2014 Annual Community Report
Contents Our School ........................................................................................................ 1 Mission, Vision and Values ................................................................................ 1 School Overview ................................................................................................ 2 Corporate Structure ........................................................................................... 2 Principal’s Report ............................................................................................... 3 Governance ....................................................................................................... 4 Class of 2014 VCE Results .............................................................................. 5 NAPLAN ............................................................................................................ 6 NAPLAN ............................................................................................................ 7 Parent Satisfaction Survey ................................................................................ 8 Staff and Student Satisfaction............................................................................. 11 Finance .............................................................................................................. 12 Staff .................................................................................................................... 13 Staff Qualifications ............................................................................................. 14
Contact Information Williamstown Campus 67 The Strand Newport Vic 3015 Australia Telephone 03 9731 9555 Facsimile 03 9731 9500 Truganina Campus 300 Sayers Road Truganina Vic 3029 Australia Telephone 03 9731 9444 Facsimile 03 9731 9426 Website www.westbournegrammar.com
Principal Meg Hansen Council President David Horvath
Our School Westbourne Grammar is an independent, select entry, coeducational Christian school from K-12. The program of curricular and co-curricular activities is designed to ensure that all students are provided with opportunities to develop their skills and attributes in a caring and challenging environment. Westbourne Grammar School comprises the Williamstown campus (Prep to Year 3), Truganina campus (Kindergarten to Year 12), an International Centre and a Childrens’ Centre. We also have a dedicated facility which houses the Year 9 program. The school has evolved from the original Williamstown campus which was established in 1867.
Our School, Your School, A World of Learning School Values Community Recognising that actively building respectful and sustainable relationships with other human beings and, with our planet, builds strong social capital, which in turn supports our wellbeing. In doing so we acknowledge our shared cultures and histories. Creativity Encouraging behaviours which encompass notions of innovation, originality, liberation and generative problem-solving in all that we do. Scholarship
Vision Shaping learners who inspire the world.
Mission An economically independent and vibrant community that consistently provides the highest standards of excellence and innovation within a stimulating, nurturing environment.
Celebration of the persistent learning at a high level and the pursuit of excellence. Understanding the importance of thinking routines, self-regulation and reflection. Courage Developing the capacity to question without fear. Understanding that ‘success is not final, failure is not fatal, it is the courage to continue that counts.’
1
School Overview Our school focus for each student is on academic excellence and personal development and aims to give each student opportunities to reach their full potential in an increasingly complex world. Westbourne Grammar School is a non-denominational Christian school where all students attend chapel on a regular basis. The Westbourne student body consists of a diverse range of cultural and religious backgrounds. Westbourne Grammar’s international reputation is founded on: • • • • • • • • • • •
academic excellence educational continuity from Kindergarten to Year 12 state-of-the-art technology provision of specialist environmental studies vibrant and dynamic performing and visual arts programs extensive sporting facilities a dedicated centre for international students a strong sense of community students continuing into tertiary studies extensive co-curricular programs a tailored Year 9-specific program.
The majority of Westbourne students live in the western suburbs of Melbourne. A network of school buses services the Western metropolitan area to transport students to and from school.
Corporate Structure The operation of the School on a day-to-day basis is the responsibility of the Principal and the School Executive team which comprises: Meg Hansen (Principal) Andrew McGregor (Associate Principal) Louise Mahony (Head of Senior School) Paul Barklamb (Head of Junior School) Andrea Elliott (Deputy Head of Junior School) Geoff Hayhow (Director of People and Culture) Grant Finlay (Director of Learning) Catherine Middlemiss (Director of Development and Community Relations) Errol Tongs (Business Manager) Rose Elsom (Manager ICT)
2
