Community Report 2022

TOWARDS OUR CENTENARY.

OUR VISION

Our Vision is to develop resilient young people with a wide range of skills, interests, and attributes to find their place in an ever-changing world, through a leading educational environment which challenges and motivates within a caring community.

OUR MISSION

Our Mission is to provide our students with a dynamic learning environment in which well-resourced and committed staff lead engaging academic, wellbeing and cocurricular programs.

OUR VALUES

Mentone Grammar is an Anglican school, and we welcome students of all backgrounds and religious beliefs. We are committed to our strong Values of Caring, Respect, Integrity, Endeavour, Service, Discipline and Resilience which are embedded in the life of our School every day.

CONTENTS

WELLBEING

DIGITAL

FROM THE BOARD

BUILDING UPDATE

STAFF

FROM THE PRINCIPAL STUDENTS

TRANSFORMATION

VCE RESULTS CLASS OF 2022

OPTIMISING STUDENT PROGRESSION

FINANCE

FACILITIES

STAFF REGISTER

FROM THE PRINCIPAL

This Community Report for 2022 details a full year of onsite learning and school business re-engagement! I never would have thought that I would need to provide this context to this report but, given the impact of the pandemic shutdowns of recent years, it is a necessary overlay to put in place.

This edition of the Community Report clearly articulates the continued energetic nature of our School this year. It includes not only the achievements both in and out of our classrooms, but the broad range of business and Board undertakings that also underpin the success of the School. I pay tribute to all who facilitated the reactivation of the School as an onsite provider to ensure that our staff and students were the beneficiaries of such a seamless, excellent program that included a full complement of performance and visuals arts, sports seasons, cocurricular extension and an ambitious Learning Journeys program that saw students trek to many unique and exciting destinations across our borders.

What we have learnt as the time beyond lockdowns progresses, is that there has been an impact on the social development of our young people. This is not surprising given the isolation they had to experience over the last few years. It is pleasing, however, that academic data collected by the School indicates that there has been little, if any, decline in our academic achievements which is a credit, particularly, to the staff who worked tirelessly to provide for our students throughout the challenging years of the pandemic.

As we come to the end of the School’s 99th year it is with great anticipation of the School’s Centenary in 2023. With 100 years of history, it is important to reflect on the courage and vision of all those who have added to the diversity of programs that have come before us and to acknowledge that, this year included, a strong and stable foundation has been laid on which we will continue to build on. Gratitude is an important characteristic of any worthwhile organisation and, particularly in 2022, we have been grateful to all who have come before us for their insight and energy, which has placed this School in such a strong position today.

I thank all who contributed to our wonderful School throughout 2022 and for the ongoing contributions of so many stakeholders. In line with our current Strategic Plan, this Community Report also highlights the School’s Master Plan progress as we build for an exciting future beyond our Centenary in 2023. LABORE

...a full year of onsite learning and school business re-engagement!

CORPORATE STRUCTURE

The operations of the School are managed by the Executive Committee, which comprised the following leaders for the year of 2022:

EXECUTIVE

Malcolm J. Cater

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed, MAICD Principal

Jarrod O’Neill

M Ed (School Leadership), B App Sc, Grad Dip Sports Sc, MSL

Deputy Principal

Nicole Bradshaw MBA (Exec), B Bus (Acc), CPA, Grad Cert PsychRisk, GAICD Director of Business

James Walton M Ed (Leadership and Management), BA (Hons) English Studies, PGCE Secondary English Head of Learning & Teaching

Katya Dunham

BSc BioMedSci (Hons) Director of Advancement

Yana Hall

BA (Business Administration) MA (Ergonomics, Health and Safety), GAICD

Risk and Compliance Manager

Cameron Lancaster M Ed (Leadership and Management), B ASc (Digital Technology), Dip Ed

Head of School Operations

Jess Richards

B Ed, B (Teach)

Head of Eblana

Mary Craven

M Ed, Post Grad (Leadership and Wellbeing),

B Ed

Head of Riviera

Terry Matthew (Sem 1)

B Ed (Hons)

B Primary Ed

English Teacher

English Language Teacher Head of Bayview

Michael Martin (Sem 2) Dip Teach, Grad Dip (Curric Admin)

English and HPE Teacher Bayview Mentor – Year 8 (Acting) Head of Bayview

Julie James

B App Sport Sc (Hons)

Head of Greenways

Jason Mann

M Ed (Management), B App Sci, (Mathematics), Grad Dip Ed Head of Frogmore

FROM THE CHAIR

During 2022, it was an honour to be elected as Chair of the Mentone Grammar Board, succeeding Mr Geoff Ryan AM who so ably led the Board from 2017 to 2022. I thank Geoff for his wise and measured leadership during this time and also thank him for his ongoing contribution as a member of the Board. We are fortunate to be served by a voluntary Board of highly skilled professionals, each of whom brings a unique set of skills, knowledge and experiences, and a commitment to bringing a high level of governance to the School environment.

Also in this year, Mr Simon Appel OAM, retired from the Board, having been both a Director and Chair. During his 12 years leading the Board, the School grew substantially in size and stature, including the successful transition into a contemporary coeducational leader. A number of major building projects, which have greatly enhanced our School’s capacity and resources, were also initiated during this time. We are all indebted to Simon for his extraordinary contribution.

Of great significance in 2022, the Board undertook the most important of its responsibilities with the recruitment and appointment of a new Principal. Our Board members understood the enormity of this duty, and through an extensive recruitment campaign, diligently sought a leader, who could continue the School’s vision to deliver a student-centred organisation providing a contemporary range of opportunities for students and staff.

Mentone Grammar is highly regarded in the independent sector, and the Board was confident we would attract a strong field of candidates, which was indeed the case. Following a rigorous selection process, Andy Müller was appointment as the 12th Principal of Mentone Grammar, joining the School in 2024. As the current Principal of Scotch Oakburn College in Launceston for over nine years, Andy brings a wealth of experience and quality leadership, and we look forward to welcoming him to our School.

There is no doubt that the School’s strong financial governance is the foundation on which our next century will be built. Most immediately, our next Principal will inherit the latest of the School’s significant building projects, the Bayview Learning Precinct for students in Years 7 & 8. The scale of this project has been impressive, especially when observing the significant building site that has been created following the demolition of the old Bayview building. Similarly, the extensive ongoing reinvestment into educational and wellbeing resources has also been an important feature of the School’s governance and our ability to attract the very best to our School.

I thank all members of the Mentone Grammar community for their ongoing support. The School Board will continue to lead and serve as we plan for the School’s Centenary in 2023, farewell a beloved Principal, and look forward to the next exciting 100 years of the School’s development.

Best wishes,

ROSS JOBLIN CHAIR

MENTONE GRAMMAR BOARD OF DIRECTORS 2022

Mentone Grammar is fortunate to be served by a voluntary Board of professionals and business leaders who are committed to the advancement of education and passionate about our School.

Ross Joblin (CHAIR)

LLB (Hons), Dip Corp Mgmt, FAICD, FCIS Company Executive

Geoff Ryan AM JP

B Com, B Ed, Grad Dip Curriculum, Dip Ed, FACE, FACEL, AAIM, MAICD Educational Consultant

Simon Appel OAM PhC, FAIM, FAICD Pharmacist

Rev. Kevin Pedersen

B. Theol, B. Marketing, Dip Min Minister of Religion

Troy Riley BA (Politics/History), GAICD

General Manager

Amanda Codila BA (Psych), MA (Psych)

Human Resources Manager

Kylie Watson-Wheeler BA (Politics & English Literature), Grad Dip (Communications, Marketing and PR)

Managing Director

Darren Murphy B Comm LLB (Hons) Lawyer

Chris Hewison MBA, Grad Dip Management, B Bus (Property) Executive Director Property & Chief Procurement Officer

MENTONE GRAMMAR SCHOOL FOUNDATION LIMITED

Sally Buckley BA (Criminology/French), JD, GDLP Barrister

Attendees

Malcolm Cater (PRINCIPAL)

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed

Nicole Bradshaw (DIRECTOR OF BUSINESS)

MBA (Exec), B Bus (Acc), CPA, Grad Cert. PyschRisk, GAICD

Established in 1987, the Mentone Grammar School Foundation is the organisation through which the School seeks philanthropic support from the School Community. The Foundation panel also generously presides over the coveted Mentonians Association Foundation Award providing a grant/grants in support of past student PhD studies and the annual Foundation Awards for current students, across all campuses, who wish to pursue an area of passionate interest.

Simon Appel OAM

PhC, FAIM, FAICD

Retired Pharmacist

Ian Larsen

Company Director

Geoff Ryan AM JP B Com, B Ed, Grad Dip Curriculum, Dip Ed, FACE, FACEL, AAIM, MAICD

Educational Consultant

Kylie Watson-Wheeler BA (Politics & English Literature), Grad Dip (Communications, Marketing and PR)

Managing Director

Troy Riley BA (Politics/History), GAICD

General Manager

Peter Royston

B Juris LLB Barrister and Solicitor

Attendees

Malcolm Cater (PRINCIPAL)

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed

Jarrod O’Neill (DEPUTY PRINCIPAL)

M Ed (School Leadership), B App Sc, Grad Dip Sports Sc, MSL

Nicole Bradshaw (COMPANY SECRETARY)

MBA (Exec), B Bus (Acc), CPA, Grad Cert. PyschRisk, GAICD Director of Business

STRATEGIC PLAN 2020-2024

100 YEARS IN THE MAKING.

QUALITY TEACHING

Underpinned by Visible Learning, Formative Assessment and with a particular focus on Differentiation, we will continue to develop more effective teaching practices in line with the latest research. 2

EMPOWERING LEARNERS

We will continue to develop learners who have a genuine desire to gain more skills and knowledge.

PERSONAL AND ORGANISATIONAL WELLBEING

In consultation with our extensive School community, the School Executive delivered a well-considered, significant roadmap that, despite the global pandemic, is on schedule with all six pillars progressing well. 1

Our increasing focus will be on developing independent learners in a student-centred environment. We will ensure that our students are prepared for the digital world into which they will enter after School. 3

DIGITAL TRANSFORMATION

The Foundation for Young Australians has identified that ‘the’ critical literacy all school leavers need to possess is that of being digitally competent. We will ensure that our School is reflective of the world into which our students will transition i.e. highly digitally literate citizens.

Mentone Grammar remains committed to the concept that ‘It Takes a Village to Raise a Child’ and that the wellbeing of all of its community is paramount. Ensuring that our people are in a good place and so too is the organisation is the key to this pillar. 4

We will also undertake a review of all of our operations to ensure that they are digitally based, increasingly efficient and easy to manage for all stakeholders.

The six core pillars that underpin the Strategic Plan are:

This Plan was formulated knowing that the educational environment is one of change, that our learners are now more empowered and that the future our students will be entering will be one that is far more dynamic than ever before.

Fortuitously, the Plan has ensured that the School is stable enough to provide strong foundations for the future but agile enough to accommodate change. Despite the unexpected events of the past few years, the Plan has stood the test of time. Significant research was undertaken in the formulation of this Plan including: Staff, student and parent forums

Literature reviews

Scanning of the educational environment through the lens of other schools and professional associations

Reviews of internal data and survey results

Discussions with leading educational experts Market research.

CELEBRATING OUR CENTENARY

The School’s Centenary represents a ‘coming of age’ for a school that has come from humble beginnings in a seaside suburb to the great school we know and love today!

THE NEXT 100 YEARS

There is a real movement underway to develop ‘Schools of the Future’. Our School has modernised its programs over the last 15 years but further change is not only anticipated, it is upon us.

Celebrating this milestone represents an opportunity to acknowledge all who have come before, all who are presently in the organisation and all who will come in the future. 5 6

As a result a full review of our structures and strategies for programs across all levels of the School will be undertaken. This should be seen as an audit process designed to ensure the School is offering the most appropriate programs in the most effective manner. This will be a macro, high level audit as opposed to the usual review of individual elements of the School.

