St Spyridon Annual Report 2010

ST SPYRIDON COLLEGE Annual Report 2010

Educational & Financial Reporting

To The NSW Board of Studies

June 2011

Mission Statement “We promote educational excellence within a caring environment�

At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success.

We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community.

In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

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Educational & Financial Reporting\BOS Annual Report 2010

THE SEVEN STRATEGIC GOALS 2007 – 2011 Goal One:

Our students will experience a dynamic, exciting learning culture that is firmly focused on the future.

Goal Two:

Our students’ social, physical and spiritual well being will play a major part in everything we do.

Goal Three:

We will initiate exemplary programs in Student Leadership, Community Action and Global Connections.

Goal Four:

We will actively foster students’ appreciation of the beautiful things in life; art, music, literature, drama.

Goal Five:

We will continue to support every initiative possible to further enrich our educators’ knowledge and practice of their profession and their continuing commitment to it.

Goal Six:

We will reach out to the community and ensure the financial future of our College is secure.

Goal Seven:

We will add the new buildings necessary to support our continuing pursuit of excellence across all fronts.

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Educational and Financial Reporting Policy Statement St Spyridon College will meet the educational and financial reporting requirements as laid out in the Registered and Accredited Individual non-Government Schools (NSW) manual.

The College will maintain the relevant data and will comply with reporting requirements of the New South Wales Minister for Education, Science and Training. This reporting will include public disclosure on the school’s website of the educational and financial performance measures and policies of the school by the 30th June of the following year.

Procedures for Preparation of Annual Reports The Head of College with the Executive Team is responsible for co-ordinating the final preparation and distribution of the annual report to the Board of Studies and other stakeholders including parents and the community as required.

The Parish President, with the Parish Executive Officer is responsible for the section on Financial Reporting.

The Head of College will establish and chair the St. Spyridon College Educational and Financial Reporting Committee. Its Terms of Reference will include: •

Identification of appropriate staff members who will be responsible for the collection, analysis and storage of relevant data for each reporting area and for providing the relevant information to the coordinator for inclusion in the report

•

Determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness

•

Preparation of the report in an appropriate form to send to the Board of Studies

•

Setting the annual schedule for: o

Delivery of information for each reporting area to the Head of College

o

Preparation of the report and presentation to the College Board of Governors

o

Preparation and Publication of the Report

o

Distribution of the report to the Board of Studies and other stakeholders.

Committee Membership: Head of College (Chair) Principal, Senior School Principal, Junior School Enrolments Officer Other Executive staff may be co-opted to support the work of the Committee.

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Educational & Financial Reporting\BOS Annual Report 2010

Requests for additional data from the NSW Minister for Education and Training The Head of College is responsible for coordinating the school’s response to any requests from the Minister for additional data. The Head of College is responsible for ensuring it is provided to the Board of Studies in an appropriate electronic form.

DEST Annual Financial Return The Parish Executive Officer is responsible for the collection of the relevant financial data and for ensuring it is provided to DEST in an appropriate form.

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Contents Educational and Financial Reporting SCHOOL POLICY ON EDUCATION AND FINANCIAL REPORTING Annual Report 2010 SECTION 1:

INTRODUCTION ................................................................................. 1 A message from the Chairman of the Board of Governors ............................... 3 A message from our Head of College ........................................................ 4 About our College ............................................................................... 7

SECTION 2:

ABOUT OUR STUDENTS ....................................................................... 13 Student Outcomes in Standardised National and Literacy Numeracy Testing ....... 15 Student Performance in State-wide Tests and Examinations ........................... 17 Senior Secondary Outcomes................................................................... 18 Student Attendance ............................................................................ 19 Student Retention of Year 10 to Year 12 ................................................... 19 Post School Destinations ....................................................................... 20

SECTION 3:

OUR EDUCATORS ............................................................................... 23 Professional Learning........................................................................... 25 Teacher Standards ............................................................................. 28 Workforce Composition ........................................................................ 28

SECTION 4:

ENROLMENT POLICIES AND CHARACTERISTICS OF THE STUDENT BODY ........... 29 Enrolment Policies .............................................................................. 31 Characteristics of Student Body .............................................................. 32

SECTION 5:

SCHOOL POLICIES .............................................................................. 33

SECTION 6:

SCHOOL DETERMINED IMPROVEMENT TARGETS ......................................... 39 The Seven Strategic Goals..................................................................... 41 Targets 2010 ..................................................................................... 42 Initiatives Promoting Respect & Responsibility............................................ 43

SECTION 7:

STUDENT, PARENT AND TEACHER VOICES................................................ 49 Student Voices................................................................................... 51 Parent Voices .................................................................................... 53 Teacher Voices .................................................................................. 55

SECTION 8: vi

SUMMARY FINANCIAL INFORMATION ....................................................... 57 Educational & Financial Reporting\BOS Annual Report 2010

SECTION 1: INTRODUCTION A message from the Chairman of the Board of Governors

A message from our Head of College About our College

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A message from the Chairman of the Board of Governors On behalf of the Board of Governors, I extend to Mrs Stefanou and all teaching staff our thanks for their wonderful efforts and commitment to St Spyridon College. I would also like to thank the administration staff for they, are usually the first point of contact. We have come a long way over the 28 years of our history and have thrived as a Greek Orthodox Australian College here in the South Eastern Suburbs.

The Head of College, Mrs Stefanou and the Board of Governors, review the strategic goals and policies during the year. These, in combination with the College Motto, “Forever Excelling”, promotes the College. We have also seen that our participation in the Association of Independent Schools NSW (AISNSW), Independent Sporting Association (ISA), Australian Head of Independent Schools in Australia (AHISA) and Heads of Independent Coeducational Schools (HICES), adds to the profile and prestige of our College.

We are very pleased with the implementation of the strategic goals, the NAPLAN results, the ranking of our College Statewide, and the HSC results. We need to bear in mind that we are not a selective school and the remarkable results are due to the professional care and hard work of our teachers.

There have been some outstanding achievers over the years but more importantly, all our students find a career path that best responds to their talents and interests.

We have also seen in the Annual Report, that all teachers attend professional development thus furthering their expertise. This is indicative of their willingness to grow and improve professionally.

Many of our Senior teachers are HSC markers and I would like to congratulate them. I am also pleased that our sporting program has provided our students with the opportunity to excel. “A healthy body in a healthy mind” as the Ancient Greeks would say.

I wish to congratulate the College for providing students with a VET pathways program as well as a unique Pastoral Care program. You never know, we may have some Masterchefs in our midst. I wish to commend our students for their courteous and friendly conduct at all times in which I have had contact with them. This, I especially noted during the past two Parish trips to Greece and at all the public events which the College hosts.

We look forward to 2011 when the Sports and Performing Arts Centre which will be used for programs in drama, music and sports. The new Primary classrooms will also add to the facilities of the building program. In time a Masterplan will be developed by the Parish for the infants site. Then we will have completed our building goals for both campuses.

Finally, I thank my own Board of Governors members, Very Reverend Father Steven Scoutas and the Parish Committee in honouring our College to “Forever Excel”.

Thank you.

Mr James Phillips Chairman, Board of Governors

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A message from the Head of College The year of 2010 was a most auspicious one for St Spyridon College. With Commonwealth BER funds we were able to accelerate our building of the new Sports & Performing Arts Centre. We thank the Federal and State Governments for their support, as well as all parents who contribute to the Building Fund. We also have a beautiful new building at 15 Doran Street, ready to be opened in 2011.

The Parish President Mr. Economou and his Committee and Mrs Christina Tsaconas, Parish Executive Officer and Bursar, are thanked for their hard work on these important projects, which will no doubt enrich our students’ learning – especially in Music, Drama and Sports.

I wish to emphasise however, that in past years, even in the absence of this new facility, our teachers inspired students to excel in both the Performing Arts and in Sports. We recall the Musical Snapshots directed by Miss Savva, the Greek Play Miss 39 Years Old directed by Mrs Faletas, the Dramatic Snapshots directed by Mrs Elaine Mulligan, and the many sporting victories for which we acknowledge our Sports coordinators Mr Condous and Ms O’Shea and all our coaches, including Mr Lambos. So we can see that it’s not about the buildings – it’s about the passion – it’s about the relentless drive to excel, encapsulated in our College motto “ΑΙΕΝ ΑΡΙΣΤΕΥΕΙΝ”. When the Mathematics Team serves pies on Π day-on the 314th day of the year, we know that it’s also about having a good sense of humour.

Student Principle 3 reads: We (the students of St Spyridon College) work together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency.

Ms Kokinelis, the Year Advisers and Home Room Teachers are acknowledged for their work in Community Action. In 2010 our students visited the Aged Care facilities of St Simeon and St Basil’s; served in the Newtown Soup Kitchen; raised funds for numerous causes including Pink Ribbon Day, Jeans for Genes day, Loud Shirt day, Legacy day and Red Nose day.

