School Renewal Action Plan - St Thomas More College

St Thomas More College
School Report 2012 - School Renewal Action Plan
The following report summarises a very positive year for St Thomas More College. It also reflects the efforts
of an extremely productive and dynamic learning community. The report is based on the College’s Internal
School Review process, which has been validated by our College Pastoral Board and Brisbane Catholic
Education. The considerations and future directions listed as part of this report will be used to guide our
goal setting for 2013. The College goals for 2013 will be published early in 2013.
The College completed an External review in 2011, and 2012 marked the end of the Strategic Renewal Plan.
The College had the following Components to review in order to complete the 2008-2012 Strategic Renewal
Plan.
Internal School review Components for 2012
• 3.3 Cultural Diversity
• 4.3 Staff Support
• 6.3 ICT Resourcing
• 7.2 Financial Equity and Stewardship
The College goals for the 2012 year have been written under the new 2012- 2016 BCE Strategic Renewal
Framework which has four priority areas.

Priority 1 - Religious and Evangelising Mission
Priority Goals for 2012
Implement the new BCE RE Curriculum in Years 8-10
Provide staff with professional development in regard to Catholic traditions
Use the ‘Catching Fire’ framework to support prayer life at the College
The College has continued to grow as a faith community. Central to this growth has been our focus in 2012
on Pastoral Care Prayer and the development of a whole-College approach to Liturgy. Work has also
continued in religious and evangelising mission. In June of 2012 Mrs Denise Bryant retired from her position
of Assistant Principal Religious Education after five years at the College. Mrs Bryant began her association
with Brisbane Catholic Education at Our Lady’s College Annerley in 1973 and worked in various teaching
and leadership roles during this time. The College community is most appreciative of her work and extend
to her our best wishes on her retirement. Mrs Kathleen Ashton was acting APRE for terms 3 and 4. Mr John
Thomas has been appointed as APRE from the start of the 2013 school year.
College Masses and Mission Weeks. In 2011 the College moved to have Mass celebrated as a whole school
community up to eight times during the school year. These masses were to replace the before school mass
program where attendance was voluntary. Additionally, one mass each term would be dedicated to one of
the Junnebei (House) Patrons as a way of further promoting the charism of this person. Mission weeks are
now well established in the College calendar.
The celebration of mass and liturgy has grown in 2012. The College is appreciative of the involvement of Fr
Dan Ryan, Fr Augustine Obi and Fr Baiyi Gong (Peter). Of significance was the Year 8 Instructional Mass in
Term 3 and the attendance of Year 9 to the Sunnybank Parish mass in Term 4. Further to this our Year 11
students were invited to participate in the sacrament of Reconciliation on their retreat, which centred
around various forms of prayer. This, along with the celebration of Eucharist, emphasises the way the
College uses sacraments in our vision to be a sacramental community.
Connection with the Parish and Parish Primary Schools: The College has continued to build the connection
with Parish and Parish Primary Schools. At the start of the school year the College began a daily Parish bus
service from the car parks of Parish primary schools. After the first year this bus is now full each day. To
cater for the expected increase in numbers the College has purchased a 45 seat coach to run this service in
2013. Additionally the College will begin a bus service from St Mark’s Inala and Our Lady of the Sacred
Heart Darra. Both schools were identified by their proximity to the College and because of the relatively
high number of students, who at the completion of Year 7, did not transition to a Catholic secondary
college.
Principals from Parish schools meet at least once a term with Fr Dan. These meetings, along with the
meetings of APREs, provide valuable conversation around collaboration. The development of a Parish
Schools brochure has been one of the outcomes of these meetings in 2012.
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A significant feature of our growing connection has been the increasing number of staff who attend week
end mass at Our Lady of Lourdes. Although many staff reside outside of the Parish, the growing connection
between the College and the Parish has been identified by these staff as to the reason why they attend
mass at Our Lady of Lourdes. The appointment of Steven Bird in May 2011 as Campus Minister, with his
strong connection with the Parish, has also assisted with building relationships with the Parish.
Visit to Thomas More College Adelaide: Over the long week end in May the College sent a delegation to
visit Thomas More College Adelaide. Over the last couple of years we have had conversations with the
Principal of Thomas More College in Adelaide about establishing a connection between the two colleges.
Like us, they have the motto of ‘God’s Servant First’ and through conversations with the principal and a
scan of their website, we appear to have more in common than our patron saint. They are the only other
secondary college in Australia that is named after St Thomas More. The visit by the Principal, Deputy
Principal and College Leaders was the first step in building a connection and relationship that over time will
allow us to share ideas as both communities build the charism of St Thomas More in their college
communities.
Social Justice Work: The College continued to support social justice initiatives and in particular Caritas
(through Project Compassion), the St Vincent de Paul Winter Appeal and Christmas Hampers and Catholic
Mission. This year through staff and students through our fundraising activities such as Mission Weeks have
raised over $1850 for charities such as Caritas and the Presentation Sisters.
The College also hosted a return visit by Warralong Community School in term 3. This was a great
opportunity for the students who participated in the immersion experience in 2011 to reacquaint
themselves with the students from Warralong. The College is continuing to work towards a yearly
immersion experience as part of the College’s social justice program.
