Self Assessment Overview
The Shenton 2020 Focus Areas have evolved out of the 2016 IPS Review, staff consultation processes; and, consideration by the Shenton College Board. The culture of the College is shaped by the critical role that self-reflection and review plays in growth and improvement. The College also has a resilient culture of teaching as clinical practice where all community members are engaged in understanding where they are currently at, knowing where they want to progress to and developing a clear and communicated strategic vision on how to get there.
As part of the Shenton 2020 consultative process there has been a thorough examination of:
- Student academic performance data
- Vocational Education and Training completion
- Non-academic data (attendance, behaviour, retention)
- Examination of data from School Performance Monitoring System
- Prerequisites for successful students: teaching, learning environment
- Enablers for successful students: leadership relationships, resources.
The College has an expectation that all students and staff will engage in reflective practice through reviewing performance feedback. This will invariably take many forms but may include critical reflection on assessment tasks; investigating trends in student performance; and staff interrogating the full range of system level data to establish where we are doing well and how we can improve.
At the core of our institution’s business are successful students and all of our decision-making remains focused on developing strategic and innovative processes that strengthen student outcomes.
In our 2016 IPS Review we were commended for a number of areas of school performance including, but not limited to:
- The rigorous and inclusive process of cyclical self-review
- Outstanding ATAR and NAPLAN results
- The strength of our provision for Gifted and Talented students
- The development of a culture of continual teaching improvement
We remain committed to these areas of our school performance and have recognised the benefit of setting more detailed and challenging targets that look at the fine grained indicators of student academic achievement and progress. We have also highlighted a desire to source or develop measures that will demonstrate progress in non-academic areas of student achievement, including areas such as student participation, engagement in co-curricular activities, and our school commitment to developing the whole child.
With the growth in student numbers and looking forward to the building and establishing of a new Senior School campus we appreciate our responsibility to create both built environments and learning cultures that best support adolescent learning and recreation. Our continued and growing success will be underpinned by our capacity to recruit and develop high-quality teaching staff and educational leaders.