Strategic Improvement Plan 2015 - Marist College North Shore€¦ · Marist Spirituality Marist Education Structure of the Strategic Plan 2015 – 2017 8 Overarching Strategic Positioning

Strategic Improvement Plan 2015 - 2017Key Areas, Components & Strategic Intent

Marist College North Shore

Facilitator: Christopher Barrett, M. Ed. Admin., BA, TC Director StarCon Strategic

Headmaster: Tony Duncan

16th December 2014

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TABLE OF CONTENTS

Message from the Headmaster 3

Steps in the process of developing the Strategic Improvement Plan 4

College Profile 5

Overarching Strategic Planning and Accountability Framework 6 Educating in the Marist Way 7 Marist Spirituality Marist Education

Structure of the Strategic Plan 2015 – 2017 8

Overarching Strategic Positioning 9

The Archbishop’s Charter for Catholic Schools in theArchdiocese of Sydney 10

The Strategic Improvement Plan 2015 – 2017 Key Areas, Components and Strategic Intent:

Key Area 1: Catholic Identity and Religious Education 11

Key Area 2: Teaching Practice and Student Learning 13 Key Area 3: Leadership for School Improvement 17 Key Area 4: School and Community Partnerships 19 Key Area 5 Resources, Facilities and ICT 21

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MESSAGE FROM THE HEADMASTER

Marist College North Shore (MCNS) has a proud tradition stretching over 127 years in 2015. Over the last five years through the work and initiatives of the previous Headmaster, Br Peter Corr, the College has grown from around 600 students to about 850+ students in 2015. Over the years the College facilities have developed, as have the College Traditions.

MCNS is very much a Marist Community. This is evident in the understanding that students gain into the life of St. Marcellin Champagnat, the founder of the Marist Brothers. Students and teachers know and work to live out the Marist Charism which is seen in the five characteristics of: presence, simplicity, hard-work, family spirit and in the way of Mary. A group of the College staff meet each term to explore their understanding of what it means to be Marist. In 2014 a group of staff within this group who identify as being Marist joined the Marist Association of St. Marcellin Champagnat. The first meeting of the MCNS Marist Association was held in November 2014. This local Association will link to the regional and national Marist Associations.

This College has developed a strong reputation for its care of students. Over the last five years the College has developed its vertical house system. This means that every student has their own tutor group which is lead by a Tutor. A tutor group has approximately four students from each year group from 7 to 12. The House system currently consists of four Houses being Moore, Salta, Chanel and Kelly. In 2015 the House system will be expanded to have six Houses with the new Houses being MacKillop and Montagne.

The College is also well known for developing fine young men who are ‘other centred’. This interest in issues of justice has been nurtured through the experiences now regarded as Solidarity. Students in Years 9 to 12 are encouraged to join Solidarity. In Solidarity students visit the elderly in nursing homes, help the poor in Street Level Café and undertake Night Patrol each month to ensure that the homeless in Sydney have food and the positive company of young people. In Year 11 students undertake Ministry Week. In this time they must work to be of service to the needy in our community. These experiences culminate in some students undertaking an Immersion to a disadvantaged community either in Cambodia, India or the Northern Territory.

This strategic plan will outline the College’s intention to maintain its excellent Catholic Education and to work to improve the student learning outcomes. Key to this improvement will be the development of the College as a Learning Community. Our hope is to involve students, parents and teachers in the development of the MCNS Learning Community and through this work to enhance the culture of learning that exists at the College. This is an outstanding College that owes much to its great heritage from the Marists and it is a College that has enormous potential which we intend to unlock during the life of this strategic plan.