Principal’s Report The 2014 school year has been a most successful one for the Westbourne Grammar community. Over the year we have been deeply engaged in thinking about two important concepts: mindfulness and mindset. Mindfulness quite simply means ‘paying attention’, or to put it more broadly, ‘paying attention with flexibility, openness and curiosity’. Educators know that children who are able to give their entire working mind to a learning task can achieve incredible levels of understanding and, eventually, mastery in a timely manner. More significantly, they can tackle something that is seemingly unreachable. Importantly for educators, the research shows that it is possible to establish a growth mindset, and developing strategies to achieve this in a school setting has been a focus point for the Westbourne’s Effective Learning Team over the past year. During this time, we have conducted extensive research into what effective learning ought to be, trialled a range of methodologies and consulted and surveyed students. We have concluded that for many of our students, their experience of learning has tended to be somewhat shallow and fixated on recall. At the same time, we discovered that students were wanting more opportunities to try different ways of learning and thinking. One of the most surprising outcomes of our investigation was that when students were able to self-select (rather than being selected) for intellectual games and competitions such as the daVinci Decathlon, we had 50 participants from a wide background of achievement. Not only was this a stark contrast to the usual 20 selected by the School, but the overall performance of the self-selected group in these problem-solving games was quite brilliant. At Westbourne we strive to ensure that all students achieve competency in the essential fundamentals of literacy and numeracy. We know that this is the beginning of the learning experience and something that enables students to build their skills and knowledge, take charge of their own learning and develop deep and enduring understandings which can then be applied in an extended abstract manner to unfamiliar, real world problems. In this context, 2014 has seen the school-wide introduction of the SOLO Taxonomy learning frame. Highly effective as an educational tool, SOLO (Structured Observation of Learning Outcomes) Taxonomy is enabling our teachers to: differentiate learning; encourage the development of higher order thinking skills; scaffold learning; ensure that learning is visible for both student and teacher; understand processes and practices that assist students to ‘learn how to learn.’ During 2014, Westbourne once again surveyed its parent community in order to measure general satisfaction with the School and the quality of teaching. A key focus of the survey was the identification of particular strengths and the clarification of any areas that needed improvement. Further information about the survey is included in this report. I would like to take this opportunity to thank all those who have supported our endeavours over the past year - the School Council, its President Mr David Horvath, alumni and parent organisations. In addition, I acknowledge Westbourne’s outstanding student body and excellent staff - both academic and professional. Finally, I thank the Executive Team for its vision, dedication and commitment to the School. Meg Hansen Principal
3
Governance Westbourne is a public company limited by guarantee. Its directors form the School Council which has responsibility for the Governance of the School, determining general policy and setting the School’s strategic direction. Operational matters are delegated to the Principal. The School Council as at 31 December 2014 comprised the following members: Chair: Mr David Horvath BSc, B App Sc (Ph Ty) Vice Chair: Dr Mark Krawczyszyn MBBS, FRACP Secretary: Mrs Diane John Treasurer: Mr David Stewart BComm, ACA Directors: Ms Claire Brown BA, Grad Dip Ed, MEd Mr John McElvaney MBA, Dip Bus, Dip C D, Cert Ed FAICD Mr Ian Fox CPA, FTIA, FIPA, FNTAA, SMSF specialist Mrs Shona Taylor Mrs Rocio Vucetich Karibian BBA, Grad Dip Interpreter/translator (Spanish/English) Mr Jason Wyatt The Principal, Associate Principal, Head of Senior School, Head of Junior School and the Business Manager all attend Council meetings as observers. The Council meets seven times a year. The Council Executive consists of the Chair, Vice Chair, Secretary and Teasurer. The Executive meet as required. The Council has the following sub-committees: Executive Governance and Audit Finance Maintenance and Grounds
4
TARs at or above 90, placing them in the top 10% of the nation. Of these 95% of students nationally and five ranked higher than 99%. This means 90, placing Financethem in the top 10% of the nation. Of these ormed five and times above thehigher national average at the elite end of the results nationally five ranked than 99%. This means Maintenance and Grounds
above the national average at the elite end of the results
Class of 2014 VCE Results
Page 5
Class of 2014 VCE Results and Destinations
The Westbourne Grammar School Year 12 Class of 2014 achieved outstanding success with both their VCE results and tertiary offers, continuing to build on Westbourne’s strong position amongst the State’s high achieving (independent) schools.
and Destinations
In 2014, 33 students achieved ATARs at or above 90, placing them in the top 10% of the nation. Of these students, 18 ranked higher than 95% of students nationally and five ranked higher than 99%. This means that Westbourne students performed five times above the national average at the elite end of the results scale.
2014 ATARs:
Westbourne %
2014 ATARs
Westbourne %
National %
National %
100
At 80.15, our median ATAR indicates that over half of Westbourne’s VCE students were ranked in the top 20% of the nation. These outstanding results demonstrate the strong and growing culture of collaborative and Westbourne mindful%learning at Westbourne and the concern and National % encouragement shown towards one another by both the staff and students. Activities such as student-initiated study groups flourished and complemented the many extra support classes run by teaching staff during lunchtimes and after school.
90 80
70 60 50
ove 95
ove 90
This means that Westbourne students performed five times above the national average at the elite end of the results scale.
