Annual Report 2016
stleonards.vic.edu.au | 1
2 | St Leonard’s College Annual Report 2016
Contents
From the Principal
4
College Council
6
St Leonard’s College in 2016
7
Student Outcomes: NAPLAN 2016
8
Senior Secondary Outcomes
12
Teacher Professional Learning
13
Teaching Staff
15
Satisfaction Surveys
20
Financial Overview
22
From the Principal
Confidence
“Teachers open the doors, but you must enter by yourself” This famous Chinese proverb reminds us that in addition to teachers developing academic skills and qualities in our young people, we must also be mindful of the importance of developing their confidence so that they will utilise their full array of skills and talents and thereby further develop their confidence to conquer greater challenges. 2016 was a landmark year in asserting St Leonard’s reputation as one of Australia’s foremost schools. The brilliant response of our teachers to the invitation to challenge the current quality of curriculum, pedagogies, assessment, reporting and, most significantly, the emotional, social and psychological development and wellbeing of our young people, has resulted in the development of an even stronger set of experiences for our students and parents. The supporting foundations for this educational revolution were engineered through our investment in the all-important and expensive resource of time.
4 | St Leonard’s College Annual Report 2016
The reduction to contact teaching and student
The completion of the Visual Arts Centre allowed us
management hours for our teachers so that they
to centralise the creative capacity and resources of
might spend more time planning, crafting curriculum,
the Art Faculty and so create an environment that will
observing each other teach and providing feedback
enthuse and excite our students to further develop
to students and their parents is yielding a brilliant
their creative talents.
educational journey for our students from ELC to year 12.
The decanting of the former arts studios subsequently provided the opportunity to relocate the library to the
I would like to express my appreciation to our
heart of the campus, in addition to allowing for the
College Council for their support and engagement in
creation of a designated LOTE Centre, which features
this substantial investment and in encouraging our
a faculty centre, classrooms, language laboratories and
teachers to access postgraduate studies that further
tutorial spaces. The centralisation of the art facility
inform our practice and outcomes in all domains
also created the potential to further develop and
of school life. Few schools enjoy this strength of
enhance the music and drama studios.
governance combined with respectful support for the College leadership.
2016 has proven to be an extraordinary year, one in which we have transformed our academic, pastoral,
In addition to the redevelopment of our academic
cocurriculum programs and the physical environments
framework, 2016 has been a highly successful and
in which we teach.
exciting year in the execution of the College Master Plan, framed to shape our learning environments in recognition of the benefit of well-designed classrooms,
Stuart Davis
laboratories and studios on student performance.
Principal
stleonards.vic.edu.au | 5
College Council
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
Penelope Burns
Jen Neate
Nicki Amiel
MA (Hons) (Oxon)
(April - December)
Traci Crampton
Kim Visek-Johnson
BA
B Com
BA, Dip Ed (Primary), M Ed Studies
Vice-Chair Ian Moffatt LLB, Dip Commercial Law
Cameron Frazer
(January - July)
B Arch, B Eng, Grad Dip Management Studies, GAICD
Paul Gower B Com, CA
Philip Galloway
(July - December)
B Eng, Grad Dip Management
Members Kate Bennett Eriksson B Bus (Technology), ACPA, MAICD Howard Bishop B Juris, LLB, Grad Dip Ind & Emp Rel
6 | St Leonard’s College Annual Report 2016
Studies, MAICD Ken Lark AB (Economics) JD, MBA
Company Secretary Samantha Corrigan BFA, CPA, GIA (Cert)
Principal Stuart Davis BEd (Hons), MEd
Deputy Principal Lisa Slingsby BEd Studies, BA, MEd
St Leonard’s College in 2016
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?
