NESA Annual Report 2018 by ST Spyridon College

ST SPYRIDON COLLEGE

Annual Report 2018

Educational & Financial Reporting To the NSW Educational Standards Authority (NESA)

June 2019

Educational & Financial Reporting\NESA Annual Report 2017

NESA Educational & Financial Reporting. Annual Report 2018

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 the broader community, our nation and our planet. In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

Educational & Financial Reporting\ΝESA Annual Report 2018

iii

The Seven Goals of the Strategic Plan 2017-2021

Goal1

Build students’ capacity to critically engage with complex concepts through learning experiences that incorporate great books, great ideas.

Goal 2

Develop multidisciplinary studies through actions.

Goal 3

Expand culture and languages programs.

Goal 4

Expand professional links of our educators with academic institutions – locally and globally and further enhance academic careers of our students.

Goal 5

Enhance communications and comply with all mandates.

Goal 6

Build reputation as a school that cultivates global citizenship for its students.

Goal 7

Develop and implement a Plan to incorporate new purpose built and conducive facilities to accommodate an enrolment of 960 students K minus 1 - Year 12 (460 K minus 1-Year 6 and 500 Years 7-12)

ΑΙΕΝ ΑΡΙΣΤΕΥΕΙΝ

NESA Educational & Financial Reporting. Annual Report 2018

CONTENTS THEME 1:

INTRODUCTION

A message from the Chairman of the Board of Governors ............................................. 2 A message from our Head of College ...................................................................... 3 THEME 2: About our College ............................................................................................. 6 Characteristics of the student body ....................................................................... 11 THEME 3: ABOUT OUR STUDENTS Student Outcomes in Standardised National and Literacy Numeracy Testing .................... 13 THEME 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) Higher School Certificate ................................................................................... 16 Record of School Achievement (RoSA) .................................................................... 19 THEME 5: OUR EDUCATORS Professional Learning ....................................................................................... 24 Teaching Standards .......................................................................................... 26 Teacher Attendance and Retention Rates K – 12 ....................................................... 26 THEME 6: WORKFORCE COMPOSITION ................................................................. 26 THEME 7: Student Attendance .......................................................................................... 29 Student Retention ............................................................................................ 29 Post School Destination in Secondary Schools ........................................................... 30 THEME 8: ENROLMENT POLICIES........................................................................ 31 THEME 9: OTHER SCHOOL POLICIES ................................................................... 34 THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT ........................ 38 THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY ............................ 50 THEME 12: STUDENT/PARENT/TEACHER VOICES..................................................... 54 THEME 13: SUMMARY FINANCIAL INFORMATION ..................................................... 85 THEME 14: PUBLICATION REQUIREMENTS ............................................................. 88

Educational & Financial Reporting\ΝESA Annual Report 2018

NESA Educational & Financial Reporting. Annual Report 2018

THEME1: A message from the Chairman, Board of Governors A message from the Head of College

Educational & Financial Reporting\NESA Annual Report 2018

A Message from the Chairman of the Board of Governors In a rapidly changing world where knowledge, technology, communications and lifestyles are on an exponential curve, education systems need to also be able adapt at a lightening pace. The more complex the world becomes the more creative we need to be to meet its challenges. Our biggest challenge in this kaleidoscope of change is to preserve our core human values. Respect, truth, love, faith – these are the values that will enrich human life. These are the values that live within the human personality waiting to be harvested. Our school motto “Always to excel” applies to every facet of our school community, and at every level from Kindergarten to the Board of Governors. In 2018 we can be proud that our College has succeeded in academia. Furthermore we have excelled in areas that cannot be quantified but can be seen and felt in the form of art, sport, community work and behaviour. We have successfully commenced building the infants school faculty, which is scheduled to be functioning by the commencement of the 2020 academic year. We are currently developing the K -1 project which commences in 2021. Our next project is the Senior School’s Science and Technology building for which we will commence planning this year. I wish to extend my congratulations to the Head of College, Mrs Stefanou, the Deputy Head of College and Principal Senior School, Mrs Amelia Katsogiannis, the Principal of the Junior School, Mrs Aristea Synesios, our Parish Executive Officer/Bursar, Mrs Christina Tsaconas and all the teachers and ancillary staff. My sincere thanks to Reverend Father Steven Scoutas and my fellow Board members.

Dr Thomas Savoulis Parish President and Chairman of the Board

Educational & Financial Reporting\NESA Annual Report 2018

A Message from the Head of College Based on Address at the K – 12 Awards Assembly–2018 It has been an excellent year of progress for our College, across all areas of endeavour. Our students have embraced every opportunity to excel. Their Teachers challenge and support them to achieve their best. Mrs Faletas in farewelling her HSC students, told them that educators do not only teach. They also learn. That as teachers we share in our students’ struggles, with what she described as ‘watchful empathy’. As educational leaders in NSW our teachers are HSC judges, markers, advisors, syllabus developers, researchers, curriculum reviewers. Small wonder then, that our HSC results enable over 90 % of our students to progress to university courses. It is a privilege to work the Deputy Head of College and Principal of the Senior School Mrs Katsogiannis, together with the Principal of the Junior School, Mrs Synesios in taking this school forward. My colleagues have the parents’ absolute trust and respect not only as top professionals but also as people of faith. Their shared commitment to excellence, to high standards of conduct, and to Greek Orthodox education is exemplary in every respect. Thank you. And we thank you, Mr Dookie for conducting yourself with honour and integrity as Acting Principal this last Semester. We have seen this stage scintillate with talent in the Senior School Showcase and the Junior School Showcase “The Gift of Christmas”. We have had very good results in the HICES Debating competition, and in every external academic competition. We are pleased that once again this year, three of our Visual Arts students were accepted into the prestigious National Art School Intensive Studio Practice. In sports we have had some spectacular successes, including winning the ISA Division 1 Football Championship and successfully introducing Girls Touch Football. In his speech at the Blessing of the Foundation-stone of the Infants School, Dr Savoulis warmly acknowledged Father Steven Scoutas’ vision and pioneering spirit in leading the establishment of this school 35 years ago, as the first Greek Orthodox College in New South Wales. Thank you Father Steven. St Spyridon College is committed to developing leaders. Leadership is not an option here at St Spyridon College. It is an integral part of every student’s education. For us, leadership is premised on respect, doing the right thing, and exercising judgement- without being judgmental. What St Spyridon College does best, is to develop people of character, conviction and conscience; Dynamic people, who work together to make this broken world a better place by their presence, and their actions. Leadership is not about exercising power over others. It is about working powerfully with others to make a good thing better. It is about valuing everyone, and respecting the skills and expertise of the whole team. Such leadership demands hard work, humility, and self-reflection of the part of the leader. To become a Prefect in a school that is so exacting in its standards of conduct, is a great privilege; But it is also extremely demanding, because much is expected of our school leaders-by everyone, including their peers.

Educational & Financial Reporting\NESA Annual Report 2018

We commend the Student Leadership Team of 2018. We acknowledge Dean Albanakis our strong and silent College Captain; Joanna Skouteris, our Vice-Captain; and Anastasia Hatzidis our Senior Prefect. We commend our outstanding Sports Captains Rea Tsimboukis and Nicholas Kollias. We commend the whole Prefect body. You have modelled what is best about this College in your own conduct, representing us in the best sense, as ambassadors for the College. We wish you, and indeed the whole of the Year 12 class of 2018 every success in your HSC results, and life beyond. In closing we give thanks to God and our Patron St Spyridon for the good progress of our beloved students. We have seen time and again His powerful presence in the life of our College. We take strength from Him in our complex and demanding work.

Mrs E. Stefanou-Haag Head of College

Educational & Financial Reporting\NESA Annual Report 2018

THEME 2: ABOUT OUR COLLEGE STUDENT CHARACTERISTICS

Educational & Financial Reporting\NESA Annual Report 2018

ABOUT OUR COLLEGE Developing the whole Person â&#x20AC;&#x201C; Mind, Body and Soul 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. 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. 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 studentsâ&#x20AC;&#x2122; 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. 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. 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.

Educational & Financial Reporting\NESA Annual Report 2018

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 are inspired by 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 These four pillars support what we believe is essential 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.

2018 Student Leaders

Educational & Financial Reporting\NESA Annual Report 2018

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 that 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 schoolâ&#x20AC;&#x2122;s voice is heard on significant issues affecting the education of our students. Mrs Stefanou is on the AIS Employment Relations Committee chaired by Judge Rothman. Mrs Stefanou is also a member of the AIS Advisory Council. 3.

Greek Orthodox Board of Education New South Wales

(GOBE)

This Board is chaired by His Grace Bishop Seraphim of Apollonias. Membership includes the Heads, the Parish President/Board Chairman and a Reverend Father from each College and Parish. Its aims include the coordination of whole Archdiocese events and the furthering of the interests of all schools in the sector. Mrs A. Katsogiannis (Deputy Head of College and Principal Senior School ) is the Executive Officer of the Board. 4.

AIS Research Project Team

The St Spyridon School Team comprises of Mrs E Stefanou-Haag, Mrs A Katsogiannis, Ms G Kokinelis, Mr A Condous, Mrs L McCoy and Mr A Picardi. This team is responsible for the development of new knowledge on values education, through school based research within and across three schools of diverse cultures, faiths and traditions â&#x20AC;&#x201C; Rouse Hill Anglican School, Masada College and St Spyridon College. 5.

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 NSW Branch meets four times per year. The Association exists as a means by which Heads may meet for the exchange of information.

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, crosscountry, music and special ability events. Mrs Synesios, Principal Junior School is a member of HICES Primary Schools. Mrs Katsogiannis, Deputy Head of College and Principal Senior School is a member of HICES Senior Schools. In 2017 Mrs Stefanou-Haag was also a member of the HICES Conference subcommittee.

