Eltham High School

School Charter

Date:	2004
School No.:	7805
Address:	Withers Way Eltham 3095
Telephone:	9430 5111
Fax No.:	9431 0448
School Principal:	Mr Paul Rose
School Council President:	Ms Sue Dyet

School Profile

Vision

Eltham High School is a learning organization, able to change and grow in response to the changing context and community that sustains it while holding true to its core values and purpose. It is recognised for its progressive, innovative and pioneering developments in the craft of teaching and learning and for the professionalism and expertise of its teachers in stimulating students in the pursuit of rich educational experiences both within and beyond the boundaries of structured study programs. Eltham High School will continue to evolve as a vibrant centre of teaching and learning underpinned by active parent participation.

To achieve this Eltham High School will:

· create an environment for the rigorous debate of current and future educational practices and directions.

· foster the passionate engagement of change while sustaining the integrity of its core values and purpose.

· consolidate its educational programs into the school’s culture and ensure that they endure over time.

· create an environment of professionalism and integrity in which to challenge and confront individuals within the school community whose behaviours and attitudes are inconsistent with the core values, core purpose and teaching and learning philosophies of the school.

· position the school as a community asset for all ages with links to educational institutions globally and within Australia and be a source of inspiration and leadership in the development and provision of community education.

Values

Eltham High School sustains:

· a caring and supportive environment - one which fosters the development of the whole individual through trust, tolerance and respect,

· teaching and learning practices and a curriculum which engages the extension of an individual’s and a team’s unique creativity,

· an environment where individuals and teams are recognised for their commitment, achievement and contribution to enriching the school’s life,

· a school management philosophy which actively provides access to a rich, caring and supportive educational experience for all,

· a wealth of opportunities for the development of all students,

· a school culture built on honesty, integrity and open communication,

· active ownership and input by the school community in the life, purpose, direction and achievement of the school’s goals.

Eltham High School’s core purpose is to excel in:

· preparing individuals for a life of continuous growth and management of change.

· challenging individuals to maximise their potential for growth, learning and personal fulfilment in life.

· the formation of individuals to enable them to pursue a worthwhile and personally rewarding life in society.

· providing a safe, tolerant and nurturing environment for all individuals irrespective of where they are in their development.

· providing stimulating and enriching educational experiences and opportunities which positively reinforce the process of life-long learning

· promoting enjoyment and excitement in learning.

Context

Established in 1926, Eltham High School is a large single campus co-educational secondary school situated next to the Diamond Creek in Eltham South. The school has a long tradition of providing opportunities for academic, visual and performing arts and sporting excellence in an environment that is caring and which encourages individuals to develop to their full potential. Respect, tolerance, co-operation, flexibility and responsibility are fostered, as are high expectations that all students, both individually and in teams, will pursue excellence in all school activities.

The school has a range of attractive buildings, including buildings funded through school council fundraising activities. The grounds are well maintained through an active parents committee and very well attended working bees. The facilities include a shared use stadium of three basketball courts, office and teaching spaces and a weights room. The hall, tennis courts, dance studio and many classrooms are well used by the local community with activities booked every day.

The school lives by its motto "Deeds Count" and encourages participation and high performance. This is evidenced by the large numbers of students who participate in the English, Maths, Science, LOTE, Art, Sporting, Performance Art, Public Speaking, Student Writing and Performance Music competitions. In all areas, an emphasis is placed on linking theory with practical application and production..

There is no school uniform. There is however a dress code. Uniforms are worn where collective identity is important such as for the bands and sporting and debating teams.

Close links have long been maintained with the local community and many generations of families have been associated with the school. Staff/student relations are harmonious and the children of many members of staff attend the school. Visitors frequently comment on the relaxed, friendly, productive atmosphere.

The school curriculum has a strong constructivist underpinning with students expected to play an active role in the learning process. The curriculum features a very wide range of vertical electives in the middle school and a extensive VCE offering including two languages, numerous studies in the humanities and creative, visual and performing arts. The school has developed a major focus on the integration of technology with teaching and learning and has embarked upon a comprehensive professional development program in this and other areas.

The school is a member of the Eltham Innovation and Excellence Cluster and an active participant in the Nillumbik network of Schools.

