Mater Christi College - 2017 Anual Report

ANNUAL REPORT

2017

TO THE SCHOOL

COMMUNITY

MATER CHRISTI COLLEGE, BELGRAVE

SCHOOL REGISTRATION NUMBER: 1644

MATER CHRISTI COLLEGE BELGRAVE

Contents Contact Details ............................................................................................................................................ 2 Minimum Standards Attestation ................................................................................................................ 2 College Overview ......................................................................................................................................... 3 Principal’s Report ........................................................................................................................................ 5 Education in Faith ....................................................................................................................................... 6 Learning & Teaching ................................................................................................................................... 8 Student Wellbeing ..................................................................................................................................... 13 Child Safe Standards ................................................................................................................................ 16 Leadership & Management ....................................................................................................................... 17 College Community ................................................................................................................................... 20 VRQA Compliance Data ............................................................................................................................ 22

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY

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MATER CHRISTI COLLEGE BELGRAVE

Contact Details ADDRESS

28 Bayview Road, Belgrave VIC 3160

PRINCIPAL

Mary Fitz-Gerald

CANONICAL AUTHORITY

Good Samaritan Education

SCHOOL BOARD CHAIR

Fiona Purcell

TELEPHONE

(03) 9754 6611

EMAIL

principal@materchristi.edu.au

WEBSITE

www.materchristi.edu.au

ABN

92 005 909 544

E NUMBER

E1240

FEDERAL DET NUMBER

16964

Minimum Standards Attestation I, Mary Fitz-Gerald, attest that Mater Christi College is compliant with: •

•

All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA Australian Government accountability requirements related to the 2017 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

25 May 2018

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College Overview Vision Our goal at Mater Christi College is to provide an educational environment where challenging learning experiences empower students, staff and families to act justly and live wisely, creatively and compassionately.

Mission Statement Mater Christi College is a Catholic Secondary School for Girls which takes its direction from the person and message of Christ, as proclaimed in the Gospels. In an atmosphere of Christian love, caring and understanding, the College provides educational programs relevant to the individual needs of students. It encourages excellence in all things. The College respects the traditions and spirit of its founders, the Sisters of the Good Samaritan, and strives to be organisationally and educationally innovative, to meet the challenges of a rapidly changing society. Through balanced growth of the whole person, we aim to develop informed and compassionate women of faith who will contribute freely and creatively in the affairs of society.

Guiding Benedictine Values Love of Christ & Neighbour ~ Community ~ Justice & Peace ~ Learning ~ Excellence ~ Prayer Hospitality ~ Stewardship ~ Humility ~ Discipline ~ Obedience ~ Stability Mater Christi College is a single campus Catholic Secondary School for Girls, located in the outer eastern region of Belgrave, Melbourne. It was established in 1963 by the Sisters of the Good Samaritan and is now governed under Good Samaritan Education. It is systemically funded through the Catholic Education Commission of Victoria.

The majority of students are Catholic and from Catholic families; however, all students embrace the opportunity to participate in an active faith community and are challenged to learn in an environment imbued with the values of inclusivity, compassion and justice so that students will develop a love of learning, embrace leadership experiences and participate in community service.

The College has excelled in providing unique opportunities for students to develop their potential - academically, spiritually, physically and emotionally. As a community dedicated to the education of girls, the College has committed to ensuring opportunities for future leadership, cultural experiences, community service, sporting activities and creative achievements.

Governance Mater Christi College is a public company limited by guarantee. It is governed according to the Constitution of Good Samaritan Education.

The Directors, appointed by the Members of the Company in accordance with the Constitution, form the College Board which provides the governance of the College and sets the strategic direction. All operational matters and internal administration are delegated to the Principal as Chief Executive Officer.