Characteristics of the student body
St Leonard’s College takes an holistic approach to the
had an enrolment of 1,404 students (prep – year
education of its students, providing opportunities in
12) of whom 717 were boys and 687 were girls. ELC
a range of pursuits both in and out of the classroom.
enrolment was 69 students, of whom 36 were girls and
Some of the initiatives at St Leonard’s College include:
38 were boys. There was three Indigenous students,
On Census Day, 5 August 2016, St Leonard’s College
and one overseas full-fee paying student. • A Talent Development Coordinator, responsible for organising participation in Tournament of Minds,
Student attendances in 2016
Future Problem Solving and da Vinci Decathlon
The average student attendance rate from prep to
• The year 9 Big Experience program in which
year 12 was 94.4 %.
students visit countries such as Thailand, China and Vietnam for three weeks in term 4, completing
Student attendance is taken several times per day
cultural and service activities
and recorded electronically on the College database.
• A Director of Technology Innovation, a Director
Parents are given an absentee phone line and email
of Curriculum Development and eLearning
address to report student absences. The College has an
Coordinators guide and develop the information
SMS system to notify parents of unexplained student
technology resources of the College
absences and pastoral care staff work closely with
• A mentoring program that sees each student
parents if school attendance is identified as an issue.
assigned a specific teacher responsible for monitoring their academic and pastoral progress and working closely with parents to ensure students are equipped to be the best they can be
stleonards.vic.edu.au | 7
Student Outcomes NAPLAN Year 3 2016
Year 3: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
Reading
Writing
Spelling
Grammar and Punctuation Numeracy
Students
10th
25th
50th
75th
90th
Median
Mean
National
293,025
310
360
416
468
505
427
426
State
70,796
328
379
439
497
547
442
438
School
45
431
481
524
571
621
517
527
National
292,545
340
382
419
451
473
426
421
State
70,516
367
402
441
474
503
445
436
School
45
403
444
469
490
530
472
467
National
293,313
304
358
411
460
497
421
420
State
70,668
318
373
427
483
538
428
428
School
45
394
440
484
518
549
489
477
National
293,313
319
368
424
478
519
434
436
State
70,668
334
383
443
508
571
437
448
School
45
433
471
517
552
604
521
519
National
292,376
307
346
391
435
469
400
402
State
70,673
319
360
409
463
519
406
415
School
45
403
438
478
519
566
480
480
Grammar & D1*F?$?)6<=6)?41GH/+G Writing Spelling Punctuation
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State National
Student Outcomes NAPLAN Year 5 2016
Year 5: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
Reading
Writing
Spelling
Grammar and Punctuation Numeracy
Students
10th
25th
50th
75th
90th
Median
Mean
National
279,998
398
446
495
538
571
503
501
State
67,274
413
460
511
564
611
509
511
School
88
482
519
548
607
637
549
558
National
279,548
397
435
471
503
529
477
476
State
66,999
420
457
490
528
565
485
491
School
88
434
478
517
540
583
523
511
National
280,264
395
440
486
527
558
494
493
State
67,155
409
453
499
545
590
501
499
School
88
461
490
527
566
597
529
530
National
280,264
402
448
496
541
576
504
505
State
67,155
409
453
504
561
620
501
510
School
88
466
502
543
622
697
535
564
National
278,899
401
440
483
524
556
491
493
State
67,046
416
455
498
547
599
501
504
School
88
464
503
539
584
643
537
550
Grammar &
D1*F?'?)6<=6)?41GH/+G Spelling Punctuation
Reading
Writing
Numeracy 686
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9 634 582
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St Leonardâ&#x20AC;&#x2122;s College Scaled Score
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State National
5 426
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stleonards.vic.edu.au | 9
Student Outcomes NAPLAN Year 7 2016
Year 7: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
Reading
Writing
Spelling
Grammar and Punctuation
Numeracy
Students
10th
25th
50th
75th
90th
Median
Mean
National
264,677
452
490
532
572
602
539
541
State
64,459
461
499
543
592
638
545
547
School
163
534
567
612
648
694
616
613
National
264,972
428
469
508
547
576
516
515
State
64,544
453
487
530
575
615
535
530
School
162
506
543
581
612
658
585
578
National
265,579
447
491
535
576
607
543
543
State
64,684
455
498
543
591
638
542
545
School
162
510
547
589
625
669
589
589
National
265,579
442
484
530
574
607
539
540
State
64,684
449
491
540
595
649
546
545
School
162
516
565
614
669
715
614
615
National
263,612
458
496
539
580
612
547
550
State
64,369
470
508
551
599
648
551
558
School
164
553
584
622
662
726
621
631
Grammar &
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10 686
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10 | St Leonardâ&#x20AC;&#x2122;s College Annual Report 2016
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Scaled Score
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State National
Student Outcomes NAPLAN Year 9 2016
Year 9: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.