College History Committee: The History Committee continued to meet during the 2012 school year. Of
significance has been the appointment of a professional historian, Mr Neville Buch, as the lead researcher
and writer of our College history. Significant research has happened in 2012, in particular in the recording
of the oral stories of former and current St Thomas More staff, parents and students. Additionally, there
has been significant archiving College records has taken place. The committee’s goal is to complete the
important research phase by the end of 2012 and have a book detailing the College’s history completed in
time for the 40 year anniversary in 2014. The aim is to write the book in 2013.
Opening of new College Chapel: At the start of the 2012 school year we opened the new Chapel of St
Thomas More. Fr Dan Ryan led a staff liturgy which was also attended by members of the College Board
and History Committee. The new Chapel has proved to be a great place to gather for staff and student
prayer, liturgies and mass over 2012.
Retreats: The College continued to further develop and refine our retreat program and there was some
growth in integrating this program with the year level Life Skills programs. Significantly, our College still
offers a retreat/outdoor education experience in every year and the work done in ensuring that there is a
faith element in all year levels supports our evangelising mission. The generosity of staff in offering their
time and energy in joining their Pastoral Care class as part of our overnight camp/retreat program also
supports the development of better staff and student relationships.
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Summary in regard to 2012 goals: The delay in the publication of the new BCE Religious Education
curriculum impacted on the goal to write new units over the course of 2012. The new curriculum was only
ratified in term 3 and the new curriculum will be used to review and re-write, where necessary, new units
in 2013. During 2012 some Religious Education teaching units were rewritten using the Dimensions of
Learning framework. Additionally, the College did not undertake the ‘Catching Fire’ framework in 2012, due
mainly to personnel changes. Staff were provided religious in-service titled ‘Becoming What You Believe -
Exploring Mark’s Gospel and various prayer forms’ at the Professional Development Days in January. The
College also hosted a PD presentation by AARE titled ‘Art, Religion and Spirituality in Australia’. This
inservice presentation was attended by 11 staff.
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Priority 2 – Learning and Teaching
Priority Goals for 2012
Implement Phase One subjects from the Australian Curriculum.
Work towards the embedding of the Australian Curriculum General Capabilities in teaching units.
Work towards a greater alignment of curriculum, pedagogy and assessment as we move towards
implementing the first phase of the Australian Curriculum.
The College has continued to provide a quality and inclusive Catholic education to all students. This year we
have continued our focus on improving student learning outcomes. Following our Curriculum Review in
2010, the College curriculum has undergone significant change. This change has been focussed on the
elements of ‘what’ and ‘how’ we teach. To this end we have continued to review our curriculum offerings
and the pedagogical practice in our classrooms. Most significant to these elements has been the inclusion
by the end of the 2012 school year of twelve new subject offerings in the Senior Curriculum and the
implementation of Dimensions of Learning as the College learning framework.
Senior Pathways and Curriculum Change: Our 12 Year 2012 students will be the first cohort who will
benefit from the changes implemented following the Curriculum Review of 2010. In addition to the nine
new subjects offered for the first time in 2011, the College will offer Graphics, Japanese and Chinese as
subjects in the Senior Curriculum in 2013. These changes have provided this cohort of students a much
broader curriculum than in previous years. This broader curriculum recognises that as an inclusive Catholic
learning community, we value the learning of all students and recognise that students have strengths and
needs which require a broad range of academic and vocational offerings. As at the end of term three, there
are very positive indications that the changes implemented will result in better learning outcomes for this
cohort than previously experienced.
Dimensions of Learning: In 2012 the College continued to train staff in Dimensions of Learning (DoL). Other
the course of the year 22 staff attended a three day training program on DoL. The training of staff in DoL
has been the largest aspect of the College funded Professional Learning budget as we continue our goal of
improving teacher capacity in this area. DoL training was first offered to Academic Coordinators in
Semester One and then to other staff in Semester Two. Academic Coordinators presented their DoL units to
other staff as part of the Professional Development Day at the University of Southern QLD at the start of
Semester Two.
In Term 3 the College hosted a weeklong conference on Dimensions of Learning. The presenter was Howard
Pitler from McREL in the United States. The conference was attended by over fifty educators from
Queensland as well as some from other states. The conference provided excellent publicity for the College
as well giving two of our staff the opportunity to become accredited DoL trainers. This will enable the
College to have the option in the future to do in house training of staff in DoL without the need to engage
outside consultants. The conference and our work in training staff in 2012 has been positive and the
College will continue to focus on the implementation of a College wide learning framework in 2013.
The UnitPlanner: At the start of 2012 the decision was made to re-evaluate the requirement for staff to use
the UnitPlanner to plan and record their teaching units. This decision was made as it was recognised that
staff need more training in DoL in order to fully maximise the unit writing experience in the UnitPlanner.
Some staff who were competent in DoL continued to use the UnitPlanner.
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Homework Club: Homework Club has continued in 2012 in supporting students to improve their learning
outcomes. Homework Club runs each afternoon in the library and it is well supported by staff and
students. Students are provided with afternoon tea prior to beginning their homework or assessment tasks
with volunteer teachers providing supervision and guidance. The College has been supported with this
initiative by a $10000 grant from the Sunnybank Community Sports Club. The funds are used to assist with
the costs associated with tutor payments and food.
