ST. LOUIS SCHOOL 聖類斯中學 · 2013-12-02 · loving-kindness- promulgated by the Salesian...

學校發展計劃2013/14-2015/16

聖類斯中學

School Development Plan2013/14-2015/16

ST. LOUIS SCHOOL

School Development Plan 1

S a l e s i a n s o f D o n B o s c o , C h i n e s e P r o v i n c e o f M a r y H e l p o f C h r i s t i a n s

School Ethos, Vision and Mission

School Ethos

Our School believes in Jesus Christ, His only son, our Lord.

His gospels cast light on our journey of life.

And it is for this guidance can a holistic development be made real and eternal life granted.

Our School believes that the Lord bestows St. John Bosco upon youths

as a father and a teacher

whose Preventive System underpins our pastoral ministry.

School Vision

Our vision is to model an educative rapport

fitted to the adolescents on St. John Bosco’s,

indeed the poorest, most precarious of them.

This is to inculcate in our adolescents a quest for reason,

a gift of piety and

loving-kindness towards their friends, family, the society, the country and the world.

School Mission

Our School endeavours to be a loving and caring family

where young souls thrive with reason,

faith and love.

We see our mission to cherish,

love and assist them,

the gifts from God,

to pursue and live out God’s grace and resurrection.


Aims of Education Adhering closely to the Preventive System propagated by St. John Bosco, the founder of the Salesian Congregation, St. Louis School strives for the nurturing of an open, participative and religious school atmosphere in which joy, trust, a sense of unity and self-discipline prevail. This atmosphere, in St. Louis context, aims at instilling into our students: humility and a quest for knowledge and virtue (Scientia et Pietas); nobility of character; politeness, being respectful to religion and decency dedication to service.

School Motto

SCIENTIA ET PIETAS In quest of knowledge and virtue

Objectives

1. We, thinking that the school should be the second home to students, always keep the premises open so as to provide them with a joyful and comfortable learning environment.

2. We do not impose undue regulations on students as we count on their self-discipline and initiative.

3. We seek to foster a harmonious relationship between teachers and students. With love, our teachers inspire students; with gratitude, our students respond to teachers.

4. We lay emphasis on freedom and autonomy under which students develop an interest to learn, preparing them for life-long education. This conducive environment unleashes the potentials of students, boosting their motivation to organize activities independently.

5. We encompass religious activities in education to enrich students' spiritual temperament. We impress upon students the importance of cultivating a noble character through guidance and counselling. We promote various activities and competitions to help students nurture a strong physical make up, a passion for life, a sense of responsibility and a care for people and the world.


Situation analysis Our strengths

We have a long history with a recognised tradition. The same name “St. Louis” as a school has been standing on the same site since 1864. Beginning from 1927, the Salesian Congregation took over and started running St. Louis for 86 years. Since then, we inherit and uphold the three basic beliefs of education - reason, religion and loving-kindness- promulgated by the Salesian founder, St. John Bosco.

Sharing the same mission and educational principles, we, together with other 12 sister schools run by the Society of St. Francis de Sales, form a close intra-school network supporting each other.

We foster a trusting and harmonious relationship between parents and the school authority, as evident in the formation of Parents-Teachers Association (PTA). It has been in operation for 20 years, offering invaluable support to the school policies and activities.

The success and contributions of our alumni to the society plus their loyalty to the Alma Mater is one of the greatest assets we take pride in. Thanks to the alumni and the St. Louis Old Boys Association (SLOBA), we have received immeasurable support in terms of resources and funding. Students have developed a strong sense of belonging to this school, treating it as the second home. We endeavour to provide them with a joyful learning environment with the least restrictions.

The conducive environment of freedom and autonomy unleashes the potentials of students, boosting their motivation and abilities to take initiative in organising activities.

Our Weaknesses

The teaching staff should be aware of and keep pace with the new education trends.

There is a need for a better collaboration between panels, an enhancement of team spirit and a sharing of practices amongst teachers in the professional community.