40 30
Above 90
Above 80
Above 80
Above 50
Above 50
20
10 over half of Westbourne’s VCE students were ranked in the top cates that nding results demonstrate the strong growing 0 lf of Westbourne’s VCE students wereand ranked in theculture top of collaborative urne and the concern shown one80anotherAbove by 50 Above 99 and encouragement Above 95 Above 90 towards monstrate the strong and growing culture of collaborative Above ivities such as student-initiated study groups flourished and complemented cern and encouragement shown towards one another by run by teaching staffgroups during flourished lunchtimes and after school. The Westbourne Grammar School Year 12 Class of 2014 dent-initiated study and complemented
Higher ATARs mean that students qualify for highly sought after University courses. Eighty-three percent of Westbourne students were offered a place in the course that was their first or second preference, with students Atachieved 80.15, our median ATAR indicates that over half with of Westbourne’s VCE students ranked in the top outstanding success both their VCE were results aff during lunchtimes and after school. being accepted into highly prestigious courses such as 20% of the nation. These outstanding results demonstrate theon strong and growing culture of collaborative and tertiary continuing toqualify build Westbourne’s Higher ATARs offers, mean that students for highly sought after University courses.and Eighty-three percent ofLaw, and Commerce. Health Sciences, and mindful learning at Westbourne and the concern and encouragement shown towards one anotherBiomedicine by strong amongst the State’s high Higher ATARs mean qualify for highly sought a Westbourne students were offered a place inachieving the course that their first or second preference, withthat students both the staffposition and students. Activities such as student-initiated study groups flourished and was complemented All Westbourne applicants received a first round VTAC the many extrabeing supportaccepted classes run byinto teaching staff during lunchtimes courses and after school. (independent) schools. Westbourne students were offered a place in were the course tha students highly prestigious such as Biomedicine and Health Sciences, Law, and university course offer. Thirty-one percent of students students being accepted into highly prestigious Commerce. accepted into the University of Melbourne and Monash courses such Commerce. All applicants received a first at round VTAC university course offer. Thirty-one percent In Westbourne 2014, 33 students achieved ATARs or above 90, University, followed closelyof by RMIT and Deakin University. All Westbourne applicants first round VTAC unive placing were them accepted in the topinto 10% the nation. Of these and Monash students theofUniversity of Melbourne University, followed closely by RMIT Thirteen students were offered placesreceived to studya at ACU. students were accepted into the University of Melbourne an students, 18 ranked higher than 95% of students nationally and Deakin University. Thirteen students were offered places to study at ACU. and five ranked higher than 99%. and Deakin University. Thirteen students were offered place
2014 Offers by Field of Study2014 Offers by Field of Study 2014 University Offers 2014 Offers by Field o 2014 University Offers
Other Universities 20%
3%
3% 2%
6%
2%
University of Melbourne 18%
28%
7% ACU 10%
Biomedical and Health Sciences Commerce / Business
12%
3% 2%
6%
Law and Arts / Humanities Natural and Physical Sciences
Monash University 13%
3%
2% 28%
7%
Engineering Creative Arts Environmental Studies
12%
Architecture and Building Deakin University 13%
13%
24% RMIT University 26%
Education
13%
24%
Information Technology
5
NAPLAN 2014 Each year all students in Australia sit national standardised tests at Years 3, 5, 7 and 9. These tests are designed to measure National Performance in Literacy and Numeracy. The 2014 national testing results show that Westbourne students are performing well above state and national benchmarks. Westbourne Students’ Median Score
State Median
% at or above the National Minimum Standard
Reading
493
431
100
Writing
477
428
100
Spelling
473
421
100
Grammar/Punctuation
485
431
100
Numeracy
475
416
100
493
431
97
Year 3 Williamstown
Year 3 Truganina Reading Writing
453
428
96
Spelling
451
421
100
Grammar/Punctuation
465
431
100
Numeracy
439
416
100
Reading
551
506
100
Writing
512
477
99
Year 5
Spelling
531
500
98
Grammar/Punctuation
550
497
98
Numeracy
539
490
99
Reading
587
548
100
Writing
583
523
99
Year 7
Spelling
583
554
99
Grammar/Punctuation
608
545
99
Numeracy
601
543
100
635
550
99
Year 9 Reading Writing
616
558
97
Spelling
622
591
98
Grammar/Punctuation
625
581
100
Numeracy
631
588
99
6
NAPLAN 2014 The following tables detail the changes in the percentage of students achieving at or above the national minimum standard in Years 3, 5, 7 and 9. 2011 % at or above 2012 % at or the National minimum above the National standard minimum standard
2013 % at or above the National minimum standard
2014 % at or above the National minimum standard
% Change 2013-2014
Year 3 Williamstown Reading
100
100
100
100
0%
Writing
100
100
100
100
0%
Spelling
100
100
100
100
0%
Grammar/ Punctuation
100
100
100
100
0%
Numeracy
100
100
100
100
0%
Reading
100
100
100
97
-3%
Writing
100
100
100
96
-4%
Spelling
100
100
100
100
0%
Grammar/ Punctuation
100
100
100
100
0%
Numeracy
97
100
100
100
0%
Year 3
Year 5 Reading
99
97
99
100
+1%
Writing
98
100
99
99
0%
Spelling
100
100
99
98
-1%
Grammar/ Punctuation
98
98
100
98
-2%
Numeracy
97
99
97
99
+2%
Reading
100
99
100
100
0%
Writing
99
100
99
99
0%
Spelling
99
99
100
99
-1%
Grammar/ Punctuation
99
100
99
99
0%
Numeracy
100
100
100
100
0%
100
99
99
99
0%
Writing
99
99
99
97
-2%
Spelling
100
99
99
98
-1%
Grammar/ Punctuation
100
99
98
100
+2%
Numeracy
97
100
99
99
0%
Year 7
Year 9 Reading
Attendance The total average attendance rates of all students in 2014 were: Williamstown Campus 94.53% Truganina Campus 92.08% The average attendance rate by year level for 2014 is detailed below:
Level Year Level 0 Year Level 1 Year Level 2 Year Level 3 Year Level 4 Year Level 5 Year Level 6
Truganina Campus Attendance Rate % Level 94.03% 94.66% 93.99% 94.98% 92.85% 92.85% 92.46%
Year Level 7 Year Level 8 Year Level 9 Year Level 10 Year Level 11 Year Level 12
Attendance Rate % 93.12% 90.69% 91.39% 91.81% 91.90% 91.84%
Williamstown Campus Level Attendance Rate % Year Level 0 Year Level 1 Year Level 2 Year Level 3
97.22% 93.30% 92.30% 95.35%
Student absence is recorded daily and parents are contacted when no prior advice has been received. Where students have unexplained absences in the Junior School parents are contacted by the Class Teacher in the first instance and followed up by the Deputy Head and/or the Head of Junior School. For Senior School students, the Head of House will contact parents to discuss reasons for unexplained absence and the Head of Senior School will follow up with parents if the absence becomes excessive.
