|
Introduction
A
Collegial process
The
use of School Development Plans in local schools has now become an
important part of the work being undertaken in schools. Such a plan is a
very important tool for schools in working towards the continuous
improvement of the learning experience of their students. School
Development Plans can also be important tools in giving a sense of vision
and direction to schools as well as encouraging the distribution of
leadership roles among a wide range of staff members to implement this
vision. For such an aim to be successful the School Development Plan has
to be a product which is developed collegially by all staff members,
ideally also with the participation of other stakeholders, most notably
students and their parents.
SDP meetings
The School Development Plan for
scholastic year 2005/2006 being presented in this booklet was developed
over the course of scholastic year 2004/2005. The main focus of this
process was to involve all members of the schools’ teaching staff in the
development of the plan. This was done through the sequential development
of the SDP process through the course of the School development meetings
held each term during the year and culminating in the full day SDP meeting
held towards the end of the year.
The first SDP meeting held during the
first term focussed on evaluating the current scholastic year and
highlighting aspects which needed to be improved immediately. This was
felt to be necessary since the Senior Management Team (SMT) had undergone
a complete change at the beginning of the scholastic year with the Acting
Head and two assistant heads being newly posted to the school. This
meeting was felt to be an important occasion to discuss with staff members
the direction the school was taking.
The second SDP meeting held during the
second term focussed on conducting a broad general self evaluation of the
school among teaching staff members. The organisational health check
inventory published in the Education Division publication "Knowing
Our School" was used with minor adaptations and distributed among all
teaching staff members. Response from these staff members was very high
with a nearly 100% response rate. Following this meeting the results were
analysed and presented in a report form.
During the third SDP meeting held
during the third term this report was presented to staff members. Staff
members then discussed the implications of the report in working groups. A
number of key areas were identified by these groups as areas which needed
to be developed further in the new SDP we were developing.
Full day SDP seminar
Following this SDP
meeting, a full day School Development Seminar was held on the 19th
May, 2005. During this seminar staff worked on developing further the
priority areas to be addressed by the School Development Plan and which
had been identified by staff members themselves. These priority areas had
been grouped together into three key areas namely:
- Ethos
- Curriculum/Teaching
and Learning
- Support for Students
Three working groups,
one for each of the key areas mentioned above and chaired by the A/Head
and two Assistant Heads, were formed with the aim of drawing up an action
plan for each of the priority areas found in each key area.
The Working group
members and the priority areas for each key area are outlined below:
Working Group 1: Ethos
Priority Areas:
Creating a sense
of belonging and a welcoming climate
Increasing Parents’
Participation
Improving
Discipline
Co-ordinator: Mr. J.
Camilleri (Asst. Head)
Mr. D. Grech
Mr. J. Pulis
Ms. J. Gauci
Mr. J. Ellul
Ms. A. Psaila
Mr. A. Scerri
Mr. Ed. Spiteri
Mr. Em. Spiteri
Mr. A. Pisani
Mr. U. Buhagiar
Working Group 2:
Curriculum/Teaching and Learning
Priority Areas:
Creating a more
relevant curriculum
Developing
Formative and Summative Assessment procedures
Catering for the
needs of students with different abilities
(4. Following the
working group discussions, a fourth priority area was identified:
Developing Collaborative teaching strategies)
Co-ordinator: Mr. S.
Cachia (A/Head)
Ms. P. Schembri
Mr. S. Mercieca
Mr. K. Camilleri
Mr. A. Debattista
Ms. J. Fenech Magrin
Mrs. R. Saliba
Ms. C. Sciberras
Mr. M. Bonnici
Mr. M. Brincat
Mr. C. Schmebri
Ms. J. Mifsud
Working Group 3:
Support for Students
Priority Areas:
Developing
extra-curricular activities
Dveloping IEPs for
students with special needs
Developing the
Pastoral Care System
Developing the
literacy and numeracy groups
Co-ordinator: Mrs. M.
Pace (Asst. Head)
Ms. E. Pisani
Mr. J. Attard
Mr. K. Abela
Mrs. K. Spiteri
Mrs. S. Pace
Mr. W. Muscat
Mrs. V. Butters
Mr. R. Zammit
Mr. V. Chetcuti
Mr. M. Mercieca
Final note
The Action Plans found in this booklet
are the result of the work done during this SDP seminar during which much
productive work was done. I would like to take this occasion to thank Mr.