Reading
Writing
Spelling
Grammar and Punctuation
Numeracy
Students
10th
25th
50th
75th
90th
Median
Mean
National
234,524
495
532
572
611
641
580
581
State
59,789
503
541
584
630
673
584
586
School
150
566
591
632
678
709
632
636
National
235,333
453
497
543
585
616
551
549
State
60,003
475
518
567
614
661
573
564
School
151
541
569
610
655
689
609
614
National
235,898
484
529
573
613
644
581
580
State
60,097
491
539
584
629
674
584
583
School
151
550
579
619
658
710
620
623
National
235,898
483
520
560
599
629
568
569
State
60,097
487
526
570
621
672
576
575
School
151
543
587
628
676
727
635
634
National
233,300
508
539
576
614
647
583
589
State
59,700
518
548
586
634
685
587
596
School
153
562
602
637
684
722
639
642
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stleonards.vic.edu.au | 11
Senior Secondary Outcomes
Year 12 Results International Baccalaureate Diploma Programme The International Baccalaureate Diploma Programme (IBDP) Duces for 2016 were Sophie Tallis, Rhea Singh and Isobel Galloway, who received IBDP scores of 44 (notional ATAR 99.85). In the IBDP, 80% of students achieved a notional ATAR of 90.00 or higher and the median notional ATAR was 96.80. Victorian Certificate of Education The Victorian Certificate of Education (VCE) Duces for 2016 were Rebecca O’Connell and Samuel Slykhuis with ATARs of 99.35. Perfect study scores were achieved in Geography, Business Management and Studio Arts. Combined VCE and IBDP Our combined VCE and IBDP results highlight the wonderful achievements of the class of 2016: • 39% gained an ATAR of 90 or above, placing them in the top 10% of the state • 65% of students gained an ATAR of 80 or above, placing them in the top 20% of the state • Median ATAR of 85.75
Student Retention In 2016, 89% of students in year 12 had been at St Leonard’s College since year 9.
Vocational or Trade Training In 2016, 7% of students completed a year 12 certificate of equivalent VET qualification.
Tertiary Destinations Of the students who applied through VTAC in 2016, 97.8% gained a first round offer. Monash University was the most popular destination for our VCE and IBDP graduates, with 39% offered a place in a course at Monash. Many students also gained places at RMIT and Melbourne University, with 33% of students accepted to these institutions.
12 | St Leonard’s College Annual Report 2016
Teacher Professional Learning
Throughout the 2016 academic year, St Leonard’s
• Compliance training in childsafe practices, anti-
College has continued to invest in the professional
bullying, anaphylaxis, first aid, wilderness first aid,
development of its teachers, recognising that the quality
surf life-saving, CPR and asthma
of a school cannot exceed the quality of its teachers. We continued to develop collective capacity of our teachers
• Effective use of the Schoolbox Learning Management System
and leaders in areas prioritised by the College Executive including but not limited to the following:
While offering staff a range of opportunities to learn from experts by attending external conferences,
• Leadership
workshops and training, our most important
• Academic leadership – including both curriculum
commitment to the development of staff is to provide
and pedagogical leadership
them with opportunities to continue their learning on
• Creating a culture of learning and thinking
campus as they go about their core business of creating
• Curriculum design
powerful learning opportunities for our students.