Tony Duncan, HeadmasterNovember 2014

A message to the Marist College North Shore community

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STEPS IN THE PROCESS DEVELOPING THE STRATEGIC IMPROVEMENT PLAN

1. Briefings with the Regional Director and College Headmaster on the context for the development of a new Strategic Improvement Plan during 2014

2. Situate a new Strategic Improvement Plan within the existing CEO school improvement framework, specifically: • The Strategic Improvement Plan • Systematic annual implementation processes (the Annual Improvement Plan) • Evidence-based assessment and evaluation approaches using ‘How Effective is our Catholic School?’ • Reporting processes for outcomes, benefits, results and improvements arising from the implementation of the Plan • Accountability for the effectiveness and adequacy of the implementation of the Plan – College Headmaster, Leadership Team and others as determined

3. Build into the new Plan a significant priority to approaches for improved student learning outcomes and the improvement of pedagogy through integration of the National School Improvement Tool and National Professional Standards for Teachers to inform the content and processes supporting the new Strategic Improvement Plan

4. Integrate as appropriate emerging strategic priorities arising from the review of the system of schools in the Archdiocese of Sydney undertaken 2014/15

5. Identify the major strategic issues to be addressed over the life of the Plan through: • Integration of key issues and recommendations arising from preparation for the College Cyclic Review (2015) • Integration of current research and developments in school improvement with a focus on improving teacher effectiveness • Consultation and engagement with the Headmaster and College Leadership Team • ‘Hands on’ involvement of the College Leadership Team in major processes • Input by students and engagement of the Student Leadership group in gathering perspectives of students • Consultations with other significant groups as determined in consultation with the Headmaster

6. Negotiate the scaffold of strategic priorities which underpin the Strategic Improvement Plan (Consultant)

7. Draft the Strategic Improvement Plan (Consultant)

8. Negotiate and finalise the Draft Strategic Improvement Plan through a Leadership Team Workshop

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COLLEGE PROFILE

Marist College North Shore was founded in 1888 and since that time has educated young men of the northern suburbs of Sydney. The College was founded by the Marist Brothers and is still very Marist in its approach to education. The College consists of 850 students with staff of 60 teachers and 16 support staff.

Faith formation is a cornerstone of the efforts of this College. Students have very real opportunities to be of service to the less fortunate in our community. This work is led by the Director of Faith Formation who is supported by the Solidarity Coordinator and the Youth Ministry Coordinator.

The College has a very strong pastoral care system. Each student is a member of a Tutor group that meet everyday. Each Tutor group consists of a number of students from each year group. This has the effect of producing a very settled and friendly school. The House Coordinators under the leadership of the Deputy Headmaster work to ensure that, where possible, every student is in a position to make the most of his learning opportunities.

The College has a very broad curriculum with a good range of subjects for the student who is looking to study at university. It also offers two VET Framework Courses in Hospitality and Construction. Senior students are also invited to select from a wide variety of TVET courses at the local TAFE. The Subject Coordinators are referred to as the Leaders of Learning and

under the direction of the Director of Teaching and Learning they work to ensure that the delivery of deep learning is being encouraged.

The College has a full programme of co-curricular activities. As a member of the Metropolitan Catholic Colleges Sporting Association it is involved in weekly representative sporting fixtures. MCC games and internal competitions and activities are held on Thursday afternoons from 12.30 to 2.30pm. The College conducts instrumental music tuition and has a number of music ensembles and bands. A Drama group operates in the school and the annual Musical Production is a significant undertaking. This musical is very popular with the students. Staff are very generous with the time, year after year, giving up afternoon and weekends to make these happen. The College participates in public speaking, debating and chess competitions. A cadet unit conducts its operation at our school on Tuesday afternoons and evenings. About 30 of our students belong to that unit.

The College has produced good HSC results in the past. It is one of the strong challenges in this strategic plan that we continue to develop the academic standing of the College. It is hoped that the work done on developing Academic Language, on developing each teacher’s capacity and the work done in goal setting with students and with teachers will help the College realise this academic potential.