7
The Parent Satisfaction Survey In 2014, as part of the School’s continuous review and improvement process, the Principal commissioned a parent satisfaction review, covering most key aspects of education at Westbourne. The feedback from these surveys greatly assisted the School with both its operational and strategic planning and its determination to continually improve the educational experience offered to students. A total of 652 parents from ELC to Year 12 participated in the surveys and provided views on such areas as academic performance, pastoral care, co-curricular, sport, communications, reputation and facilities. From the results, we have identified some areas where further improvement can be made and the School Council will be using this input for its future plans.
Parent Views A selection of the parent top level findings are detailed below, ranked in order of the importance the parents placed on reasons for choosing a school for their child: • • • • •
90% of parents’ expectations were met or exceeded with quality of teaching 91% of parents’ expectations were met or exceeded with the well qualified, professional staff 95% of parents’ expectations were met or exceeded with the balanced education 93% of parents’ expectations were met or exceeded with the academic standards 95% of parents’ expectations were met or exceeded with the School’s reputation.
2014 Westbourne Years K-12 Parents - Expectations Met/Exceeded - Top 10 (n=610) 90%
91%
95%
93%
95%
93%
90% 80%
Quality of teaching
Well qualified, professional staff
Balanced education
Academic standards
The School’s reputation
The School’s culture and values
Facilities and resources
Good education at reasonable expense
89%
91%
Class sizes
Focus on pastoral care, providing a safe and caring environment
Expectations Met/Exceeded
Parents were asked to provide open responses to the most valued aspects of Westbourne Grammar School. The most frequently nominated aspects are: 8
2014 Westbourne JS Williamstown Parents
staff
values
reasonable expense
providing a safe and caring environment
Expectations Met/Exceeded
Parents were asked to provide open responses to the most valued aspects of Westbourne Grammar School. The most frequently Parents were asked to provide open responses to the most valued aspects of Westbourne Grammar nominated aspects are:
School. The most frequently nominated aspects are:
2014 Westbourne JS Williamstown Parents Excellent teaching by caring, compassionate staff A high quality, well balanced education Strong sense of community Very good communications between School & parents High quality pastoral care 2014 Westbourne JS Truganina Parents A high quality, well balanced education A welcoming, supportive & inclusive community Committed, enthusiastic teachers Students' happiness at & affection for the School High standard academic program 2014 Westbourne SS Truganina Parents A high quality, well balanced education in a co-ed environment Very good teachers who value & respect their students Strong sense of belonging to a welcoming, supportive community Wide range of challenging opportunities Observing students' growth into well-rounded young people
Westbourne’s Parents Say What They Value About the School Westbourne’s Parents Say What They Value About the School Amici ELC parents:
AmiciAbility ELCtoparents: interact with all staff on the premises and get to know how they form a big part and impact our
• A bilitychild's to interact with all staff on the premises life and development every day. and get to know how they form a big part and impact our child’s life and development every day.
Staff at Amici are fantastic and exceeded have exceeded expectations in dealings their dealings with myself and the education early • S taff at Amici are fantastic and have expectations in their with myself and the early and care of myeducation daughter. and care of my daughter. • I feel confident that my child is safe and respected as a member of the school. • I t is the best school in the area for my child.
• M y family and I have an extremely long and loyal history with Westbourne and it has played an enormous role in who I am and how I raise my children. The friends I made at school, I am still very close with. Sadly my husband and I are not in a financial position where we can afford to send our children however they both at least attended crèche for all those essential pre-school years and for that I am thankful. • I trust that Westbourne will provide a better all-round education and school environment than other local schools, and that my child will enjoy the experience. I am confident that Westbourne will uncover and enhance the best qualities of my child and provide the ideal environment for her to excel. • T he way my daughter loves her Amici teachers, I know they genuinely care about her and she them - she is in good hands. She has blossomed in her time there and I know she is better for her Amici time.