BUILDING FOR THE FUTURE

THE DIGGING BEGINS

WITH SIGNIFICANT INTEREST AND A GROWING ENROLMENT PROFILE, MENTONE GRAMMAR EMBARKED ON THE SUBSTANTIAL BAYVIEW BUILDING PROJECT, THAT COMMENCED IN JULY 2022.

To accommodate the growing number of students entering our School at Year 7, the School commissioned the construction of a new Bayview Precinct, for Years 7 & 8, incorporating 20 new classrooms, staff facilities, an Administration and Reception Centre, Science facilities, a multipurpose hall with capacity for 300 seated patrons, various change rooms and bathrooms, along with myriad modern and innovative learning spaces.

In addition to the learning and teaching spaces, the development of an 80-car parking space incorporating drop-off and pick-up zones, dedicated bus bays and a multipurpose garden are also included in the project. Quite simply, this is the largest scale building works undertaken by the School.

Following initial surveys and extensive consultation and planning, the works commenced with the installation of fences and hoardings to secure the boundaries of the site and to ensure the safety of

members of the School and surrounding community. Deconstruction of the existing Bayview building followed, providing an exciting backdrop to what was happening in the classrooms of Eblana, Riviera and Bayview and we had a number of students and staff take time to watch and marvel at the process. To further support their understanding of the process, Darren Nagel from 2Construct stopped by at student assemblies to talk with students about what was happening outside their windows. Darren informed the students that the debris was all classified and combined to ensure that materials were not just allocated as rubbish and taken away to the tip, but rather processed for recycling as much as possible. The installation of services, such as electricity and gas followed, including the installation of a new electrical switchboard to ensure existing services within the School remained operational.

The arrival and assembly of the piling rig, alongside significant earthworks, enabled the preparation for the foundations of both

the Bayview Precinct and the carpark structure and, again, fascinated our students given the size and scale of the equipment. The pouring of the slab signified a milestone in the project and the Bayview building has progressed significantly since that time.The commencement of formwork and the precast installations quickly led to the Level 1 pour and subsequently the Level 2 pour.

The initial works moved ahead well on schedule, however, the weather has not always been so forgiving and there have been many days hindered by inclement weather as we moved through from September to the end of the 2022. Despite those setbacks, our project managers remain optimistic regarding timelines and are making impressive progress for the exciting completion towards the end of our Centenary year of 2023.

CAMERON LANCASTER HEAD OF SCHOOL OPERATIONS

CHILD SAFETY AT MENTONE GRAMMAR

DURING 2022, THE SCHOOL BOARD AND EXECUTIVE WORKED DILIGENTLY TO UPDATE AND RATIFY THE SCHOOL’S CHILD SAFETY POLICY, TO ENSURE THE SCHOOL CONTINUED ITS ‘ZERO TOLERANCE’ COMMITMENT TO PROTECTING ITS STUDENTS FROM ALL ASPECTS OF HARM.

Along with the School’s values of Caring, Respect, Integrity, Endeavour, Service, Discipline and Resilience, the latest Child Safety policy is guided by a number of overarching principles that drive the development and regular review of strategies, practices, policies and procedures to uphold our commitment to protect students from all forms of harm.

They are:

All students at the School have a right to be safe and to feel safe.

The welfare and the best interests of the School’s students are paramount. The views of students and a student’s privacy must be respected. Clear expectations for appropriate behaviour by staff with students must be established, including in the Student Safety Staff Code of Conduct.

The safety of students is dependent upon the existence of a student safe culture.

Student safety awareness is embodied, promoted and openly discussed within our School community.

Families can participate in decisions affecting their child and they, and the School community, are engaged and informed about the School’s approach to student safety and wellbeing.

The School community is informed about the School’s operations and governance.

Procedures are in place to screen all staff and external education providers who engage in student-connected work (whether occurring on the School grounds or at a location connected to the School).

Student safety is everyone’s responsibility.

Specific responsibilities in respect of student safety as outlined in the Student Safety Responsibilities document.

Annual student safety training is mandatory for all members of the Board, the Principal, staff and anyone else otherwise engaged by the School in relation to student-connected work. Procedures for reporting and responding to alleged or suspected incidents of child abuse or reportable conduct (including the complaints process and supports available) are clearly communicated and accessible for all members of the School community. This includes students and otherwise, members of the School community, who must have access to information and support in a reader friendly, accessible, culturally safe and age-appropriate manner.

Students from culturally or linguistically diverse backgrounds should receive special care and support.

Students who identify as Aboriginal or Torres Strait Islander should receive special care and support.

Students with a disability should receive special care and support.

Staff have regard for a student’s diverse circumstances and needs, so they can provide support and respond to those who are vulnerable and ensure equity is upheld in policy and practice.

Staff working with students will be suitable and supported to ensure student safety and wellbeing values are reflected in the School environment. Ensuring the safety and wellbeing of students in relation to visitors to the School, including third parties contracted to provide services either directly or indirectly to or for students.

YANA HALL RISK AND COMPLIANCE MANAGER

STAFF

IN 2022, 315 STAFF MEMBERS CONTRIBUTED TO AND ACTIVELY SUPPORTED MENTONE GRAMMAR’S DIVERSE RANGE OF EDUCATIONAL AND WELLBEING PROGRAMS WHICH, IN 2022, RETURNED TO FULL ONSITE OPERATION.

STAFF PROFILE

The School employed 217 academic staff members, 38 academic support staff and 60 operations staff.

Mentone Grammar staff comprised:

69 per cent teaching staff

12 per cent teaching support staff

19 per cent operations staff.

In 2022, no staff members, who identify as Indigenous, worked at the School.

In 2022, 33.3 per cent of the academic staff worked part-time. This enabled staff the opportunity to blend their professional and family responsibilities. For other staff, working part-time enabled them to assist with the care of their parents, return to work after extended leave or facilitate specific transition to retirement plans. This created some job-share opportunities.

The Mentone Grammar 2022 Staff Register comprised 71 per cent female and 29 per cent male staff members with the gender composition varying significantly between the different campuses, year levels, faculties and operational departments.

STAFF ATTENDANCE & RETENTION

There were 187 academic days in the 2022 school year with academic staff attending an amount commensurate to their full-time or part-time fraction. In total, academic staff were absent for an average of 5.8 days in 2022. Absences included Personal Leave that included Sick and Carer’s Leave and COVID-19 contact-related isolation, as required. Extended Personal Leave, Bereavement and Compassionate Leave were also approved in 2022. Long Service Leave is not considered an absence, but rather planned leave, therefore it has not been included in the calculations. Long Service Leave may be taken by long-term staff members after 7.5 years of service to our School Community. The turnover rate of academic staff in 2022 was 18.74 per cent, which equates to an 81.26 per cent retention rate.

ACADEMIC STAFF QUALIFICATIONS

All teachers at Mentone Grammar are registered with the Victorian Institute of Teaching (VIT). A full register of Teaching staff and their qualifications are listed as an addendum to this Community Report. Staff are invited annually to advise of any additional formal qualifications they have successfully completed. Formal qualifications of all staff members are also listed annually in our School yearbook, The Mentonian

SUPERVISING PRE-SERVICE TEACHERS

Mentone Grammar reinvigorated its program of hosting and supervising Pre-Service Teachers in 2022. This program is an opportunity for our teachers to give back and enrich the education sector by guiding, coaching and shadowing the next generation of teachers. We recognise the reciprocal benefits, that learning runs both ways from the teacher to the student and vice versa, as the students expose our teachers to new methodologies, research and technology. Hosting university students also provides the School with the opportunity to identify high quality Graduates for future vacancies. In 2022, Mentone Grammar hosted 20 pre-service teachers from Victorian Tertiary Institutions including The University of Melbourne, Monash University, Deakin University and Swinburne University.

PROFESSIONAL LEARNING

Professional Learning continued to be available for all staff, both academic and operational, in 2022. Teaching staff at the School participated in regular Teacher Learning Communities with a focus on their pedagogical practice, alongside regular professional learning within their Faculties, and this was complemented by access to a range of external Professional Learning opportunities that addressed their specific goals and learning priorities. Staff were encouraged to identify and attend targeted professional learning in line with the strategic direction of the School.

The School invested $215,525.36 in Professional Learning for staff in 2022, which equated to an average of $684.20 per staff member.

EXAMPLES OF FORMAL AND INFORMAL PROFESSIONAL LEARNING UNDERTAKEN IN 2022 INCLUDED:

TEACHING AND LEARNING FOCUS

Professional Learning undertaken:

Postgraduate, Graduate and Certificate IV qualifications

Visible Learning: formative assessment and feedback

Peer classroom observations and feedback

Learning walks

VCE curriculum updates:

Examiners’ Reports and Study Designs

Data interpretation

Curriculum development

Literacy and Reading

Numeracy

Coaching

Early Childhood Education

Team Building

Internal conferences: including guest speakers and workshops on curriculum development and skill enhancement (face-to-face and online)

Subjects or Year Level workshops: facilitated by internal staff or by relevant professional associations

Local, interstate and international educational leadership and development conferences (in person or online).

STUDY ASSISTANCE

During 2022, 10 staff continued additional post graduate Masters Level studies, each being supported financially with a study assistance payment to contribute toward their university tuition fees, with the premise of sharing knowledge and skills with Faculty colleagues. This is consistent with the number of staff who undertook Post Graduate Studies in 2021.

WELLBEING FOCUS (INCLUDING ONLINE)

Student Health, Pastoral Care and Wellbeing

RULER Program

The Resilience Project

R U OK? Day

Mental Health First Aid

Students with Additional Needs.

GOVERNANCE FOCUS (INCLUDING ONLINE)

Governance Compliance (biannual-164 participants)

Induction Program for New Staff (131 participants)

Mentone Grammar Executive Team and Middle Management conferences

Educational Leadership and Management forums

Child Safe Standards training sessions (annual requirement 477 participants)

Occupational Health and Safety updates

School Law, Governance and Compliance

MG Policies and Procedures

Emergency Management (annual requirement 349 participants).

All staff members were expected to prepare a report or presentation to share their professional learning with relevant colleagues so that the benefit of attending and the return on investment on the training is maximised, across the School. Staff continued to attend ongoing First Aid and health related training sessions facilitated by our accredited School Nurses and agencies.

In total:

140 staff completed Apply First Aid (Level II)

271 staff completed CPR training

184 staff completed Emergency Management of Allergy and Anaphylaxis training.

STUDENTS

THE

In 2022, the School was home to seven International students in the senior levels. Due to continued COVID-19 restrictions student travel and study in Australia was limited.

STUDENT RETENTION OVER TIME

Total number of students who began Year 9 in 2019: 191

At the end of 2019, 14 Year 9 students had left the School.

At the end of 2020 12 Year 10 students had left the School.

At the end of 2021 4 Year 11 students had left the School.

At the end of Year 12, 180 of the 191 students who had attended Mentone Grammar in Year 9 completed their VCE/VCAL at the School.

In 2022, another 2 students had joined (or remained) at the School as 209 students completed Year 12.

STUDENT ATTENDANCE

As the School transitioned back to onsite learning in 2022, Mentone Grammar student attendance levels were consistent across all year levels in 2022.

Whole School average attendance: 92.37%

Attendance at Mentone Grammar is managed by House/Mentor roll call each morning and an electronic classroom roll is marked at the beginning of each class. Classroom teachers reconcile their class attendance with the School absentee list daily. Discrepancies are addressed by the Campus administrators, on a daily basis, in Eblana, Riviera, Bayview, Greenways and Frogmore campuses.

WHOLE SCHOOL STUDENT POPULATION (BY CHANGEOVER NOVEMBER 2022)

MAJORITY OF OUR STUDENTS RESIDE IN THE BAYSIDE SUBURBS OF MENTONE, PARKDALE, BEAUMARIS, MORDIALLOC AND CHELTENHAM.