Educational & Financial Reporting\NESA Annual Report 2018

Independent Primary Schools Heads Association of Australia

(IPSHA)

This forum 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 Principals Group. 8.

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

Independent Sporting Association (ISA)

St Spyridon College is a 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: 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

All Saints Bathurst

Barker College

Kinross Wolaroi

Oakhill College

Scots Bathurst

Snowy Mountains Grammar

ISA Division 1 Football Champions. Educational & Financial Reporting\NESA Annual Report 2018

The Junior School

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

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



Exemplary 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.



Programmes that incorporate 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.



Specialist teachers in Gifted and Talented, Physical Education and Sports, Information Technology, Greek Language, Greek Dance, Music, Learning Support and Student Welfare Adviser.



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 Higher School Certificate Academic Elevation programmes. Some of the many initiatives implemented to support students to maximize their HSC results include: HSC ACER, Dux and University Scholarships; Bursaries; Careers Advice, Academic Elevation 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.



Highly qualified caring teachers committed to excellence.



Small class sizes.

Educational & Financial Reporting\NESA Annual Report 2018

CHARACTERISTICS OF STUDENT BODY A Rich Diversity of Backgrounds St Spyridon students come from 48 different backgrounds. The range of countries of origin of St Spyridon families includes: Australia

Cyprus

Ukraine

Greece

Afghanistan

Czech Republic

Switzerland

Lebanon

Armenia

Hungary

Turkey

Uruguay

Austria

Kiribati

Uzbekistan

Zimbabwe

Bangladesh

Moldova

Vietnam

Argentina

Belarus

Poland

Chile

Fiji

Boznia & Herzegovia

Portugal

Brazil

Romania

Georgia

Irag

Canada

Scotland

Iran

Italy

New Zealand

Peru

Croatia

England/United Kingdom

Serbia

Thailand

India

United States of America

Indonesia

China

Egypt

Serbia & Montenegro

Former USSR Russian Federation

Former Yugoslavia

In terms of religious backgrounds, over 80% are Orthodox. A variety of other faith backgrounds are represented in our College including Other Christian denominations (Anglican, Catholic, Church of England, Presbyterian, Protestant, Uniting) and non-Christian faith including Buddhist, Druze, Hindu, Jewish and Moslem. Over 40% of our families live further than 12 kilometres away from the school.

Year 10 students chanting and Year 11 boys carrying the Epitaphios at the Holy Friday Epitaphios Service at St Spyridon Church

Educational & Financial Reporting\NESA Annual Report 2018

THEME 3:

STUDENT OUTCOMES IN STANDARDISED NATIONAL AND LITERACY NUMERACY TESTING THEME 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)

Educational & Financial Reporting\NESA Annual Report 2018

STUDENT OUTCOMES IN STANDARDISED NATIONAL AND LITERACY NUMERACY TESTING NAPLAN Results 2018 Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard 2018 NAPLAN Test

Literacy (Overall)

Percentage of students at or above the National minimum standard Year 3 (64) Year 5 (42) School State-wide School State-wide 100

99.5

Reading

100

Writing

100

Spelling

100

Grammar & Punctuation

100

Numeracy

Year 3: We are very pleased that: o

100% of Students in Year 3 who sat NAPLAN 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: We are very pleased that: o

99.5% of Students in Year 5 achieved at or above the National minimum standard in Literacy.

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

ΑΡΙΣΤΕΥΕΙΝ Scholarship winners awarded to Andrew Dalessis and Alexandra Bizannes (Junior School Dux)

Educational & Financial Reporting\NESA Annual Report 2018

Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard 2018 NAPLAN Test

Literacy

Percentage of students at or above the National minimum standard Year 7 (71) School

State-wide

Year 9 (71) School

State-wide

Reading

Writing

100

Spelling

100

Grammar & Punctuation

100

Numeracy

Year 7: We are very pleased that: o

99% of Students in Year 7 who sat NAPLAN achieved at or above the National minimum standard in Literacy.

100% of Students in Year 7 achieved at or above the National minimum standard in Numeracy.

Year 9: We are very pleased that: o

99% of Students in Year 9 who sat NAPLAN achieved at or above the National minimum standard in Literacy.

99% of Students in Year 9 achieved at or above the National minimum standard in Numeracy.

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

Year 9 Award recipients.

Educational & Financial Reporting\NESA Annual Report 2018

LIFE AT THE JUNIOR SCHOOL

Buddy reading session

World

Easter Focus Week

π Day Nursing Home visit Basketball Gala Day

JUNIOR SCHOOL SHOWCASE – “THE GIFT OF CHRISTMAS”

Educational & Financial Reporting\NESA Annual Report 2018

HSC CLASS OF 2018 - HIGHLIGHTS In 2018, 63 students sat for the Higher School Certificate Examinations (HSC) across 30 courses. There were also 18 accelerant students from Year 11. They studied Mathematics, Modern Greek Continuers and Modern Greek Extension 1. We congratulate our students on their achievements and wish them well in their tertiary studies and future life choices. Highlights include: 

Rhea Batzakis-Tsimboukis ATAR 99.60, NESA HSC All Round Achiever, Professor Manuel Aroney Award and University Scholarship recipient. Top Achiever: 5th Legal Studies out of 10,433 students; 11th PDHPE out of 16,152 students



George Anicic ATAR 98.40, NESA HSC ALL ROUNDER and University Scholarship recipient.



Margarita Psaras ATAR 98.10, University Scholarship recipient.



Joanna Skouteris ATAR 98.00, NESA HSC ALL ROUNDER and University Scholarship recipient.



Anastasia Hatzidis ATAR 97.40, University Scholarship recipient.



Elaine Andrew ATAR 95.15, NESA HSC ALL ROUNDER



32% of students with an ATAR over 90.



30 Distinguished Achievers (results 90% or above in a subject)



20% of students have results 90% and above in a given course.



Out of 63students 58% have results 80% and above in a given course.



The Sydney Morning Herald School Ranking of 71st put us in the top 12% of schools in NSW.

Your school is ranked 71st in NSW.

Educational & Financial Reporting\NESA Annual Report 2018

Higher School Certificate 100% of students attained their HSC. Hospitality VET and Information and Digital Technology VET were offered at school. 7 out of 63 (11%) students studied these courses. Total Number of Students

HSC 2018

Performance Band achievement by % Band 3-6

Band 1-2

School

State-wide

School

State-wide

Ancient History

100

Biology

Business Studies

Chemistry

Drama

100

Economics

100

English (Standard)

100

English (Advanced)

100

English as a Second Language

100

Food Technology

100

Information Processes and Technology Legal Studies

100

Mathematics General 2

100

Mathematics

Modern History

100

Music 1

100

Personal Dev. Health & P.E.

100

Physics

Visual Arts

100

Classical Greek

100

Modern Greek Continuers

100

Serbian Continuers

100

Hospitality (VET)

100

Information and Digital Technology

100

Performance Band achievement % HSC 2011 - 2018

Total Number of Students

Band 3 - 6 School

State-wide

Band 1 - 2 School State-wide

2018

2017

2016

2015

2014

2013

2012

2011

Educational & Financial Reporting\NESA Annual Report 2018

Performance Band achievement by number and % HSC 2018

Total Number of Students

Band E4-E3 School State-wide

Band E1-E2 School State-wide

English Extension 2

100

English Extension 1

Mathematics Extension 1

Mathematics Extension 2

History Extension 1

Modern Greek Extension 1

100

Please note: ď&#x201A;ˇ ď&#x201A;ˇ

Band 6 is the highest band and Band 1 the lowest E4 is the highest band and E1 the lowest

RoSA Two Record of School Achievement credentials were awarded in 2018.

Goldstein Award recipient

Educational & Financial Reporting\NESA Annual Report 2018

OUR EDUCATORS THEME 5:

Professional Learning Teaching Standards Teacher Attendance and Retention Rates K â&#x20AC;&#x201C; 12

THEME 6: Workforce Composition

Educational & Financial Reporting\NESA Annual Report 2018

OUR PRINCIPLES AS EDUCATION PROFESSIONALS We the teachers of St Spyridon College are united in our efforts to provide an education for our students which models respect and love for young people. We demonstrate this in our responses to each student and in our interactions with each other. We are critical to our students’ academic, spiritual, moral, social and physical development. The Mission of our College, guides and informs our teaching and learning practices. At a fundamental level we actively promote the Greek Orthodox ethos of our College. We actively promote professional dialogue and robust educational debate that leads to more effective teaching and learning. We embrace professional evaluation and accountability. As a group of education professionals we critically reflect on our practice and demonstrate our commitment to lifelong learning. We enlist appropriate collegiate support to further our professional growth and development. We embrace change as an opportunity for new learning experiences. We endeavour to create a dynamic, future-focussed teaching and learning environment within which students can embrace challenges, take initiative, take risks and develop into active, independent learners. We expect and reward high effort. As individuals and as members of teams we: · Develop students’ critical thinking, through diverse, challenging and engaging learning experiences that develop students’ ability to: - Contemplate problems and create solutions - Exercise judgement and analyse different perspectives on the same issue - Challenge those things that offend their sense of justice - Make connections between related concepts - Distinguish fact from opinion, bias and manipulation - Distinguish between cause and effect - Work productively with others for the benefit of their own learning, the group, the community and the global community of which they are an active part. · Recognise the good in each person and demonstrate respect, compassion and forgiveness for students and each other. · Support colleagues by fulfilling our own professional responsibilities to a high level. No one can guarantee the happiness and success of another human being. Nevertheless, in a rapidly changing world where change is the only certainty, we hope that the endeavour described above will help students to develop skills, knowledge, attitudes and perspectives to manage life’s challenges with faith, resilience and success. Formulated in 2001 – Updated in June 2006 by Educators K-12

Educational & Financial Reporting\NESA Annual Report 2018

SENIOR SCHOOL STAFF 2018

Educational & Financial Reporting\NESA Annual Report 2018

JUNIOR SCHOOL STAFF 2018

Educational & Financial Reporting\NESA Annual Report 2018

PROFESSIONAL LEARNING As may be seen from the Principles of our Educators the College has a strong commitment to Professional Learning and reflective practice. Priorities in Professional learning are determined by the school’s Strategic directions as well as government mandates. As a Teacher Accreditation Authority (TAA) registered by the NESA, the College has processes to support teachers to maintain their accreditation by continuing to meet the National Standards and to complete the mandatory hours. Our Teachers are involved in a range of professional associations and provide leadership to NSW educational forums, particularly in the areas of Pastoral Care, and Global Citizenship. AIS NSW is a major provider of professional learning for teachers and Executive staff.

