ANNUAL REPORT
2019
TO THE SCHOOL
COMMUNITY
MATER CHRISTI COLLEGE, BELGRAVE
SCHOOL REGISTRATION NUMBER: 1644
MATER CHRISTI COLLEGE BELGRAVE
Contents Contact Details ................................................................................................................................................ 2 Minimum Standards Attestation .............................................................................................................. 2 College Overview............................................................................................................................................ 3 Principal’s Report ........................................................................................................................................... 5 Education in Faith .......................................................................................................................................... 6 Learning & Teaching ..................................................................................................................................... 8 Student Wellbeing ........................................................................................................................................14 Child Safe Standards .................................................................................................................................... 16 Leadership & Management ........................................................................................................................ 17 College Community ..................................................................................................................................... 20 School Performance Data Summary ..................................................................................................... 23
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Contact Details ADDRESS
28 Bayview Road, Belgrave Vic 3160
PRINCIPAL
Mary Fitz-Gerald
CANONICAL AUTHORITY
Good Samaritan Education
SCHOOL BOARD CHAIR
Dr Paul Kremer
TELEPHONE
(03) 9754 6611
mcc@materchristi.edu.au
WEBSITE
www.materchristi.edu.au
E NUMBER
E1240
Minimum Standards Attestation I, Mary Fitz-Gerald, attest that Mater Christi College is compliant with: •
All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA
•
Australian Government accountability requirements related to the 2019 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)
•
The Child Safe Standards prescribed in Ministerial Order No.870 – Child Safe Standards, Managing Risk of Child Abuse in School.
22 May 2020
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College Overview The Australian Federal Government and the Victorian State Government, through the Victorian Registration and Qualifications Authority, requires all schools provide school performance information on a variety of measures. This report provides such information, and also presents initiatives and developments of major importance to the school community throughout 2019.
Vision Our goal at Mater Christi College is to provide an educational environment where challenging learning experiences empower students, staff and families to act justly and live wisely, creatively and compassionately.
Mission Statement Mater Christi College is a Catholic Secondary School for Girls which takes its direction from the person and message of Christ, as proclaimed in the Gospels. In an atmosphere of Christian love, caring and understanding, the College provides educational programs relevant to the individual needs of students. It encourages excellence in all things. The College respects the traditions and spirit of its founders, the Sisters of the Good Samaritan, and strives to be organisationally and educationally innovative, to meet the challenges of a rapidly changing society. Through balanced growth of the whole person, we aim to develop informed and compassionate women of faith who will contribute freely and creatively in the affairs of society.
Guiding Benedictine Values Love of Christ & Neighbour ~ Community ~ Justice & Peace ~ Learning ~ Excellence ~ Prayer Hospitality ~ Stewardship ~ Humility ~ Discipline ~ Obedience ~ Stability Mater Christi College is a single campus Catholic Secondary School for Girls, located in the outer eastern region of Belgrave, Melbourne. It was established in 1963 by the Sisters of the Good Samaritan and is now governed under Good Samaritan Education. It is systemically funded through the Catholic Education Commission of Victoria. While many students are Catholic and from Catholic families, all students embrace the opportunity to participate in an active faith community and are challenged to learn in an environment imbued with the values of inclusivity, compassion and justice so that students will develop a love of learning, embrace leadership experiences and participate in community service. The College has excelled in providing unique opportunities for students to develop their potential - academically, spiritually, physically and emotionally. As a community dedicated to the education of girls, the College has committed to ensuring opportunities for future leadership, cultural experiences, community service, sporting activities and creative achievements.
