Values

Respect – students at St Paul’s strive in their everyday lives to enhance their ability to accept differences in each other and to follow the teachings of Jesus Christ “Do unto others what you want them to do to you”. A good name is more desirable than great wealth, respect is better than silver or gold. (Proverbs 22:1)

Responsibility – as Disciples of Christ we have a responsibility to promote justice and develop skills of leadership and teamwork in our students making them accountable for one’s actions. You are responsible for your actions no matter what anybody else does.

Results – St Paul’s is committed to challenging students to achieve their potential and maximise their well being throughout all areas of the school. I have fought a good fight, I have finished my course, I have kept the faith.

Reverence – we at St Paul’s are humble in the acknowledgement and respect of God whilst being actively engaged in our responsibility of being disciples of Jesus. Submit to one another out of reverence to God. (Ephesians 5:21)

Email - 27th July 2020

On behalf of the Senior Leadership Team can I please invite members of staff to join a working party to look at the creation of a St. Paul’s Wellbeing for Learning Statement which will overlay all role statements in the college including all staff. We want this very much to be a voluntary group with a broad inclusive scope.

The Working Party will be made up of staff, parents and students. It will be led by Angela Bowland. Timeline is to complete sections 1-vii by end 2020. Section viii first half 2021.

Please email Angela if you are interested in being involved.

Its process very much in draft form at the moment looks like this:

1. Title of Team suggestion : C.O.U.R.A.G.E - Statement Collaboration

   1. Pinning/labelling all of what Student Wellbeing for Learning with C.O.U.R.A.G.E to ensure that this underpins the outcome and is the focus….. Hoping that this will bring it to life with the evolution of COURAGE aligned with PERMA down the track…..

2. Have 5-6 gatherings/collaborative gatherings (I do not want call them meetings) – too many too little?

i. Formation of the TEAM

• • • • 1. get to know you and team forming like activity and questions

        2. Discuss the purpose?

        3. Discuss the WHY – looking at the review and other data (how does the purpose meet the following: TOWARDS 2025, SIP, and current climate with academic performance and student wellbeing, NCCD data – more students etc)

        4. Set specific goals in relation to the outcome of the gatherings

        5. Set a schedule for gatherings and formats – face to face, zoom, time, dates and possible specific roles

        6. Consider: Student Voice, parent engagement in the process (input) and create a plan around outcome

OUTCOME: Schedule and goal

ii. C.O.U.R.A.G.E Gathering #1

• • • • 1. C.O.U.R.A.G.E – what does this mean? How would/could it look in the classrooms at St Paul’s?

        2. Student Wellbeing – is this addressed in C.O.U.R.A.G.E? Where?

        3. Student Learning – is this addressed in C.O.U.R.A.G.E? Where?

        4. Wellbeing for Learning. Provide some academic quotes no more than 5

        5. Distribute 6 articles and they can nominate 2 that they will read and annotate before next gathering (link to articles I have chosen – happy for your input these are not locked)

OUTCOME: C.O.U.R.A.G.E aligned with wellbeing and learning

iii. C.O.U.R.A.G.E Gathering #2

• • • • 1. Discussion on language used in articles for the purpose of creating a glossary for referral.

        2. Discussion on content of articles –What surprised you? What inspired you?

        3. Reflect on C.O.U.R.A.G.E – does this embody Wellbeing for Learning

        4. REFLECTION to start and complete for next gathering: What do you believe “Student Wellbeing for Learning” is?

OUTCOME: Vocabulary development and an academic understanding of Students Wellbeing for Learning

iv. C.O.U.R.A.G.E Gathering #3

• • • • 1. Discussion: share understanding of Student Wellbeing for Learning based on professional reading - Noting similarities of understanding

        2. What are the positives of a learning community having a culture that reflects Student Wellbeing for Learning? (Student; Teacher; Staff; Parents; Community)

        3. Is this something that St Paul’s is already doing without the ‘title’? Examples…..

        4. REFLECTION construct your own statement of what Student Wellbeing for Learning may be like for St Paul’s Catholic College, Manly. Dot points, diagram any method you feel comfortable with that we will share with one another next session, work in pairs if you like.

OUTCOME: moving towards a shared understanding of what Student Wellbeing for Learning

v. C.O.U.R.A.G.E Gathering #4

• • • • 1. Share individual statements of Student Wellbeing for Learning at St Paul’s

        2. Discussion

        3. What could a statement look like: discuss and provide samples of statements

i. What should we include that will give life to the Statement by making it uniquely ‘ours’, St Paul’s?

ii. Are these ‘lived’ and real in our community? If not why do we think including them in the statement would be so important (vision….)

iii. What could we include ….(vision)

• • • • 1. Attempt at constructing some sentences for the statement

OUTCOME: Structure, word bank and elements for inclusion to statement

vi. C.O.U.R.A.G.E Gathering #5

• • • • 1. Work in pairs co-constructing elements

        2. Share all co-constructed elements. Discuss.

        3. Compose St Paul’s Catholic College, Manly Statement of Wellbeing for Learning

        4. Leave if for 3 days and review.

OUTCOME: Draft Statement of Learning

vii. C.O.U.R.A.G.E Gathering #6

• • • • 1. Review the Statement – make any agreed upon adjustments

        2. Select team members to present to the SLT, Middle Leaders

        3. Celebrate and Acknowledge collaboration and individuals involved in the process

OUTCOME: Completion of a Statement

Viii Publication of Statement to Community

Viii Inclusion in all Role Statements

Chris Brown

Principal 2017-2020