WOODLEIGH
SCHOOL ANNUAL REPORT
2022
Woodleigh School Annual Report 2022
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TA B L E O F C O N T E N T S ANNUAL REPORT 2022
From The Principal Key Student Outcomes
4 6
Student Attendance Value Added
6 6
Professional Engagement
14
Teacher Qualif ications
15
Finance 19
NAPL AN 6 Senior Secondary Outcomes
8
VCE Results for 2022 Propor tion of Y9 Students Retained to Y12 Post-School Destinations Year 12 Student V TAC Application Data Year 12 Student Ter tiar y Preference Data Year 12 Student Ter tiar y Sector Data VET Sector Data - for Woodleigh Students Independent Ter tiar y College Sector Data
8 9 9 10 10 10 11 11
Interpretation of Results
12
Parent, Student and Teacher Satisfaction
12
Woodleigh School Annual Report 2022
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FROM THE PR I N C I PA L
DAV I D BAKER
For me, 2022 was an opportunity to reset and to dare to look forward. Without having to navigate the COVID situation daily, I am constantly reminded of the importance of our work as teachers. The business of educating young people to thrive in society is a complex and, at times, challenging line of work. Yet the rewards are enormous. To see young people fully engaged with their learning and immersed in their communities makes every challenge seem like an essential part of the overall journey. We kicked a lot of goals in 2022. The Reconciliation Action Plan Launch at Senior Campus in June was a moving statement of our commitment to further reconciliation across our three campuses and beyond, creating a roadmap for our future efforts. In term 3, our community came together for the launch of the school’s strategic plan, Learning to Thrive, a living document that will guide and drive us until 2030. It was a wonderful opportunity for families to engage with senior leadership in an informal setting to unpack the plan across our three launch events at Minimbah, Penbank, and Senior campus. In 2022 our calendars went from being empty to being full, with a vibrant and engaging calendar of community events. At all campuses, parents and students delighted at the return of Woodleigh staples such as the Harmony Day Picnic, Minimbah's Christmas in July, Rock Quiz, and an epic Grandparents' Day High Tea that would rival the Spring Racing Carnival in scope and scale. At Senior Campus, we saw
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the return of live music, live sport and Arts Week, In Living Colour! as well as our Activities Program, camps, excursions and Community Partnerships. In October, Woodleigh hosted ReimaginED2022, a weekend-long conference dedicated to educational innovation and the future of teaching, learning and educational leadership. The conference was opened by the most important voice in schools, the students. Throughout the weekend, our student's voices were heard, and their message was loud and clear; our students want us to give them the confidence and wisdom to help them be successful in life and to have a positive impact
It's challenging And it feels like it gives me all the tools and the capacities to change the world I'm going to live in. I genuinely mean that. So, what do I want education to be? Well, firstly I want school to be a place where students don't just focus on building an academic foundation. Our focus shouldn't just be on getting good marks, acing timed essays, or working for the perfect ATAR. Schools need to be places where students can safely build independence, confidence and self-reliance Schools need to be places where we can safely fail in
Our students are very clear about what is important to them. They are preparing themselves for the regenerative age. An age where we move from simply sustaining what we already have and look to add value back into our environments, both natural and man-made.
on the communities in which they live and work. Year 9 student Char Palmer opened the conference with a clear provocation to the educators in the room about what they need to do and what education needs to provide for students. According to Char: Education for me is classes and learning … It's academic, and it's social … and it's physical. When I finish school, I want to keep studying. Education is exciting
order to learn, in order to grow. Our education should prepare us for the best of times AS WELL AS the worst of times… Our students are very clear about what is important to them. They are preparing themselves for the regenerative age. An age where we move from simply sustaining what we already have and look to add value back into our environments, both natural and man-made. This requires a new way of thinking, thinking that is very different from my education and the education that most Australian children
experience. Understanding what capabilities our students need to be successful in the world is currently the main game in education. Being purposeful about developing capabilities and measuring what we value shape the direction in which we are heading as a school. This isn't something that is new for Woodleigh; however, we are now working with educational leaders from across the globe to change the way schools work and look at new ways of assessment that recognise and acknowledge the development of character within our students. Char said "I want to be able to take care of myself." To do this requires communities of learners, teachers, parents and alumni working
together to purposefully design learning and educational experiences that equip our students for their future. In the words of Char, "Think about how great it would be if students could be encouraged and supported to REALLY walk on our own … while we're still in school."
own time constraints. As volunteers our School Board provide countless hours of their time to the Governance of our School and we should be thankful to have such a passionate and selfless group of professionals to guide us into the future.