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Governance Mater Christi College is a public company limited by guarantee. It is governed according to the Constitution of Good Samaritan Education. The Directors, appointed by the Members of the Company in accordance with the Constitution, form the College Board which provides the governance of the College and sets the strategic direction. All operational matters and internal administration are delegated to the Principal as Chief Executive Officer. The Members of the Company and College Board for 2019 consisted of:
Members of the Company Peter Nicholson (Chair) Rosalie Jones (Deputy Chair from May) Veronica Hoey SGS (Deputy Chair to May) Eileen O’Leary Lucy Molony (to May)
Board Directors Paul Kremer (Chair from May) Fiona Purcell (Chair to May) Mary Close (Deputy Chair from May) Philip King Steven Langford Tony Chapman Sharnee Moore Fiona Bygraves Trudi Bons (from May) Olwen Horton (to Feb) Tony Lancaster (to May) Rick Westerhoff (to Jul)
Good Samaritan Education Governance Structure Detailed information regarding the Mission & Values, Governance, History, People and Programs of Good Samaritan Education can be found on their website at: goodsameducation.org.au
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Principal’s Report Our College community responded positively to our commitment to be ‘informed, compassionate, creative’ (College motto), particularly inspired by our 2019 theme, build community; welcome all as Christ’. Our vision was to provide an education program where students are empowered to learn through challenging experiences, strategic opportunities and a supportive environment to become confident, compassionate and globally minded. Our commitment to the mission of our College required a strategic focus on effective teaching practices and learning experiences aligned closely with a pastoral care program, all firmly grounded in the context of a Catholic faith community which takes “its direction from the person and message of Christ, as proclaimed in the Gospels” (College Mission Statement). As we seek to develop “compassionate and informed women of faith who will take part actively and creatively in the affairs of society” (ibid), we sought to address students’ learning needs as aligned with our purpose as Catholic school, rather than merely to the demands of competitive marketing or compliance requirements. Our commitment to the provision of quality learning outcomes within the context of positive wellbeing strategies was outlined in our Strategic Improvement Plan 2017 – 2020. Its goals and intentions reflected recommendations following the College Review, conducted by Australian Council of Education Research, those from the Enhancing Catholic Identity survey and from the re-accreditation review of our International Baccalaureate Middle Years program. In addition to ensuring effective learning spaces, mobile devices continued to broaden opportunities for collaboration, research and communication for all, students, staff and parents, supported by a full range of online resources. In response to community consultation and research findings, access to mobile phones was restricted during the school day. Students and teachers responded positively to the installation of Canvas, Learning Management System and Schoolbox as our Student Management System. I wish to acknowledge the exceptional and generous commitment of College leaders, teachers and staff of the College along with the wisdom and insightful support of the Board Chair, the Chair of Members, and all Company Members, Directors and Committee Members. I give thanks for the inspiration and support offered to our College by Good Samaritan Education, its Mission Team, the Sisters of the Good Samaritan and those members of our College community who assisted in various activities over the 2018 school year. May we truly ‘listen’ and respond as Christians to ‘who is my neighbour’ so that through the provision of a supportive educational environment and challenging learning experiences, students, staff and families are empowered to act justly and live wisely, creatively and compassionately.
Mary Fitz-Gerald Principal
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Education in Faith Achievements We are guided by the Good Samaritan Philosophy of Education, its key message as follows: ‘Catholic education in the Good Samaritan Benedictine tradition is committed to developing students who will engage with today’s world as grounded, hope-filled young people who are equipped to lead wisely, to listen deeply and to treat their neighbour and their environment with justice, love and the compassion of Christ’. The 2019 theme of ‘build community; welcome all as Christ’ provided an inspirational context for students to engage as active learners of Mater Christi College and demonstrate a Christian response to social and environmental injustice as committed members of our catholic faith, local and global community. Students, through religious education classes, prayers, liturgies and reflections, became more aware of God’s presence in their lives and explored their responses to the needs of others, in communities near and far. College assemblies, reflections, retreat days and social justice fundraising and advocacy events provided opportunity for a range of presentations, resources and speakers to raise their awareness of the call to good works and justice, as highlighted in the gospel story of the Good Samaritan, and our commitment as followers of Jesus, to ‘go and do likewise’.
Value Added •
Senior and Middle School Faith and Liturgy Captains, Social Justice and Stewardship Captains, and House Captains demonstrated strong leadership in encouraging prayer, providing reflections and promoting social justice messages at assemblies, year level and house meetings throughout the year.
•
Students responded positively to the variety of opportunities for prayer, reflection, meditation, community service and campaigns as part of their spiritual development and engagement in charity and advocacy. Through retreats and reflection days, guest speakers inspired and informed students about good relationships and areas of need in our community, locally, nationally and globally.
•
Through the formal Leadership Certificate Program, and Good Samaritan Student Leadership training, students developed their commitment to community service through taking lead roles in liturgies, prayers and reflections at assemblies, in writing for school publications, through School Representative Council discussions, debating competitions and numerous fundraising initiatives.
•
Students enhanced their leadership skills through actively engaging and involving other students in fund and awareness-raising activities and campaigns such as the Constitutional Convention. Students continued their support for Project Compassion, Tinnies for Vinnies, National Reconciliation Week, local refugees and asylum seekers, people faced with homelessness, the Good Samaritan Inn for women escaping domestic violence, Good Samaritan Kinder in the Philippines, as well as other local projects in areas of need.