Enrolment

The 2004 enrolment of 1287 students is drawn mainly from the Eltham and Montmorency South areas. A numbers of students seek to enrol at all levels in order to participate in the extensive middle School elective program and the wide range of programs offered at V.C.E.

Structure

The school is divided into three sub schools: Junior - Years 7 and 8; Middle - Years 9 and 10; Senior - Years 11 and 12. Each sub-school has an overall co-ordinator and four level co-ordinators who are responsible for the monitoring of academic progress, welfare, student management and discipline of students in that sub school.

Curriculum

As over 90% of our students proceed to year 12, the curriculum is constructed to prepare them for the increasing responsibilities of choice. There is a common core at Junior School. At Middle School a core of English, Maths, Science and Studies in Society and Environment operates in year levels with a vertical, structured, elective program across Years 9 and 10. Two LOTEs are offered to students from Years 7 to 12. A Middle School Enhancement Program encourages students to select V CE studies from a wide on offer. This leads into the wide range of subjects available at VCE, which includes Vocational Education and Training (VET) programs.

The Year 7-10 curriculum follows the Curriculum and Standards Framework (CSFII) with all studies having been audited and adjusted where necessary to be consistent with the CSFII. Reporting to parents now includes an indication of the CSFII levels achieved by students.

The school also provides a number of curriculum support services:

A well-resourced library houses a substantial collection, accessible through an on-line catalogue. The library is linked to the Yarra Plenty Library catalogue system and provides access to the Internet. The library is a centre for student access to a wide range of “real world” resources.

Other support services, which reflect the school’s commitment to welfare and the provision of opportunities for all to participate and learn, are:

· A Literacy improvement program

· A Numeracy development program

· Integration Program

· Homework Club and Book Club

· Student Welfare Co-ordinator

· Careers teacher

· First Aid Attendant (funded by School Council)

· Canteen (staffed mainly by parent volunteers)

Facilities

Major facilities upgrade occurred in the 1980s and 1990s. However the school still has a legacy of old buildings and a large number of portable and relocatable classrooms, which provide a challenge to both the classroom curriculum delivery and facilities maintenance aspects of the school program. In 2000/2001 an extension to the stadium saw the addition of a third basketball court and seating. This development arose out of the close relationship and strong partnership between the school and the Eltham Wildcats Basketball Club.

The replacement of 8 portable classrooms with permanent accommodation was completed in 2003. The School Council provided for the upgrade of the Music Performance facilities of the school at a cost of $400,000.

There has been significant grounds development over recent years, thanks to strong parent support for the school.

GOAL	PERFORMANCE MEASURE	IMPROVEMENT AREAS	BASELINE SCHOOL PERFORMANCE	SCHOOL TARGETS
Student Achievement To provide high quality teaching and learning strategies which maximise students’ chances of achieving their full potential?	Required Measures Teacher assessments against the CSF - English & Mathematics VCE Results in English & Maths VCE aggregated grades for all studies Additional School Measures Gender specific A+, A & E, UG grades by year levels for all studies 7 to 11 Gender specific Profile Descriptors by year level, all studies 7 to 11	· Literacy and numeracy	Number of students requiring literacy and/or numeracy support compared with number still requiring support at the end of Yr 10	90% of students receiving literacy or numeracy support to successfully complete the program
		· Outcomes in the gender and achievement adjusted VCE data	Achievement & Gender Adjusted VCE data for 2003	For appropriate VCE studies (reliability 0.8 and above), there should be a positive trend in the estimate over 3 years
		· Implementing targeted programs for the 2002 Year 7 cohort	Gender specific A+, A & E, UG grades by year levels for all studies. 2002 Yr 7 cohort compared with other cohorts	2004 Year 9 students attend a team building leadership camp 2004 expand literacy and numeracy support 2004 & 2005 increase the proportion of A+/As & decrease the proportion of Es & UGs. Maintain previous real retention rate for this cohort from Yr 10 to 11
		· Engaging students more fully in their own learning.	Gender specific Profile Descriptors by year level, all studies 7 to 11 2003 Gender specific “S”s & “N”s by year level, all studies 7 to 11 2003	Increase the proportion of Highs in the 4 Profile Descriptors over the life of the Charter Increase the proportion of “S”s in Overall outcomes

