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INTRODUCTION

Trinity Catholic College Lismore Ltd is a co-educational and independent Catholic School for students from Year 7 to Year 12. It is an Incorporated Body owned by the Marist Brothers, the  Presentation Sisters and the Cathedral Parish of St Carthage. It is governed by a College Council of ten Directors. It operates on two sites leased from the Parish of St Cathage.

The 2014 August census showed an enrolment of 1205 students. These students have come from as many as 65 different primary schools in the region and live within a radius of more than 50 kilometres.
The College is seeking a strong and explicit improvement agenda which sets measurable targets for student outcomes from 2015 to 2019.

DATA FOR THE IMPROVEMENT PLAN

Hard data on student outcomes has been tracked, discussed and has formed the basis for planning.
The data has come from:

  1. Diagnostic Inventory of School Alignment conducted externally (USQ)
  2. Student Satisfaction Survey, conducted externally by NSS
  3. Catholic Identity Survey, conducted internally
  4. Rap Analysis of HSC Results
  5. Reflection on Academic Rigour
  6. Naplan Results 2013 and 2014
  7. Teacher Self-Appraisals

CONSULTATION

Consultation has taken place with staff members at meetings dedicated to College Improvement with students through three focus groups and with parents through one focus group.

STRENGTHS AND ACHIEVEMENTS

In planning for the future, it is important to acknowledge the strengths and achievements of the College as well as the areas for improvement.
The external DISA survey indicated the responses of all three groups; parents, teachers and students as being satisfied with “the performance of the College and that it is seen as an important place of learning, that it has a caring image in the community and is aesthetically pleasing”.

As well, there is evidence of a high level of satisfaction with the cohesiveness of the College, with its organisational and strategic framework and with the management of school resources. Other surveys reinforced these perceptions including its Catholic identity, its strong pastoral dimension and its high standards for behaviour and respect.

In undertaking its improvement planning, the College has used the model developed by the Tasmanian Catholic Education Commission whereby improvement is considered under five inter-related domains with a specific focus on student learning.