Williamstown parents: • The strong sense of community at the Williamstown campus. • I value the compassionate, caring and expert teaching at the school. I value the school’s commitment to our child and witness how this is transforming our child into a life-long learner every day. • M y child’s overall progress and happiness with his environment. He loves school. • W e truly value all the staff at the Williamstown campus, who in our opinion, all do a wonderful job and are genuinely interested in our child. 9
• E ducation provided to my child. Dedication demonstrated by the teachers. The ability of the school to be flexible with the learning needs of students. Open communication and fostering a strong relationship between the school and parents. • The values and openness and willingness to listen and support. • O ur daughter is thriving. Family and friends have commented on how she seems to have grown since she started at Westbourne, not physically but as a person. She was always confident and articulate, but even more so now. She amazes us with what she’s coming home talking about. Her teacher has been confident enough to approach us with recommended solutions to a couple of areas in which she’s needed some additional support, which we appreciated very much. • I ndividual approach to support each child at the level they are at. I love that my child is challenged and extended through additional tasks and homework.
Junior School Truganina parents: • My children are definitely getting one of the best educations they can with some really wonderful people. • S ense of community and engagement. Teachers are genuine and you can see they love their choice of career. It shows in the interest taken in all children. • T eaching staff are very supportive and dedicated. Strong pastoral care program - my child seems happy, challenged and excited about learning new things. I appreciate that her teachers have set up caring classrooms where the well-being all class members is valued. • The sense of community. My child enjoys going to school every day and gets excited about learning. • My children’s access to a well-rounded, balanced education. • I value the education and also the teachers that my children have had so far. I do believe the teachers work very hard for our children. • Westbourne’s commitment to ensuring my child is safe and providing him with a well-balanced curriculum. • T he nurturing care provided in the Junior School, the involvement of the Principal and teachers in events, the communication and willingness of the classroom teachers to provide feedback
Senior School parents: • I feel my child is valued, and respected for having a go. I feel that every child is encouraged and given the opportunity to have a go at everything. • The fact that it is a very suitable school for my son. He is growing well as a student, a person and a leader. • T he support offered by the school and the organisation. Everything is very well organised which helps. We most value the wonderful caring teachers we have met. They are providing wonderful role models. • I value the attitude of the students and the staff that allow students to be enthusiastic about learning and the concept that it is okay to be a good student. The concept of ‘dumbing down’ is not accepted and this is the main reason we chose the school as opposed to a more local high school. • T he enjoyment my daughter gets from going to school and the challenges she overcomes while being there. I love hearing about what amazing things she has learned both academically and the life experiences shared by her teachers. All the teachers are great and some are even more outstanding than others so they are all a positive influence on my daughter. • Community. The friends my sons have made which all have shared values. The expectation that students will do their best. • T eachers have always been receptive to feedback from my family and if I ever have any concerns they have been listened to and addressed. • M y child is learning in a caring and challenging environment. She has made good friends and is developing a diverse group of friends.
10
Staff and Student Satisfaction As part of its continuous improvement strategy, Westbourne Grammar conducts a range of surveys and informationgathering exercises on a regular basis in order to gain relevant information from staff and students. The results of these surveys may provide a basis for new initiatives and discussions with relevant stakeholders.
Student Satisfaction Westbourne’s commitment to the development and well-being of all students is reflected in its vision and values. Obtaining feedback from students is standard practice in good teaching and Westbourne Grammar collects data on learning tasks (such as completion and quality) and more subjective factors (such as engagement and interest). In addition, survey data from students Prep-Year 12 is collected on an annual basis and results indicate that Westbourne’s students rate the quality of teaching as excellent, seeing teachers as knowledgeable in their subject area, encouraging, and as having high standards of students. When asked to nominate areas for improvement, students typically reported that they would like to see more time devoted to group activities in the classroom. The school is currently working to ensure this occurs. What students say about Westbourne: My teachers encourage me to take responsibility for my own learning. I think the school is preparing me well for the transition to university. The teachers are accessible and interested in my learning and aspirations. I have found the Mindfulness idea helps me with my studies. The introduction of restorative practice within the School has been very successful for students who report that they genuinely wish to learn how to live and work together, and how to resolve their differences in a manner which is both respectful and constructive.
Staff Satisfaction What distinguishes Westbourne from other independent schools is the unique community. It really is a school for the whole family, with a culture characterised by students, teachers and parents all working together to create a safe, caring and nurturing environment that makes the school experience more rewarding. On-going feedback from staff indicates generally high levels of satisfaction with the School and its program of professional development. Staff see the school as well organised and effective and have responded positively to the level of support provided to them through such initiatives as the Employee Assistance Program, the promotion of health and well-being activities and opportunities to participate in focus groups. Further feedback from staff also indicates high levels of satisfaction with respect to: class sizes; availability of resources for teaching and learning and opportunities to participate in decision making and future planning.