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The Members of the Company and College Board for 2017 consisted of: Members of the Company

Board Directors

Peter Nicholson (Chair)

Fiona Purcell (Chair)

Veronica Hoey SGS (Deputy Chair)

Paula Hall (Deputy Chair to May)

Lucy Molony

Olwen Horton (Deputy Chair from May) Philip Thomas (to May) Philip King Steven Langford Paul Kremer Tony Lancaster Rick Westerhoff Terry Stephens (from May) Tony Chapman (from May)

Good Samaritan Education Governance Structure Detailed information regarding the Mission & Values, Governance, History, People and Programs of Good Samaritan Education can be found on their website at: goodsameducation.org.au

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Principal’s Report Our College community responded positively to our commitment to be ‘informed, compassionate, creative’ (College motto), particularly inspired by our 2017 theme, ‘Listen with the ear of your heart’. Our vision was to provide an educational environment where challenging learning experiences empower students to become confident, compassionate and internationally-minded.

Our commitment to the mission of our College required a strategic focus on effective teaching practices and learning experiences aligned closely with a revised pastoral care program, all firmly grounded in the context of a Catholic faith community which takes “its direction from the person and message of Christ, as proclaimed in the Gospels” (College Mission Statement).

As we seek to develop “compassionate and informed women of faith who will take part actively and creatively in the affairs of society” (ibid), we sought to respond to students’ learning needs as aligned with our purpose as Catholic school, rather than merely to the demands of competitive marketing or compliance requirements.

Our commitment to the provision of quality learning outcomes within the context of positive wellbeing strategies was the basis for the development of a Strategic Improvement Plan 2017 – 2020. Its goals and intentions reflected the recommendations following the College Review, conducted by Australian Council of Education Research, those from the Enhancing Catholic Identity survey and from the re-accreditation review of our International Baccalaureate Middle Years program.

The ongoing refurbishment of several ‘tired’ classrooms created vibrant new learning spaces.

Mobile devices continued to broaden opportunities for collaboration, research and communication for all, students, staff and parents, supported by online resources through Office 365 such as OneNote, OneDrive, TeamShare and learning platforms Learning Field and Edrolo.

I wish to acknowledge the exceptional and generous commitment of College leaders, teachers and staff of the College along with the wisdom and insightful support of the Board Chair, the Chair of Members, and all Board Members, Directors and Committee Members.

I give thanks for the service and inspiration offered to our College by Good Samaritan Education, the Mission Team, the Sisters of the Good Samaritan and also the many members of our College community who supported our endeavours over this past year.

May we truly ‘listen’ and respond as Christians to ‘who is my neighbour’ so that through the provision of an educational environment and challenging learning experiences, students, staff and families are empowered to act justly and live wisely, creatively and compassionately.

Mary Fitz-Gerald Principal

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Education in Faith Goals To use Enhancing Catholic School Identity (ECSI) data to continue to create opportunities to engage and develop post-critical belief and to express belief in Christ through action.

Intended Outcomes That students, staff and parents will appreciate more deeply what it means to belong to a Catholic community, inspired by the Good Samaritan ethos

Achievements This year’s theme of ‘Listen with the ear of your heart’ was the perfect setting for students to engage as active members of our catholic faith community. Through religious education classes, prayers, liturgies and reflections, students became more aware God’s presence in their lives and explored their responses to the needs of others, in communities near and far. A range of presentations, resources and speakers were provided at College assemblies, reflections, retreat days and social justice fundraising and advocacy events to raise their awareness of the call to good works and justice, as highlighted in the gospel story of the Good Samaritan, and our commitment as followers of Jesus, to ‘go and do likewise’.

Value Added Senior and Middle School Faith and Liturgy Captains, Social Justice and Stewardship Captains, and House Captains demonstrated strong leadership in presenting prayer and action, providing reflections and promoting social justice messages at assemblies, and year level and house meetings throughout the year.

Students continued to respond to a variety of opportunities for prayer, reflection, meditation, community service and campaigns as part of their spiritual development and engagement in charity and advocacy. Through retreats and reflection days, guest speakers inspired and informed students about good relationships and areas of need in our community, locally, nationally and globally.

Through the formal Leadership Certificate Program, and Good Samaritan Student Leadership Training, students developed their commitment to community service through leading liturgies, preparing prayers and reflections at assemblies, writing for school publications, through School Representative Council discussions, debating competitions and numerous fundraising initiatives.

