Learning - School Philosophy

 ENACTMENT OF THE SCHOOL PHILOSOPHY

 

The school vision, mission, values and objectives sit central to all practices within the school and form the basis of the School’s Strategic Plan and Annual Implementation Plan.

 

The school philosophy is communicated to the students, parents, staff and school community through key documents and publications. These include but are not limited to:

§  Enrolment and Prep Transition handbooks

§  Staff Induction Program and Staff Handbook

§  Staff Performance and Development Processes

§  School Website

§  School newsletters and School Magazine

§  Professional Learning Team and School Improvement Team planning

 

Further to this, the school values are enacted upon through a range of school processes that include:

 

§  Specific planning of social and emotional learning that focuses on the explicit teaching of school values.

§  Planned and scheduled Learning to Learn program that establishes and reinforces classroom and school expectations of school values.

§  Development of individual student learning plans for all students at risk, that support students to experience success in their learning and to achieve personal learning growth.

§  Reinforcement of positive behaviours and success through awards, recognition and regular presentations to students.

 

It is expected that all school improvement strategies and organisational practices link to the School Philosophy with all work aligning to the Vision, Mission and Goals. In all work, the following questions should be asked

“In what way is this work or process in line with the school vision, values and goals?”

“What difference will this make to the students in our school and how will we know?”

 

Regular evaluation and review processes will be in place to measure performance in all areas of the school with respect to the implementation of the vision, mission, values and goals. These will include formal accountability processes such as:

 

§  Annual Report process

§  School Review process every four years

§  Planned periodical reviews of curriculum programs and extra-curricular activities.

§  Teacher Performance and Development Processes.