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•
In the Catholic Action program, students developed their understanding of community service on Catholic Social teaching principles. These included supporting the St Vincent de Paul Winter Sleep-Out, a mental health awareness campaign, assisting staff providing food to those in need at the local Tin Shed, at Soup Van in CBD, at a local retirement village and through organizing a fundraising concert.
•
In the Youth Ministry program students focussed on spirituality awareness and leadership skills. Students were the leaders in liturgical activities, shared Gospel message with their peers during Reflection Days and assisted with the preparation of primary school students for the Sacrament of Eucharist at local Catholic Primary school.
•
The Personal Project, in the Middle Years Program (MYP) of the International Baccalaureate, provided students with opportunities to develop projects targeting social justice and stewardship. Student leaders also participated in the St Vincent de Paul Social Justice Student Conference, the Good Samaritan Student Leadership Formation, Good Samaritan Ministry Outreach and Good Samaritan Immersion Trip to the Philippines.
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Learning & Teaching Achievements The College provided academic curriculum programs through the Middle Years Program of the International Baccalaureate (MYP) which aligns fully with the requirements of both the Australian (National) and Victorian Curricula. Students graduate from their final year with either the Victorian Certificate of Education or the Victorian Certificate of Applied Learning and can take vocational subjects within each certificate. Curriculum Leaders and Domain Teams continued to work in Professional Learning Communities (PLCs), collaborating and sharing data and effective teaching practices, maintaining the focus on all students learning at high levels and achieving strong learning outcomes. There was a greater focus for teachers in their domains to use and grow relevant data banks to inform teaching practices and program change. The voices of students and other sources of relevant feedback continued to inform improved learning strategies. Year 9 DISCOVER program continued into its third year, with clearer assessment and reporting procedures post its end of second year evaluation. Students in Years 8 & 9 participated regularly in Yarra Ranges Technical School (YRTS) STEM program, experiencing High Tech Hospital, Robotics and Little bits Electronics in Year 8 and Wearable Technology, Little Bits Electronics and 3D Printing in Year 9. Year 7 students attended Taster days and responded positively to the program. The STE(A)M Coordinator ensured that teachers participated in the relevant training sessions and that our in-school curriculum content is aligned appropriately with that provided at YRTS. With very little notice, the College was required to install a new Learning Management System. After a rigorous but concentrated period of research, CANVAS was selected due to its ease of use, open access and broad links with relevant teaching resources. We negotiated six months for the former system to continue, while staff through professional learning workshops, Domain teams and online user groups focused on becoming competent users of CANVAS. In second semester, many classes transferred their lessons and resources successfully to Canvas, and by term four, all classes were benefiting from the new platform. Many teachers responded easily to this change due to participating in pilot blended learning units in the previous year. It was evident that the process of developing blended (combination of textbooks, online and interactive resource materials) learning units promoted good teaching pedagogy, highlighted through instructional design principles and an informed selection of resources. Students were provided with online textbooks via LearningField platform which enabled access to a broader range of resources. Teachers worked collaboratively to provide quality support for students with special learning needs. New processes were implemented to ensure appropriate funding for additional learning support. Teachers were required to provide evidence of ten weeks total of adjustments for each student for whom the College was receiving additional funds as part of the National Consistent Collection of Data (NCCD) scheme. A central depository of these adjustments was developed providing specific detail across each student’s many subject areas. The Learning Diversity Leader provided support to teachers and learning support staff and managed the application process with a team of curriculum leaders.
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Professional learning workshops focused both on understanding NCCD requirements and Canvas, the latter being fully implemented in Semester Two in all classes. Staff used Student Performance Analyzer (SPA) data to inform learning and teaching practices for improved student outcomes. In addition to NAPLAN data, this enabled teachers to better understand the differentiation and adjustment requirements of individual students in their classes. The Pastoral Program continued to emphasise study skills, setting achievable goals and learning support strategies appropriate to students’ year level learning needs in addition to its focus on wellbeing for learning. Students in early years focused on digital citizenship and cyber safety, while those in the middle years focused on subject selections and careers education. Students in the final years focused on study skills and post-school options/tertiary student selection processes. As required, teachers of VCE subjects attended subject workshops in readiness for introducing revised VCE Study Designs. Many teachers provided mentoring and support to pre-service teachers from tertiary institutions throughout the year. In addition to training opportunities for these tertiary students, experienced teachers consistently reported on the significant professional development gained from this experience.
