Principal's message

Term 1 - 2023

I trust that all students and their families had enjoyed a very safe and relaxing summer break, and that all students are enthusiastic about returning to school for 2023. Last year was a very challenging year for students, families and teachers, which was mainly due to re-establishing positive routines after two severely interrupted years of school.  This year we encourage all students and their families to keep building on their positive routines. A well-balanced lifestyle that includes exercise, healthy eating, socialising with family and friends, adequate sleep and limited screen time, will enhance an individual's performance at school.

I extend a very warm welcome to all, specifically to all Year 7 students and new students joining from other schools. Our College values of Pride, Respect and Responsibility are embedded across the college, and are part of the common language used by all staff. CSC's ongoing focus is strongly based on the Berry Street Education Model (BSEM), which is underpinned by the theme of ‘unconditional positive regard for all.’ Our Precinct Model and Mentor Program allows positive and deep connections to develop over a student’s secondary school journey, allowing students to receive individualised support according to their needs. We have high expectations for all staff and students in all aspects of school, which includes work ethic, behaviour, relationships, uniform and adhering to policies that help to maintain our calm classrooms, such as the mobile phone policy. All expectations will be communicated to students in-line with the BSEM strategies, specifically in a kind and friendly manner, to maintain positive relationships. I acknowledge that some families may have objections to rigorously applied expectations, however doing so creates an environment where the main focus can be improving teaching and learning.

Our Focus for 2023

The shared focus for CSC staff during the 2023 school year will be on the following areas.

School-Wide Instructional Model (SWIM)

A continual focus at CSC is improving the teaching and learning in all classrooms. In recent years we have developed our SWIM, and it is essential that all teachers are consistently applying this model within every lesson.  Last year, significant focus was on the Introduce phase of the lesson, which requires teachers to have clearly articulated Learning Intentions (LI) and Success Criteria (SC) displayed for students, and these are explicitly explained. This year we will be consolidating our focus on LI and SC. Having this information shared with students provides clarity for the teacher and students about the lesson that is about to proceed, and what students need to complete to be successful.  Specific accountability measures will again be implemented this year to ensure these expectations are being met by all teachers. Every week the principal class will conduct Learning Walks across the college, whereby we visit all classrooms and document the LI and SC that are being displayed. The 2023 Teacher Performance and Development process will require teachers to participate in Learning Walks, which will enhance their knowledge of practice and enhance their skills at writing succinct and effective LI and SC. This work is being led by Dino Cevolatti (Learning Specialist), Kaye Young (Leading Teacher) and myself. 

Curriculum Documentation

Another measure to improve the quality and consistency of teaching and learning across the college, will be the continued focus on thorough curriculum documentation, in-line with the Victorian Curriculum. Our specific areas of development this year will be ensuring common assessment tasks are developed and applied for all year level subjects, e;g all Year 7 English classes will complete the same assessment piece regardless of their teacher. Planning will also involve differentiation, which will allow all students to access learning at their level. Teachers are expected to plan curriculum with colleagues, which will enable engaging and rigorous lessons to be planned. 

This work is being led by Arron Male (Leading Teacher), Caitlin O’Halloran (Leading Teacher) & Martin Mielimaka (Assistant Principal). 

School-Wide Positive Behaviour Support Program (SWPBS)

Over the past 4 years CSC has established very calm and rigorous classrooms with consistent expectations in all lessons across the college. I acknowledge that there is always room for improvement, specifically in a large secondary school the unintentional development of inconsistency can easily occur. In developing a calm school and classrooms we have produced some very efficient and consistent student management processes, however I acknowledge that many of these processes are reactive and focus on the negative behaviours, specifically when students fail to meet our College values. Therefore, when reflecting on student management processes in combination with the need to improve consistency of expectations across the college, it has been decided by the college's Leadership Team that this year we will begin working on the Department of Education's School-Wide Positive Behaviour Support (SWPBS) framework. This takes 3 to 4 years to embed, therefore this demonstrates a long-term commitment from the school to improve in these areas. During the first 12 to 18 months the main component of this program is establishing extremely clear expectations of staff and students in all areas of the school. During this phase there will be significant consultation with students and their families' as we establish these expectations. This will include establishing common language that can be used in all classrooms and other spaces within the college. Significant consultation with staff, students and families will occur as this work progresses. 

This work will be led by Judith McLean (Leading Teacher) and Kath Goodes (Leading Teacher).

Literacy and numeracy focus

To improve literacy and numeracy, specifically in junior levels, this year the English and Mathematics Learning Area Teams will be reviewing last year’s assessment data and will identify specific areas of focus for cohort and also individual students. Developing student skills is a shared responsibility between the school and the home environment, therefore this year we will be initiating a literacy and numeracy homework program. This will be initially for Year 7 and 8, and then extended to Year 9. 

This work is being led by Stephen Samuel (Literacy Learning Specialist) and Sharon Rossiter (Numeracy Learning Specialist), who will be ably supported by Kristelle Sherwood (English Leader) and Peter Reynolds (Mathematics Leader).

Uniform survey from 2022

Thanks to the 161 families who responded to the College Council’s Uniform Survey last year. The results are summarised by the following key points;

• 55% of respondents were satisfied with the current uniform policy and its consistent application. 
• 60% of respondents believe a school uniform creates equality amongst students.
• 48% of respondents believe a school uniform prevents bullying.
• 40% of respondents believe wearing a uniform develops school pride.
• 54% of respondents believe a school uniform reduces competition amongst students to wear the latest clothing brand / trends.
• 42% of respondents believe CSC’s uniform rules are too strict.
• 34% of respondents believe the application of uniform expectations is inconsistent.

In the short-term, using the above information, we want to develop more consistency with the application of our uniform process. Our uniform process is available on the College website, which can be located under the School Life tab.

At CSC we understand that family circumstances may prevent some students from being able to purchase their own items. If this situation arises families should contact their child’s Mentor for necessary support. Families should also be reminded that students who are out of uniform can go to Reception before 9am, to be supplied with a clean uniform for the day, or alternatively be provided with a uniform pass. Over the long-term, considering our involvement with the School-Wide Positive Behaviour Support, we will conduct a complete review of our uniform process. 

Justin Hird

Principal