Inspire student excellence and celebrate achievement at all levels. Student Engagement and Wellbeing To improve student and community connectedness to the school. Parent – School Connectedness Student Motivation; Behaviour Management; General Satisfaction. Staff (State-wide survey) – Parent PartnershipsPracticeQuality Teaching Students – Years 8 and 9 - Connectedness to Peers Classroom Behaviour, Student Safety with a view to monitoring male/female percentiles. Further develop the College Student Engagement Policy and associated operational guidelines, ensuring: Consistency with the College Purpose and Values statements. Attention to student behavioural, emotional and cognitive engagement. Differentiation. Induction needs of new staff. Associated professional learning. Consolidate the pastoral and advisory elements of the Learning Advisory Group (LAG) program. Further develop parent and community school connections. Student Pathways and Transitions To improve student transition throughout the school. Survey Outcomes Parent Opinion Survey: Data demonstrate an improved Transition outcome mean to 5.2 or above School-based Parent Opinion Survey: 80% of Year 7 student families complete the school-based transition survey; 80% of respondents demonstrate level or Strengthen the College pathways guidelines and advice structures to enhance smooth transition of students through the school, taking particular account of: Monitoring student achievement and wellbeing data. Timely transition of data sets across year levels/semester units. Appropriate counselling at all transition points.
Year 4 Student Pathways and Transitions Strengthen the College pathways guidelines and advice structures to enhance smooth transition of students through the school, taking particular account of: Monitoring student achievement and wellbeing data. Timely transition of data sets across year levels/semester units. Appropriate counselling at all transition points. Student goal setting that is owned by students and parents and monitored regularly by staff. Year 1 Document agreed policy, roles and responsibilities to ensure clarity and consistency within and across year levels. Review and consolidate college course/subject provision to maximise pathway options for students; ensure accurate flow of information; retain the integrity of the Year 10-12 program while addressing student concerns. In association with the pastoral aspects of Learning Advisory Group sessions, refine the Pathway policy and priorities for future LAG leadership in light of the experiences of 2012; document associated programs, guidelines and resources; prioritise associated professional learning; seek student feedback. Consider extended opportunities for orientation and induction. joint policies and teacher activity with primary staff, including teaching practice and moderation of assessment in the Middle Years. Develop a concise survey document to gain formal feedback from new parents regarding elements of the school transition processes. Staff, in particular coordinators contributing to the development of student profiles that are maintained while the student remains at the school. This includes providing all staff with appropriate levels of access to enable them to adequately prepare for, and provide personalised programs and support. Parents completing a school based survey each year to review our progress in the area of transition.