On a personal note, I would like to thank our School Leadership Team and our School Board. Their passion and tireless efforts to make Woodleigh an amazing school for our students is what inspires me and the work that we all do. In particular, our Board Chair Vanessa Gabriel and Deputy Chair, Gerry Gogan provide me with the support I need to lead our school. They do this daily and without regard for their
2022 was a great year for Woodleigh; a year of reawakening, a year defining our future, and a year of building connectedness and belonging for our community. I am incredibly proud to lead this community, and I can't wait to see what comes next. DAVID BAKER Principal
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KEY STUDENT OUTCOMES STUDENT ATTENDANCE
NAPL AN
Year 3 Junior Campus READING 87.14 % is the average attendance rate. This rate is very high and includes student absences for • Students ABOVE the National Minimum illness, including extended illnesses. School policies are in place to provide for students that are Standard - 86% late to school and/or absent from school on any given day. • Students AT the National Minimum VALUE ADDED Standard - 11% • Students BELOW the National Minimum We assume that Woodleigh School parents are very clear about what it is Woodleigh School aims Standard - 3% to do for its students, as we regularly address such matters at Enrolment Information Sessions, WRITING at parent functions, in our School profile, on our website and in the Woodleigh Messenger, • Students ABOVE the National Minimum our Newsletter. We also have a key document entitled “Our Vision, Aims, Key Principles and Standard - 88% Values” which is the source document for all the above statements. • Students AT the National Minimum At the heart of a Woodleigh education is our commitment to the holistic development of every Standard - 10% student within our school. We provide a nurturing and challenging environment that supports • Students BELOW the National Minimum students to develop the knowledge, skills and dispositions that they will need to thrive at and Standard - 2% beyond school. We aim to develop independent, resilient, creative and compassionate individuals SPELLING who can find personal success in life, while making a positive contribution to the communities in • Students ABOVE the National Minimum which they live. Standard - 80% As the world changes, so too does our education system. The change most needed is a shift from • Students AT the National Minimum a backward-facing education system and curriculum, to one which is forward facing – which Standard - 15% prepares our children for their future, not our past. To this end, an education that supports • Students BELOW the National Minimum the development of creativity, the application of knowledge and development of the ability to Standard - 5% learn new skills, work in a team and collaborate – becomes critical. However, education cannot Grammar and Punctuation solely focus on jobs pathways. The purpose of education is equally to develop young people with • Students ABOVE the National Minimum character who are concerned, ethically conscious citizens, committed to making the world a Standard - 87% better place. It is with that in mind that we work towards developing an educational offering to • Students AT the National Minimum set up our students with the ability to thrive in the future. Standard - 10% • Students BELOW the National Minimum We want our school to be a real experience of life; for students to be productive, to make things, Standard - 3% to learn in a variety of settings and practise the process of drafting and refinement in an effort to NUMERACY create work they are proud of – work which will have an impact on the world. • Students ABOVE the National Minimum These are the main areas in which Woodleigh “adds value.” These elements are not easy to Standard - 89% measure formally but are evidenced by various surveys of school climate and countless personal • Students AT the National Minimum testimonies (more detailed information on Parent and Year 12 Student surveys follows in section Standard - 11% 3). • Students BELOW the National Minimum Standard - 0% With respect to academic performance, we regularly publish an analysis of our VCE results which Year 5 Junior Campus shows that our students consistently perform well above the State average. Thus, while our focus READING is upon “added value” in a range of broad life skills, our academic results remain strong. Students • Students ABOVE the National Minimum from Woodleigh School regularly achieve recognition in national competitions and in the VCE Standard - 97% “Seasons of Excellence” program. We are, however, equally proud of all results which represent • Students AT the National Minimum solid achievement with respect to a student’s potential and we hope that students generally leave Standard - 3% Woodleigh School with a positive sense of self worth and respect. • Students BELOW the National Minimum Standard - 0% WRITING • Students ABOVE the National Minimum Standard - 88%
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• Students AT the National Minimum Standard - 10% • Students BELOW the National Minimum Standard - 2% SPELLING • Students ABOVE the National Minimum Standard - 86% • Students AT the National Minimum Standard - 8% • Students BELOW the National Minimum Standard - 6% GRAMMAR AND PUNCTUATION • Students ABOVE the National Minimum Standard - 93% • Students AT the National Minimum Standard - 7% • Students BELOW the National Minimum Standard - 0% NUMERACY • Students ABOVE the National Minimum Standard - 100% • Students AT the National Minimum Standard - 0% • Students BELOW the National Minimum Standard - 0% Comments: The majority of students perform at levels well above the national literacy and numeracy benchmarks.