Learning Management System: In 2012 the College has been a BCE pilot school for the Life Learning
Management System (LMS). This has meant that we have begun the process of moving from Moodle to Life
as the LMS for the school. Staff have been provided professional development and support to assist in this
change. The change has not been without some challenges. However, we are optimistic that Life will deliver
more interactive and better support as a LMS for the College going forward.
NAPLAN: The NAPLAN results for this year reflect the changing nature of each new cohort entering the
College at Year 8. Our students are drawn from 35 primary schools, and the Year 9 cohort this year is
comprised of 65% of boys. Along with PAT testing and teachers’ results, we make use of the NAPLAN data
to review programs we have put in place to target our students’ needs. NAPLAN preparation was addressed
in our weekly Core classes and integrated in the English and Maths programs. In addition, students received
explicit teaching in English to address the Language Conventions test in the beginning of Term 2. The recent
development of the wide reading program in Year 8 and 9 reflect our belief in developing vocabulary and
language skills and or commitment to engaging students in the regular reading of quality and enriching
texts.
NAPLAN results, which are designed to inform Government at a federal level, provide us with a snapshot of
our students at a particular point in time. We use this data alongside other sources, to continue to tailor
our programs to provide a broad
education to a diverse community of
students.
(College NAPLAN results over page)
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Comparison of NAPLAN mean results for Year 9 across 2009, 09, 10, 11 and 12 cohorts
2008 2009 2010 2010 %
In
Bands
8,9,10
2011 2011 %
In
Bands
8,9,10
2012 2012 %
in
Bands
8,9,10
Reading STMC 556 577 572 37% 577 40% 563 40.8%
State avg 568.2 570 564.9 40% 573 43.6% 567 40%
Writing STMC 549 571 551 32% 575 47.6% 530 21.7%
State Avg 555.3 558 564 40% 566 42.2% 539 29.1%
Spell STMC 565 594 577 49% 591 58.5% 572 49.3%
State Avg 567.8 569 572.9 46% 576 46.9% 571 44.5%
Gramm STMC 565 579 571 40% 570 46.2% 568 44%
State Avg 563 569 573.3 45% 568 41.4% 570 41.6%
Num STMC 560 581 584 51% 582 42.7% 573 41.8%
State Avg 570.7 579 576.7 45.2% 575 42.8% 575 42.1%
Australian Curriculum: Staff have also continued to work in preparation for the Australian Curriculum. In
response, there have been adjustments to the Junior School Curriculum as the College prepares for the
introduction of the Australian Curriculum in the Junior School in 2013. There has been a slight adjustment
to the mandatory core units in Years 8 to 10 to reflect the requirements of the Australian Curriculum and
an increase in the elective options available.
Transition Pathways Program: The College has continued to work in partnership with Brisbane Catholic
Education on a pilot program to review and address the needs of ESL learners. The program is focussed on
improving the educational outcomes of not only ESL learners but all students through the review of
assessment tasks, SET Planning processes and our subject offerings. This program formalises the significant
curriculum work already undertaken at the College.
Empowering Local Schools Grant: The College has been awarded a National Partnership Empowering Local
Schools project grant of $47,000.This grant will be used to support projects around the analysis of student
outcome data and following the implementation of Dimensions of Learning and the curriculum changes.
Extension and Foundation Classes: In 2011 the College introduced a Foundation class in Year 8 to support
students who experienced educational challenges during primary school. For students in the Foundation
class, the work was “pared down”, concentrating, in particular, on those areas leading directly to
assessment tasks. This year the foundation class program moved into Year 9. In addition the College
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introduced an Academic Extension Class in Years 8 and 9. These classes provide students with the
opportunity to be in a class where the work is directed more at their academic capacity. The College will
undertake a review of these classes in term 4 this year but the expectation is that these classes will be
offered from Year 8 to Year 10 in the core academic subjects in 2013.
Co- curricular Programs: The spirit and ethos of the College continues to grow through our co-curricular
program. This spirit was undoubtedly enhanced by the many co-curricular events and programs which have
occurred in 2012. Our ‘Excellence in the Arts’ program has continued to deliver high class productions.
Bugsy Malone, which was directed by Steven Days was an outstanding success in term 3 in a year which
was packed with many high quality performing arts performances. Special mention must be made of the
reinvigorated co-curricular Music Program under the leadership of Jessica Burke. This year we have had a
significant increase in the numbers of students in this program. There are 88 students enrolled in both
instrumental music lessons and ensembles. Our ensembles include: Marching Band; Concert Band;
Drumline; Showchoir; Performance choir; Amore guitar ensemble; Frettz Guitar ensemble and an AMEB
theory class.
The sporting culture at St Thomas More College continues to flourish year by year. Sporting pride on and
off the field is seen not just in the athletes but in the supporting students and families around them. The
College now offers opportunities in over 15 different sports, across various age groups, genders and
competitions. Opportunity, training and commitment have been the key factors in lifting the bar at STMC in
sport. There have been a number of major success stories for 2012, which include;
Increased numbers in all three College carnivals (Swimming, Cross Country and Athletics)
Another successful year with the Primary Cluster Sporting Competition
First place percentage trophy for SECA Athletics, three individual Age Champions
An exciting 2012 QISSN and Confraternity experience June/July Holidays
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Eight STMC students representing Met West at a State Carnival – a College record
The announcement of the first ever Sports Captains for 2013
The third STMC Sports Awards Dinner
First College sporting motto – TEAM MORE, Together, Everyone, Achieves, More
These success stories have not come about overnight; these achievements have been up to five years in the
making. 2013 will bring new opportunities and new challenges to our students and with two new Sports
Captains leading the way, the College sport will continue to grow.