Over the last three years, $12,000 was raised by St Spyridon students for the 40 Hour Famine Appeal for which we were awarded an Outstanding Achievement Certificate by the World Vision organisation. Nevertheless we emphasise that we do not do these things so that our students can be rewarded; As all students know, from their global connections studies, compared to the great majority of young people in this world, they are already richly rewarded and most blessed; and therefore have the responsibility to act from a sense of what is right and what is just. In other words to give something back, with compassion and decency. In this context I would also like to thank Mrs Mio, who every year with the support of all her colleagues organises the Pink Ribbon Morning Tea fundraiser to which all teachers contribute.

We acknowledge all our Curriculum Leaders and specialist teachers for giving our students every support to reach their full potential in their academic learning journey from Year 7 to 12.

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This year our educators were once again recognised as leaders in their profession.

Mr Kollias,

Curriculum Leader Mathematics, was Senior Judge and marker of School Certificate Mathematics. Mr Condous and Ms Kalithrakas were also School Certificate Mathematics markers. Mrs Mary Faletas Curriculum Leader Languages other than English was examiner, Judge and marker for Modern Greek HSC. Mr Georgoulopoulos was Judge and marker for HSC IPT. Also HSC markers were: Mr Kaldis PDHPE, Mr Giles Chemistry and Miss Savva Music. From Dr Hickie’s English team we had Mrs Kiejda mark the English School Certificate. Dr Srinivasan, our Physics specialist, was published in a major scientific journal. I gave a paper at the National HICES Conference.

Mr Mavrommatis Orthodox

Studies teacher, gave a most erudite address at the St. Andrews Theological College Symposium on St Gregory the Theologian. He also has his own column in the VEMA newspaper. We also congratulate him and Mr Meintanis for receiving awards for Services to Sports, from the CIS. Our students took part in numerous Leadership Youth Forums and Conferences. We congratulate Leah Balayannis who is representing NSW at the National Constitutional Convention in Canberra.

We commend Alexander Vatiliotis, College Captain, Aleksandra Djordjevic, Vice Captain and Angelina Flokis, Senior Prefect, for their outstanding leadership to the student body. Together with the Prefects, they have been excellent role models. Our Sports Captains Gregory Lazaridis and Connie Bouhoutsos are warmly acknowledged. They have indeed lifted the bar for the New Year 12 Class of 2011.

The P&F Committee had a spectacular year. We recall the Taverna Night, Trivia Night with Effie as host, the Spring Fair, the Palm Sunday Luncheon, the Mother’s Day Brunch, the stalls. At last count, $53,000 was raised for computers, technology and awards. We thank Mrs Stamoulis and her committee, for the intelligence and good will, with which they promote the good name of their College as outstanding Ambassadors of our School. In fact I wish to acknowledge all our parents and grandparents for their support and encouragement in our work with young people. They are our strongest allies in our children’s education. Together-we teach faith, respect and responsibility-and we are very powerful, because we are united.

We extend warm thanks to Mr James Phillips and the members of the Board of Governors for their work and leadership to the College, in their role as guardians of the school’s ethos and the pursuit of its Strategic Goals.

Mrs Amelia Katsogiannis, is warmly thanked for her uncompromising commitment to the truth, her expert knowledge of all things HSC and Board of Studies; and her patience and forbearance with all of us.

We thank our dynamic and talented team of Junior School teachers, who set high standards of conduct and academic achievement and help students to reach them. We are very pleased with the outcomes of internal assessments, as well as the NAPLAN and other external tests, which were outstanding.

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Together with their Coordinator Mrs Kipriotis, the Infants Teachers provide our younger students with a warm and loving environment. For this reason, they have made spectacular progress in their literacy.

The Junior School Open Day on the theme of Classic Literature delighted the huge crowd that attended, to enjoy the performances and the classroom work. We were pleased to be the only school in Australia to feature in the Lions Club International video promoting the Skills for Growing Program. This will be distributed to over 3 million people worldwide.

In sports, our Junior Football girls (Soccer) were thrilled to meet and be coached by the Women’s National Football team, the Matildas. For the first time our Junior boys participated in the 2010 Futsal State championship at Penrith Sports Stadium and did very well indeed in this first attempt. We acknowledge all our sports stars that were selected as CIS reps and especially highlight Panos Armenakas chosen to captain NSW at the National Primary School’s Football Championships. We thank Mr John Volas for his work in promoting Sports in the Junior School. The new Sports and Performing Arts Centre will no doubt enrich this program further.

In Music we were pleased to host the Independent Primary School Heads Association Performing Arts Festival rehearsals and to see our St Spyridon Choir perform at the City Recital Hall Angel Place. We thank Mrs Helen Coyne for her work with the Choir as well as the Junior School Musical Showcase, which was a huge success and uncovered some hidden talent. We thank Mrs Sophia Haskas for the outstanding Greek Dance programs.

Together these experiences make for rich and challenging learning journey. Our students always rise to the occasion and respond with confidence and success. On any school day, amazing things happen to promote the academic, social, emotional, physical and spiritual wellbeing of our precious children.

We thank Father Steven Scoutas and Father Andrew for the blessed initiative of holding special Class Services for Years 3 and 5, where students learn the significance of the Divine Liturgy. We are very happy that Mr Vasilios Psilakos is teaching Byzantine Chanting these students. In 2011, we will extend this program to all students Years 3-6.

We acknowledge Mrs Hamer who as founding Principal was here for the difficult years of pioneering a young school into one of the finest in NSW. Mrs Synesios, is warmly thanked for the integrity, modesty and professionalism with which she conducted herself as Acting Principal during this year.

In Father Steven’s words, we are doing God’s work here, with all the power and means that only He can give to us. What is important is for us to stay united in our purpose, determined in our actions and to never be daunted by the demands of our complex work but sacred work.

Mrs E. Stefanou-Haag Head of College

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About our College We promote educational excellence excellence within a caring environment At St. Spyridon College, we educate our students to take their place in a rapidly changing world with confidence and success. We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of the whole community.

Academic performance is strong, with over 90% of Year 12 students continuing to Tertiary studies on completion of the HSC. To maximise HSC and ATAR results, the College offers scholarships for University Entrance, Junior School Dux, ACER scholarships for Year 7 and Year 10 entrance, as well as special programs, such as the HSC Winter Elevate and the Preparing for the Preliminary and HSC Courses. An excellent range of subjects provides access to three learning pathways: From school to University, from school to TAFE, from school to work.

The Junior School has a strong Literacy focus, using the Spalding Multisensory Language and Literacy program. The Preparatory Middle School, leads to successful transition to Senior School studies. As an IPSHA and HICES member school, we participate in Music festivals, sporting competitions, leadership and other state-wide cultural activities.

Extensive co-curricular programs incorporate sports, the performing, spoken and visual arts. As a member of the Independent Sporting Association (ISA), St Spyridon offers students opportunities to compete at an elite sporting level. We are proud that St Spyridon students have represented the ISA, the State and Australia, in futsal, basketball, netball, gymnastics and swimming.

Building Leadership Capacity in every student is the aim of our Pastoral Care program. The four pillars of 21st Education-learning to know, learning to do, learning to be, learning to live together, are strengthened by the cornerstone of learning to love. Our students’ community action takes them from hospices to soup-kitchens, where they develop sensitivity, conscience and a sense of responsibility for others. They engage with global issues and contribute enthusiastically to environmental and humanitarian aid programs. They participate in state, national and international youth forums, where they learn from and contribute to debate on current issues.

Based on two campuses, the College offers technology-rich environments and purpose-built facilities for Visual Arts, Hospitality, Information Communications and Technology (ICT), Woodwork, the Sciences, Music, Drama and Sports. The new Sports and Performing Arts Centre is a wonderful addition to our facilities.

The College is situated on the doorstep of the City of Sydney and its proximity to beaches, universities, galleries, museums and the Harbour makes for a very rich learning environment.

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St Spyridon College was established in 1983 and is the first Greek Orthodox College in New South Wales. Our students come from 20 different cultural backgrounds. We also have an international students program.

Education’s Higher Purpose The purpose of schooling is to prepare students to manage futures that, due to rapid technological and social advances, we can neither pre-empt nor predict. At St. Spyridon College, we do this by encouraging students to excel in all that they attempt. We provide an education that is academically rigorous and challenging. We believe that a strong sense of identity and self-worth are the basis for managing the challenges of life with confidence and success. Our pastoral care instils values that inspire our students to make a positive contribution to their school and the wider community.