• 21st century thinking and learning pedagogies • Technology in the service of learning
To that end, we continue to invest in structures and
• VCE and IB principles, practices and new course
processes that will allow staff to learn with and from
designs
each other. Our action learning model of professional
• Discipline knowledge and skills
development is an iterative process of examining
• Strategies for teaching students with learning
current practices, implementing new learning and
needs, including those with ADD and ADHD,
teaching strategies and measuring impact on student
Autism spectrum disorder, Dyslexia and working
learning and growth.
memory issues • Differentiation
Teachers are required to work in small professional
• Pastoral care and wellbeing – including training
learning teams, called TRIADS, conducting research,
and workshops on mindfulness and restorative
implementing practices, observing and providing
practices
feedback to each other, analysing evidence and data
• Action learning and collaborative practice
of student learning, and attempting to measure
• Peer observation and feedback strategies
the impact of these strategies on student growth
• Using evidence to inform practice and identify
and improvement. Teachers engage in structured
areas of student need
professional conversations about their practice and
stleonards.vic.edu.au | 13
the learning of their students and make adjustments where necessary. This an annual process and forms the foundation for our internal professional learning and growth model. In addition, we have continued to invest in the development of our academic leadership team, building collegiality, knowledge and skills through a series of full day workshops on topics such as leading a culture of thinking, making thinking visible, transitioning to a concept-based curriculum, designing curriculum that is lifeworthy, and using data to analyse student performance and inform practice. Furthermore, our ongoing relationship with Harvard
of areas including, but not limited to, Women in
Graduate School of Education and its Project Zero
Leadership, Masters of Education and Masters of
work has proved valuable and inspiring for the many
Instruction. It is encouraging to see the number of
staff who have had access to the three full day, in-
staff applying for scholarships and positions in post-
house workshops provided in 2016. This opportunity
graduate courses.
for staff to work with leading educational researchers has allowed us to further develop the work we began in
Induction and mentoring continue to be important
2015 and to build a shared vision and understanding of
elements of our professional Learning program.
what it means to build a learning culture where student
The 2015 review and subsequent development of
thinking is prioritised across the College.
the program has allowed for a more comprehensive induction process for all new staff to the College.
As of 2016, all teachers across the country are
Through a dedicated mentoring program, five graduate
required to develop their skills, knowledge and
teachers successfully achieved full registration with
understanding of best practices in the teaching
the VIT after being successfully guided through the
of students with particular learning needs. As a
demanding application process.
mandatory part of ongoing Victorian Institute of Teaching registration, development in this area has
Investment in the learning and development of teachers,
become embedded in our annual professional learning
whose core business is to nurture the growth of the
program. In this way, teachers can feel supported and
young people who choose a St Leonard’s education, is
increasingly confident in their endeavours to design
critical to the ongoing improvement of the College. I
learning opportunities that best address each child’s
thank the College for its continued commitment to the
particular needs.
growth and development of its teachers.
Scholarships and post-graduate study grants were
Jacqui Coker
awarded in 2016 to successful applicants in a range
Director of Teacher Professional Learning
14 | St Leonard’s College Annual Report 2016
Teaching Staff
Workforce Composition In 2016, 31% of teachers were female and 69% were male. There were no Indigenous employees.
