Annual Report 2014
St Leonard’s College
annual report 2012 | 2
Table of Contents
An education for life.
From the Principal
4
College Council
5
Students outcomes: NAPLAN
- Year 3
7
- Year 5
8
- Year 7
9
- Year 9
10
Senior Secondary Outcomes
11
Teacher Professional Development
12
Teaching Staff
13-15
Satisfaction Surveys
16-17
Financial Overview
18
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 Reception.
St Leonard’s College is funded under the service agreement by the Department of Education and Early Childhood Development.
St Leonard’s College
Annual Report 2014 | 3
From the Principal
From Success to Significance The many and varied events of 2014 united, excited and extolled the virtues of all that is wonderful about our College, ensuring that our Centenary year was a brilliant celebration of our history, our character and our promise to the future. The intention of the theme for our Centenary year, ‘From Success to Significance’, was to challenge our young people and teachers to consider more deeply the human qualities, pursuits and desired outcomes that determine whether a school has become a significant learning community. For this to be true there must be evidence that our young people emerge with a deep understanding that their education is not just what it might selfishly bring to their lives, but through them what it might bring to the lives of others. The theme sought to reinforce our belief that the moral obligation of every school is to move beyond the promulgation of superficial ‘success’ stories and to seek to demonstrate the significant ways in which its current and future students can actively seek to influence the lives of others. It required us to challenge the nature of our many registered success stories and to determine which of these had real significance to others. At a personal level it required each of us to ponder the three questions we must all seek to answer in life: i. Who am I? ii. What is my purpose? iii. How shall I live unto others? Our celebrations provided many glorious opportunities to learn more about the individual and shared experiences of our alumni and former teachers, which have collectively shaped our DNA. Cherished friendships that nurtured values of kindness, passion and compassion for others emerged as a common thread, revealing a rich and colourful tapestry of lives well lived. In defining success and significance, our community came to realise that they are not mutually exclusive outcomes. Success undoubtedly builds confidence, which, akin to an iterative mathematical process, encourages us to become more significant in a multitude of ways. Building those experiences that successfully promote the learning and development of character has been an evident challenge actively pursued by those who have been instrumental in developing the school we enjoy today.
St Leonard’s College
It is fitting that our Dux in our Centenary year, Alaric Sanders, gained a perfect ATAR of 99.95 and acknowledged that his many school successes have helped provide him with the understanding of how he will make a significant contribution to others through his passion for science. Those who know Alaric and the class of 2014 will share my confidence that there is strong evidence that our young people, through their Leonardian education, have had nurtured in them great capacities for care and compassion, disciplined hard work and change, innovation and creativity. In recognition of the significant impact a St Leonard’s College education can have on the life of a young person, we spent considerable time in our Centenary year discussing our responsibility to young people who possess the potential to bring benefit to their families and local communities, but who lack the financial resources. It has been broadly recognised that providing access to a quality education through the development and provision of endowed scholarships has the potential to significantly alter the life’s pathway of members of the broader community. Our Centenary year provided the appropriate opportunity to address this inadequacy and to commence the important task of building a strong financial foundation to launch the Centenary Scholarship Appeal. I am delighted that alumni and parents have already started to make donations to ensure that this dream becomes a reality. One hundred years from now I would like to think that our current community has left a legacy of one hundred scholarships, a legacy that we believe will reflect our continued endeavour to move from success to significance. On behalf of the College community I would like to acknowledge the tireless commitment of our College Council and their support of the College leadership team. Their knowledge, wisdom and engagement in the development of strategic directions continue to strengthen our wonderful school. St Leonard’s College will enter its next 100 years with a record number of enrolments and prospective students on waitlists, which is a strong endorsement of our unique approach to providing our young people with ‘an education for life’.
Stuart Davis Principal
Annual Report 2014 | 4
College Council
Governance St Leonard’s College is a registered Company limited by Guarantee. It is a not for profit organisation; all revenue is used for the operations and development of the College. The St Leonard’s College Council is constituted by a board of directors (known as the Council) and is responsible for the setting of strategic goals consistent with the vision, values and mission statement of the College. The Council’s overarching duty is to ensure the highest standards of corporate governance prevail in all aspects of the College’s operation, from strategic planning to daily activities, and to oversee and maintain the long term viability of the College as a provider of the highest standard of coeducational primary and secondary education. The operation and management of the College is delegated to the Principal.