Year 7 Senior Campus READING • Students ABOVE the National Minimum Standard - 94% • Students AT the National Minimum Standard - 5% • Students BELOW the National Minimum Standard - 1% WRITING • Students ABOVE the National Minimum Standard - 93% • Students AT the National Minimum Standard - 6% • Students BELOW the National Minimum Standard - 2% SPELLING • Students ABOVE the National Minimum Standard - 84% • Students AT the National Minimum Standard - 12% • Students BELOW the National Minimum Standard - 4% GRAMMAR AND PUNCTUATION • Students ABOVE the National Minimum Standard - 84% • Students AT the National Minimum Standard - 14% • Students BELOW the National Minimum Standard - 2% NUMERACY • Students ABOVE the National Minimum Standard - 91% • Students AT the National Minimum Standard - 8% • Students BELOW the National Minimum Standard - 1% Year 9 Senior Campus READING • Students ABOVE the National Minimum Standard - 95% • Students AT the National Minimum Standard - 5% • Students BELOW the National Minimum Standard - 0% WRITING • Students ABOVE the National Minimum Standard - 84% • Students AT the National Minimum Standard - 11%
• Students BELOW the National Minimum Standard - 5% SPELLING • Students ABOVE the National Minimum Standard - 87% • Students AT the National Minimum Standard - 10% • Students BELOW the National Minimum Standard - 3% GRAMMAR AND PUNCTUATION • Students ABOVE the National Minimum Standard - 92% • Students AT the National Minimum Standard - 8% • Students BELOW the National Minimum Standard - 0% NUMERACY • Students ABOVE the National Minimum Standard - 95% • Students AT the National Minimum Standard - 4% • Students BELOW the National Minimum Standard - 2% Comments The majority of students perform at levels well above the national literacy and numeracy benchmarks.
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SENIOR SECONDARY OUTCOMES The Principal provides a written analysis of VCE performances each year. See news release from December 2022 for further details. VCE RESULTS FOR 2022
CLICK THE IMAGES TO LINK TO OUR 2022 YEAR 12 STUDENT REFLECTION VIDEOS
Every year in November, we farewell a group of Year 12s, and every year we are delighted (if not surprised) at their maturity, their wisdom and worldliness. Woodleigh graduates, while each unique, have a certain way of walking in the world; full of surety, quietly confident, tuned in. You can spot a Woodleigh graduate. They are our finest achievement; wise beyond their years, caring, with a deep well of integrity. We are incredibly proud of the efforts of our 2022 Year 12 cohort. The run-up to their VCE journey included two brutal years of pandemic education. They have persisted and applied themselves, returning to school with a renewed determination to make up for lost time. 2022 has been three years in one. While life was turned down to a simmer in 2020 and 2021, with lockdown after lockdown, 2022 has been all burners firing, full bore, all the time. These students have managed that load with grace, adaptability, and a sense of perspective, still showing up to make the most of the opportunities that have once again been offered to them. Navigating that load of study, extracurricular commitments, and part-time work, while not being at full match fitness has been a challenge they have risen to. The Dux of The Class of 2022 is Momo Guest, who achieved the most impressive ATAR of 97.65. Jacomo Dwyer-Morris also excelled, achieving an ATAR of 96.15, and Callum Lee-Smith scored 95.14. In 2022: • Our highest ATAR was 97.65 • 16% of Woodleigh students achieved an ATAR of 90 or more • 31% of Woodleigh students received early offers of tertiary placement Of the 31% who have already received tertiary offers, these offers are in fields as diverse as psychological sciences, law, nursing, media, business, sports management, design, teaching, and outdoor recreation. Enormous thanks must also go to the teaching staff and families who supported these young people through a very big year. This work happens in the background, online and in-person, from home, at odd hours, and sometimes on weekends and holidays, too, because the VCE clock never really stops ticking. We see you, and we value you, our sherpas who help these young people carry their load up the summit. To our 2022 graduates, go forth, confident in the knowledge that you have the skills, the nouse, and the tenacity to accomplish truly good things in your lifetime and make a lasting, valuable contribution to any community you choose to call home. You will always have a home here at Woodleigh.
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PROPORTION OF YEAR 9 STUDENTS RETAINED TO YEAR 12 83% of students undertaking Year 9 at Woodleigh in 2019 completed Year 12 in 2022.