The most distinctive aspect of Hellenic thought is the desire to solve the mysteries of the universe through a logical and innovative search for knowledge. As a Greek Orthodox school, we believe that we have a responsibility to promote the concept of a Thinking School. We give our students every support to fulfil their potential in their Learning Journey K-12.

Our programs explicitly address the four pillars of education as identified by the UNESCO International Report on Education for the 21st century, “Learning; the Treasure Within’:

Learning to Know; Learning to Do; Learning to Live Together; and Learning to Be. It is these four pillars that in turn support what we believe is the essential platform for a fulfilling life and the ultimate purpose of our endeavours here at St. Spyridon College – Learning to Love.

Students need to have a sense of belonging in order to embark on an “inner voyage” where they develop faith, resilience, sense of purpose and responsibility. In partnership with parents, we endeavour to make their journey both challenging and joyous.

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Affiliations and Memberships 1.

Independent Schools Council of Australia (ISCA)

The Independent Schools Council of Australia (ISCA) represents the interests of the independent school sector on a national basis such as in relation to Commonwealth funding and representation on national policy making bodies. Its eight Member State and Territory Associations of Independent Schools represent a sector with 1,007 schools and 441,455 full-time equivalent (FTE) students, 13 percent of all school enrolments in Australia. Mrs Stefanou-Haag, Head of College, and Mrs Christina Tsaconas, Parish Executive Officer, are members of this prestigious National Council.

2.

The Association of Independent Schools of New South Wales

(AISNSW)

The AIS is the umbrella organisation which serves the interests of all independent schools in the State.

It guards the rights of member schools to expound their particular philosophy and also protects the rights of parents to choose the kind of education they want for their children. The Association renders advice to member schools on all legal and administrative matters related to education, and ensures that our school’s voice is heard on significant issues affecting the education of our students.

In 2010 Mrs Stefanou-Haag was a member of the AIS NSW Industrial Relations Group chaired by Justice Rothman.

3.

Association of Heads of Independent Schools in Australia

(AHISA)

Mrs Stefanou-Haag is a member of AHISA. This is the peak body of Independent Schools Heads in Australia. The N.S.W. Branch meets four times per year. There is no contact between students of AHISA Schools. The Association exists as a means by which Heads may meet for the exchange of information.

4.

Heads of Co-educational Independent Schools

(HICES)

Mrs Stefanou-Haag is a member of HICES. This body provides a medium for providing opportunities for school participation in leadership training and the organisation of such events as athletics, swimming, diving, cross-country, music and special ability events.

Mrs Hamer, Principal Junior School is a member of HICES Junior Schools. Mrs Katsogiannis, Principal Senior School is a member of HICES Senior Schools. In 2010 Mrs Stefanou-Haag was also Treasurer of HICES and member of the Conference 2010 subcommittee.

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5.

Independent Primary Schools Heads Association of Australia

(IPSHA)

Mrs Hamer is a member of IPSHA. This is a forum which avails the Junior School Heads with opportunities to interact at the State and National levels. Benefits for our College include: access to travelling art displays, participation in music festivals, sharing in sporting and cultural activities, and development of professional fellowship. Mrs Synesios is a member of the IPSHA Deputies Group.

6.

Independent Sporting Association (ISA)

St Spyridon College is a full member of the ISA. Weekly competitive games are played on a Saturday.

The ISA is a highly reputable a sporting body, made up of the following member schools:

Full Member Schools: St. Pius X College

St. Paul’s Grammar

Chevalier College

St. Stanislaus College

Oxley College

Blue Mountains Grammar

SCECGS Redlands

St. Patrick’s College

St. Andrew’s Cathedral School

St. Spyridon College

Central Coast Grammar

St Augustine’s School

Associate Member Schools: All Saints Bathurst

Barker College

Kinross Wolaroi

Oakhill College

Scots Bathurst

Snowy Mountains Grammar

7.

All Suburbs Independent Schools Sports Association

(ASISSA)

ASSISA is strictly a sporting body that includes Athletics, Swimming and Cross Country Carnivals as well as competitive sport for the Year 6 students.

Member Schools include: Arkana College Emanuel School International Grammar School Macquarie Anglican Grammar School Moriah College Mt Sinai College Redeemer Baptist School St Andrew’s Cathedral School St Mark’s Coptic Orthodox College.

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The Junior School The Junior School campus is located in Kingsford. It offers: •

Strong Literacy focus using Spalding Multi-Sensory Language Literacy Programme.

•

Excellent programmes that promote personal development; study skills; community service; and global connections.

•

Highly qualified caring teachers committed to excellence.

•

A rich Co-curricular Programme, offering a variety of competitive and House sports, creative and performing arts and thinking skills development.

•

Enterprise

Education

Programmes,

incorporating

critical

thinking,

problem-solving,

interpersonal and team skills.

•

Prep Middle School programme for Years 5 and 6 preparing students for a successful transition to Senior School.

•

Qualified and specialist teachers in Gifted and Talented, Physical Education and Sports, Information Technology, Greek Language, Greek Dance, Music, Special Education and Student Welfare Officer.

•

Interschool sporting competitions through ASISSA and HICES.

The Senior School The Senior School is located in Maroubra. It offers: •

Exemplary Academic and Pastoral Care Programmes that promote academic achievement; personal development; student leadership; community service; and global connections.

•

Unique H.S.C. Academic Elevation programmes. Some of the many initiatives implemented to support students to maximize their HSC results include: HSC Winter Academic Elevation Courses; ACER, Dux and University Scholarships; Bursaries; Careers Advisory; and Preparing for Preliminary Courses.

•

Access to three different learning pathways – School to University; School to TAFE; and School to Work.

•

Saturday Sporting competition through membership of the Independent Sporting Association (ISA) leading to elite State and National representation.

•

Co-curricular Programmes, incorporating a variety of House sports, creative and performing arts and thinking skills development.

•

A new Sports and Performing Arts Centre, incorporating Music suites, Drama spaces, gymnasium, and sporting facilities for futsal, basketball and netball.

•

Specialist facilities including Information and Communications Technology classrooms, Visual and Creative Arts centres, Food Technology and Hospitality facilities, woodwork.

•

Highly qualified caring teachers committed to excellence.

•

Small class sizes.

For further information you may access http://www.myschool.edu.au.

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SECTION 2: ABOUT OUR STUDENTS i.

Student Outcomes Numeracy Testing

in

Standardised

National

and

Literacy

ii.

Student Performance in State-wide Tests and Examinations

iii. Senior Secondary Outcomes iv.

Student Attendance

v.

Student Retention of Year 10 to Year 12

vi.

Post School Destinations

Educational & Financial Reporting\BOS Annual Report 2010

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Educational & Financial Reporting\BOS Annual Report 2010

Student Outcomes in Standardised National and Literacy Numeracy Testing NAPLAN Results 2010

Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard

2010 NAPLAN Test

Literacy (Overall)

Percentage of students at or above the National minimum standard Year 3 (43 students) Year 5 (40 students) School State-wide School State-wide 100

96

100

95

o

Reading

100

96

100

93

o

Writing

100

98

100

96

o

Spelling

100

96

100

95

o

Grammar & Punctuation

100

94

100

94

Numeracy (Overall)

100

97

98

96

o

Number, P&A

100

96

95

94

o

Measurement, Data, Space &

98

97

98

94

Geometry

Year 3: 100 % of Students in Year 3 achieved at or above the National minimum standard in Literacy.

100% of Students in Year 3 achieved at or above the National minimum standard in Numeracy.

Year 5 100% of Students in Year 5 achieved at or above the National minimum standard in Literacy.

98% of Students in Year 5 achieved at or above the National minimum standard in Numeracy.

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Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard

2010 NAPLAN Test

Percentage of students at or above the National minimum standard Year 7 School

Year 9 State-wide

State-wide

School

95%

95%

92%

94%

97%

90%

94%

97%

91%

89%

100%

91%

Literacy o

Reading

100%

o

Writing

100%

o

Spelling

100%

o

Grammar & Punctuation

98%

Numeracy o

Number Patterns and Algebra

95%

96%

97%

94%

o

Measurement, Data, Space &

98%

95%

97%

94%

Geometry

Year 7: We are pleased that 100% of Students in Year 7 achieved at or above the National minimum standard in Literacy and that as individuals students showed significant growth in their achievement.

We are pleased that 95% of Students in Year 7 achieved at or above the National minimum standard in Numeracy and that as individuals students showed significant growth in their achievement.

Year 9 We are pleased that 97% of Students in Year 9 achieved at or above the National minimum standard in Literacy and that as individuals students showed significant growth in their achievement.

We are very pleased that 97% of Students in Year 9 achieved at or above the National minimum standard in Numeracy and that as individuals students showed significant growth in their achievement.

Further comparative information on these tests can be found on http://www.myschool.edu.au.

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i.