Participating Areas of Professional Learning

Teams and

2018

Individuals

Strategic Plan Goals 2017-2021 and Principles as Education Professionals

All K-12 teachers

Mandated Policies – Child Protection

All K-12 teachers

CPR, First Aid

All K – 6 teachers

Executive Leadership

Work Health and Safety

ICT

Greek Orthodox Ethos in Education

All K – 12 teachers

Learning Support/Special Education

Building Capacity – High Order Thinking

All teams K-12

Curriculum – Specific

All teams K – 12

Pastoral Care and Student Leadership

PC&SL Team

Child Protection

All K – 12 teachers

HSC Marking/Judging/Examining

Educational & Financial Reporting\NESA Annual Report 2018

PROFESSIONAL ORGANISATIONS TO WHICH EDUCATORS BELONG AHISA Australian Head of Independent Schools in Australia AIS NSW Association of Independent Schools NSW ATESOL Teachers of English as a Second Language ACHPER Aust. Council of Health, PE & Recreation 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 Greek Orthodox Board of Education History Teachers’ Association HICES Heads of Independent Coeducational Schools HICES Junior School Heads of Independent Co-educational Schools 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 Umbrella Groups: Deputies, Infants Co-ordinator, Curriculum Co-ordinators, G&T, ICT, Learning Support Teachers, Librarians, Debating , Music Teachers, Art Teachers, PDHPE Teachers, New Scheme Teachers, Sports Convenors and IPSHA Early Childhood Education Teachers. LTA Legal Studies Teacher Association MANSW Mathematics Association of NSW New South Wales Education Standards Authority (NESA) Primary English Teachers’ Association SPELD Specific Learning Difficulties STANSW Science Teachers Association Australian Association of Special Education Inc. The above is a list of some of the organisations to which our educators belong.

Educational & Financial Reporting\NESA Annual Report 2018

TEACHER QUALIFICATIONS Category

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

Number of Teachers Junior Senior School School

Total K – 12

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.

TEACHER ATTENDANCE AND RETENTION RATES K - 12 

In 2018 the average daily staff attendance rate was 97%.



The proportion of staff retained from 2017 is 97%.

The very high level of attendance and retention is one indication of educators’ satisfaction with commitment to the College, and its ethos and organisational culture. 100% of absences are accounted for.

WORKFORCE COMPOSITION The school’s workforce presents a rich diversity of cultural and linguistic backgrounds. Our teachers and other staff are equipped with high level qualifications, expertise, professionalism and commitment to quality outcomes for students.

Educational & Financial Reporting\NESA Annual Report 2018

0UR TEACHERS AND STUDENTS

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THEME 7: Student Attendance Student Retention Post School Destinations in Secondary Schools

Educational & Financial Reporting\NESA Annual Report 2018

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 in the Senior School. The school follows up where written explanation of absence is not received from parents. We are pleased to report that the daily attendance rate for students in 2018 was 94%. This was similar to the daily attendance rate in 2017. 100% of absences were explained.

Year Level

Annual Attendance Rate %

Kindergarten

94.9

Year 1

93.9

Year 2

93.9

Year 3

94.2

Year 4

97.1

Year 5

92.9

Year 6

92.1

Year 7

94.8

Year 8

93.2

Year 9

93.0

Year 10

91.4

Year 11

92.8

Year 12

96.5

This high level of attendance demonstrates strong teacher and pastoral care culture of our College.

STUDENT RETENTION OF YEAR 10 TO YEAR 12 We are pleased that at St Spyridon College in 2018 there was a retention rate from Years 10 to 12 of 94%. This is similar to previous years.

Educational & Financial Reporting\NESA Annual Report 2018

POST SCHOOL DESTINATIONS

DESTINATIONS OF YEAR 12 CLASS OF 2018

UNDERGRADUATE DEGREES 90%

TAFE/ APPRENTICESHIP 10%

UNDERGRADUATE DEGREE DESTINATIONS

11%

15%

24% 35% 2%

11%

UNSW USYD ACU UMAC WSU UTS UWOLL UNEW

UNSW – University of NSW USYD – University of Sydney ACU – Australian Catholic University UMAC – Macquarie University WSU – University of Western Sydney UTS – University of Technology Sydney UWOLL – University of Wollongong UNEW – University of Newcastle

DESTINATION BY COURSE TYPE BUSINESS/ECONOMICS 6%

11%

ENGINEERING/SCIENCE

EDUCATION

25% 24%

HUMANITIES LAW IT

17% 3%

HEALTH SCIENCES DESIGN/ARCHITECTURE

Educational & Financial Reporting\NESA Annual Report 2018

THEME 8: ENROLMENT POLICIES

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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 Alumni, of Orthodox families, of clergy of canonical Orthodox Churches, of Parish Board, 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 academic entrance examinations, reports, references and interview with the Principal. A student’s track record including academic performance, attendance, behaviour and general conduct will be considered in making a decision to accept an enrolment. In making a decision to accept a student, their academic ability, behaviour and 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.

Kindergarten 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.

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.

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. The Acceptance Agreement must be accompanied by the requisite enrolment fees.

Educational & Financial Reporting\NESA Annual Report 2018

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.

Kindy 2018 First Day

Educational & Financial Reporting\NESA Annual Report 2018

THEME 9: OTHER SCHOOL POLICIES

Educational & Financial Reporting\NESA Annual Report 2018

SCHOOL POLICIES The following policies and procedures were in place (or developed) during 2016 to manage a Safe and Supportive Environment:

Policy

Changes in 2018

Access to Full Text

STUDENT WELFARE

Personnel Policies and

Child Protection Policy encompassing:

Procedures Handbook 1



Policy statement



Protocols than enhance ethos and culture

Updated protocols to

Professional conduct in relation to

include statements on

Child Protection

appropriate use of



Definitions and concepts

technology.



Legislative requirements



Child Protection Legislation



Amendment Bill 2003 (Provided by the AIS) 

Child Protection Procedures



Investigation process



Reporting and investigating “reportable conduct”



Procedural fairness



Documentation



Appendices

STUDENT WELFARE

Reviewed Handbook and

Work Health and Safety

Security Policy encompassing:

Procedures

Teacher Handbook 3.



Work Health and Safety Policy including:



Rationale



Code of Practice



Policy statement



Management procedure



12 systems specified by the AIS guidelines Updated procedure to



Students Acceptable Use of

include BYOD sign-on for

Form disseminated to

Information and Communications

Year 12 students.

Year 12 students

Policy Parent handbook 2018 Disability Policy

Educational & Financial Reporting\NESA Annual Report 2018 35

Policy

Changes in 2018

Access to Full Text

STUDENT WELFARE

Updated Child Protection

Personnel Handbook 1

Supervision Policy encompassing:

Policies and Procedures in

 Roles and responsibilities of Teacher

preparation for 2019

 Attendance

inspection

Parent Handbook 1

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

STUDENT WELFARE

Reviewed and updated

Teacher Handbook 2

Pastoral Care Policy encompassing:

MAPLE system

Managing Positive

 Attendance

Learning Environments

 Managing a positive learning

(MAPLE)

environment  Rewarding the good  The pastoral care system  Availability of and access to special services such as counselling  Health care procedures  Home study policy  Progression through schooling  Leadership

STUDENT WELFARE

Reviewed and updated

Teacher Handbook 2

Discipline & Resolving Grievances

procedures for complaints

(MAPLE)

Codes of Conduct Policy encompassing:  Our principles as St Spyridon

Students Study Planner

 Education Professionals

2018

 Our principles as St Spyridon College students

Parent Handbook 2018

 Code of conduct for students  Classroom behaviour management  Consideration for ethical behaviour management

Educational & Financial Reporting\NESA Annual Report 2018

Policy

Changes in 2018

Access to Full Text

 Statement on Procedural fairness

 Statement bullying and harassment

Teacher Handbook 2018 Parent Handbook 2018

 College policy prohibits corporal punishment and does not sanction its

Updated to include statement on cyberbullying.

use by anyone

Communication Policy encompassing:

Introduced Parent Portal

Parent Handbook 2018

 Formal and informal mechanisms that

Spyschool

Study Planner 2018

facilitate communication between the school and those with an interest in the students’ education and well-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 Anti-bullying “Demeaning or intimidating behaviour towards others, which constitutes bullying and harassment whether verbal or physical or electronic, (otherwise described as cyber bullying) is most unacceptable in the context of a Greek Orthodox college.” (Code of Conduct Study Planner 2018). The full text of the school’s policy and procedures on Bullying and Harassment is in the Parent Handbook and Teacher Handbook 2. Prohibitions on Corporal Punishment College policy expressly prohibits corporal punishment of students by staff. The College does not sanction the administering of corporal punishment by any non-school person, including parents, to enforce discipline at the school. (from Parent Handbook 2018 and Study Planner 2018).

