2012 annual report to the school community salesian college · pdf file ·...

2012 Annual Report to the School Community

Salesian College Sunbury

Registered School Number: 1299


2012 Annual Report to the School Community 2

College Contact Information

Address:

Macedon Street, Sunbury, Victoria 3429

Principal:

Mark Brockhus

Parish Priests:

Fr Kevin McIntosh (Sunbury) Fr Gerard Spillane (Gisborne)

School Board Chair:

Fr Phil Gleeson

Telephone:

03 9744 0000

Email:

[email protected]

Website:

www.scr.vic.edu.au



Our College Vision Salesian College is an inclusive and welcoming Catholic Faith Community in the spirit of St John Bosco. Here at ‘Rupertswood’ we take pride in our unique heritage and environment. We value engagement and excellence in learning for a life committed to making a difference in our world.

We are welcoming Community that fosters an atmosphere of joy and optimism.

We strive for engagement in Learning for which we are collectively responsible.

We promote the pursuit of Excellence in all aspects of life.

We are inspired by our Faith to serve others and develop as resilient, thoughtful and caring citizens of the world.

“A Faith Community committed to Excellence in Learning”

Saint John Bosco, Founder of the

Salesian Congregation

College Overview Salesian College Sunbury is a Catholic Co-educational Secondary College which occupies the spacious grounds of ‘Rupertswood’ which comprises 405 hectares. This property once owned by Sir William Clarke and his family, was purchased by the Salesian Order in 1927. In February 1929 a fledgling boarding school was established, and in April that same year Salesian College ‘Rupertswood’ was officially designated as a Registered School in the State of Victoria. The ‘Rupertswood’ property has a significant history and, along with its Historical Mansion and rich heritage, it also includes the site of sacred Aboriginal Rings and the more recent reputation of being the ‘Birthplace of the Ashes’. The school now has an enrolment of over 1110 students from the local Sunbury area and surrounding townships. These young men and women are educated and cared for by approximately 140 dedicated staff-members.



Principal’s Reflection The strong Catholic and Salesian ethos of Salesian College Sunbury is manifest through outward signs and symbols, prayer and liturgy, and relationships both within the school and between the school and the community, based on the models of Jesus Christ and St John Bosco. The ‘Rupertswood’ environment is attractive and conducive to learning, with staff and students evincing great pride in its history and tradition, while at the same time introducing new state of the art facilities. This year has signalled an exciting period of innovation and change with a view to promoting “engagement and excellence” in all aspects of the school operation. The Leadership Team has worked with the staff to develop a clear vision and a sense of purpose and direction, with a strong focus on learning and teaching. Enhanced staff and student leadership in the area of Education in Faith signals the fundamental significance of this sphere to the life of the College. Involvement in the pilot of the Enhancing Catholic Identity in Schools Project has provided a data based direction to consolidate the integration of faith and life at Salesian. A strong Religious Education program is underpinned by a qualified, committed and enthusiastic staff. Salesian offers a good range of learning pathways that recognises the needs of all its students. A renewed emphasis on Learning and Teaching as the core business of the College was a key focus in 2012. The College recognises that a more contemporary approach to learning and teaching, particularly through the use of ICT and differentiated learning, will engage more students and help strengthen results. A wide range of data is being collected, with the intent to use it to plan for the personalising of teaching to meet particular needs. The leveraging of all percentiles of NAPLAN Literacy and Numeracy outcomes and VCE scores will continue to be a key goal for next Strategic Plan, as will all elements related to SIS student engagement. Traditionally, the greatest strength of Salesian College has been its House-based vertical pastoral care system. The general tone of the school is excellent and the College achieves a happy, healthy and safe environment for its students. The students present as positive, connected and proud of their school. Whilst student safety and wellbeing is rated high in all survey data, a concerted effort is now being made to nurture a shared understanding of what constitutes student wellbeing and how student wellbeing underpins learning and teaching. Continued whole staff professional development will enhance the knowledge and skills of staff to be true to the College’s Vision and to respond to the needs of students, in particular in understanding student motivation, learning confidence and desire for a voice in their learning and in College life in general. The College successfully builds school community, the strongest evidence of which are the excellent daily relationships between students, staff and students, staff and parents, and the school and the wider community. Salesian College is an outward facing school, as evidenced by participation in the local community through sporting and service activities. In recent times, stronger links have been forged with this community, including the local parishes and parish schools. In summary, the following have been identified as significant College achievements in 2012:

Significant improvement in VCE Results

Improvement in SIF Survey results (Staff and Parents)

The roll out iPads for all Year 9 students

Continuation of a staff lead Project Team (with guidance from Insight SRC) to lead the College

through a review and improvement process

Implementation of Action Teams to work on specific areas of improvement as identified by the

staff of the College

SMS Messaging to parents for absences/alerts



Continuation of independent Study Skills sessions for senior students

Continuation of meetings with parents and students in Years 11 & 12 to encourage and support

them in their journey to succeed in the VCE.

Ongoing productive relationship with our local Catholic Primary Schools

Continuation of regular School Tours for interested Applicants

Further upgrading of School ICT facilities

Assisting 50+ students with enrolment into the College following the closure of Mowbray College

Successful completion of School Review Process and establishment of new Strategic Plan for 2013-16 and Annual Action Plan for 2013

Review of Pastoral Care and Wellbeing structures

Mark Brockhus Principal



Education in Faith Education in Faith at Salesian College has the goal of engaging students in a deeper and more systematic knowledge of the person and the message of Jesus Christ and the teachings and traditions of the Catholic Church. We are also inspired by the philosophy of St John Bosco and the ethos of the schools run by the Salesian Order he founded. We strive to include students who come from other Christian denominations, different faiths and those who have experienced little or no prior formal religious education. Faith is a gift from God and whilst we seek to nurture faith in God through the power of the Holy Spirit, we recognise the integrity of every student’s individual faith choice. Goals and Intended Outcomes Salesian College identified seven goals broadly related to Education in Faith:

1. That a forum for exchange of ideas on education in faith be developed with parents

2. That school links to the Parish and the wider Church community be enhanced.

3. That a clearer understanding of the relationship between the Salesian charism and the Catholic tradition be developed.

4. That there be a special focus on students who wish to express their faith and exercise faith leadership.

5. That students, especially at Year 7 who have not attended a Catholic primary school, receive an induction into basic Catholic beliefs, sacraments, prayers, rituals and Church organisation.

6. That opportunities for staff to engage in faith formation continue to be provided.

7. That school links to the Parish and the wider Church community be enhanced.

Achievements in 2012:

Introduced a formal classroom based RE Program to Year 12 students

Initial preparation and training for the introduction of the Catholic Schools Youth Ministry Australia (CSYMA)

Adult education courses in the sacraments offered through the evening “Twilight School” program

R.E. Course outlines reviewed and rewritten to incorporate contemporary pedagogy such as “Building Learning Power”

Bibles formally presented to every Year 7 student at the beginning of the year

Program of R.E. accreditation opportunities offered at Rupertswood and increasing the number of staff accredited to teach Religious Education by two, and accredited to teach in a Catholic school by one

Staff Retreat on the theme of “Ecumenism”

Strenna theme for 2012 “The Good Shepherd” highlighted at College functions

Establishment of Liturgy and Social Justice Captains with associated Student Action Teams

Facilitated students attending OzBosco and Salesian Leadership camps and St Vincent de Paul’s young leaders conference

Continued emphasis on community service and social justice action

Regular meetings between Parish associates and the primary and secondary schools

Strengthening of the College leadership structure in relation to faith leadership, highlighted by the appointment of a Deputy Principal – Mission & Faith



Learning and Teaching The College’s teaching and learning curriculum is designed to foster the development of the ‘whole person’ and is student centred, with the child at the heart of all that we do. Our dynamic teaching and learning environment encourages engagement in learning, active participation and excellence from all in our community. The College offers a balanced and broad range of learning programs and we have focused on explicitly teaching our students how to become better learners to equip them with the skills that they need to succeed in the future. Goals and Intended Outcomes Salesian College identified eight goals broadly related to Learning and Teaching:

1. That there be an improvement in VCE Results

2. That there be greater engagement of students in Years 7-10

3. That there be an improvement in NAPLAN results at Year 7 and Year 9

4. That there be greater engagement of students in Years 7-10

5. That there be a reduction in the disruptions to learning

6. That there be more effective management of student misbehavior

7. That gifted and talented students be provided with appropriate targets

8. That appropriate pathways for all students continue to be provided

Achievements in 2012:

Transition interviews with 10-11 and 11-12 students. Goal setting, careers discussion

Investigated the creation of a Year 12 study area and review use of Year 12 study periods

Investigated various forms of curriculum delivery. eg: team teaching, alternative programs etc. in line with the new Australian Curriculum

Investigated alternate Year 9 curriculum to foster engagement in the middle years and write program for implementation in 2013

Implementation of iPads to Year 9 students

Analysis of NAPLAN results and curriculum development tailored towards high and low achieving students. Acer testing for all Year 7 students

Improved academic standards by raising staff expectations of students. Introduced Guy Claxton's Building Learning Power

Improved communication of learning strategies to classroom and homegroup teachers

Review of College Calendar and Timetable

Investigated Professional Learning opportunities for staff related to classroom management strategies

Investigated the effectiveness of a staff Coaching program

Implementation and extension of Gifted and Talented Program

Staff Professional Development focusing on Gifted and Talented students

Improved Part B reporting systems. Students to set goals for their learning and the future

Further enhancement of pathways interview program

Further development of the careers program



YEAR 7 NAPLAN TESTING

% of students at or above the Minimum Standards

2010 2011 10-11 Change

2012 11-12 Change

Reading 98.9 100.00 1.1 97.7 -2.3

Writing 98.9 96.9 -2.0 96 -0.9

Spelling 97.8 96.9 -0.9 96 -0.9

Grammar 94.4 99.5 5.1 98.3 -1.3

Numeracy 98.9 99.5 0.6 98.2 1.1

YEAR 9 NAPLAN TESTING


2010 2011 10-11 Change

2012 11-12 Change

Reading 99.5 98.9 -0.6 98.7 -0.2

Writing 96.6 97.7 1.1 92.6 -5.1

Spelling 92.1 98.8 6.7 95.7 -3.1

Grammar 98.9 99.4 0.5 98.1 -1.3

Numeracy 98.9 98.3 -0.6 99.4 1.1

MEDIAN NAPLAN RESULTS (Estimated VELS Equivalent Score) for YEAR 9


2010 2011 10-11 Change

2012 11-12 Change

Reading 5.38 5.46 0.08 5.37 -0.09

Writing 4.47 0 0 0 0

Spelling 4.75 4.89 0.14 4.91 0.02

Grammar 4.78 4.85 0.07 4.74 -0.11

Numeracy 4.65 4.57 -0.08 4.63 0.06

Student Retention Rate The College’s retention rate of 69.89% in 2012 is based on students retained from Years 9 to 12. Victorian Certificate of Education (VCE) The mean study score for Salesian College in 2012 was 29.7 compared to 28.56 in 2011 and 29 in 2010. 3.9% of study scores were above 40 compared to 3.4% in 2011 and 5% in 2010. Below is the mean study scores and percentage of study scores of 40 or more over the last three years:

Year Mean Study

Score % of 40+

2012 29.7 3.9

2011 28.56 3.4

2010 29 5

Twenty-six students received an ATAR of 80 or more (20% of students).



Seven students received an ATAR of 90 or more, compared to 5 students in 2011. Jacob Atkinson was the College Dux with an ATAR of 95.95. Jacob’s results were: Biology 39, Chemistry 41, English 38, Mathematical Methods 39 and Psychology 46. The highest Study Score was achieved by Brett Linsdell who obtained a score of 49 in Outdoor & Environmental Studies. The VCE completion rate in 2012 was 97% and VCAL was 98%

