The Glennie School Strategic Plan

The Glennie School Strategic Plan 2018 to 2020 Page | 1

All She Can Be®

The Glennie School

Strategic Plan2018 to 2020


VisionTo develop in each Glennie girl the intellectual, physical and spiritual potential to be All She Can Be®

Glennie girls are to be educated to the highest standards of which they are capable. In addition, Glennie girls are to be given the opportunities to develop their sporting and cultural talents through a rich, diverse and relevant co-curricular program. By achieving an understanding of their own spiritual dimension, Glennie girls will make a positive contribution to the world with a sense of their own worth and character in addition to a well-developed sense of citizenship.

As well-skilled, well-rounded and well-grounded young people of excellent character, integrity and poise, Glennie girls will be able to be all they can be.

MissionAs a community where tomorrow’s women learn, our mission is to provide girls with dynamic opportunities in education, training and personal growth which develop their individual potential and prepare them for life. We shall incorporate traditional values within a caring, Christian environment, together with the best contemporary teaching methods and learning experiences.

Vision & MissionAll She Can Be®


IntegrityWe are truthful and sincere. We ensure consistency between what we say and what we do, as well as between what we believe and how we behave.

RespectWe respect ourselves and treat others with courtesy, dignity and positive regard. We honour the rights of others. We respect our school, the environment and the world around us.

Compassion We are sensitive to the needs of each individual. We support and nurture those less fortunate than ourselves. We treat each other as we wish to be treated ourselves.

CourageWe continue to strive to improve as individuals and we remain positive, resilient and forward-thinking, despite adversity or challenge. We know that perseverance, effort and a growth mindset can help us as individuals and as members of a team, for the benefit of ourselves and our community.

ValuesAll She Can Be®

Empowered GirlsAll She Can Be®

Glennie graduates should be capable and confident young women of strength and integrity – optimistic, self-aware and adaptable, with a strong sense of compassion and social justice.


Develop in all Glennie girls an understanding of what it means to belong to a community of faith within the Anglican tradition, and to deepen the culture of respect for the diversity of beliefs in society.

Actions• Ensure that there are regular services of worship

across the whole school that reflect the diversity of the Anglican tradition while encompassing the liturgical calendar and the sacraments.

• Build relationships within the broader Anglican community through attendance at youth groups, community service activities and visits to other parishes.

• Ensure that the RE program is relevant and engaging and follows a K-12 continuum.

• Provide opportunities for girls to develop an awareness and respect for the diversity of beliefs in society through curriculum and other school activities.



Develop in all Glennie girls a sense of wellbeing, confidence and resilience whilst treating others with respect and compassion.

Actions• Review school-wide programs in the areas of

leadership, pastoral care and spiritual well-being to strengthen the girls’ capacity to contribute and make a difference.

• Draw upon Christian spiritual traditions and contemporary psychological research to build character and enhance well-being.



Encourage a culture of service and social justice as students participate in local and global projects and experiences.

Actions• Provide opportunities for girls across K-12 to

engage in community projects and experiences in meaningful, sustainable and practical ways as part of co-curricular and curriculum-based activities.

• Further develop the profile of groups presently involved in social justice and service activities and provide additional support as appropriate.

• Develop a coordinated approach to school service activities and projects K-12.



Offer diverse and sustainable quality extracurricular programs, encouraging student participation across a range of activities.

Actions• Review the School’s involvement in local,

state and international endeavours to ensure purposeful and focused programs are offered and developed that reflect the direction and vision of the School.

• Review our extra-curricular programs to ensure they provide sustainable opportunities for all girls to experience enjoyment, challenge and success.

• Review and develop our outdoor education, personal development and life skills programs to ensure students are provided with leadership and personal challenge opportunities to prepare them for the challenges of tomorrow.



Maintain a boarding house where all students are supported academically and emotionally, ensuring that it is a home away from home.

Actions• Provide programs and experiences, on and off

campus, that support the diverse social and emotional needs of all boarders.

• Provide academic support for boarders with appropriate structures and staffing.

• Provide opportunity for boarders to showcase their homes and communities.

• Develop a physical environment and nurturing culture that provides homely living and learning spaces.



Enriched LearningAll She Can Be®

The individual needs of each Glennie Girl matter, thus we tailor our innovative, rigorous and engaging curriculum to support her on her learning journey.



Actions:• Map and review the teaching of 21st Century and higher order

thinking based on Marzano and Kendall’s thinking taxonomy.

• Developing and implementing a whole school approach to the effective teaching of essential skills that can be transferred into myriad contexts of learning.

