Annual Report 2013
St Leonard’s College
An education for life.
Annual Report 2013 | 1
Table of Contents
An education for life.
From the Principal
4
St Leonard’s College
6
Students outcomes NAPLAN
- Year 3
7
- Year 5
8
- Year 7
9
- Year 9
10
Senior Secondary Outcomes
12
Teacher Professional Development
14
Teaching Staff
15-18
Satisfaction Surveys
20-21
Financial Overview
22
The following information is published on the St Leonard’s College website in compliance with the College’s obligations under national funding legislation. Hard copies are also available to the public and can be collected from the College’s Main Reception.
St Leonard’s College is funded under the service agreement by the Department of Education and Early Childhood Development.
St Leonard’s College
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St Leonard’s College College Council
Chair Ian Presnell MBBS MPM FRANZCP GHPE Vice-Chairs Nicki M Amiel BA, Dip Ed (Primary), M Ed Studies Ian A Moffatt LLB, Dip Commercial Law
Members Howard Bishop B Juris, LLB, Grad Dip Ind & Emp Rel Penelope M Burns MA (Hons) (Oxon) Traci L Crampton BA Philip AD Galloway B Eng, Grad Dip Management Studies, MAICD Rodney D Glover
Company Secretary Samantha Corrigan BFA (Bachelor Financial Administration), CPA, CSA (Cert) Principal Stuart D Davis B Ed (Hons), M Ed Deputy Principal Lisa Slingsby BA, BEd, MAEd
Ken Lark AB (Economics) JD, MBA Cameron Frazer B Arch, B Eg, Grad Dip Management Studies Kim Visek-Johnson B Comm Paul Gower B Comm, CA St Leonard’s College
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From the Principal
In 2013 our theme was an evident strength, Visible Leadership. This focus sought to remind our community that leadership is about influence and that it is relational; no relationship = no influence, no influence = no leadership. It was an invitation for us to consider what we value about true leadership and to be aware of the outstanding leadership demonstrated by all members of our community, from our youngest students to our most senior alumni. That the theme repeatedly echoed through corridors, musical ensembles, theatrical productions, in sporting arenas and in the all-important conversations about how our community should consider its responsibilities to others, is a reflection of the character and the values we hold to be important at St Leonard’s College. The understanding that it is our responsibility to act in a manner that will positively influence the lives of others has, yet again, shone through as one of the great virtues of our Visible Leadership. The energies of our young people to ensure the ongoing financial support of our schools in Bangladesh and Nepal, allied with the many social justice engagements locally, nationally and internationally is evidence of the success of our leadership model. It was my privilege to travel with our year 9 students in Cambodia and Vietnam as they explored the connection between the key elements of the Melbourne based CUE program and how these same issues impact on the lives of people in other countries. These experiences and responsibilities prepare our young people to help solve the bigger questions that are challenging global stability such as: “How can I possibly influence situations like global warming, world poverty or world peace?” To do this we need to ensure that we are developing leaders who demonstrate and encourage creativity and initiative in those around them, who inspire ambition for change rather than dictating it, and create a greater sense of ownership and responsibility among members of a school community. It was a year in which the world lost an irreplaceable figure, Nelson Mandela, a man who was a shining example of the importance of visible leadership. Fittingly he once said: “Often in addressing younger people, I make the point that what counts in life is not the mere fact that we have lived - it is what difference we have made to the lives of others that determines the significance of the life we lead.” I believe that 2013, a year of shining a light on Visible Leadership at St Leonard’s College, demonstrated why we have every reason to be proud of who we are, what we stand for, what we achieve and how we have acquired a reputation as one of the finest schools in Victoria.
Stuart Davis Principal
St Leonard’s College
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St Leonard’s College
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St Leonard’s College
St Leonard’s College, located on Melbourne’s Bayside, is a coeducational, independent Uniting Church school. The College offers education for students from early learning through to year 12. It also has an outdoor education campus, Camp Ibis, on the Banksia Peninsula, Gippsland Lakes. Students from years 5-8 attend an annual camp at this location The College prides itself on innovation and has wholeheartedly welcomed Information and Communication Technologies (ICTs) into its integrated learning program. The key philosophy at the College is to bring students to an understanding that they are part of the wider world and this is achieved through their academic and cocurricular programs.