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THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT 2018

Educational & Financial Reporting\NESA Annual Report 2018

The Seven Goals of the Strategic Plan

2017-2021 Goal1

Build students’ capacity to critically engage with complex concepts through learning experiences.

Goal 2

Develop multidisciplinary studies through actions.

Goal 3

Expand culture and languages programs.

Goal 4

Expand professional links of our educators with academic institutions – locally and globally and further enhance academic careers of our students.

Goal 5

Enhance communications and comply with all mandates.

Goal 6

Build reputation as a school that cultivates global citizenship for its students.

Goal 7

Develop and implement a Plan to incorporate new purpose built and conducive facilities to accommodate an enrolment of 960 students K minus 1 - Year 12 (460 K minus 1 - Year 6 and 500 Years 7-12)

ΑΙΕΝ ΑΡΙΣΤΕΥΕΙΝ

Educational & Financial Reporting\NESA Annual Report 2018 39

Targets for 2018 1

Develop independent, focussed and successful learners, through explicit teaching that incorporates evidence-informed practice.

Review the “High Resolves” program to determine future directions in our global citizenship programs.

Implement and evaluate STEM integrated, multidisciplinary initiatives.

Review all curriculum mandates, all policies and procedures in preparation for the NESA Registration K – 12 and the Accreditation Inspection of programs 10 – 12 in order to deliver quality education, manage risk, and secure per capita funding.

Improve significantly the reliability, robustness and effectiveness of our communications networks, for student, teachers and parents.

Establish a student discipline and well-being strategy to which all Teachers contribute, through high visibility and roles as mentors and ambassadors.

Revitalise the brand of our Junior School, through the establishment of the K Minus One program, and the building of the new Infants school facilities.

Celebrate our 35th Anniversary with our stakeholders.

Educational & Financial Reporting\NESA Annual Report 2018

PROGRESS ON IMPLEMENTING STRATEGIC GOALS AND TARGETS TARGET 1 Develop independent, focussed and successful learners, through explicit teaching that incorporates evidence-informed practice. JUNIOR SCHOOL This is on-going with teachers attending professional development courses in and out of school on a regular basis. The success of this was demonstrated during the Junior School “Festival of Learning” held on the 28th of September where the public was invited to witness the teaching and learning taking place in each class. All Primary mathematics classes now use the problem-solving approach to teaching and learning, where students are encouraged to “discover” methods and process when looking for solutions. Teachers provide modelling, guided practice and independent/ distributed practice to teach giving greater authority and empowerment to the student for their learning. Through this process they have incorporated greater evidence based strategies to engage the children and to develop focussed and successful learners. Along with this is constant encouragement of each child and engaging all students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. Each lesson starts with clearly articulated goals, the offering of overt instruction, engaging the students with the content, giving direct and timely feedback, having students apply knowledge and, work together with others to complete tasks or solve problems. In some classes this is known as the Gradual Release Model (I do it, we do it, you do it together and you do it alone). Other methods employed include Self – Help – Students must solve the problem on their own by showing that they have made several attempts before asking the teacher for support. Students are given options and choices within a framework to encourage them to make decisions and cultivating independent habits of mind. Students are encouraged to collect a wide variety of information before making up their mind; to seek various points of view before coming to a conclusion and to think extensively about a problem before responding.

Year 4 have incorporate Harvard’s Visible Thinking Routines into their lessons and are the students are now questioning what they see, are looking beyond the text itself and most importantly, their enthusiasm is infectious! The initial point of engagement with a new topic or idea is at a higher level.

Year 6 Implementation of classroom critical thinking strategies gained from Teacher in-service: Setting Minds on Fire. i.e. introduction of an SSC Annual Bullhunt (hunt for bad arguments) and Philosophical (Critical) Thinking strategies with Literature study. Staff meet collaboratively to plan units but more importantly to evaluate methods and content so that students are at the centre of the teaching and learning.

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SENIOR SCHOOL English In developing programs in English, students have been provided with opportunities to improve their writing and analytical skills. Formal assessment requires students to respond in creative and critical formats. Teachers have incorporated into their lessons, the features and structures of specific styles of writing so that students can learn to recognise the different approaches in their independent learning. Formal assessment has indicated that this has been successful. Students have been involved with debating and public speaking competitively, and have attained recognised results at state level for HICES. Mandatory wide reading for all programs in Years 7-10, has been included in studentsâ&#x20AC;&#x2122; formal assessment responses. In History, students are encouraged to apply their investigative skills not only in the classroom through the study of sources but also as part of the formal assessment procedures. Students at all stages of learning are given the opportunity with explicit directions from the teachers to not only understand the relevance of history, but to incorporate the skills learned with all aspects of their learning. Assessment procedures are increasingly allowing students to be independent and focused learners. The indication is that this more dynamic approach to framing assessment is working as students respond with interest and enthusiasm and the more able students are being given a greater opportunity to excel. The English syllabus by its nature requires the integration of other disciplines into English programming. Through the study of a textâ&#x20AC;&#x2122;s context, students are required to take note and to learn the historical values and beliefs in order to attain added knowledge and meaning. For example, students in Year 11 English Tasks were required to research and address a historical period relevant to a text addressed in class. Students were able to capture the historical concerns in the voice e of the character they developed. In History, Film has been used in the past as an additional source of learning about the past- where students were required to also check for historical accuracy. This is most suited to the Elective courses in Years 9 and 10. Documentary film, which is studied in English is also significant in allowing students to understand how History is investigated and studied through various sources. Future possibilities can include: working with the Technology Team to create artifacts and recipes from a historical period. Working with science to explain to students scientific processes in recreating the past, including computer technology. Human Society and Its Environment The HSIE Team embed throughout the scope of all Teaching / Learning Programs in its discipline the three cords of content, literacy and differentiation. Overarching this is the emphasis on contemporary global citizenship, social responsibility and sustainable development. All Assessment is inclusive of outcomes that require students to evaluate and make judgements for now and the future. Year 7 to 11 Geography learning journey, assessments and fieldwork provide students with opportunities to be involved in an active inquiry for the whole of society. The introduction of virtual problem (ICT) solving and fieldwork has opened the horizons and scope of each student and enhanced their understanding of their role as Global Citizens. The scope of learning forces the students to communicate their findings, reflect on these in regards to effectiveness and propose actions and predict outcomes encouraging

Educational & Financial Reporting\NESA Annual Report 2018

appropriate action. All teaching/learning strategies in Geography aim to enable students to become active, responsible and informed citizens able to evaluate the opinion of others and express their own ideas and arguments. Commerce (Stage 5) and Business Studies, Economics and Legal Studies (Stage 6) are pushing the envelope in regards to contemporary focused strategies and assessment tasks that are inclusive of current issues and developments that require students to develop an ethical understanding of corporate and social responsibility. The teaching and learning programs clearly mandate scope of learning that urge students to exhibit social capability and ethical understanding in a world that favours reaction as opposed to being proactive and wealth determined. Mathematics Mathematics is a way of thinking and communicating that gives us the capacity to solve a rich variety of problems. It is about depth and connectedness of understanding that comes from making sense of mathematical ideas. Here at St Spyridon, we have the conviction that all students can learn mathematics. We know that excellence in teaching is the single most powerful influence on achievement and have spent a lot of time reflecting on what makes a good mathematics lesson. We are asking more challenging questions. From Year 7, greater emphasis is given to providing students with exposure to higher-level mathematical problems rather than routine procedural tasks, with increased opportunities for students to discuss alternative solutions and explain their thinking [as recommended in the National Numeracy Review Report, May 2008]. As a Team we are reflecting on the nature and causes of a learner’s mistakes and are considering ways in which we might use the mistakes learners make and their misconceptions to promote the learning of mathematics. Science Introduction of 50 laptops within the science team Students are now able to access Google Classroom as an integral component of their education because it allows a greater variety of learning experiences that students can work through at their own pace both within class and at home. The science curriculum’s emphasis has shifted towards project based in depth studies driven, somewhat by the student’s area of interest. The electronic textbook, Google classroom and Education perfect enables students to efficiently work through the content and receive immediate feedback as they answer questions. This greater efficiency allows more time for practical tasks and team research projects in class. Science Week Initiatives For this year’s National Science Week the theme was Game Changers and Change Makers. Students from Years 7 – 11 engaged in experiences throughout the week involving the latest award winning science documentaries from Scinema. Various experiments and demonstrations were conducted in class, including attempting to produce clouds in fish tanks. The week concluded with Friday lunchtime expo, where the students were able to showcase their experiments to the rest of the school.