Student Performance in State-wide Tests and Examinations Total Number of Students

HSC 2010

Performance Band achievement by number and % Band 3-6

Band 1-2

School

State-wide

School

State-wide

Ancient History

11

100%

(84.8%)

0

(15.2%)

Biology

14

12 (86%)

(89.8%)

2 (14%)

(10.2%)

Business Studies

28

27 (96.4%)

(90.2%)

1 (3.6%)

(9.8%)

Chemistry

6

100%

(89.2%)

0

(10.8%)

Economics

12

100%

(84.5%)

0

(15.5%)

English (Standard)

20

16(80%)

(72%)

4 (20%)

(28%)

English (Advanced)

25

100%

(99%)

0

(1%)

English as a Second Language

2

100%

(88.3%)

0

(11.7%)

Food Technology

4

3 (75%)

(79.8%)

1 (25%)

(20.2%)

Information Processes and Technology Legal Studies

8

100%

(87.2%)

0

(12.8%)

14

100%

(82.8%)

0

(17.2%)

General Mathematics

21

20(95.2%)

(85.5%)

1 (4.8%)

(14.5%)

Mathematics

14

13(93%)

(89%)

1 (7%)

(11%)

Modern History

7

6(85.7%)

(91.1%)

1 (14.3%)

(8.9%)

Music

4

100%

(97.7%)

0

(2.3%)

Personal Dev. Health & P.E.

13

12(92.2%)

(93.1%)

1 (7.8%)

(6.9%)

Physics

10

100%

(92.4%)

0

(7.6%)

Visual Arts

7

100%

(98.2%)

0

(1.8%)

Modern Greek Continuers

10

100%

(97%)

0

(97%)

Modern Greek Beginners

2

100%

(87.5%)

0

(12.5%)

Serbian Continuers

2

100%

100%

0

0

Hospitality Operations (VET)

7

100%

(82.7%)

0

(17.3%)

Information Technology (VET)

3

100%

(80.1%)

0

(19.9%)

Please note: Band 6 is the highest band and Band 1 the lowest

Performance Band achievement % HSC

Total Number of Students School

Band 3 - 6 State-wide

Band 1 - 2 School State-wide

2010

47

96%

89%

4%

11%

2009

44

95%

87%

5%

13%

2008

61

96%

86%

4%

14%

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17

Performance Band achievement by number and % HSC 2010

Total Number of Students

Band E4-E3 School Statewide

Band E1-E2 School Statewide

English Extension 1

8

100%

(85.6%)

0

(14.4%)

English Extension 2

3

100%

(81.5%)

0

(18.5%)

Mathematics Extension 1

7

5(71%)

(82.6%)

2 (29%)

(17.4)

Mathematics Extension 2

1

0

(90%)

1 (100%)

(10%)

History Extension 1

6

5(83.3%)

(71%)

1(16.7%)

(29%)

Modern Greek Extension 1

2

100%

(88.6%)

0

(11.4%)

Please note: E4 is the highest band and E1 the lowest School Certificate

Performance band achievement by % Bands 3 – 6 Bands 1 – 2

No. of Students English – Literacy

Science

Mathematics

School

State wide

School

State wide

2010

43

95%

95%

5%

5%

2009

54

100%

95.6%

0

4.4%

2010

43

95%

92%

5%

8%

2009

54

96.3%

89.8%

3.7%

10.2%

2010

43

95%

82.6%

5%

17.4%

2009

54

90.8%

80.5%

9.2%

19.5%

Australian Geography. Civics and Citizenship

2010

43

95%

84%

5%

16%

2009

54

92.6%

86.7%

7.4%

13.3%

2010

43

95%

80%

5%

20%

2009

54

92.6%

85.7%

7.4%

14.3%

Australian History, Civics and Citizenship

Computing Skills: 100% of students Competent or Highly Competent

Please note: Band 6 is the highest band and Band 1 the lowest

ii.

Senior Secondary Outcomes

100% of students attained their HSC. Hospitality VET and Information Technology VET were offered at school. 10 out of 47 students (21%) studied these courses.

In addition students were supported to undertake the following courses externally: One student studied Chinese Background Speakers through the Saturday School of Community Languages and one student studies Russian Background Speakers through the Open High School.

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Educational & Financial Reporting\BOS Annual Report 2010

iv.

Student Attendance

The school implements policy and procedures for the management of student non attendance.

Attendance checking procedures enable the identification and provision of assistance to students with unsatisfactory attendance. An SMS notification is sent to parents of students who are absent. The school follows up where written explanation of absence is not received from the parents.

We are pleased to report that the daily attendance rate for students in 2010 was 95%. This was similar to the daily attendance rate in 2009.

Year Level

Annual Attendance Rate %

Kindergarten

97%

Year 1

96%

Year 2

97%

Year 3

97%

Year 4

97%

Year 5

97%

Year 6

96%

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

v.

94% 95% 92% 93% 95% 92%

Student Retention of Year 10 to Year 12

At St Spyridon College in 2010 there was a retention rate from Years 10 to 12 of 94%. This is greater than the previous year.

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vi.

Post School Destinations

In 2010, 47 students sat for the Higher School Certificate Examinations (HSC) across 31 courses. 10 accelerant students from Year 11 studied Economics, Legal Studies, Modern Greek Continuers, Modern Greek Extension 1, or Russian Background Speakers.

Highlights include:  Alexander Vatiliotis, highest ATAR 98.20. AAA UNSW Scholarship winner. 

Aleksandra Djordjevic, First in NSW in Serbian Continuers.



Evangelia Balayannis, HSC Accelerant, Fourth in NSW in Modern Greek Continuers.



Dion Panigiris, Fourth in NSW in Information Technology VET.



9 Board of Studies Distinguished Achievers (results 90% or above in a subject).



98% of students have now begun Tertiary studies.



70 % of students now studying Undergraduate courses.



Top 27% of schools in NSW in Mathematics.



Out of 47 students 122 (45%) results 80% and above in a given course.



14% of students with an ATAR 90 or above.

Destinations of Year 12 Class of 2010 2010

Undergraduate Degrees 70%

TAFE Courses 28%

Unknown 2%

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Educational & Financial Reporting\BOS Annual Report 2010

Undergraduate Degree Destinations of Year 12 Class of 2010

USYD 10%

UNSW 42%

ACU 13% USYD - University of Sydney UNSW - University of NSW UW S - University of W estern Sydney UTS - University of Technology Sydney ACU - Australian Catholic University CQU - Central Queensland University ANU - Australian National University UND - Notre Dame

UTS 13% Other 6%

UWS 14%

( C QU , A N U , U N D )

Destination by Course Type

Arts/Sport

Economics/ Business

IT Medical Science/ Science 32% Education

Media/PR

Educational & Financial Reporting\BOS Annual Report 2010

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Educational & Financial Reporting\BOS Annual Report 2010

SECTION 3: OUR EDUCATORS i

Professional Learning

ii

Teaching Standards

iii

Workforce composition

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23

24

Educational & Financial Reporting\BOS Annual Report 2010

i.

Goal 5:

Professional Learning Support educators to enhance their professional knowledge practice and commitment. (Strategic Plan 2007-2011).

The enhancement of professional knowledge, practice and commitment is Goal 5 of the Strategic Plan 2007-2011. Student free days are assigned for internal professional development and financial support is provided for teachers to access external conferences and forums provided by a range of providers including the AISNSW, University and Professional bodies. Teachers belong to an extensive range of Associations. The Libraries and Resources Centres at both campuses carry up to date professional publications. Priorities are determined by the strategic directions set by Seven Strategic Goals and the Annual Targets. The Head of College, Principals and managers participated in a range of leadership forums and seminars on new developments particularly in the context of accountability to Governments and statutory bodies.

St Spyridon teachers embrace the opportunities presented to them and spend many hours and days of their own time on expanding their knowledge and professional skills.

This year our educators were once again recognised as leaders in their profession.

Dr Lakshmi Srinivasan Physics teacher, published an article in the European Journal of Physics, “Realizing a framework for enhancing the language laboratory experiences of non-physics majors: from pilot to large scale implementation.”(21st July 2010). Mrs Stefanou-Haag gave a paper at the National HICES Conference on “Education-a question of values”. Mr Mavrommatis gave a lecture at the St. Andrews Theological College Symposium on St Gregory the Theologian. He also has his own column in the VEMA newspaper. Mr Meintanis and Mr Mavrommatis received awards for Services to CIS Sports.

