Reflect Implement Transform

 What is COI?

As a diocese we are referring to ‘goal setting’ as Cycles Of Improvement because we believe this title more accurately describes the natural inclination of teachers to think through and plan for improvements to practice so each time a task is attempted better outcomes can be achieved. Cycles of Improvement (COI) is a diocesan designed process based on the elements in the Australian Teacher Performance and Development Framework (ATP & D Framework).

Why is it important?

A professional teacher continuously inquires into their effectiveness. Such a person recognises that teaching is both an individual and a collective activity and that high performing teachers rely on the team around them. Professionals plan, enjoy their achievements and seek to continuously improve student outcomes. COI uses the professional capital of school members to collectively build a better school.

There are many professional learning opportunities and people available to assist you improve your ability to work with Cycles of Improvement. Cycles of Improvement are part of our professional responsibility and not an added burden or a compliance issue. At its heart, COI is focused on improving the learning culture in the school.

A Culture of Improvement

Hargreaves believes that the best teachers deliberately learn how to get better because to stand still is to do a disservice to the students we teach. COI demands a culture of improvement in every school. COI aligns with the diocesan emphasis on Professional Learning Communities where we continually examine our connections, collegiality, cooperation and collaboration.

Be SMART

COI requires all of us to consider how our improvement plans or goals are selected, developed, implemented and reviewed. A useful acronym for this is SMART: Specific, Measurable, Attainable, Realistic and Timely. When constructing your Cycles of Improvement consider the SMART criteria.

Deciding on a Cycle of Improvement will require some considered staff, team and individual thought. It is necessary to engage in a degree of self-reflection at all levels and to discuss options with colleagues. In a Professional Learning Community there are others who will have views on what needs to be improved or attended to in the school or learning spaces. COI is primarily a collaborative activity which will involve a whole staff conversation as there are definite links to the school’s annual and strategic plans. Every teacher has a role to play in achieving the stated aims of the school and COI is a positive way to achieve real school improvement.

An Online tool

COI is completely online through the coi.lism.catholic.edu.au. Select the MY COI button on the home page. Your principal will have assigned you a support person who is able to assist you get started and who will take an interest in your COI progress.

The process we follow for COI and myfeedback include

Professional Learning

Students' learning is constantly in flux and as things change - circumstances, technologies and societies - so do students' educational needs.

Along with change, new developments in curriculum and pedagogy arise, and gaps open up in teachers' capabilities to meet new needs. This continual process affects all teachers at all career stages, and engaging teachers in targeted professional development bridges these gaps.

Effective professional development builds the knowledge, skills and qualities of teachers to improve the outcomes of their students. When teachers engage in effective professional development:

1. their enhanced knowledge and skills improve their teaching.
2. their improved teaching then enhances their students' outcomes.

Who and what professional learning is undertaken is determined by a number of factors here at St Joseph's Wauchope. At St Joseph's we follow the four stages of the High Quality Professional Learning cycle. 

Stage 1: Identifying a professional learning need

Lay the foundation for a high quality professional learning experience by carefully considering your professional learning needs. This will enable you to select professional learning that’s relevant for you and your context.

Professional learning needs may be at the individual level, or may apply across a department or entire learning environment.

You may wish to discuss with your colleagues and/or leadership whether there are current opportunities for a more collegial approach to professional learning, based on wider needs.

When determining your professional learning needs, also consider the needs of learners.

If there are particular areas where your learners are struggling, or where you would like to take their learning further, this may indicate an area where professional learning would be helpful.

Stage 2: Selecting and undertaking professional learning

It’s important to remember that professional learning can take many forms. There are many types of professional learning besides the conventional conferences and external courses that may be more effective, depending on your learning needs.

It is often most beneficial to engage in professional learning that is collaborative and job-embedded. For example, you may wish to undertake action research; trial and observe new practices with colleagues; engage with a professional learning community; or analyse videos of practice (such as AITSL’s Illustrations of Practice) as a group.

Stage 3: Applying professional learning

Summary

Application of learning is a core component in an ongoing high quality professional learning cycle. Actively apply your understanding, make revisions to practice, and trial and implement new ideas and approaches at this stage. This may take place in the learning environment with learners, or it may have a stronger impact on your interactions with colleagues.

While a learning design can support implementation, you have the responsibility to decide whether and how to implement a change. Implementation continues the process of your learning. As you monitor the impact of new approaches, or reflect on application of new strategies and skills, the pedagogical part of content learning takes place. As adjustments need to be made, new theoretical knowledge or peer collaborations may be sought.

Stage 4: Evaluating overall impact

Summary

Evaluating the impact of your professional learning may not always be easy, as it will take time to impact your teaching practice and learner outcomes. Where possible, it can be helpful to collect quantitative or qualitative data to help you identify trends in changes to your practice or learner outcomes. These trends may help you to make valid inferences about the impact of your professional learning.

For more infromation click here. 

OUR VISION AND MISSION

Our School has as its patron St Joseph - Foster Father of Jesus and Spouse of Mary.  We look to St Joseph and to Mary, to lead us all to respond to a loving personal relationship with Jesus, God and the Holy Spirit; to invite us to a living Faith and Trust in God now and to build upon such for the future.

Therefore our School Motto is:

“IN GOD WE TRUST”

Our School Emblem carries this motto to remind us we must have a faith-filled trust in God at all times and in all events of daily living.

The Southern Cross represents our Nation and the Education of future Australians.

WAUCHOPE is the TIMBERTOWN represented by the trees.

School Photos

Cut Off Points and Due Dates

Whenever opportunities for students exist there is are always legal requirements and organisation that is involved by the school and the parent. A big influencing factor on any preparation is the number of children attending an event. Priorities like buses, catering and risk assessments must be accurately carried out and completed with the information provided by the parent. Before we make these arrangements, permission slips are sent home and must be returned in order for us to proceed. Recently, we have been chasing permission slips and food orders right up to the day of the event.

Unfortunately, this places a big strain on school resources and is not sustainable. If you are having any trouble completing an online form please contact the school ASAP, so we can support you. There is an iPad at the front office for you to fill in any forms that you weren’t able to do at home. Your help in this area supports both your child and the school. 

Stranger Danger

It is a timely reminder to talk with your children around the concerns of Stranger Danger. When discussing with your child/ren the importance of safety when out and about in our community, take the time to educate your child to always take care and be aware of strangers. It is important that we stay proactive in this talk and reassure our children that they need to be vigilant if they are alone or to buddy up and stay together when walking home or around the community. No walking off alone or talking to strangers. Below is a website suitable for conversations with your child when discussing these important safety messages.