School Goals

GOAL	PERFORMANCE MEASURE	IMPROVEMENT AREAS	BASELINE SCHOOL PERFORMANCE	SCHOOL TARGETS
Curriculum Provision To provide a comprehensive curriculum that is accessible to and challenging for all students and fosters the development of the whole person and provides a supportive environment to enhance school attendance.	Required Measures Time allocated to each KLA Parent Opinion: Quality of Teaching Academic Rigour Student Reporting Exit destinations Yrs 10 – 12 Real School Retention MIPs Additional School Measures On Track Survey Data School destination survey	Students to have responsibility for writing and maintaining their own Pathway Plan		From 2004 all Year 10 students to prepare a comprehensive pathway portfolio and complete a reflective interview From 2005 all post compulsory students to complete and regularly up date their Pathway Plan online Pathway Plan to include opportunities for students to reflect on their learning
		More data appropriate to assessing the responsiveness of programs to student needs to be collected	Exit destination of 2003 Yr 12 cohort Exit destination of all school leavers Year 10 to Year 12 (prior to the end of VCE) in 2003	95% of Year 12s contacted in July of following year for current employment, education or training status. 95% of exits prior to completion of Year12 tracked for 6 months after departure.
		Teaching and learning	MYPRAD Surveys of teaching & learning 2004	2004 – Apply to join the IDEAS program. 2005 Develop a school community wide consensus on good learning and teaching practice for Eltham High School, embed this in the school culture 2005 All new units of work to incorporate practices embodied in Productive Pedagogies Increase MYPRAD measure of student self assessment.
		Where appropriate all new units of work to incorporate opportunities for students to interact with the community, including the global community.
		Priorities	Teaching & Learning

GOAL	PERFORMANCE MEASURE	IMPROVEMENT AREAS	BASELINE SCHOOL PERFORMANCE	SCHOOL TARGETS
Environment To provide and maintain a responsive and caring school which students want to attend; which is inclusive and encourages participation by students in all aspects of school life	Required Measures Student Attendance Parent Opinion Student Accident Data Additional School Measures Sick Bay attendance Connectedness Survey	Student attendance both at school and in classes	Average student attendance at all levels in 2003 Number of students taking responsibility for school activities Sick Bay attendance 2003	Reduce student absences in Yrs 7-10 by an average of 1 day per year per year Absences in Yrs 11 & 12 stay below state benchmark for 2004 -2006
		Ensure that students take more responsibility for a greater range of school activities (ie develop a whole school student leadership approach)	Number of students completing leadership activities in 2003	2004 – 440 students to complete leadership activities 2005 - 490 students to complete leadership activities 2006 - 550 students to complete leadership activities
		Priorities Student Leadership

GOAL	PERFORMANCE MEASURE	IMPROVEMENT AREAS	BASELINE SCHOOL PERFORMANCE	SCHOOL TARGETS
Management To ensure that the management structures support the effective organisation and development of staff, effective communication and decision making processes and the educational goals and priorities of the school	Required Measures Staff Opinion Non-certificated Staff sick leave Additional School Measures Staff opinion full diagnostic survey	Improve staff satisfaction as measured by Participative decision making and Supportive leadership measures in the Staff Survey	Participative decision making & Supportive leadership measures 2003	School measures on Supportive leadership and Participative decision making to be above the State mean by 2006
		Improve Staff Opinion Survey measure Appraisal & Recognition	2004 Staff Opinion Survey Appraisal & Recognition	Improve measure by 0.25 points per year for 2 years

GOAL	PERFORMANCE MEASURE	IMPROVEMENT AREAS	BASELINE SCHOOL PERFORMANCE	SCHOOL TARGETS
Resources To allocate financial resources to enable the achievement of goals and priorities To develop, maintain and allocate physical resources and facilities according to the school's goals and priorities	Required Measures Combined comparative receipts and payments report Additional School Measures Rate of collection of school voluntary contributions Rate of collection of compulsory subject fees	To enhance the school educational program and support infrastructure through ongoing parent and community financial support	Rate of collection of school voluntary contributions in 2003 Rate of collection of compulsory subject fees in 2003 Building Fund	Issue statements twice a year Fund a school nurse for three years Fund a school maintenance man for three years Fund the items & services currently funded by voluntary contributions
		· Improve buildings and facilities		Complete Installation of a new data and telephone system across the school
				Complete renovation of 2 science rooms
				Complete the renovation of the Administration wing
				Complete the Junior School courtyard
		· Plan for the provision of a Community Performing Arts space
		· Improve the efficiency of the usage of energy & non-renewable resources	Usage of energy & non-renewable resources in 2003 Electricity, gas, water, telephone, communication	Replace all older style fluorescent tubes with new more efficient ones