How does St Leonard’s College add value to the curriculum? St Leonard’s College takes a holistic approach to the education of its students. While academic results are very important, the College takes the view that students’ potential for successful adulthood is significantly enhanced by a plethora of cocurricular activities. Along with the ongoing sporting, debating, drama and outdoor education programs, a small selection appears below:
• A full-time Talent Development Coordinator, responsible for organising participation in Tournament of Minds, Future Problem Solving and da Vinci Decathlon
• A science program including science leaders, dedicated year 5 and 6 classes, podcasts and blogs and exciting Science Week activities
• Y ear 9 participation in the ‘Big Experience’ program for three weeks in term 4. Students choose to visit countries such as Thailand, China, Vietnam and Borneo
• A Director of Technology Innovation, a Director of Curriculum Development and three eLearning Coordinators guide and develop the information technology resources of the College
• T he College has a strong commitment to social justice as students raise funds for age appropriate charities and partake in community service activities. Students support local charities as well as schools in Bangladesh, Nepal and Timor Leste
Characteristics of the student body On Census Day, 2 August 2013, St Leonard’s College had an enrolment of 1333 students (prep – year 12) of whom 712 were boys and 621 were girls. There was one indigenous student, and no overseas full fee paying students.
Student attendances in 2013 The average student attendance rate for 2013 from Prep to year 12 was 95%. Student attendance is taken eight to nine times per day and recorded electronically on the College database. Parents are given a fridge magnet with an absentee phone line and email address to report student absences. The College has an SMS system to notify parents of unexplained student absences. Pastoral Care staff work closely with parents if school attendance is identified as an issue.
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Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 3
National Assessment Program Literacy and Numeracy Tests 2013 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
Reading
Students
10th
25th
50th
75th
90th
Median
Mean
National
263,111
311
357
409
458
494
419
419
State
62,124
330
378
432
491
543
435
435
49
376
419
466
511
569
469
465
National
262,737
326
373
415
452
476
422
416
State
61,976
358
395
436
472
498
441
430
48
371
425
457
489
515
453
453
National
263,590
301
353
404
450
482
413
411
State
62,205
318
369
422
473
518
422
420
48
331
385
432
483
544
432
435
National
263,590
317
368
421
468
502
430
428
State
62,205
334
385
439
495
551
436
440
48
385
432
468
526
584
471
474
262,340
309
348
389
427
456
396
397
61,906
326
364
407
453
500
406
411
49
363
407
448
487
526
450
446
School Writing
School Spelling
School Grammar & Punctution
School Numeracy
National State School
Reading
Writing
Spelling
Grammar & Punctuation
se(mean)
10
8
11
11
9
Numeracy 530
6
478
5
426
4
374
3
322
2
270
Scaled Score
Band
St Leonard’s College
State
National
1
St Leonard’s College
Annual Report 2013 | 7
Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 5
National Assessment Program Literacy and Numeracy Tests 2013 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
10th
25th
50th
75th
90th
Median
Mean
258,956
416
453
494
533
562
502
502
61,945
428
464
508
555
598
505
511
75
479
524
552
586
658
551
561
258,564
390
437
476
508
535
482
478
61,804
419
458
490
527
564
489
490
73
467
494
545
572
617
546
540
259,407
397
442
487
528
559
495
494
61,992
413
454
498
545
589
497
500
73
444
477
517
568
641
514
525
259,407
408
449
493
534
564
501
501
61,992
418
459
506
554
600
500
508
73
485
524
552
611
650
547
561
National
257,864
394
431
475
517
550
483
486
State
61,655
406
443
489
538
589
492
495
74
446
478
534
587
658
534
540
National State School
Writing
National State School
Spelling
National State School
Grammar & Punctution