Student Learning Outcomes Mater Christi College students participated in the National Assessment Program – Literacy and Numeracy (NAPLAN) tests conducted by the Victorian Curriculum and Assessment Authority (VCAA), in Years 7 and 9.
Proportion of Students Meeting the Minimum Standards
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Year 7 2017 to Year 9 2019 NAPLAN Growth Results (Source NAPLAN)
Year 7 – Year 9 Growth Analysis during 2017 – 2019 NAPLAN (Source NAPLAN)
The data for the Year 7 cohort is used as a snapshot of the diverse learning outcomes from primary school and informs future teaching needs especially in the Maths and English programs. The trend data highlights strong gains over the past three years for students in Year 9 across all key areas with the most significant improvement in numeracy. Year 9 test results in 2019 identified strong achievement standards continuing in Spelling, Numeracy, and Grammar and Punctuation. While the results over the last three years continue to demonstrate achievement standards equal to and mostly above the national and state average, the College determined to make improving student literacy the focus of professional learning and action research over 2020.
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Median standardised results for Year 9 The average NAPLAN standardised results in 2019 were:
Year 9 Reading
591.4
Year 9 Writing
572.9
Year 9 Spelling
590.2
Year 9 Grammar & Punctuation
579.7
Year 9 Numeracy
592.4
Years 9 - 12 student retention rate Of the cohort of students who were in Year 9 in 2016, 85.3% of those students remained with the College through to completion of Year 12.
Senior Secondary School Outcomes VCE results demonstrated a median study score of 31 with many students achieving 40+ scores. All VCE teachers attended a data discussion about best practice in the use of reports from the VCE Data Service followed by individual interviews with VCE and College leaders. 100% of all VCE students and 100% of all VCAL students successfully completed their studies in 2019, with 95% of students gaining their first or second preference for tertiary studies. VCE Median Score
31
VCE Completion Rate
100%
VCAL Completion Rate
100%
At year’s end the College celebrated the achievements of one hundred and sixteen students with many having achieved excellent results across the full range of VCE studies, including 7 students who achieved an ATAR equal to or greater than 90. Nine students successfully completed the VCAL and 2 students successfully completed the VCE Baccalaureate. The cohort consisted of local students and international students.
Educational Highlights: §
College Dux achieved an ATAR score of 98.1
§
7.2% achieved an ATAR score of 90 or higher
§
30% achieved an ATAR score of equal to or higher than 80
§
59% achieved an ATAR score of equal to or higher than 70
The 2019 50th Percentile Study Score (middle ranked score) illustrates the distribution of scores across all studies. The 50th Percentile Study Score for Mater Christi students was 31.0 compared with 30.1 for All Schools and 30.3 for This School Sector (All Catholic Schools). In 2019, there were 31 individual study scores of 40 or above across 13 studies.
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Next is a comparison of the percentage of study scores of 40 and above of Mater Christi College students to other schools. In 2019 there was again a decrease in individual top Study Scores (compared with a much higher than average score in the 2017 year), with 25 VCE students (including Year 11 students) attaining study scores of 40 or higher. (Source VCAA)
% of Study Scores >40 (2015 – 2019)
12 All Schools 10
This School Sector (Catholic) Mater Christi College
8
6
4
2
0 2015
2016
2017
2018
2019
The figure below shows the frequency of high achievement as indicated by the percentage of Study Scores of B or higher. Mater Christi students results for 2019 were slightly below those in previous years. (Source VCAA)
% of Study Score Grades of B or Higher (2013 – 2019) 75
70
65
60
55
50 2013
2014
2015
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2017
2018
2019
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Post-School Destinations Mater Christi College provided pathways to tertiary study at Universities and TAFE Colleges, and pathways to traineeships and apprenticeships or employment. Most Year 12 of 2019 students applied for further study with 99 of the 105 students making application through Victorian Tertiary Admissions Centre (VTAC). Ninety five percent of students received an offer for tertiary placement. Nearly all students achieved their first or second preference for subsequent study programs. For our international student cohort, 4 out of 4 students were offered places at Universities and Colleges in Australia. The On Track Survey Data relates to the students who exited at the end of 2018 (end of 2019 data available Semester 2, 2020).
On Track Survey Data In Education and Training
as known at 2019
University enrolled
71%
TAFE/VET enrolled
4%
Apprentice/Trainee
3%
Not in Education and Training Employed
10%
Deferred
11%
The information demonstrated that students are moving forward from the College to opportunities of further learning, employment or “GAP� year experiences.