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Resident Expert CSIRO: Dr Srinivasan was accepted in the Teacher Researcher in Partnership Program (TRiPP) which gives teachers the opportunity to get a taste of real science as they undertake a short research project alongside a CSIRO researcher. The program provides teachers with the opportunity to get hands-on experience in relevant and emerging science and research, which can then be used to develop resources and inspiration for students in their classrooms. The course offers new technology platforms combining materials, robotics, and autonomous science, underpinned by processing and sensing technologies. This experience will subsequently provide our students with more enriched experiences within science classrooms. Languages St. Spyridon College was honoured to contribute to the consultation process for the proposed new Modern Greek Syllabus of the NSW Education Standards Authority (NESA). Mrs Josephine Ardino, Senior Curriculum Officer, Languages and Curriculum Standards visited both the Junior and Senior School Campuses to hear from the students about how they like to learn Greek and what they want to learn more about. Mrs Ardino was very impressed with our students (Junior and Senior) responses. (see Stylus magazine for more information) Also a number of teachers from both school campuses attended the Teacher Consultation and Review of the curriculum to provide feedback. The Senior campus has sent feedback to NESA through an on-line evaluation as well as corrections to the Greek references included in the draft syllabus. Our online program for Modern Greek Extension course is running and now we plan to open it for Classical Greek as well. TAS and Creative Arts It is the responsibility of the teacher to promote independent and focussed learners, by creating open environments. The open environment is to encourage independent thinking with fewer passive lessons and more opportunity for students to discuss or write about what they are learning. For the open learning environment to occur it must be explicitly explained to the class at the start of every year with a new or recurring class, as it sets the standards and expectations to the class and students, so they are aware of their role in the class environment. The open environment is to encourage independent thinking with fewer passive lessons and more opportunity for students to discuss or write about what they are learning. Role playing is a method used regularly in hospitality to better prepare students for industry. Our classes promote collaboration, leading to less passive lessons, also a requirement of our new syllabuses. Allowing students to teach. In class activities or assessment situations, students are given the opportunity to share information they have learnt in class through questioning. This is not to be a passive situation â&#x20AC;&#x201C; the student is prompted to ask questions, especially open ended questions. Evaluation questions throughout the design process. Critical evaluation throughout and the final stages of a process allows students to question their own and peers designs through model questions. This process begins in Year 7 and 8 Technology Mandatory, when the evaluative/critical questions are provided to the students. As they progress through the stages of curriculum e.g. Stage 5 Design and Technology, they should be able to create their own evaluative questions. This teaches students to critically think and question decisions.

Educational & Financial Reporting\NESA Annual Report 2018

PMI system (Positives, Negatives, Interesting OR Plus, Minus, Interesting) â&#x20AC;&#x201C; a brainstorming activity in all Technology Mandatory, Design and Technology and Food Technology, that encourages students to look at an idea or a number of ideas from more than one viewpoint. (It was developed by Dr. Edward de Bono, an advocate of teaching critical thinking in schools). It is an approach to problem solving in a non-traditional manner. All design booklets created by our teachers instil this process and is further developed in later years. This is one of the many ways our students are able to self-monitor and reflect on their actions. In Visual Arts, Theory and criticism study in Year 11, approaches criticism of art/history to develop visual literacy. Evidence-informed practice is shown in the design portfolio of every student which is their thinking process in words. For example, in Year 12 Design and Technology, the major design project must include 80 - A3 sized pages of the critical thinking that took place to achieve the final goal. Another evidence informed practice, is the written feedback provided to students. This is in combination with verbal. Few feedback comments are not sufficient, therefore it is advised we adopt the 3x3 rule â&#x20AC;&#x201C; teacher feedback to provide 3 things they did right and 3 tips for improvement. The feedback is to be language focused by the teacher. Clear and well-structured marking criteria provided to students is part of the process for explicit teaching. The student must fully understand the task to have the confidence and opportunity to inquire independently in research. Evaluation of marking criteria in TAS is a continuous process for improvement.

Educational & Financial Reporting\NESA Annual Report 2018 45

TARGET 2 (see Theme 11 - Initiatives Promoting Respect and Responsibility) TARGET 3 Implement and evaluate STEM integrated, multidisciplinary initiatives. JUNIOR SCHOOL K – 6 staff undertook professional learning as a team to unpack and identify the priorities of the new Science and Technology Syllabus which will be implemented in 2019. This involves the creation of new units of work. Years 5 & 6 trialled some in 2018. Introduction and use of Google Classroom and Clickview. Inclusion and integration of new Technology incorporating a multiple Key Learning Area approach to develop skills, attain knowledge and values across subjects. The Computer Lab has been turned into a STEM Space. The introduction of iPads has allowed us to significantly expand upon the coding and robotics activities in the Junior School. Coding: 

Scratch Junior has been implemented into Kindergarten through to Year 3.



Kodable has been trialled with Years 1 – 6, and the Foos; grade 1 through 3. Kodable was particularly well received by the students and it was pleasing to see many students continuing with the activities at home.



Code.org and Google CS also used for Robotics.



Blue Bots have been implemented in Years 1 through to 3.



Sphero SPRK balls have been implemented in years 3 – 6.

Maker Projects – Stream A Grant application was successful and next year we will be able to introduce 3D printing equipment and BBC Micro:bit controllers and sensors. In many Primary classrooms specific language is taught and used as second nature: trial, experiment, challenge, design, and collaborate when pupils explore mathematical/scientific ideas.

Challenges are set according to certain briefs and which can only be solved by working with two or more KLAs. For example, when studying measurement, volume, mass, and area, pupils are challenged to design, create an object to hold a particular item. This object can then be tested and evaluated by the whole class. In Year 4, this is through a great focus on design and the engineering process in Science.

SENIOR SCHOOL We are embracing STEM initiatives as we embark on a multidiscipline approach to the teaching and assessing of mathematics, the sciences and technology. We are investigating the commonalities between the subjects and looking for opportunities to integrate activities and assessment items. We will attempt to make explicit the

Educational & Financial Reporting\NESA Annual Report 2018

connections between these subjects. Professional development for the Science teachers has focussed on the implementation of STEM curriculum in the coming years. In TAS, we have implemented STEM multidisciplinary initiatives in our lessons. These range from ‘practical mathematics’ (much to the surprise of the students), to calculate unit costs of ingredients and budget meal planning. Engineering concepts of push and pull forces and precision measurements were used to produce a bridge to weighing the final concepts to discover the strongest design. In Senior Food Technology, science has a strong essence. The Year 11 Food Technology Class, trialled a unit on ‘Molecular Gastronomy’ which gave students a different and non-traditional insight into the subject. With improvements, we will continue to instil this STEM/Multi method. The Architectural Unit in Year 8 Technology and a far more advanced Architectural Design Project in Year 11 Design and Technology was introduced in 2018. Using ICT skills and mathematical skills to design and draw buildings to scale whilst developing 3D models. These units provide multidisciplinary learning in a relevant world. STEAM – introducing arts to STEM is essential in our subject areas but is also a natural process. Introducing A (arts) encourages students to engage with issues of ethics and responsibility, especially in science and technology. It allows for discussion of morals and values, whilst developing empathy. This is an essential component for creative solutions in today’s society. We aim to develop this over time.

TARGET 4 Review all curriculum mandates, all policies and procedures in preparation for the NESA Registration K – 12 and the Accreditation Inspection of programs 10 – 12 in order to deliver quality education, manage risk, and secure per capita funding. Registration and Accreditation status The Annual Report 2017 was submitted to NESA and posted on the school’s website as per compliance requirement. NESA will inspect the College as a K-12 school in 2019. The Executive attended Professional Development Courses organised by AIS and NESA to assist with compliance. Curriculum Leaders and their Teams worked on all Curriculum and Assessment documents. Teacher Appraisal: National Standards update St Spyridon College is a Teacher Accreditation Authority and as such is publicly responsible for the appraisal of teachers. This includes supervising and supporting new and returning teachers against the National Standards taking them from Conditional or Provisional to full Accreditation where they meet the standards; monitoring maintenance of their Accreditation; and monitoring the maintenance of Accreditation of teachers who commenced their careers prior to 2004. This process is to commence in 2019. At St Spyridon College each teacher is assigned supervisor. New teachers are also assigned a Mentor. At the Junior School, Mrs Kipriotis and Mrs Synesios are the Supervisors for new Teachers. At the Senior School the Curriculum Leader is the Supervisor. Teachers log in professional learning hours with NESA in order to meet

Educational & Financial Reporting\NESA Annual Report 2018 47

requirements of maintenance. Principals endorse their logged hours and the Head of College completes the report to NESA by the due dates. The College supports temporary teachers to attain accreditation by validating any work samples collected or lessons observed for the purpose. Meetings are held with conditionally and provisionally approved teachers through which they are informed about the requirements and the process. Teacher Handbook 4: Teacher Accreditation Policies and Procedures, sets out all procedures and these are followed systematically by both teachers and supervisors. The Executive is in the process of making major changes to this handbook as per NESA requirements. Nationally Consistent Collection of Data (NCCD) for students with disbailities reviewed. Inservicing of staff and change to the way student records were kept. Moderation Team created to review student profiles and submit application for funding.

TARGET 5 Improve significantly the reliability, robustness and effectiveness of our communications networks, for students, teachers and parents. The installation of the SpySchool Parent Portal has facilitated communications with the parent body with email alerts having been added. We are presently researching the addition of an app to boost its regular use by parents. JUNIOR SCHOOL A STEM Lab has been established with 28 iPad Pros installed in the Computer Lab for use K â&#x20AC;&#x201C; 6. This addition has enhanced the teaching and learning process, particularly in the development of programs in coding and robotics. Staff have begun to make work available through Google Classroom. SENIOR SCHOOL Google Drive and Google classroom has exponentially increased access to further resources and activities in real time. In addition to Science, Google Classroom is used amongst senior students and their teachers. For example in Design and Technology, where design projects are ongoing, students are able to communicate with their teacher for guidance or assistance. When students are absent, this tool solves the problem of chasing up missed work. SeeSaw program used in Hospitality â&#x20AC;&#x201C; this is a student driven digital portfolio (holds videos of students practicals and photos of students work), which is used as evidence in learning as required by VET subjects. At the same time, engages parents with what students are doing.