Council Members Chair Ian Presnell (January - September) MBBS MPM FRANZCP GHPE Nicki M Amiel (September - December) BA, Dip Ed (Primary), M Ed Studies Vice-Chair Ian A Moffatt LLB, Dip Commercial Law
Members Howard Bishop B Juris, LLB, Grad Dip Ind & Emp Rel
Company Secretary Samantha Corrigan BFA, CPA, GIA (Cert)
Penelope M Burns MA (Hons) (Oxon)
Principal Stuart D Davis BEd (Hons), MEd
Traci L Crampton BA Philip AD Galloway B Eng, Grad Dip Management Studies, MAICD
Deputy Principal Lisa Slingsby BEd Studies, BA, MEd
Rodney D Glover Paul Gower B Comm, CA Ken Lark AB (Economics) JD, MBA Cameron Frazer B Arch, B Eg, Grad Dip Management Studies Kim Visek-Johnson B Comm
St Leonard’s College
Annual Report 2014 | 5
St Leonard’s College
St Leonard’s College, located in Melbourne’s Bayside, is a coeducational, independent Uniting Church school offering educational opportunities for students from early learning through to year 12. The College is renowned for educating the whole person – head, heart and soul – and equips all students to face life’s challenges and make the most of its opportunities.
How does St Leonard’s College add value to the curriculum? St Leonard’s College takes an holistic approach to the education of its students, providing opportunities in a range of pursuits both in and out of the classroom. Some of the initiatives at St Leonard’s College include: •
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
•
The year 9 Big Experience program in which students visit countries such as Thailand, China, Vietnam and Borneo for three weeks in term 4, completing cultural and service activities
•
A Director of Technology Innovation, a Director of Curriculum Development and eLearning Coordinators guide and develop the information technology resources of the College
•
A mentoring program runs through Middle and Senior Schools, whereby each student is assigned a specific teacher to monitor their academic and pastoral progress and work closely with parents to ensure students are equipped to be the best they can be
Characteristics of the student body On Census Day, 1 August 2014, St Leonard’s College had an enrolment of 1341 students (prep – year 12) of whom 701 were boys and 640 were girls. There was one indigenous student, and two overseas full fee paying students.
Student attendances in 2014 The average student attendance rate 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 an absentee phone line and email address to report student absences. The College has an SMS system to notify parents of unexplained student absences and pastoral care staff work closely with parents if school attendance is identified as an issue.
St Leonard’s College
Annual Report 2014 | 6
Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 3
National Assessment Program Literacy and Numeracy Tests 2014 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
Reading
Students
10th
25th
50th
75th
90th
Median
Mean
National
274,892
302
355
410
451
497
420
419
State
65,092
324
373
432
492
545
431
433
49
377
430
498
561
600
493
492
National
274,335
309
359
402
439
464
410
402
State
64,886
342
382
423
461
486
428
417
48
383
406
449
470
492
453
442
275,312
295
349
405
452
487
415
412
65,105
311
366
421
474
526
421
420
48
381
395
436
491
557
436
446
275,312
305
361
417
469
507
427
426
65,105
326
378
433
493
556
431
437
48
410
433
476
527
599
476
488
National
274,307
304
347
393
436
468
402
402
State
65,087
320
363
413
464
513
416
415
49
374
420
463
520
542
463
469
School Writing
School Spelling
National State School
Grammar & Punctution
National State School
Numeracy
School
Reading
Writing
Spelling
Grammar & Punctuation
se(mean)
12
6
10
10
10
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 2014 | 7
Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 5
National Assessment Program Literacy and Numeracy Tests 2014 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
10th
25th
50th
75th
90th
Median
Mean
264,471
397
443
491
537
572
501
501
63,161
413
457
507
562
615
506
511
74
474
529
583
624
661
583
576
National
263,872
381
428
457
499
524
473
468
State
62,909
411
451
482
516
554
477
481
74
462
487