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Priority 3 - Professional Practice and Collaborative Relationships
Priority Goals for 2012
Develop a framework for a whole school approach to Pastoral Care
Align RTC processes with our pedagogical practice and whole school approach to pastoral care.
Provide targeted professional development to support DoL, Unit Planner and Pastoral Care
Dimensions of Learning: The College is committed to the ongoing professional support of staff in
Dimensions of Learning and the writing of units of work in the Australian Curriculum. This year through the
leadership of our Academic Coordinators we have made considerable progress in both these areas
particularly through the writing of units in DoL. This year we have worked to ensure members of the
College Leadership Team and Academic Coordinators received training in DoL in Semester 1, 2012. The
training was delivered by an accredited DoL trainer. Following this training, Academic Coordinators were
provided support days to assist them in the writing of units in DoL. The training process took place during
Semester One and culminated with a presentation of units of work by Academic Coordinators to all staff at
the Staff PD Day on July 6.
The implementation of a whole school learning framework takes time. It will not be achieved in one or two
years. In 2012 we have continued to build on the work done in 2011 to build teacher capacity in unit writing
and DoL. The Unit Planner provides a mechanism to record and cross reference our units of work. However
it will not by itself bring about sustained curriculum and pedagogical change unless staff are supported with
training in DoL. To this end, we engaged the services of Lisa McDermott from Continuing Professional
Development for Teachers (CPD 4 Teachers) to train and support staff in the development of units of work
in the Australian Curriculum using DoL.
The College also hosted a conference in Term 3 on Dimensions of Learning. This was attended by two staff
who are now accredited DoL trainers.
Pastoral Care Programs: This year the College Pastoral Coordinators began incorporating the Mind Matters
framework in pastoral care programs. Mind Matters has a focus on mental health and resilience and is
widely accepted and used in schools throughout Australia. As with our curriculum move to DoL, Mind
Matters provides a framework for the delivery of a coordinated pastoral care program. This year we began
the process of having Pastoral Care staff trained in the Mind Matters framework.
Further to this the College has continued to review RTC processes in order to better support students. This
has included improvements in recoding of student RTC files and specific interventions to address
attendance issues. The College continued to offer intervention programs to in order to pastorally support
students including the Tom Strong ‘Chill Out’ program.
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Priority 4 – Strategic Resourcing
Priority Goals for 2012
Develop a five year ICLT Plan
Develop a the College Education brief and College Master Plan
Evaluate and possibly introduce the Life LMS as replacement for Moodle
In 2012 the College completed a new Education Brief and Building Master Plan. Both have been endorsed
by Brisbane Catholic Education and take into consideration the resourcing and curriculum needs needed to
prepare for the arrival of Year 7 in 2015. Following on from these documents the College submitted plans
to the Block Grant Authority for funding to construct the following buildings.
Application 1 – Five new specialist classrooms including – Performance Music, Visual Arts, Drama,
Catering Kitchen and a Dining Room.
Application 2 – New Administration Building including Support Services.
Application 3 – Six classrooms plus three flexible learning areas.
Whatever the outcome of the application, our enrolment increases over the last two years, and the arrival
of Year 7 in 2015, mean that the College will need more teaching spaces. We will work with Brisbane
Catholic Education and our architects to ensure that the decisions around building and resourcing support
our teaching and learning goals.
In 2012 the College was granted funding of $44,000 to support the introduction of the Life LMS. This
funding has been used to provide professional support to assist staff in using this new system. Over 2013
the College will eventually migrate all files from our current system (Moodle) to the BCE Life LMS. The
move to a BCE supported system has the potential to be more cost effective as well as the benefit of the
increased functionality of the new LMS. As a pilot school the College is placed ahead of other BCE Colleges
in the roll out of the LMS.
Summary
This report shows that 2012 has been another year of significant growth at St Thomas More College. The
College has continued to review curriculum offerings in light of the Australian Curriculum and the
implementation of Dimensions of Learning. At the heart of our curriculum journey has been the commitment
to providing an educational pathway that values the student who is on a VET Pathway as equally as those
students who are on an Academic Pathway. Further to this our co-curricular program has continued to grow
and provide opportunities outside of the classroom where students can demonstrate their gifts. I thank all
staff and students for the contributions made to making 2012 a success. I look forward to the opportunity in
2013 to build on our efforts and achievements of this year.
Peter Elmore
Principal
10 October 2012
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Internal School Review Report 2012
Sunnybank – St Thomas More College
Priority 3.3 Cultural Diversity
Aboriginal and Torres Strait Islander education
English as a second language
Languages other than English
Refugees and migrants
Intercultural understanding
College Goals for 2012
Develop our procedures and support our staff in regard to RTP
Develop a framework for a whole school approach to Pastoral Care
Align RTC processes with our pedagogical practice and whole school approach to pastoral care
Provide targeted professional development to support DoL, Unit Planner and Pastoral Care
Evidence
Integrated Multiculturism unit within SOSE curriculum
Integrated Social Justice within the RE program with a focus on the Stolen Generation and
Refugee/Asylum Seekers
Email data base created and information distributed to indigenous students and their families.