Pathways 2012 was a busy year for the Careers/Pathways Team, with all Year 11 and 12 students receiving careers counselling, and then the Year 12s all completed their VTAC applications in the new Careers Centre, with 6 computers available for student use. 94% of Year 12 students who applied through VTAC received an offer, 81% into a Degree level course, and 19% into a Diploma course. The other students enrolled in pre-apprenticeship programs and other training options, or into an apprenticeship or employment. The top 6 institutions for students in order were: RMIT, VU, ACU, Latrobe, Swinburne and the University of Melbourne. The top 3 types of courses were: Science & Health, Creative Arts and Management/Commerce. All Year 10 students participated in a week’s work experience at various places around the state, and they all completed a careers assessment program to facilitate career/pathway planning and subject selection. A regular fortnightly Careers newsletter was issued to all Homerooms, and placed on the school website. Some careers work was also undertaken with Year 9 students, as well as assisting students at risk with options outside of school where appropriate. All VET programs were sourced and coordinated as appropriate for VCAL and some VCE students, as well as Construction Induction Card training and First Aid training for some VET students. Students were also able to apply for a Tax File Number through the Careers/Pathways Centre. The Careers team kept up to date with the latest development in careers and courses to ensure accurate information and options were presented to students. This included a visit to the University of Otago, New Zealand where Australian students can study a wide variety of programs. There was regular attendance at the Well-Being Team meetings. Learning Support The Learning Strategies department commits to running Program Support Group meetings each term for all funded students as well as non-funded students with additional needs. Further support for these students includes the presence of Learning Strategies Assistants in various classes determined by individual needs. In 2012, programs were established to support students with additional needs: BOOST runs in years seven and eight in place of a LOTE subject. Students are selected based on data gathered from the year six testing mornings that take place in term three. Three lessons per week are delivered: two for literacy and one for numeracy. This program runs for one semester or one year, depending on student need. For students in year nine to twelve, support is offered in the form of BASHH (Before and After School Homework Help). This is staffed by LSA, teachers, parent and senior student volunteers. This opportunity is open to students in years seven and eight as well.



Data is gathered on all students throughout the year and stored on the Student Performance Analyser website for teachers to access. This data enables teachers to determine which students will need a curriculum that extends their learning and those who will need scaffolded learning to ensure they understand the work covered in class. Planning support is also available for teachers. LOTE Events that students took part in during 2012 included:

We began the year by hosting 14 Japanese students from our sister school, Salesio Polytechnic in Tokyo, Japan. The aim of this program is to further intercultural and international understanding, develop friendships between the sister schools and promote ongoing exchanges between our schools. The Japanese students participate in a number of activities-canoeing, dancing, cooking and excursions to Sovereign Hill and the Aquarium.

In May the Year 10 Italian students visited the immigration Museum where the learnt about the Italian Migration story. They were also transported to ancient Rome at the Ancient Rome exhibition at the Docklands. Our Year 10 and Year 11 Japanese students participated in a calligraphy workshop, ate lunch at a traditional Japanese restaurant and shopped at various Japanese supermarkets where they had to converse in Japanese. These interactive excursions aim to increase student’s awareness and respect of other cultures.

The annual Dante Alighieri Poetry competition also took place In May. 44 students from years 9-12 recited a poem at Melbourne University.

We welcomed our Japanese exchange student Akari Sakaguchi from Toho senior High school. She decided to come to Australia because she wanted to improve her English skills and make many new friends. 5 students from Trento Italy also took part in our exchange program.

Our Japan Study Tour was an invaluable experience for the Japanese students; a full report of the study tour will follow the LOTE report. The Italy Study Tour was also a highlight of 2012.

During the month of August Year 9-12 students attended LOTE camp at Lake Dewar Lodge, Myrniong. Students cooked, danced, and participated in language specific writing and speaking workshops. Year 8 Italian students visited the Calabria Club for their LOTE Day, whilst the Japanese students were engaged in various traditional Japanese activities at school.

In September, our Year 10 Italian students visited an exhibition of antiquities at Coasit resource centre in Carlton. Students learnt about artefacts that were produced by the ancient Greeks and Romans. We then had a guided tour of the Renaissance paintings at the National Gallery of Victoria.

E-Learning The main achievements in 2012 were:

Introduction of iPads to all Year 9 students

Creation of a Multimedia Mac Lab

Installation of Interactive Projectors into more classrooms

Introduction of DayMap – Attendance, Assessment and Student Monitoring software

Updated College Website

Many eLearning PD opportunities for staff

A group of Year 9 Students were trained as ICT Angels and participated in group learning sessions with an eLearning consultant

Parent Information Night regarding Year 9 iPad program 2013

BYO Device Policy for VCE Students was introduced allowing access to College Wi-fi