National State School
Numeracy
School
Band
Reading
Writing
Spelling
Grammar & Punctuation
8
582
7
530
6
478
5
426
4
374
3
322
St Leonard’s College
se(mean)
8
7
9
8
10
Numeracy
St Leonard’s College Scaled Score
Reading
Students
State
National
Annual Report 2013 | 8
Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 7
National Assessment Program Literacy and Numeracy Tests 2013 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
10th
25th
50th
75th
90th
Median
Mean
National
261,580
452
491
534
572
600
541
541
State
62,268
462
504
548
592
633
551
548
142
509
549
594
636
667
591
592
National
261,721
425
470
510
551
581
518
517
State
62,360
445
483
525
571
612
523
525
142
504
538
578
620
643
583
573
National
262,406
453
500
544
583
611
552
549
State
62,478
462
508
553
596
636
551
551
145
512
551
582
635
677
580
589
National
262,406
433
479
527
571
604
536
535
State
62,478
439
486
538
592
643
534
540
142
509
548
586
644
696
584
597
National
260,367
453
488
528
571
606
537
542
State
62,056
465
497
540
589
643
541
548
144
518
548
595
650
677
594
599
School Writing
School Spelling
School Grammar & Punctution
School Numeracy
School
Band
Reading
Writing
Spelling
Grammar & Punctuation
8
582
7
530
6
478
5
426
4
374
3
322
St Leonard’s College
se(mean)
5
6
6
6
6
Numeracy
St Leonard’s College Scaled Score
Reading
Students
State
National
Annual Report 2013 | 9
Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 9
National Assessment Program Literacy and Numeracy Tests 2013 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
10th
25th
50th
75th
90th
Median
Mean
254,076
496
532
573
611
639
580
580
60,145
505
543
586
631
669
586
586
172
549
585
632
674
714
629
631
National
254,920
449
497
547
594
630
557
554
State
60,520
469
515
569
620
670
570
564
172
533
575
621
667
702
618
616
National
255,711
494
536
577
614
641
584
583
State
60,652
500
543
585
627
666
588
583
172
540
574
609
647
691
610
613
National
255,711
471
516
564
609
643
573
573
State
60,652
478
524
576
632
686
578
579
172
535
581
620
680
728
613
629
National
252,183
482
522
568
616
655
577
584
State
59,666
497
535
585
638
700
585
592
173
560
602
646
691
741
644
648
National State School
Writing
School Spelling
School Grammar & Punctution
School Numeracy
School
Band
Reading
Writing
Spelling
Grammar & Punctuation
10
686
9
634
8
582
7
530
6
478
5
426
St Leonard’s College
se(mean)
5
6
5
6
5
Numeracy
St Leonard’s College Scaled Score
Reading
Students
State
National
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St Leonard’s College
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Senior secondary outcomes
Year 12 Results As an open entry school, our academic results were outstanding.
International Baccalaureate The IB duces for 2013 were Sabine Audigé, Luke Bird, Kirstin Clements and Luke Thorburn with an equivalent ATAR of 99.60. In the IB, 80% of students achieved an equivalent ATAR of 90.00 or over, and the median equivalent ATAR for the IB was 95.50.
VCE The VCE dux for 2013 was Dunya Tomic with an ATAR of 99.75. Students achieved study scores of 50 in Mathematical Methods, Economics, Physical Education and English. The median ATAR for the VCE was 79.65.
Combined VCE and IB A total of 54 students gained an ATAR of 90+ A total of 85 students gained an ATAR of 80+ Median ATAR = 83.70
Student Retention In 2013, 90.73% of students in year 12 had been at St Leonard’s College since year 9.
Vocational or trade training 6.8% of students completed a year 12 certificate of equivalent VET qualification in 2013. 2% of the year 12 group will pursue TAFE study or apprenticeships.
VTAC Data This data is based on VTAC (Victorian Tertiary Admissions Centre) applications and first round offers. From the Class of 2013, 139 students successfully applied for tertiary entry through VTAC. 98.6% of students who applied for university gained a first round offer. Furthermore, 90.6% of those students gained a offer that was in their first three preferences. Twelve students intend to study double degrees, reflecting a breadth of academic interests.