533
578
621
535
534
264,753
397
443
492
534
564
501
498
63,117
405
453
504
551
593
500
501
75
446
507
545
578
619
542
537
264,753
398
444
495
542
577
504
504
63,117
408
451
504
565
623
497
509
75
503
549
615
674
740
617
612
National
263,569
396
436
478
518
550
486
487
State
62,993
410
449
493
543
591
490
498
74
477
529
558
601
655
580
564
National State School
Writing
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)
9
7
8
10
7
Numeracy
St Leonard’s College Scaled Score
Reading
Students
State
National
Annual Report 2014 | 8
Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 7
National Assessment Program Literacy and Numeracy Tests 2014 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
10th
25th
50th
75th
90th
Median
Mean
242,003
456
494
536
577
609
544
546
61,535
464
502
548
597
644
548
551
149
529
560
599
647
694
595
606
National
242,127
422
466
505
545
575
512
511
State
61,559
441
478
518
565
606
523
519
149
493
527
567
599
631
570
563
National
242,729
446
493
540
581
610
548
545
State
61,679
454
503
551
595
636
554
548
149
496
547
589
628
670
592
588
National
242,729
444
487
533
579
613
542
544
State
61,679
447
490
540
595
649
545
544
149
512
550
598
650
698
591
601
National
241,049
455
490
532
575
610
540
546
State
61,361
465
499
543
595
648
543
551
150
509
552
598
642
705
596
602
National State 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
5
5
6
6
Numeracy
St Leonard’s College Scaled Score
Reading
Students
State
National
Annual Report 2014 | 9
Student outcomes in standardised national literacy and numeracy testing
NAPLAN
year 9
National Assessment Program Literacy and Numeracy Tests 2014 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
10th
25th
50th
75th
90th
Median
Mean
National
255,377
490
529
572
613
643
580
580
State
60,565
500
540
587
634
677
590
587
149
548
592
630
672
707
627
631
National
255,770
447
494
544
590
624
553
550
State
60,719
469
511
564
615
661
558
560
148
529
559
601
649
684
606
604
256,534
481
529
576
617
648
584
582
60,789
492
540
587
634
677
591
585
146
532
573
611
661
709
611
614
256,534
480
520
565
607
639
573
573
60,789
486
529
579
631
681
581
581
146
544
591
630
671
717
625
630
National
253,815
500
534
574
617
651
582
588
State
60,392
511
543
588
637
689
588
595
150
583
617
658
699
733
658
658
School Writing
School Spelling
National State School
Grammar & Punctution
National State 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
5
6
6
5
Numeracy
St Leonard’s College Scaled Score
Reading
Students
State
National
Annual Report 2014 | 10
Senior secondary outcomes
Year 12 Results The combined results of the class of 2014 reaffirm St Leonard’s College’s position as Bayside’s leading independent school.
International Baccalaureate Diploma Programme The International Baccalaureate Diploma Programme (IBDP) Dux for 2014 was Alaric Sanders with a perfect IB score of 45 and notional ATAR of 99.95. A further four students – Christopher Snitkjaer, Kate Matthews, Rebecca Punshon and Tiana Moutafis – achieved IB scores of 44 (ATAR 99.85). In the IBDP 64% of students achieved an equivalent ATAR of 90.00 or over and the median equivalent ATAR was 92.80.
Victorian Certificate Education The Victorian Certificate of Education (VCE) Dux for 2014 was Jordan Loschiavo with an ATAR of 97.75. The median ATAR for the VCE was 82.35 and 21% of students were ranked within the top 10% of the state.
Combined VCE and IB •
Median ATAR of 86.65
•
Median study score of 36*
•
62 perfect study scores achieved
•
24% of study scores 40* or above
*includes IBDP study score conversion
Student Retention In 2014 84% of students in year 12 had been at St Leonard’s College since year 9.
Vocational or Trade Training 1% of students completed a year 12 certificate of equivalent VET qualification in 2014.
Tertiary Destinations All 2014 graduates gained a first round offer, with 94% of applicants through VTAC receiving a university offer and 6% accepted into TAFE courses. Monash University was the most popular destination followed by RMIT and the University of Melbourne. In addition all students who achieved an ATAR of 99 or higher were offered scholarships.