MENTONE GRAMMAR STUDENT ATTENDANCE RATES 2022

Student Population (not including Early Learning Centre)

WELLBEING

IN 2022, SCHOOL DAYS RETURNED TO A ‘NORMAL’, FULL-TIME, ONSITE PROGRAM. CAMPS RESUMED, SPORTS PROGRAMS WERE BACK, AND OPPORTUNITIES FOR STUDENT LEADERSHIP PROSPERED. OUR COCURRICULAR PROGRAMS WERE EXTENSIVE, WITH THE PERFORMING ARTS, DEBATING AND PUBLIC SPEAKING, CADETS, MUSIC, HOUSE EVENTS AND EXAMS, SPECIALIST COURSES, WORK EXPERIENCE, NAPLAN, AND MANY OTHER OPPORTUNITIES HAD STUDENTS FULLY ENGAGED.

Resilience is the capacity to face, adapt, be strengthened, and bounce back from adversity. Never has there been such a unique time when our community has needed to develop skills and knowledge to build resilience in themselves and in others. Developing a toolbox of strategies to adapt and get through our changing lifestyles both personally and at school has been key to adjusting and supporting mental health and wellbeing.

Our House and Mentor programs were reinvigorated with excited students keen to experience and engage in new learnings.

RULER, and the Resilience Project continued alongside the curriculum from the Resilience, Rights and Respectful Relationships program. An increased time allocated for mentor classes greatly enhanced the development of individual relationships and support for students. Throughout the year, our Student Wellbeing Team and our wider student community came together to assist in raising awareness and educating others on a range of current and important themes. Some of these included:

International Women’s Day (8 March) we recognised and showed appreciation for the amazing women in our community and focused on ‘Breaking the Bias’. Student-led gate greetings provided our students and visitors with bookmarks featuring prominent women and men, who are known advocates for the rights of women and girls. Classroom resources and lessons guided students on the importance of gender equality and students were asked, ‘What actions can you take to call out gender bias, discrimination, and stereotyping when you see it?’ Students then posted their notes on ‘light bulb posters’ around the School.

Indigenous Celebration Week (May 2022) A special assembly was held for Years 7-12 students to further raise awareness of our Indigenous people and culture. We were joined by special guest speaker, Carmal Mullins, who shared her personal journey and insights into her Indigenous culture. Our Firsts sport teams played in an Indigenous jersey, designed by our friends from Lilla in Central Australia, during the AGSV Indigenous Round.

PRIDE Month (June 2022) To celebrate and raise awareness around PRIDE month, we ran several events. Jason Ball, the 2017, Young Australian of the Year, pioneer and advocate for the LGBTIQ+ community spoke at our Years 9-12 assembly about the role sport and allies have, in promoting diversity and inclusion for young people. We held a dedicated House Cross Country event,

with students wearing a touch of pride to show support and allegiance to the LGBTIQ+ community. We had an AGSV football PRIDE match against Trinity Grammar and the Wellbeing Committee held gate greetings and provided bookmarks, outlining ways students can be more inclusive. Classroom mentor sessions focused on raising awareness and building discussion on diversity and inclusion.

International Friendship Day (29 July)

Students greeted their peers on the gates and provided ‘We Care’ cards, designed and created by Emma Burton (Year 12), which have been provided to students across the City of Kingston.

Sleep Awareness (9 September)

The intention of Pyjama Day was to raise awareness about the importance of sleep and to provide students with helpful information and resources about sleep.

Drug/Alcohol Education (11 & 12 October) We welcomed the engaging, insightful and informative Paul Dillon (DARTA) back to Mentone to provide our Years 10-12 students with drug and alcohol education. Current research trends and practical strategies were also provided to parents and the wider community at a Mentone Stories event. Mentone Stories The team from Man Cave ran a series of workshops with our Year 9s, building on the theme of connectedness and belonging. Man Cave also worked with students and parents on engaging in meaningful conversations, building resilience and developing emotional maturity to become thriving adults. The Cyber Safety Project assisted parents in navigating online tools and strategies to develop fundamental digital safety and wellbeing.

We continued to have access to extensive information and resources about relevant topics (mental health, cybersafety, school survival, healthy body, positive parenting, and other special reports) impacting parents and students at mentonegrammar.schooltv.me/

Thank you to our caring therapy dogs, Lenny, Scout, and Darcy, who have provided unconditional care and support in 2022.

ROBERTS HEAD OF STUDENT WELLBEING

BRIDGITTE

DIGITAL TRANSFORMATION

THE FOUNDATION FOR YOUNG AUSTRALIANS HAS IDENTIFIED THAT ‘THE’ CRITICAL LITERACY ALL SCHOOL LEAVERS NEED TO POSSESS IS THAT OF BEING DIGITALLY COMPETENT. WE WILL ENSURE THAT OUR SCHOOL IS REFLECTIVE OF THE WORLD INTO WHICH OUR STUDENTS WILL TRANSITION I.E. HIGHLY DIGITALLY LITERATE CITIZENS.

WE WILL ALSO UNDERTAKE A REVIEW OF ALL OF OUR OPERATIONS TO ENSURE THAT THEY ARE DIGITALLY BASED, INCREASINGLY EFFICIENT AND EASY TO MANAGE FOR ALL STAKEHOLDERS.

- Mentone Grammar Strategic Plan 2020-2023

Continuing the work being achieved in the School’s digital space, 2022 was an exciting year as Mentone Grammar continued to innovate and improve the quality and efficacy of technology across the School. Any change or development with technology was grounded with a clear purpose as we satisfied the needs and wants of our staff and students. Change can take time and energy and it was exciting to see how positive the staff have been with the range of improvements, that have been made in line with the School’s Strategic Plan.

VIVI SCREENSHARING

Over the Term 3 break, IT worked tirelessly to fit all screens in the School with Vivi wireless screensharing. Vivi allows for our teachers to be more mobile in class sharing their screens with ease, without any cables. Students are continually being trained to use Vivi where, under the guidance of their teachers, they can share, annotate and discuss their work.

SAMSUNG FLIP TOUCH SCREENS

In the Years 10-12 Frogmore Campus and the Foundation to Year 4 Eblana Campus, Samsung Touch screens have been installed in classrooms allowing for dynamic annotations and interactivity for both students and staff. During 2023 these panels will be installed all across the School so that all classrooms are consistent, flexible and engaging.

CANVAS LEARNING MANAGEMENT SYSTEM (LMS)

Canvas is a platform that provides a framework for the School to deliver content, assessments and feedback to students in one, centralised location.

Canvas, as a market-leading LMS, has successfully partnered with a range of Mentone Grammar’s current digital platforms including Microsoft, Education Perfect, Edrolo and ClickView. Rather than requiring students to manage profiles across a range of websites, Canvas brings everything together in a single location. Structured courses allow students to engage with content relevant to their day, both in and out of class. Each student’s efforts can be focused on their work, not how to find it.

As we continue to progress through our digital transformation, Canvas is an exciting piece of the puzzle that will allow for ongoing growth and development for both our students and staff.

ESPORTS

Throughout 2022, Technologies teacher, Wendy Gardner, coordinated an eSports trial across the School. Students from Years 5 to 12 participated in a range of competitions and it was incredible to see how well they worked in their teams as they supported one another while always remaining courteous to their opposition. After outlining a clear plan to move eSports forward as a part of the cocurricular offerings, Wendy was appointed as eSports Coordinator. We look forward to future successes this year and beyond.

The digital landscape is ever changing and Mentone Grammar’s enthusiastic commitment to embrace new technologies is both reassuring and exciting. With advances in AI and teaching practice with technology we are always aiming to use the resources available to us in a purposeful manner.

TOM CHRISTIANSEN HEAD OF DIGITAL LEARNING & INNOVATION

VCE RESULTS 2022

In a year that was all about reestablishing routines, connections and daily life on campus, the Mentone Grammar community was justifiably proud of the graduating Class of 2022 for its exceptional achievements, dedication and determination which was well reflected in its VCE results.

TOGETHER, THE CLASS OF 2022 ACHIEVED OUTSTANDING RESULTS:

Median ATAR 83.3

56% ATARs over 80

18% ATARs over 95

6% ATARs over 99

21% Study Scores of 40+

8 Study Scores over 50 Median Study Score 34

Dux (99.80)

100% VCAL Completion

OUR YEAR 12s ALSO ENJOYED MANY OTHER CELEBRATIONS…

Involvement in drama, dance, music, art, public speaking, debating and social service programs

These results are a great testament to this talented, supportive and courageous cohort who have achieved very pleasing outcomes both in their academic performance and in all that they have brought to the School over the years.

I commend our brilliant staff for the dedication, expertise and level of support they have provided these students throughout their journey here at Mentone Grammar.

We are proud of the fine young people who were members of the Class of 2022.

Cadet leadership and promotions

4 x AGSV Premierships: Touch Football, Cross Country, Athletics and Swimming

A Bond Vice Chancellor Scholarship

A University of Maine Scholarship

The Duke of Edinburgh’s Gold Awards: James Commerford, Ulyana Kondratova, Alannah

Marriott and Ella Heidecker

Two shortlisted Top Acts students: Peri Dart and Phoebe Palmer

A Top Acts 2022 Performer: Dominique Doig

Three shortlisted Top Arts students: Jevons Wang, Priya Gill and Lizzie Muller … and many, many more personal achievements across a wide range of areas.

A WORD FROM ULYANA KONDRATOVA (DUX) …

‘Mentone Grammar has provided me with many opportunities that have allowed me to explore myself outside of just academia, and thus, allowing me to become better within academics as well.

To my teachers, I would like to say a massive thank you for all the support. They were always there for me, especially outside of hours when I had extra questions. Thank you to Ms Anita Saavedra for helping me out with my Year 11 3/4 subjects, Ms Terry Matthew for English Language, Mr Ben McLellan and Ms Bernadette McGill for Mathematics, Mr Peter Wynne for Chemistry, and Ms Stacey Gwilym for Biology.

I am now studying Medicine at Monash University.’

STUDENTS WHO ACHIEVED A STUDY SCORE OF 50

Riley Barker: Visual Communication Design 50

Oscar Constantinou: Economics 50

Kerui Huang: Mathematical Methods 50

Zenas Nimorakiotakis: Software Development 50

Jiahao Qian: Further Mathematics 50

Zitong Ren: Business Management 50

Byron Shim: Further Mathematics 50,

Jevons Wang: Visual Communication Design 50

A WORD FROM ANNALISA CALVI (DUX SECUNDA)

…

‘Mentone Grammar helped in so many ways. There are really good teachers – I had four amazing teachers in 2022 who just knew what they were talking about and were so passionate about passing on this information. They also provided a lot of resources for studying, especially practice exams which helps a lot during VCE. Additionally, in the younger year levels, I was part of the Dare2Dream! Program which meant that I competed in a lot of academic competitions such as the DaVinci Decathlon and Tournament of Minds. These really set me up for VCE, as I expanded my thinking and learned how to work to the best of my ability. I would love to give a shoutout to Ms Terry Matthew; English Language was a subject I really struggled with, but Ms Matthew was so lovely and helped me immensely. Any student who has her as their teacher is lucky!

I am now studying a Bachelor of Science AdvancedResearch (Honours) at Monash University.’

WE WISH OUR CLASS OF 2022 EVERY SUCCESS IN THE FUTURE AND THANK THEM FOR THEIR CONTRIBUTIONS OF FINE LEADERSHIP AND EXCELLENCE IN 2022.

Congratulations to Mentone Grammar Dux 2022 Ulyana Kondratova (ATAR 99.80) and Dux Secunda 2022 Annalisa Calvi, who both achieved extraordinary academic success right throughout their school years.