J. Camilleri and Mrs. M. Pace, Assistant Heads, as well as all staff
members for the excellent input they gave during the whole SDP process and
particularly during the whole day SDP seminar. This augers well that an
effective implementation of the new SDP for our school can be undertaken
with the same enthusiasm and input shown during the development process of
the plan.
Clearly there is always room for
improvement in any process. While the SDP presented was developed in a
collegial fashion by all staff members, input from other stakeholders was
limited. This is one aspect which can be improved upon for future SDPs. In
particular, involving crucial stakeholders such as students and parents in
the evaluation phase of the plan should give important and interesting
insights to further help the improvement process of the school.
Despite this clear limitation, the
whole process involved in developing this SDP has been a very positive
learning experience for all. I wish all of us success in implementing as
much of this plan as possible with the same enthusiasm and energy shown in
developing it. With the incredible amount of care and dedication shown to
our students by most staff members, I have no doubt that we are capable of
achieving this goal.
Stephen Cachia
A/Head of School
Priority Area: Creating a Sense of
Belonging and a welcoming climate
|
Aim:
|
To make our school more
attractive and welcoming to our students.
To increase the sense of
belonging among school stakeholders. |
|
Key Areas:
|
School Ethos |
|
Development Targets:
|
1. To consolidate the caring
and safe atmosphere prevailing at the school;
2. To further motivate
students to see school as a positive and exciting place for them
to be.
|
|
Persons Responsible:
|
Mr. J. Camilleri ( Asst. Head)
Ethos Working Group
House leaders
All staff members
|
|
Actions:
|
1. Creating a house system
in school
2. Development of more
competitive sports activities
3. Developing further the
system of subject classrooms
4. Developing learning
opportunities for all, according to their abilities , through
the use of tutorials
5. Reaching out to students’
needs through an evaluation exercise undertaken by students.
|
|
Time Scale for Implementation:
|
1. Actions 1,2, and 5 during
scholastic year 2005/2006
2. Action 3 has been
implemented during scholastic year 2004/2005
3. Action 4 to be developed
over the next 3 years
|
|
Resources:
|
Persons responsible
Notice board and charts
indicating house system
Prizes and rewards
|
|
Review of Progress:
|
At the end of each term a review
will be undertaken |
|
Criteria of Success:
|
1. House system in place and
functioning well by the end of scholastic year 2005/2006
2. Evaluation exercise among
students indicates that students feel that the school’s
atmosphere is enjoyable, positive and healthy.
|
Priority Area: Improving Discipline
|
Aim:
|
To develop and implement and
effective and fair discipline system for the school |
|
Key Areas:
|
School Ethos |
|
Development Targets:
|
1. To create a safe and fair
atmosphere in the school.
2. To show a zero-level of
tolerance for incidents of bullying among students.
3. To develop the school as
a place where learning can take place in an ordered and calm
atmosphere.
|
|
Persons Responsible:
|
SMT
Mr. J. Camilleri ( Asst. Head)
Ethos Working Group
Board of Discipline
House Leaders
Form teachers
All staff members
|
|
Actions:
|
1. Setting a set of simple
and clear rules which are known to all stakeholders and to which
they all undertake to abide.
2. Developing and clarifying
further the system of positive and negative sanctions in place
at school, most notably the system of yellow and green notes,
the monthly prizes, mid-day break and after school detentions
and exclusions.
3. Setting up of an
effective Board of Discipline to ensure the consistent
implementation of rules across the board.
4. Raising of awareness
among all staff members of the need to ensure that the promotion
of school discipline is everyone’s concern
|
|
Time Scale for Implementation:
|
Actions to be implemented during
scholastic year 2005/2006 |
|
Resources:
|
Persons responsible |
|
Review of Progress:
|
At the end of the scholastic
year a review will be undertaken |
|
Criteria of Success:
|
1. School regulations
updated and made relevant.
2. Board of Discipline
starts functioning effectively.
3. All staff members
contribute to creating an ordered atmosphere in school.