Priorities

Priority 1

Teaching & Learning

Current School Performance

While the school performs creditably on all curriculum measures, some of the environmental data suggests that students are disengaging.

Intended Outcomes

Improve student engagement

Performance Measures

Attitudes to School Survey

Staff survey data

School Targets

To be decided

Initial Implementation Strategies

Initial Implementation Strategies will include:

· data gathering and analysis using the tools provided by MYPRAD

· focus initially on assessment as an improvement vehicle

· join the IDEAS program supported by the University of Southern Queensland

Priority 2

Student Leadership.

Current School Performance

There has been an increase in the focus on student leadership in the last years of the previous charter. A distributed model of leadership has been investigated as a whole school model and it has been decided to apply this to the whole school.

Intended Outcomes

To articulate the distributed leadership model to students.

Increase the number of students engaged in identified leadership activities and training.

To provide more opportunities for students to engage in leadership activities as part of the curriculum.

Performance Measures

Numbers of students in leadership training and participating in leadership activities

School Targets

To increase the number of students in leadership activities from its current base, by at least 10% per annum over the life of the Charter.

Initial Implementation Strategies

Initial Implementation Strategies may include:

· identifying current leadership opportunities for students in the school

· using MYPRAD data to measure student leadership

· extending the current leadership training in senior school to other levels

· extending the student action teams activities from Year 7

Codes of Practice

Principal Class Code of Practice

General Statement

The Principal is ultimately responsible for the provision of educational and organisational leadership and management of the school in order to enhance the educational outcomes and life opportunities for all students. This occurs within the legislative and DEET guidelines, priorities and job prescriptions, consistent with the “Roles and Responsibilities” statement outlined in the Principal Class Handbook. This responsibility will be exercised through a Principal Class Team consisting of the Principal and the Assistant Principals, supported by the Business Manager.

Educational and Organisational Leadership Responsibilities

The Principal Class team will:

· foster a sense of school identity and culture;

· promote educational development and articulate the educational vision and direction for the school;

· involve all sections of the school community in the process of educational change;

· ensure that students have access to and experience success in an inclusive, comprehensive and cohesive school curriculum which maximises learning outcomes for all students;

· encourage the implementation of high quality teaching and learning practices;

· organise the implementation, monitoring and evaluation of school policies and programs in accordance with the Charter;

• engage the school in building and maintaining relationships and networks with other schools, education providers and community agencies.

· liaise with Department of Education, Employment and Training.

Staff Code of Practice

General Statement

The staff, including School Council employees, will work together with students and parents to maintain high standards of individual achievement within a co-operative and supportive learning environment.

Professional Responsibilities

The staff at Eltham High School will:

· implement all school policies, procedures and rules conscientiously and consistently;

· respect racial, religious, cultural, intellectual and physical differences;

· provide students with a secure and productive learning environment and appropriate educational experiences;

· establish positive, professional relationships with other staff;;

· encourage contact with parents in order to improve students' learning outcomes;

· promote self-esteem, confidence and self-worth among students and acknowledge student achievement; and

• undertake regular professional development to enhance teaching skills and curriculum knowledge.

Rights

Staff can expect:

· to work in an open, democratic school environment that promotes consultation and team work;

· to be included in the appropriate decision making processes, through participation in, or representation on committees and forums;

· to be supported by the parents, administration and colleagues at the school;

· to have the time and resources to further develop their skills and knowledge as appropriate to their role within the school.

Teaching Responsibilities

Teachers should:

• employ a wide range of teaching strategies including the appropriate use of learning technologies;
• establish high expectations for all students;
• structure learning tasks that effectively meet the needs of and challenge individual students;
• encourage students to take responsibility for their own learning;
• assist students to set their own goals and improve their organisational skills by informing them of the context, goals, submission dates and method of assessment of all required work as soon as practicable after the commencement of the unit or piece of work;

· critically reflect on and evaluate teaching and learning programs.