Teacher Standards and Qualifications The following teachers were engaged in either full time equivalent or part time employment at St Leonardâ&#x20AC;&#x2122;s College in 2016. 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) Gregory Anderson DT (Monash), BEd
Kimberly Anderson DipEd (Melb), BA (UORE)
Vaughan Anderson BBus (VU), GDipEd (VU)
Margot Anwar HighDipTeach Art & Craft (MelbSC)
John Arbuckle BTh (MCD), DipEd (Melb)
Nathan Armstrong BA (Deakin), BEd (Deakin)
Mel Asik BSc (Deakin), GDipEd (RMIT) Lara Banerji BSc (SUN), PGradDipEd (SUN)
Matthew Barker BACrA (UNSW), GDipEd (Melb), PGDip, MEd (Melb)
Timothy Barlow BSc (Monash), DipEd (Monash)
Belinda Barton BTeach (Melb), BBSc
Elizabeth Bawden-Nixon DipTeach (IECD), BEd (Melb)
Brieta (Ingrid) Beck BA (UOSSA), DipEd (UOSSA)
Lauren Binge BBiomedSc (Monash), PhD (Monash), GDipEd Sec Michelle Booth GDipEd (LTU), BA (LTU), CEd (Monash) Teagan Boughton BEdPE (Deakin) Ray Breed MSc (UOB), BEd (UOB) Clare Brown BEng (Monash), GDipSecEd (Monash) Sun Buntine BA (UCal), MEd (Colombia) Norman Burke GDipSecEd (Monash), BIT (Monash), AdDip LibArts (CIT) Elvira Caballero BA ModLang (UCVenez) Andrew Caris BSc (Monash), DipEd (Monash), BEd (LTU) Paul Carolan BA (Melb), DipEd (Melb) Katherine Cavnoudias BEd (Monash), BSc (Monash) Claire Charenton BA (Adelaide), GDipEd (LTU), MEd (USQ) Jess Chirnside GDipEd Sec
stleonards.vic.edu.au | 15
Lydia Chisholm BEd (VC)
Jacqueline Coker BEd (Monash)
Maddison Cooper BEd (Monash) Monica Costa BA (RMIT), BEd (Melb), MA (RMIT)
Anastasia Courtney BSc (Melb), BScHon (Melb), MTeach (Melb)
Fiona Creak BA (LTU), GDipEd (ACU)
Jane Cuttler BEd, DipEd
Greg Daniels BCom (Melb), BEd (Deakin)
Louise Daniels BEd (UTAS)
Simon Daniels GDip (Monash), BSc (Monash)
Stuart Davis BEdh (Lond), MEd (Monash)
Casey Deng BEd (Monash)
Julianne Dennett BA (Monash), DipEd (Monash)
Frances Devine BA (ANU), GDipEd (UCAN), GDipSpEd (VC), MEdSt SE (Monash)
Daniel Dunlevie BEdP (Melb)
Thomas Ellis BA (Deakin), BEdSec (Deakin)
Kate Esler BAh (Melb), DipEd (RMIT)
Merrin Evergreen BAppSc Biochem (LTU), BEd (Melb), PhD (Monash), MEd (Monash), PGDipEd (UA) Danielle Fee BOE (LTU) Susan Ferguson-Brown GDipEd (Monash), BA (ANU), BEcon (LTU), MSc, DFP (Deakin)
Susana Fernandez-McKeown BA (Melb), GDip Interp & Trans (Deakin), GDip Learn&Teach (CDU), MAppLing (Melb)
Thomas Fisher BEcon (Monash), EdD (Monash)
Barry Fleming PhD (UON), BScH (UON), GDipEd (Monash)
Barry Fletcher BEd (VC), AMusA (AMEB)
Emma Forte BA (Melb), MTeach (Melb)
Fiona Fowler MEd (Monash), DipEd (Melb), BA (RMIT)
Ian Fraser BA (Monash), DipEd (Monash) Katrina Frazer BEd VisArts (Melb)
Belinda Frew BEd (ACU)
Elizabeth Furman MEdSt (Monash), BMusEd (Melb), AMusA (AMEB)
Lara Gambino GDipEd (Monash), BScH (Monash), BTeach (Deakin), BHS (Deakin)
Beth George BA (SCU), BEd (CSU)
Diana Gilbert BEng (Monash), GDipEd (RMIT)