Mr Arthur Kollias, Curriculum Leader Mathematics, was Senior Judge and marker of School Certificate Mathematics. Mr Condous and Ms Kalithrakas were also School Certificate Mathematics markers. Mrs Mary Faletas, Curriculum Leader Languages other than English, was examiner, Judge and marker for Modern Greek HSC. Mr Georgoulopoulos was Judge and marker for HSC Information Processes and Technology. Also HSC markers were: Mr Kaldis PDHPE, Mr Giles Chemistry and Miss Savva Music. From Dr Hickie’s English Team, Mrs Kiejda was a marker for the English School Certificate.

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25

Summary of Professional Learning

No of staff participating

Strategic Planning Targets 2010

All K-12 Staff

Mandated Responsibilities

All K-12 Staff

Goal 1 Action 4 – Metacognition and Literacy

All K-12 Staff

CPR

All K-12 Staff

Occupational Health and Safety

All Staff K – 12

Mandated Training – Child Protection

All Staff K - 6

Board of Studies Registration requirements

All Staff K - 6

AIS: Board of Studies Registration Update

3

Cybersafety

All Staff 7 – 12

Executive Leadership

5

Australian Curriculum (ACARA)

6

HSC, SC Marker, Judge, Examiner in Modern Greek, Serbian, PDHPE, Chemistry, English, Mathematics, IPT, Music

10

Information Computers & Technology (ICT)

2

Teacher / Librarian

3

Teaching and Learning

4

Student with Special Needs

4

Mathematics & Technology

13

Music and Performing Arts

4

Science and Technology

3

HSIE

3

Gifted & Talented and Differentiation Update

2

Literacy, Literature & Technology

5

New Scheme Teachers

1

Team Leadership Skills

6

Peer Support Trainer Training

2

Occupational Health & Safety

1

Languages other than English

3

Pastoral Care & Student Leadership

4

The average expenditure on professional learning in 2010 was $1300 per Teacher.

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Educational & Financial Reporting\BOS Annual Report 2010

PROFESSIONAL ORGANISATIONS TO WHICH EDUCATORS BELONG AHISA Australian Head of Independent Schools in Australia AIIP Association of Independent Information Professionals ASIST Association Science and Information Technology Australian College Educational Readership ASCD Association of Supervision and Curriculum Development ASR Association of Studies of Religion ATESOL Teachers of English as a Second Language ACHPER (Aust. Council of Health, PE & Recreation) Art Gallery of NSW CAANSW Careers Advisers Association NSW Children’s Book Council Drama Teachers NSW EBE Economics Business Education Assoc English Teachers’ Association Food Facts Nutrition Australia Nutridate History Teachers’ Association HICES Heads of Independent Coeducational Schools HICES Junior School Heads of Independent Co-educational Schools ICTENSW Information Communication Technology Educators of NSW ISTE International Society of Technology in Education ISA Independent Sporting Association ISCA Independent Schools Council of Australia IPSHA Independent Primary Schools Heads of Australia IPSHA Deputies’ Umbrella Group IPSHA Curriculum Co-ordinators’ Umbrella Group IPSHA Umbrella Groups; Infants Co-ordinator, G&T, ICT, Learning Support Teachers, Librarians, Music Teachers, Art Teachers, PDHPE Teachers, New Scheme Teachers, Sports Convenors and IPSHA Early Childhood Education Teachers Umbrella Group LTA Legal Teacher Association MANSW Mathematics Association of NSW Modern Greek Teachers Association NSW Institute of Teachers Peer Support Foundation Primary English Teacher’s Association SPELD Specific Learning Difficulties STANSW Science Teachers Association VADEA Visual Arts and Design Educators Association

Educational & Financial Reporting\BOS Annual Report 2010

27

ii.

Teaching Standards Category

Number of Teachers Junior Senior Total School School K – 12

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within

25

30

55

0

3

3

1

0

1

the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

Teachers who do not have qualifications as described in (i) and/or (ii) above but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.

iii.

Workforce Composition

In 2010 the average daily teacher attendance rate was 96%. The proportion of teacher retained from 2009 is approximately 92%.

The high level of attendance and retention is one indication of educators’ commitment to the College, its ethos and organisational culture.

The school’s workforce presents a rich diversity of qualifications, experience and expertise. Educators are united in their professionalism and commitment to quality outcomes for students and the provision of a safe, pleasant, teaching, learning and working environment. The high level of teacher attendance and retention is one indication of this.

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Educational & Financial Reporting\BOS Annual Report 2010

SECTION 4: ENROLMENT POLICIES AND CHARACTERISTICS OF THE STUDENT BODY

Educational & Financial Reporting\BOS Annual Report 2010

29

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Educational & Financial Reporting\BOS Annual Report 2010

Enrolment Policies Enrolment Policy and Procedures All applications for enrolment are accompanied by:

Birth Certificate

Baptismal Certificate (where applicable)

Reference by priest (where applicable)

Report / Profile from School, Preschool or Child Care Centre (as applicable).

All other things being equal, priority is given to siblings, children of Past Students, of clergy of canonical Orthodox Churches, of Parish Executive, members of staff, as well as benefactors’ children & grandchildren (identified by a confirmation letter from the Parish).

Entry into St Spyridon College is based on an assessment or entrance examination and interview.

1.

Kindergarten to Year 12 Entry

A Kindergarten school entry assessment is conducted, to attest to the child’s readiness to commence formal schooling includes:

Oral communication skills

Literacy (print concepts, letter identification, phonemic awareness, sight words)

Fine motor skills / physical development

Social behaviours, interaction skills and emotional maturity

Information from Reports/Portfolio profiles from pre-entry institutions

Information from reports from other professionals, for example Psychologists/ therapists.

In making a decision to accept a student, the welfare and safety of other students, and whether the student can be provided with an appropriate education program will be major factors. Information will be sought from previous education institutions, including child care centres, preschools, schools and past reports and specialist practitioners.

2.

Kindergarten Cut-off dates

At the Kindergarten level, the cut-off date for the year of entry is the 31st May. Enrolments are processed in order of receipt, and maintaining a balance of boys and girls. For priority to be given at the Kindergarten level, applications must be received in the first year after birth.

3.

Acceptance Agreement

Placement offers are made to parents in writing. To accept a placement, parents must return a signed Acceptance Agreement, which outlines their commitment to paying all fees and charges, and their agreement to support the school’s policies, ethos and culture.

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31

4.

Progression to Upper School

During Year 10 and to progress to the next level of schooling for Years 11 and 12 students will need to formally submit an Expression of Interest in continuing their education at St Spyridon College. The application should be made after giving consideration to the commitment that this entails.

All students who meet the following criteria will be invited to continue their Years 11 and 12 studies at St. Spyridon College: •

Apply diligence and sustained effort to their studies.

•

Complete set assignments in the set time, and to a standard that: -

meets course requirements

-

reflects a student’s best effort

•

Attend all classes unless able to provide relevant documentation to explain absence.

•

Abide by the Student Principles and follow the school’s Code of Conduct.

•

Support activities and programs that enhance the school’s ethos and culture.

Students who accept the invitation to continue their studies at the College will sign an Acceptance Agreement that is co-signed by parents.

Characteristics of Student Body St Spyridon students come from 20 different cultural backgrounds. Over 40% of St Spyridon families live further than 10 kilometres away from the school. International students add to the rich tapestry of backgrounds within our College, with most but not all students coming from the Asian continent.

The most interesting fact about the characteristics of our student body is that 25% of our families are polyglot-in other words, they speak three languages at home-English and two others. Another 49% are bilingual-or use English and another language at home. This presents a rich linguistic environment for our school, and it is therefore not surprising that our students do well in languages, offered at school or supported by the school and offered through the Open College. Students who predominantly use a language other than English at home make up the minority, and include the International students. The range of languages spoken by St Spyridon families is: Afrikaan, Arabic, Assyrian, Chinese, Croatian, Fijia, French, German, Greek, Hindi, Indonesian, Italian, Korean, Portuguese, Russian, Serbian, Spanish, Thai, Turkish and Vietnamese.

In terms of religious backgrounds, 89% are from Orthodox backgrounds-Greek, Russian, Serbian and Assyrian. 11% of our students are from a variety of other faith backgrounds including Catholic, other Christian faiths, Muslim, Buddhist and Jewish.

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Educational & Financial Reporting\BOS Annual Report 2010

SECTION 5: SCHOOL POLICIES

Educational & Financial Reporting\BOS Annual Report 2010

33

34

Educational & Financial Reporting\BOS Annual Report 2010

School Policies The following policies and procedures were in place (or developed) during 2010 to manage a Safe and Supportive Environment:

Policy

Changes in 2010

Full text in:

STUDENT WELFARE Child Protection Policy encompassing: • Policy statement

Professional Conduct

Teacher and other Staff

Protocols as prevention.

Personnel Policy and Procedure Handbook Part 1.

• Protocols than enhance ethos and culture • Professional conduct in relation to Child Protection • Definitions and concepts

Access to Full Text

Changes to section on Electronic

Policy in:

Communications between

Parent Handbook 2010

Teachers and Students.

and Study Planner 2010.