Naidoc Week celebrations within the school through activities throughout the week and assembly.
Offer of after school tutoring at homework club for indigenous, International and ESL students.
Weekly activities in celebrating Chinese New Year (character writing, Chinese cooking, Chinese
games, tai chi)
Dedicated ESL classes.
Offer of Japanese within Middle school
Offer Chinese tutoring
Developed relationship with universities with support for external Chinese classes.
Position created for 2013 (International Coordinator)
Dedicated ESL teacher
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Established networking relationship with Multicultural development association.
Involvement of Father Augustine and Father Peter at school and Year level Mass and retreats as a
spiritual leader and role model.
Developed a relationship with Griffith University International Office.
We have an association with Griffith University - Uni Reach Program. Dedicated schools program
aimed at wider participation of tertiary study.
Dedicated Indigenous liaison within the school.
Involvement in USQ dedicated Indigenous tertiary program.
In-service for staff on cultural diversity of International students on customs.
Integration of Mindmatters which is a whole school curriculum approach to understanding
diversity.
Staff members visited China to strengthen partnerships with agencies, schools and to meet parents
of present students to gain greater understanding of culture and the needs of students and
families.
Well established and positive relationships with current families of the College’s culturally and
linguistically diverse student body have been established.
Employment of a bilingual school officer (Chinese)
Hosted a contingent of teachers from Peoples Republic of China and Taiwan.
As part of our ANZAC service both the Australian National Anthem and New Zealand National
Anthem are used.
Incorporate welcome to country at assemblies and significant school events.
Incorporated multicultural food options at the tuckshop.
Strengths identified across Component
Integration of culturally diverse students within the
school Community
Opportunity for teachers to access Reading to
Learn course for developing skills in supporting
students with literacy needs particularly NESB
students.
Pastoral support offered to culturally diverse
students and their families.
Highlighted achievements and activities of
International students through the school
newsletter with a particular focus on connecting
with parents overseas.
Many aspects of the curriculum have a global focus
encompassing studies and understandings of
Development needed across Components
Greater development in working with families within
cultural context.
Continue to develop relationships with the local
community which is culturally diverse to support
cultural programs within the school.
To develop and expand the LOTE Program within the
school so students recognise the advantage of second
language learning.
To continue to develop our understanding at the staff
level of issues that may arise through cultural
misunderstanding.
To develop a program of overseas travel for students
so that their knowledge and understanding of
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Strengths identified across Component
Australia as part of a wider world.
Intensive support for low level literacy students
from culturally diverse backgrounds where
required.
Development needed across Components
themselves as global citizens could be expanded.
To continue to ensure that best practice in supporting
students from linguistically diverse backgrounds,
through professional development of teachers occurs.
To continue to develop ways to embrace and
celebrate the cultural diversity of the college
community through multicultural festivals,
celebrations and /or demonstrations on a regular
basis.
Develop a database of existing cultures within the
school community to strengthen partnerships and to
inform teaching practice.
Further develop the study tour program.
Rating of Achievement for component:
1 2 3 4 5 6 7
Noting of Achievement for Annual Report:
Many aspects of the curriculum have a global focus encompassing studies and understandings of
Australia as part of a wider world. Curriculum across subject areas is culturally diverse and
inclusive.
Noting of Action for Annual Action Plan:
To continue to develop ways to embrace and celebrate the cultural diversity of the college
community through multicultural festivals, celebrations and /or demonstrations on a regular basis.
To continue to ensure that best practice in supporting students from linguistically diverse
backgrounds, through professional development of teachers occurs.
To develop and expand the LOTE Program within the school so students recognise the advantage of
second language learning.
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4.3 Staff Support
• Selection, recruitment and induction processes
• Career development and succession planning
• Feedback and appraisal processes
College Goals for 2012
Develop a framework for a whole school approach to Pastoral Care
Align RTC processes with our pedagogical practice and whole school approach to pastoral care.
Provide targeted professional development to support DOL, Unit Planner and Pastoral Care
Evidence
Staff Performance and Development Program
Staff Induction Program – College
New Staff Induction Program – BCE
iRecruit – BCE Processes for employment
Catholicjobs Online - Recruitment
Formation of the History committee to write College history
Conference – Classroom Instruction that Works- Staff attending 5 Day Training Program
Unit plan from the Unit Planner and associated staff unit planning meetings
Induction Program for new staff – Induction Booklet
Minutes from Staff Meetings in relation to Internal School review and College Goals
Use of staff meetings to share professional practice
Staff Well Being Program
Coffee and Computers after school computer workshops
Review of curriculum and the development of an all school curriculum framework.
Staff in-service on the Dimensions of Learning.
Strong fields for positions advertised
PAR review Processes
Review of PAR Structure to Support College Goals
Staff Handbook
Parent feedback on the quality of staff
Strengths identified across Component
Staff Professional Development Template and
meetings with staff to align their professional
learning goals and College Goals
Review of staff induction program and
processes
Initial work on DOL Learning framework and
the Unit Planner
Establishment of College History Committee
Development needed across Component
The need to continue to work on Staff Induction Program
particularly in regard to RTC
Staff professional learning needs to be targeted towards
DOL
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Rating of Achievement for component:
1 2 3 4 5 6 7
Noting of Achievement for Annual Report:
The College development of a professional learning plan which supports the College’s annual goals and the
Internal School Review
Noting of Action for Annual Action Plan:
The College and Brisbane Catholic education have identified the need to consider the staffing implications
as a result of Year 7 to Secondary. The results of the staffing impact survey indicate that BCE needs to
increase the number of continuing secondary teachers by approximately 238 FTE between 2012 to 2015.