Jessica Gourley BPhysEd (Deakin) Elise Graham BAppSc (Deakin), BTeach (Deakin) Stephanie Graham BEd (Melb) Maria (Mary) Grande MA (RMIT), BEd (MelbCAE), BFA (VCA), C4 (AISV) Hugh Gundlach BA (Melb), BCom (Melb), Dip ModLang (Melb), MBusAdmin (RMIT), MTeach (Melb),
MCom (Melb), PGDipTeach (Melb)
16 | St Leonardâ&#x20AC;&#x2122;s College Annual Report 2016
Susanne Haake BA (Melb), PGradDA (Melb), GDipEd (Monash), GCert (UNE), Cert (Monash) Emma Hall BEd (UON) Katherine Hall BEd (UniStr)
Emma Harkin BSc (Melb), DipEd (Melb)
Jane Harrison BEd (Melb)
Fabienne Harte BA
Benjamin Hay BA (UQ), LLB (UQ), GDipLegPrac
Dianne Hay BB (Monash), GDipEd (Monash)
Rebecca Hayes BPod (LTU), GDipEd (VU) Georgina Hearnden BEd (Melb) Barry Hill BSc (Melb), DipEd (Melb), PGradDipEA (Melb)
Mark Hodges PhD (LTU)
Kate Hughes PGradCEd (UniSA), BEnSc (UniSA)
David Huntley BA (LTU), DipEd (Monash), BLitt (Melb)
Nicole Hutchinson BAMus (BOX), MATeach (Melb)
Felicity Hutton BEd (Deakin), MEd (Monash)
Christopher Hyde BSc (Deakin), BTeach (Deakin) Luisa Ingram BAppSc (Deakin), GDipEd (Melb) Michael James BScAM (Lond), PGradCEd (Lond), MSc
Caroline Jansen DEUG App Foreign Lang (UNS), PGradCEd (UniSA)
David Jennings BA (ACU), BTeach (ACU)
Carole Johnson BA (Monash), DipEd (Monash)
Peter Johnson BA (Monash), BEd (Monash)
Christopher Jones BAppSc (UOB), GDipEd (Melb), MAppSc HumMov
Merrilee Jongsma BEd Prim (CUTIN)
Hind Karim GDipEd (Monash)
George Katris BEd (Melb), CIVTASESS
Tracie Kellock BMus (UNSW)
Marilyn Kelmann BA (Monash), DipEd (TTC) Pat Kenny DipTeach (ACU), DipEd (Monash), MaEA (Deakin) Siti Kim BSc (MUR), Cert (MUR), GDipEd (Monash), MTeach (UTAS) Christina Klopfer DipEd (CCE), BEd (ACU) Mirella Lauretta MEd SE (Deakin) Cassandra Lawless BEd (ACU) Gail Llewellyn BEcon (Monash), DipEd (Monash) Jane Lukaitis GDipEd (Deakin) Helen Lyall BEd (SCVT) Daniel Mackay BEd (ACU) Coleen Malik BTeach (Deakin), BAppSc (Deakin), MEd (Deakin)
stleonards.vic.edu.au | 17
Robyn Marshall BEd (CC), MEd (Deakin) Andrew McAree BAppSc (FIT), GDipEd (Melb), MA (VU) Robert McArthur BA (Melb), BAHon (Melb), PhD (Melb), GDipEd (Melb) Dianne McCaughey BSc (ANU), GDipEd (CC) Monique McCorry BA (Monash), GDipEd (Melb) Matthew McDonald BAh (Melb), BL (Melb), PGrad DE (Melb) Nicole McGrath BA (Melb), BTeach Prim (Melb) Annie McGuire MEd Cameron McKenzie BSc (Melb), DipEd (Melb), GDipE (Melb), MEd (CSU) Tess McSly BECE (Monash) John Moore BA (LTU), GDipEd (Monash)
Lucy Moulton GDipEd (GU), BESc Sonia Murr BA (Melb), DipEd (Monash) Leah O’Toole BA (Monash), DipEd (Monash), GDipICTinE (Monash) Jahanna Parry PGrad DE (Melb), BECS (Melb) Sian Parry BMus (Melb) Veronica Parsons BEdSC (Melb), GDip (Monash) Stacey Pay DipChs
Brooke Plymin BHSc (Deakin), GDipEd (RMIT) Joshua Probyn-Smith BEd (Monash)
Jacqueline Raphael GDipEd (Melb), BAppSc (SUT)
Christopher Raudys BA (BendColAE), GDipEd (Melb)
Jill Reilly DipAppSc (RMIT), DipFFSN, TTTC Eleanor Richards BEdSC (Melb), PGrad DE (Melb) Jonathan Ricketson BA (Melb), MTeach (Melb)
Craig Rodgers MEd (Melb)
Vince Rossignolo BEd (Melb)