11
AsFinance a Not for Profit incorporated body, Westbourne Grammar School’s annual accounts are published each year areProfit on incorporated the public body, record. A summary of income and expenditure for 2014each appears below: As aand Not for Westbourne Grammar School’s annual accounts are published year and are on the public record. A summary of income and expenditure for 2014 appears below:
12
Staff Teaching staff at Westbourne Grammar are highly qualified, motivated and strongly committed to their task of supporting the School’s comprehensive learning program. All teachers are registered with the Victorian Institute of Teaching and all participate regularly in professional development activities, both internally and externally. All staff are also involved in Westbourne’s sporting, cultural and pastoral care programs. The average attendance rate for staff at Westbourne Grammar is 97.2%. The composition of the staff at Westbourne Grammar is detailed below.
WESTBOURNE GRAMMAR SCHOOL STAFF AS AT DECEMBER 2014 Staff Breakdown
Teaching Staff
Non-Teaching Staff
Total Staff
Female Full Time
88
21
109
Female Part Time
14
23
37
-
22
22
102
66
168
Male Full Time
47
20
67
Male Part Time
4
1
5
Male Casual
-
20
20
51
41
92
Female Casual Total Female Staff
Total Male Staff
Work Area - Primary Teaching Staff Female
34
0
Male
13
0
Total Primary Teaching Staff
47 Work Area - Secondary Teaching
Female
68
0
Male
38
0
102
0
Work Area - Administration
0
43
Work Area - Grounds & Maintenance
0
10
Work Area - Ancillary Staff
0
17
Work Area - Casual Staff (Music, Sport etc)
0
37
Total Secondary Teaching Staff
Indigenous Staff Female
0
0
Male
0
0
Total Indigenous Staff
0
0
0
153
107
260
TOTAL STAFF
13
Staff Qualifications
PRINCIPAL Meg Hansen, BA, DipT, MA (Hons), PGradDipArts, SecTeachDip ASSOCIATE PRINCIPAL Andrew McGregor, BSc, DipEd, MEd HEAD OF JUNIOR SCHOOL Paul Barklamb, DipT (Prim), BEd, Grad DipEd, AdminGradCertSpEd, CertGiftedEd DIRECTOR OF LEARNING JUNIOR SCHOOL Andrea Elliott, DipT (Prim), BEd (Prim), GradDipEd ICT MANAGER Rosemary Elsom, BEd, MInfoTechEd, PGradCompEd DIRECTOR OF LEARNING SENIOR SCHOOL Grant Finlay BA, GradDipEd QTS DIRECTOR OF PEOPLE AND CULTURE Geoff Hayhow, BEd, MEd HEAD OF SENIOR SCHOOL Louise Mahony, BSc, GradDipEd, GradDipRE, GradDipDiet DIRECTOR OF DEVELOPMENT AND COMMUNITY RELATIONS Catherine Middlemiss BUSINESS MANAGER Errol Tongs, CA, ACIS SCHOOL CHAPLAIN Rev Matthew Thompson, BCom, LLB ACADEMIC STAFF JUNIOR SCHOOL Nicole Armatas, DipEd (Prim), BEd (Prim) Melissa Balfour, BEd (Prim) Paul J Barklamb, DipT Prim), BEd, Grad DipEd, AdminGradCertSpEd, CertGiftedEd Gary Barty, DipT (Prim), GradDipEdStudies, AdvCertAppLanguage DipT (Prim), GradDipEdStudies, AdvCertApplLanguage Kylie Baxter, BEd (Prim), GradDipEd Simon Beraldo, BEd (Prim) Alison Birchall, BT, BA, MEd Georgia Boam, BA, DipEd, GradDip, DipQTS Joseph Borg, BEd, DipRec Julie Brophy, DipLib&IS Audrey Buttigieg Cardona, Bed (Hons) Prim&Art Andrea Cameron, DipT (Prim), BEd Sylvia Chambers, BAppSc, Cert (EdSup) Mario Chrisanthou, BEd (Prim) Asher Colvin, BEd (Hons), MEd Nikola Cook, BSc (Hons), PsyPGCE Simon Corcoran, BEd (Prim,Sec) Anah Creet, B Fine Arts, BEd Melissa Davis, BEd (Hons) Christine Degiorgio, BEd (Sec), BEd (Prim), GradCertSpEd Cathy Dekievit, BA (Psych), Dip Lib&IS James Diery BEd (Prim), BA Andrea Elliott, DipT (Prim), BEd (Prim), GradDipEd Cameron Elston, BMusEd (Hons), LMusA Lyn Franklin, DipT, BEd, GradDipEdStud, MEd (LD) Catherine Grech, Dip (TPrim), BEd(Prim) Jill Green, DipT (Prim) 14
