CATHOLIC IDENTITY & LEADERSHIP SELF-REVIEW DOCUMENTATION GUIDE – 2012 SCHOOL REVIEW PROCESS

Catholic Education Sandhurst:

Guide to Assist in Preparation for Catholic Identity & Leadership Self Review

Attached / Documents to be provided to the Validation Panel Chair two weeks prior to Validation Day
1. Completed Catholic Identity & Leadership Self-Review Guide (this document)
2. Completed School Profile and School Identity Portfolio published on the school website (may be supplemented/personalised from other sources which will help Panel to gain an understanding of the school community, e.g. Handbook, enrolment package)
3. Current School Improvement Plan and this year’s Annual Action Plan
4. Current Identity Statement, Vision Statement, Graduate Outcomes and Fire Carrier Covenant
5. Most recent Annual Report to the School Community
6. Program for the review day (as negotiated with the chair of the Validation Panel)
Documents and/or evidence to be made available to the Validation Panel on the Validation Days
These may be located in various school documents. Please indicate where they can be found.
1. Compliance and School Review:
  • Previous Catholic Identity and Leadership Validation Reports
  • Copy of Staff Accreditation Records (CECV Accreditation Policy 1.6 & 1.7)
  • Copy of Enhanced Catholic School Identity Project (ECSIP) survey data (where applicable) and the ways in which it has been used
  • Insight SRC data for current and previous 2 years (if available) and ways this has been communicated and used
  • Evidence of how the school and teachers use data to develop evidence-based practice around improved student
learning
  • Records that provide evidence of the school’s compliance with the Minimum Standards of the VRQA.
  • Records that provide evidence of compliance with the leadership requirements of Occupational Health and Safety legislation, including evidence of delegated of responsibilities, OHS Committee operations, incident & hazard reporting & investigation procedures, and active OHS Consultation processes.

2. Leadership and Organisational Structure:
  • Role descriptions for Principal, Leadership Team, REC/FDC and any other role descriptions relevant to Catholic
Identity and Leadership review
  • Overview of school Leadership and Organisational Structure (including parental involvement)
  • Records of any team or leadership reviews that have occurred in last 2 years
  • Mapping of leadership formation opportunities available to staff and Board/Council in last 2 years
  • Induction processes for new staff and new leaders
  • The Consultative Committee’s operation in accord with the guidelines established in the Multi Employer Agreement. Include Minutes from Consultative Committee Meetings for the last 12 months
  • Staff selection, appointment, induction and monitoring procedures in accord with the Victorian Catholic Education Industrial Agreement, the Standards of Professional Practice of the Victorian Institute of Teaching and the SSEB Teacher in a Catholic School, including Letters of Appointment, Annual Review Meetings, Due Processes, staff record keeping, VIT registration and Working with Children Check records

3. Policies:
Copies of the following policies: Catholic Identity
Leadership
Pastoral Wellbeing
Learning & Teaching
Stewardship of Resources
Enrolment
4. School Community:
  • School profile statistical data (Crichton Smith material)
  • Information about your school’s foundation and history
  • Copy of School Calendar of rituals/celebrations and events relevant to Catholic Identity & Leadership review
  • Copies of promotional material and enrolment brochures for your school
  • Example of School Newsletter and/or School Magazine

5. Board/Council and Parent Association:
  • A Board/Council Constitution (where appropriate) aligned with the guidelines in Chapter 7 of the Charter for
Governance and the Minimum Standards of the Victorian Registration and Qualifications Authority, together with
details of practice
  • Copies of Minutes of Board, Leadership Team and Staff meetings
  • Signed financial delegations providing authority to the principal and other designated leaders in line with diocesan
financial guidelines
  • Parent Association Constitution and details of practice

6. Other evidence in support of the Self-Review Report

SCHOOL PROFILE

The aim of this section of the report is to provide a profile of the school which will aid the Validation Panel in becoming familiar with the school. You may wish to attach up to one page outlining any particular elements of school history or current life which may assist the Panel in their Validation of your Self-Review.