Students enhanced their leadership skills through actively engaging and involving other students in fund and awareness-raising activities and campaigns such as the Refugee Convention.

Students continued their support for Project Compassion, Tinnies for Vinnies, National Reconciliation Week, local refugees and asylum seekers, people faced with homelessness, the Good Samaritan Inn for women escaping domestic violence and Interchange, Good Samaritan Kinder in the Philippines, as well as other specific projects in areas of need.

Catholic Action classes based community service on Catholic Social teaching principles. Social justice community service activities included supporting the St Vincent de Paul Winter Sleep-Out, a mental health awareness campaign, assisting staff providing food to those in need at the Tin Shed in Belgrave and through organizing a fundraising concert.

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Youth Ministry program developed student spirituality and leadership skills. Students facilitated activities, shared Gospel message with their peers during year level Reflection Days, and assisted in preparation of primary school students for the Sacrament of Eucharist at local Catholic Primary school.

The Personal Project, in the Middle Years Program (MYP) of the International Baccalaureate, provided students with opportunities to develop projects targeting social justice and stewardship. Student leaders also participated in the St Vincent de Paul Social Justice Student Conference, the Good Samaritan Student Leadership Formation, Good Samaritan Ministry Outreach, and Good Samaritan Immersion Trip to the Philippines.

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Learning & Teaching Goal To ensure a contemporary learning environment which incorporates a positive wellbeing focus and a culture of rigour and excellence in learning and teaching

Intended Outcomes To ensure high expectations for learning and success for all students are key drivers of teaching practice To ensure that all teachers participate and collaborate in effective curriculum pastoral and mentoring programs To articulate and embed a consistent pedagogical framework for effective curriculum delivery To establish a school wide Data plan and build data literacy skills of teachers and leaders

Achievements The College provides academic curriculum programs through the Middle Years Program of the International Baccalaureate (MYP) which align fully with the requirements of both the Australian (National) and Victorian Curriculum. Students graduate from their final year with either the Victorian Certificate of Education or the Victorian Certificate of Applied Learning.

Over 2016, teachers of Years 7 to 10 consolidated curriculum changes following the Next Chapter review of MYP. The major focus here was a greater emphasis on improving student engagement in their Personal Project and accurately documenting the taught curriculum.

Teachers also continued to use online rubrics for assessment and reporting. Overall teachers appreciated a simpler but more directed assessment framework.

Further professional learning workshops were provided for teachers to collaborate on uploading revised program documentation onto the learning management program ATLAS, especially in order to activate its data analytics capacity. Staff used Student Performance Analyzer (SPA) data to inform learning and teaching practices for improved student outcomes. In addition to NAPLAN data, this enabled teachers to better understand the differentiation requirements of individual students in their classes.

Students were provided with online textbooks via LearningField platform which enabled access to a broader range of resources.

The Pastoral Program continued to emphasis study skills and learning support strategies appropriate to students’ year level learning needs in addition to its focus on wellbeing for learning. Students in early years focused on digital citizenship and cyber safety, while those in the middle years focused on subject selections and careers education. Students in the final years focused on study skills and post-school options/tertiary student selection processes.

As required, teachers of VCE subjects attended subject workshops in readiness for introducing revised VCE Study Designs.

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Many teachers provided mentoring and support to pre-service teachers (25) from tertiary institutions throughout the year. In addition to training opportunities for these tertiary students, established teachers consistently enjoyed significant professional development through this experience.

Student Learning Outcomes Mater Christi College students participated in the National Assessment Program – Literacy and Numeracy (NAPLAN) tests conducted by the Victorian Curriculum and Assessment Authority (VCAA), in Years 7 and 9.

The data for the Year 7 cohort is used as a snapshot of the diverse learning outcomes from primary school and informs future teaching needs especially in the Maths and English programs.

Year 9 test results in 2017 identified high achievement standards with little significant change overall. The results over the last three years clearly demonstrate achievement standards equal to and mostly above the national and state average.