SPECIAL AWARDS

Tonkin Prize (English)

Jevons Wang

Ekanayake Prize (Mathematics)

Kerui Huang

Beruldsen Prize (Physics)

Liam Davis

Dunk Family Prize (LOTE)

Kerui Huang

Toovey Family Award for Resilience

Avery King

ACADEMIC HONOURS

Max Athanas

Riley Barker

Cameron Berry

Josephine Bohlken

Paris Burlock

Annalisa Calvi

Mason Cartwright

Mia Collins

Sarah Connell

Oscar

Constantinou

Charles Daddo

Peri Dart

Liam Davis

Dominique Doig

Pia Gade

Priya Gill

Fleur Harper

Christopher Hirst

Ashleigh Horton

Kerui Huang

Ulyana Kondratova

Jazmine Kruss

Jordan Kurta

Grace Laidlaw

Matthew

Langenfelds

Olivia Lea

Zoe Leaver

Amelia Luca

Tom Madden

Matthew Mairs

Angus Marcombe

Alannah Marriott

Eliza Matthews

Charlie McFarlane

Sasha McLennan

Henry Mentiplay

Lulu Moore

Maddison Moore

Jake Newman

Clemence Neylan

Phong Phan

Sascha Pribil

Mali Romanis

Jared Ruberu

Ashika Sarma

Byron Shim

Sophie Sibbald

Georgia Stewart

Scarlett Tibb

Enrico Tirta

Emilie Toby

Jevons Wang

Amy Watkins

Mikayla Watson

Jed Zammit

Shudong Zhang

Kevin Zhong

CLASS OF 2022 AWARDS

Acknowledgement of the 2022 Head Prefects

Evie Stansby and Charles Daddo

Excellence in Applied Learning

Awarded to the Year 12 student who has demonstrated ongoing commitment to vocational training, academic endeavour and personal growth within the VCAL program.

CADET AWARDS

The Ken Smith Perpetual Trophy is an annual award made to the Year 12 member of the Mentone Grammar Army Cadet Unit who is judged by the Officer Commanding to be the highest performing cadet and who demonstrates the following qualities: Exceptional leadership of peers, including the ability to maintain an appropriate and professional distance when exerting authority. Diligence, conscientiousness and flexibility while managing responsibilities. Superb performance under the pressure of multiple demands during Unit activities.

A caring and patient manner in all interactions with younger cadets and respectful, cooperative interactions with Officers of the Unit.

2022 Recipient: Emily Fitt

Grace Huxtable

The Good Samaritan Prize

Gabrielle O’Sullivan and Georgia Stewart

ADF FUTURE INNOVATORS AWARDS

Year 10: Justin Li

Year 12: Annalisa Calvi

ADF LONG TAN AWARDS

The Australian Defence Force Long Tan Leadership Awards recognise students in Years 10 and 12 who demonstrate leadership and teamwork within both the School and wider community and who display strong values such as ‘doing one’s best’, ‘respect for others’ and ‘mateship’, that are integral to Australian society. Our award winners for 2022 are:

Year 10: Ella Michell

Year 12: Maddison Moore

The Spirit of Mentone Grammar Award

Awarded to the Year 12 student who demonstrates ‘the spirit’ of what our School stands for.

In honour of Mr Simon Appel’s service as Chair of the Mentone Grammar Board, this award acknowledges leadership, scholarship and the broad engagement a student has had within the School. It also acknowledges the positive influence the student has had on our School community.

Awarded to the best all-round sportsman & sportswoman in Frogmore for 2022.

CADET MEDALLISTS 2022

Company A Award

Amiens Medal

Sophie Sibbald

Company B Award

Beersheeba Medal

Amelia Johnson

Company C Award

Cape Gloucester Medal

Jayden Paine

Performing Arts Award

Priya Gill

Zoe Leaver and Grace Huxtable

The Gibson-Roberts Memorial Prize

Thomas Byrne and Evie Stansby

The Simon Appel OAM Medal

Jake Newman

Visual Arts Award

Jevons Wang

VCAL 2022

THIS YEAR SAW THE FINAL YEAR OF THE VICTORIAN CERTIFICATE OF APPLIED LEARNING IN ITS CURRENT FORM. FROM 2023 IT WILL BECOME THE VCE-VOCATIONAL MAJOR. OUR VCAL PROGRAM AT MENTONE GRAMMAR HAS BEEN AN ALTERNATIVE PATHWAY TO THE VCE SINCE 2017, OFFERING STUDENTS OPPORTUNITIES TO UNDERTAKE VOCATIONAL AND WORKPLACE TRAINING AS PART OF THEIR FINAL YEARS OF SECONDARY SCHOOLING.

Some of the first students to complete the program in 2018 and 2019 are now fully qualified tradespeople, having begun their apprenticeships while still at school. Others have gone on to TAFE and university courses, are pursuing sporting ambitions or are enjoying the challenges of working life. All of them remain connected to Mentone Grammar, have wonderful memories of their time in the VCAL program and are immeasurably grateful for the experiences and opportunities it afforded them.

In 2023, the introduction of the Vocational Major within the existing VCE certificate replaces the 2017-2022 VCAL model. The change aims to showcase Many Talents, One VCE, so all students will receive their VCE upon completion of their selected program. Most aspects of our award-winning program will remain the same as we aspire to provide even more opportunities for students to develop work-related skills and prepare for further education and training.

At the end of 2022 we farewelled our Senior VCAL students and wished them well in their adventures, with more than a third going on to university pathway programs and more than half already having secured full time apprenticeships. We are immensely proud of our 2021/2022 VCAA VCAL Achievement Award recipients:

James Commerford

2021 VCAL Intermediate Work Related Skills

Ella Heidecker

2021 Intermediate VCAL Outstanding Achievement Award

Fergus Rann

Year 11 2022 Intermediate Personal Development Award

Ella Heidecker

Year 12 Senior Outstanding Achievement Award.

SHELLEY MUIR VCAL COORDINATOR HEAD OF PATHWAYS & CAREERS

APPLIED LEARNING - VCAL CAPTAIN’S REPORT

This year was filled with unique experiences and many learning opportunities. We started 2022 with a transition camp at Shoreham, creating a chance for all the VCAL students to get to know each other and create a family bond within our VCAL Program.

We then jumped into the first full and very busy VCAL year on Campus since 2019. We started with a pizza lunch, selling four types of pizzas made, cooked, and sold all by students, to gain valuable workplace skills. Later that term, our Year 11 students embarked on their second camp of the year. They ventured on a three-day trip stopping at multiple iconic landmarks along the Great Ocean Road and participated in numerous activities, supporting hard-hit communities and businesses as part of their Seasoned Travellers Project.

Our Year 12s also had some great projects during the term, including learning about the uses and technology behind drones, where we were able to fly drones as part of the project.

In Term 2 the Senior VCAL students (Year 12s) completed a stunning camp in Sydney. We roamed the historic streets on engaging tours and scaled the impressive Sydney Harbour Bridge. The students completed a fantastic Amazing Race, having to independently navigate Sydney’s unknown and complex streets and undertake a range of challenges before designing our own race in Melbourne, to run as an event for the Year 11 students.

From the multiple musical performances that our VCAL students are a part of to the Subject Supermarket and Open Days, where we shared our VCAL experiences, Term 3 was a busy one. We completed School improvement projects, personal branding assets and mock interviews, while having some of our last visits to Shoreham on a preparation hike for our Duke of Edinburgh’s Award.

The Year 11 students visited Melbourne city in a new light, being guided through the city and exploring the widely different experiences of marginalised people in Australia. They also participated in the Wheeltalk program, gaining a deeper understanding of people living with a disability and constructed bat boxes to help the dwindling microbat population in the bayside area.

The term ended with a bang, attending the VCAL hike or the annual Cadet camp. Both camps pushed the students and made them grow as individuals and as leaders and team members. The Year 11s have shone throughout the year, showing their love and excitement for the Program. With the badging of next year’s Applied Learning Captain Ashlee Monk, the future of VCE-VM is in good hands.

Thank you to all the teachers who supported us along the way.

ELLA HEIDECKER APPLIED

OF 2022

CLASS OF 2022 DESTINATIONS

Victorian Universities (78.5%)

Apprenticeships (6%)

Employment (5.5%)

TAFE (4%)

Independent Institutions (3%)

Interstate Study (2%)

Overseas (1%)

CLASS OF 2022 VICTORIAN UNIVERSITY DESTINATIONS

Monash University (37%)

RMIT University (17%)

Deakin University (16%)

University of Melbourne (9%)

Victoria University (5%)

Swinburne University (4.5%)

TAFE (4.5%)

Australian Catholic University (3.5%)

Independent Institutions (3%)

La Trobe University (0.5%)

CLASS OF 2022 COURSE DESTINATIONS

Commerce/Business (25%)

Society & Culture (22%)

Health/Health Sciences/Sports Science (15.5%)

Natural & Physical Sciences (11.5%)

Engineering & Related Studies (8%)

Architecture/Property/Building & Construction (3.5%)

Design & Communications (3.5%)

IT/Computer Science/Data Science (3%)

Creative Arts (3%)

Education (3%)

Food and Hospitality, Personal Services (1%)

Agricultural, Environment and Related Studies (1%)

YEAR 12 SNAPSHOTS

PRIYA GILL

This School showed me how to focus on balancing my love for performing arts with academics. There are so many opportunities that I loved exploring, such as the School musical and the jazz program, which helped me broaden my skills and expand my horizons. I was also lucky enough to be Performing Arts Captain in 2022, which was a lot of work, but so rewarding. I don’t think I imagined how rewarding this position would be – I got to connect with so many students from across the year levels and be a sort of role model for them. When I was younger, I really looked up to the Performing Arts Captains, so to be in this position was such an amazing experience and one that I did not take for granted.

I will be studying a one-year diploma at Showfit studying Musical Theatre. I love performing and I know that it’s what I want to do in the future, so I’m really excited to study this full time.

RYAN (KERUI) HUANG

It was a good cohort that felt like a big, supportive family and the teachers gave me a lot of support too. I’m planning to go into Design and Engineering at Melbourne University.

Thanks to Ms Melanie Lane for Physics, Mr Aaron Richard for Humanities, Mr Ben McLellan, Ms Nadia Janetzki and Ms Bernadette McGill for Mathematics, and all my other teachers along the way!

MADDISON MOORE

All of my teachers have been incredibly supportive, and they have pushed me to achieve above and beyond what I ever thought possible.

I hope to study a Bachelor of Psychology at Monash University. I have always loved studying psychology and found it super interesting. Additionally, I’m passionate about biology, so I’d love to do a neuroscience stream to better understand the function of the brain.

MITCHELL (AVERY) KING

How did Mentone Grammar help you achieve your goals?

I had a very unusual journey throughout Year 12. Mentone Grammar was so supportive and understanding, providing me with wellbeing support and making accommodations for me.

I am planning on studying for an Advanced Diploma in Sound Production at RMIT. Career-wise, I would love to record and produce my own music and work on mixing live shows for bands.

JARED RUBERU

The teachers really helped me achieve great results in my subjects. They do so many little things that help us achieve something big. Additionally, the extracurricular sport program is great and it helped me connect with so many likeminded people outside of my year level.

Lastly, the support systems at Mentone Grammar, especially the careers counselling, was integral in helping me choose a pathway that I feel really excited about.

I hope to study a double degree in Engineering and Commerce at Monash University. I’m interested in studying a double because engineering is in the family, and commerce seems like a new challenge that I look forward to trying in 2023.

GEORGIA STEWART

There is something really special about the teachers at Mentone Grammar. They are so caring and are genuinely willing to give up their time to make sure we understand a concept. My teachers were always there to help me get through any hardship – VCE is a rollercoaster and it can be challenging, but they were such a huge support.

I am hoping to do a double degree in Nursing and Midwifery at Monash University. I am really passionate about caring and connecting with young people, so I hope to follow this profession in the future.

JACK McNAMARA

How did Mentone Grammar help you achieve your goals?

Wow, where do I begin? Since Year 7, this school has helped me develop as a person, building quality life traits. I have loved Saturday sport, playing cricket in the summer and football in the winter with all my mates – that has been a real highlight. Throughout VCE, I have been shown how to be more organised which has helped reduce so much stress and allowed me to perform to my best in the classroom.

Any teachers that you’d like to thank?

I would like to say a massive thank you to my Business Management teacher, Mr Nizam Abdallah – he’s been immense for me this year. Meeting with Mr Abdallah every Monday has been a massive support. Additionally, Ms Dana Killmister in the Learning Enhancement Centre has been a fantastic help over the past two and a half years.