SCHOOL DETAILS

School Name: / Insert school logo here after deleting text
School Registration Number
Principal:
Address:
Phone number:
Email:

STUDENT NUMBERSSTAFF NUMBERS

Current student enrolment / Primary / Secondary / Registered Teachers
Students at each year level / Prep: / Year 7: / Equivalent Full Time (EFT) / Primary
Year 1: / Year 8: / Secondary
Year 2: / Year 9: / Special
Year 3: / Year 10: / Number of female teachers
Year 4: / Year 11: / Number of male teachers
Year 5: / Year 12: / School Officers and other Non-Teachers
Year 6: / Other: / Female
Number of girls / Male
Number of boys / Total Staff Group Number:

THE SCHOOL SELF-REVIEW PROCESS

SCHOOL SELF-REVIEW PANEL/COMMITTEE MEMBERS

Name / Role/Position

VALIDATION PANEL MEMBERS

Name / Role/Position / Nominee of

OUTLINE OF THE PROCESS AND STRATEGIES USED FOR SELF-REVIEW

Outline here or attach a summary of the process and strategies used by the Self-Review Team. Include references to groups in the school community who were consulted or who contributed to the self-review process.









POINT FORM DESCRIPTION OF THE CURRICULUM FRAMEWORK/STRUCTURE OF YOUR SCHOOL

This will be described in more detail by the Self-Review Team during their presentation to the Panel at the start of the Validation Day.


Areas of Review – Catholic Identity
1 / SACRAMENTAL
  • How do we make Jesus present in and beyond our school community?
  • How do we nurture the Sacramental lives of our students? Staff? Families?
  • How does our community experience prayer and liturgy?
  • What evidence do we have to show our school’s commitment to ecology and sustainability?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
2 / LIFE-GIVING
  • How is our School vision witnessed in our relationships, practices and celebrations?
  • How well does our Vision and Mission encompass each person and their needs, gifts and aspirations?
  • What are the levels of safety in our school (emotional, physical, risk-taking, etc.)?
  • How are people empowered by leadership?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
3 / FAITHFUL
  • How do we support staff and students to discuss and critique their faith?
  • How do we prepare students to be responsible global citizens, committed to the ‘common good’ of all creation?
  • How do we encourage students to actively respond to their Catholic Christian mission?
  • How does our school nurture and sustain community?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
4 / JUST
  • What evidence do we have to show our commitment to reconciliation and education in the understanding of Aboriginal and Torres Strait Islander peoples and their culture?
  • How do we show our commitment to cultural diversity?
  • What evidence do we have to show our commitment to religious diversity?
  • How does our school ‘serve’ the community?
  • How does Catholic Social Teaching influence our approach to social justice?
  • How closely does our resource allocation match our values and vision?
  • How does our school inspire a passion for justice in our students, staff and families?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
5 / INCLUSIVE
  • How inclusive of all is our school enrolment policy?
  • How welcoming is our school?
  • How do we embrace those who are on the margins – students, staff and families?
  • How authentic and important are our partnerships with families? Parish? Wider community? What do they think?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
Areas of Review – Leadership
1 / SHAPE CULTURE
  • What processes do we use to co-create a vision with, and for, the school?
  • How do we ensure the Catholic identity of the school at all layers of leadership?
  • In what ways do we intentionally build trust and collaboration within our school community?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
2 / TRANSFORM COMMUNITY
  • What processes do we employ to interact with respect and compassion?
  • How do we lead cycles of strategic renewal?
  • In what ways do we partner with parents/carers and the broader community?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
3 / DEVELOP GOVERNANCE STRUCTURES
  • How do we establish and maintain a culture of co-responsibility?
  • How do we establish agreements about responsibilities and accountability across all layers of school life?
  • What processes do we use to ensure practice is aligned with policy?
W
Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
4 / FOCUS ON LEARNING
  • How do we ensure rich and purposeful pedagogy and assessment?
  • How do we plan, enact and evaluate curriculum?
  • In what ways do we promote educational accountability?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
5 / BUILD CAPACITY
  • In what ways do we share leadership in order to contribute to school improvement?
  • What strategies are in place to develop leaders?
  • What opportunities do we provide for community members to develop self – body, mind, spirit and soul?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
6 / ENHANCE PERFORMANCE
  • How do we seek to communicate with influence?
  • In what ways do we engage people in planning and implementing practices leading to school improvement?
  • What processes do we employ to give feedback, coaching and mentoring?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:
7 / STEWARD RESOURCES
  • What processes are in place to ensure the safety and care of people?
  • How do we design engaging learning environments?
  • How do we ensure effective and sustainable management of resources?

Areas of Achievement / Evidenced by:
Future Goals / Responsibility of:

CERTIFICATION OF THIS SELF-REVIEW REPORT

(May be provided in electronic form, but must be presented in hard copy with signatures on Validation Day).

This Report of the Catholic Identity Self-Review reflects the findings of the School Self-Review Panel/Committee and is provided to the Validation Panel by:

<Name> / <Name> / <Name>
Principal / Board/Council Chair / Parish Priest or Canonical Administrator
/ /2012 / / /2012 / / /2012

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