Looking at the trend data for the past 3 years, students in Year 9 achieved strong average gains in reading, and persuasive writing results when compared with similar schools. Numeracy gains remain consistent with schools across the state.

Teaching staff referenced student data to plan for and implement effective student learning.

Median standardised results for Year 9 The average NAPLAN standardised results in 2017 were: Year 9 Reading

598.10

Year 9 Writing

570.30

Year 9 Spelling

590.00

Year 9 Grammar & Punctuation

589.70

Year 9 Numeracy

589.70

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Years 9-12 student retention rate Of the cohort of students who were in Year 9 in 2014, 92.26% of those students remained with the College through to completion of Year 12.

Senior Secondary School Outcomes VCE results demonstrated a median study score of 32 with a significant percentage of students achieving 40+ scores. All VCE teachers attended a data discussion about best practice in the use of reports from the VCE Data Service followed by individual interviews with VCE and College leaders. 100% of all VCE students and 89% of all VCAL students successfully completed their studies in 2017, with 97% of students gaining their first or second preference for tertiary studies.

VCE Median Score

32

VCE Completion Rate

100%

VCAL Completion Rate

89%

At the conclusion of 2017 the College celebrated the achievements of one hundred and fiftyfive students with many having achieved excellent results across the full range of VCE studies, including 21 students who achieved an ATAR equal to or greater than 90. Ten students successfully completed the VCAL. The cohort consisted of local students and international students.

Highlights include: College Dux achieved an ATAR score of 98.3 4 students achieve an ATAR score greater than 95 15% achieved an ATAR score of 90 or higher 38% achieved an ATAR score of equal to or higher than 80 61% achieved an ATAR score of equal to or higher than 70 The 2017 50th Percentile Study Score (middle ranked score) illustrates the distribution of scores across all studies. The 50th Percentile Study Score for Mater Christi students was 32.0 compared with 30.1 for All Schools and 30.3 for This School Sector (All Catholic Schools). In 2017, there were 79 individual study scores of 40 or above.

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Below is a comparison of the percentage of study scores of 40 and above of Mater Christi College students to other schools. (The variations in performances over time may reflect variations in the abilities of the cohorts rather than changes in other factors.)

(Source VCAA)

% of Study Scores >40 (2013 – 2017) 12 10 8 All Schools

6

This School Sector (Catholic) Mater Christi College

4 2 0 2013

2014

2015

2016

2017

The figure below shows the frequency of high achievement as indicated by the percentage of Study Scores of B or higher. Mater Christi students have consistently attained these higher scores in VCE studies for the past three years.

(Source VCAA)

% of Study Score Grades of B or Higher (2011 – 2017) 75

All Schools This School Sector (Catholic)

70

Mater Christi College

65

60

55

50 2011

2012

2013

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2014

2015

2016

2017

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Post-School Destinations Mater Christi College provided pathways to tertiary study at Universities and TAFE Colleges, and pathways to traineeships and apprenticeships or employment.

Most Year 12 of 2017 students applied for further study with 134 of the 155 students making application through Victorian Tertiary Admissions Centre (VTAC). Ninety six percent of students attained a Round 1 offer.

Ninety-seven percent of students achieved their first or second preference for subsequent study programs.

Five out of the 7 international students were offered places at Australian universities or colleges.

The On Track Survey Data relates to the exit students at the end of 2016 (end of 2017 data available Semester 2, 2018). The information demonstrated that students are moving forward from the College to opportunities of further learning, employment or “GAP� year experiences.

