An edited & summarised copy of our directions for 2011.

1. Cerdon College Strategic
Planning & Direction
2011

2. The Agenda for 2011
1 Strategic Agenda (Parramatta CEO)
1.1 Formation
1.2 Literacy
1.3 Numeracy (EMU Project)
2. School Strategic Agenda
2.1 Strategic Resourcing
2.2 Teaching & Learning
2.3 Leadership & Growth
2.4 Catholic Formation (including Marist Charism)

3. The Agenda for 2011
3. Teaching & Learning (FC)
3.1 Administration
3.2 Professional Learning
3.3 Technology
3.4 Assessment

4. Year 12 Exit Survey
Demographics (n = 152)
• 85% of students studied 11 units or more (53% studied 11 units)
• 54% had no paid employment in 2010. However 14% of students
worked 11 - 18 hours per week & 2 students worked more than
18 hours per week.
• 63% of students spent between 1 & 18 hours on home duties
per week & 32% participated in sport (1 to 10 hours)
• 83 students reported receiving some form of tutoring; most of
these were in maths (1/2 to 6 hours per week), followed by
English (1/2 to 4 hours per week), then science (1 to 3 hours
per week).

5. Year 12 Exit Survey
Teaching & learning
• Strengths included a high quality of relationships between staff
& students, regard for the expertise of teachers & preparation
for future learning experiences
• Students somewhat to strongly agreed that teachers used a
variety of learning experiences and that excursions & HSC
study days contributed positively to their learning.
• Almost half of the cohort reported that they did not really
use study lessons effectively; those that said they did reported
their use as somewhat effective rather than strongly agreeing
on their effective use.

6. Year 12 Exit Survey
Assessment
• Most students felt that tasks were not evenly spread
throughout the calendar nor that two weeks was
sufficient time to complete them.
• Students mostly ‘somewhat agreed’ that there were a
variety of task types, that there was sufficient, timely
feedback and that assessment materials, reports and
marking guidelines helped prepare for assessments.
• The quality of the feedback & its timing, and the timing of
assessment tasks continue to be challenges

7. Year 12 Exit Survey
Year 12 programs
• The Getting of Wisdom was regarded as mostly ‘useful’
while the Information evening was mostly seen as
‘somewhat useful’
• The retreat program was overwhelmingly seen as a
valuable experience, along with other pastoral activities.
• The timing of the Parent-Teacher evening was useful and
appropriate, while students were split about whether the
College Cup contributed to building a sense of unity
within the cohort.

8. Year 12 Exit Survey
Quality teachers are in short supply, yet those who are, are very effective
teachers in how they employ and motivate student relationships.
The relationships with teachers were more relaxed which was useful. Cerdon
did help manage stress and help us become ready for the future.
Years 11 & 12 have been very positive experience through which I have
developed valuable relationships with friends and teachers
I had a really great time here. I love the cosy atmosphere and will definitely
miss it.
Teachers have been very helpful in my preparation for the HSC exams and
they attempt greatly to create a caring environment in the college.

9. Year 12 Exit Survey
Stress
• Most students rated their ability to handle
stress as satisfactory; the good news - few
students rated their ability as poor
• Most students saw that their relationships
with their peers as the major source of
stress followed by lack of direction, parental
expectations and teacher expectations.

10. Professional learning paradigm

11. Professional learning paradigm

13. Inquiry models of learning
Action Learning

14. Inquiry models of learning
Action Learning
“... they spend too much time watching videos and
not enough time talking [to each other] about what
they’ve learned”

15. Inquiry models of learning
Action Learning
“... they spend too much time watching videos and
not enough time talking [to each other] about what
they’ve learned”
Shane Warne
The Sheik of Tweak (or Tweet)

16. Why Action Learning?
• Collaborative
• Abundance model (acknowledges that we
have some of the answers)
• Metacognition
• Formal & informal processes
• Accreditation
• Parallels with Formation

17. Formation
Leading Learning Leading Formation
Personalised Personalised
De-privatised Fellowship
Integrated Incarnation
Data
Feedback Discernment

18. Action Learning Works!
Influences on teacher professional practice
4
3
2
1
0
Undergraduate Course Professional Reading Postgraduate Course Advice from Colleagues
Reeves, 2008

19. Hattie, 2009
Rank Influence Studies Effects ES
11 Teacher-Student relationships 229 1450 .72
12 Spaced vs. Mass Practice 63 112 .71
13 Meta-cognitive strategies 63 143 .69
14 Prior achievement 3607 9209 .67
15 Vocabulary programs 301 800 .67
16 Repeated Reading programs 54 156 .67
17 Creativity Programs 685 837 .65
18 Self-verbalization & Self-questioning 113 1150 .64
19 Professional development 537 1884 .62

20. Hattie, 2009
Rank Influence Studies Effects ES
1 Self-reported grades 209 305 1.44
2 Piagetian programs 51 65 1.28
3 Providing formative evaluation 30 78 .90
4 Micro teaching 402 439 .88
5 Acceleration 37 24 .88
6 Classroom behavioral 160 942 .80
Comprehensive interventions for
7 learning disabled students 343 2654 .77
8 Teacher clarity na na .75
9 Reciprocal teaching 38 53 .74
10 Feedback 1287 2050 .73

21. Technology Agenda

22. Technology Agenda

23. Assessment
BOS Feedback (junior assessment):
Happy that we have both followed the letter & the
spirit of BOS Assessment (ie Assessment for
Learning)
Not clear how both formal & informal assessment
contribute to the determination of a report grade.
Parents have asked that they receive some form of
‘notification’ of assessments (P & F Term 3, 2010)

24. The Agenda for 2011
4. Pastoral Care (LP)
4.1 Role of the AP
4.2 Formation
4.3 Restorative Justice
4.2 House System