Sports Salesian College continued to develop its sports opportunities in 2012. The College had some excellent results in a range of sports competing in the Sports Association of Catholic Coeducational Secondary Schools (SACCSS), Herald Sun Shield, School Sports Victoria, Victorian Schools Netball Championships and the McDonald Cup Basketball Competition. Salesian won the SACCSS tennis aggregate pennant for 2012. In the swimming carnival at Melbourne Sports and Aquatics Centre the college won the juniors boys section along with boys’ junior age champion. In the Intermediate and senior aggregates the squads came in the top three. The senior boys AFL football once again dominated the SACCSS senior competition and won the trophy for the fourth year in a row. The team went on to play in the Herald Sun Shield semi-finals where they lost to Saint Patricks of Ballarat, the eventual winners of the competition. Cross Country was also a successful competition for the Salesian team consisting of eighty six students. The junior girls were our strongest performers with a third place. In the SACCSS Athletics Salesian stepped up into the division one competition after the college dominated last year’s division two competition. In the junior and intermediate aggregates the college came second out of the seven schools competing. There were also champions in the Girls U15, Boys and Girls U16 age groups. The College also entered a Snow Sports team in the Victorian Snow Sports Championships at Mount Buller and did very well. Other achievements throughout the year were the Umpiring Academy for AFL Umpiring where twenty students qualified to umpire various aspects of the local Riddle League Football Competition, The senior and intermediate netball teams going through to the second round of the Schools Championships, year 7 Premier League Cricket team winning the pennant for 2012 as well as our Pierre De Coubertin award winner for 2012 Nicole Jovanovic. The sports department is hoping to build on the achievements of what was a busy and very successful sporting program in 2012.



Student Wellbeing In accordance with the fundamental ethos of the College and its ongoing commitment to the education of young people, it continues to maintain a strong focus on the wellbeing of all students. The College understands that the wellbeing of each student comprises their social, emotional and cognitive dimensions and translates into the achievement of meaningful learning outcomes and maximises personal levels of academic engagement and achievement. Goals and Intended Outcomes Salesian College identified four goals broadly related to Student Wellbeing:

1. That there be an improvement in student leadership capacity and involvement

2. That we develop a culture where students strive for maximum achievement in all areas of the school

3. That there be an improvement in student classroom behaviour

4. That there be an improvement in the College's approach to the ongoing identification, monitoring and follow up of all students 'at risk'

Key achievements were as follows:

Implemented a new Student Leadership structure and more specific Leadership training into Pastoral Care sessions.

New pastoral program was implemented.

Peer Support was introduced.

School Action Teams (SATs) each had a staff member with whom they worked closely to achieve outcomes.

Appointment of Year Level Learning Co-coordinators at Years 7-8, 9-10 and 11-12 to strengthen pastoral and learning structures

Encouraged and support staff members to be actively involved in each of the Leadership groups.

Recognised focus groups and their achievements around the College.

Continued the development and implementation of a pastoral program to meet the needs of students to engage them in striving for achievement in all aspects of College life.

Continued with the new award certificate structure celebrating student achievement. Developed a Student Achievement Policy

Incorporated Professional Dialogue Groups and circle time activities into staff meetings.

Provided ongoing professional development for all staff on Restorative Practices to support the new PC & BE Policy

Reviewed and update existing College policies in light of the new Pastoral Care & Behavioural Expectations Policy

Review of student progress and implementation of appropriate strategies

Enhanced the Student Wellbeing area of the College.

Utilised the DAYMAP program to support our pastoral and wellbeing structures and procedures



Student Satisfaction: According to the 2012 Insight SRC data it is the perception of students that:

Students feel very safe at school

Connectedness to Peers is very high

Student Motivation is high

Student Distress was lower Other Key areas of student and staff satisfaction are:

Students appreciated the greater opportunities in the area of student leadership. This was evident by the large number who applied for leadership positions and volunteered to be part of the Action Teams.

All Year 9 students engaged in the introductory components of the Peer Support Program and about half of all Year 9s went on to complete the training to become Year 10 Peer Support Leaders in 2012.

A large number of Year 10, 11 and 12 students took part in study skills workshops and many commented that they found them very useful.

Many students have been awarded with various certificates which recognise their efforts and achievements and have shown their appreciation.

Teachers have embraced the opportunities for Professional Dialogue and enjoyed the chance to share with their colleagues.

Students provided very positive feedback in relation to the camps and trips conducted at various year levels, especially Year 7, 9 & 12 Camps/Retreats, Year 10 Kakadu trip, Year 10, 11 & 12 Outdoor Education trips.