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OVERARCHING STRATEGIC PLANNING & ACCOUNTABILITY FRAMEWORK

The College Strategic Planning Framework describes four aligned and inter-related elements which together support strategic thinking and acting, the delivery of and accountability for innovation and continual improvement in the formation in faith of students and teaching and learning.

MISSION & CORE PURPOSE

MISSION EDUCATING IN THE MARIST WAY THE ARCHBISHOP’S CHARTER FOR CATHOLIC SCHOOLS

INPLEMENTATION

ANNUAL DEVELOPMENT PLAN ANNUAL TEAM PLANSStrategies and Responsibility

ACCOUNTABILITY & REPORTING

ANNUAL ASSESSMENT OF ADEQUACY AND IMPACT OF IMPLEMENTATIONOutcomes, Benefits, Results and Improvements informed by the use of Effectiveness Indicators

REPORTING TO THE COMMUNITY Public Accountability

STAFF PERFORMANCE REVIEW PROCESSES – PPPR

PLANNING

THE STRATEGIC PLAN 2015 - 2017 KEY AREAS‘Core’ and ‘Enabling’

COMPONENTS STRATEGIC INTENT

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EDUCATING IN THE MARIST WAY

MARIST SPIRITUALITY

Marist spirituality was introduced into the life of the Catholic Church by Saint Marcellin Champagnat (1789 – 1841) and developed by successive generations of Marist communities. Under the patronage of Mary, the Mother of God, Marist spirituality, is characterised by:

• a profound experience of God’s abiding presence and love

• trust in God

• a deep personal love of Jesus and his gospel

• community living in a family spirit

• humility expressed through simplicity

MARIST EDUCATION

The principal purpose of the Marist school is to lead young people to know and love Jesus, in the way of Mary, in the belief that they all can become good Christians and good citizens.

Together, Marist Brothers, lay men and women and families engage with the evangelising mission of Catholic education Inspired by Saint Marcellin Champagnat, Marist education is both integrated and rigorous, aimed at growing men and women who will be compassionate, critical, articulate and aware, faith-filled and hopeful Marist education therefore emphasises:

• The uniqueness and value of the individual person

• The importance of Christian community

• The involvement of parents and family in the education of students

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STRUCTURE OF THE STRATEGIC PLAN 2015 - 2017

The Strategic Improvement Plan 2015 - 2017 comprises three interrelated elements which together outline the overall strategic directions for the College.

Key Areasdescribe the overarching

areas for strategic thinking and acting. There are six Key Areas,

organised as ‘Core Business’ and ‘Enabling’ priorities. The

scope and focus of each Key Area is described at the head

of each Priority

Componentswithin each Key Area describe

the particular aspects which are the focus for strategic action

Strategic Intent Statements articulate the specific strategic direction in which the College is headed in relation to each Component. They provide a

means for getting back to core purpose and capacity-building,

and in so doing provide for challenge to the status quo. They clearly reflect both the needs and aspirations of the College community and the imperatives for sustainable

development and improvement

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OVERARCHING STRATEGIC POSITIONING

PROPOSITIONS GUIDING THE STRATEGIC IMPROVEMENT PLAN

1. A faith filled community

2. Every student learns

3. Capacity building

4. Sustainable resourcing – all Key Areas of operations

5. Strategic leadership and partnering

These are activated through strategic action in the following key areas of operations:

1. Catholic Identity and Religious Education

2. Teaching Practice and Student Learning

3. Leadership for School Improvement

4. School and Community Partnerships

5. Resources, Facilities and ICT

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THE ARCHBISHOP’S CHARTER FOR CATHOLIC SCHOOLS IN THE ARCHDIOCESE OF SYDNEY

• Furthering the evangelising mission of the Church inspired by the charism of Saint Marcellin Champagnat

• Nurturing students’ love of learning

• Implementing the Archdiocesan Religious Education Curriculum

• Encouraging students’ participation in and commitment to the Catholic life of the school and the life of their parish

• Teaching students to know, understand and act on Catholic social teaching

• Caring for students through an inclusive curriculum, pastoral care and student wellbeing policies and practices

• Giving priority to the enrolment of Catholic students

• Working in partnership with and supporting parents as the primary educators of their children • Working with Parish Priests in nurturing in students in a personal relationship with Jesus

• Employing staff who contribute to the mission of the Church

• Enhancing the witness and Catholic practice of staff, students and families.

