2 / / LEADERSHIP REPORT HEADING
From the Principal Dear Members of the De La Salle Community, As we come to the end of another year, a year which seems to have flown by like no other before it, there is a great deal to reflect upon. I have always believed the critical indicator of an effective school is the capacity to constantly strive for improvement and the dominant themes in my 2015 reflection are change, growth and development. Researchers and academics are justifiably cautious when analysing or predicting timeframes within which schools can execute meaningful change but I am very proud of our staff, students and parents for the positive improvements they have been able to implement this year. These changes vary in scope and significance, too numerous to
and support the students as they navigate adolescence and beyond.
elaborate on in this space, but I must highlight at least some of them. Perhaps of major prominence is the 2015 – 18 Strategic Plan, setting the direction and agenda for the immediate future and mapping out our aspirations and defining who, what and where we aim to be in the next few years. As I write, our newly formed Property Committee is working with a Project Manager and architectural firm in developing a Master Plan, aimed primarily at developing facilities on the Tiverton Campus. This is an exciting chapter in the history of De La Salle and we
Standing: Damien Nolan (2015 Deputy Chair), Mark Parker, Paul Shannon, Michael Skerrett Seated: Anne Arbon, Peter Houlihan, Maureen Salter (absent Tony Morwood (Chair), Br Chris Gorringe, Br Sir Pat Lynch
should have the plan published by April next year. The review and subsequent recommendations for the restructure of the pastoral system, led by Mr John McAlroy (Head of Tiverton Campus), sees the reintroduction of the House system and vertical pastoral care groups in Years 10–12. The four-House system will underpin virtually all aspects of the students’ experience at the College, including student leadership opportunities. The key factor underpinning this innovation is the wellbeing of our students. A range of initiatives within the House system restructure will support our young men, providing a sense of unity, identity and belonging. Particularly important among these initiatives is the introduction of a regular timetabled Personal Development/Wellbeing lesson for all Year 7–12 students, focusing on age-appropriate issues and programs to guide, advise
On the academic front, Year 11 and 12 teachers as a team have adopted a range of priorities to lift standards and expectations around the quality and consistency of our senior students’ performance. The Year 12 students in particular embraced this encouragement and I was thrilled with their improved culture of application and study throughout 2015. The first year of our new Year 10 curriculum structure has been very successful, providing greater scope for choice and breadth within the various disciplines but also allowing for increased rigour and relevance and fresh pedagogical approaches as we prepare these students for VCE. The planned 2016 implementation of the initial stages of our Year 9 In9uire is the result of a dedicated and innovative team of teachers who reviewed
our traditional Year 9 offering and designed a program characterised by contemporary learning. Year 9 students were also the beneficiaries of our pilot scheme in rolling out laptops to each student in Term 3. This is a carefully planned and staged feature of the 2014 ICT Strategic Plan, with all staff completing a Digital Learning Certificate before the Year 4, 7 and 10 students receive their devices in 2016. The unambiguous goal here is to ensure this technology is used effectively by all to enhance learning and teaching. The involvement of each and every teacher in a Professional Learning Team for the duration of 2015, defining then working on an action research project, has been a highlight. Covering themes such as literacy, numeracy, technology, feedback, 21st century skills,