On Track Survey Data In Education and Training

as known at 2017

University enrolled %

67%

TAFE/VET enrolled %

15%

Apprentice/Trainee %

2%

Not in Education and Training Employed %

8%

Deferred %

6%

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Student Wellbeing Goal To provide a learning environment where students feel safe and ready to learn, are connected, engaged, affirmed and able to flourish

Intended Outcomes Through increased engagement, resilience and positive relationships, students will reach full potential

Achievements The 2017 Pastoral Program introduced SMART goal setting at all year levels and provided opportunities for resilience building for learning and wellbeing for all students. Students participated in activities that targeted specific year-level needs such as Careers education at Year 10, Study & Homework skills at Year 8, Stress Management at Year 12 & Time Management at Year 11 The scope and sequence of activities were reviewed using the positive psychology model and updated accordingly by teams of year level teachers, College psychologists and nurses, Families were invited to attend Welcome Evenings in Term 1, with a range of guest speakers, e.g.

Dr Michael Carr-Greg, Melinda Tankerd-Reist who reflected on current research information covering the opportunities and challenges for parents and students at various ages. These occasions provided an opportunity for parents and staff to meet, discuss and consider feedback about supporting students’ learning. Students also participated in after-school activities such as developing a growth mindset and positive relationship building.

As part of the Pastoral Program, specialist presentations were scheduled throughout the year, focusing on resilience building, positive mental health, developing emotional intelligence and appropriate management of study, e.g.: Study Sensei and Ace Your Exams (Elevate Education), Bullying and Cyber Safety (Cyberia & Project Rockit), Indigenous Issues and Reconciliation (Scott Darlow) and Sexual Assault Prevention Program for Secondary Schools (SAPPSS) provided for Year 9 students.

In 2017 the VCE Learning Panel continued to assist students in their learning. The Panel consisting of the Head of Senior School and Year Learning Coordinators met with individual students to discuss appropriate supports and strategies. Parents were notified of meeting outcomes via email.

In addition to this, Learning Conversations were conducted across all year levels to ensure students were supported in their learning.

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Average Student Attendance Rate by Year Level Year 7

95.68%

Year 8

94.27%

Year 9

93.68%

Year 10

94.73%

Overall average attendance

94.59%

At the August 2017 Census there were 707.6 students enrolled at the College (including 29 international students).

College staff reported student attendance via the network enabling ‘real time’ roll marking. A Short Messaging Service (SMS) was sent to parents/guardians when an unexplained absence occurred. Student attendance was monitored and followed up with families as needed.

Value Added Student wellbeing at Mater Christi College supports a sense of connectedness to the community. We seek to provide a safe, engaging and supportive environment for the development of students’ spiritual, physical, social and emotional learning.

A diverse range of leadership opportunities enhances the students’ sense of being valued, improves student communication and involvement and develops strong personal competencies. Student-led presentations at House, Middle School, Senior School and College assemblies showcase learning activities, cultural experiences and student involvement in a range of opportunities.

Continued monitoring of personal safety requirements, proactive social and personal development activities and an ongoing focus on the rights and responsibilities reflects the College’s mission to develop ‘informed and compassionate women of faith who will contribute freely and creatively in the affairs of society’.

Student satisfaction Student surveys indicated that most our students feel safe at school, with a low number of students being concerned about bullying and over 70% feeling positive about the future.

Student satisfaction and engagement is qualitatively demonstrated through: Strong sense of belonging to school community Positive school attendance data High family attendance at Welcome Nights and Progress meetings Strong student participation in co-curricular and extra-curricular activities Regular use of the Learning Commons and Scholastica for after-school study Support for, and high level of participation in, opportunities such as Student Leadership selection processes, Student Leadership Certificate, Outreach Ministry activities, Tinnies for Vinnies and Mater Day activities

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Confidence to lead initiatives for fundraising, community service and raising broader school awareness of environmental and social justice concerns

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Child Safe Standards Goals and Intended Outcomes Mater Christi College believes that students have the right to a safe and non-threatening learning environment. In this environment, students are respected, treated with consideration always and their voices are heard. They have a right to feel safe and be safe. This commitment is drawn from the Benedictine tradition for colleges of Good Samaritan Education. In his Rule, St Benedict urges us to move towards a better life, persevering through hardship, being open about our faults and placing the welfare of others above our own.

The Principal together with Board Directors are committed to zero tolerance of child abuse.