In 2023, I would love to get the ball rolling on my studies coupled with some travelling. I am hoping to study a double degree in Law and Commerce, with the ultimate aim to use these skills towards a career in business in sports.

OPTIMISING STUDENT PROGRESSION

LEVERAGING EDUCATION DATA AND ANALYTICS

AT MENTONE GRAMMAR, WE

SYSTEMS

Our data collection and reporting systems provide evidence on student outcomes through data-based visualisations. These analytics inform our Learning and Teaching approach and aid in developing customised instructional strategies for individual learners.

Our Student Performance System (SPS) serves as a pivotal resource for tracking student progress, revealing insights into student learning behaviours and academic outcomes. The SPS includes results from both internal assessments and external assessments such as ESPT and NAPLAN, allowing us to monitor individual and cohort progress over time and identify areas of strength as well as opportunities for improvement in our subject-based planning and delivery.

In addition, our SPS provides parents and students with a user-friendly Dashboard, offering an in-depth view of a student’s current Learning Profile. This includes comprehensive Learning Behaviour reporting, academic progress for all subjects, and teacher feedback on individual assessments. The SPS is updated nightly, ensuring that stakeholders have access to the most up-to-date student data, fostering constructive and forward-looking conversations between our staff, parents, and students.

UTILISE COMPREHENSIVE

FOR MEASURING AND SUPPORTING STUDENT PROGRESS THROUGH THE AGGREGATION AND ANALYSIS OF INTERNAL AND EXTERNAL ASSESSMENT DATA.

EDUCATIONAL TESTING

Each year, students in Years 4, 6, 8, and 10 undergo an externally conducted Education Skills Profile Test (ESPT) to assess their reasoning abilities (verbal and non-verbal), mathematical performance, reading comprehension, spelling, and written expression.

These areas are measured using a Stanine scale, which has nine categories ranging from 1 to 9. A Stanine of 9 indicates a very high performance relative to the reference group (Victorian students of the same age), while a Stanine of 1 indicates a very low relative performance.

The results from our testing process are made available to parents and are particularly informative for our teaching staff. Students who achieve high Stanine results in specific areas are identified, and with communication and collaboration with the family, are invited to participate in our Enrichment Programs. These programs often involve students being temporarily withdrawn from class to work closely with our Talent Development Team or attend special out-of-class sessions. Conversely, students with low Stanine scores are also identified and receive support through our targeted Support Program, designed by our Learning Enhancement Team. This support may involve further detailed testing to better understand the student’s needs. We are committed to providing ongoing support to ensure that all our students can reach their full potential.

The following chart displays the mean Stanine values in each of the tested areas for our 2022 Years 4, 6, 8 and 10 cohorts along with the State benchmark. Thorough analysis of individual performance, growth, and trend data is undertaken to identify contributing factors and develop strategic action plans based on the outcomes.

2022 EDUCATIONAL SKILLS PROFILE TESTING

STUDENT PROGRESSION

Comparison of multiple data sets can give evidence of effective learning and teaching, as data points for matched cohorts are measured and analysed on three levels: program, cohort and individual.

Below is the ESPT progression data for our 2022 Years 6, Year 8 and Year 9 cohorts. Predicted effective learning would result in similar Stanine means from test to test.

2022 YEAR 6 STUDENT PROGRESSION SUMMARY

2022 YEAR 6 COHORT STUDENT PROGRESSION (YEAR LEVELS 5 AND 6)

NAPLAN AT MENTONE GRAMMAR

In May 2022, the National Assessment Program - Literacy and Numeracy (NAPLAN) was administered to all students in Years 3, 5, 7, and 9 across the country. The results of the NAPLAN assessments are reported to parents, providing information about national standards and where students rank in terms of national averages.

These results yield valuable data in five key assessment areas: reading, writing, spelling, grammar and punctuation, and numeracy. We analyse this data to inform our action plans and develop strategies based on the outcomes. Our School has consistently achieved positive results in NAPLAN, as demonstrated in Tables 1 and 2. All tested cohorts have performed above or well above the national average in all assessed areas.

TABLE 1: 2022 NAPLAN RESULTSMENTONE GRAMMAR COMPARED TO ALL AUSTRALIAN SCHOOLS

TABLE 2: PROPORTIONS OF YEAR 3, 5, 7 AND 9 STUDENTS ABOVE THE NATIONAL MINIMUM STANDARD IN 2022

CONDUCTED BY INDEPENDENT

LEAD SCHOOL EFFECTIVENESS SURVEYS

VICTORIA (ISV), THE

Since 2010, Mentone Grammar has actively participated in surveys conducted by ISV. These surveys, part of the Listen, Evaluate, Act, Delivery (LEAD) program, allow us to benchmark ourselves against other independent schools. The data obtained from these surveys is utilised throughout the School as an important measure of community success and contributes to our improvement planning process. Furthermore, analysing the results longitudinally helps us identify trends and evaluate the effectiveness of our initiatives.

2022 PARENT SATISFACTION SURVEY

The ISV LEAD Parent Satisfaction Survey measures parent satisfaction levels with key aspects of schooling. Parents were asked to rate their perceptions of Mentone Grammar’s performance in delivering a quality educational experience for their child in 2022, using a scale of 0 to 10.

Pleasingly, the data shows that parent perceptions of effective school practices at Mentone Grammar remained consistently strong in 2022, with mean ratings for Parent Satisfaction well above the ISV benchmark across all areas.

The top-rated domains are: Overall Satisfaction (8.81/10), Recommend to Others (8.77/10), Resources (8.92/10) and Academic Program (8.58/10).

LEAD PARENT SATISFACTION SURVEY RESULTS

SCHOOLS

LEAD SCHOOL EFFECTIVENESS SURVEYS PROVIDE INDEPENDENT SCHOOLS WITH A BENCHMARK FOR THEIR EFFECTIVENESS AND INSIGHTS INTO HOW THEY ARE PERCEIVED BY THEIR STUDENTS, FAMILIES, AND SCHOOL COMMUNITY.

EARLY LEARNING MODULE

Parents who have a child in our Early Learning program were surveyed about their perceptions of the Early Learning environment.

The results indicate that parent satisfaction with the Early Learning program at our School in 2022 was positive, with mean ratings provided by parents well above the ISV benchmark across multiple areas.

The figures shown in the table below are the School’s mean rating (out of 10) for each of the statements, ranked highest to lowest in 2022, alongside the ISV benchmark.

The top three rated statements are:

Children from different backgrounds and cultures are treated equally at the ELC (9.94/10)

My child is happy to go to this ELC (9.78/10)

Children are well prepared for the next stages of learning (9.67/10)

LEAD PARENT SATISFACTION ELC SURVEY RESULTS

LEAD PARENT SATISFACTION ELC SURVEY RESULTS

Survey Questions:

A Children from different backgrounds and cultures are treated equally at the ELC.

B My child is happy to go to this ELC.

C Children are well prepared for the next stages of learning.

D The ELC encourages my child to learn to be persistent.

E The ELC is a safe place in which to learn.

F The ELC provides plenty of opportunities for self-exploration and discovery.

G Overall, I am satisfied with my decision to send my child to this ELC.

H I am happy to recommend this ELC to other parents.

I Children have access to high quality materials and resources that help them learn.

J The range of learning activities offered at this ELC is excellent.

K There are good opportunities for parental involvement in the ELC.

L The ELC uses a broad range of communication types to keep parents informed.

Mentone Grammar - 2022 ISV Benchmark

Mentone Grammar - 2022 ISV Benchmark

2022 STUDENT SATISFACTION SURVEY

The ISV LEAD Student Satisfaction Survey gauges the satisfaction levels of students in Year 5-11. Using a scale of 0 to 10, students provided feedback on their perceptions of our school practices in 2022.

We are proud to report that our students’ satisfaction levels at our School are well above the ISV benchmark across multiple domains.

LEAD STUDENT SATISFACTION SURVEY RESULTS

FINANCE

MENTONE GRAMMAR SCHOOL IS A COMPANY LIMITED BY GUARANTEE. THE INFORMATION BELOW SUMMARISES THE SCHOOL’S 2022 INCOME AND EXPENSES, BROKEN DOWN BY FUNDING SOURCES.

INCOME 2022

Fees and Levies - including local and international students (76.0%) Goverment Grants (21.1%) Other (2.9%)

EXPENSES - CONSOLIDATED

Salaries and employee benefits (59.7%)

Education and general costs (32.5%)

Property and maintenance (7.4%)

Finance - including interest and bank charges (0.4%)

ABOUT OUR FACILITIES

IN 2022 THE SCHOOL COMMUNITY RETURNED TO CAMPUS LIFE AND WITNESSED THE RAPID PROGRESS OF AN IMPRESSIVE REBUILD OF THE BAYVIEW CAMPUS FOR YEARS 7 AND 8.

The site is expected to be completed during Semester 2 of 2023 and will further enhance the School’s well-balanced campus, with the latest in contemporary learning spaces.

The School’s campus begins with an inviting Early Learning Centre and Eblana Campus that cater for kindergarten to Year 4 students. The ELC and Eblana buildings are connected by ‘magic’ gardens. In 2021, the School added a specialised campus for Years 5 and 6 students, named Riviera. Its amphitheatre, learning hubs and green room have all been successful additions.

Close by, the Bayview Campus (Years 7 & 8) once completed, will easily cater for the School’s growing population with additional flexible and specialist learning

spaces. These campuses have all been designed with a creative balance of quiet areas and communal hubs.

Within the Senior School, the Greenways Campus is home to Year 9 students exclusively and offers a student-run café, casual break out areas and a secluded garden. Built on the site of the former Thorold Hall, the campus maintains many features of the original space but with a contemporary twist.

The Senior Campus for Years 10 to 12 students is complete with contemporary facilities for the Arts, Food Studies, Sports, Languages, a specialist Environmental and Science wing, Year 12 private study and a large Library with extensive communal study areas.

STUDIOS

GROUNDS

SUSTAINABILITY

The grounds connecting all six campuses provide generous play and sports options, along with many shaded seating areas.

Mentone Grammar also owns 17 hectares of Playing Fields at Keysborough, providing curated facilities for the School’s busy sports program including tennis, hockey, touch football, rugby, soccer, football and cricket. As spacious parkland, it is also ideal as an outdoor learning environment for the School’s cocurricular activities such Cadets and for junior school excursions.

The School also owns a spacious beachside property at Shoreham on the Mornington Peninsula. The Shoreham site operates as an ‘extended classroom’ for experiential learning programs that include the marine environment, conservation and exploration and places of local geographical and historical significance. Mentone Grammar is committed to ongoing improvement of all facilities and grounds with respect to maintaining and planning for a safe and sustainable future.