POST SCHOOL DESTINATION S AN OVERVIEW OF VTAC APPLICATIONS AND OFFERS Congratulations to the class of 2022, who, despite the challenges of COVID lockdowns during their secondary years, obtained solid results in completing their Senior Years of Schooling. Woodleigh continues to value and celebrate every student's achievement. Once again, our students have chosen a broad range of courses in various sectors. Within the 2022 cohort, all students were encouraged to register and apply through the VTAC system and/or for unscored students, additionally use the direct application system (used by private colleges and TAFES) to increase their chances of receiving an offer. Given the fee attached to VTAC applications, some students opted only to use the Direct Application process. Others decided they wanted to pursue apprenticeships, or their start-up business ventures and did not apply. Many universities have moved further toward introducing and utilizing Early Entry Programs. All students were strongly encouraged and given extensive guidance to apply under this scheme. Each Uni has its own nuanced method for selection. The applications vary, but all required explicitly graded Year 11 Academic results and evidence of Cocurricular activities, especially in Student Leadership and Community Partnership (Service) involvement. This year we saw a significant increase in early offers, with 26 Early offers made from ACU, ANU, Bond Uni, Deakin Uni, Swinburne, Victoria Uni, Federation Uni, La Trobe Uni, RMIT and Collart’s. NOTE: • Melbourne Uni and Monash do not offer any Early Entry Schemes and, at this stage, have not signalled an intention to move into this space. • Several students received Early offers from multiple universities. • Most Early offers were still conditional on receiving an ATAR (most likely lower than published) and a minimum study score of 25 in English (or Literature) and Math Methods (or Further Maths). For scientific and engineering-related fields, this extended to a science subject. IN SUMMARY: • Ninety students made up the 2022 cohort. • Of the 90 students, 77 applied (and paid) directly through the VTAC system – 100 % received a December offer. • Twelve students registered with VTAC but did not proceed with applying. • One student left the school to pursue an apprenticeship partway through the year. • Two students have secured Apprenticeships (B&C, Electrical) • Two students have continued with their start-ups – Beauty and Computer repairs • 3 received offers through the Direct TAFE application system • 1 Nannying overseas • Three plans unknown at this stage
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TABLE 1: BELOW HIGHLIGHTS WOODLEIGH YEAR 12 VTAC APPLICATION DATA. Woodleigh Year 12 Student VTAC Application Data Number
Percentage
Total VCE Enrolled Students
90
100%
Students who applied through VTAC
77
86%
Students with no VTAC offer in January round
1
1%
Students with an alternative pathway (apprenticeship/traineeship/start-up)
12
13%
Note: a few students fit into several categories in the above table TABLE 2: BELOW SUMMARISES TERTIARY PLACEMENTS BASED ON STUDENT PREFERENCE. Table 2: Woodleigh Year 12 Student Tertiary Preference Data. Preference Data
2022
2021
2019
2018
2017
January Round Offers
99%
93%
99%
99%
100%
Offered First Preference
60%
71%
49%
55%
56%
Offered Second Preference
23%
14%
18%
24%
31%
Offered Third Preference
9%
8%
12%
13%
8%
Offered Fourth Preference
0%
8%
6%
1%
2%
Offered Preference 5-8
6%
NA
15%
7%
3%
TABLE 3: BELOW SUMMARISES DESTINATION BY TERTIARY SECTOR (VTAC APPLICANTS ONLY) DATA. Woodleigh Year 12 Student Tertiary Sector Data Tertiary Sector
Number of Students
2022
2021
2019
2018
2017
University
63 of 90
70%
84%
89%
84%
89%
TAFE
8
9%
11%
8%
13%
9%
Independent Tertiary Colleges
7
8%
5%
3%
3%
2%
Other – direct applications, apprenticeships and start-ups
12
13%
TERTIARY OFFERS BY IN STITUTION TABLE 4, 5 AND 6 IDENTIFY THE SECTORS FOR WHICH STUDENTS HAVE BEEN OFFERED PLACES: UNIVERSITY TABLE 4: UNIVERSITY SECTOR DATA University
2022
2021
2019
2018
2017
Monash University
22%
19%
27%
28%
30%
The University of Melbourne
4%
14%
10%
9%
15%
Deakin University
13%
19%
20%
15%
5%
RMIT
14%
11%
12%
8%
19%
La Trobe University
4%
4%
0%
5%
2%
Swinburne University
13%
14%
12%
13%
11%
Victoria University
3%
0%
5%
5%
3%
ACU
5%
1%
2%
1%
1%
Federation University
3%
0%
0%
1%
2%
Note: Several Universities are now offering VET programs. Swinburne and RMIT are dual sectors.
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VOCATIONAL EDUCATION AND TRAINING (VET) TABLE 5: VET SECTOR DATA - FOR WOODLEIGH STUDENTS VET
2022
2021
2019
2018
2017
Swinburne
8%
Box Hill
0%
3%
T
7%
0%
3%
0%
1%
4%
RMIT
3%
5%
8%
3%
0%
Holmesglen
0%
0%
0%
1%
2%
Bendigo
0%
0%
0%
0%
0%
William Angliss
1%
0%
0%
0%
0%
Kangan Institute
0%
0%
0%
1%
2%
Melbourne Polytechnic
0%
1%
0%
1%
2%
INDEPENDENT TERTIARY COLLEGES TABLE 6: INDEPENDENT TERTIARY COLLEGE SECTOR DATA Independent Tertiary College
2022
2021
2019
2018
2017
Collarts
5%
1%
2%
0%
0%
SAE
0%
4%
2%
0%
0%
Elly Lukas
0%
0%
0%
1%
0%
Moorabbin Flying School
0%
0%
0%
1%
0%
JMC
1%
0%
0%
0%
0%
Deakin College
1%
0%
0%
0%
0%
TABLE 7: BELOW OUTLINES THE AREAS OF INTEREST STUDENTS SELECTED TO STUDY Table 7: Placement areas of interest data Areas of Interest
2022
2021
2019
2018
2017
Creative Arts (Including areas of Communication, Media, Graphic Design, Art, Creative Arts, Performing Arts and Visual Art
15%
19%
27%
17%
29%
Architecture and building-related programs
5%
7%
10%
3%
3%
Agriculture, Environment and Related programs
4%
1%
5%
4%
3%
Education
3%
3%
5%
1%
2%
Engineering or related fields
10%
11%
12%
12%
6%
Food, Hospitality and Personal Services
0%
0%
0%
1%
2%
Health-Related Programs
4%
12%
0%
3%
4%
(Including Med, Nursing, Physio, Exercise Science)
14%
7%
1%
21%
13%
Information Technology (IT)
1%
4%
0%
3%
4%
Management and Commerce
29%
49%
37%
28%
26%
(Including Accounting, Banking and Finance, Tourism and Business Management)
21%
21%
10%
11%
15%
Natural or Physical Sciences
6%
14%
15%
9%
17%
Society and Culture (Including Arts degrees, Behavioural Sciences, Human Welfare, Law and Justice, Language and Literature, Sport and Recreation, Philosophy and History)
31%
29%
28%
26%
21%
NB: Please note that when combined the numbers at left exceed 100% as some courses listed will come under several categories. An example is Wildlife and Conservation, which is considered under statistics for both Science and Agriculture and Environment. Double degrees are also listed under multiple categories.