Workforce composition Percentage of female and male teachers Year 2013 Staff Gender
Percentage
F
67
M
33
There were no indigenous employees in 2013. St Leonard’s College
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St Leonard’s College
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Teacher professional development
Ongoing, purposeful, reflective learning is a key factor in improving teacher quality and subsequently student learning outcomes. All teachers at the College, whether they are permanent, casual or on contract, have participated in a variety of professional learning during 2013. Besides the two annual conferences in January and July and the End of Year Planning and Reflection Days in December, staff had access to a number of specialised professional learning opportunities. These included seminars on: Leadership Report writing Restorative Practices eLearning Ergonomics Assessment Theory of Knowledge Bullying
Many of these sessions were facilitated by College teachers, demonstrating their calibre as leading practitioners. Staff also availed themselves of the wide variety of relevant professional learning on offer beyond the College, as well as online learning, network meetings, professional reading and regular teacher collaboration. Teachers had access to grants to encourage and support post-graduate study: The St Leonard’s College Council Study Support Grant to support teachers who wish to study at Masters and PhD level, and The Postgraduate Study Recognition Grant to support study at any postgraduate level. Ongoing compliance training in first aid, CPR, anaphylaxis and emergency response was available for all staff who require this training to meet the different regulations and legislation requirements of their roles. All teachers completed 100 hours of professional learning in the five years prior to 30 September 2013, or the equivalent for teachers who began teaching less than five years ago, in order to fulfil the Victorian Institute of Teaching requirements for ongoing registration. The College will continue to offer all teachers professional learning opportunities to fulfil these requirements.
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Teacher standards and qualifications
In 2013, the following teachers were engaged in either full time equivalent (FTE) or part time employment at St Leonard’s College. Casual teachers are not included in this summary. All are registered with the Victorian Institute of Teaching. Anna Adams MEdSt (Monash), BEd (TTC), DipTeach (TTC) Stephen (Mark) Adams TTC (WTC), DipTEA (WTC), ADipTEA (WTC), ADipT (TCL) Carole Alexander BEd (Deakin), DipTeach (Deakin), MaEd Fabrice Alleaume MA (UniAkl), DipTeach (UniAkl), DipBS Kerry Ambrose BA (Monash), DipEd (Monash) Gregory (Greg) Anderson DT (Monash), BEd Kimberly (Kim) Anderson DipEd (Melb), BA (UORE) Sarah Andrew BEd (UOB), GCOE Christopher (Chris) Appel BSc (Monash), DipEd (Monash), MEd LPC (Monash) John Arbuckle BTh (MCD), DipEd (Melb) Timothy (Tim) Barlow BSc (Monash), DipEd (Monash) Sandra Barrow BA (Melb), DipEd (Melb) Andrew Barta BSc (Melb), BApSc (RMIT), GDipEd (UB) Belinda Barton BTeach (Melb), BBSc Elizabeth (Liz) Bawden-Nixon DipTeach (IECD), BEd (Melb) Brieta (Ingrid) Beck BA (UOSSA), DipEd (UOSSA) Prue Birch BEdP (Monash) Michelle Booth GDipEd (LTU), BA (LTU), CEd (Monash) Ray Breed MSc (UOB), BEd (UOB) Jane Britten MEdSt (Monansh) Lorrayne Brooks-Dowsett CEd (UniLon), BEd (Deakin), GradDip, GDipSpEd (MacU), MEdSt SE (MacU) Sun Buntine BA (UniCalif), MaEd (ColUNI) Joanne (Jo) Burke BSc (Monash), DipEd (Monash), MEd (Monash) Norman Burke GDipSecEd (Monash), BIT (Monash), AdDip Liberal