SCIENCES

GROUNDS CONTEMPORARY CAFES

TECHNOLOGIES SHOREHAM CAMP

SHARED CULTURES

THE ARTS

STAFF REGISTER 2022

EXECUTIVE

Malcolm J. Cater

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed, MAICD

Principal

Jarrod O’Neill

M Ed (School Leadership), B App Sc, Grad Dip Sports Sc

Deputy Principal

Nicole Bradshaw

MBA (Exec), B Bus (Acc), CPA, Grad Cert PsychRisk

GAICD

Director of Business

James Walton

M Ed (Leadership and Management), BA (Hons) English Studies, PGCE Secondary English

Head of Teaching & Learning

Katya Dunham

BSc BioMedSci (Hons)

Director of Advancement

Yana Hall

BA (Business Administration)

MA (Ergonomics, Health and Safety), GAICD

Risk and Compliance Manager

Cameron Lancaster

M Ed Leadership and Management), B ASc (Digital Technology), Dip Ed

Head of School Operations

Jess Richards

B Ed, B (Teach)

Head of Eblana

Mary Craven

M Ed, Post Grad

(Leadership and Wellbeing), B Ed

Head of Riviera

Terry Matthew (to Term 3)

B Ed (Hons) B Primary Ed

English Teacher

English Language Teacher

Head of Bayview

Michael Martin (from Term 3)

Dip Teach, Grad Dip (Curric Admin)

English and HPE Teacher

Bayview Mentor – Year 8 (Acting) Head of Bayview

Julie James

B App Sport Sc (Hons)

Head of Greenways

Jason Mann

M Ed (Management), B App Sci, (Mathematics), Grad Dip Ed

Head of Frogmore

TEACHING AND SUPPORT STAFF

Nizam Abdallah

Grad Dip

(Business Management & Accounting)

B. Bus Comm (Accounting)

Business Management & Commerce Teacher

Head of VCE Performance

Anderson House Mentor

Melinda Allsop

B Ed (Language and Literature)

English Teacher

Anderson House Mentor

Christina Altidis

B (Mgt), Grad Dip (Education), CPE, Cert IV (Workplace Training and Assessment)

Business Management Teacher

Head of Teaching Practice

White House Mentor

Anastasia Antoniadis

B Ed (Primary)

Eblana Teacher - Year 2

Madeline Armstrong (Sem 1)

M Psych (Ed & Dev), Grad Dip (Psych); BA (Psych) Counsellor/Ed Psychologist

Anita Atkinson

M Ed (Special Educational Needs), Grad Dip Ed (Primary), M (Project Management), Grad Dip (Midwifery), Dip App Sci (Nursing)

Learning Enhancement – Eblana SnowSports Coordinator

Jaki Atwell

Cert III (Children’s Services)

ELC Co-educator

Anthony Bacon

BA Design (Industrial Design), Dip Ed

Head of Technologies

Product Design & Technology Teacher

Anderson House Mentor

Stuart Bainbridge

MLM Ed, BA, B Ed

Director of Sport Officer Commanding - Cadets

Kara Banks

B Ed (Physical Education)

Health and Physical Education Teacher

Deighton House Mentor

Linda Barnard

B Sc (Applied Mathematics), M Teach (Secondary)

Mathematics Teacher

Bayview Mentor – Year 7

Amanda Barnhoorn

B Comm, Grad Dip

(Education) MLM Ed.

Commerce Teacher

Daily Organiser

Vicki Baron

BA (Business Studies), Dip Ed

Expert Observer/ Commerce Teacher

Assistant Head of Humanities and Commerce

Marina Basin

Certificate III (Children’s Services)

ELC Co-educator

Leanne Bayliss

B App Sci (Environmental Science)

Science Laboratory Technician

Kristie Beames

B Eng (Electronic) (Hons), B Ed (Secondary)

M Sc (Maths Education)

Frogmore Mathematics Teacher

Assistant Head of Mathematics

Phoebe Beard

B Fine Arts (Hons)

Visual Arts Technician

Vicki Beaumont

BA (Early Childhood

Education), Grad Cert (Business)

ELC Teacher

Debra Bernasconi

Dip (Early Childhood), Cert III (Children’s Services)

ELC Co-educator

Craig Best

BSc Dip Ed, Grad Dip (Outdoor Education)

Mathematics Teacher

Lionel Large House Coordinator

Sarah Bof

B Sci, M Teach (Secondary)

Science Teacher

Bayview Mentor – Year 8

Nick Booth

Grad Dip (Secondary Ed), BA (Film)

Greenways Mentor

English/Media Teacher

Joanne Boyd (Sem 1)

Food Technology Technician

Charlotte Britten-Jones

BA, M Ed (Secondary)

English Teacher

Classroom Teacher

Bayview Mentor - Year 7

Angus Brown

BA (Fine Arts)

Design Technology Technician

Sarah Byrne

BA (Early Childhood Studies), BTEC Higher National Dip (Early Childhood Studies)

ELC Co-educator

Veronica Byrnes

Cert III (Children’s Services)

ELC Co-educator

Sue Carey BA, Dip Ed, Grad Cert Careers Education

Careers Counsellor

Jacqueline Cartwright

Dip Teach (Primary), Grad Dip Special Education (Hearing Impairment),

Grad Dip Deaf Studies (Auslan)

Year 7 Assistant Coordinator

Bayview Mentor – Year 7

Accredited Mental Health First Aider

Kim Cartwright

Eblana Classroom Support

Mandy Chamberlain

Dip Teach (Primary), Grad Dip (Information and Communication Technology)

Eblana Teacher – Year 4

Sharon Chance

BSc (Hons), PGCE Science Teacher

Finlay Anderson House Coordinator

Olive Cheong

PhD (Research), B Biotech (Hons)

Science Laboratory Technician

Libby Chislett

M Ed (Special Ed), Dip Early

Childhood Ed, B Ed

ELC Teacher

Director of the ELC

Thomas Christiansen

BA (English and Mathematics), BA (Teach)

Mathematics Teacher

Head of Digital Learning & Innovation Foundation – Year 12

Stuart Cleeve

B Ed (Secondary), M Teach

Bayview Mentor – Year 7

Sondra Clogstoun

BA (Dance), Grad Dip Ed

Performing Arts Bayview Mentor - Year 7

Finlay Anderson House Mentor

Louise Clowes (Sem 1)

BA, Grad Dip Ed, M Ed

English Teacher

Amanda Conly

BCom Grad DipEd (Secondary)

Commerce Teacher

Sarah Connell

B Arts, Dip Ed (Secondary)

English and Humanities Teacher

Assistant Head of Humanities and Commerce

Aaron Cook

BA (Hons), Post Grad Ed,

M Ed (Lit Ed), M Ed (Hons)

Humanities teacher

Head of Humanities and Commerce (shared)

Jones House Mentor

Gavin Cornish

B Mus, Grad Dip Ed,

Cert IV (Assessment and Workplace Training)

Head of Performing Arts

Director of Music

Officer of Cadets

Nigel Coutts

B Ed, BA (Hon Sociology & Anthropology) Grad

Cert (Gifted Ed)

Grad Dip (Special Ed) MEd

Head of Teaching & Learning F-6

Riviera Mentor – Year 6

Sonja Cowell

G Dip Ed (Primary), B Bus

Eblana Teacher - Year 1

Samantha Cunnington

Dip (Children’s Services)

Cert III (Children’s Services)

Integration Aide

ELC Co-educator

Louise Daly

B Ed (Drama Dance Sociology)

Senior Drama Teacher

Anderson House Coordinator

Nadia Davison

BA, Post Grad Dip Ed

English Teacher

Bryce Deller

BA, B (Laws), M Teach

English Teacher

Bayview Mentor – Year 7

Jason Dennis (Sem 1)

B Ed Visual Arts

Jen de Longville

Dip (Outdoor Recreation),

B Ed (Sport and Outdoor Education)

Outdoor Education Teacher

Tayeesha Despotellis

B (Communication Design)

Master Teach (Primary and Secondary)

VCD and Visual Arts Teacher

Finlay Anderson Mentor

Officer of Cadets

Stephanie Devitsakis

M Teach (Secondary)

English/Humanities Teacher

Melanie Di Rosato

Cert III (Children’s Services)

ELC Co-educator

Cassandra Dixon

B Ed Primary (Hons)

Eblana Teacher - Year 1

Troy Drinan

B App Sci (Hons), Dip Ed

Eblana PE & Sport Teacher

Bayview PE Teacher

Bridget Elliot

M Teach (Primary & Secondary), BA

Riviera Mentor – Year 5

Ursula Erdelyi-Götz

LLB, BA, Grad Dip Ed

Teacher of Languages

Lionel Large House Mentor

Umut Ersezer

B Sc (Biology Major)

Science Teacher

Bayview Mentor – Year 8

Wayne Essing

B Ed (Primary)

Riviera Mentor – Year 6

Ruth Evans

M Ed, BA (Hons), Grad Dip Ed, Grad Dip Arts

Enrichment Programs Facilitator Foundation to Year 12

Lucy Fairhall

B Ed (Secondary) (Hons)

B Sci (Physiology, Chemistry)

Science Teacher

Bayview Mentor – Year 7

Brooke Fielke

M Psych (Ed & Dev),

B Sci (Psych), Grad Dip (Psych) Counsellor/Psychologist

Miriam Floyd

B (Early Childhood Studies) (Hons), Dip Soc Sc (Child Care Services), Cert (Applied Social Sciences –Child Care Studies)

ELC Teacher

Tammy Frankland

Dip (Children’s Services)

Cert III (Children’s Services)

ELC Co-educator

Rachel Fraser

B (Psychological Science), M Teach (Secondary)

Psychology and Humanities Teacher

Deighton House Mentor

Kate Frazer

M Teach (Primary/Leadership), B Comm (Journalism)

Health & PE Teacher

Catherine Friend

B Mus (piano/singing), A Mus A (piano/singing theory), MIMT, Grad Dip Ed

VCE Music Teacher

School Pianist/Accompanist

Instrumental Music Teacher

Robyn Fuerst

MA, Dip (Art & Design-Ceramics), Grad Dip Ed, Grad Dip (Visual Arts)

Visual Arts Teacher

Jones House Mentor

Wendy Gardner

B App Sci (IT), M Teach (Prim Sec Ed)

Digital Technologies Teacher

Esports Coordinator

Drinan House Mentor

Michele Gill

B Ed (Design) Visual Arts Teacher

Frogmore and Bayview

Assistant Head of Visual Arts

Were House Mentor

Stacey Gwilym

M Teach (Secondary), B SC Hons (Biology)

Assistant Head of Science

Science and VCE Biology Teacher

Were House Mentor

Matthew Hardie

B Ed (Primary)

Riviera Mentor – Year 5

Emma Harty

M Learning Intervention (SLD), B Ed, BA (Psychology)

Learning Enhancement Teacher

Meg Hayes

PhD (Research), M Ed (Research), B Ed, Dip Modern Languages

(Advanced Indonesian)

Eblana Teacher - Year 2

Olivia Haynes

B Ed (Primary)

B Mus (Hons) (Violoncello)

Riviera Mentor – Year 6

Emma Heine

B Ec, Grad Dip (Education)

Frogmore Teacher

Lionel Large House Mentor

STAFF REGISTER 2022

Danielle Henshall

BA, Dip (Library and Information Services)

Library and Information Services

Finlay Anderson Library

Lesley Hill

M Ed (Special), Grad Dip (Visual and Performing Arts), Dip Ed (Art major)

Cert IV (Assessment and Reporting)

Visual Arts Teacher

Bayview Mentor - Year 8 (shared)

Wendy Hong

M Teach (Secondary), B (Medical Science)

Science/Biology Teacher

Greenways Mentor

Deighton House Mentor

John Horler (Sem 1)

B Ed

Frogmore Teacher

Annabel Horsley

ELC Teacher

Darragh Howard

BA, Grad Dip Ed (History & Humanities)

English/Humanities Teacher

Were House Coordinator

Mary Howard

Aoife Jones

B Sc Biological Sci & Physics (Education)

Teacher of Science

Bayview Mentor - Year 8

Liz Kelly

B Ed, M Ed (Teacher Librarianship)

Riviera Mentor - Year 5

Karen Kennedy

BA, Dip Ed

Senior English Teacher

Dana Killmister

B Sc (Mathematical Sciences), B Ed (Secondary)

MLI

Learning Enhancement Teacher - Frogmore

Petra Klein

BSc (Biotechnology), Grad Dip Ed (Secondary), M Teach (Primary)

Science Teacher

Kirsty Klimas (Term 4)

BA (Visual & Media), Grad Dip Ed (Secondary)

Cert IV (Training and Assessment)

Visual Arts Teacher

Jono Koh

Jackie Liepa (on Leave)

B Ed (Primary & Secondary)

Eblana Teacher – Year 2

Emma Lindsay

B Sci, Dip Ed

Science Teacher

Bayview Mentor – Year 8

Kris Little

M ED (Wellbeing), B Ed (Primary),

B App Sc (Human Movement)

Eblana Teacher – Year 3

Julie Littlechild

Higher Dip Secondary Teaching (Art)

VCD Teacher

Juan Lizcano

Bachelor (Industrial Design)

M Teach (Secondary)