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SECTION 3 – SATISFACTION PARENT, STUDENT AND TEACHER SATISFACTION In the context of an independent school, the key measure of satisfaction is ultimately enrolment demand. This strong enrolment demand is substantially based on good “word of mouth” references from satisfied parents and students. Over the years Woodleigh School has regularly received feedback from staff, students, parents and the wider community. This feedback has predominantly been in the form of the following:
INTERPRETATION OF RESULTS • 97% of the student cohort has secured a course or area of employment of the student's desired choice. • This year we saw a reduction in the number of students wanting to apply to interstate universities (applying to other TACs in addition to VTAC). Only three students expressed interest; however, they will likely accept their VTAC offer. • No students have expressed an interest in studying overseas this year. • Monash, Swinburne and RMIT are our most popular universities/TAFES for our students. This is a change from previous years, with Deakin matching Monash. Swinburne has become more appealing due to the Early Entry scheme. • Swinburne and RMIT (dual sectors) have significant appeal to our students. This increase in popularity may be due to their seamless articulation and embedded professional paid placements (Swinburne). • Management and Commerce and Society and Culture are the most popular areas. • Natural and Physical Sciences have significantly declined since 2017 – despite STEM being a skill shortage area.
• Parent Evenings,
• Creative Arts are gradually declining.
• Parent Teacher Interviews,
• The number of students wanting to apply directly to university has declined over the last five years.
• feedback forms attached to reports, and • general contact with parents. Furthermore, each year all students in the Senior Campus are invited to lunch with the Principal or Deputy Principal where there are many opportunities for feedback, and the Principal provides an annual analysis to the Board of the reasons for students leaving the School in the preceding year. Students also have many opportunities to discuss issues of concern with their Tutors.
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• Students being offered places at The University of Melbourne have gradually declined. The very high ATARS often is a deterrent to our students applying. • Woodleigh students still demonstrate an interest in a diverse and broad range of areas. All our students are encouraged to apply for Post-Secondary Education (if considering deferring.)
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PROFESSIONAL ENGAGEMENT STAFF ATTENDANCE RATE – 91 % This rate is very high given it includes long-term absences. STAFF RETENTION – 87.7 % This figure varies from year to year, but staffing is generally very stable. PLEASE NOTE: The majority of our teachers have two or more Degrees or Graduate Diplomas. PROFESSIONAL LEARNING EXPENDITURE Woodleigh School places the professional learning of its staff as one of its highest priorities, with school development and staff development being seen as interdependent. It supports staff in a variety of professional development activities including online webinars, attendance at external workshops and lectures, and engagement with targeted projects led by curriculum consultants. The school also makes a significant commitment of time and resources to support the development of collaborative practice within year level and learning area teams. The school continued to experience significant disruption due to the spread of COVID19 which limited opportunities for staff to engage with professional learning. In 2022, the school launched the Woodleigh Institute as a way of furthering support for staff professional learning. The institute ran a 12-month leadership program for middle leaders, a series of workshops focused on wellbeing and student-centred pedagogy, and a national conference, ReimaginED. It was also involved in collaborative partnerships with the University of Melbourne and the MIT Systems Awareness Lab, relation to projects respectively focused on the development of complex competencies and systemic approaches to wellbeing. In addition, the institute also launched the new Learning Lab program, a collaborative teacher inquiry approach that is designed to drive action learning, with the aim of increasing the impact of professional learning on classroom practice. As part of the launch of the institute, the development of a dedicated space for staff professional learning and collaboration on strategic projects has provided great support for professional and organisational learning at the school. The total expenditure on professional learning at the school level was $234,560. In addition, significant amounts of time are made available for staff professional learning where possible throughout the year, including the dedicated staff professional learning days.