TARGET 6 Establish a student discipline and well-being strategy to which all Teachers contribute, through high visibility and roles as mentors and ambassadors. An initiative to enhance student discipline of boys with persistent problems has been the assigning of Mentors for individual students and Class Ambassadors. Mentors develop a view of the student that allows them to

Educational & Financial Reporting\NESA Annual Report 2018

provide advice on strategies to manage behaviour, as well as to act as a sounding board on issues that may be preoccupying the student. They contribute to a team of teachers including the Dean of Middle School, the Dean of Senior Programs and the Year Adviser who exercise vigilance and provide anecdotal feedback to the student. This includes catching them doing the right thing and encouraging positive behaviours. Junior Campus has establishment a mentorship with teachers for students with anxiety and social/ emotional needs. This is negotiated with the child and is organic in its approach. Year One is trialling the ‘Rocket or the Week’, a program designed to provide opportunities for students leadership and to develop responsibility. They are also trialling a program called ‘Go Noodle’ to assist students with dealing with emotions and feelings, developing appropriate behaviour, boost productivity and build community spirit through movement and song. The children are really excited and engaged.

TARGET 7 Revitalise the brand of our Junior School, through the establishment of the K minus one program, and the building of the new Infants school facilities. The Infants School Foundation blessing was held on Friday 28th September 2018. This was an excellent opportunity to promote not only the new building but the work of the Junior School generally through the Festival of Learning. Mrs Stefanou, Mrs Synesios and Mrs Tsaconas (Bursar) attended a conference on the Reggio Emilia approach in Italy to evaluate its relevance and effectiveness in the Kindy Minus 1 setting.

TARGET 8 Celebrate our 35th Anniversary with our stakeholders. The highlight event for celebrating our 35th Anniversary was the Foundation blessing of the new Infants School. Junior School Musical Showcase ‘The Gift of Christmas’. This Showcase integrated Hellenic thought and culture through the strong theme of Orthodoxy. Throughout the Showcase there was a focus on Hellenic language, religious traditions and culture, and Greek-Australian ethnicity. FOUNDATION BLESSING OF THE NEW INFANTS SCHOOL

Bishop Iakovos of Miletoupolis with Father Steven Scoutas, Father Sotiris Drapaniotis and Dignatories.

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THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

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RESPECT AND RESPONSIBILITY INITIATIVES 2018 St Spyridon College is committed to a values-rich education which is predicated on developing in students respect for every human person.

Student Principles Every student who enrols at St Spyridon College becomes part of the College Community and subscribes to, and endeavours to abide by the following principles: 1.

We value our religious and cultural heritage and respect the religious beliefs of others;

We contribute to the life of our Church and community, and exercise our responsibilities as citizens of a Democratic nation, always obeying the rule of law;

We work together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency;

We value the mutual respect between Students and Teachers. We honour our Teachersâ&#x20AC;&#x2122; experience as they value our youthfulness;

We consider our studies to be our main goal and undertake to be active participants in our own learning. We set goals for our lives and strive to achieve them with a positive state of mind always working towards justice, truth and beauty;

We look after our health and respect our bodies. We care for our surroundings and the natural environment;

We believe in the sacredness of human life and the dignity of every human person;

We accept the value of hierarchy and the need to conform to rules. We see these as fundamental to the proper functioning of our College; and We respond to the difficulties of life with patience, dignity and faith, never fearing to start again;

Formulated in 2001 Updated by the Year 11 Class of 2006 August 2006

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Review the “High Resolves” program to determine future directions in our global citizenship programs. The Dean of Middle School, Ms Kokinelis and Mrs Gambriell, Year 8 Adviser attended PD workshops associated with familiarization and delivery of the High Resolves Program. Ms Stephanie Vardas HSIE teacher also attended PD on how to assist our students with creating ‘Videos for Change’. This is a High Resolves video competition requiring participants to make a 1 minute video about social issue of concern to them. Global Connections Mrs Stefanou and Ms Kokinelis were invited, as valued members of the High Resolves family to attend a round table discussion with international speakers from Rwanda, China, Canada and the U.S, on how global citizenship education is being prioritised in schools internationally and here in Australia. The High Resolves program is based on the belief that as a result of the increasingly complex challenges of our world, a generation of young people is required to have the intent, skills, vision, creativity and confidence to accomplish what previous generations have failed to do: act in the long-term collective interest of humanity. Through targeted 2 hr workshops that focus upon the development of 8 citizenship competencies, as well as related follow up lessons, and reinforcement within subject areas where curriculum links exist, mastery can develop. In this way the learning not only becomes deep and meaningful, but also empowering, with students able to take action now. Ultimately, the ideal that a tipping point will be reached and a more inclusive, just and optimistic world being created. Mastery = Peak Experiences+ Repeated Practice + Real World Application. We are currently in the second year of program implementation. Students have undertaken three main workshops, covering three of the citizenship competencies along with their related follow up lessons. These include: Global Citizenship & Collective Identity; Independent Thinking; and Social Justice. We are still in the development stages of examining where the curriculum links exist, so that additional lessons can be easily worked into existing topics for participating year groups.

Video for Change Festival

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JUNIOR SCHOOL RESPECT AND RESPONSIBILITY INITIATIVES Year Six have undertaken a new Leadership program which will equip them with the skills for being good leaders and contribute to their own and the well â&#x20AC;&#x201C;being of others at the Junior Campus. They have 12 SKILLS for their LEADERSHIP TOOLBELT which are integrated in their English and PD programs. 1.

Leaders come in many forms, but all lead with Heart. (Leadership comes in many forms. It is a set of values and behaviours that are used to ensure equity and justice in any situation.)

I have Leadership Smarts.

There are 5 key actions 3 to become a leader.

Leaders are good at Goal Setting.

Leaders set long term and short term goals.

Leaders Conference to Collaborate

Being positive and resilient is part of the leadership skill set.

A motto shows a shared focus or goal.

Leaders make plans and take action.

10.

Leaders get comfortable with being uncomfortable.

11.

Leaders learn to grown and not stay fixed in their ways. (Leaders know to grow)

12.

If you lead with values, people will listen and follow.

Students will be required to reflect on and evaluate their leadership achievements, and set future goals. They use their leadership tools to plan and host a whole school event.

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THEME 12: STUDENT VOICES PARENT VOICES TEACHER VOICES

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PARENTS AND FRIENDS A SPECTACULAR SPRING FAIR

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PARENT, STUDENT AND TEACHER VOICES “Reflecting on whether we actually walk the talk with our ethos and values was interesting and then rewarding to know that we do.” Wendy Barel, Masada College The Educational Excellence – A Question of Values research project set out to investigate how the values of three diverse faith based schools inform and shape responses to social and ethical responsibilities for their students and the wider community. The schools involved in the project were Masada College, an Orthodox Jewish Day School; St Spyridon College, a Greek Orthodox school; and Rouse Hill Anglican College. The aim was to explore how these schools promulgate their stated values, examining what they have in common but also what makes them distinct. The research process also created an opportunity for staff and students to enhance their understandings of self and others, and to build relationships across cultures, faiths and traditions. At its core, this project explored the intertwining of values education with quality teaching. The researchers were interested in identifying whether there is a set of values that faith based schools share, as well as in what distinctive aspects of education their diverse belief systems may create for students and their school communities. An eclectic research approach was adopted, that allowed for a mix of qualitative and quantitative methods employed to best target the research questions, and cross-check findings to strengthen the validity of their conclusions. Analysis revealed that all three schools subscribe to five common overarching values. These are: 1. Belonging and Connectedness This includes pastoral care, positive relationships and environment (internal to the school), team building, and shared cultural heritage. 2. Community Contribution This applies to participation in community projects, charities, service -- local and global -- plus student preparedness for taking action by raising awareness and developing qualities such as compassion and responsibility. 3. Educational and Academic Excellence This relates to striving for and recognising achievement. 4. Faith This includes heritage and culture intertwined with belief and related actions. 5. Whole Person This relates to a combination of values, knowledge, actions, qualities and attributes that lead to the development of the individual student. The project team was interested to explore whether the values promulgated in the schools’ public statements were evident to the students, their parents and teachers. In other words, do the schools in fact “walk their talk”? The results of the surveys were unequivocal. All three stakeholder groups perceived the strong emphasis their schools placed on the values articulated in their key documents. Distinctive characteristics were identified that could be attributed to the schools’ unique histories, faiths and cultures. For Rouse Hill Anglican College, faith and community contribution were strongly

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linked in the expression of values. For Masada College and St Spyridon College belonging and connectedness, together with whole person development, were so inextricably linked with faith and cultural heritage that it was impossible to separate them in the expression of values – whether in document statements or in the students’ perceptions of their experiences. This is of interest, as both Jewish and Greek Orthodox people, live their faith as a defining aspect of peoplehood. The identification of common overarching values shared across faith based schools of differing religious beliefs and traditions is considered by the project team to be a significant outcome of the research. It contributes new insights to the existing literature on values in education in independent schools. There is an opportunity for other independent faith based schools to test their relevance or application to their own contexts. The observational data collected by students-as-researchers validated the findings of the document analysis and confirmed the outcomes of the surveys. The schools’ identified values were readily evident to the students whether they were observing their own school, or each other’s schools. Further research may be able to shed more light as to how these values impact on the students’ personal belief systems in the long term, and beyond their school years. Results of analysis have led the Project Team to conclude that the three schools do indeed “walk the talk” in terms of their stated values. It is hoped that the findings of this research will inspire other schools to explore values constructions in their contents further. One area that had time allowed would have been studies further is the impact of values on students in the long-term.

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SURVEY QUESTIONNAIRE Surveys were chosen as an effective research instrument to determine whether the stated values identified through the document analysis intersected with the perceptions of students, staff and parents of the three school communities.