Design & Digital Technology Technician

Yan Ma

BA, Dip Ed

Chinese Language Teacher

Finlay Anderson House Mentor

Lynda MacMillan

Grad Dip Ed (Early Childhood)

Eblana Learning Support

Pip Madden

B App Sc (Speech Pathology),

Cert III Education, Cert IV

Disability (ACRACS), Cert IV Ed Support

Education Support Officer

Administrative Assistant

Learning Enhancement

Lachlan Howard

S.M.A.R.T. Program Coordinator

Greenways Café Assistant

Jo Huang

M Teach (Secondary), BA

Language Teacher - Chinese Greenways Mentor

Assistant Head of Languages

Dimity Hughes

BA (Writing/English), Grad Dip Ed (English), M Ed (TESOL)

EAL and English Teacher

Marisa Hughes

B Ed (Secondary) (Environmental Science)

Enrolments Coordinator

Eblana Classroom Support

Matt James

B Bus, Dip Ed

Mathematics Teacher

Bayview Mentor – Year 8

Scott James

M Teach (Secondary)

Head of Commerce

Nadia Janetzki

B Sci, B Teach (Secondary)

Mathematics Teacher (Acting) Assistant Head of Mathematics (Term 1) White House Mentor

Vanessa Johnston

BA (Music Theatre), MA (Teach), Grad Cert (Ed Research), Cert III (Community Recreation)

Drama and Dance Teacher

Deighton House Coordinator

M Teach (Primary & Secondary), B Comm (Management and Behavioural Commerce)

Humanities Teacher

Greenways Mentor

Melanie Lane

BSc, Dip Ed

Lionel Large Mentor

VCE Physics and Science Teacher

Lionel Large House Mentor

Bernadette Latorre

Dip (Graphic Art), B Visual Arts, Post Grad Dip Ed

Visual Arts Teacher

Bayview Mentor - Year 8 (shared)

Alana Leahy

B Ed (Early Childhood)

ELC Teacher

Geraldine Lennon

B Ed (PE and Social Science), M Ed (Special Ed)

Cert IV Workplace Training and Assessment

Learning Enhancement Teacher/Case Manager

Gudrun Lessing (from Term 4)

MPsych (Ed & Dev), BSc (Hons) Counsellor/Psychologist

Zoe Levey

Cert III (Early Childhood Education and Care)

ELC Co-educator

Megan Li

B Sci, M Sci, M Teach

Mathematics Teacher

Year 8 Mentor

Siew Pyng Lim

BA, Dip Ed

Frogmore/Bayview EAL, Humanities/VCAL Teacher

Frogmore Mentor

Lionel Large House Mentor

M Teach (Primary)

Primary Educator

Riviera Mentor – Year 6

Lidia Mancini

B Music (Hons) (Education)

Classroom Music Teacher

Jones House Mentor

Cathy Martin

M (Ed Psych),

BA (Hons), BSc

Counsellor/Psychologist

Paul Matthew

PhD, BSc (Hons), Grad Dip Ed, MACE

Frogmore Mathematics Teacher

Jamie McCarney

M Teach (Senior), BPA

Drama Teacher

Assistant Head of Performing Arts

Deighton House Mentor

Bernadette McGill

B Sc (Education)

Mathematics Teacher

Assistant Head of Mathematics

Stuart McIntyre

B Des (Product Design & Digital Modelling), PGCE (Secondary Education)

Product Design Technology Teacher

Belinda McKindlay

Grad Dip Ed (Teacher Librarianship)

Eblana Teacher Librarian

Sustainability Leader

Ben McLellan

M Teach (Secondary)

English Teacher

Debra McLeod

B Ed (Secondary)

A Mus A (Violoncello)

STCA (Pri) (Suzuki Piano/Violoncello)

Eblana Music Teacher

Eblana Instrumental

Music Coordinator

Kevin McMenamin

B Sc (Ed), GCMME, PDMME

Head of Mathematics

Gennie McNair

B Ed (Sec Arts)

Cert IV (Training and Assessment)

English Teacher

White House Coordinator

Belinda McNeil

M Ed (Special Education), BA, Dip Ed (Secondary)

Learning Enhancement Teacher

Tony McRae

B Ed (Hons) Mathematics

Mathematics Teacher

Margaret Mielnik

B Arts, B Teach

Riviera Mentor – Year 5

Tess Monda

Grad Dip (Tech Ed)

Dip (Hotel Management and Catering), Cert IV (Workplace Training and Assessment)

Head of Technologies - Food

Jones House Mentor

Elli Monro

BA, PSYD, Grad Dip (History), Dip Ed (Secondary)

Humanities Teacher

Psychology Teacher

Year 7 Coordinator

RAP Committee Coordinator (shared)

Joe Monro

BSc, Grad Dip Ed

Humanities Teacher

Bayview Mentor – Year 8

Natalie Morgenstern Grad Dip Ed, BFA (Jazz Studies)

Head of Woodwind

Music Teacher White House Mentor

Michelle Morozov

Dip (Library and Information Services)

Library Technician

Gregory Fish Library

Ken Morrish

B Ed, ECE

ELC Teacher

Shelley Muir

BA, PG Dip Psych, Dip Ed (Secondary),

Grad Cert (Career Education and Development), Cert IV (Workplace Training and Assessment

Head of Pathways and Careers

VCAL Coordinator

Drinan House Mentor

Carly Mulvihill

BA, B Ed

Learning Enhancement Administrator

James Murphy

B Ed (Outdoor Ed & HPE)

Outdoor Education Teacher

Rohan Murphy

B Health Sci (Human Movement), Grad Dip Ed,

Cert IV (Workplace Training and Assessment)

Frogmore HPE Teacher

VCAL Teacher

Finlay Anderson House Mentor

Head of HPE (Sem 2)

Laura Neary

B App Sci (Physical Education) (Hons)

Physical Education Teacher

White House Mentor

Liat Neuenschwander

BA, Dip Teach Secondary English and Drama Teacher

Anderson House Mentor

Arena Nilsson

B Ed (Hons) (Secondary), Graduate Dip Genetic Counselling Science and Chemistry Teacher

Assistant Head of Science

Melanie Nimorakiotakis

B App Sci (Consumer Science), Dip Ed, Cert (Barista)

Food Studies Teacher

Greenways Mentor

Greenways Assistant Café Manager

Katherine Nish

B Ed (Secondary),

B (Health Science)

Cert IV (Training and Assessment)

Greenways Café Program Coordinator

Sports Coordinator

Vikki Octigan

BA (Early Childhood Studies), Assoc Dip Soc Sc (Childcare)

ELC Teacher

Angela O’Connell

B Ed (Primary), BA (History)

Deputy Head of Riviera

Peter O’Gorman

M Ed (Leadership and Management)

B Ed, B App Sci (Human Movement)

Director of Sport

Jenna Oliver

B Teach (Physical and Health Education)

HPE Teacher, Head of HPE (Sem 1)

Drinan House Mentor

Matt Oswald

M Psych (Ed & Dev), Grad Dip (Prof Psych), B Psych Psychologist/Counsellor

Kate Padley

B App Sc (Physical Education), Grad Dip Ed, Health & PE Teacher

Bayview Mentor- Year 7

Andrew Palfery

B Commerce/Arts, Dip Ed

Humanities Teacher

Lionel Large House Mentor

Michelle Palfrey

BA, Dip Ed, English/Humanities Teacher (CRT)

VCAL Teacher

Andrew Pate

B Ed, Cert IV (Program Technologies)

Technologies Teacher

Deputy Head of Frogmore

Timetabler

Officer of Cadets

Francesca Penfold

M Ed (Teacher Librarian)

BA, Dip Ed

Teacher/Librarian

Emma Phillips (on Leave)

M Ed (Student Wellbeing), B Sci,Grad Dip Ed

Psychology and Science Teacher

Caitlyn Platt

BA, M Teach (Secondary)

English Teacher

Acting Head of English

Catherine Poulton

M Ed (Leadership and Management)

B Teach (Primary and Secondary), BA (Criminology and Linguistics),

TCRG: An Coimisiun Le Rinci Gaelacha (TCRG)

Humanities and Physical Education Teacher

Greenways Mentor

Deputy Head of Greenways

Rev. Michael Prabaharan

B Th (Hons), Dip Min, M Ed (Counselling), Dip (Training & Assessment)

Chaplain

Religious Education Teacher

Victoria Prentice

BA, M Teach (Secondary)

Humanities Teacher

Lionel Large Mentor

Bernard Quay (Term 1)

Post Grad Dip Ed (Secondary), BA (Social Science)

Languages Teacher – Chinese Bayview Mentor – Year 7

Jessika Rabe

1st and 2nd State examination for Primary and Secondary School TeachingGermany

Teacher of Languages

Frank Recchia

BA (Mus), Grad Dip Ed, Grad Dip Hum, Grad Dip Arts (Mus), Cert IV (Training and Assessment)

Music Teacher

Were House Mentor

Leonie Redfern

B Ed (Secondary)

Bayview Mentor – Year 8

Maths/Science Teacher

Vanessa Riach

M Teach, BSc

Humanities Teacher

Assistant Head of Year 7

Bayview Mentor – Year 7

STAFF REGISTER 2022

Aaron Richard

BA, BSc, Grad Dip Ed

French, Chinese and German Teacher

Head of Languages

White House Mentor

Prue Richards

BA, Grad Dip (Secondary)

Senior English and Humanities Teacher

Teacher Development Mentor

Cameron Riley

B Ed (Primary)

Bayview Mentor – Year 7

Bridgitte Roberts

M (Psych), Grad Dip (Adolescent & Child Psych), BA (Psych/Comm)

Officer of Cadets

Counsellor/Psychologist

Head of Student Wellbeing

Deborah Robinson (to Term 2)

B Ed, Grad Cert (Literature & Writing)

English Teacher

Scarlett Rodoreda

M (Teach), B Sc (Psych), Grad Dip (Psych)

ELC Teacher

Beverly Ross (Term 1)

BA, Dip Ed (Secondary), M Ed (Teacher librarianship)

Teacher Librarian – Bayview, Greenways and Frogmore

Dominique Rowlands

BA, Dip Ed

French Language Teacher

Anita Saavedra

BA, Dip Ed

Legal Studies Teacher

Business Management Teacher

Laura Savage

B Ed (Primary)

Eblana Teacher - Foundation

Deb Sewell

B Ed

Eblana Teacher -Years 3 & 4

Christine Shanahan

M Ed (Special Education), Grad Cert Gifted Education (COGE), Dip Ed (Teaching)

BA (Maths & Sociology)

Learning Enhancement Teacher

Karen Sheehy

BA, B Ed (Primary and Secondary)

Post Grad Cert Ed, (Numeracy Leadership)

Eblana Teacher – Year 2

Tracy Sheppard

Cert III (Commercial Cookery)

Food Technology Technician

Jodi Shepherd

B Ed, (Maths & English), Grad Dip (IT for Ed)

Mathematics Teacher

Finlay Anderson House Mentor

Jayne Sheumack

BA, B Ed

Bayview Mentor – Year 8

Year 8 Coordinator

Yvonne Simmonds

B Ed (Early Childhood)

Eblana ELC Teacher (Music)

Louise Slann (Sem 1)

B Ed (Hons)

Riviera Teacher – Year 5

Mark Smith

M Ed, Grad Cert (Gifted Ed)

B Ed, Dip (Teach)

Head of Enrichment Programs

K to Year 12

Sally Smith

B App Sci (Psych),

B Teach (Secondary), M (Counselling)

Psychology Teacher

Jones House Coordinator

Sally Smith

Cert III Early Childhood

ELC Co-educator

Sheree Smith

B Teach (Primary)

B Ed (Primary)

Eblana Teacher – Foundation

Literacy Coordinator F-4

Atsuko Spink

Cert 3 (Commercial Cookery)

Cert (Barista)

BA (Japanese)

Café Assistant - Greenways

Mark Stembridge

Grad Dip (Tech Ed)

Cert IV (Professional Cookery), Cert IV (Training & Assessment)