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TE ACHER QUALIFICATION S (2022) All teachers listed below also hold registration with the Victorian Institute of Teaching. NAME
QUALIFICATIONS
NAME
QUALIFICATIONS
Mark Adams
B Ed
Hayley Brewin
B Hlth & Phys Sec Ed Cert IV Training & Assess Dip Resort Mgt
Peter Allsop
B Ed Cert IV Training & Assess Grad Dip Info Tech
Milly Brodie
Cert III Chd Serv
Tom Angelico
B Business
Christina Brown
B Contemporary Arts Cert IV Graphic Design M Teach
B Sc Grad Dip Ed
Jasper Au
Will Burdon-Smith
B Creative Arts -Film and Television
Craig Azzopardi
B Ed (Maths, Phys, Psych)
Marcus Butler
David Baker
B Ed Grad Dip Ed Admin M Ed, MBA
Sarina Canning
Callum Barnes
Grad Dip Prim and Sec Ed
Gabrielle Catan
Grad Dip Ed
Narelle Barnes
B Ed Grad Dip Teach, Grad Dip Lang & Lit
Matthew Chambers
B Teach
Emily Bauer-Jones
Dip Lit (Singing Teach)
Rosie Cian
John Beckley Alison Behrend David Benton Anthony Bingham
Kate Bird
Catherine Black
Gareth Bolch
Gina Bolch
Mick Bourke Bryn Bowen Jeff Box
B Music Grad Dip Teach, Dip Trombone Perf B Soc Sc (Psych) Grad Dip Psych, Grad Dip Teach (Sec) M Ed & Dev Psych B Sc (Hons) Marine Biol Grad Dip Ed B Music Grad Cert Adolescent Couns Grad Dip Ed B Ed (Prim) Cert Teach and Learn (PYP) Dip Teach (Prim) M International Ed (IB) BA Grad Dip HR/IR M Teach (Prim) BA Grad Dip Ed, Grad Dip Teach Asian Languages M School Leadership B Sc Grad Cert Career Ed & Dev, Grad Cert Workplace Training & Assess Grad Dip Ed (Adolescent Hlth & Welfare) B Soc Sc/Enviro Grad Dip Ed (Prim) B A (Discrete Maths & Crim) Grad Dip Ed (Maths) B A (Graphic Design)
James Clapham Emma Cleine Liane Clements Tracey Clinch Simone Clohesy Franny Cook Elspeth Cooper Lisa Cox
Emma Craven Jonathan Crouch Donna Davies Greg Davies Rod Davies
B Ed - Tech and Applied Studies Cert IV Training and Assessment Grad Dip Furniture and Furniture Technology B Enviro Sci Grad Dip Ed (Prim) M International Education (IB)
B Sc, B Spec Ed Grad Dip Ed B A, B Ed Grad Dip Lang (French) B Fine Arts Grad Dip Ed B Ed (Prim) Grad Dip Teach (Prim) M Spec Ed Grad Dip Teach (EC) B Business Grad Cert Human Resources B Ed Cert IV Training & Assess B A, B Teach (Sec) Cert IV Assess & Workplace Training Grad Dip Hosp & Tourism B Teach, B Spec Ed Grad Dip Teach (EC) B Sci B Teach Cert II Counselling (Careers) B Ed (Prim) B Ed (Visual Comm, Drama & Child Lit) Grad Dip Teach Prim (A & Des) B Eng (Mech) (Hons), B Sc (App Maths/ Meteorology) M Teach (Sec - Maths & Phys) Dip Ed, Grad Dip Computer Ed M Ed (Policy & Admin)
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NAME
QUALIFICATIONS
NAME
Andrea De Jong
B Ed (Sec)
Lisa Grigg
Rachael Douglas-Anderson
B Ed (Prim) Cert IV Hort M Ed (Digital Learning) B Com (Accounting & Finance) Grad Dip Chartered Accounting B Dramatic Art Grad Dip Ed (Sec) B VA & Design M Secondary Ed
Jessica Eddy
B Design Arts (Graphic Design)
Justin de Lacy Andrew Dillon Nick Donaldson
B A (Indon, Sociol, Geo) Grad Dip Ed B Prim Ed (Hons) Dip Tertiary Studies - Prim B Fine Arts (Painting) Grad Dip Ed (Prim) B Ed M Ed
Matthew Eddy Daisy Everett Janine Everett
Scott Grimshaw Kate Hadley Casey Hall Emma Hall Anita Harris Brian Helmkamp Andrew Hicks
QUALIFICATIONS BA Grad Dip Ed B Commerce Chartered Accountant B A (Int St) Grad Dip Ed M Ed (Ed Mgt) B A (Journ & Comn) Grad Dip Ed (English and Media) B Soc Sc/Spec Ed Cert Gifted Ed B Visual Comn (Graphic Design) Grad Cert Art Therapy Grad Dip Ed (Prim) B Fine Art Sculpture Cert IV Training & Assessment B A (Media) Grad Dip Ed (Prim)