Rebecca Rouse BMus (Melb), MTeach (Melb)
Camille Ruiz BA Teach (UNE)
Jonathan Samson-Gower BEng (UTAS), BTeach (UTAS)
Marietta Samson-Gower BA (UTAS), BTeach (UTAS), CertEd (UON)
Tim Sanatamaria BA (Melb), BTeach (Melb)
Cameron Sayers BEd (Deakin), GDipAHW (Melb)
Keellee Scarff BEd Sec (ECU)
Philip Schmidt BSc (Monash), DipEd (Monash)
Prue Schwarz BA Hons (Melb), PGradDE (Monash) Alan Scott BEd (VC), DipTeach (VC) Yunyun Shan MTeach (Monash)
Linda Shardlow BSc (Melb), GDipEd (Melb), MEd (Melb)
Sarah Sheridan BMus (Wales), Cert (URE), PGCert Dyx & Lit (York)
18 | St Leonard’s College Annual Report 2016
Robyn Shiels BSc (Melb), MA (UOFT), DipEd (Melb) Jason Shulman BEd Sec (Melb), MEd (Melb), PGCert CurLead (Melb)
Tarko Sibbel BMus (Melb), MMus (VCA)
Lisa Slingsby BEd (UQ), BA (UQ), MEd (Melb)
Kate Slorach DipTeach (VC), BTeach (Monash)
Gary Smith BA (Melb), DipEd (Melb), MEdSt (Monash), GCert (CENQ)
Nicole Smith BEd Prim
Jane Smitten BECE (Monash)
Antoinette (Nina) Sofo DipMus (Deakin), DipTeach (ACU), AssocDegAppPerf (BOX), BMusP (Melb) Annabel Southey BA (Melb), BSc (Melb), MTeach (Melb) Jane Stafford BECS (Melb) Vanessa Stevens BA Hons (Monash), GDipEd (MelbCAE)
Mimma Tamborriello DipTeach (Melb), BEd (Melb)
Marianne Tattersall BEd (Deakin), MCD (ECU)
Annette Taylor DipTeach (ECU), BEd (ECU) Rocco Toce BEd (Melb) Virginia Tonc BScEd (Melb), DipEA (HIE), PGDip Mgmt (AHRI) Deane Toohey BA (UC), GDipEd (UC) Maya Treacy BEco (Usakti), MAcc (Swinb), MTeach (Deakin) Deborah Trengove PhD (Melb), BA (Melb), MEd Psych (Melb), DipEd (SCVM) Barry Tudor BEd (Melb), GDipSW Carolyn Tudor MEd LPC (Monash), MEd (Monash) Claire Tyrrell BHS (Deakin), BTeach (Deakin)
Rhonda Vaughan BSc (Melb), GDipEd (RUS), GDip C (Deakin)
Elise Wackett BA (Melb), DipEd (Melb), PGDipH (LTU)
Margaret Walsh BA (UCant), DipEd (CHRTC) Philip Walsh BEd (Adel) Martin Wareham BSc (NCL), MSc (NCL), PGCertEd (KU) Emily Wassink BA (Monash), GDipEd (Monash), MEd (Melb) Kim Webb BSc (Monash), PGrad DE (UQ) Juliette Wegdam BA (AHK) Justine Werba BBioSc (Monash), DipEd (Melb)
Amanda White BTeach (Deakin), BAppSc (Deakin), MEd (CSU)
Donnah White BA (VCA), DipEd (LTU), DipEd (ACU), MSpecEd (Monash)
Janet Wilson DipEd (Monash), DipInfMgt (Melb), BEcon (Monash)
Ashley Wood BEd (Melb), GDip (Monash), MEd (UOF)
Catriona Woodford BA (Monash), BEd (Monash) Benjamin Woolhouse BTeach (Deakin), BAppSc (Deakin) Katherine Zachest BEd (Deakin)
stleonards.vic.edu.au | 19
Satisfaction Surveys
St Leonard’s College participates in the full range of surveys conducted biennially by Independent Schools Victoria (ISV). The Listen, Evaluate, Act, Delivery (LEAD) surveys benchmark St Leonard’s College against other independent schools. The full suite of surveys was conducted in 2015, and will run again in 2017. Results of the 2015 surveys are summarised below. Parent satisfaction
• Pastoral care
The survey showed high parent satisfaction in all
• Personal development/leadership