School Council Code of Practice

General Statement

The Eltham High School Council, as representatives of the school community, has stewardship of the future of Eltham High School. The school’s values are expressed in all decisions and actions taken by the School Council. School Council has codified the school’s beliefs, values and purpose.

Guiding Principles

Consistent with the school’s beliefs, School Council will:

· provide creative, innovative and strategic leadership,

· maintain the focus on growth, development and rejuvenation for students and staff,

· conserve and enhance the school’s intellectual, technological and physical resources

· act as a consultative forum for the school the assist the discussion of:

o improving teaching and learning,

o supporting student and staff welfare,

o development and management of financial and physical resources

o communication and reporting to its key stakeholders, principally its community and the Department of Education and Training,

· provide an environment which promotes and models inclusive participation of the whole school community.

· Undertake consultation with groups outside the school community, and

· Support the development and operation of appropriate accountability measures to monitor school performance against the school charter.

Decision Making

Procedures

The School Council will:

Meetings

· meet at least ten times a year on a monthly basis and hold other meetings as necessary

· follow meeting procedures and standing orders consistent with Department of Education guidelines

Sub committees

· The School Council will establish sub committees as necessary for the government of the school and will determine the membership of each sub committee. Each sub committee will meet regularly, report as required to School Council, be convened by a School Councillor and aim to include parent, teacher and student representatives.

Office Bearers

· The Office Bearers of the School Council are the President, the Vice President, the Treasurer and the Executive Officer (Principal)

President

The main roles of the president are to:

· be the spokesperson with the principal for the council and act with the principal as its representative on public occasions

· chair council meetings

· serve as an ex officio member of council committees, and

· be a signatory to accounts, contracts and the school charter.

In carrying out these responsibilities, the president should ensure that his or her personal opinions do not influence any decisions made about meeting and decision-making procedures. The occasions on which the president speaks as a private individual should be clearly defined from those in which rulings are made as the president of school council. (The president, as a member of council, is entitled to a personal vote on any issue before council.)

Vice-President

The main roles of the vice-president are to:

· act as chair of council meetings in the absence of the president. (The vice president cannot be a Department of Education and Training employee if he or she is to preside over council in the absence of the president.)

Executive Officer

The principal must act as the executive officer of the council and ensure that:

• informed advice is given to council on educational and other matters
• the decisions of council are implemented
• there is liaison with the president about council business, and
• adequate support and resources are provided for the conduct of council meetings.

The executive officer is the secretary of council and undertakes associated duties.

• maintaining a list of members, their addresses and telephone contacts
• circulating the agenda and reports among council members prior to the next council meeting
• maintaining records of proceedings of the council (minutes) and council committee meetings
• recording incoming correspondence and providing council with copies of relevant correspondence.
• for outwards correspondence, the secretary is responsible for carrying out the decisions of council, maintaining records of such correspondence, and advising council at its next meeting of the action taken
• notifying councillors of all meetings and making arrangements for venues and any facilities required.

Treasurer

Responsibilities of the treasurer include:

• ensuring that the school finances are in accordance with the guidelines of the Department of Education and Training and that relevant internal control procedures are maintained
• working with the principal and other members of the finance committee in developing budget recommendations to submit to council for approval
• presenting financial reports to the council meetings. (If possible, the bursar/business manager should also be present at council meetings to answer any specific questions relating to the monthly financial report. (Alternatively, the treasurer could schedule a meeting with the bursar prior to the monthly finance/resources committee meeting that prepares the financial reports for the next council meeting.)