Marist College North Shore commits in spirit and action to the ‘Archbishop’s Charter for Catholic Schools in the Archdiocese of Sydney’. Accordingly, the College community gives witness to, and takes decisive action on:

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KEY AREAS AND COMPONENTSKEY AREA #1: CATHOLIC LIFE AND RELIGIOUS EDUCATION

Key Area #1 outlines College priorities that define Marist College North Shore as a Catholic college founded on faith in Jesus Christ. MCNS aims to strengthen the professional approach of teachers to the delivery of religious education. It also aims to unify where possible aspects of the religious education including liturgies, youth ministry, sacraments and the Solidarity movement. Over the next three years the College will work to review and revitalise the great work of retreats, Ministry Week and Immersions to ensure that they are meeting the needs of our 21st Century students.

Therefore, we intend to implement projects and strategies that make progress towards achieving the strategic intent in each component of Key Area #1:

Source: College and System PrioritiesCOMPONENT STRATEGIC INTENT

1.1 Vision and Mission1.1.1 Vision and Mission statements clearly articulated and promoted consistent with

the Archbishop’s Charter1.1.2 College Vision and Mission Statements reviewed and enlivened

1.2 Marist heritage

1.2.1 Commitment across the College community of what it means to be Catholic in a Marist context

1.2.2 Induction programs tailored for students who have previously not attended a Catholic/Marist school

1.2.3The role and purpose of the Marist Association of St Marcellin Champagnat at the College will be developed to enable staff to share in what it means to be Marist.

1.3 Religious Education1.3.1 Planning and preparation finalised for the implementation of the new

Archdiocesan Religious Education Curriculum

1.3.2 Full compliance with the requirements of the CEO policy ‘To Work, Teach and Lead in Catholic Schools’

1.4 Religious and spiritual life1.4.1 Strengthened program of staff spirituality including staff prayer, retreat and

reflection days

1.4.2 The impact of student retreats and reflection days reviewed with a view to fine-tuning these on-going experiences

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KEY AREAS AND COMPONENTSKEY AREA #1: CATHOLIC LIFE AND RELIGIOUS EDUCATION

COMPONENT STRATEGIC INTENT

1.5 Evangelisation and New Evangelisation

1.5.1 Opportunities provided for the parent community to engage with the liturgical, sacramental and spiritual life of the College

1.5.2 Opportunities for students to engage in the local, national and international life of the Church

1.6 Solidarity, Catholic social teaching and Youth Ministry

1.6.1 A cohesive program of community service and social outreach engaging staff and students

1.6.2 A sustainable program of immersion experiences

1.6.3 Build solidarity and address contemporary social justice issues of great concern in our world in College programs and activities across all year levels

1.6.4 The organisational structure and impact of programs and activities comprising Ministry Week reviewed and refined

1.6.5 The role of Youth Ministry Coordinator delivering the continuum of formation experiences for students

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KEY AREAS AND COMPONENTSKEY AREA #2: TEACHING PRACTICE AND STUDENT LEARNING

Key Area #2 outlines our approach to teaching and learning. Our College is dedicated to the continued development of authentic learning for all teachers and students fostering a community wide love of learning. This learning is to be innovative, creative, collaborative, exciting and engaging. We are determined to build the capacity of both our students and staff in order to create independent learners in our ever-changing world. We are passionate about achieving real learning growth for our students in all areas of education and in particular are focused on a five-year College wide approach to improving literacy for academic purposes. Of utmost importance is the visible relationship between student wellbeing, pastoral care and student learning within the College community.