Question 1: What would you say are the main distinguishing features of your school? Parents, teachers and students were asked to select from a series of features including religious life, academic excellence, pastoral care, leadership opportunities, behaviour management, co-curricular opportunities and community service. Multiple selections were permitted. Below we contrast and compare responses across the schools and sample groups for three attributes â&#x20AC;&#x201C; religious life, academic excellence and pastoral care. Parents The chart below plots the responses from parents at each of the three schools.

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A number of observations are drawn based on the data above:   

Parents at both SSC and MC appear to value the religious life aspects of these schools above other factors and also materially more than at RHAC. This result is not unexpected given the parent & student body profiles for each of the schools. All parents seem to value the academic excellence aspect of the school and again MC and SSC parents appear to see this as a more critical factor than RHAC parents. This result does not seem to intuitively make sense and would be interesting to explore further. Pastoral care seems to be less critical for parents at all 3 schools than the first 2 factors.

Staff

The pattern of responses from the teachers is very similar to those from parents although notably higher than parent responses for all categories. This is probably not unexpected given teachers are more invested in delivery of the “product” and therefore probably perceive that each school is doing marginally better in these areas than what the parents/students feel. Interestingly the MC teachers value religious life slightly less than the SSC teachers despite the fact that MC parents value this aspect higher.

Educational & Financial Reporting\NESA Annual Report 2018

Students

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Students At MC appear to rate the Religious life aspect of the school materially lower than parents/staff Students at RHAC and MC both appear to rate the pastoral care element of the school lowly. This is interesting given both teachers & parents at these schools rated this factor highly particularly teachers at RHAC. Students at SSC seem to demonstrate responses that are more consistent with parents/staff than the other schools.

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Question 2: Where would you place the religious experience of your school on the following scale for each of the following aspects:   

Encouragement of a strong religious/faith culture at the school? Opportunities for students to learn about and develop their faith? Encouragement of religious/faith practices and participation?

Parents The chart below plots the responses from parents at each of the three schools.

The weighted averages for the responses to these questions are high overall, with particularly high scores recorded for St Spyridon College. Given the parent profile of this College, which aligns very closely to the Greek Orthodox community, their expectations of a strong religious experience for students within their school context are also high. Staff The chart below plots the responses from the staff at each of the three schools.

Educational & Financial Reporting\NESA Annual Report 2018

The weighted averages for the responses to these questions from staff members across all three schools are high, reflecting the operational knowledge that staff members have of the opportunities for students to engage and be involved in the development of their faith as reflected by the school culture. Students The chart below plots the responses from the students at each of the three schools.

The student responses to this question show higher levels at Masada College and St Spyridon College compared to Rouse Hill Anglican College. There are higher proportions of students from Masada and St Spyridon that personally identify with the faith position of their schools, while the student population at Rouse Hill are much more diverse, which may explain some of these differences.

Question 3. How much do you believe the religious experience of your school has impacted you and your fellow students? St Spyridon College The charts below plot the responses from parents, staff and students at St Spyridon College.

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At St Spyridon College, there are very consistent responses in terms of the degree of impact of the religious experience, particularly there is a strong correlation between students and parents of this experience.

Question 4. Where would you place the importance of academic excellence of your school on the following scale for each of the following aspects:   

Achievement of academic excellence (including HSC results)? Opportunities for students to develop academic excellence in all subject areas? Encouragement of academic excellence for a range of learning abilities?

Parents The chart below plots the responses from parents at each of the three schools.

Educational & Financial Reporting\NESA Annual Report 2018

Staff The chart below plots the responses from the staff at each of the three schools.

Students The chart below plots the responses from the students at each of the three schools.

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Overall, the strongest responses on the where would you place the importance of academic excellence of your school came from staff members of each of the three schools. While all results for each of the categories were positive, there was a stronger expectation of academic excellence at Masada College, followed by St Spyridon College. The student, staff and parent perceptions for each of the schools followed a similar pattern for each of the three subcategories.

Question 5: To what degree has the emphasis on academic excellence within our school impacted your child?

St Spyridon College

ď&#x201A;ˇ

As with the other schools, almost all SSC parents, staff and students indicated that the emphasis on academic excellence within the school had at least somewhat of an impact with most indicating a noticeable or significant impact. Once again the staff seemed to indicate more of a material impact than students or parents possibly due to knowledge of behind the scenes work on the academic product.

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Question 6. Where would you place the importance of Pastoral Care/well-being/welfare for your school for each of the following aspects:      

Student welfare, safety and support? Connection with school community? Respect and responsibility? Managing bullying? Developing resilience? Encouraging positive relationships between students, staff and parents?

Parents The chart below plots the responses from parents at each of the three schools.

Educational & Financial Reporting\NESA Annual Report 2018

Staff The chart below plots the responses from the staff at each of the three schools.

Educational & Financial Reporting\NESA Annual Report 2018

Students The chart below plots the responses from the students at each of the three schools.

Parent responses from each of the participating schools revealed differing levels of importance of the individual elements of pastoral care, well-being or welfare programs, while the staff and student responses revealed that each of these elements have a similar degree of importance, likely reflecting the deliberate teaching and emphasis of these elements within the schools. The element with the strongest parent response was respect and responsibility, reflecting the desire of parents for these values for their children.

Educational & Financial Reporting\NESA Annual Report 2018

Question 7: To what degree has the emphasis on care within your school impacted your child? Respondents were asked to respond with Significantly, Noticeably, Somewhat or Not at all. The results have been summarised in the chart below (4 = Significantly, Not at all = 0). There are a number of interesting observations regarding the question of the impact of care on the students.

 



In all of the schools the impact of care on the children is clearly a material factor with most responses scoring > 2.5 on average. Teachers again seemed to understand that care had a greater impact on children than both parents and students. Possibly due to misunderstanding from students as to what the meaning of pastoral care is or lack of awareness due to discreet enquiries by teachers “behind the scenes”. Interestingly for SSC, teachers and students both rated the impact of care very highly (~3.5) whereas parents did not seem to place the same level of materiality although clear it was an important factor for them Masada and RHAC teachers, students and parents appeared to feel that pastoral care was less of a significant factor than parents, teachers and students at St Spyridon College.

Educational & Financial Reporting\NESA Annual Report 2018

Question 8. How would you rate the school’s Student Leadership Opportunities in each of the following aspects:   

A range of leadership roles? Development of leadership qualities? Providing a range of occasions for students to display leadership?

Parents, staff and students were asked to evaluate the school’s student leadership opportunities across a variety of measures including the range of leadership roles available, the development of leadership qualities and the provision of opportunities for students to display leadership. The results are summarised in the charts below. A rating of 4 represents excellent and 1 represents poor. Parents The chart below plots the responses from parents at each of the three schools.

Parents clearly rated the provision of leadership opportunities lower than both students & staff across all 3 schools. Possibly this indicates they are unaware of smaller day-to-day leadership opportunities that don’t necessarily result in the award of a title / award.

Educational & Financial Reporting\NESA Annual Report 2018

Staff The chart below plots the responses from the staff at each of the three schools.

  

Staff generally rated the availability of leadership opportunities higher than students Interestingly RHAC students felt that the school did a better job of providing a range of occasions for students to display leadership roles than staff did. Again staff from all 3 schools indicated that the schools are doing a good job of providing leadership opportunities (> 2.5 score).

Educational & Financial Reporting\NESA Annual Report 2018

Students The chart below plots the responses from the students at each of the three schools.

  

Students from all three schools rated the access to leadership opportunities within the schools relatively highly (>2.5). In most cases the ratings for Masada and SSC were above 3. It seems students all agreed that the range of leadership roles was excellent however only some thought that the opportunities to display leadership were readily available.

This question provided some diverse responses, however, parents, teachers and students from Masada consistently rated leadership opportunities highly compared to St Spyridon and Rouse Hill. At St Spyridon, it was interesting to note that parent perceptions of leadership opportunities were quite different to those of students and staff, who rated these opportunities more consistently.

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Question 9: To what degree do you believe the emphasis on student leadership within your school has impacted you and your fellow students? Respondents were asked to respond with Significantly, Noticeably, Somewhat or Not at all. The results have been summarised in the chart below (4 = Significantly, Not at all = 0).

Educational & Financial Reporting\NESA Annual Report 2018

There are a number of interesting observations regarding the question of the impact of students leadership development on the students.  Most noticeably, staff from each of the schools recognise that leadership programs have some benefit on students, with no one expressing that there is no benefit.  A proportion of parents and students identified no benefit at all of student leadership programs, which would likely indicate that either their own children or themselves were not involved in any leadership opportunities.  The highest level of impact of student leadership programs was evident at St Spyridon, which was contrary to the importance of leadership which featured much more strongly at Masada.

Q10: How would you rate the school’s encouragement of positive behaviours and student responsibility in each of the following aspects? Parents, staff and students were asked to rate the school’s encouragement of positive behaviour across a variety of different aspects including:   

having a clear and accessible student code of conduct; providing opportunities for student self reflection; and development of student responsibility and accountability.

The results are shown in the charts below split across staff, students and parents. A rating of 4 represents excellent and 1 represents poor.

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Parents



   

Parents at Masada and RHAC typically rated the school’s encouragement of positive behaviour higher than staff. This is an interesting observation and again possibly due to lower expectations from parents around management of their child’s behaviour at the school. The answers across the various aspects students were asked to rate were very consistent with little variation in student response. Masada and RHAC parents responded with higher ratings than students at their schools The ratings for SSC were more similar across parents and staff. The ratings across the schools were generally relatively consistent and all averaged excellent ratings.