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Student Wellbeing Achievements As part of the Pastoral Program, students at all year levels were required to set SMART learning and wellbeing goals and provided with a range of experiences to support the building of resilience. Students participated in activities that targeted specific year-level needs such as Careers Education at Year 10, Study & Homework skills at Year 8, Stress Management at Year 12, Time Management at Year 11, Friendships in Year 7 and Relationships in Year 9. The scope and sequence of activities were reviewed using the positive psychology model and updated accordingly by teams of year level teachers, College psychologists and nurses. Teachers, leaders and specialist support staff quickly became competent users of Schoolbox, a new Student Management System providing the one secure entry point into College information, programs, policies and services Parents and students attended Welcome Evenings in Term 1, with a range of guest speakers who reflecting on current research information outlined age appropriate strategies and challenges to support and develop effective parenting skills. These occasions provided an opportunity for parents and staff to meet, discuss and consider feedback about supporting students’ learning. Students also participated in after-school activities such as developing a growth mindset and positive relationship building. Schoolbox was installed during the year as the College Student Management System. As part of the Pastoral Program, specialist presentations were scheduled throughout the year, focusing on resilience, positive mental health, emotional intelligence, cyber safety, bullying, positive relationships, and study skills through workshops from Elevate Education and Project Rocket and presentations from Scott Darlow on Indigenous Issues and Reconciliation and the Sexual Assault Prevention Program for Secondary Schools (SAPPSS) provided for Year 9 students. In 2019 the VCE Learning Panel continued to assist students in their learning. The Panel consisting of the Head of Senior School and Year Learning Coordinators met with individual students to discuss appropriate supports and strategies. Parents were notified of meeting outcomes via email. In addition to this, Learning Conversations were conducted across all year levels to ensure students were supported in their learning.
Average Student Attendance Rate by Year Level Year 7
94.3%
Year 8
92.0%
Year 9
92.0%
Year 10
91.7%
Overall average attendance
92.5%
At the August 2019 Census there were 700 students enrolled at the College (including 22 international students).
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Teachers reported student attendance via the College network enabling ‘real time’ roll marking. A Short Messaging Service (SMS) was sent to parents/guardians when an unexplained absence occurred. Student attendance was monitored and followed up with families as needed.
Value Added Student wellbeing at Mater Christi College supports a sense of connectedness to the community. We seek to provide a safe, engaging and supportive environment for the development of students’ spiritual, physical, social and emotional learning. A diverse range of leadership opportunities enhances the students’ sense of being valued, improves student communication and involvement and develops strong personal competencies. Student-led presentations at House, Middle School, Senior School and College assemblies showcase learning activities, cultural experiences and student involvement in a range of opportunities. Continued monitoring of personal safety requirements, proactive social and personal development activities and an ongoing focus on the rights and responsibilities reflects the College’s mission to develop ‘informed and compassionate women of faith who will contribute freely and creatively in the affairs of society’.
Student Satisfaction Student surveys indicated that most our students feel safe at school, with a low number of students being concerned about bullying and the majority feeling positive about their future. Student satisfaction and engagement is qualitatively demonstrated through: §
Strong sense of belonging to school community
§
Positive school attendance data
§
High family attendance at Welcome Nights and Progress meetings
§
Strong student participation in co-curricular and extra-curricular activities
§
Regular use of the Learning Commons and Scholastica for after-school study
§
Support for, and high level of participation in, opportunities such as Student Leadership selection processes, Student Leadership Certificate, Outreach Ministry activities, Tinnies for Vinnies and Mater Day activities
§
Confidence to lead initiatives for fundraising, community service and raising broader school awareness of environmental and social justice concerns
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Child Safe Standards Mater Christi College believes that students have the right to a safe and non-threatening learning environment. In this environment, students are respected, treated with consideration always and their voices are heard. They have a right to feel safe and be safe. This commitment is drawn from the Benedictine tradition for Colleges of Good Samaritan Education. In his Rule, St Benedict urges us to move towards a better life, persevering through hardship, being open about our faults and placing the welfare of others above our own. The Principal together with Board Directors remains committed to a zero tolerance of child abuse. The Child Safe Program at the College is reviewed and regularly updated to achieve best practice for the whole school community. All Staff understand their duty of care and commitment to child safety. The program strategy is reviewed and updated regularly in accordance with legislative requirements.