Therefore, we intend to implement strategies that make progress towards achieving the strategic intent in each component of Key Area #2:

Source: National School Improvement ToolCOMPONENT STRATEGIC INTENT

2.1 An expert team

2.1.1 Consolidation of the new leadership roles within the College2.1.2 A plan to expand the College Executive

2.1.3 Professional learning opportunities which strengthen teamwork, collaboration and sharing of improved classroom teaching strategies

2.1.4 Approaches for coaching and mentoring program focused on building teacher capacity implemented

2.1.5

Recruitment and retention of dynamic teaching staff across all academic areas delivering a strategic long-term approach to securing an adequate supply of skilled teaching and support staff consistent with generational changes in the teaching workforce

2.1.6 All teaching and support staff engaged in strategies which enhance team functioning and cohesiveness

2.1.7 House coordinators and Leaders of Learning to receive training in contemporary behavioural and wellbeing strategies.

2.2 Systematic curriculum delivery

2.2.1 Greater use made of student reports and other data to inform individualised learning plans

2.2.2 Implementation of the Australian Curriculum supported with quality planning and professional learning

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2.2 Systematic curriculum delivery

2.2.3 Curriculum development sustained as a purposeful, ongoing process that integrates Catholic faith development and cognitive, moral, emotional, social, aesthetic and civic learning for all students

2.2.4 Students accessing appropriate pathways and a range of nationally recognised vocational qualifications

2.3Differentiated teaching and learning and the organisation of learning

2.3.1 The College Teaching and Learning Framework integrated into all teaching programs

2.3.2 Implementation of the whole college approach to differentiated learning which effectively engages students at all levels and abilities in their learning

2.3.3 A strengthened educational provision for gifted and talented students raising their level of achievement

2.3.4 Strengthened educational provision for students with special needs2.3.5 Improve the quality of the study being done by students in study periods2.3.6 Investigate the validity of streaming in some classes

2.4 Effective pedagogy

2.4.1 Teachers challenged to further develop high professional standards and expectations consistent with the AITSL standards

2.4.2 Modelling and sharing effective pedagogy in every faculty, pastoral and staff meeting

2.4.3 Identification, implementation and sharing of approaches which address the disengagement of some students in their learning

2.4.4 A well-established culture and practice of consistently high expectations for each student

2.4.5 A learning environment in which students and parents are knowledgeable about new teaching practices and their impact on learning

2.4.6 Digital tools integrated into contemporary learning pedagogy

2.4.7 The development of the MacKillop Resource Centre as a focal point of the development of the MCNS vision for learning.

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COMPONENT STRATEGIC INTENTSource: School and System Priorities

2.5 Literacy and numeracy2.5.1

A strengthening of the whole school approach to the teaching and learning of literacy and numeracy consistent with the College Teaching and Learning Framework

2.5.2 Re-imagining and re-invigorating our whole school approach to literacy

2.6 Boys education

2.6.1 Professional learning opportunities focused on authentic learning in a boys-only setting

2.6.2 Students who have healthy attitudes to doing their best, to competition and to winning and losing

2.6.3A school-wide understanding of how boys learn, their achievement and attitudes to school, and the influences that shape different outcomes for boys and girls is informing pedagogy

2.7 Student achievement2.7.1

Improved achievement by all students in all years contributing to an increase in the achievement of students in Bands 5 and 6 and reduction Bands 1 and 2 of the HSC

2.7.2 Students, teachers and families engaged in collaborative goal setting

2.8 Pastoral care and student well-being

2.8.1 A well-being policy and practice reflecting the National Safe Schools Framework

2.8.2 Programs and peer support for students in their development of emotional literacy and intelligence

2.8.3 Students are more aware of the responsibilities that come with privilege

2.8.4 Students and families knowledgeable about and committed to the values, principles and practices of cyber-safety

2.8.5 Investigate, design and implement a pastoral policy based on wellbeing, resilience and positive education programs

2.9 Co-curriculum and sport 2.9.1 A co-curricular framework which stimulates and encourages the participation of each student