• Legislative requirements • Child Protection Legislation

Revised Child Protection

Amendment Bill 2003 (Provided by the

Policy statement in line

AIS)

with Board of Studies

• Child Protection Procedures

advice.

• Investigation process • Reporting and investigating “reportable conduct” • Procedural fairness • Documentation • Appendices STUDENT WELFARE

Full text in:

Security Policy encompassing:

Teacher Handbook Part 3. Occupational

• Occupational Health and Safety Policy

Health and Safety

including: Rationale Code of Practice

Occupation Health and Safety Policy

Policy statement

Statement in: Parent Handbook 2010.

Management procedure for each of the 12 systems specified

New Employees

by the AIS guidelines.

Acceptable use of Information & Communications

Teacher Handbook Part 2.managing Positive

Information and Communications

Technology and

Learning Environments

Policy.

Equipment policy.

• Students Acceptable Use of

Full Text in Newsletter Feb 2010 Disability Policy

Revised

Educational & Financial Reporting\BOS Annual Report 2010

and Parent Handbook 2010

35

Policy

Changes in 2010

Access to Full Text

Full text in: STUDENT WELFARE

Teacher Personnel Policy Handbook 1.

Supervision Policy encompassing:

Summary of main points in:

• Roles and responsibilities of Teacher

Parent Handbook 2010 and Study Planner

• Attendance

2010.

• Punctuality • Staff absence • Duty of care • Duty of care and student attendance • Duty of care and supervision • Negligence • Yard Duty • Keys and security

Full text in:

Codes of Conduct Policy encompassing: • Our principles as St Spyridon Education

Teacher Handbook 2 – Managing A Positive

Professionals

Learning Environment

• Our principles as St Spyridon College Study Planner 2010

students • Code of conduct for students

School web page and

• Statement on student harassment

Parent Handbook 2010.

• Classroom behaviour management • Consideration for ethical behaviour management • Procedural fairness STUDENT WELFARE

New Sections in Managing

Pastoral Care Policy encompassing:

Full text in:

a Positive Learning

Teacher Handbook 2 – Managing A Positive

• Attendance

Environment Handbook-

Learning Environment

• Managing a positive learning

Building Leadership

environment

Capacity.

Excerpts in:

• Rewarding the good

Study Planner 2010

• The pastoral care system

Parent Handbook 2010.

• Availability of and access to special services such as counselling • Health care procedures • Home study policy • Progression through schooling • Leadership

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Educational & Financial Reporting\BOS Annual Report 2010

Policy

Changes in 2010

Communication Policy encompassing: • Formal and informal mechanisms that

Access to Full Text

Communication section in: Teacher Policy and Procedure Handbook 2

facilitate communication between the

Parent n Handbook 2010

school and those with an interest in

Study Planner 2010

the students’ education and well-

School’s Web page.

being.

• Communication with parents section in Student Planner and Parent Handbook • Newsletter (fortnightly) • Flyers, Bulletins and notes to parents • Direct correspondence • Parent/Teacher interviews • Study Planner for two way notes • Parent/Teacher meeting Communication within the school: • Staffroom whiteboards • Study Planner – key dates and major events • Pigeon holes • Telephone messages • Email • Staff and team meetings

Educational & Financial Reporting\BOS Annual Report 2010

37

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Educational & Financial Reporting\BOS Annual Report 2010

SECTION 6:

SCHOOL DETERMINED IMPROVEMENT TARGETS The Seven Strategic Goals Targets 2010 Initiatives Promoting Respect and Responsibility

Educational & Financial Reporting\BOS Annual Report 2010

39

40

Educational & Financial Reporting\BOS Annual Report 2010

THE SEVEN STRATEGIC GOALS 2007 – 2011 Goal One:

Our students will experience a dynamic, exciting learning culture that is firmly focused on the future.

Goal Two:

Our students’ social, physical and spiritual well being will play a major part in everything we do.

Goal Three:

We will initiate exemplary programs in Student Leadership, Community Action and Global Connections.

Goal Four:

We will actively foster students’ appreciation of the beautiful things in life; art, music, literature, drama.

Goal Five:

We will continue to support every initiative possible to further enrich our educators’ knowledge and practice of their profession and their continuing commitment to it.

Goal Six:

We will reach out to the community and ensure the financial future of our College is secure.

Goal Seven:

We will add the new buildings necessary to support our continuing pursuit of excellence across all fronts.

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41

TARGETS 2010 1. All actions taken to ensure successful Registration Inspection of the Junior School by the Board of Studies in 2011.

(Goals 1- 7)

2. We will review & change the House system for Sports and other activities as part of strengthening College ethos and culture.(Goal 2) 3. Develop a Values Continuum for the Senior School as part of strengthening the learning culture and the Greek Orthodox ethos of our College.

4.

(Goal 3)

Review initiatives that enhance students’ literacy and Metacognitive skills. (Goal 1 Action 4))

5. In line with Goal 1 Action 4, research the Learning Communities model for a transformational curriculum.

6. Review new Teacher Award and its implications for provisions and appraisal.

7. Develop mentoring program as part of the New Scheme Teachers and the Institute of Teacher Standards procedures. (Goal 5) 8. Promulgate works on Building Program

(Goal 6 and 7)

9. Implement and monitor ICT Plan for K – 12. (Goal 1) 10. Review and amend Handbooks and Policies as mandated by Government and Statutory bodies.

11. Promote the good name of our College.

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Educational & Financial Reporting\BOS Annual Report 2010

TARGET 1:

All actions taken to ensure successful Registration and Accreditation

Inspection of the Junior School by the Board of Studies in 2011. (Goals 1-7) In the lead-up to the Inspection, Principal and coordinators attended professional development sessions specifically relating to Board of Studies inspection and mandated responsibilities of schools.

All staff K -6 worked on the preparation of curriculum documents for the registration inspection in 2011. The Key Learning Areas of English, HSIE, Mathematics and Science were a special focus.

Mr Dookie led working groups in the preparation of curriculum documents for Mathematics and Science. Mrs Dimitrelis and Mrs Kipriotis worked on Learning Support Program and Policy (K-2).

Mrs Dimitrelis led the working groups in the preparation of curriculum documents for English and HSIE.

TARGET 2:

We will review & change the House system for Sports and other activities as

part of strengthening College ethos and culture. (Goal 2) House Captains were appointed from the Year 11 Class, and their involvement in the preparations leading up to Swimming, Athletics, and Gala Day was significant in building school spirit. Through Mr Kaldis’ leadership, teachers volunteered to be House Patrons. The result was that the colours were proudly worn for all events, an atmosphere of fun prevailed, and the calibre of the games was high.

A House Cup for the highest number of MAPLES was introduced, thereby acknowledging the House System beyond Sports. The Cup is presented at the Middle School Assembly held at the end of each term.

TARGET 3:

Develop a Values Continuum for the Senior School as part of strengthening

the learning culture and the Greek Orthodox ethos of our College.

(Goal 3)

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY Ground breaking work has been done on developing a “Values – Continuum for the Years 7 to 12”. Its aim is to build leadership capacity in each student. We are pleased that in the context of a Greek Orthodox School, we can speak with clarity and confidence about how we endeavour to develop people of character, confidence and compassion.

The Pillars of International Education – Learning to Know, Learning to Love, Learning to be and Learning to live together are strengthened by the Cornerstone -Learning to Love. In other words, the development of sensitivity, compassion and a sense of responsibility towards others. Four Building Blocks have been indentified in our program as follows:

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43

1.

Skills for Academic Study

2.

Personal Development

3.

Community Awareness Action

4.

Global Connections

The knowledge, skills and activities of each Building Block have been clearly articulated for each year level Yr 7 – 12. These values are addressed in the Pastoral Care program, delivered by the Year Adviser and Home Room teachers and supervised by the Dean of Middle School; in the Orthodox Studies Program and in PDHPE. We are always mindful that every person will ultimately choose their own path according to their “inner world”. We recognise therefore that there are limits as to how anyone – teacher or parent or priest may impact on personal choice.

All we can do is provide a strong values–basis as well as opportunities to develop inner qualities that we believe will hold students in good stead, during their learning and life journey.

TARGET 4:

Review initiatives that enhance students’ literacy and Metacognitive skills

(Goal 1 Action 4) The contemporary nature of the subjects under the umbrella of the HSIE team (Geography, Commerce, Economics, Legal Studies and Business Studies) has dictated the way in which literacy is addressed within each learning journey. The HSIE team understands and works towards students being empowered to read, write, design, speak and listen in a way that allows them to communicate effectively and to make sense of the ever changing world around them. Every discipline within the care of the HSIE team requires active citizenship in a global setting in which comprehension and sensitivity of issues, teaches students ways they can participate as responsible and informed members of their society.