The Child Safe Program at the College was implemented in 2016 and continues to be reviewed and updated to achieve best practice for the whole school community. All Staff understand their duty of care and commitment to child safety. The program strategy is reviewed and updated regularly.

Achievements The student safe program, implemented in 2016, is now very much part of the Mater Christi College culture.

Staff Meetings include a standard agenda item on child safety. The College Board’s Compliance and Governance Committee includes student safety in its risk management matrix to ensure the Board is regularly informed of developments, levels of risk and the strategies being implemented by the College to mitigate risk levels.

In addition, Child Safe standards and the College’s response are reviewed at the Compliance and Governance Committee and then referred to the Board for review.

Regular training and updates for both staff and students take place and the school community is advised of any updates via e-News.

All visitors to the school are required to produce a Working with Children Check (WWCC). The College’s electronic sign-in system, which includes a request for WWCC details, has been updated to immediately notify nominated staff if a visitor does not have a WWCC. The Reportable Conduct Scheme came into effect in July 2107. An information session was held for staff and relevant documentation was updated.

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Leadership & Management Goals To ensure a contemporary learning environment which incorporates a positive wellbeing focus and a culture of rigour and excellence in learning and teaching

Intended Outcomes To ensure high expectations for learning and success for all students are key drivers of teaching practice To ensure that all teachers participate and collaborate in effective curriculum, pastoral and mentoring programs To articulate and embed a consistent pedagogical framework for effective curriculum delivery To establish a school wide data plan and build data literacy skills of teachers and leaders

Achievements The College provides academic curriculum programs through the MYP which are fully in line with the Australian (National) Curriculum. Students graduate from their final year with either the Victorian Certificate of Education or the Victorian Certificate of Applied Learning and may include vocational certificates.

Over 2017, teachers of Years 7 to 10 continued to consolidate curriculum changes as part of the MYP. Teachers met in Domain teams and worked as Professional Learning Communities to identify their impact on student learning and ways to improve students’ success in learning.

Teachers continued to collaborate around curriculum strategies and documentation via ATLAS, especially making use of its data analytics capacity. Staff used the Student Performance Analyzer (SPA) and VASS data to inform learning and teaching practices for improved student outcomes. In addition to NAPLAN data, these enabled teachers to better understand the differentiation requirements of individual students in their classes.

Students were provided with online textbooks via LearningField platform which enabled access to a broader range of resources.

The Pastoral Program continued to emphasis study skills and learning support strategies appropriate to students’ year level learning needs in line with its focus on wellbeing for learning.

Students in early years focused on digital citizenship and cyber safety, while those in the middle years focused on subject selections and careers education. Students in the final years focused on study skills and post-school options/tertiary student selection processes.

As required, teachers of VCE subjects attended subject workshops in readiness for introducing revised VCE Study Designs and participated in evaluation of VASS results data.

Many teachers provided mentoring and support to pre-service teachers (25) from tertiary institutions throughout the year. In addition to training opportunities for these tertiary students, established teachers consistently enjoyed significant professional development through this experience.

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Staff attendance and retention According to the August 2017 Census of Non-Government Schools, Mater Christi College had a total of 72 (61.0 full time equivalent) teaching staff.

The teacher attendance rate was 81.86% The proportion of teaching staff retained from the previous year was 79.75%.

Staff Composition (Based on August 2017 Census figures)

Principal Class

2

Teaching Staff (Head Count)

70

Full Time Equivalent Teaching Staff

61

Non-teaching Staff (Head Count)

37

Full Time Equivalent Non-Teaching Staff

25.5

Indigenous Teaching Staff

1

Teacher qualifications All Mater Christi College teaching staff are fully qualified and registered to teach with the Victorian Institute of Teaching (VIT). Teachers holding VIT registration have met professional practice standards and are required to renew their registration every five years.