4. Evaluation exercise among
students indicates that students feel that the school’s
atmosphere is safe and that incidents of bullying are tackled
effectively.
|
Priority Area: Increasing Parents’ Participation
|
Aim:
|
To develop further the
involvement and participation of parents in the running of the
school |
|
Key Areas:
|
School Ethos |
|
Development Targets:
|
1. To consolidate and
develop further the participation of parents in school
activities
2. To encourage parents to
help in the educational development of their children.
3. To develop the school as
a place which offers support to parents in developing their own
learning needs.
|
|
Persons Responsible:
|
SMT
Mr. J. Camilleri ( Asst. Head)
Ethos Working Group
School Council
Ladies Circle
All staff members
|
|
Actions:
|
1. Organising an Open Day at
school
2. Consolidating the system
of having two parents’ days during a scholastic year.
3. Developing further the
input of parents at school through the School council and the
Ladies Circle.
4. Organising a social
activity for parents before parents day to encourage and promote
attendance by parents for Parents’ Day
5. Development of a series
of meetings for parents according to form.
6. Involving parents in the
production of the school newsletter.
7. Developing further the
links built with the Foundation for Educational Services (FES)
in creating parent to parent courses.
|
|
Time Scale for Implementation:
|
1. Actions 1,4, and 6 during
scholastic year 2005/2006
2. Action 2, 3, 5 and 7 have
been implemented during scholastic year 2004/2005 and should be
consolidated during scholastic year 2005/2006.
|
|
Resources:
|
Persons responsible
FES
|
|
Review of Progress:
|
At the end of the scholastic
year a review will be undertaken |
|
Criteria of Success:
|
1. Actions 1, 4 and 6
undertaken successfully during scholastic year 2005/2006
2. Parents’ feedback
indicates that they feel welcomed and supported by the school.
|
Priority Area: Collaborative teaching
|
Aim:
|
To create a framework whereby
collaborative teaching among staff members will take palce
|
|
Key Areas:
|
Curriculum/Teaching and Learning |
|
Development Targets:
|
To develop greater collaboration
among staff members
To create interesting and
dynamic learning experiences for students. |
|
Persons Responsible:
|
SMT
Mr. S. Cachia (A/Head)
Curriculum Working Group
Staff members
|
|
Action: |
1. Call to staff members to
form collaborative teaching groups.
2. Formation of these
teaching groups
3. Development of common
schemes of work on particular themes.
|
|
Time Scale for Implementation:
|
Scholastic year 2005/2006 |
|
Resources:
|
Persons responsible
Collaborative teaching groups
|
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
A number of Collaborative
teaching and learning activities undertaken during scholastic year
2005/2006. |
| |
|
Priority Area: Creating a more relevant curriculum
|
Aim:
|
To adapt the national syllabus
for each subject to the needs of our students. |
|
Key Areas:
|
Curriculum/Teaching and Learning |
|
Development Targets:
|
1. To create a whole school
emphasis on the importance of focusing on the learning process
in the classroom.
2. To create a stronger
sense of motivation and interest among students.
3. To develop the school as
a place where learning can take place in an ordered and calm
atmosphere.
|
|
Persons Responsible:
|
SMT
Mr. S. Cachia (A/Head)
Curriculum Working Group
Subject Teachers
|
|
Actions:
|
1. Subject meetings to be
held on a weekly basis.
2. A parallel syllabus is
created according to the needs of students finding difficulties
with the national syllabus.
3. Introduction of a school
based annual examination for students, linked to the adapted
syllabus described in Action 2, at least up till Form 3.
4. Raising of awareness
among all staff members of the need to develop lessons which
create a sense of motivation and interest among students.
|
|
Time Scale for Implementation:
|
1. Action 1 to be
implemented October 2005
2. Action 2 to be developed
during scholastic year 2005/2006 during subject meetings.
3. Action 2 to be
implemented during scholastic year 2005/ 2006.
4. Action 3 to be
implemented June 2007.
5. Action 4 is ongoing.
|
|
Resources:
|
Persons responsible
Weekly subject meetings |
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
1. Subject meetings held
regularly during scholastic year 2005/2006
2. Parallel syllabus in
place by the end of scholastic year 2005/2006.