The diversified needs of students from the gifted to the low achievers are yet to be better catered for.

An English rich environment is yet to be formed.

A more systematic and hierarchical flow-chart in planning, managing and executing strategies is needed, targeting at maintaining better communication among our administrators, staff, teachers and students.

Students lack the spontaneity and interest in reading and self-learning.

Greater student participation and more enhanced performances in interschool contests and events are expected.

Though we have a spacious campus, there are not enough function rooms, some facilities are too worn out and inadequate to keep up with the new demands.


Opportunities

The school is going to establish the Incorporated Management Committee (IMC) in 2013-2014. Different stakeholders are able to participate and express their views in the school management which is beneficial to the long-term development of school.

Having joined the Class Structure Optimising Scheme, the school is able to maintain adequate teaching force during the transitional period. The teaching and administrative burdens are therefore relieved. External Review will also be conducted in 2013-2014. We are able to review and formulate development plans based on the suggestions by external reviewers.

In preparation of the Don Bosco Bicentenary in 2015, the Society of St. Francis de Sales is organising various celebrations following the life, the pedagogy and the spirituality of the saint of youth which strengthen our religious and moral education.

Threats

Family background of students becomes increasingly diverse in recent years, and they show a general decline in motivation. Teachers need to pay more effort on teaching, discipline and guidance.

Both English and Chinese language requirements for the new Hong Kong Diploma of Secondary Education are set at a higher standard. Our students' language and communication skills need to be strengthened.

Nowadays, information is flooding through mass media and the Internet, which have an enormous impact on students’ moral values. It is needed to cultivate students' positive values and their ability to discriminate and judge critically the information they receive.

A handful of experienced teachers in the school are going to retire in the coming years. New staff need to be trained in order to inherit our school tradition, culture and values.


A Hostistic Evaluation of Our School Performance PI Areas Major Strengths Areas for improvement

1. School Management

The school has a 80-year long history, and the tradition and management structure are well established. Members of the School Management Committee, besides the Supervisor and the Principal, include representatives from the Sponsoring Body, independent Managers, and representatives from parents and alumni, who are keen on providing advice on school management.

A teacher handbook which highlights detailed administrative guidelines has been made ready for teacher’s reference.

Able to demonstrate an effective use of external resources to assist various school policies and activities

The Independent Management Committee will be formed, with a mission to continue improving the current management structure.

Promote the culture of collective proceedings among staff and stimulate discussion on school policies, so that a better understanding can be achieved among members on the direction of school development.

Strengthen the monitoring role of the middle management.

Allow stakeholders to recognise the recent school development.

Promote teamwork and cooperation among different departments in order to promote mutual support and improve administrative efficiency.

2. Professional Leadership

Encourage and support teachers to participate in professional development programmes.

In-house training programmes on the staff development are in line with the school's development plan.

The school management is willing to work with teachers, parents, alumni, students and various stakeholders. The managers maintain a harmonious relationship and good communication channels with them so that their voices can be heard.

Enhance professional dialogue and exchange of ideas amongst school members.

Devise a direction for professional development to accommodate with the latest school development.

Strengthen professional training and improve the school's leadership effectiveness.

Encourage more cross-discipline collaboration.

3. Curriculum and Assessment

External resources are deployed to enhance English learning effectiveness, such as English Drama courses, Choral speaking, inter-class drama competition.

Small class teaching is adopted in Liberal Studies in order to facilitate students’ thinking and discussion on the issues from different perspectives.

Small class teaching is also deployed in junior Chinese, English and Mathematics, a means to cater for the diverse learning needs of students.

Establish a systematic evaluation model for student’s academic performance and put forward effective improvement measures.

Refine the evaluation mechanism and review the validity of curriculum implementation.

Encourage professional exchanges, peer lesson preparation and classroom observation between teachers.

Effective use of the data obtained from internal and external review. Develop effective strategies to help students to solve learning problems through the analysis of relevant data.


PI Areas Major Strengths Areas for improvement

4. Student Learning and Teaching

Students can learn happily.