LEVEL

MATER CHRISTI

ALL SCHOOLS

Doctorate

1.56%

0.88%

Masters

29.69%

19.77%

Diploma - Graduate

39.06%

43.05%

Certificate - Graduate

15.63%

7.0%

Degree - Bachelor

93.75%

84.14%

Diploma - Advanced

12.50%

16.77%

No qualifications listed

0%

6.06%

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100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Doctorate

Masters

Diploma Graduate

Certificate Graduate

MATER CHRISTI

Degree Bachelor

Diploma Advanced

No qualifications listed

ALL SCHOOLS

More than half of the teaching staff at Mater Christi College have specialist post graduate Diploma and Certificate qualifications, and one third of teaching staff have Masters and Doctorate Degrees.

Staff continued to study for further post graduate qualifications. The commitment of Mater Christi College staff to continued professional learning is reflected in the above-average number of teachers with higher qualifications.

Expenditure and teacher participation in professional learning All 109 (86.5) full time equivalent) staff participated in professional learning activities throughout the year, both internally and externally. Total expenditure for the 2017 year was $133,290.

For teaching staff there was a total expenditure of $102,713 with an average of $1,684 per teaching staff member. Professional learning involved whole staff sessions within the school and individual staff attendance at conferences, both local and overseas, seminars and workshops.

The focus for professional learning for 2017 was to improve academic rigour across teaching and learning as outlined in the Strategic Improvement Plan

Teacher satisfaction Regular staff consultation workshops and surveys indicated positive morale of the majority of staff. Participation in College Seminars, across leadership and planning teams and through professional learning communities demonstrated high levels of commitment to improving student learning outcomes. The data also indicated that the majority of staff believes that student behaviour is very positive, supporting a strong focus on teaching and learning.

Teacher satisfaction is demonstrated through: Strong commitment to professional, pastoral, co-curricular and staff support activities Active engagement through teams working towards school improvement goals Conscientious involvement in professional development, training and ongoing study opportunities

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College Community Goals To nurture a positive relationship between students, parents, staff and the broader community To develop online and other marketing strategies To provide more opportunity for parent engagement so that the role of parents as partners in the education of their daughters will be enhanced

Intended Outcomes Diverse opportunities for parent engagement with the College Higher profile of the College in the region and greater understanding of the value of allgirls education

Achievements Parents and students participated in year level Welcome and Information meetings at the start of the year. Progress meetings were well attended and parents continued to enjoy opportunity to book their appointments online. Parents communicated freely and regularly with school leaders and teachers.

Expanded presence in social media increased the reach of our storytelling to our own families and the wider community.

Ten, twenty and thirty-year reunion gatherings were successful occasions.

Grade 4 and 5 students from our Priority Parish Primary Schools and other local Primary Schools enjoyed the Taster Day and Sporting Competition experiences with many realising for a first time the benefits and value of an all-girls’ education program.

Parents, students and staff joined invited guests and representatives from local schools for breakfast to celebrate International Women’s Day. This was a highly successful initiative and will become a regular event. A related video prepared by students gathered over 60,000 views through our social media channels.

Value Added Opportunities for parent engagement occurred through numerous events; celebrating achievements, gathering information, demonstrating new skills, exploring futures, or participating in activities such as: College Masses

Arts and Technology Festival

International Women’s Day Breakfast

Hospitality Class Dinners

Sports Awards

School Production

Award Presentation Assemblies

DISCOVER Information Evening

VCAL Awards

DISCOVER Presentation Evening

Valedictory Mass & Graduation Dinner

Presentation Ball

Tertiary and Subject Expo

National Basketball Competition

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Welcome events

Personal Project Exhibition

MYP Information

Family Science Night

Guest Presenters

Music Ensembles

The College continued its participation in local events through musical performances at fetes and festivals. The Catholic Action classes and Social Justice group were active in their support of Caritas and initiatives relating to East Timor, Tinnies for Vinnies, Belgrave Tin Shed and other outreach experiences.

Students demonstrated connections with global communities such as World Vision and Caritas.

Year 11 student leaders organised a Climate Change Convention, inviting guest speakers and students from the local area.

The College enjoyed an ongoing partnership through its families and shared goals with St Joseph’s College in Ferntree Gully, sharing in a student production of Mary Poppins. The combined Annual Year 12 Social Justice Fundraising Concert was well supported by families from both Colleges.