Jonathon Hannett, BEd(Prim, Sec) Tracy Hannett, BEd(Prim, Sec) Vera Hillas, BMusEd, GradCertOrff, MusEd Catriona Jackson, BEd(Prim) Jo Keller, CertIIIEdSupport Kim Kennedy, BEd(Prim), Grad Dip(SpEd) Diana Liston, B Arts & Science (Hons), DipEd Cynthia Mantello, DipEdSup Brenton Menzies, BEd(Prim) Kim Mitchell, BA(Ed) (Hons) Michelle Monaghan, BEd(Prim,Sec) (Hons) Susie Moxey, GradDipEd(Prim), BBusM Annette Murdoch, DipTeach, BEd Bronwyn Nisbet, BEd, MEd(Hons) Keisuke Ogawa, GradDipEd, BA (Bus) Rebecca Ratu, BEd(Prim) Elizabeth Reader, DipT(Prim), BEd Jane Reid, BEd(Prim) Anne Richardson, GradDipEd (Prim), MBA, BB, GCLD Dianne Robinson, DipT(Prim), GradDipEdStudies(Mus), AMusA, MIMT Vanessa Rogasch, BEd (PhysEd) Julie Shutie, BEd(Prim) Rachel Snowden, DipLib&InfoSt Kara Sutherland, BEd(Prim) Nicole Sutton, DipTeach (Prim), BEd Helen Toner, BA, Grad DipEd(Prim), GradCertCreativeIndustries Tanya Turczyniak, BEd, DipTeach(Prim) David Walker, MEd, Grad DipEdAdmin, GradDipSc Ed, DipT(Prim) Kerry Whelan, BEd(Lib), MEd Emma Woodall, BTeach(Prim), BEd Harrison Wyatt, BEd(PhysEd) ACADEMIC STAFF SENIOR SCHOOL Amrita Ahuja, BCom (Hons), BEd, MCom Rachel Almond, BSc, GradDipEd Melissa Avery, BA, ComDes, GradDipEd Paul Basilio, BA, BEdTeach Joseph Beckitt, BMus, MMus Evan Behrens, BA, GradDipEd Paige Bell, BA, GradDipEd, GradCertComp Alan Bennetto, BSurv, DipEd Alison Birchall, BA, BEdTeach, MEd Sarah Busuttil, BMus Desmond Callan, BEd, GradDipJapanese Mary-Louise Callan, BEd,(PhysEd/Sc) Catrin Charles-Edwards, BBE, BEd David Ciavarella, BEd,PhysEd April Cincotta, BAppSc, GradDipEd Sara Cook, BSc, BTeach(Prim,Sec) Tonya Cook, BEd Luke Creamer, BAppSc, BTeaching(Sec) Robyn Douglas, BSc, GradDipEd Rosemary Elsom, BEd, MInfoTechEd, PGradCompEd Brendan Evans, BAppSc, GradDipEd, GradCertApSc Stephen Evans, BAppSc Lisa Farrell, BCom, GradDipEd Carol Farugia, BSc, GradDipEd Grant Finlay, BA, GradDipEd, QTS Helen Fisher, BA, CertIIInfTec, DipEd, MA Kate Galati, BA, BBus, GradDipEd Rhys Gannell, BEd Jane Garnham, BA, GradDipEd, GradDipLitEd Helen Gauci, BEd, DipT Deborah Greene, BSc (Hons), PhD, GradDipEd Damon Grieve, BA, GradDipSecEd Ragnar Haabjoern, BAppSc, BEdTeach, GradCertSusP, MEd (Sc&Env) Meg Hansen, BA, DipT, MA (Hons), PGradDipArts, SecTeachDip
Diana Hatton, AMusA, BMus, DipEd, LMusA Lesley Hayes, BAppSc, GradDipEd, GradDipBusMg Geoffrey Hayhow, BEd, MEd Matthew Healy, BAppSc(PE), DipEd, MA Timothy Horton, BA, DipEd Barbara Howe, BEd Sandra Jenkins, BA, DipEd, GradCertTESOL Alexander Johnson, BA, GradDipEd John Johnson, BAppSc, DipEd, DipBusStu Kerstin Keller, BA, GradDipEd, LLB Eileen Langwell, BSc Laureen Lansdown, B Fine Arts(Hons), GradDipEd Andrew Leach, AMusA, BMus, DipEd Sonya Lill, BEd Kimberley Lillington, BA, GradDipEd Graham W Long, BSc (Hons), DipEd Bronwyn J Macdonald, BA, GradDipChLit, GradDipEd Louise M Mahony, BSc, GradDipEd, GradDipRE, GradDipDiet Carol Martin, DipArts, DipEd, GradDipCareer, GradDipComputerEd, MEd Donald Mackenzie, BSc (Hons), PGD Ed, MSc Christine