2/ LEADERSHIP REPORT
From the Principal Dear Members of the De La Salle Community, It is always a positive experience to reflect when the end of a year draws near and to realise so much of what your community has set out to do has actually been achieved. This is critical for De La Salle College as we continue our journey of improvement and innovation. The 2015–18 Strategic Plan set a compelling agenda for six key areas of our school’s development and growth. Having worked through the first full year of the Strategic Plan it is worth analysing our progress in this context with reference to all that is happening in and around the College. The Education in Faith sphere defines our very identity as a Catholic school in the Lasallian tradition. In an increasingly secular 21st century it is crucial we provide our young men, and indeed the staff and wider community, with the tools to build a sense of meaning
and understanding of the ever changing world around us. Deputy Principal – Faith and Mission Mrs Rana Brogan has provided superb leadership and initiative in this area. From the students’ perspective, the very successful Year 12 Retreat was run along House lines for the first time and the four newly created roles of House Lasallian Captains were instrumental in the formal integration of the five core principles of Lasallian education into our everyday processes. The Staff Formation Day, Year 7–11 Reflection Days and a revised Year 7–9 Religious Education program made significant contributions to enhancing our faith
community. In a symbolic gesture to heighten their importance, we moved the Year 7 Welcoming and Leaders’ Commissioning Mass and the Year 12 Valedictory Mass to St Patrick’s Cathedral. The four Community Masses served to reinforce relationships with some of our key parishes. In relation to the Learning and Teaching sphere, improving academic rigour in an environment of challenge and achievement for all has been an intrinsic element of the Strategic Plan. The vision of Deputy Principal – Learning and Teaching, Mr Mark Gustincic, has steered us confidently in the right direction to improve our boys’ learning outcomes. The unambiguous focus of the staff Professional Learning Teams in 2016 has been to differentiate students’ learning, to identify exactly where students sit on the learning continuum and use data to accurately measure
growth and progress rather than just recording achievement. The very successful introduction of Maths Pathway at Year 7 has enabled staff and students alike to personalise learning and ensure instruction and assessment suits the individual. Moving to a much more student-centred approach is also bearing fruit, with the Year 9 Inquiry program empowering students to take responsibility for a good part of their learning, particularly with the week-long City Experience. This will be further enhanced in 2017 by adding the Rural Experience. It was gratifying to see the significant investment by the Year 9 students in their own learning. Other initiatives such as a renewed emphasis on literacy across the curriculum, a strategic approach to maximising VCE performance and providing clear and appropriate pathways for all have been effective. The rollout
of the notebook computer program for Years 4, 7 and 10 was a triumph in smooth and efficient systems, and effective use of ICT to support learning. With finite space on both campuses, the Facilities and Resources sphere warrants careful consideration. Perhaps the most exciting development for 2016 was the completion and adoption of a Master Plan. With a significant period of time having elapsed since our last major building program, especially at Tiverton, it was critical we exercise due diligence, plan and research carefully, consult widely and incorporate creative and strategic thinking. Designed to promote and facilitate innovative learning and teaching in contemporary spaces, the Master Plan will result in significant renovations at Kinnoull and potentially, a three stage building program at Tiverton. Focusing on a