Students gave positive feedback about all Feast Day activities.

Students at all year levels gave positive feedback about the ‘Reach’ wellbeing days.

Very positive feedback was given by students, parents and staff regarding Year 11 Presentation Ball and Year 12 Graduation Mass and Dinner celebrations.

Student Attendance: The College Attendance recording moved to a new system called DAYMAP at the beginning of Semester 2. Homegroup Teachers input the daily attendance using their iPads during morning Homeroom and subject teachers now mark attendance for each period throughout the day. Teachers are constantly reminded of the importance of maintaining the correct information on the Roll. The Attendance Officer produces a list each day of students who are absent from the DAYMAP program. A copy of the list is kept on file. The Attendance Officer sends an SMS message to the designated parent/guardian, when their son/daughter is absent and the reason is marked as ‘unknown’. Homegroup Leaders and House Coordinators can check on a student absence at any time during the day, using DAYMAP.

Percentage rates for attendance at each year level for 2012 are as follows:

Year 7 99.48

Year 8 93.29

Year 9 92.61

Year 10 90.36

Year 11 91.15

Year 12 92.21



Leadership and Management In keeping with the guiding principles and spirit of St John Bosco, Founder of the Salesians, the leaders and educators of Salesian College strive to develop his educational system “which is based on the fundamentals of Reason, Religion and Loving Kindness and characterised by the importance of friendship, understanding and confidence between teacher and student”. They aspire to carry on Bosco’s work today in the local setting of Sunbury and continue to inspire the young to become “good Christians and honest citizens”. Furthermore, they seek to offer their students “a first-rate education in a positive learning environment, whilst forever remaining faithful to (the College’s) Christian principles, Salesian foundations and Australian heritage”. Goals and Intended Outcomes Salesian College identified six goals broadly related to Leadership and Management:

1. That leadership be more strategically focused

2. That the processes of decision making, consultation and communication be more effective and better understood by all

3. That role clarity be enhanced

4. That staff receive regular feedback on their classroom and leadership performance

5. That staff formation, development and efficacy be improved in all areas

6. That staff perception of empowerment be enhanced


The successful application for funds ($52,000) through the Empowering Local Schools

National Partnership Initiative Leadership Funding. The focus for the school’s initiative was on

Workforce Planning. Specifically, to (a) provide further learning opportunities for staff to better

understand/interpret student & school performance data, and (b) to establish new and

improved mechanisms for staff review and appraisal. The College Executive and Board have

identified improvement in staff performance and engagement as the two areas requiring close

attention. As of December 31, 2012, $27,345 had been directed towards professional

development opportunities and 360 reviews/feedback for staff in key POLs.

A focus on improved processes of decision-making, consultation and communication, which

has included inviting all staff to be involved in key processes in the College, such as the

development of a new Vision Statement through an open and consultative process and

preparation of the SIF Self Reflection Report.

Implementing protocols which build capacity, creativity, responsibility and accountability within

teams, including changing the focus of team meetings so that they have a pedagogical rather

than administrative focus.

Expansion of the senior leadership team to include a level of responsibility under the Deputy

Principals, introducing an appraisal process for members of the Leadership Team which

includes 360 degree feedback and implementing coaching for staff in key leadership roles.

Introduction of a program of professional learning directed towards the improvement priorities

of the College. Professional learning has also been enhanced by the introduction of the weekly

Staff Exchange newsletter which provides a forum for professional interaction as well as

enhancing communication.



Development of a role description for the class teacher to emphasise the responsibility they

have for purposeful pedagogy, student engagement and wellbeing and to achieve an

increased measure of consistency.

Introduction of opportunities for peer appraisal and mentoring, as yet on an informal basis, to

address the staff perception of needs for improvement in this area.

An increased emphasis on the use of data to improve learning, supported by outside agencies.

A focus on school improvement through the Building Better Schools Program. The Project

Team, consisting of nominated members of the teaching and non-teaching staff and the

Principal, signals a more inclusive and distributive approach to leadership.

Other Key areas of staff satisfaction are:

The attendance rate for Teaching Staff is 88.95%.

Staff on leave for all or part of the 2012 year included 6 staff on Maternity Leave and 17 staff on Long Service Leave for one school term or less.