Bill Higgins
B Ed
Cathy Holt
B Ed (Sec)
Esther Holt
BA Grad Dip Ed (Sec)
B Phys Ed (Sec) Cert IV Assess & Workplace Training M Ed B Ed (Prim), B Sport & Outdoor Rec (PE) MEC BA Grad Dip Ed (Prim) B Ed B Ed (Hons) B Sport & Out Rec B App Sci (Psychology) B Nursing B A, B Ed (Prim) Grad Cert Ed St (TESOL) B Arts (Creative Arts Honours) Dip Language (French) Grad Dip Teaching & Learning
Malcom Huddle
B Music, B Ed
Brittany French
B Prim Ed
Andrea Khoza
David Geisler
B A, B Ed
Kate Kiernan
Aviv Gerszonovicz
B Teach (Drama) Grad Dip Vis & Perf Arts M Creative Arts Therapy
Katherine Gordon
B Ed (Prim)
Jan Gray
Cert IV Bus (Office Admin)
Lauren Green
B Forensic Sc (Hons) Grad Cert Human Resource Management
Dianne Fabiyanic Lizzy Fallaw
B App Music
Miffy Farquharson
B Ed (Sec)
Haydn Flanagan Sarah Fleming Sue Fletcher Sarah Foley Bek Footman Anne Foster Scott Fraser
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Shona Janky
Jo Jillett Lucy Kane Tamara Kelly
B Sc Cert IV Training & Assess Grad Dip Ed (Sec), Grad Dip Mgt M Enterprise Innov Cert III Ed Support B Creative Arts Grad Dip History, Grad Dip Ed BA M Teach (Prim & Sec)
Craig Kenner
B Ed
Vaishali Kentish
B Arts B Laws
Debs Kesterson
BA
Derek Kirk Cassandra Kitto
Leike Koren
B Music Perf in Improvisation Grad Dip Ed (Prim) B Ed (Primary) Grad Cert Ed (Special Needs) B App Sc, B Teach (Sec) Grad Dip Lang B Sc Grad Dip Ed B A - Women's studies and Visual culture (Hons) Cert IV Small Bus Mgt Grad Dip Film and TV M Teach (Sec)
NAME Renee Kuffer Alphonse Landman Rachel Lewis Monica Ley Sandy Liddiard Tessie Liu Heidi Lockyer Angela Loo
Zara Love-Davey
Michelle Lu Dan Lukies
QUALIFICATIONS
NAME
QUALIFICATIONS
BSc Environmental Biology Dip Natural Resource Mgmt B Eng (Mech) Grad Dip Ed
Ashton Newton
B Ed EC & Prim
Tijana Nuspahic
Dip Library/Information Services
Grad Dip Com Serv
Gabby O'Loghlen
B A Psych & Crim Grad Dip Teach B A (Prof Writing) B Teach (Prim and Sec)
Christian O'Toole
M Teach
Ruth Ogier
B A Comparative Religion Grad Cert Maths Grad Dip Ed B Sci (Psychology) Hons M Ed & Development Psychology B Applied Sci (Exercise and Sport) Grad Dip Teach (Prim) Grad Dip Applied Exercise Sci (Exercise Prescription) B Music M Music (Perf Teach) B Arts Grad Dip Ed
Glenn Ogier
Richard Owens
Jordan Palmer Michelle Parry
Prue Patterson
B Sc Grad Dip Ed B Arts Hons Grad Dip Ed B Ed Cert of Career Develop Practice B Arts Dip Ed B Ed (Sec) Grad Dip Ed (Prim), Grad Dip Arts (Literature) PhD Education B Bus B Ed (Secondary) Hons B Comm Eng Cert Basic Elec Maint Grad Dip Elect Eng Mgt, Dip Lead & Manage BA Cert IV TESOL Grad Dip Ed
Michael Paxino
B Sport & Outdoor Rec/Ed
Cameron Macindoe
B Sc Grad Dip Ed
Andrew Peach
B Ed (Phys Ed) Grad Cert Outdoor Ed M Ed
Heather MacLachlan
B EC
Cathy Peech
Dip Teach Early Childhood
Kate Martin
B Sci Cert Ed Support
Troy Pieterman
Cert Pen Testing
Peter McGettigan
B Phys Ed
Natalie McLennan
B Ed (Vis Arts)
Daniel Macdonald
B Outdoor Ed
Ian Mills
Briony Morgan
B A Comb St Grad Cert Ed Grad Dip Maths Ed B Ed (K-12) PE & Hlth Grad Dip Ed St (Disabilities & Impairments), Grad Dip Wellness M Wellness
Lance Pilgrim Sarah Pilgrim Michelle Pitcher Marney Pope Sophie Powell
Elise Morse
Cert IV Design
Craig Radley
Jane Mott
B Ed (Sec) Music
Jasmine Richards
Donna Nairn Alexandra Nemkevich Yair Neumann
B Ed (Vis & Perf Arts) M A (Clin Psych/Drama Therapy/Couns) B Sc M Ecology & Mgt of Natural Res PhD Computational Chemistry B Comp Sc (Comp Sc, Maths, Philosophy) Grad Dip Ed (Maths & Info Tech)