Achievements The Child Safe Program is a central focus for Board Directors and College leadership. While student safety is embedded in our culture, the College continues to maintain awareness by: §
Including student safety and risk as a regular agenda item for Staff and Board meetings;
§
College leaders meeting with Student Protection Officers regularly;
§
Providing Student Care Plans for all teaching staff;
§
College leaders and Wellbeing staff (Psychologists & Nurses) meet regularly to share case management of students needing additional supervision and support;
§
Staff screening, induction and training;
§
Preparing Staff for Child Information Sharing Scheme
§
Staff completing and signing off on compliance checklist of policy, procedures and child safe requirements;
§
Providing parenting workshops with leading experts as key presenters
§
Reporting to DHHS and ChildFirst as required;
§
Encouraging students to report issues of safety and concerns, via a range of contacts – Pastoral Teacher, Student Protection Leader;
§
Providing safe spaces for students to report and discuss concerns;
§
communicating with parents via eNews;
§
Placing posters in key student areas around the college which displayed names of the Student Protection Leaders (Child Protection Officers);
§
Requiring Staff and all visitors to wear ID cards;
§
Providing inductions for students going on work experience included information about safety. All workplaces were checked prior to this visit, and students were contacted during the experience;
§
Subscribing to SchoolTV, a valuable resource for students and parents, easily available via the College website.
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Leadership & Management Achievements The College continued to support successful academic outcomes with students graduating in their final year with either the Victorian Certificate of Education (VCE) or the Victorian Certificate of Applied Learning (VCAL) and for some included vocational certificates. Excellent results were acknowledged at the High Achievers Assembly in February alongside subjectbased Scholastica, General Effort, Achievement and Pastoral awards which were presented at Year Level Assemblies. The College structure supported a consultative discernment process for decision-making. The Principal met regularly with the College Executive, Curriculum Leaders, Finance, Facilities and SRC Teams. In addition, senior leaders provided reports from ICT Operations and Heads of Department meetings Two Heads of Schools (Senior and Middle) led a team of Year Learning Coordinators to support the learning and wellbeing needs of students. Additionally, in Senior School, the team included Vocational and Careers Coordinators while the Director of Curriculum contributed as needed for both groups. A Curriculum Executive Team (Director of Curriculum, Assistant Director of Curriculum & Deputy Principal) supported the work of the Curriculum Leadership Team which was comprised of Domain Leaders, STEAM Coordinator and Head of Learning Commons (Library). All teachers in Positions of Leadership (POLs) were provided with leadership support and attended inhouse and appropriate external professional workshops. Reports from these were shared. From the start of the year, each leader articulated his/her individual leadership goals as well as ensured that their team goals were aligned with the College Strategic Improvement Plan, 2017-2020. The Principal and Senior Leaders met over the year with each one to confirm and support progress with regard to these. Across 2019, Domain teams continued to meet regularly, especially as Professional Learning Communities where they worked collaboratively, sharing data and teaching practices to develop strategic improvements for students’ learning outcomes. A TeachMeet was held at the end of each semester where the teams shared their findings. A Staff Seminar was held each term, where in addition to Principal and College Leader reports, staff participated in consultation, feedback and evaluation activities. Key areas were the development of new mobile phone usage guidelines, updating the College technology user agreement and the provision of Professional Practice Times for teachers. Staff again provided feedback after major community events, such as start of year Welcome Nights, Progress Meetings, Mater Day etc. Ideas for improvement were presented, and as a consequence, changes were made to the College Awards presentations, Mater Day celebrations and our student Uniform policy. Teachers participated in an appraisal process which involved their completing a Student Perception Survey of one of their classes, discussing its findings with a leading teacher, undertaking relevant professional reading and finally presenting a brief reflection on their teaching practices, taking into account AITSL teaching standards, previous reports (if applicable) and ideas for future improvements.
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All teachers were presented with a summary of these Student Perception Survey results and encouraged to share their findings with their students. Teachers’ final reflections on their findings are considered by the College Principal and an overall summary presented to all staff.
Staff attendance and retention According to the August 2019 Census of Non-Government Schools, Mater Christi College had a total of 67 (55.18 full time equivalent) teaching staff. The teacher attendance rate was 81.4%. The proportion of teaching staff retained from the previous year was 93.8%.
Staff Composition Principal Class
2
Teaching Staff (Head Count)
79
Full Time Equivalent Teaching Staff
63.8
Non-teaching Staff (Head Count)
31
Full Time Equivalent Non-Teaching Staff
23.9
Indigenous Teaching Staff
1
Teacher qualifications All Mater Christi College teaching staff are fully qualified and registered to teach with the Victorian Institute of Teaching (VIT). Teachers holding VIT registration have met professional practice standards and are required to renew their registration every five years.