3. All staff members
contribute to creating motivating lessons pitched at the right
level for students.
4. Evaluation exercise among
students indicates that they find lessons interesting and
motivating.
|
Priority Area: Catering for the needs of
students with different abilities
|
Aim:
|
To create a system of setting in
a number of subject areas.
To develop a whole school
emphasis towards differentiated teaching
|
|
Key Areas:
|
Curriculum/Teaching and Learning |
|
Development Targets:
|
To create awareness among staff
members about catering for the different needs and abilities of
students during lessons. |
|
Persons Responsible:
|
SMT
Mr. S. Cachia (A/Head)
Curriculum Working Group
Subject Teachers
|
|
Action: |
1. Implementation in the
school timetable of a setting system for the subjects of Maths,
Maltese and English.
2. Professional development
sessions on differentiated learning through the Let me Learn
project.
|
|
Time Scale for Implementation:
|
1. Action 1 to be
implemented by September 2005.
2. Action 2 to be
implemented during scholastic year 2005/2006
|
|
Resources:
|
Persons responsible
Availability of teaching staff
to implement setting system
Let me learn project
availability
|
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
1. Setting system in place
by September/October 2005
2. Professional Development
sessions undertaken during scholastic year 2005/2006.
|
| |
|
Priority Area: Developing formative and
summative assessment procedures
|
Aim:
|
To develop a system of progress
reports for students.
To develop common criteria for
developing a formative assessment system for the school.
|
|
Key Areas:
|
Curriculum/Teaching and Learning |
|
Development Targets:
|
1. To develop a greater
emphasis on a continuous assessment system for students.
2. To place a stronger
emphasis on homework among students.
3. To create a stronger
sense of motivation and interest among students through a system
which measures what they learn rather than punishes them for
what they cannot achieve.
4. To create a more
systematic point of contact between the school and the home in
relation to the progress of students.
|
|
Persons Responsible:
|
SMT
Mr. S. Cachia (A/Head)
Curriculum Working Group
Form Teachers
Subject Teachers
|
|
Action: |
1. Formulation of a progress
report sheet for students.
2. Development of formative
assessment criteria.
3. Development of a system
whereby examination and assessment marks are amalgamated.
4. Development of a clear
Homework policy as part of the formative assessment structure
outlined in Action2.
|
|
Time Scale for Implementation:
|
1. Action 1 to be
implemented October 2005
2. Action 2 to be developed
during scholastic year 2005/2006
3. Action 2 to be
implemented during scholastic year 2005/ 2006.
4. Action 4 to be
implemented October 2005.
|
|
Resources:
|
Persons responsible
Weekly subject meetings |
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
1. Progress reports sent to
parents each term next scholastic year.
2. Homewrok policy being
implemented October 2005
3. Assessment criteria in
place by October 2005.
4. Examination mark and
assessment marks amalgamated during examinations of scholastic
year 2005/2006.
|
| |
|
Priority Area: Developing
extra-curricular activities
|
Aim:
|
To develop further the
extra-curricular activities organized by the school and to introduce
timetabled afternoon extra-curricular activities
|
|
Key Areas:
|
Support for Students |
|
Development Targets:
|
1. To create a stronger
sense of motivation and interest among students through the use
of extra-curricular activities.
2. To develop positive
relationships between students and staff through the informal
interactions created by extra-curricular activities.
3. To create a support
system for staff members organizing extra-curricular activities.
|
|
Persons Responsible:
|
SMT
Ms. M. Pace (A/Head)
Students’ Support Working
Group
Teachers
|
|
Action: |
1. Setting up a working
group to co-ordinate extra-curricular activities.
2. Continuous updating of a
common school calendar updated with latest activities.
3. Development of just and
fair criteria for ensuring a fair distribution of outings among
classes.
4. Development of a
timetabled mid-week extra-curricular session
|
|
Time Scale for Implementation:
|
1. Action 1 to be
implemented October 2005
2. Action 2 has already been
implemented and to be re-inforced during scholastic year
2005/2006
3. Action 3 to be
implemented during scholastic year 2005/ 2006.