The Retention Rate for Teaching Staff from 2011 to the 2012 school year is 93.1%.

InsightSRC continued to engaged to lead the College Leadership Team through a process of review & evaluation of structures, communication, meeting styles, etc. This included 360 performance reviews of senior leaders and the appointment of ‘feedback’ coaches.

Professional Learning In 2012 professional learning continued to be a major focus for the college with the main emphasis on a school based professional learning program that engaged staff in working together to achieve school improvement. A number of the whole staff professional learning activities were conducted by a team of ten staff (teaching & non-teaching) that were selected by staff. This team worked closely with staff from Insight SRC to lead the entire staff cohort through sessions on interpreting and understanding the School Improvement Survey data from 2011 and identifying areas to focus on for improvement. Smaller sub teams were then selected staff to lead each of the identified improvement areas, these teams underwent training from Insight SRC on how to work with staff to bring about improvement. Whole staff professional development days were combined into a 3 day program in July and included a Shadow Day were staff were encouraged to attend other workplaces/schools to gain an insight into the different programs and practices in place at the chosen location. Upon returning to school staff shared their learning from their experience. The Professional Learning Coordinator conducted a session on the different forms of assessment. In 2012 the ARM process allowed staff to choose the option of inviting another staff member to observe their lesson that concluded with analysis of student feedback and peer coaching. Staff holding a POL also had the opportunity to undertake 360 review conducted by Insight SRC to gain feedback on their leadership capacity. In addition to the school based professional learning opportunities, staff also participated in individual professional development. Some of the programs attended included:

Managing the transition to the Australian Curriculum

Certificate IV in training and assessment

Enhancing the capacity of a learning support officer

Responding to the mental health needs of students

Online seminars for units 1-4 Design & Technology - textiles

Teaching strategies for the thinking classroom



DayMap training

Success for Women in Leadership

Embracing mobile phones in your classroom

Classroom leadership

MAV, Comview, Drama Victoria & VATE conferences

In 2012 a total of $70,789.87 was spent on Professional Learning. This equates to approximately $505.64 per staff member (based on 140 staff). All staff participated in some Professional Learning in 2012.

Teachers' Qualifications

Level This School Like Schools All Schools

Degree - Doctorate 1.16% 0.73% 0.88%

Degree - Masters 13.95% 14.54% 15.12%

Diploma - Graduate 41.86% 43.09% 44.19%

Certificate - Graduate 3.49% 5.65% 6.06%

Degree - Bachelor 80.23% 78.74% 80.64%

Diploma - Advanced 23.26% 22.49% 23.6%

No Qualifications Listed 5.81% 12.26% 9.46%

Other Key areas of staff satisfaction are: According to the 2012 Insight SRC data it is the perception of staff that:

There is a good team spirit in the school

They are clear about their professional responsibilities

They can rely on their colleagues for support and assistance

Their personal goals are in agreement with the goals of the school

They are encouraged to pursue further professional development

There is constant pressure for them to keep working

Students are generally well behaved and treated with respect

Strongly believe they can make a difference to student learning and wellbeing

They have the opportunity to reflect on their faith, learn about the Catholic Faith, celebrate Mass and participate in prayer.

Staff Composition:

Principal 1

Teaching Staff (Head Count) 93

FTE Teaching Staff 73

Non-Teaching Staff (Head Count) 43

FTE Non-Teaching Staff 24

Indigenous Teaching Staff 0



College Community The College seeks to be a place where all those in the community feel a sense of welcome and belonging. It is important that the school is working to meet the needs of those in the community and, as such values the involvement, contributions and feedback of all members in the community. Goals and Intended Outcomes Salesian College identified six goals broadly related to School Community:

1. That the channels of communication between school, home, parish and community be enhanced.

2. That parental involvement be increased

3. That ways of utilizing the skills of parents to enhance the curriculum offerings of the school be explored

4. That the profile of the Parents & Friends Association be further developed.

5. That there be continued development of Past Pupil functions

6. That the College continue to seek ways of providing a Catholic education to those in need


A new Parent Calendar was implemented for 2012

There has been more effective use of email between staff and parents

A new communication package (DayMap) was introduced in 2012. This package allows for stronger communication with students and parents through online communication portals which include information on attendance, classwork, homework and assessment as well as an SMS facility for parent contact.