Arts (CIT) Elvira Caballero BA (Modern Languages) (Central University of Venezuela) Andrew Caris BSc (Monash), DipEd (Monash), BEd (LTU) Jodie Chambers BSc (Deakin), Grad DipES (UOB) Lydia Chisholm BEd (VC) Teagan Collins BEdPE (Deakin) Catherine (Cate) Cox BA (Monash), DT Jane Cuttler BEd, DipEd Greg Daniels BCom (Melb), BEd (Deakin) Louise Daniels BEd (UniTas) Simon Daniels GradDip (Monash), BSc (Monash) Stuart Davis BEdh (UniLon), MaEd (Monash) Julianne (Jules) Dennett BA (Monash), DipEd (Monash) Frances (Fran) Devine BA (ANU), GDipEd (UCAN), Grad DipES (CCol), MaEd (Monash), GradCTRE (MCD) Michele Drysdale DipTeach (BKTC), GradDip TL (QUT) Alexander (Alex) Edwards DipApCh (RMIT), DipEd (SCVM) Thomas (Tom) Ellis BA (Deakin), BEd Sec (Deakin) Kate Esler BAh (Melb), DipEd (RMIT) Merrin Evergreen MEdSt (Monash), BEd (Melb), PGrad DE (UA), BAScB (LTU) Danielle Fee BOE (LTU) Susan Ferguson-Brown GDipEd (Monash), BA (ANU), BEcon (LTU), MSc, DFP (Deakin) Thomas (Tom) Fisher BEcon (Monash), EdD (Monash) Barry Fleming PhD (UniNEW), BScH (UniNEW), GDipEd (Monash) St Leonard’s College
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Barry Fletcher BEd (VC), AMusA (AMEB) Fiona Fowler MaEd (Monash), DipEd (Melb), BA (RMIT) Ian Fraser BA (Monash), DipEd (Monash) Elizabeth Furman MEdSt (Monash), BMusEd (Melb), AMusA (AMEB) Lara Gambino GDipEd (Monash), BScH (Monash), BTeach (Deakin), BHS (Deakin) Claire Gardner BHS (Deakin), BTeach (Deakin) Peter Gargiulo BScH (Melb), GDipEd Katherine Georganakis BEd (Monash), BSc (Monash) Simon Gould BSc, BEd, MaEd, DipSpBus Stephanie Graham BEd (Melb) Maria (Mary) Grande MA (RMIT), BEd (MelbCAE), BFA (VCA), C4 (AISV) Gillian Guyton DipEd (Melb), BA (Monash) Susanne Haake BA (Melb), PGradDA (Melb), GDipEd (Monash), GradCert (UNE), Cert (Monash) Karin Hall BEdS (Monash), C4 (BHT) Emma Harkin BSc (Melb), DipEd (Melb) Jane Harrison BEd (Melb) Janet (Jan) Harrison DipArtM (VCA) Fabienne Harte BA Rebecca Hayes GradDip (VU), BPod (LTU) Georgina Hearnden BEd (Melb) Barry Hill BSc (Melb), DipEd (Melb), PGradDipEA (Melb) Mark Hodges PhD (LTU) Benjamin Hooper BMus (Griffith), AMusA (AMEB) Nicholas (Nick) Hooper BApSc (VU), BA (LTU), DipEd (VU) Kate Hughes PGradCEd (USouth), BEnSc (USouth) Jonathan Hunter BA (Monash), BTeachH (Melb) David Huntley BA (LTU), DipEd (Monash), BLitt (Melb) Nicole Hutchinson BAMus (BOX), MATeach (Melb) Nathalie Huth BA (Monash), PGrad DE (Deakin) Margaret Iaquinto BA, MA, RSC Luisa Ingram BApSc (Deakin), GDipEd (Melb) Bernard (Bernie) James BA (LTU), DipEd (LTU), BEd (LTU), BEd (Deakin) Michael (Mike) James BScAM (UniLon), PGradCEd (UniLon), MSc David Jennings BA (ACU), BTeach (ACU) Carole Johnson BA (Monash), DipEd (Monash) Peter Johnson BA (Monash), BEd (Monash) Aretha Kakerissa BA (Monash) Pat Kenny DipTeach (ACU), DipEd (Monash), MaEA (Deakin) George Katris BEd (Melb), CIVTASESS David Kefaloukos BTeach (Deakin), BA (LTU) Tracie Kellock BMus (UNSW) Marilyn Kelmann BA (Monash), DipEd (TTC) Christina Klopfer DipEd (CCE), BEd (ACU) Roy Lee BEd (VC), CEd (QUB) Marc Lewandowski BScH, PGradCEd Claudia Liebner MEngLitS, MGL, MaEd, DipTGSC Gail Llewellyn BEcon (Monash), DipEd (Monash) Caroline Lopez DEUG Applied Foreign Language (University of Nice), PGradCEd (USouth) Jane Lukaitis GDipEd (Deakin) Helen Lyall BEd (SCVT) Alice Maghami MATeach (MELBUNI), GradCert, BA (ANU) Jane Marino BA (LTU), GDipEd (MONASH) Robyn Marshall BEd (CC), MaEd (Deakin) Rosemary (Rosie) Marshall DipEd (MER), DGD (PIT) Jan May BA (Monash), DipEd (Monash), BEdS (Monash) Carolyn McAlister BEd (Melb), MEd (RMIT) Ken McAlpine BA (Monash), DipEd (Melb), GradDipL (Monash) Dianne McCaughey BSc (ANU), GDipEd (CC) Matthew McDonald BAh (Melb), BL (Melb), PGrad DE (Melb) Annie McGuire MaEd Cameron McKenzie BSc (Melb), DipEd (Melb), GDipE (Melb), MaEd (CSU) Tim McKimm TCAV Vicki McQuilten HDTS (RUS)