The HSIE team aims at allowing students to make sense of the range of written, visual and spoken texts including books, newspapers, magazines, DVDs, television and radio programs, signs, maps, conversations and instructions that they are barraged with everyday of their lives.

How this is done – •

Each topic has a specific concept/terms list – pretesting of these terms occurs at the beginning of each topic and then testing again at the end.

•

Each lesson begins with the lesson’s learning journey clearly stated on the white board – key terms and concepts from the lesson need to be incorporated into the silent sustained writing task of that lesson.

•

SSW tasks – 10 minutes in a 60 minute lesson and 15-20 minutes in a 90 minute lesson.

This has been especially useful when certain subjects have specific writing scaffolds they must use e.g., Business Report writing in Business Studies.

•

Media files (written and electronic) – these are topic based and aim at enhancing the knowledge that students have of the contemporary world. Students either write a

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Educational & Financial Reporting\BOS Annual Report 2010

synopsis of their findings or write a report about the implications of the issue. Students have also come up with their own set of comprehension questions about a media piece for their peers.

•

Years 7 – 9 Geography and Commerce have a literacy task incorporated into their Assessment Schedule. This includes a particular type of written scaffold they must use e.g., report, recount, narrative, procedure and directions, explanation, exposition/discussion, response and letters to the editor.

•

Field work and the Research Action plan – the investigation of issues and the collection of primary and secondary data in which students then communicate their findings in an appropriate form.

TARGET 5:

In line with Goal 1 Action 4, research the Learning Communities model for a

transformational curriculum Our actions in this area have been focussed on research and discussion on Learning Communities. We also had the opportunity to consider the evaluation conducted by Australian Catholic University, on Leaders Transforming Leading and Learning by Prof. Michael Bezzina & Prof. Charles Burford. This research will be useful in the lead-up to developing the Strategic Planning 2012 – 2017.

TARGET 6:

Review new Teacher Award and its implications for provisions and appraisal.

In 2010 together with over 400 other Independent Schools, and with the advice and leadership of the Association of Independent Schools (NSW) St Spyridon College became familiar with the new Independent Schools NSW (Teachers) Multi-Enterprise Agreement (MEA) 2011 - 2014, and voted overwhelmingly in favour of the Agreement. We believe that this is a strong indicator of trust in the management of the school and the Parish and Community of South East as the employer.

The MEA replaces the Independent Schools NSW Teacher’s Award, in scope and coverage, salary scaling, remunerations and promotions, positions and leave conditions. After review of the new MEA, the Letter of Offer of Employment has been changed. The processes for progression from New Scheme Teachers to Professional Competence, Professional Accomplished Teacher and Senior Teacher 1 & 2 will be classified as such according to the MEA and the support of the NSW Institute of Teachers documentation and procedures. In essence, all teachers will be supported to grow professionally and to develop their leadership skills within their Teams, the school and community.

TARGET 7:

Develop mentoring program as part of the New Scheme Teachers and the

Institute of Teacher Standards procedures. (Goal 5) The Mentoring Program was developed to provide guidelines to prospective Mentors of New Scheme and newly appointed teachers. This compliments the formal performance and appraisal

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45

system. The aim is give teachers every support to thrive professionally and personally in a new setting. The Mentor is a colleague who will gives advice, shares ideas and gives moral support.

In 2011, we will pilot the new Mentoring Program before including it in the Teacher Handbook 1 as an integral part of our Teacher Performance and Appraisal processes.

TARGET 8:

Promulgate works on Building Program

(Goal 6 and 7)

One of the most exciting events of 2010 was the progress made on reaching Goal 7 of the Strategic Plan 2007-2011. The construction of the Sports & Performing Arts Centre made possible by the BER funding as well as the contributions of parents to the Building Fund means that in 2011 our children K – 12 will have access to: 1.

Indoor Sports facilities for Basketball, Netball and Futsal.

2.

Music facilities for instrumental, vocal instruction and performance.

3.

Drama spaces and stage performances.

4.

Gymnasium equipment for physical activities.

The new Sports & Performing Arts Centre represents our best intentions for our students’ future and we very much appreciate the Commonwealth and State Government’s financial support for this important project.

In addition, the BER National Pride program has meant the reconstruction of the colonnades and roofing of our quadrangle corridors. Together with the inclusion of a flower-bed, the new colonnade has transformed the quad into a pleasant and conducive space for students and teachers.

The expansion to a third stream in the Kindergarten and Year 1 Classes meant that we constructed a new facility at our Junior School Campus. This new facility, named Doran House, includes two new classrooms, a kitchen, storage space and a multipurpose area to be used (amongst others) for dance, year level assemblies and other group activities.

We express our sincere thanks to the Parish Committee and Parish Executive Office for managing these three wonderful projects with skill, collaboration and enthusiasm that was only nurtured by the teachers’ appreciation for these projects.

TARGET 9:

Implement and Monitor ICT Plan for K – 12.

In 2010, a new Information Computing and Technology Languages and Literacy Centre was set up, as part of implementing the Digital Education Revolution ICT Plan. This contains 20 computers, printers and an interactive whiteboard. As with all computers in the College they are networked and all students may access them using their personal profile.

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The Centre will be used to access online programs in the learning of English as a Second Language, Greek, Serbian as well as the range of languages supported by distance education and the Open High School.

TARGET 10:

Review and amend Handbooks and Policies as mandated by Government and

Statutory bodies.

Handbooks and Policies were reviewed and amended in preparation for the Board of Studies Inspection, as well as to ensure compliance with changes to Child Protection requirements. In addition, the Teacher Handbook 2 Managing Positive Learning Environments was expanded with a new section on Building Leadership capacity.

Section 5 outlines all policy changes for 2010.

TARGET 11:

Promote the Good Name of our College.

Our focus is to provide the best education we can, and in this way we can speak with sincerity and pride about who we are, what we believe and what we do.

As well as printed media, the web, Open Days and Twilight Tours in 2010, the College expanded its promotion activities by participating in the South Sydney Independent Schools Expo. Our best ambassadors for the good name of our College are present and past parents and students.

As part of maximising students’ involvement in Sports & Performing Arts, the College held a number of events that developed students’ appreciation for and skills in “the beautiful things in life. Concurrently, we promoted our school’s good name. These include: →

Musical Snapshots for students 7 – 12 at the NIDA Parade Theatre

→

Junior School Musical Showcase for students K – 6

→

Special Junior School Assemblies

→

Dramatic Snapshots for students 7 – 12

→

Channel 9 Pyramid Show for Middle School students

→

HSC Drama performances

→

IPSHA Musical Concert

→

Greek Play “Miss 39 Years Old”

The P&F Committee of 2010 has been outstanding in its ambassadorial role generating strong commitment from our students and parents. All major events organised by the P&F were embraced by the parent body and indeed the whole community. Highlights for the year were: →

Taverna Night with live music

→

Mother’s Day Luncheon at Nick’s Bar & Grill (Bondi)

→

Trivia Night hosted by Mary Coustas (alias Effie)

→

Spring Fair.

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At the Junior School Open Day in September, the P&F President, Mrs Anna Stamoulis presented the College with a $20,000 cheque to be used for the installation of computers. All together the P&F raised $53,000 in 2010.

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SECTION 7:

STUDENT VOICES PARENT VOICES TEACHER VOICES Student Voices:

Alexander Vatiliotis

Parent Voices:

Mrs Rodriguez Year 8 Parent voices survey

Teacher Voice:

Mrs Dalakiaris

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Student Voices – Alexander Vatiliotis College Captain 2010 The scholarships and student leadership assembly is a time to acknowledge and recognise leadership and academic achievement. But more than that, it is a motivator for students to strive for, and achieve to best of their ability. I know that when I sat down there as a little year seven student all those years ago I didn’t envision myself up here making a speech about academic accomplishment. But here I am.

While the last four months have been a rejuvenating and relaxing time away from school, it is definitely a privilege to come back to the place that was my comfort, my good times and my motivation for the past six years.

This year the Professor Aroney Award has become a much more meaningful award due to the recent passing of Professor Manuel Aroney. While we may have lost one of the most awe-inspiring and genuine members of the St Spyridon College family, this award is one of the many assurances that Professor Aroney’s memory will live on.

I would like to thank the Aroney family and Sydney University Greek Society for honouring me with this award and its sponsorship.

The credit for this accolade, however, is not mine alone. I will never forget my teachers’ willingness to take time out of their free periods, lunchtimes, recesses and after school to help me with my study. I will never forget my friends who stuck by me throughout my life and helped me reach my fullest potential. I will never forget my family’s love, encouragement and most importantly, never forget my family’s sacrifice.