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Staff

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 

In general the staff tended to rate the accessibility of a clear code of conduct higher than the other aspects. This appears to indicate that staff felt that the rules were clear but the mechanism for enforcement / responsibility were not working as well. SSC staff are a clear outlier indicating very high performance across all aspects. It is interesting to see such material deviation amongst responses. In general as note above staff ratings tended to be lower than students and parents perhaps reflecting different behavioural expectations.

Students

Educational & Financial Reporting\NESA Annual Report 2018

 

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The answers across the various aspects students were asked to rate were very consistent with little variation in student response. RHAC students generally allocated lower ratings than SSC and Masada, with students at SSC and Masada on average feeling that the school’s performance in this area was excellent. RHAC students appeared to indicate there was room for improvement in this area. Masada student responses were significantly more favourable than staff, perhaps reflecting different behaviour expectations across the student and staff body. The other schools did not show as much variation although student responses for RHAC were lower than for both parents and staff.

Question 11: To what degree do you believe the emphasis on positive behaviours and student responsibility within your school has impacted you and your fellow students? Respondents were asked to respond with Significantly, Noticeably, Somewhat or Not at all. The results have been summarised in the chart below (4 = Significantly, Not at all = 0).

Educational & Financial Reporting\NESA Annual Report 2018

There are a number of interesting observations regarding the question of the impact of positive behaviours and student responsibility on the students.   

Most noticeably, staff responses from the three schools are diverse. Of particular note, staff at St Spyridon identify a much stronger impact, while staff at Masada see a weaker impact. Student and parent perceptions are quite different to those of staff, particularly in the case of Masada College, where both students and parents identify a greater impact. The highest level of overall impact of positive behaviours and student responsibility was evident at St Spyridon.

Educational & Financial Reporting\NESA Annual Report 2018

Question 12: How would you rate the encouragement for students to be involved in opportunities beyond the classroom at your school? Parents, staff and students were asked to rate the school’s encouragement for students to be involved in opportunities beyond the classroom across a variety of different aspects including:      

Involvement and engagement with wider school community Strong links with faith based community Opportunities for participation in sporting activities and events Opportunities for participation in creative and performing arts Opportunities for participation in service activities An overall range of co-curricular choices for students

The results are shown in the charts below split across staff, students and parents. A rating of 4 represents excellent and 1 represents poor. Parents

While there are consistently strong responses from parents for each of the aspects of student involvement in opportunities beyond the classroom, it is interesting to note that the strongest responses appear in service activities followed by sporting activities.

Educational & Financial Reporting\NESA Annual Report 2018

Staff

Staff have indicated a differing perspective to parents in the encouragement of involvement of students in opportunities beyond the classroom, though sporting activities, service activities and wider community involvement feature quite strongly.

Educational & Financial Reporting\NESA Annual Report 2018

Students

Again, students have identified strong encouragement for participation in sporting activities and events, as well as service activities, though they also appear to appreciate an overall range of cocurricular activities.

Question 13: To what degree has the emphasis on opportunities beyond the classroom within your school impacted you and your fellow students? Respondents were asked to respond with Significantly, Noticeably, Somewhat or Not at all. The results have been summarised in the chart below (4 = Significantly, Not at all = 0).

Educational & Financial Reporting\NESA Annual Report 2018

There are a number of interesting observations regarding the question of the impact of opportunities beyond the classroom.  Most noticeably, staff from each of the three schools see a greater impact than parents or students. Of particular note, staff at St Spyridon identify a much stronger impact, while staff at Masada see a weaker impact.  Student and parent perceptions are quite consistent across the three schools in terms of the impact of the co-curricular opportunities. Conclusion A key aim of this study was to ascertain how values are reflected in the three diverse schools and how the schools’ efforts and actions in this regard are perceived by the school community. The data collected through the surveys unequivocally confirmed that students, staff and parents of each of the three school communities identified the focus on values as a distinguishing characteristic of their schools. The survey responses also clearly confirmed that the overarching values identified through the document analysis were readily evident to the parents students and teachers.

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PROJECT CONCLUSIONS “We were able to add new insights to the existing research on values in education-identifying a set of Overarching Values to which we all subscribe. This was exciting.” Efrosini Stefanou-Haag, St Spyridon College In order to explore how values are reflected in the three diverse faith based schools a mixed methods approach was undertaken in order to gather a wide range of data from whole schools communities. The document analysis was conducted to firstly identify what values each school effectively promulgated in their public documents. The researchers were interested in what common values they might share despite their differences in faith and heritage. Five Common Overarching Values were clearly identified in the document analysis, and then subsequently confirmed in the survey and observation data, and all three schools subscribe to these: 1. 2. 3. 4. 5.

Belonging and connectedness Community contribution Educational and academic excellence Faith Whole Person

The study found that while the culture and heritage of distinct faith and education communities differ, they each engender and build upon these Overarching Values. The fact that three diverse schools share common Overarching Values may be partly attributed to their drawing upon a set of shared references, as was evident from the review of the literature. The Classical Greek philosophers with the emphasis on knowledge, excellence and civic duty, leading to whole person development inform all schools as well as Government policy statements on education. The Old Testament and the Bible which focus on faith, right conduct and good works are also fundamental. The identification of Common Overarching Values is considered a significant outcome of the research, as it contributes new insights to the existing literature on values in education in independent schools. There is an opportunity for other independent faith based schools to use these in analysing their relevance or application to their own contexts. It would be interesting to see if other faith based schools confirm these shared values. The aim was also to explore what is unique or distinctive to each school. A distinguishing feature of Rouse Hill Anglican College is that ‘Faith’ together with ‘Community Contribution’ is always ranked highest. This reinforces the teaching emphasised in the Anglican tradition, from the New Testament Book of James which states that “faith by itself, if it is not accompanied by action, is dead.” (James 2: 17 NIV) More similarities were noted between St Spyridon College and Masada College, particularly in relation to the high ranking of ‘Whole Person’ and ‘Belonging and Connectedness’. This may be due to both schools having a strong community-based foundational cultural heritage which is universal and that is inextricably linked to each school’s faith. At Rouse Hill Anglican College on the other hand, a mainstream or broader Australian context is more noticeably being portrayed. St Spyridon College had a much greater number of references and higher associated percentages linked to the three nodes. This may be a distinguishing characteristic of the College that relates to its historical and cultural influences. Before being able to do anything, the Hellenic ethos dictates the need for deep understanding and clear expression of terms and beliefs. This is encapsulated in the

Educational & Financial Reporting\NESA Annual Report 2018

Greek axiom “Αρχή σοφίας ή των όνομάτων έπίσκεψις”, which roughly translates as “the first step to wisdom is the analysis of the terms”. (Harkianakis 2005, p.10) Survey questionnaires were used to see how the schools’ efforts and actions in providing a values rich education experience were perceived by their school communities. The survey results confirmed that students, staff and parents of each of the three schools, identified the focus on values as a distinguishing characteristic of their schools. The survey responses also clearly confirmed that the overarching values identified by the document analysis were readily evident to parents, students and teachers. The impact of these efforts was not as clearly evident to parents in contrast to teachers. Though this may not be surprising, schools may choose to review how they communicate impacts with parents and students. There may also be an opportunity for a future longitudinal study on how a school’s values impacts on members of the school community. Students as researchers collected observational data to address the aim of identifying how values are reflected in the three diverse schools. Their findings confirmed that while the faith based practices and other activities of each of the three schools may differ in the ways in which they are presented, the Overarching Values identified through the document analysis process were clearly evident in the visible images, interactions, instructions and representations across the three schools. Another aim of the project was to enhance “understanding of ourselves.” The observation process highlighted many aspects of values reinforcement in each of the students’ own schools which they had previously not observed or had taken for granted. The student teams worked particularly effectively through the process and all expressed the desire to continue with the research process and were able to suggest further ways in which they could continue to gather additional evidence through ongoing interactions and school visits. All three research methods – document analysis, surveys and observations – evinced that in each of the school communities, faith was identified as a leading distinguishing feature, followed by academic excellence and pastoral care. This pattern correlates with the views expressed by the AISNSW Institute in their Research Briefing on Qualities Parents Value in Choosing a School which identifies that “the academic and employment success of students from faith based schools is in some studies attributed to the value systems of the schools, described in terms of paying greater attention to teacher-student relationships, fostering stronger parent-school interactions based on shared values, an underlying philosophy of caring and commitment, and a strong work ethic.” (AISNSW Institute, 2016). In this respect this research project provides distinctive insight into this aspect of school choice as a material, experiential aspect of school and community life that is not only of objective importance, but has subjective value to students and parents across their school life.

Source: Association of Independent Schools in NSW, Report on School-Based Research Project, Educational Excellence – A Question of Values, December 2018, pp. 6 – 65.

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THEME 13: SUMMARY FINANCIAL INFORMATION

Educational & Financial Reporting\NESA Annual Report 2018

THEME 14: PUBLICATION REQUIREMENTS

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Policy on Educational and Financial Reporting 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 30 th 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 NSW Education Standards Authority (NESA), Teaching and Educational Standards (NESATES) 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

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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

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Preparation of the report in an appropriate form to send to NESA

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Setting the annual schedule for: o

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

Preparation of the report and presentation to the Board of Directors

Preparation and Publication of the Report

Distribution of the report to NSW Education Standards Authority (NESA), Teaching and Educational Standards (NESATES) 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.

Educational & Financial Reporting\NESA Annual Report 2018

Requests for additional data from the NSW Minister for Education and Training The Head of College is responsible for coordinating the schoolâ&#x20AC;&#x2122;s response to any requests from the Minister for additional data. The Head of College is responsible for ensuring it is provided to NSW Education Standards Authority (NESA), Teaching and Educational Standards (NESATES) 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.

Educational & Financial Reporting\NESA Annual Report 2018