Carroll College Broulee eNewsletter

Principal's Welcome

Dear Parents, Students and Friends

It is hard to believe just how quickly we seem to be progressing through Term 1. It is not often that Easter falls outside the school holidays but this is the case this year. Next week will be Week 7 of term and the Easter Triduum falls in Week 9. We are currently in the fouth week of Lent. Praying during Lent, which is our practice each day at the college, helps us prepare for Easter. Students may think, I’m not sure how to pray? It can be as simple as a sentence or two, for example:

“God, may Your light guide my day, and your spirit bring me peace. Amen.”

“Heavenly Father, I’m truly sorry for the moments today where I missed the mark. I ask for your forgiveness and the strength to better follow Your call tomorrow. Amen.”

Classroom Mastery has been a whole school focus since the school year began. We now have a team of in-school coaches trained by Knowledge Society, a Perth-based company working with the college. Dr Tim McDonald and Sara Wiggins are working closely with Carroll College, St Bernard’s and St Mary’s to upskill staff in coaching and to bring about a consistent delivery of routines and norms that form part of our daily practice. Cue to Start, Entry and Exit Routines are now embedded in every classroom and our learning environment speaks volumes for the program. Calmer, more orderly and respectful spaces are evident across the college.

As part of the Director’s presentation on Wednesday at Catholic Leaders’ Day, I was asked to provide comments on the Classroom Mastery pilot program. This is what some of our team had to say…

In regard to Classroom Mastery at Carroll, I feel it has been a very easy process to adopt in my classroom and students have responded exceptionally well. I feel the level of respect from the students both in the classroom and out in the playground has noticeably changed. Combined with catalyst strategies, I feel students are listening with intent and actively participating in class discussion with maturity which has made the teaching environment much richer. Personally, I have reflected more on my teaching, slowing things down and waiting longer from students to respond to give them the time to think about their actions/responses.

Emma Mullins
TAS Teacher/Coordinator

Classroom Mastery's behaviour-based curriculum creates a more structured and supportive learning environment, which in such a short time has helped to reduce disruptions and assist in increased student accountability. I found that once the reason for implementation was explicitly explained to students, 90% of the cohort, including Homeroom, respected the changes.

Jason Szkwarek
TAS & VET Teacher/Coordinator

My experience with Classroom Mastery has been as follows:

- - Students are adjusting to the routines well particularly the entry and exit routines.
  - Cue to start is slowly improving, the response ‘CCB’ is happening but the full attention of all members of the class needs further practise and reinforcement.
  - The entry routine is streamlining the beginning of the lesson, I have even seen an improvement in punctuality and organisation across the year levels.
  - Classroom environment is more settled and learning/teaching time has increased. I am finding I have to repeat myself less.

I used similar strategies last year with limited success. The power and effectiveness of the mastery routines is definitely the consistent approach across the school. The majority of students are doing the right thing, in keeping with college wide consistency.

Janette Soper
Science Teacher/Coordinator

I think it’s fantastic! A whole college approach is critical and although it can be tedious practicing classroom entry it eventually works out well. Classroom Mastery also makes the phone protocols easier and students become accountable with every staff member, not just some. I’ve incorporated prayer in all my Religious Education lessons before each lesson as it’s easy to do while students are standing and provides encounter in each lesson for students. This settles students more and they are learning that it is part of the routine in starting an RE lesson.

Izabela Rudol
Science/RE Teacher

With the introduction of Classroom Mastery, I have noticed an immediate positive impact in the classroom and around the college. Students are more settled and focussed in lessons. There are less distractions and more learning. Coupling Classroom Mastery with high impact practices is having a significant positive impact on student engagement and learning.

Jon Brady
PDHPE Coordinator

Classroom Mastery has had a remarkable impact on college culture in a very short time. We are experiencing more polite and settled students who are happy to embrace our more defined routines and behavioural norms. Consistency of practice is key. All staff are onboard and seeing the benefits. A very positive start to 2024 for Carroll College, Broulee!

Jacqueline Heffernan
Principal

Our Classroom Mastery in-school coaches are Andrew Kenneally, Elle Boller, Janette Soper, Kym Millikin, Karen Ashby, Izabela Rudol, Louise Ibbett, Linda Dwyer, Jon Brady, Anna McManus and myself. Our Classroom Mastery Lead Teacher is Kym Millikin.

Catalyst continues to be our evidence-based approach to learning and teaching at Carroll College. As highlighted above by Mr Brady, coupled with Classroom Mastery routines, our High Impact Teaching Practices (HITP) are having an even greater effect. For families new to the college this year, I share a brief overview with you from our Director, Mr Ross Fox in a recent LinkedIn post. This provides a succinct description of our direction as a system school.

Years 7 & 11 Peer Support Camp has been a huge success this week. Connection and a sense of belonging are key contributors to students feeling secure at school. I hope our Year 7 students return this evening having made new friends and are feeling well supported by their Year 11 buddies.

Parent/Teacher Interviews commence next week with the option of a Teams meeting in Week 7 or a face-to-face meeting in Week 8. Both sessions are scheduled on a Tuesday evening, the first being 12 March and the second 19 March. I strongly encourage families to book online and meet with their children’s teachers. So much is gained from teachers and parents working in close partnership.

The Principals’ Retreat has been a rejuvenating experience. Fr Timothy Radcliffe led the retreat, and the sessions were as follows:

Session One: Encounter: understanding of how moments of encounter can reinvigorate Catholic Education.

Session Two: Discipleship: reflections on the movement of the Spirit during times of challenge and change in the Church broadly and Catholic Education specifically through a call to discipleship.

Session 3: Mission: Discerning how Principals are called to Mission in work of Catholic Education.

Session Four: Leadership: Catholic school principals developing a greater openness to the Holy Spirit in their leadership of Catholic Schools that inspires and builds Catholic community.

Mass was celebrated by Fr Richard Thompson which was wonderful for me and those who were on pilgrimage with him last Easter in the Holy Land. Great to reconnect and reminisce on our incredible experiences, particularly with the political crisis and recurrent hostilities that plague the region now. We continue to pray for peace in the Middle East.

With respect and encouragement to you

Jacqueline Heffernan
Principal

"Whoever follows me will never walk in darkness, but will have the light of life’ (John 8:12)