St Leonard’s College
Annual Report 2014 | 11
Teacher professional development
As ongoing, purposeful and reflective learning is a key factor in improving teacher quality and, hence, student learning outcomes, all teachers at the College, whether permanent, casual or on contract, participated in a variety of professional learning activities during 2014. In addition to 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, mindfulness, eLearning and interpreting data. 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 Massive Open Online Courses (MOOCs), network meetings, professional reading and regular teacher collaboration. With the introduction of new ways to access student data, the primary learning focus for Middle and Senior School teachers was interpretation of data to inform practice, specifically PAT and NAPLAN data. A whole College approach to accessing and interpreting data was communicated to teachers during the July conference and in subsequent Teaching and Learning Forums. Teachers then worked in small faculty groups to apply their data interpretation to the design of more targeted, differentiated learning opportunities for their students. Junior School teachers collectively targeted numeracy as a learning focus. Dr Karina Wilkie from Monash University worked with teachers to assist them in developing their pedagogy for the teaching of maths. She will continue to work with these teachers in 2015. In the Early Learning Centre, five staff attended the Reggio Emilia study tour in Italy as part of the ongoing development and refinement of their understanding and pedagogy of the Reggio Emilia philosophy of education. Teachers had access to a number of grants to encourage and support post-graduate study, including the St Leonard’s College Council Study Support Grant to support teachers who wish to study at Masters and PhD level. The Postgraduate Study Recognition Grant, which has been in place for a number of years, supports study at any post-graduate level. All teachers met the Victorian Institute of Teaching professional learning requirements, mandating that they had completed 20 hours of professional learning in the 12 months prior to 30 September 2014. The College has offered all teachers more than enough professional learning opportunities during the past year to meet these requirements and will continue to do so in order that our teachers are the best they can be.
Workforce composition
Percentage of female and male teachers Year 2014 Staff Gender
Percentage
F
65
M
35
There were no indigenous employees in 2014.
St Leonard’s College
Annual Report 2014 | 12
Teacher standards and qualifications
In 2014, 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 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) Nathan Armstrong BA (Deaking), BEd (Deakin) Mel Asik BSc (Deakin), GDipEd (RMIT) Matthew Barker BACrA (UNSW), GDipEd (Melb), PGDip, MaEd (Melb) Timothy (Tim) Barlow BSc (Monash), DipEd (Monash) Belinda Barton BTeach (Melb), BBSc Elizabeth (Liz) Bawden-Nixon DipTeach (IECD), BEd (Melb) Brieta (Ingrid) Beck BA (UOSSA), DipEd (UOSSA) Prue Birch BEdP (Monash) Gillian Birrell BA (Melb), MaTeach (Melb), PGradDE (Melb) Michelle Booth GDipEd (LTU), BA (LTU), CEd (Monash) Ray Breed MSc (UOB), BEd (UOB) 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) Paul Carolan BA (Melb), DipEd (Melb) Lydia Chisholm BEd (VC) Teagan Collins BEdPE (Deakin) Catherine (Cate) Cox BA (Monash), DT Fiona Creak BA (LTU), GDipEd (ACU) 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) Lucy Dell’Osso BA (Monash), DipEd (Monash) Julianne (Jules) Dennett BA (Monash), DipEd (Monash) Frances (Fran) Devine BA (ANU), GDipEd (UCAN), GDipSpEd (VC), MEdSt SE (Monash) Diane Di Gemma DipTeach (VC), DipEd (Monash), BEd (LTU) Daniel Dunlevie BEdP (Melb) Thomas (Tom) Ellis BA (Deakin), BEd Sec (Deakin) Kate Esler BAh (Melb), DipEd (RMIT) 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
Annual Report 2014 | 13