Thirty-eight (38) teachers are required to account for growth in the 2012 to 2014 period, while a further
200 teachers are required to account for the significant enrolment increase in secondary schools from 2014
to 2015.
These needs are on top of our own demands caused by growing enrolments. The following table outlines
our projected enrolment growth over the coming years.
Year
level
2011 2012 2013 2014 2015 2016
7 0 0 0 0 70 120
8 143 130 120 120 120 70
9 114 143 130 120 120 120
10 93 114 143 130 120 120
11 93 93 114 143 130 120
12 75 93 93 114 143 130
Totals 518 573 600 627 703 680
While we have developed an induction program and this is supported by a systemic BCE program there is
still a need to further develop the new staff induction program in order to better induct staff into the
learning community.
While staff are provided a copy of the College’s Annual Action Plan and they meet annually with the
Principal to discuss their goals and how these align with the stated College goals, there needs to more work
done in involving staff in the College’s annual goals. To this point the review of each priority has been led
by a member of the leadership team. This approach needs to be supported by more communication and
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consultation with staff. This aspect of the College Internal review was highlighted by the External Review
this year.
The establishment of the College History Committee in 2011 will in time assist staff and students again a
better understanding of the College’s mission. The creation of Mission Weeks in 2011 and the move to
College Mass each term will also assist in this area of the
Priority 6: Resourcing - Component 6.3 ICT Resourcing
Elements
• Development of infrastructure and Applications
• Financial Sustainability
• Support and Maintenance
• Equity of Access
College Goals for 2012
• Development of a 5 year ICLT Plan
• Development of the College Education brief and Master plan
• Evaluation of and possible introduction of the Life LMS as replacement for Moodle
Evidence
• 1:1 laptop program implemented across Years 9-11, will be 9-12 in 2013.
• All staff provided with a laptop computer
• Extensive wireless network across the whole school campus
• All classrooms equipped with data projection facilities
• Curriculum access to our solar power generation system
• Staff employed to manage and service the laptop program
• IT service desk
• Collaboration with BCE in set up of the wireless network
• Three classrooms plus the resource centre equipped with class sets of desktop computers
• New school bags introduced with padded laptop compartment
• Budget processes incorporate adequate provision to fund ICT now and into the future
• “Soft” text resources being investigated to eliminate the need for text books
• IT service desk monitors and implements maintenance and servicing as required.
• Acceptable use of IT systems and resources enforced by staff and student agreements
• Implementation of additional IT systems from BCE
• System engineer contractor on staff
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Strengths identified across Component
Development needed across Component
Strong integration of ICT across the school How to implement laptops across all year levels 7-12
1:1 laptop program years 9-12 How best to facilitate access to online resources
Monitoring and implementation by ICT service
desk
Rating of Achievement for component:
Continue to improve monitoring of appropriate student
use of ICT resources
1 2 3 4 5 6 7
Noting of Achievement for Annual Report:
There have been many achievements in ICT at the College. The success of the 1:1 laptop program where
the College was a leader within BCE has been wonderful. The College is focused on the use of ICT across the
school and curriculum. The management of ICT equipment by the College service desk has resulted in a
historically low rate of damage or downtime. The staff have effectively used their laptops in the delivery of
learning experiences for students.
Noting of Action for Annual Action Plan:
Development of a plan to widen the laptop program to year 8 and year 7 needs to occur. A five year plan is
being developed for this and overall integration of ICT into the future. The College will need to keep abreast
of new technology and how it may best be used within the College curriculum.
Priority 7 – Component 7.2 Financial Equity and Stewardship
Elements
Staffing
Ecological sustainability and environmental impact
Provision for needy and marginalized
Fees and concessions
Evidence
Staffing managed transparently through BCE iRecruit processes
Refugee families receive extensive learning support services
Refugee families have access to a generous fee concession process
College Counsellor available
College Campus Minister/Chaplain available
Rainwater tanks (in MPC and will be in new Admin)
Extensive mulching
Oval only watered by rainwater
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Large solar power systems on Practical Arts Building roof
Vegetable garden maintained by students
Bee hive (native bees)
Repairs to any water leaks are prompt
New water meter installed at a cost of $16,000
Comprehensive fee concession application and assessment process available to all families
Fee payment accepted by many methods including direct debit, Bpay, EFT, cash, cheque, cards
Security lighting controlled by photo electric cells
We have a site with many trees
Fee Policy revised in 2012
Strengths identified across component
Fee concession processes for needy families
Development needed across component
More work on embedding ecological practices
Fee collection processes Further planning for enrolment growth and Year 7
Ecological stewardship
Solar power
Master planning
Rating of Achievement for component:
1 2 3 4 5 6 7
Noting of Achievement for Annual Report:
The College has excellent transparent staffing practices that are aligned to the school’s mission and strategic
renewal plan. The College uses the BCE iRecruit staffing computer system to monitor the process and appoint
all staff. The College has implemented many sound ecological practices and raised awareness among staff and
students. There are also systems in place to assist needy families to afford a Catholic education for their
children. Fees are collected in a timely manner, which enables fairness to all College families.