As you progress through life you realise that there are only so many people that will love you unconditionally; so never forget to thank your family for every opportunity they have made real through their sacrifice.

To the year 12 students of 2011 – I’m not going to lie, the HSC journey is a tough one.

You are at an age when you are starting to get more and more freedom, you’re finally getting your driver’s licence and the girls are boys around you are starting to get a little cuter. However you still have 8 months to go. And I hate to be the bearer of bad news, but the intensity of work and study will only escalate from here on in.

While it is a tough year, it can also be one of the best years of your life. Relish the time that you have the privilege of going to St Spyridon College. Never again will you have such a diverse range of opportunities at your fingertips. Combined with your study, you have the chance to play sport with your friends at an elite level, perform in plays and

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Musical Snapshots and, maybe what I will miss most, the opportunity to be with and laugh with your friends on a daily basis. Never again will there be a time when there are so many people around you wanting the best for you. And importantly, never again will you have the opportunity to learn such a variety and depth of knowledge and life lessons from your peers, mentors and teachers. Worry less about what other people think and enjoy yourself. These are the good old days you’re going to miss when you look back in the future.

All of you now have made a choice, and I stress the word choice, to finish your final year of schooling at St Spyridon College. So now, instead of asking ‘how much damage will working hard at the HSC bring?’ Why not ask ‘how much good? How much satisfaction? How much joy? I can guarantee you that more of you will regret under working than over working at the end of your schooling journey.

Last year at this assembly the previous recipient of the Professor Aroney award, Christopher Stasos, reminded us to step back and take a moment to properly consider the state of our world – and our unrealised and very advantageous position in it. I feel compelled to remind you of what he said again this year. Out of over 6 billion people in this world, half the world’s population live on less than $2 a day, 30,000 children die each day from poverty related, preventable diseases and over a billion people are unable to even write their own names.

It’s sometimes important to remember a little boy who told rescuers to take his brother first before he was washed away by the floods in Queensland. It’s sometimes important to realise that only weeks ago a youth movement, orchestrated by people not much older than ourselves, through our familiar tools of Facebook and Twitter, overthrew a repressive dictatorship in Egypt; And it’s sometimes important to remember the peaceful Libyan protesters who are being gunned down by their own government so that their family and friends may have a chance at real freedom. The kind of freedom that we take for granted every day. It’s sometimes important to remember these things when we complain that the world is against us because we have four assignments due in the next few weeks instead of two.

What each of you are going to do in the future and where life is going to take you is both exciting and diverse. But life doesn’t start when you finish the HSC, life has been running its course in the background all along. I urge you to live out your dreams, quickly, because we don’t know how long we have left. Live out the dreams you have lying around so you have time to dream up and live out new dreams. So one day when we meet again down the road we can have some awesome stories to talk about.

As always it’s a pleasure to address the St Spyridon community. Thank you

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Parent Voices – Year 11 Parent 22 December 2010 Dear Mrs Stefanou-Haag I am writing to express my gratitude and thank you and your staff personally for a wonderful 2010.

My son Jason Sobral Rodriguez came to your school at the beginning of 2010 to Year 11 as he was dissatisfied with his previous school.

Jason has in one year at St Spyridon College become a more positive, studious, caring, focused and ambitious young man.

I have witnessed Jason eager to go to school and eager to not miss a day even to the point that he is known by his peers and teachers for trying to have perfect attendance.

I have seen him apply himself in his assignment tasks to try and get better marks each time. I have seen him be proud to achieve for himself but also for the school, because he believes that St Spyridon College has given him a second chance.

Jason has come home feeling part of a community rather than part of an institute. The students and staff welcomed him into the school community. Even though we are not of Greek heritage, he has felt at home at this school.

I have decided to have my second son join him at your school and I am hoping he will also feel the warmth, pride and positive feeling that your staff and students radiate.

With Thanks, Paula Sobral (Rodriquez)

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Yr 8 Parent Voices Survey During a Yr 8 Parent Forum conducted in Semester II, 2010, parents in attendance were asked to complete a survey to ascertain their views on what was valued most about the school, along with what areas they wanted to see improved or changed. Twenty five parents from forty two, responded to the ‘Parent Voices Survey’.

An overwhelming majority of respondents identified three key areas they most valued about the school. Firstly, the teachers and the quality of teaching were seen as the school’s most important assets. To quote, parents believe staff are “committed professionals” who “know their students as individuals … not just numbers”; able to “inspire and go beyond the curriculum” in order to “enable each student to be the best they can be…”

Another positive school feature appreciated by parents, is the safe and nurturing school environment provided to students. “Happiness and a sense of belonging”, built through “intimate class sizes”, and “a culture of friendliness”, that “encourages and builds self confidence and pride in the students”.

Thirdly, “tradition, family and Greek Orthodox values” are also seen as important distinguishing features of the school. Other areas perceived as strengths were the small class sizes, the sports program, co-curricular activities, and high standards of conduct and uniform.

The three main areas in which parents would like to see improvement or change included: communication and planning of assignments and the elimination of group work; consistency in the way school rules are applied, especially in areas of uniform, grooming and general presentation of students and ISA coaching and training activities and the range of sports on offer.

Parents were asked to express their interest in Forums on specific topics. In order of highest interest were the topics listed below: 1. Cyber-safety 2. Dealing with Adolescents 3. Computing/IT 4. Sports 5. Literacy/English We thank all parents who participated.

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Reflections on St Spyridon College – Teacher Voice It is the beginning of a new year and my second as a teacher at St Spyridon College. I began my journey at the school at the beginning of last year and am now wondering how quickly the time has slipped by.

Deciding to move schools was not a decision that I made lightly. I had been at my previous school for six years and I had a well established and respectful relationship with the parents, students and my peers. I was teaching Extension 2 Mathematics to a group of students many of whom I had taught from year seven. The school was large and rich in resources and I was part of a large mathematics department that encouraged staff development and shared resources. My colleagues and I discussed questions, argued over solutions and showed each other new techniques and useful technologies that we had discovered.

So why leave?

My strongest reason for leaving is of a personal nature. I was brought up attending St Spyridon Church. It is where I was baptised and married and I have always wanted to teach at the school. My children were baptised there and now attend the College at the junior campus. When they discuss the events of the school day, I now understand what they are referring to, without having to ask the numerous questions that all mothers pose at the end of the school day. I am now able to be present at the various sports carnivals; to attend some excursions and camps and most importantly, to be a visible presence in their lives. I now have the unique privilege to be able to share their journey and experiences throughout the remainder of their schooling.

Teaching at St Spyridon has also helped me to reacquaint myself with my spirituality.

Religious events are celebrated at school. This has given me the opportunity to understand and experience the nature of our religion more deeply thus creating more meaning and relevance in my life and that of my family. I get to attend the festivals and celebrate being a Greek Orthodox member of the community with my family in a professional and non professional manner.

My second reason for leaving is of a professional nature. St Spyridon is a small school and that means that although the classes are graded there is a huge range of abilities within a class. I have had to differentiate my lessons more extensively in order to extend the very capable and allow the less able to be successful and experience a sense of achievement in Mathematics. It means as a professional each of my colleagues and I

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have an opportunity to voice our opinions and to try various methods to find out what works for the various groups of students.

The Mathematics team under the leadership of Mr Arthur Kollias are a dedicated group of professionals. I was very welcomed when I arrived and each of them listened to my opinions and suggestions. They are an outstanding team who have gone out of their way to help me and to ensure that I felt comfortable and that my contribution was valued.

They have readily shared their resources and they have made themselves

available to answer questions.

Reflecting on my first day at St Spyridon College I recall a year eight student who ran up to me and introduced herself. She smiled warmly and told me that I would be her pastoral care teacher. Her accepting and warm nature is indicative of the students here. I now know almost all the students by name and unlike my previous school, I also know the names of all the teaching and administration staff. The school has become an extension of my family and my home.

St Spyridon might not have access to the unlimited resources that the elite private schools have, but it surpasses them on many other levels. The teaching staff in this little school is simply outstanding. I have experienced first hand how the teachers go out of their way to help each and every student. They freely give up their time to answer questions and clarify any queries that the students may have, even if it means giving up their recess or lunch time.

The values taught here are those that I strongly believe and hold. They are the values that I want my children to hold close to their hearts. This is why I need to be at St Spyridon College.

Helen Dalakiaris Mathematics Teacher

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SECTION 8: SUMMARY FINANCIAL INFORMATION

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income Other capital income (building funds) 21%

State recurrent grants 16%

Fees and Private income 37%

Commonwealth recurrent grants 26%

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expenses

Capital expenditure 14%

Non salary expenses 21%

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Salaries, allowances, related expenses. (Note: Partially funded by State & C/Wealth rec.grants) 65%

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