Provided various enrichment and consolidation programmes for students of different needs.

Increase teaching effectiveness through common lesson preparation periods.

Adopt curriculum tailoring means and diverse teaching strategies to enhance learning and teaching effectiveness.

Encourage teachers to reflect upon their teaching performances and pay special attention to students' individual differences.

Promote peer observation culture and formulate a development plan to sharpen instructional skills.

Reinforce the inspection of student’s assignment and set standards and requirements for quality work.

5. Student Support

A merit system is in place to recognise high achievers with outstanding performances.

A de-merit system offers chances for students to make up for their wrongdoings.

Students actively participate in various activities to develop their interests and talents.

Student councillor has been employed to identify students with special education needs and provide immediate support.

Establish a systematic mechanism to identify the special needs of students and to make appropriate referrals.

Encourage teachers to participate in training programmes regarding students with special educational needs.

Identify gifted students and help them develop their potential.

Enhance students' moral and civic mindedness in both formal and hidden curriculum.

6. Partnership

The Old Boys have cemented a close relationship with the school. The SLOBA actively supports the school development and provides assistance to various activities.

The school maintains a good tie and communication channels with the Parents-Teachers Association and keeps them informed of the latest school development.

The School regularly invites old boys and parents to share their experiences in career's talks. Old boys provide unflagging support in finance and human resources like the mentorship scheme and consolidation programme.

Strengthen the relationship with communities in our neighbourhood.

Involve in community services in the district.

Mobilise parent volunteers to assist our school with the school activities.

Organise parent education talks and seminars.


PI Areas Major Strengths Areas for improvement

7. Attitude and Behaviour

Students actively participate in various school activities and bear a strong sense of belonging.

Students and teachers establish a fine and coherent rapport among themselves.

Students are receptive and willing to learn. They have strong initiatives in organising extra-curricular activities.

Room to improve student’s motivation and self-initiative in learning.

Promote student's ability and habits in self-learning.

Promote student’s reading habits and skills.

Enhance student’s self-confidence.

8. Participation and Achievement

Students are actively involved in various activities, being excelled in leadership and organisation skills.

Students manage to run an independent student body which has a long history of 34 years in organising a leadership training program.

Students actively participate in inter-class competitions, and in particular, performing brilliantly in sports activities.

Student’s performances in public examination remain consistent over the years.

Encourage students to participate in different types of internal and external activities, competitions or services, so that their horizons are broadened.

Enrich student’s experiences in exploration like study tour.

Nurture students a good study habit a means to improve academic performance.


Major Concerns Targets

Time Scale (Please insert ) Strategies deployment

13-14 14-15 15-16

Cater for student’s learning diversity, to promote student’s interest in learning and to enhance learning effectiveness

Structure the Curriculum, classroom organisation, diversified teaching strategies, and assignment design systematically to cater for learner differences and arouse their learning interest and effectiveness. Adopt and implement cooperative learning in a gradual manner to cater for learners’ diversified needs.

The learning focuses and strategies will be categorised separately by subject teachers of different forms. The core and extension parts will be indicated clearly in the panel scheme of work. In order to cater for students’ diverse needs, all students are required to complete the core section whereas students with higher abilities are advised to take the extension section, which is challenging and cognitively demanding.

Through the common lesson preparation, teachers of different forms and from different subject panels pull their heads together to design and devise diversified teaching strategies to promote student’s interest in learning and cater for their varied abilities.

Panel heads will review the student’s assignments regularly, a mechanism to ensure that subject teachers are able to design appropriate teaching materials to meet student’s diverse needs. Panel heads will also assist the teachers in upgrading their teaching professionalism.

Establish peer support culture through peer lesson observation so that teachers could learn from each other. Teachers could share among themselves whether class organisation and teaching strategies can meet the diverse learning needs of our students.

Establish a sound staff appraisal and lesson observation system to ensure the quality of teaching.

Reinforce student-centred learning approach in order to promote student’s thinking skills and learning effectiveness.