Noting of Action for Annual Action Plan:
While a great deal of planning has occurred in creating the new College master plan, there needs to be
more work in planning the implementation of Year 7 in 2015. There needs to be more work on embedding
sound ecological practices within the school and integrating them into the curriculum. The College needs to
continue to expand solar power generation. There is scope to include solar panels on the new admin
building.
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Principal’s Address 2012
In the spirit of the national goal of reconciliation, I acknowledge
Australia’s indigenous peoples and in particular, the Jugera people
on whose land we gather this evening. I also acknowledge those
who have led us in prayer to open our awards evening.
Distinguished guests, staff, friends, students and families of St
Thomas More College, it gives me great pleasure to present the
school report for 2012. This report brings together what has been
another strong year of growth for our College. For your benefit there will be a written report available on
the College website in the coming days.
From the outset I would like to acknowledge those students who have distinguished themselves in many
areas of school life this year. Tonight we will present awards to those who have excelled in academic
achievement; those have proven themselves to be outstanding role models and those who have shown
persistence and determination in the face of challenges. I thank all students, for contributng to a successful
2012 and I recognise that there have been many contributions made that we will not formally recognise
tonight. I also make special mention of our Year 12 students this evening who are joining us for the last
awards night. I especially recognise our student leadership team for their work in 2012. To our College
Captains Amarna, Jessica, Jayden and Harrison – as the year ticks down you should all feel very proud of
how you have led our student body in 2012.
In recognising our successes in 2012 I must acknowledge the dedication and involvement of many people.
Firstly, I am indebted to the College Leadership Team: Deputy Principal, Mr John Thomas, Assistant
Principal Miss Veronica Wasiak, (Acting APRE) Mrs Kathleen Ashton and Mr Tony Baker College Business
Manager – I appreciate the many hours of dedication and your wise counsel. I also thank Sharne Davies for
her ongoing commitment to the College and support of me. In the June of this year, Mrs Denise Bryant
retired as APRE after 5 years at the College and a long career with BCE – a career which began next door at
Our Lady’s College in 1973. I thank Mrs Bryant for her leadership and her commitment to St Thomas More
and to the wider BCE community.
I thank the parents who have shown their support the College in so many ways – I especially thank those
who have assisted with co-curricular sport and performing arts, with uniform shop, tuck shop, the P & F and
the College Board. In particular I thank Amanda Fitzpatrick as president of the P & F, Selina Kadell as chair
of the College Board and Marie Hillcoat as uniform shop convenor. All three have had long associations
with the College and still continue to volunteer their time.
I also thank those in the wider community who contribute to our College. I thank Mrs Bettina Lumsden and
Mrs Vick Maguire from Bendigo Bank at Acacia Ridge for your ongoing financial support and more
importantly your genuine interest in our students. I also recognise this evening, Colleagues from Brisbane
Catholic Education. I thank the principals at our local Catholic Primary schools who join us tonight. Mrs
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Wallis, Area Supervisor South – I thank you for your support this year and I ask that you thank the Executive
at BCE for their ongoing support of the College. We recognise that as a College we are part of a bigger story
in regard to the education of our students.
Finally I thank the staff. It has again been a year of hard work and many achievements. It has been a year
when we told you to try ‘Life’ and your response was that I need to get a better a ‘Life’. I am of course
talking about our new Learning Management System. The last three years has been an incredible story of
growth for the College. A story built around how we present and how we learn – To steal a quote from
Mark Twain - “You can never be overdressed or overeducated.” Enrolment numbers have increased from
450 to an estimated 630 in 2013, we have plans in at BCE for the construction of buildings which total over
7 million dollars in new facilities, we have put on 12 new subjects in the senior phase of learning; our cocurricular
programs have continued to grow in both number and quality. None of this could have been
achieved without a committed and passionate staff. So to all teachers and support staff I say a heartfelt
thank you.
Our journey of change has been significant. We sometimes forget what great work has been done. Marie
Curie -The first woman to be awarded a Nobel Prize, in 1903, for Physics said that ‘One never notices what
has been done; one can only see what remains to be done’. So as I present the school report tonight I want
to review not only 2012 but also where the year sits in the context of our plans.
Our work has been considerable - I hear often that the school has changed and that there are great things
happening at the College. This is undoubtedly so, but in reflecting on our change it is also important that
we take the time to consider the purpose of the change and more significantly how does the change
improve what we do.
Over the last five years, our College, like all schools has experienced some of the most profound challenges
to education – The Australian Curriculum, the introduction of NAPLAN Testing , the preparation for the
move of Year 7 to Secondary, the Digital Revolution and the introduction of 1 to 1 laptop program - all well
intentioned changes to improve education. As an educator nothing drives me more than to see
improvements in teaching and learning. However, we must remember that ‘Change does not necessarily
assure progress, but progress requires change’. As a College we have responded to these external changes
along with attending to our own College goals. But our challenge as Catholic educators has been to ensure
that in the light of such change, that we remained true to the Catholic values that underpin our College –
Values such as inclusion and an opportunity for all. Values that have been part of Catholic education long
before we began printing Year 12 outcomes data or NAPLAN results in newspapers.