McGowen, AssDipAo, BA, DipEd, TC Andrew McGregor, BSc, DipEd, MEd Murray McKean, BAppSci, BEd Lorraine Merritt, BEd(PhysEd) Clare Meyerhoff, MA (Hons), PGCE Rosemary Michael, BMus, GradDipEd, GradDipMus Adrian Michielin, BPsych, GradDipEd Marcus Michielin, BEng (Mech), GradDipEd Amy Miles, BA, PGCE English Amanda Mitchell, BAFineArts (Hons), GradDipEd, MFA Kylie Mobilia, BA, DipEd, MEd Joanne Mullenger, BEng (Hons), GradDipEd Sharon Muller, BBus, GradDipEd, MEd Clare Myerhoff, MA (Hons) PGCE Sophie Murphy, BEd, DipSpEd, MACE, MACEL Michiyo Naito, BAJapLit, BAEng, MA Andrew Newcombe, BEd David Newlyn, MSc(Hons), PGradCertEd(Chem) Dennis Nowak, BA, GradDipEd Sharon O’Brien, BMusEd Malamati Papasimeon, BSc, GradDipEd Michelle Pil, BEd Kimberley Powell, BA, GradDipEd Warren Pratt, BA, GradDipEd Vanessa Raimondo, BA FineArts (Hons), GradDipEd, MFA FineArts Rosemarie Reber, BA, BEd, HonFA Craig Rodgers, BScEd, MEd Annemarie Rothwell, BEd Catherine Ryan, BEd, MBIT Louisa Scerri, BA Jason Smith, BMus (Hons), DipEd Stefanie Thom, BEd, MMus Matthew Thompson, BCom, LLB Rebecca Thompson, BSc (Hons), PGCE James Tizard, BSc, PGradDipEd Megan Turner, BEd, PGradDipEd Robert Utting, PGCE(Sec), BA (Hons), PGradCertEd Kate Volakos, BA, PGDip (Psych) Atsuko Wakida-Henderson, BA, GradDipEd, MA Rachelle Walsh, BSc (Hons), GradDipEd, GradDipMet Joshua Wang, GradDipEd(Sec), BTech(IT) Beulah Watson, BMus Nina Wei, BArchae, MSc, Anthro Paul Wiggins, BSc (Hons), GradDipEd, Tracy Williams, BA, DipEd, BEd Donna Zaharopoulos, BEd
15
AMICI – WESTBOURNE EARLY LEARNING CENTRE Hanaa Abdelsaid, CertIIIChildServ Kristie Alexander, BEd(Prim) Kerry Attenborough, CertIIIChildServ Crystal Baldacchino, CertIIIChildServ Tina Black Janice Burke, DipT, PGrad, CertIVTAA Anna Calabretta, CertIVBus Donna Carr, CertIIIChildServ Stephanie Carroll, DipChildServ Eliza Cavalida, DipChildServ Lina Chen, DipChildServ Andrew Curmi, DipChildServ Lora Dimitriou, DipChildServ Christine Donohue, CertIIIChildServ Anita English, DipChildServ Elisha Gillespie, DipChildServ Najwa Hamra, CertIIIChildServ Irene Hashmi, CertIIIChildServ
Saleena Horton, BEd Sandra Lenon, BEd Leanne Lloyd, DipChildServ Michele McDonald, AdDipChildServ Karen McLennan, GCEd Pauline Makdissi, DipChildServ Aida Mariona, FootSafetyLevel2 Helen Menzies, CertIIIChildServ Lauren Olcorn, GradDip, BA, DipChildServ, CertIVTAA Kristy Orange, DipChildServ, CertIVTAA Sharon Portelli, DipChildServ Renee Randall, DipChildServ Chelsea Randalls, BTeach Debbie Rippon, CertIIIChildServ Stacey Robinson, AdDipChildServ, CertIVTAA Doris Wang, CertIIIChildServ Kimberley Wilson, CertIIIChildServ Chantelle Xerri, DipChildServ
ADMINISTRATIVE STAFF Meredith Beardmore Judy Bowyer Sara Bravo Andrea Cairns Juliet Cassar Sharyn Ciberlin Tim Cook Karen Cooke Denise Cooper Elizabeth Coutts Ann Dailldis Donald Deacon Cathy Dekievit Judy Eads Albert Enriquez Raelene Fisher MAINTENANCE STAFF Nick Alderson Steve Biddle Paul Donnellan Craig McDonald Robyn Olsen Jason Poggi Lucy Sanders
Kelly Forward Sam Frick Shirley Hanley Jasmina Jakanovska Guinevere Kindley Robyn Leach Amanda Macreadie Annette Matthews Miriam McCaffrie Michelle McDonald Tess McGregor John-George Micallef Karen Redmond Heather Rich Leanne Vandermeer
Stuart Stanford Joe Trapani
16