of Strategic Intent over the life of the Plan. Key Area Reports and other relevant reports are published annually. Additionally, the Archdiocesan school system will continue to report annually against a regimen of Key Sustainability Indicators.
PERSO NNEL PERF O RM A NCE PLA NNING A ND REVIEW (PPPR)

Each member of the Catholic Education Ofce undertakes an annual performance review process designed to afrm areas of effectiveness in the performance of their role, and to identify an annual action plan to enhance effectiveness. This process is complemented by an appraisal process for senior staff undertaken towards the conclusion of the contract period.
acronyms and de nitions

ACRONYMS USED IN THIS DOCUM ENT
ACARA BER DER ESL GRI HR ICT LMS NPA PHRIS RE SACS SCCVC SEMP SRI Australian Curriculum Assessment Reporting Authority Building the Education Revolution Digital Education Revolution English as a Second Language Global Reporting Initiative Human Resources Information Communication Technology Learning Management System National Partnerships Agreement Payroll Human Resources Information System Religious Education Sydney Archdiocesan Catholic Schools (Board) Southern Cross Catholic Vocational College (Burwood) School Environmental Management Plan School Review and Improvement
SIGNIFICANT DEFINITIONS
21st Century Education 21st century education integrates technologies, engaging students in ways not previously possible, creating new learning and teaching possibilities, enhancing achievement and extending interactions with local and global communities.
LEARNING IN AN ONLINE WORLD, MCEETYA
Contemporary Learning Continuous learning with clear purpose and connection to the real world Development of required capabilities, dispositions and literacies for the 21st century Learning is enquiry-focused, requiring application, construction and creation of knowledge Understandings are connected across disciplines within ethical frameworks Learning is both collaborative and individualised.
LEARNING IN AN ONLINE WORLD, MCEETYA
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F U T U R E D I R E C T I O N S F O R S Y D N E Y C AT H O L I C S C H O O L S
The Strategic Improvement Plan Building on Strength: Future Directions for Sydney Catholic Schools sets out strategic improvement priorities for the Sydney Archdiocesan system of Catholic schools for the period 2011 to 2015. The plan is underpinned by the Archdiocesan Vision and Mission statements and has at its centre the students in Sydney Catholic systemic schools. Building on Strength proposes a clear plan for addressing the learning needs of all students within a vibrant Catholic culture and the evangelising mission of the Church. The Plan builds on the explicit focus on student achievement, imaginative teaching and developing capacities through well-judged innovation. In so doing, the Plan addresses the express hopes and expectations of the local and wider community for continued excellence in education in Sydney Catholic 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

Building On Strength

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Building On Strength

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Copyright:

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BUILDING on STRENGTH

FUTURE DIRECTIONS FOR S Y D N E Y C AT H O L I C S C H O O L S

S Y D N E Y A R C H D I O C E S A N CAT H O L I C S C H O O L S B OA R D 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

S Y D N E Y A R C H D I O C E S A N CAT H O L I C S C H O O L S B O A R D 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

THE PLAN - EACH KEY AREA

ASSESSMENT AND REPORTING ACRONYMS AND DEFINITIONS

vision and mission

structure of the plan

STRATEGIC INTENT STATEMENT S

implementation of the plan

A NNUA L CEO T EA M PLA NNING

Annual Team Planning is informed by the three-year rolling schedule.

PRO JECT M A NA GEM ENT

There are three iterations of the three-year rolling schedule:

school system planning framework

overview of the plan

overview of the plan

the plan each key area

key area 1 catholic life and religious education

A culture of informed understanding of and practical responses to Catholic Social Teaching

key area 1 CONTINUED

A shared understanding of and practical responses to the New Evangelisation

key area 2 students and their learning

key area 2 CONTINUED

key area 3 pedagogy

school system planning framework

Religious Education and Evangelisation

Endorsed Major Projects

Project Brief Full Project Management P Project Milestones

Project Evaluation and Reporting (

Team-initiated Projects and Strateg improvements

Team Function Charts: Continuing Services

AND RELIGIOUS EDUCATION THEIR LEARNING

Knowledge Management and ICT

Inner Western Region

ANNUAL TEAM PLAN

porting (Project Leaders)

d Strategies outcomes, benets, results and

key area 3 CONTINUED

Enhanced literacy standards within and across the curriculum

Strengthened teacher capacity in the teaching of Mathematics K12

key area 4 human resources

key area 4 CONTINUED

Personnel and information systems effective in improving capacity to respond to need

key area 5 resources, nance & facilities

A strengthened, proactive focus on system nancial planning and accountability

key area 5 CONTINUED

key area 6 parents, partnerships, consultation & communication

key area 6 CONTINUED

Archdiocesan and Regional structures empowering the voice of students

By 2013 students are actively engaged in informing system-level decision-making

key area 7 strategic leadership and management

key area 7 CONTINUED

Inuencing government policy on sustainable nancial assistance for Catholic schools

key area 8 knowledge management and ict

A coherent system-wide vision and design for eLearning

An increase in the capacity of teachers to use ICT

key area 8 CONTINUED

Expanded provision of online resources and applications for student learning

A contemporary and reliable knowledge management system

assessment and reporting

PERSO NNEL PERF O RM A NCE PLA NNING A ND REVIEW (PPPR)

acronyms and de nitions