categories in relation to the relevant ISV reference
• Discipline and safety
groups. The categories surveyed included:
• Resources • School ethos and values
• Curriculum/academic program
• Peer relationships
• Quality of teaching
• Transition
• Learning outcomes
• Academic rigour
• Pastoral care
• Feedback
• Discipline and safety
• Teacher knowledge
• Resources
• Teacher practice
• Parent involvement
• Teacher/student rapport
• Year transition
• Overall satisfaction
• Overall satisfaction • Willingness to recommend the school to others
Staff satisfaction The survey showed overall high staff satisfaction with
Student satisfaction
the College across all the categories surveyed. The
The survey highlighted very high student satisfaction
categories surveyed included:
across all areas when compared with the state mean. Categories in the survey included:
• Resources and offerings • Technology
• Academic program
• School ethos and values
• Learning outcomes
• Student behaviour
20 | St Leonard’s College Annual Report 2016
• 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
stleonards.vic.edu.au | 21
Income Sources Actual 2016 Income Sources Actual 2016 11.8%
Income Sources Actual 2016
11.8%
Financial Overview
11.8%
14.9%
%
%
73.3%
Income Sou Actual 20
Fees (net) income (73.3%) Government grants - recurrent (14.9%)
2016 Actual Financial Results
Government grants - capital (11.8%)
73.3% Income Sources Actual 2016
11.8%
Expenditure Actual 2016
73.3% Expenditure
Income Sources Actual 2016
Actual 2016
0.0% 7.1%
11.8%
14.9%
)
)
Salaries and r
6.5%
Teaching and
4.7%
14.9%
Administrativ Building and
4.5%
Sundry admin
Financial (0.0
11.5%
Depreciation
65.7%
73.3%
73.3% 0.0%
Fees (net) income (73.3%)
7.1% 0.0% Government grants - capital (11.8%) 7.1% 6.5% Government grants - recurrent (14.9%)
4.7%
Expenditure Actual 2016
4.7% 4.5%
6.5%
Salaries and related (65.7%)
Fees (net) income (73.3%)
Teachingand andrelated materials (11.5%) Salaries (65.7%)
Government grants - recurrent (14.9%)
Administrative and clerical (4.5%) Teaching and materials (11.5%)
Government 0.0%grants - capital (11.8%)
Building and grounds (4.7%)(4.5%) Administrative and clerical
7.1%
Salaries and related (65.7%)
Sundry (6.5%) Buildingadministration and grounds (4.7%)
6.5%
4.5%
Teaching and materials (11.5%)
4.7%
Administrative and clerical (4.5%)
Financial (0.0%) Sundry administration (6.5%)
11.5%
4.5%
Building and grounds (4.7%)
Expenditure Actual 2016 11.5%
Sundry administration (6.5%)
11.5%
Depreciation and amortisation (7.1%) Financial (0.0%)
65.7%
Financial (0.0%)
65.7% 65.7%
Depreciation and amortisation (7.1%) 0.0% 7.1%
Depreciation and amortisation (7.1%)
6.5% 4.7% 22 | St Leonardâ&#x20AC;&#x2122;s College Annual Report 2016
4.5%
stleonards.vic.edu.au | 23
St Leonard’s College
stleonards@stleonards.vic.edu.au
P (+61 3) 9909 9300
ABN 52 006 106 556
163 South Road, Brighton East VIC 3187
stleonards.vic.edu.au
F (+61 3) 9592 3439
CRICOS 00343K
24 | St Leonard’s College Annual Report 2016