• Develop K - 12 pedagogical strategies for higher order thinking based on Marzano & Kendall’s thinking taxonomy.

• Develop flexible learning spaces in the Junior Years that support thinking and persistence in problem-solving in independent play and inquiry.

• Creating a culture of critical thinking and deep learning by all members in the School community.

• Planning and seamlessly implementing the new Senior Curriculum and supporting students as they transition to the new system of assessment.

Develop and implement a whole school approach to teaching and learning, with a focus on essential skills, deep learning and preparing girls for their future, the new Senior Curriculum or alternative pathways.



Actions:• Foster the skills of independent learning through the establishment

of quality formative assessment, goal setting and effective feedback practices.

• Teacher professional learning will be informed by current educational research and best practice.

• Promote and support teacher practices in the use of technology to encourage dynamic learning environments.

• Build teacher capacity in the areas of goal setting, targeted instruction, mental engagement, practice and feedback.

• Develop a plan for implementation of learning analytics to identify areas for pedagogical improvement.

Ensure curriculum and pedagogy are informed by the latest research and use innovative technology to enhance teaching and learning



Actions:• Develop a range of “High Performance” opportunities within

classrooms that challenge and extend high-achieving students.

• Develop processes to assist staff to differentiate the curriculum to cater for students at different stages of learning through:

• The effective use of support staff,

• Banking individualised assessment/learning opportunities for future use (technology).

• Develop structures and opportunities for flexibility and extension, including acceleration, external courses, shared campus arrangements, supported study programs, holiday programs and extended hours.

• Promote academic and careers advice that continues to be detailed, contemporary and tailored to students and parents before they commence the senior curriculum.

Develop and enrich personalised pathways for all students, including extension opportunities and the provision of support.



Actions:• Create learning environments where students feel confident to take

risks, learn from their mistakes and develop academic resilience.

• Develop active learners who create their own goals, are adaptable and have ownership of their learning.

• Communicate clearly and regularly with parents to ensure they understand and support the growth mindset and assist in fostering this in their daughter/s.

Encourage a growth mindset in order to foster independence, resilience, perseverance and highly adaptive thinking and learning.

Passionate StaffAll She Can Be®

Glennie students are supported by staff who embrace a professional working culture that

promotes excellence, innovation, collegiality and growth.


Recruit and retain quality teachers and support staff.

Actions• Investigate traditional and innovative methods of

attracting quality staff.

• Showcase staff to support the recruitment of new and the retention of current staff.

• Streamline induction processes so that new staff feel welcome, well-informed and supported.

• Give staff the opportunity to explore and develop personal interests that contribute to the School community.

• Investigate the possibility of creating a network of schools willing to share applications for positions.



Promote the pursuit of excellence, innovation, collegiality and growth through recognition of passionate staff.

Actions• Use working parties across the school to research,

develop and implement new initiatives or improve on existing ones.

• Support staff who wish to pursue higher education to further their contribution to the School.

• Introduce a means of formally recognising those who go above and beyond in their pursuit of excellence across different areas within the School.

• Encourage and enable teachers to be leaders within the School and the wider educational community.

• Create opportunities for staff to share good practice.

• Develop opportunities for teachers to engage in professional conversations and learning within the structure of the day.



Create programs to support both early career and experienced teachers.

Actions• Development of mentoring programs for Early

Career Teachers.

• Investigate the development of peer-to-peer mentoring programs for all teachers.



Build a culture that enhances professional learning, professional sharing, open communication, collegiality and wellbeing of staff.

Actions• Create a staff wellbeing committee.

• Develop a practical and relevant professional learning and review process.

• Develop clear communication protocols.

• Build relationships with other schools to provide exchange or shadowing opportunities.



Connected CommunityAll She Can Be®

Glennie students are embraced by our vibrant, welcoming, and family-oriented community that provides opportunities for personal growth and a sense of belonging, as well as local, national and international relationships and partnerships.



Actions:• Utilise the potential of our state-of- the-art facilities to provide

experience days, residential camps, guest lectures and possibly extended year (Semester 3) learning opportunities.

• Communicate in a more deliberate manner to the wider community successes of our students on a regular basis.

• Showcase our programs at community functions e.g. Languages and Cultural Festival.

• Develop strategic partnerships with educational, community and corporate institutions to enhance the School’s educational reputation and create diverse opportunities for our students.

Enhance the School’s presence and reputation in the community by being a centre for learning, sport and arts.