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) Diana Gilbert BEng (Monash), Grad DipEd (RMIT) Michael Goldberg BEng (Monash), BCom (Monash), MaTeach (Melb) Simon Gould BSc, BEd, MaEd, DipSpBus Jessica Gourley BPhysEd (Deakin) Stephanie Graham BEd (Melb) Maria (Mary) Grande MA (RMIT), BEd (MelbCAE), BFA (VCA), C4 (AISV) Susanne Haake BA (Melb), PGradDA (Melb), GDipEd (Monash), GradCert (UNE), Cert (Monash) Emma Harkin BSc (Melb), DipEd (Melb) Jane Harrison BEd (Melb) Fabienne Harte BA Dianne Hay BB (Monash), GDipEd (Monash) Georgina Hearnden BEd (Melb) Barry Hill BSc (Melb), DipEd (Melb), PGradDipEA (Melb) Mark Hodges PhD (LTU) 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) Felicity Hutton BEd (Deakin), MaEd (Monash) Luisa Ingram BApSc (Deakin), GDipEd (Melb) 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) George Katris BEd (Melb), CIVTASESS David Kefaloukos BTeach (Deakin), BA (LTU) Tracie Kellock BMus (UNSW) Marilyn Kelmann BA (Monash), DipEd (TTC) Pat Kenny DipTeach (ACU), DipEd (Monash), MaEA (Deakin) Christina Klopfer DipEd (CCE), BEd (ACU) Roy Lee BEd (VC), CEd (QUB) Marc Lewandowski BScH, PGradCEd Gail Llewellyn BEcon (Monash), DipEd (Monash) Michael Loftus BA Hons (University of Huddersfield), PGradCertEd (University of Huddersfield) Caroline Lopez DEUG Applied Foreign Language (University of Nice), PGradCEd (USouth) Jane Lukaitis GDipEd (Deakin) Helen Lyall BEd (SCVT) 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) Vanessa Meehan BAh (LTU), DipEd (Melb), ADPSD (TCL), PerfC (TCL), PGradCTS (Melb) Lucy Moulton GDipEd (GU), BESc Dawn Mumford GDipSpEd (BurSC) Sonia Murr BA (Melb), DipEd (Monash) Naoko Nishikawa GDipEd (Monash), BA (DWU)
St Leonard’s College
Annual Report 2014 | 14
Donna O’Callaghan BEd 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) Stacey Pay DipChs Stephanie Pender BECE (Melb) Brianna (Bree) Phelan BECE 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) Prue Schwarz BA Hons (Melb), PGradDE (Monash) Alan Scott BEd (VC), DipTeach (VC) Monique Sheehy BA (Monash), GDipEd (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) 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 (Melb) Annabel Southey BA (Melb), BSci (Melb), MaTeach (Melb) Jane Stafford BECS (Melb) Jillian (Jill) Strong BA (Monash), DipEd (Monash), CELTA Mimma Tamborriello DipTeach (Melb), BEd (Melb) Marianne (Mary) Tattersall BEd (Deakin), MCD (ECU) Annette Taylor DipTeach (ECU), BEd (ECU) Rocco Toce BEd (Melb) Virginia Tonc BScEd (Melb), DipEA (HIE), PGradDip Management (AHRI) Deane Toohey BA (UC), GDipEd (UC) Deborah Trengove PhD (Melb), BA (Melb), MEdPsych (Melb), DipEd (SCVM) Barry Tudor BEd (Melb), GradDipSW Carolyn Tudor MEd LPC (Monash), MEd (Monash) 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) 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) 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) Katherine Zachest BEd (Deakin)
St Leonard’s College
Annual Report 2014 | 15
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) surveys benchmark St Leonard’s College against other independent schools. The full suite of surveys was conducted in 2013 with the next survey scheduled for 2015. The 2013 survey 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
St Leonard’s College
Annual Report 2014 | 16
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
St Leonard’s College
Annual Report 2014 | 17
Financial overview
12.2% results 2014 actual financial Income Sources Actual 2014
12.2% 12.2% 12.2%
Fees (73.1%) 14.7%
Government grants - recurrent (14.7%) Fees (73.1%) Feesincome (73.1%)(12.2%) Fees (73.1%) Other
14.7% 14.7% 14.7%
Government grants - recurrent (14.7%)
Government grants - recurrent (14.7%) Government grants - recurrent (14.7%) Other income (12.2%)
Other income (12.2%) (12.2%) Other income
73.1% 73.1% 73.1%
73.1% Expenditure Actual 2014 0.8%
7.3%
0.8% 6.5%
0.8%
6.5%
4.3%
6.5%
4.3%
4.3% 5%
0.8%
5%
7.3%
7.3% Salaries and related (65.8%)
7.3%
Teaching and materials (10.4%) Salaries related (65.8%)
Salaries and related (65.8%)
Administration and clerical (5%) Teaching and materials (10.4%)
Building and grounds (4.3%) Administration and (5%) (10.4%) Teaching andclerical materials
6.5%
Salaries and related (65.8%)
Sundry administration Building and grounds (6.5%) (4.3%) Administration and clerical (5%)
5%
Teaching and materials (10.4%)
4.3%
Financial (0.8%) Sundry administration (6.5%)
Building and grounds (4.3%)
10.4%
Depreciation (7.3%) Administration and clerical (5%)
Financial (0.8%)
Sundry administration (6.5%)
5%10.4%
Building and grounds (4.3%) Depreciation (7.3%)
Financial (0.8%) Sundry administration (6.5%)
10.4%
65.8%
10.4%
65.8%
Depreciation (7.3%) Financial (0.8%) Depreciation (7.3%)
65.8% 65.8%
St Leonard’s College
Annual Report 2014 | 18
St Leonard’s College
Annual Report 2014 | 19
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
Annual Report 2014 | 20