4. Action 4 to be
implemented October 2005.
|
|
Resources:
|
Persons responsible
Timetabled extra-curricular
sessions for teachers
Portable PA system
|
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
1. ECA mid-week session in
place and implemented successfully during the scholastic year.
2. Students’ evaluation
indicates a more positive attitude towards the school.
|
| |
|
Priority Area: Developing IEPS for
students with special needs
|
Aim:
|
To maintain good practice with
regards to statemented students, to reach out to other students with
particular needs and to develop effective transition processes.
|
|
Key Areas:
|
Support for Students |
|
Development Targets:
|
1. To develop inclusive
practices as an integral part of school life.
2. To ensure the needs of
statemented students are met in an effective and caring manner..
3. To create an effective
support system for other students having particular needs,
|
|
Persons Responsible:
|
SMT
Ms. M. Pace (A/Head)
Students’ Support Working
Group
Facilitators
Teachers
|
|
Action: |
1. Maintenance and
development of existing working group.
2. Increased co-ordination
between form teachers, teachers, facilitators and guidance
teachers.
3. Development of IEPs for
each statemented student.
|
|
Time Scale for Implementation:
|
1. Action 1 has already been
implemented and to be re-inforced during scholastic year
2005/2006
2. Action 2 to be
implemented during scholastic year 2005/ 2006.
3. Action 3 to be
implemented October 2005.
|
|
Resources:
|
Persons responsible
Support Room |
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
1. Monthly meetings between
form teachers, facilitators and guidance teachers held.
2. IEPs developed for each
statemented student
|
| |
|
Priority Area: Developing the Literacy
and Numeracy Groups
|
Aim:
|
To develop the literacy and
numeracy groups already in place at school.
|
|
Key Areas:
|
Support for Students |
|
Development Targets:
|
1. To ensure that students
facing learning difficulties in basic skills are adequately
supported in an effective manner
2. To increase the
motivation and interest of students facing difficulties in
learning skills.
|
|
Persons Responsible:
|
SMT
Ms. M. Pace (A/Head)
Students’ Support Working
Group
Teachers
|
|
Action: |
1. Screening of students
through an effective test to identify students having learning
difficulties.
2. Developing a system of
continuous monitoring of the effectiveness of the literacy and
numeracy groups.
3. Development of a detailed
literacy and numeracy programme.
4. Support for programmes by
FES and the University of Malta.
|
|
Time Scale for Implementation:
|
1. Action 1 to be
implemented during scholastic year 2005/ 2006.
2. Action 2 has already been
implemented and to be re-inforced during scholastic year
2005/2006
3. Action 3 to be
implemented during scholastic year 2005/2006.
4. Action 4 to be
implemented during scholastic year 2005/2006.
|
|
Resources:
|
Persons responsible
Support Room
Computer System
Professional Development
|
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
1. Literacy and numeracy
programme updated during scholastic year 2005/2006.
2. Contact with FES
developed further and contact with University of Malta made.
|
| |
|
Priority Area: Developing the Pastoral
Care System
|
Aim:
|
To maintain good practice and
develop further the pastoral care system
|
|
Key Areas:
|
Support for Students |
|
Development Targets:
|
1. To ensure that the pastoral
needs of all students are met in an effective, caring and prompt
manner.
2. To ensure that students
feel that the school is a caring and understanding place.
|
|
Persons Responsible:
|
SMT
Ms. M. Pace (A/Head)
Students’ Support Working
Group
Guidance teachers
Teachers
|
|
Action: |
1. Setting up of a pastoral
care team made up of School counselor, Guidance teachers, PSD
teachers, Religion Teacher
2. Continuation of
collaboration with outside agencies such as Appogg and Education
Division Social Workers.
|
|
Time Scale for Implementation:
|
1. Action 1 to be
implemented during scholastic year 2005/ 2006.
2. Action 2 has already been
implemented and to be re-inforced during scholastic year
2005/2006
|
|
Resources:
|
Persons responsible
|
|
Review of Progress:
|
A review will be undertaken
during the School Development Day 2005/2006 |
|
Criteria of Success:
|
1. Pastoral Care team set
and functioning during scholastic year 2005/2006.
2. Regular meetings held
with outside agencies throughout scholastic year 2005/2006
|
| |
|
Back to top
|