LEVEL Doctorate
STAFF % 3.2%
Masters
25.4%
Diploma - Graduate
39.7%
Certificate - Graduate
15.9%
Degree - Bachelor
95.2%
Diploma - Advanced
12.7%
No qualifications listed
0%
More than half of the teaching staff at Mater Christi College have specialist post graduate Diploma and Certificate qualifications, and over one quarter of teaching staff have Master and/or Doctorate Degrees. Staff continued to study for further post graduate qualifications. The commitment of Mater Christi College staff to continued professional learning is reflected in the above-average number of teachers with higher qualifications.
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Expenditure and teacher participation in professional learning All 95 (72.5 full time equivalent) staff participated in professional learning activities throughout the year, both internally and externally. Total expenditure for the 2019 year was $56,524. For teaching staff there was a total expenditure of $36,126 with an average of $679 per teaching staff member. Professional learning involved whole staff sessions within the school and individual staff attendance at conferences, seminars and workshops. The key foci for professional learning for 2019 was to continue to support the implementation of Learning and Student Management systems, Canvas and Schoolbox and to collaborate effectively to create database of learning adjustments to meet NCCD criteria for funding
Teacher Satisfaction Regular staff consultation workshops and surveys indicated positive morale of the majority of staff. Participation in College Seminars, across leadership and planning teams and through professional learning communities demonstrated high levels of commitment to improving student learning outcomes. The data also indicated that the majority of staff believes that student behaviour is very positive, supporting a strong focus on teaching and learning. Teacher satisfaction is demonstrated through: ยง
Strong commitment to professional, pastoral, co-curricular and staff support activities
ยง
Active engagement through teams working towards school improvement goals
ยง
Conscientious involvement in professional development, training and ongoing study opportunities
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College Community Achievements Parents and students participated in Year level Welcome and Information meetings at the start of the year. Progress meetings were consistently well attended, and parents continued to enjoy being able to book their appointments online. Parents communicated freely and regularly with school leaders and teachers. Expanded presence in social media increased the reach of storytelling about the College, its learning opportunities and programs to our own families and the wider community. Grades 4 and 5 students from our Priority Parish Primary Schools and other local Primary Schools enjoyed Taster Days, and especially the Taster Day and Sporting Competition experiences with many appreciating the benefits and value of an all-girls’ education program. Parents, students and staff joined invited guests and representatives from local schools for breakfast to celebrate International Women’s Day, a highly successful initiative which is now a regular event.
Value Added Opportunities for parent engagement occurred through numerous events; celebrating achievements, gathering information, demonstrating new skills, exploring futures, or participating in activities such as: §
College Masses
§
Hospitality Class Dinners
§
International Women’s Day Breakfast
§
School Production
§
DISCOVER Information Evening
§
Sports Awards
§
DISCOVER Graduation Evening
§
Award Presentation Assemblies
§
Presentation Ball
§
VCAL Awards
§
Community Service- Passion Project
§
Valedictory Mass & Graduation Dinner
§
National Basketball Competition
Tertiary and Subject Expo
§
§
National Schools Champion in Cheer leading
§
Welcome events
§
Personal Project Exhibition
§
MYP Information
§
Family Science Night
§
Guest Presenters
§
Music Ensembles
§
Leadership Certificate Presentation
2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY
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MATER CHRISTI COLLEGE BELGRAVE
The College continued its participation in local events through musical performances at fetes and festivals. The Catholic Action classes and Social Justice group were active in their support of Caritas through initiatives such as the Good Samaritan Foundation and St Vincent de Paul’s ‘Tinnies for Vinnies’, the Winter Sleep Out and other outreach experiences. Year 11 student leaders organised a Constitutional Convention, inviting ABC TV presenter Sami Shah and students from local schools to join with Mater Christi students to debate whether ‘A general election should be immediately called if a Prime Minister is deposed by their party’. Presentations were shared following group discussions and students were left to consider how they might stay involved especially with the many issues they had raised. The College enjoyed an ongoing partnership through its families and shared goals with St Joseph’s College in Ferntree Gully, with students from both Colleges performing in a production of A Chorus Line. The combined Annual Year 12 Social Justice Fundraising Concert was well supported by families, students and staff from both Colleges also. The College continued to work as a member of the large network of local schools through the Mullum Schools Cluster, which ensured maximum access for students to a diverse range of vocational study programs. Students and teachers enjoyed new opportunities in STEM education through Yarra Ranges Technical School. Ongoing and supportive relationships were maintained with local authorities especially the Police, Country Fire Authority and Metro Trains. Relationships with community groups continued through increased engagement with Yarra Ranges Technical School, Yarra Ranges Council, Puffing Billy, Belgrave Traders and small community groups. Wider connections with the College have also been developed with community groups and organisations utilising College facilities including Belgrave Parish, Puffing Billy, The Tin Shed, Belgrave Traders, Mountain Tigers (local) Basketball Club, Belcoma Netball Club and After the Bell (its holiday programs are hosted at the College). The College provides car parking opportunities for local activities, especially for patrons of Puffing Billy on non-school days.