Governance Principles

Council members agree to observe the following principles:

• All councillors are school community representatives. While they bring a particular perspective to council, a councillor is not a representative of one section of the community. As such, all councillors will seek to make decisions considering all sections of the school community.
• Council discussions and decisions will focus on improving the conditions that will optimise the learning outcomes of students of this school.
• Council will be responsible for developing and reviewing specific policy statements for the school, consistent with Department of Education and Training policies, and the goals and priorities of the school charter.
• Council will be accountable to the local school community and to the Department of Education and Training.
• Councillors will observe the need for confidentiality, where appropriate, in relation to topics that are discussed by council.
• Councillors will observe the need for orderly conduct of council meetings and for the unity of council in the public arena.
• Councillors will undertake to declare any conflict of interest when it arises.
• Councillors will respect the decisions reached by council. Any discord that may arise from these differences of opinion will be addressed and resolved, where possible, within council structures and procedures.
• Councillors will understand their responsibilities in relation to policy development in the school and respect the responsibilities of the principal as leader and manager of the school when implementing those policies.

Council members agree to observe the following practices:

• In developing the school charter and all school policies of the school council should fully consult with the school’s community.
• Councils should schedule all school policies for review on an ongoing basis.
• Council will prepare a schedule and determine structures and processes for the ongoing reporting of data to council so that the material for the school’s annual report is progressively developed in cooperation with the staff of the school.
• The public spokespersons for the council are normally the council president and the school principal, unless otherwise agreed.
• A set of standing orders will be developed by council.
• Council should develop a system of committees to make recommendations to council and to ensure broad involvement in issues and collaborative decision-making.

Community Building

General statement

Eltham High School encourages participation in the school and will facilitate an active partnership with the school community for the benefit of the students.

The school will a partnership with parents focused on:

· establishing a flow of information between the school and home,

· encouraging, supporting and guiding their children in making decisions about their education,

· supporting their child to make a successful transition into, or out of, the school,

· providing the school with advice of any matters which may affect their child’s ability to participate in the curriculum offered,

· information and advice on their child’s educational progress, through both written and verbal means,

· access to relevant school staff on matters pertaining to their child’s education or welfare,

· opportunity to participate in the development of the school, its policies, goals, priorities and their evaluation,

· identifying and implementing opportunities to improve the school, and

· encouragement of excellence within the whole school community.

School and Community Networks

The school participates and supports the development of formal networks such as:

• the Nillumbik Schools network,
• the Eltham innovations and Excellence Cluster.
• the Banyule-Nillumbik Local Learning and Employment Network.

The school also participates in a range of informal community networks centred around local employers, local government authorities, community agencies, community groups and local schools.

Wider Community Interaction

The school will pursue close collaboration with the wider community to enhance students’ educational opportunities. The school will foster interaction to:

• stimulate specialist expertise and advice of benefit to the students and school community,
• advance support for the school’s educational and other programs;

The school will promote awareness of its activities, achievements and needs in the local community through:

• public access to the school for visits, tours, school events and activities,
• innovative use of all forms of media, including local press and community radio,
• wide distribution of school newsletters and other promotional material,
• positive contributions to, or participation in, community activities and events, and
• community access to school facilities.

The school will recognise the diversity to be found within the local community. Participation of the whole community will be encouraged, as will the acceptance, tolerance and appreciation of a range of views.

Community Access to School Facilities

The school exists through the provision of public and community funds over many years. The school recognises and celebrates this support by:

• providing access to the school facilities for community groups,
• encouraging the broadest possible use of the school as a community asset,
• seeking strategic partnerships with community organizations to meet the widest range of community needs possible, and
• conserving and enhancing the facilities to promote their future use.

Student Code of Conduct

The school aims to provide a co-operative, caring and stimulating learning environment, where students and staff are respected, and individual strengths are developed.

The Welfare and Discipline Policy encourages self-discipline and the development of social responsibility. It is based on the following principles:

• Individuals will be valued and respected, treated with courtesy and without discrimination;
• The school is a supportive, safe and stimulating learning environment;
• School decision-making processes are collaborative and lead to co-operation;
• School related problems are solved constructively with appropriate support and with a partnership of parents, students and teaching staff; and
• The rights and responsibilities of all members of the school community are made clear and honoured.

The school’s Code of Conduct includes a list of specific rules and an outline of a range of consequences. It is printed in the Staff Handbook, the School Diary and the Welfare and Discipline Policy document.

All members of the school community have responsibility to ensure that the school is a happy and worthwhile place to be, a place where students are encouraged and supported to strive for excellence.

It is recognised that the organisational structure of the school must actively support the maintenance of a harmonious environment through the provision of welfare resources, both within the school and through referral to other agencies.