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2.10 On-going professional learning

2.10.1

A culture and practice of professional learning established for all staff comprising highly contemporary programs which address system, school and individual professional learning priorities focused on pedagogical innovation and curriculum change

2.10.2Leadership capacity deepened and teachers well supported in attaining and maintaining currency in National and State teacher accreditation requirements and meeting the requirements of higher levels of accreditation

2.10.3Professional learning opportunities and school-based procedures which extend the capacities of staff in a range of workplace interpersonal skills including conflict resolution

2.10.4 A culture of continual improvement and personal goals informed by AITSL Standards and connected to the Annual Improvement Plan

2.11 Student voice2.11.1 Students with a clear voice and empowered to contribute to College life

2.11.2 Students providing constructive feedback on teaching practice and critiquing and contributing to the assessment of their own learning

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KEY AREAS AND COMPONENTSKEY AREA #3: LEADERSHIP FOR SCHOOL IMPROVEMENT

Key Area #3 outlines our plans to build teacher capacity by moving towards a culture of performance growth rather than performance management. College will undertake a goal setting experiences that challenge each student and each teacher to personal growth. Teachers will be working to improve their teaching relative to the National Teaching Standards. Teachers will be working in Professional Learning Teams that are focused on improving student outcomes. There will be a stronger use of data analysis leading to improvements in teaching.



3.1 An explicit improvement agenda

3.1.1 Explicit, clear and widely-communicated school-wide targets are set for improvement in achievement for all groups of students

3.1.2Action Plans describing ‘high effects’ teaching practices are developed and implemented in each faculty for the improvement of student achievement in all curriculum areas

3.2 Analysis and use of data

3.2.1The use of test and other data (including NAPLAN, Allwell testing and the Religious Education tests) is strengthened at whole school, department and individual teacher levels

3.2.2 Test and other data is used to monitor school-wide achievement and progress

3.2.3

Data stored in Sentral relating to student resilience, wellbeing, social and emotional development and attendance is informing and reviewing programs, policies and teaching practices and improving the tracking of student development

3.3 A culture that promotes learning

3.3.1Staff united in their deep commitment to improving the quality of teaching and learning across the College and removing obstacles and distractors to school-wide improvement

3.3.2The maintenance of a highly skilled professional learning community that is cohesive and collaborative, and generates and sustains professional learning networks focusing on quality pedagogy

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KEY AREAS AND COMPONENTSKEY AREA #3: LEADERSHIP FOR SCHOOL IMPROVEMENT


3.3 A culture that promotes learning

3.3.3 A trusting and collaborative workplace climate maintained with professional relationships

3.4 Targeted use of school resources

3.4.1 Ongoing review of active role descriptions for teachers in leadership positionS

3.4.2Well targeted provision of resources, informed by considered use of data, delivering programs and interventions that are flexible and responsive to the needs of individual and groups of students

Source: School Priorities

3.5 Innovation 3.5.1 A high value is placed on innovation and risk-taking in approaches to pedagogy which have the potential to significantly improve student outcomes

3.6 Compliance 3.6.1 Mandated curriculum and other legislated requirements are effectively communicated, quality assured and implemented with professional learning

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KEY AREAS AND COMPONENTSKEY AREA #4: SCHOOL – COMMUNITY PARTNERSHIPS

Key Area #4 outlines approaches to developing and sustaining effective partnerships with parents, carers and families in the work of educating students. The College will work with the Parish of St Mary’s North Sydney and the local priests to develop links and experiences for students to realise their faith through social and liturgical experiences. The College Parents and Friends committee will continue the important role of encouraging communication between the parents and between parents and the College.