One of the most recognisable changes to schools has been the use of the management speak of the
corporate world. Don Watson in his book ‘ Bendable Learnings’ refers to this language as ‘edu-babble,’
Governments have re-imaged education through the filter of business management theories and brought
this edu-babble to schools.
We talk of schools in terms of ‘performance indicators’,’ ‘a school improvement agenda’, ‘outcomes’ being
‘client focussed’ and ‘accountable’. As a nation, like so many times in our short history, we have followed
the path of the education changes of the United States and England. Places where high stakes testing have
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led to a narrowing of curriculum and a school system divided clearly between the winners and the losers
based on standardized test results. Ultimately they provide stories for the media about the winners and the
failures. However, while our reading, writing, grammar and numeracy scores do matter, they do not fully
define what a complete education is, any more than a knife, fork and spoon constitute a dinner.
So tonight on our night that is dedicated to recognising the achievements of our College and most
importantly our students - let’s pause for a moment to consider what is truly important in education. What
really matters once we strip away all the edu-babble associated with changes, standardised tests and
outcomes?
When we began our curriculum renewal at St Thomas More College we asked some big questions about the
purpose of school. The goal of our curriculum review in 2010 was not simply about improving test scores or
our outcomes data- Our changes were about delivering a curriculum which provided better pathways and
opportunities for all students. What is the difference between the two?
Well the difference between these two objectives is best told through a story – a true story based on an
experience of an American businessman named Jamie Robert Vollmer. The story goes that he had been
engaged to speak to a large assembled group of teachers and school leadership personnel around the
issues of school organisation and performance. He commenced his address with the statement: "If I ran my
business the way you people operate your schools, I wouldn't be in business very long!"
You could imagine the reaction from the assembled audience. Vollmer represented a group of business
people dedicated to improving schools. He was an executive at an ice cream company that had become
famous in the 1980s when People magazine chose his company’s Blueberry Ice-cream the “Best Ice Cream
in America.” Sounds to me like someone who is appropriately qualified to provide advice on how schools
should be run.
He was convinced of two things. First, schools needed to change; they were archaic and out of step with
the needs of our emerging “knowledge society.” Second, teachers were a major part of the problem: they
resisted change lacked the rigours of the corporate world and they had no idea about how competition
leads to improvement. They needed to look to business about how to produce quality outcomes. Zero
defects! A Continuous improvement agenda! In retrospect, the speech was perfectly balanced — equal
parts ignorance and arrogance.
As soon as he finished, a woman’s hand shot up. She appeared polite and pleasant. She was, in fact, a
razor-edged, veteran - a high school English teacher who had been waiting to unload. (Sound like an English
teacher you know?)
She began quietly, “We are told, sir, that you manage a company that makes good ice cream.”
He smugly replied, “Best ice cream in America, Ma’am.”
“How nice,” she said. “Is it rich and smooth?”
“Sixteen per cent butterfat,” he crowed.
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“Premium ingredients?” she inquired.
“Super-premium! Nothing but triple A.” He was on a roll. He never saw the next line coming.
“Mr. Vollmer,” she said, leaning forward with a wicked eyebrow raised to the sky, “when you are standing
on your receiving dock and you see an inferior shipment of blueberries arrive, what do you do?”
In the silence of that room, you could hear a pin drop, but he wasn’t going to lie.
“I send them back.”
She jumped to her feet. “That’s right!” she barked, “and we can never send back our blueberries. We take
them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant.
We take them with ADHD, physical impairments, and English as their second language. We take them all!
Every one! And that, Mr. Vollmer, is why it’s not a business. It’s school!”
So let tonight be a celebration of the true meaning of education - a celebration of our students, our staff
and all in our school community who value a holistic education – an education that is more wholesome and
more life giving than OPs or standardised tests. We know that our students are not always perfect. We
know that life does not give everyone the same opportunities and some students have bigger challenges.
We also know that students have achieved in schools and went on to have perfectly well functioning lives
well before we had those of the corporate world tell us how to educate children.
So as we reflect on our story of change, 2012 marks an important point in our vision to provide
opportunities for all students. This will be the first group of Year 12 students who graduate as the
beneficiaries of the changes introduced following our curriculum review in 2010. They have had access to
10 new subjects and new opportunities which have been added to our senior curriculum – added through
the dedication of curriculum leaders and teachers. They are the first cohort to –
graduate with the benefit of better access to TAFE and University courses through the Bendigo
Bank Bus,
the first cohort Maths C students in well over a decade,
the first cohort of ESL English students,
the first group who have had the opportunity to select from a broad curriculum which values the
academic or vocational aspirations of our learners – 86 Year 12 students with access to 30 senior
subjects plus university and TAFE subjects. A curriculum which reflects the diversity of our learners.
Jamie Vollmer has since grown from his experience at the meeting. His company still only uses the finest
ingredients in manufacturing ice cream. However, he now states proudly on his website that his primary
goal is to help teachers and work with them to create schools that unfold the full potential of every child.
From the day we opened the doors in 1974 this College has always been about unfolding the full potential
in every child – no matter what their challenges or imperfections. I thank all staff for their commitment to
this ideal and let us remember this as tonight we celebrate the successes of our students in 2012.
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