The use of the Parent Teacher Online Booking system was continued and enhanced for all

Parent-teacher interview.

The Year 7 Transition Day welcome by the Parents & Friends Association continued.

Introduction of the “Twilight School” evening and adult education program.

A college Open Evening was held in September.

The conducting on a regular basis of School Tours for prospective student enrolments

The College Principal hosted regular meetings with Principals from the local Catholic feeder schools. Staff from these schools also engaged in shared discussion and Professional Learning with our teachers. Our students and staff were involved in visits to these primary schools as part of the Transition program.

A special information night was held for year 8 parents and students regarding the use of iPads for Year 9s in 2013.

Transition interviews were conducted for all students returning to the college in 2013 to review levels of academic achievement and set goals and expectations for next year.

Parent Satisfaction According to the 2012 Insight SRC data it is the perception of parents that:

Their children get on well with their peers and other students at the school

The education programs and subjects at the school are suitable for their children



Students are developing good social skills

The school is always striving to improve

Students are well prepared for the next stage in their education

Academic standards provide adequate challenges for students

Are comfortable about approaching the school about any concerns

Overall, they are satisfied with the education students receive from the school. Other key indicators of parent satisfaction include:

Feedback from parents regarding the new website and parent calendar has been positive.

Feedback regarding the use of Parent Teacher Online as a booking system has been very positive and the numbers in attendance at these events has increased significantly to around 80% of parents.

Parents comment that they see the greater use of email as an effective form of communication.

Parents were very positive about the use of Ipads in Year 9 2012.

The numbers of parents attending Parents & Friends meetings is increasing.

There is a more effective communication between our college and our local Catholic primary school. The feedback in this regard has been very positive.

Very large numbers attended the Open Evening and the feedback regarding this event from students, parents and staff was very positive.

The feedback from parents regarding major events such as Year 11 Presentation Ball, Year 12 Graduation Mass & Dinner, the School Production and the Annual Presentation Night were all very positive.

The transition interviews were appreciated by parents and students.



Financial Performance Financial Performance for the year ended 31 December 2012

Accrual $

Recurrent income Tuition

School fees 3,839,971

Other fee income 890,656

Private income 434,537

State government recurrent grants 2,165,391

Australian government recurrent grants 7,373,249

Total recurrent income 14,703,804

Recurrent expenditure Tuition

Salaries, allowances and related expenses 10,065,127

Non salary expenses 4,495,382

Total recurrent expenditure 14,560,509

Capital income and expenditure Tuition

Government capital grants 427,569

Capital fees and levies 1,382,263

Other capital income 0

Total capital income 1,809,832

Total capital expenditure 248,046

Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Tuition

Total opening balance 6,697,371

Total closing balance 5,360,881

Notes:

Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors.



Future Directions

Key Goals & Outcomes for the 2013 Salesian College Annual Action Plan Education in Faith:

To continue to strengthen the Catholic culture of the College for all its members. Outcomes:

1. That understanding and appreciation of being a member of a Catholic Salesian school community is deepened for staff, students and parents.

Learning and Teaching: To engage students in a contemporary pedagogy that challenges them to achieve excellence and enables them to be lifelong learners.

Outcomes:

1. That student learning outcomes will continue to improve.

2. That students will develop as autonomous, confident, motivated learners. Student Wellbeing: To continue to develop a culture at the College where wellbeing is integral to learning and consciously connects wellbeing to student achievement.

Outcomes:

1. That each student will be provided with the best possible wellbeing support in all aspects of college life

2. That students will continue to develop into autonomous, resilient, confident and responsible

learners and leaders

Leadership and Management: To develop a vibrant, empowering professional culture based on collaboration, openness and trust that aims to ensure “engagement and excellence” for all students and staff.

Outcomes:

1. That effective teams will engender capacity, creativity, responsibility and accountability in their members

2. That a vibrant pedagogical culture where staff continuously reflect on their practice and look to

improve their performance will be fostered School Community: To foster active partnerships between the College and the wider community.

Outcomes:

1. That parent, student, staff and alumni connectedness with the college will improve 2. That the participation and involvement with the parent and wider community continue to grow

to benefit student learning outcomes

2012 annual report to the school community salesian college · pdf file ·...

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