4.1Establishing & maintaining school community partnerships

4.1.1 Industry and community partnerships providing quality VET outcomes and successful student career transitions

4.1.2 Parents better informed about the various College pathways through sport

4.1.3Strategic partnerships formed with sporting clubs and high-profile sports administrators and leaders to improve access to facilities and sport-specific expertise

4.2 A focus on addressing identified student needs

4.2.1 Learning support adequately provided and improving outcomes for funded students and those who fall just outside the net for funded support

4.2.2 Tailored, early and sustained interventions in place for students identified as requiring additional support

4.3 The parish4.3.1 Active collaboration with priests of the Parish and five local independent

secondary Principals in the parish-sponsored ‘Youth Engagement Project’

4.3.2 A presence of the clergy in the spiritual, liturgical and social dimensions of College life fostered and maintained

Source: School and System Priorities

4.4 Engagement with parents 4.4.1Parents and carers are engaged in forums of mutual interest and collaborative planning which strengthen their understandings and engagement in the education of their sons

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KEY AREAS AND COMPONENTSKEY AREA #4: SCHOOL – COMMUNITY PARTNERSHIPS


4.4 Engagement with parents

4.4.2 The purpose and role of the Parents and Friends in the life of the College clarified and strengthened

4.4.3 Parents more engaged in the College’s social outreach programs and initiatives

4.5 New places for students (North Sydney precinct) 4.5.1

The College Leadership Team actively engaged in partnering and committee work with CEO and independent Colleges in expanding educational opportunities in the North Sydney precinct

4.6

School and post-school student connection with the College and the Marist tradition

4.6.1 Facilitation of the involvement of students and ex-students with ‘Young Marists’ programs and initiatives

4.6.2 The more effective engagement of Old Boys individually and collectively in the life of the College

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KEY AREAS AND COMPONENTSKEY AREA #5: RESOURCES, FACILITIES AND ICT

Key Area #5 outlines how over the next three years the College will develop its facilities master plan. There will be some aspects of renovation of facilities. The College will move from the situation of leasing laptops to students to one of requiring students to purchase their own machine with clear direction from the College. Environmental stewardship is understood as a spiritual, moral and financial imperative. Sustainable approaches are actively pursued.


Source: School and System PrioritiesCOMPONENT STRATEGIC INTENT

5.1 Development of plant and facilities

5.1.1 Sustaining a quality learning environment through review and advancement of the College Facilities Master Plan

5.1.2

Clear identification of medium and long-term capital development projects and programmed refurbishment program, including: • Refurbishment of science laboratories and art facilities • Refurbishment of staff workplace facilities

5.1.3 Possibilities for College use of the Presbytery explored

5.2 Enrolments for future sustainability

5.2.1 Develop and implement a new Marketing Plan focused on maintaining current buoyant enrolment levels

5.2.2 Increase enrolments from feeder Catholic Primary schools

5.3 Environmental stewardship 5.3.1Environmental Planning in consultation with system officers resulting in reductions in energy and water dependency on College site including the provision of solar power

5.4Information and Communication Technology (ICT)

5.4.1Manage the transition from system-provided personal electronic devices to the ‘Bring Your Own (Designated) Device’ system strategy

5.4.2 A financially sustainable ICT environment responsive to changing technologies

5.4.3 College communication enhanced through use of various media including a new College website

5.5 File management and intellectual property 5.5.1 College intellectual property protected by staff fully compliant with file-sharing

through the Google Account ‘Resource’

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KEY AREAS AND COMPONENTSKEY AREA #5: RESOURCES, FACILITIES AND ICT


5.6 Risk management 5.6.1 A whole school plan and approach to risk management consistent with CEO risk management policies

5.7 Marketing and promotion 5.7.1 Use of social media platforms broadening the audience and improving the marketing reach of the College

Strategic Improvement Plan 2015 - Marist College North Shore€¦ · Marist Spirituality Marist Education Structure of the Strategic Plan 2015 – 2017 8 Overarching Strategic Positioning

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