Actions:• Finalise and implement the Communications Policy to support

positive working relationships with all key stakeholders.

• Showcase the Glennie spirit of all members of the community in communications and publications.

• Recognise and celebrate the diverse cultural community that is Glennie and acknowledge special days of significance of its members.

• Provide opportunities that encourage and support interactions between day and boarding students, families and community groups.

• Engage parent businesses to become suppliers of the school where possible.

• Create more opportunities for functions involving parents e.g. whole school Father’s Day breakfast.

Continuing to build an inclusive and welcoming culture where students, parents and the wider community actively engage with and contribute to the Glennie ‘spirit’.



Actions:• Strengthen links between Old Girls, previous staff, current students

and current staff through publications, reunions, social gatherings, mentoring, guest speakers and career networks.

• Assist GOGA in their centenary year, 2018, to plan, run and evaluate a range of celebratory events and activities.

• Create a mentoring program by enlisting Glennie Old Girls to support our students.

• Investigate the creation of an award of recognition for Old Girls who have achieved success.

• Investigate partnering with GOGA in the appointment of an alumni officer.

Maintaining lifelong relationships with Glennie old girls and past members of the School community.



Actions:• Develop a holistic fundraising plan that provides guidelines for all

fundraising activities.

• Acknowledge community members who display a philanthropic intent and encourage universal active involvement.

• Regularly promote the need to establish connection within our community, particularly our boarding families, and encourage members to look for opportunities to support the school.

• Investigate means of engaging more students in service activities.

Encouraging a culture of philanthropy, service and giving for students, parents and the Glennie community.

Sustainable OperationsAll She Can Be®

The Glennie Community is supported by sustainable operations that maximise financial performance, support investment in facilities and resources, minimise environmental impact and ensure efficient and effective operations.



Creating a concise Risk Management Profile in order to ensure that risks are being monitored and addressed.

Actions• Implement the updated ASC Risk Management

Framework.

• Review the School Risk Register and ensure appropriate controls are in place.

• Review systems and audit procedures to ensure monitoring occurs and issues are addressed in appropriate timeframes.



Growing enrolments by promoting the School’s Brand proposition in current and new markets through traditional and innovative methods both internally and externally.

Actions• Review current marketing strategies to ensure efficient

and effective use of available resources.

• Continue to position the School as the leading regional school for girls and teachers.

• Investigate and develop new markets regionally, nationally and internationally.



Maintaining the financial health of the school to support flexible investment in growth strategies for the school to be a leading provider of girls education.

Actions• Review financial benchmarks for reporting financial

performance against the national benchmarks.

• Identify areas of potential investment across the school.



Enhancing the facilities and further developing a master plan that enables school growth and protects the natural environment.

Actions• Review the existing master plan in light of the priorities

established in the new strategic plan.

• Establish a landscaping plan for the gardens and grounds.

• Create a refurbishment plan for existing facilities.



Reviewing all School operations to ensure maximum efficiency in the utilisation of available resources.

Actions• Undertake a review of all administrative functions

performed by teachers.

• Investigate options for shared corporate services between Glennie and other organisations.

• Review and audit school operations internally, and externally if practical to do so, and investigate systems and processes from other schools or organisations that may be adopted to improve efficiency.

• Develop communication guidelines and create logical workflows to maximise efficiency.


All She Can Be®

Founded in 1908, The Glennie School has operated on its present site on the west side of the City of Toowoomba since 1910.

Glennie perpetuates the work of Archdeacon Benjamin Glennie (1812–1900) who spent much of his life serving the spiritual needs of residents on the Darling Downs. He was also concerned that educational facilities should be provided for the children of settlers.

The then Canon Glennie raised funds that were given to the Anglican Diocese of Brisbane and used in 1898 to acquire the land on which the School now stands.

Following Canon Glennie’s death, an endowment fund was established and became known as the Glennie Memorial School Fund. Under this title, the endowment fund attracted considerable

public support and became the nucleus of the monies that built the Glennie Memorial School.

The School was dedicated on 10 August 1910. The Glennie Kindergarten and Glennie Prep (now Glennie Junior Years) were established at St Luke’s Church Hall in 1912.

Archdeacon GlennieFounder

Our Heritage


All She Can Be®

THE GLENNIE SCHOOL 246A Herries Street,

Toowoomba, Qld, 4350

P: (07) 4688 8888F: (07) 4688 8848

www.glennie.qld.edu.au [email protected]

Cricos 00496DANGLICAN • GIRLS K–12 • DAY • BOARDING

The Glennie School Strategic Plan

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