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This Concept Map, created with IHMC CmapTools, has information related to: THE POLICY FRAMEWORK GLENALA SHS, Top down drivers of principal accountabilities 5. Engaging and working with the community Principals embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the school’s wider community and the education systems and sectors. They develop and maintain positive partnerships with students, families and carers, and all those associated with the school’s broader community. They create a culture of respect taking account of the intellectual, spiritual, physical, moral, social and cultural wellbeing of students. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise the multicultural nature of Australian people and promote understanding and reconciliation with Indigenous cultures. They recognise and support the needs of students, families and carers from more challenging circumstances. They make a contribution to the development of education at the system and sector levels. Professional practices • [Plan and act] Develop strategies to counter discrimination and the impact of disadvantage in order to secure equity and entitlement. Seek opportunities to engage with families and carers, and partner, where appropriate, with community groups, agencies and individuals, businesses or other organisations to enhance and enrich the school and its value to the wider community. Develop and maintain structures for effective liaison and consultation. • [Review] Make sure learning experiences for students are linked to the wider community and invite and facilitate the community’s participation in student learning. Actively seek feedback from families and carers and the wider community about the quality of learning and their ambition for education. • [Respond] Create and maintain an effective partnership with families and carers to support and improve students’ achievement and personal development. Contribute to the development of the education system by sharing effective practice, working in partnership with schools and others to develop integrated provision. Co-operate and work with relevant agencies to protect and support children and young people., GLENALA SHS DUE DILIGENCE The Smarter Schools National Partnerships All children are engaged in and benefiting from schooling. The proportion of children enrolled in and attending school. Young people are meeting basic literacy and numeracy standards, and overall levels of literacy and numeracy achievement are improving. Literacy and numeracy achievement of Year 3, 5, 7 and 9 students in national testing. Schooling promotes the social inclusion and reduces the education disadvantage of children, especially indigenous children. The proportion of Indigenous and Low SES children enrolled in and attending school . Literacy and numeracy achievement of Year 3, 5, 7 and 9 Indigenous and low SES students in national testing. The proportion of the 19-year-old Indigenous and low SES population having attained at least a Year 12 Certificate or equivalent or AQF Certificate II. The proportion of Indigenous students completing Year 10. Australian students excel by international standards. The proportion of students in the bottom and top levels of performance in international testing (e.g. Program for International Student Assessment , Trends in International Mathematics and Science Study). Young people make a successful transition from school to work and further study. The proportion of the 19-year-old population having attained at least a Year 12 or equivalent or AQF Certificate II. The proportion of young people participating in postschool education or training six months after school. The proportion of 18-24 year-olds engaged in full-time employment, education or training at or above Certificate III., GLENALA SHS DUE DILIGENCE schools of tomorrow initiatives Glenala State High School Work is continuing to complete the newly enlarged and refurbished Great Hall while the new adjoining music and drama classrooms were in use for the start of the year. The bigger and improved hall was sought as a valuable community asset during the public consultation process. The Science Block upgrade and classroom renewal in block B are complete with the completion of the canteen delayed by the need to upgrade drainage and this is now expected to be complete in mid-February. The student services and Art refurbishments are complete. C block renewal is also progressing after delays for asbestos removal. The old classroom blocks A and G have been demolished. At the front of the school, a new transformer has been installed and work is progressing on a new entry statement to define the school entry point and new fencing, School 437 ICSEA value 852/1000 Indigenous students 20% Bottom quarter Middle quarters Top quarter 75% 14% 8% 3% Crossing Cultures Students % Indigenous % non-Indigenous to Yr 10 86.4 98.5 to Yr 11 61.4 89.5 to Yr 12 39.5 77.1 Majority of Indigenous students are enrolled in government education systems (87% Indigenous compared with 68% non-Indigenous). Now only 27% live in rural and remote areas. Partners for Success A level 4 school one of 11% with 20-60 % of aboriginal students, Data-driven Place-based Case-managed The Department’s priority in education for Indigenous students is: • Every day, in every classroom, every student is learning and achieving with a focus on the outcomes of attendance, retention, achievement and workforce capacity Regions and schools need to involve Aboriginal and Torres Strait Islander people in the design and delivery of strategies locally and regionally, and share responsibility for outcomes., GLENALA SHS DUE DILIGENCE The Smarter Schools National Partnerships demonstrate a shared commitment between the Queensland and the Federal Government to improving teaching quality, literacy and numeracy development of young people , and provide specific support for students from disadvantaged areas. The three school's National Partnerships target key areas that are crucial to achieving these goals. Improving Teacher Quality National Partnership Literacy and Numeracy National Partnership Low Socio-Economic Status School Communities National Partnership, GLENALA SHS DUE DILIGENCE schools of tomorrow initiatives $69.5 million will be spent on renewing Glenala State High and four primary schools - Durack, Inala, Richlands East and Serviceton South state schools. Transforming Glenala State High School hall into a modern multi-purpose performance centre, about double the current size, available to all cluster schools as well as the community Renewed industrial technology and design facilities to enhance vocational education and training opportunities for students at Glenala State High, Top down drivers of principal accountabilities, THE PARENT/COMMUNITY /BUSINESS PARTNERSHIP FOCUS External partnerships with parents, other schools, businesses and communities and the provision of access to extended services (including through brokering arrangements) parental engagement strategies, in line with the national Family-School Partnerships Framework ; - partnerships with local community groups and other agencies to ensure that students have access to appropriate pastoral, health and welfare, employment and other services support. In the case of low-SES schools with high numbers of indigenous students, brokers could be appointed to facilitate school-community partnership agreements; - partnerships with businesses, such as through the Australian Business and Community Network, to broaden the horizons of students, support educators and provide employment links with businesses and business organisations; - partnerships with other schools, including shared facilities and joint initiatives and promotion of linkages between targeted schools and high performing schools which can play a mentoring role; and - brokering a range of services for students and families, including co-location of some services like early childhood facilities, linking employment services to schools and referring parents to parenting and family support programs to enable them to better engage with their children’s education