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Vanessa Meehan BAh (LTU), DipEd (Melb), ADPSD (TCL), PerfC (TCL), PGradCTS (Melb) Dawn Mumford GDipSpEd (BurSC) Sonia Murr BA (Melb), DipEd (Monash) Naoko Nishikawa GDipEd (Monash), BA (DWU) Michelle O’Donnell BEd (Monash), BA (Monash) Leah O’Toole BA (Monash), DipEd (Monash), GDipICTinE (Monash) Jahanna Parry PGrad DE (Melb), BECS (Melb) Sian Parry BMus (Melb) Veronica (Ronny) Parsons BEdSC (Melb), GradDip (Monash) Rachel Pearsons BB (Monash) Stephanie Pender BECE (Melb) Katrina Pezzimenti BMus (Melb), AD (VCA) Brianna (Bree) Phelan BECE Lucy Prysten BA (Monash), GDipEd (Monash) Jan Pucovski BEd (RUS) Jacqueline Raphael GDipEd (Melb), BApSc (SWIN) Christopher (Chris) Raudys BA (BendColAE), GDipEd (Melb) Jill Reilly DipApSc (RMIT), DipFFSN, TTTC Eleanor Richards BEdSC (Melb), PGrad DE (Melb) David Roberts BEd (Deakin), GDipBusMan (Monash), MaEd (Monash) Vince Rossignolo BEd (Melb) Cameron Sayers BEd (Deakin), GradDipAHW (Melb) Philip (Phil) Schmidt BSc (Monash), DipEd (Monash) Alan Scott BEd (VC), DipTeach (VC) Monique Sheehy BA (Monash), GDipEd (Melb) Joshua Sheffield BEdP (Melb) Robyn Shiels BSc (Melb), MA (UniTor), DipEd (Melb) Tarko Sibbel BMus (Melb), MMus Anit Singh DipEd (UB) Lisa Slingsby BEd (UniQld), BA (UniQld), MaEd (Melb) Kate Slorach DipTeach (VC), BTeach (Monash) Tess Sly BECE (Monash) Ngaire Smith BTeach (Deakin), BApSc (Deakin) Darryl Smith TTC (CTC), BaFA (VCA) Gary Smith BA (Melb), DipEd (Melb), MEdSt (Monash), GradCert (CENQ) Jane Smitten BECE (Monash) Antoinette (Nina) Sofo DipMus (Deakin), DipTeach (ACU), AssocDegAppPerf (BOX), BMusP (MELBUNI) Jane Stafford BECS (Melb) Jillian (Jill) Strong BA (Monash), DipEd (Monash), CELTA Lara Sydenham BMus (UA), DipEd (UA) Anna Symes BMus (Melb), BA (Melb), DipEd (LTU), GradCert (Monash) Mimma Tamborriello DipTeach (Melb), BEd (Melb) Marianne (Mary) Tattersall BEd (Deakin), MCD (ECU) Annette Taylor DipTeach (ECU), BEd (ECU) Lucy Thompson GDipEd (GU), BESc Rocco Toce BEd (Melb) Virginia Tonc BScEd (Melb), DipEA (HIE), PGradDip Management (AHRI) Deborah Trengove PhD (Melb), BA (Melb), MEdPsych (Melb), DipEd (SCVM) Barry Tudor BEd (Melb), GradDipSW Carolyn Tudor MEd LPC (Monash), MEd (Monash) Clay Tyrrell BPhysEd (LTU) Craig Tyrrell BApSc (Deakin), DipEd (Melb) Rhonda Vaughan BSc (Melb), GDipEd (RUS), GrapDip C (Deakin) Alanna Volker BMT (CQCM), DLT (Uni SQld) Elise Wackett BA (Melb), DipEd (Melb), PGradDipH (LTU) Ross Walker PhD (Monash), MA, DipEd (Melb) Margaret Walsh BA (UCant), DipEd (CHRTC) Elizabeth (Liz) Ware BEcon (MONASH), DipEd (Monash) Martin Wareham BSc (UniNewTyne), MSc (UniNewTyne), PGradCEd (OU) Kim Webb BSc (Monash), PGrad DE (UniQld) Justine Werba BBioSci (Monash), DipEd (Melb) Amanda White BTeach (Deakin), BApSc (Deakin), MaEd (CSU) Donnah White BA (VCA), DipEd (LTU), DipEd (ACU), MSpecEd (Monash)
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Denise Williams BSc (UNSW), GradDipJap (SWIN), DipEd (Monash) Coleen Williamson BTeach (Deakin), BApSc (Deakin), MaEd (Deakin) Janet (Jan) Wilson DipEd (Monash), DipInfMgt (Melb), BEcon (Monash) Ashley Wood BEd (Melb), GradDip (Monash), MaEd (UOF) Benjamin Woolhouse BTeach (Deakin), BApSc (Deakin)
St Leonard’s College
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St Leonard’s College
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Satisfaction surveys