To enhance student-centred interactive learning, and to take care of the needs of students with different abilities. We apply various teaching strategies according to the characteristics of individual learners such as adjusting the instructional design, adopting stratified teaching methods, formulating classroom questioning techniques, devising appropriate learning activities and assignments to enhance students' thinking skills.

Invite external experts to train seed teachers involved in “cooperative learning”. Seed teachers will be fully equipped with necessary skills and knowledge in order to support other teachers to enhance the effectiveness of strategies deployed for learner diversity. The number of seed teachers will be increased yearly.

Seed teachers are responsible for promoting cooperative learning to other teachers in order to enhance overall teaching and learning effectiveness.




13-14 14-15 15-16

Use of cooperative learning model, heterogeneous grouping and other learning activities to promote collaboration among students.

Establish online learning platform and develop reading strategies to help individual students to learn according to their own abilities, a measure to strength their learning interest and effectiveness

Systemic use of the online learning platform (e.g. eClass) for the core subjects. Purchase online learning resources and develop appropriate strategies to encourage students to use this communication and learning platform.

Encourage students to learn through online resources according to their individual abilities and interests. Students are able to prepare, consolidate and enrich their learning experiences in the core subjects.

Each subject panel formulates subject-based reading strategies to promote students’ reading habits and skills in cross-disciplinary teaching.

Utilise and analyse the assessment data provided to evaluate student’s performance and provide feedback.

All teachers will constantly indicate student’s strengths and weaknesses in their assignments and provide positive feedback and suggestions.

Each subject panel analyses the students’ performances in the internal and public examination, so that suitable strategic enrichment or consolidation practice will be designed accordingly.

Each panel head will monitor the implementation of various learning and teaching strategies as well as students learning progress through regular panel meetings, lesson observations, assignments and examination scripts review. Constructive suggestions and guidance will then be provided.

Enrichment measures to help more able students to enhance their learning ability and leadership talent.

Identify more able students to participate in the enrichment programme.

Discipline, Counselling and Extracurricular activities teams provide leadership training for students with higher ability, and encourage them to take initiatives to organise activities and service in order to develop their potential.

Consolidation measures to help less able students regain their confidence in learning.

Counselling team provides early intervention, including identification, follow-up and supports to students with special educational needs. Class teachers help students with SEN to develop interpersonal and social skills and enhance their self-confidence through classroom management and establish a mutual respectful and supportive atmosphere in class.




13-14 14-15 15-16

Nurturing students a spirit of freedom and self-discipline, and promote love, piety and gratitude.

Strengthen students’ perception of self-discipline and freedom, gratitude, piety to God, and respect and care for brothers through formal curriculum and optimised instructional design in class.

Each subject panel embraces and incorporates the theme of the year into students’ assignments and work as one of the learning objectives in order to enhance the effectiveness of value education. Special attention is given to equal emphasis on freedom, self-discipline and caring of others.

The theme of this year lays emphasis on gratitude, care, service and a grateful heart.

The theme of the year focuses on the reverence for the Lord, respect for human, love the environment and services.

Provide students with opportunities to practise what they have taught systematically through the informal curriculum, such as religious rituals, classroom management, services, reflection and other learning activities

To enhance learning effectiveness through morning prayers, hidden curriculum on campus, board design, newspaper clippings, related articles, personal stories, inspirational slogans, etc.

All members of the school actively participate in school morning prayer. Various religious activities and rituals are conducted to fortify the spirit of gratitude in practice.

Encourage students to take the initiative to organise activities and provide service to students and perpetuate the tradition of trust and freedom.

Encourage students to practice and internalise the values through active participation in community services or visits. Develop student’s spirit of love and service, enhance student’s positive image, and internalise what they have learned through reflection and sharing.

Utilise the school’s merit system in order to implement the theme of the year, focusing on the recognition of students with excellent performances.

ST. LOUIS SCHOOL 聖類斯中學 · 2013-12-02 · loving-kindness- promulgated by the Salesian...

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