The College continued to work as a member of the large network of local schools through the Mullum Schools Cluster, which ensured maximum access for students to a diverse range of vocational study programs.

Ongoing and supportive relationships were maintained with local authorities especially the Police, Country Fire Authority and Metro Trains.

Relationships with community groups were also expanded through increased engagement with Yarra Ranges Council, Belgrave Traders and local Festival organisers to investigate hosting or contributing to events.

Wider connections with the College have also been developed with community groups and organisations utilising College facilities including Knox Deanery, Belgrave Parish, The Tin Shed, Belgrave Traders and OSHCare for Kids (holiday programs).

Parent satisfaction Parent survey feedback indicated that the majority of parents believe that the school provided challenging educational programs and clear communication between school and home. The data showed high levels of confidence in the quality of teaching and the management of student transition. Parents also valued highly the opportunity for their child’s religious education as provided at the school.

Parent satisfaction is qualitatively demonstrated through the following: Reports from enrolment interviews of high satisfaction Strong levels of attendance for school functions, especially Progress, Information Meetings and College Assemblies Regular volunteers who support camps, sporting, drama and music performances Positive feedback to College leaders for management and support through critical incidents, discipline matters and emergency events Positive perceptions generally from surveys, especially highlighting student safety and homework practices 2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY

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VRQA Compliance Data

E1240 Mater Christi College, Belgrave PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS

2015

2016

2017

%

2015 - 2016 Changes %

%

2016 - 2017 Changes %

% YR 07 Grammar & Punctuation

99.2

100.0

0.8

98.3

-1.7

YR 07 Numeracy

99.2

100.0

0.8

99.1

-0.9

YR 07 Reading

100.0

100.0

0.0

99.1

-0.9

YR 07 Spelling

94.3

96.8

2.5

96.6

-0.2

YR 07 Writing

100.0

98.9

-1.1

95.7

-3.2

YR 09 Grammar & Punctuation

97.0

96.0

-1.0

97.1

1.1

YR 09 Numeracy

100.0

98.4

-1.6

100.0

1.6

YR 09 Reading

95.9

96.8

0.9

97.1

0.3

YR 09 Spelling

97.7

95.2

-2.5

94.3

-0.9

YR 09 Writing

93.9

96.8

2.9

96.2

-0.6

YEARS 9 - 12 STUDENT RETENTION RATE Years 9–12 Student Retention Rate

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY

92.26%

22

MATER CHRISTI COLLEGE BELGRAVE

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL

%

Y7

95.68

Y8

94.27

Y9

93.68

Y10

94.73

Overall average attendance

94.59

TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate

81.86%

STAFF RETENTION RATE Staff Retention Rate

79.75%

TEACHER QUALIFICATIONS Doctorate

1.56%

Masters

29.69%

Graduate

39.06%

Certificate Graduate

15.63%

Degree Bachelor

93.75%

Diploma Advanced

12.50%

No Qualifications Listed

0.00%

STAFF COMPOSITION Principal Class Teaching Staff (Head Count) FTE Teaching Staff Non-Teaching Staff (Head Count) FTE Non-Teaching Staff Indigenous Teaching Staff

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY

3 102 83.438 47 40.776 1

23

MATER CHRISTI COLLEGE BELGRAVE

MEDIAN NAPLAN RESULTS FOR YEAR 9 Year 9 Reading

598.10

Year 9 Writing

570.30

Year 9 Spelling

590.00

Year 9 Grammar & Punctuation

589.70

Year 9 Numeracy

589.70

SENIOR SECONDARY OUTCOMES VCE Median Score

32

VCE Completion Rate

100%

VCAL Completion Rate

89%

POST-SCHOOL DESTINATIONS AT AS 2017 Tertiary Study

67.0%

TAFE / VET

15.0%

Apprenticeship / Traineeship

2.0%

Deferred

6.0%

Employment

8.0%

NOTE: The School’s financial performance information has been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at http://www.acnc.gov.au

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY

24