Assistant Cafe Manager

Food & Technology Teacher

Rebecca Stembridge

BA, Grad Dip (Journalism), Grad Dip Ed (Middle Years), M Ed (Specific Learning Difficulties)

Learning Enhancement and Humanities Teacher

Trevor Stevens

BSc, HEd

Frogmore Science Teacher

Were House Mentor

Officer of Cadets

Rev. Andrew Stewart BEc, MA, B Div, Adv Dip Theo, Dip Ed Chaplain

Religious Education Teacher

Heather Stone

Higher Dip Ed

Greenways Mentor

Mathematics Teacher

Olivia Stott

M Teach

English Teacher

Greenways Mentor

Mingjia Su

M (Teach)

ELC, Riviera, Bayview

Teacher of Chinese Language

Hillary Sullivan

Dip Teach (Primary), Grad Dip (Special Education)

Eblana Classroom Support

Alicia Ning Si Tan

BA (Chinese language and literature), Dip Ed

Teacher of Chinese Language – Eblana

Juby Thomas Dip Lab Tech, M Science (Biotechnology)

Science Laboratory Technician

Madeleine Thomas

M Ed (Special Education), B App Sc, Grad Dip Ed, Grad Dip (Occ Health Practice)

Learning Enhancement

Bayview Facilitator

Sarah Thompson

Cert III (Early Childhood Education and Care), Dip (Early Childhood Education and Care),

BA

ELC Co-educator

May Tian

B Teaching, B Ec (Accounting)

Chinese Teacher

Bayview Mentor - Year 7

Angus Todd

BA, M Teach (Primary and Secondary)

English and Humanities Teacher

Bayview Mentor - Year 8

Assistant Head of Year 8

Sam-Alyce Trchala

BSc, B Ed (Hons)

Mathematics & Science Teacher

Bayview Mentor – Year 7

Lauren Trevis B Ed Primary

BA Policy Studies

Eblana Teacher - Year 4

Lisa Turner

BA (Psychology), B Ed (Primary & Secondary)

English Teacher Drinan House Coordinator

Jennie Valente

Dip Teach B Ed (Primary)

Learning Enhancement Teacher

Bayview

Sarah Volum

B Ed (Hons), Dip (Children’s Services), Cert III (Children Services)

ELC Co-educator

Enzo Vozzo

B Tech (Computer Studies), Grad Dip (Secondary)

Mathematics, Science and Technologies Teacher

Briana Walker

BA, B Teach

Eblana Teacher – Year 2

Jillian Watkins

B Teach, Grad Dip (Children’s Services)

Eblana Visual Arts Teacher

Amy Watts

Bachelor App Sci (Health Sciences), B Teach (Secondary)

VCAL Teacher

Fiona Watts

M Ed (Special Educational Needs),

B Ed, Dip Ed (Primary)

Head of Learning Enhancement

Learning Enhancement Teacher Eblana

Sarah Wells

BSc (Mathematics/Statistics)

Data Analyst

Jeff Welsh

B Teach, B Sc (Earth), B Sc (Environment), M Ed (Info Tech Ed)

Science and Technology Teacher

Bayview Mentor – Year 8

Asst. Head of Digital Learning and Innovation

Kym Willett

MHRM (Training and Dev), B Ed

HPE and English Teacher Jones House Mentor

Cameron Wilson

B A (Hons), Grad Dip (Teaching and Learning – Secondary) English Teacher

Greenways Mentor

Officer of Cadets – Quartermaster

President of Staff Association

Mark Wilson

Mathematics Teacher

Lisa Winding

M (Teach), B Bus, Dip Ed Legal Studies Teacher

Luke Wintle

B App Sci, Grad Dip Ed (Secondary), Dip (Sports Development)

HPE Teacher

White House Mentor

Head of HPE (Sem 2)

Amelia Wong

B Ed (Secondary and Science)

Mathematics Teacher

Bayview Mentor – Year 7

Michael Woolhouse (Sem 1)

B App Sci (Human Movement), Grad Dip (Ed),

HPE Teacher

Head of HPE (shared)

Deighton House Mentor

Kim Wootton

BA (Fine Art), Dip Ed (Secondary)

Head of Visual Arts

Kate Wright

M Teach (Prim), BA (Media and Communication) Cert III (Sport and Recreation)

Eblana Teacher - Year 3

Peter Wynne

BSc ED, BSc (Hons)

Head of Science

Anderson House Mentor

Peter Zerman

BA, Grad Dip Ed, MMM, Cert IV (Assessment & Workplace Training)

Design Technology Coordinator

Finlay Anderson House Mentor

REPLACEMENT STAFF

Paolo Albertella

B App Sci (Computer Science/Instrumental Science),

Grad Dip Ed (Second Class Hons)

Mathematics Teacher

Sharon Brady (Sem 1)

Archivist

Edward Dixon

Language Teacher

Kim Harper

Riviera Teacher

Greg Holledge Greenways Café

Ilona Kiss

Art & Design Teacher

Lauren Hevey

Learning Enhancement

Linda Hogan

English Language Teacher

Amy McAlister

BA, M Teach (Secondary) English Teacher

Catherine Ryan Science Teacher

Parker Yang

Mathematics Teacher

Chinese Language Teacher

SESSIONAL MUSIC TUTORS

Susan Batten (Oboe/Piano)

Chris Bieniek (Guitar)

Justine Clark

B Teach (Pri) and B Ed (Suzuki Violin/Violin/Piano)

Gavin Cornish (French Horn/Trumpet/Trombone)

Stephen Coutts (Speech & Drama/Voice)

Liam Cullen (Cello)

Niran Dasika (Trumpet)

Kelsey de Prada (Flute)

Catherine Friend (Piano/Theory)

Sally Haworth (Clarinet/Saxophone/Flute)

Reave Maloney (Guitar/Bass Guitar/Double Bass/ Electric Guitar/Cello/Harp)

Lidia Mancini (Voice)

Duane Manning (Drums)

Debra McLeod (Cello/Piano)

Natalie Morgenstern (Bassoon/Clarinet/Flute/Oboe/Saxophone)

Catherine Narayan (Cello/Suzuki Violin/Viola/ Violin)

Mia Quist (Bassoon)

Frank Recchia (Drums/Guitar/Bass Guitar Unplugged/Pop Piano/ Electric Guitar)

Aaron Richard (French Horn/ Trombone/ Tuba/ Keyboard)

Samantha Robertson (Voice)

JB Smith (Drums and Orchestral)

Angela Wasley (Voice)

Jason Wasley (Voice)

Catherine Waugh (French Horn)

OPERATIONS

Julie Aarons

B Bus (Acc), CPA

Finance Manager

Ric Arnold Dip (Live Production and Events), Adv Dip (Audio Engineering) AV & Theatre Technician

Suzanne Ashley BA (Legal), Dip (School Marketing), CMS

Alumni Manager

David Atkinson B InfoTech, CUE50303, IT Systems Administrator

Andrew Baillie Dip Property Services

Property Manager

Tim Baker B (Info Systems) – BIS, MA (Info Systems Exec) - MISEXEC Director of ICT

Sharon Bates Accounts Receivable Officer

Jennifer Blackburn MA (Prof Comm), Grad Dip (Communications), Dip (Prof Writing and Editing)

Publications Manager Officer of Cadets

Connor Bourke

B Bus (Marketing)

ICT Support Officer

STAFF REGISTER 2022

Nick Christoforou

OHS Assistant

Jasmin Crawford

Risk and Compliance Assistant

Kelli Dawes

Dip (Event Management and Public Relations)

Events & Catering Manager

Madie Dunstan

B (Business)

Risk & Compliance Coordinator

Pernilla Eklund Allan

Registrar

Julliet Eksiyan

Grad Cert (Business Administration),

Adv Dip Business (Acc)

Management Accountant

Stephanie Fielding

B. Bus (Event Management and Marketing)

Performing Arts Coordinator

Claire Forbes

Accounts Payable Assistant

Navid Ghaghli

ICT Support Officer

Nathaniel Guinan

ICT Support Officer

Tom Halbert

B Ed

SIS Specialist

Nichole Hargreaves

EA to Principal

EA to Deputy Principal

Deborah Heath

Cert IV (Frontline Management)

Facilities Manager

Erin Hunt

BA (Sport and Recreation Management)

Sports Administration Assistant

Deborah Kenner

Dip (HR Management)

PA to Head of Eblana

PA to Director of ELC

Georgia Kenny

PA to Head of Greenways

Laura Kenny

Dip (Business)

HR Assistant

Garrett Kinchington

B Comm (Marketing)

BA (Media and Communication)

Marketing Manager

Stephanie Kinnear

B Design & Comm (Hons)

Marketing and Communications Officer

Ksenija Krasova

BBA, Grad Dip (ACC), CPA

Financial Accountant

Michelle Lewis

Cert IV (Business Administration)

Assistant Registrar

Teresa McLennan

Senior HR Advisor

Stephanie McNaughton

Head of Talent Acquisition

Monique Lawrence

EA to Director of Business

Marie Lunt

IT Administration

Robyn Mill (Sem 1)

EA to Director of Business

Lisa Mitchell

B Ed

PA to Head of Riviera

Michelle Morton

EA to Director of Learning & Teaching

EA to Head of School Operations

VASS Coordinator

Peter Newton

TMA Volunteer

Man-Chi Nguyen (Sem 1)

B App Sc

Database Administrator

Kylie Reardon

Receptionist/Admin/Events Assistant

Colette Russell

BSc (Hons), MSc, PhD

Senior Business Analyst

Beck Russell

Cert (Service Coordination)

PA to Head of Frogmore

Fiona Slocombe

PA to Head of Bayview

David Song

BSc

IT Administrator

Rachel Travica

HR Advisor

Leanne Vallance

Professional Development Administrator

Main Reception/Administration

Kerryn Van Der Merwe

B Comm (Bus and Eco Sciences), Grad Dip (Bus Admin and Management), Hons (Bus and Eco Sciences)

-Marketing and Finance

Records & Archives Manager

Paul Watson Cert III (Printing and Graphic Arts)

Dip (Printing and Graphic Arts) (Digital Production)

Ricoh Printing Services

Sam Williams

IT Support

Danny Yardis

Dip (Art & Design – Graphic Design)

Senior Graphic Designer

MEDICAL EDGE

Corey Bock Operations Manager

Jane Williamson

Div. 1 Registered Nurse

Cert. Neonatal Intensive Care

IBCLC School Nurse

Eleanor Holland

Div. 1 Registered Nurse Grad Dip (Emergency Nursing)

Dani Begg First Responder

GROUNDS & MAINTENANCE

Chris Larson

Maintenance Supervisor – Operations

Tom Donnell

Grounds Supervisor

Patrick McCarthy

Grounds Supervisor

Ben Still

Maintenance

Wayne Fuller Ground Staff

Will Durston

Setup Coordinator

Luis McLaren

Will Smith Grounds Apprentice

SECURITY

Peter Francis Security Supervisor Cert III (Security Operations)

Adnan Ahmad Sethi Security Officer Cert II (Security Operations)

Mohammed Mohsin Security Officer Cert II (Security Operations)

Staff List compiled to October 2022

COMMUNITY ENGAGEMENT

Mentone Grammar has a vibrant and welcoming community of parents, Mentonians (alumni), friends and partners who provide an extended network of support for our students and our School.

GIVING OPPORTUNITIES

The Mentone Grammar School Foundation Limited gratefully accepts donations or bequests. Tax deductible gifts can be made to the School via the Foundation Building Fund.  You can also become part of Mentone Grammar’s rich history by sponsoring a tax deductible named seat within the impressive Thorold Theatre created in perpetuity for the life of the building.

We are also delighted to work with community members on any customised giving opportunities or major gifts. For more information: www.mentonegrammar.net/community/giving-opportunities

COMMUNITY GROUPS

We are fortunate to have two wonderful volunteer organisations associated with the School that offer a number of ways you can get involved.

ALUMNI: mentonians.mentonegrammar.net

PARENTS: www.mentonegrammar.net/community/parents-and-friends