St Leonard’s College participates on a biennial basis in the full range of surveys conducted by Independent Schools Victoria (ISV). The LEAD (Listen, Evaluate, Act, Deliver) benchmarks St Leonard’s College against other independent schools. In 2013, the full suite of surveys was conducted and highlighted the following:
Parent Satisfaction with the School The survey showed St Leonard’s College parent satisfaction to be above the state mean in all categories in relation to the relevant Independent Schools Victoria reference groups. The categories of the survey included: curriculum/academic program quality of teaching learning outcomes pastoral care discipline and safety resources parent involvement year transition overall satisfaction willingness to recommend the school to others
Student Satisfaction with the School The survey highlighted very high student satisfaction across all areas compared with the state mean. The results showed improved student satisfaction when compared with the 2011 surveys. Categories in the survey included: academic program learning outcomes pastoral care personal development/leadership discipline and safety school ethos and values peer relationships transition academic rigour feedback teacher knowledge teacher practice teacher/student rapport overall satisfaction
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Satisfaction surveys continued
Teacher Satisfaction with the School The survey showed overall high teacher satisfaction with the College across the categories surveyed. Categories in the survey included: resources and offerings technology school ethos and values student behaviour discipline learning support pastoral care parent involvement quality of teaching and learning teaching practice feedback goal alignment leadership and morale staff collaboration professional development overall satisfaction
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Financial overview
11.7%results 2013 actual financial Income Sources Actual 2013
0.6%
11.7% 11.7% 11.7%
Fees (72.8%)
0.6%
0.6% 0.6%
Government grants - recurrent (14.8%)
14.8%
Fees (72.8%) Fees (72.8%) Fees (72.8%) Government grants - capital (0.6%) Government grants - recurrent (14.8%)
Government grants - recurrent (14.8%) Government grants - recurrent (14.8%)
14.8%
Other income (11.7%)
14.8% 14.8%
Government grants - capital (0.6%)
Government grants - capital Government grants(0.6%) - capital (0.6%) Other income (11.7%)
Other income (11.7%)
Other income (11.7%)
72.8% 72.8% 72.8%
72.8% Expenditure Actual 2013 1.2%
7.1% 1.2%
7.1%
7.1%
1.2%7.2% 7.2% 4.6%
7.2%
1.2%
4.6%
4.3%
7.1%
Teaching and materials (10%) Salaries related (65.5%)
Salaries and related (65.5%)
Administration and clerical (4.3%) Teaching and materials (10%)
Building and grounds (4.6%) Administration and (4.3%)(10%) Teaching andclerical materials
4.3%
4.6%
Salaries and related (65.5%)
7.2%
Salaries and related (65.5%)
Sundry administration Building and grounds (7.2%) (4.6%) Administration and clerical (4.3%)
4.3%
Teaching and materials (10%)
Financial (1.2%) Sundry administration (7.2%)
4.6%10%
Building and grounds (4.6%)
Depreciation (7.1%) Administration and clerical (4.3%)
Financial (1.2%)
Sundry administration (7.2%)
10%
Building and grounds (4.6%) Depreciation (7.1%)
4.3%
Financial (1.2%) Sundry administration (7.2%)
10%
65.5%
10%
65.5%
Depreciation (7.1%) Financial (1.2%) Depreciation (7.1%)
65.5% 65.5%
St Leonard’s College
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St Leonard’s College 163 South Road, Brighton East, Victoria 3187 Australia phone [+61 3] 9909 9300 fax [+61 3] 9592 3439
www.stleonards.vic.edu.au
St Leonard’s College
An education for life.
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