The School Improvement Plan devised in 2018 and implemented in 2019 is the culmination of a rigorous and thorough review of analysis of data. It included a deliberate plan to involve consultation with all key stakeholders, staff, students and parents. The foundational vision of St Peter’s College, where all are called to honour and strengthen our three pillars – Faith, Education and Service, remains the same
STRATEGIC IMPROVEMENT PLAN
Walking in the footsteps of St. Peter, we will celebrate our Catholic faith founded on Christ’s message of love, justice and service. We will strive to present a clear and consistent articulation of Catholic identity in Catholic Education through the lens of a Petrine charism. Staff and students will be assisted to more fully understand a post critical belief stance. St Peter’s College also re-commits both to reaching out to an increasingly diverse local community and to the promotion of Catholic Social Teaching.
Staff to be provide with Formation and Professional Learning opportunities to foster an authentic and contemporary Catholic place of learning.
- Staff understand the vocational and missionary aspects of teaching in a Catholic school
- Staff are provided with increased opportunities to live out Catholic Social Teachings, deepening their understanding of the Catholic particularity
- Staff experience recontextualised and dialogical prayer and liturgy
Development of a recontextualising and dialogical Religious Education curriculum in alignment with and supportive of ‘To Live in Christ Jesus’.
- The development of a recontextualised and dialogical pedagogy for Years 7-12
- The provision of an increased experience of students of a recontextualised and dialogical curriculum to promote Post Critical Belief
- An increased rigour of assessment and reporting against the progression of learning in ‘To Live in Christ Jesus’ is conducted
- An increased collaborative approach to planning is achieved
Learning & Teaching
Jesus, as our first teacher, revealed our essential mission as a Catholic College to actively provide opportunities for excellence, engagement and achievement across all areas and endeavours of learning. Based on this premise we commit ourselves to gaining a deep knowledge of the Victorian Curriculum and in particular the progression of learning in Literacy and Numeracy. Expert teacher practice will be evidenced and data effectively utilised to target improvement in student learning.
Build the capacity of staff to move toward lead teacher status in targeted AITSL standards.
Build the capacity of staff to:
- Engage with colleagues and improve practice
- Understand how students learn
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
- Implement evidenced based teaching practices
- Establish a common language and explicit expectation of what constitutes expert teacher practice at St Peter’s College
More than 12 months growth in 12 months is achieved for each student in both Literacy and Numeracy
- All teachers use evidence to identify the position of each student on the progression of learning to accelerate growth.
- High quality teaching practice in literacy and numeracy is implemented to address student variability.
- Every teacher target teaches to maximize student growth inclusive of personalizing and differentiating content, assessment & delivery.
- Explicit targets for improvement in student achievement are set and communicated to parents.
With the servant leadership of St Peter as our model, we aspire to strengthen the qualities of all those in our community so that they may lead with wisdom, compassion and courage. St Peter’s College commits to building the instructional capacity of all leaders ensuring a focus on curriculum, assessment and change leadership. We will strive to develop effective leadership structures and practices to ensure the growth and performance of expert teacher practice. Leaders and teachers will demonstrate an understanding of the importance of positive and caring relationships to successful learning and will work to build mutually respectful relationships across the school community.
Develop all leaders to be Instructional Leaders
- Development of an understanding of Instructional Leadership
- A built capacity of middle leaders to be Instructional Leaders focused on collegial teaching practices and improved student learning outcomes.
- Implementation of a whole school approach to Positive Behaviour Support universals.
- Greater collaboration between campuses to ensure greater alignment of policy and practice
Prioritise resources to enhance the delivery of contemporary, purposeful and evidence based learning, well-being and community engagement.
- Continued progression of the Cranbourne campus masterplan to deliver progressive, modern and purposeful learning spaces
- Implementation of an effective traffic management plan at the Cranbourne Campus
- Construction of an Education Brief for the Clyde Campus
- Design and completion of a masterplan for the Clyde Campus
- Completion of the three staged construction on the Clyde Nth camps of Food/Hospitality/Music/Dance, a Performing Arts Centre and Gymnasium/Multipurpose Hall
- Improved Parent engagement