Tracy Ritchie
B Sc Ed Grad Dip Outdoor Ed, Grad Dip Info Tech BachScience DipOutdoorEd DipTeach BA Grad Dip Ed (Sec) B Music in Ed, B Music Perf B A, B Ed Cert Spalding B PE B Teaching (Sec) Cert Ed Support Cert III Childrens Services B Ed (Prim), B A Grad Dip Ed EC
Lisa Rix
B Ed EC
Lacey Rochford
B Ed EC Grad Dip Child Serv
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NAME
QUALIFICATIONS
NAME
QUALIFICATIONS
Michael Taylor
Nurseryman Apprenticeship
Mark Roden
B Ed Cert of Aquatic Leadership Ed & Practice (CALEP) Grad Dip Teach, Grad Dip Outdoor Ed
Melissa Roper
B Ed (Prim)
Sarah Thomas Katie Tribe
B Perf Arts Grad Dip Ed BA Arts BA Teaching (Secondary) MST Ed (Special Education Needs) BA M Teach (Sec) B Sc (Hons), B A M Teach PhD Biomedical Science/Biochemistry Cert Ed Support Dip Nursing
BA Grad Dip Ed B A (Hons) (Drama) Grad Dip Ed M Ed B Sport & Outdoor Rec/Ed Cert III Fitness Dip Sports Dev
Leigh Van der Horst
Alison Scott
Cert III Business Administration
Lisa Wallace
Grad Dip Music, Grad Dip Teach
Michael Scott
B Music Grad Dip Ed
Hannah Watts
B Sec Ed and A
Arcadia Shannon-Jones
Grad Dip EC Care
Charlotte Wearne
B Ed (Early Childhood & Primary)
Tracy Sharp
Cert Food Handling Cert III Business Cert IV Business
Vivienne Wearne
Grad Dip EC, Grad Dip Ed Admin M School Leadership
Lucy Wharington
B Ed
Amy White
B A (Hons), B Ed Cert IV Multimedia
Rachael White
B Ed
Tom Ryan Carey Saunders
Belinda Schmidt
Zac Shinkfield Gary Simpson
Georgina Sipcic Rianna Smallacombe Karen Somkiat
Rachelle Stewart Jacqui Stocker
B A, B Teach (Sec) B Ed (Env Sc) Grad Dip Enviro Planning M Ed, M A (Sc, Tech & Society) PhD Science Education Cert III Chd Serv Grad Dip Child Serv B App Sci (Psychology) Cert IV Fitness M Teaching Practices (Sec) BA Cert III Animal Handling Assoc Dip App Sc Grad Dip Ed B Soc Sc (Youth Work), B Ed Grad Dip EC BA Grad Dip Teach & Learn, Assoc Dip H Sc
Kellie Stone
Cert III Chd Serv
Emma Streader
B Ed EC
Paige Strouts Ailsa Stuart Jules Szego Olivia Takacs Alexis Tame
B A (Police Studies and Criminal Justice) Dip Teach (Secondary) BA Grad Dip Ed, Grad Dip Student Welfare Cert IV Training & Assess, Cert Ed Support, Cert II Furnishing & Cabinet Making B Arts (Pol Sci, Sociol) M Teach B A, B Ed Dip Vis Merch/Arts
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Imogen Turner Kelly-Anne Twist
Heather Whitehead Cert Ed Support/ Integration / Teacher Aide Gabby Williams Hayley Williams Jen Willian Jacqui Wishart
B Ed (Prim) Grad Dip Teach (Prim) Cert III Multimedia Dip Library and Info Services B Bus Mgt Grad Dip Ed (Sec) BA Grad Dip Ed (Prim)
Serena Wong
B Ed (Sec)
Briony Wright
B Prim Ed
Adam Young
B Ed (Sec)
FINANCE Woodleigh School is a not-for-profit organisation; an independent, co-educational school. Any surplus that may be generated is reinvested into the school either in the form of capital acquisitions or to assist in continuing operations.
WOODLEIGH RECURRENT INCOME
G R O S S F E E INCO M E 6 3 . 5 %
RECURRENT FUNDING RECEIPTS 27.2%
O T H E R INCO M E 6 .7 %
C AP I T AL F U N D I N G R E C E I P T S 2 . 5 %
WOODLEIGH RECURRENT EXPENDITURE
E M PL O Y M E NT CO S T S 6 9 . 3 %
E D U C AT I O N AL R E S O U R C E S 3 %
M A INT E NA NCE CO S T S 3 . 8 %
F I N AN C E C O S T S – I N T E R E S T 0 . 3 %
O P E R A T ING E X PE ND I T U R E – O T H E R 2 3 . 6 %
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