Parent Satisfaction Parent survey feedback indicated that most parents believe that the school provided challenging educational programs and clear communication between school and home. The data showed high levels of confidence in the quality of teaching and the management of student transition. Parents also valued highly the opportunity for their child’s religious education as provided at the school. Parent satisfaction is qualitatively demonstrated through the following: §
Reports from enrolment interviews of high satisfaction
§
Strong levels of attendance for school functions, especially Progress, Information Meetings and College Assemblies
§
Regular volunteers performances
who
support
2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY
camps,
sporting,
drama
and
music
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MATER CHRISTI COLLEGE BELGRAVE
ยง
Positive feedback to College leaders for management and support through critical incidents, discipline matters and emergency events
ยง
Positive perceptions generally from surveys, especially highlighting student safety and homework practices
2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY
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MATER CHRISTI COLLEGE BELGRAVE
School Performance Data Summary E1240 Mater Christi College, Belgrave PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS
2017 %
2018 %
2017 - 2018 Changes %
2019 %
2018 - 2019 Changes %
YR 07 Grammar & Punctuation
98.3
99.2
0.9
96.9
-2.3
YR 07 Numeracy
99.1
100.0
0.9
97.7
-2.3
YR 07 Reading
99.1
100.0
0.9
97.7
-2.3
YR 07 Spelling
96.6
99.2
2.6
96.6
-2.3
YR 07 Writing
95.7
99.2
3.5
99.2
0.0
YR 09 Grammar & Punctuation
97.1
98.8
1.7
95.3
-3.5
100.0
98.8
-1.2
99.1
0.3
YR 09 Reading
97.1
98.8
1.7
92.7
-6.1
YR 09 Spelling
94.3
94.1
-0.2
95.3
1.2
YR 09 Writing
96.2
91.8
-4.4
93.5
1.7
YR 09 Numeracy
YEARS 9 - 12 STUDENT RETENTION RATE Years 9 to 12 Student Retention Rate
2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY
85.3%
23
MATER CHRISTI COLLEGE BELGRAVE
AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL
%
Y07
94.3
Y08
92.0
Y09
92.0
Y10
91.7
Overall average attendance
92.5
TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate
81.4%
STAFF RETENTION RATE Staff Retention Rate
93.8%
TEACHER QUALIFICATIONS
Doctorate
3.2%
Masters
25.4%
Graduate
39.7%
Graduate Certificate
15.9%
Bachelor Degree
95.2%
Advanced Diploma
12.7%
No Qualifications Listed
0.0%
STAFF COMPOSITION
Principal Class (Headcount)
2
Teaching Staff (Headcount)
79
Teaching Staff (FTE) Non-Teaching Staff (Headcount) Non-Teaching Staff (FTE) Indigenous Teaching Staff (Headcount)
2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY
63.8 31 23.9 1
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MATER CHRISTI COLLEGE BELGRAVE
MEDIAN NAPLAN RESULTS FOR YEAR 9
Year 9 Grammar & Punctuation
579.7
Year 9 Numeracy
592.4
Year 9 Reading
591.4
Year 9 Spelling
590.2
Year 9 Writing
572.9
SENIOR SECONDARY OUTCOMES
VCE Median Score
31
VCE Completion Rate
100%
VCAL Completion Rate
100%
POST-SCHOOL DESTINATIONS AS AT 2018
Tertiary Study
71.0%
TAFE / VET
4.0%
Apprenticeship / Traineeship
3.0%
Deferred
11.0%
Employment
10.0%
Other - The category of Other includes both students Looking for Work and those classed as Other
0.0%
Note: The School’s financial performance information has been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au
2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY
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