Mater Christi College - 2018 Annual Report

ANNUAL REPORT

2018

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................................................................................................................................... 5 Learning & Teaching .............................................................................................................................. 8 Student Wellbeing ............................................................................................................................... 14 Child Safe Standards ............................................................................................................................ 16 Leadership & Management ................................................................................................................ 16 College Community ............................................................................................................................. 21 School Performance Data Summary ............................................................................................... 23

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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

mcc@materchristi.edu.au

WEBSITE

www.materchristi.edu.au

E NUMBER

E1240

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 2017 (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 2018 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

15 May 2019

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College Overview The Australian Federal Government and the Victorian State Government, through the Victorian Registration and Qualifications Authority, requires all schools provide school performance information on a variety of measures. This report provides such information, and also presents initiatives and developments of major importance to the school community throughout 2018.

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 girls’ secondary school, which takes its direction from the person and message of Christ as proclaimed in the Gospels. In an atmosphere of Christian love understanding, which encourages excellence in all things, Mater Christi College provides educational programs relevant to the individual needs of its students.

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, Mater Christi College aims to develop informed and compassionate women of faith who will take part 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.

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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. The Board operates with three sub-committees which enable a focus on appropriate reporting practices and areas of governance. These sub-committees include: Finance, Development and Compliance & Governance. All operational matters and internal administration are delegated to the Principal as Chief Executive Officer.

The Members of the Company and College Board for 2018 consisted of: Members of the Company Peter Nicholson (Chair) Veronica Hoey SGS (Deputy Chair) Lucy Molony Rosalie Jones Eileen O’Leary

Board Directors Fiona Purcell (Chair) Olwen Horton (Deputy Chair to May) Paul Kremer (Deputy Chair from May) Philip King Rick Westerhoff Steven Langford Tony Lancaster Tony Chapman Mary Close (from May) Sharnee Moore (from May) Fiona Bygraves (from Sep)

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 2018 theme, ‘seek peace and pursue it’. 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 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 address 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 outlined in our Strategic Improvement Plan 2017 – 2020. Its goals and intentions reflected 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.

In addition to ensuring effective learning spaces, mobile devices continued to broaden opportunities for collaboration, research and communication for all, students, staff and parents, supported by a full range of online resources.

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 Company Members, Directors and Committee Members.

I give thanks for the inspiration and support offered to our College by Good Samaritan Education, its Mission Team, the Sisters of the Good Samaritan and those members of our College community who assisted in various activities over the 2018 school year.

May we truly ‘listen’ and respond as Christians to ‘who is my neighbour’ so that through the provision of a supportive 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 Achievements The 2018 theme of ‘seek peace and pursue it’ provided an inspirational context for students to engage in as active learners and members of our catholic faith community.

Students, through religious education classes, prayers, liturgies and reflections, became more aware of God’s presence in their lives and explored their responses to the needs of others, in communities near and far.

College assemblies, reflections, retreat days and social justice fundraising and advocacy events provided opportunity for a range of presentations, resources and speakers 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 encouraging prayer, providing reflections and promoting social justice messages at assemblies, year level and house meetings throughout the year.

•

Students responded positively to the 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 taking lead roles in liturgies, prayers and reflections at assemblies, in 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 local projects in areas of need.

•

In the Catholic Action program, students developed their understanding of community service on Catholic Social teaching principles. These 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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•

In the Youth Ministry program students focussed on spirituality awareness and leadership skills. Students were the leaders in liturgical activities, shared Gospel message with their peers during Reflection Days and assisted with the 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 Achievements The College provided academic curriculum programs through the Middle Years Program of the International Baccalaureate (MYP) which aligns fully with the requirements of both the Australian (National) and Victorian Curricula. Students graduate from their final year with either the Victorian Certificate of Education or the Victorian Certificate of Applied Learning and can take vocational subjects within each certificate.

Curriculum Leaders and Domain Teams continued to work in Professional Learning Communities (PLCs), collaborating and sharing data and effective teaching practices, maintaining the focus on all students learning at high levels and achieving strong learning outcomes. Several improvement strategies from the previous year’s research were taken up by all teachers, such as effective note-taking skills, reading for meaning and improving concentration through regular but short physical breaks. The voices of students and other sources of relevant feedback continued to inform improved learning strategies. Year 9 DISCOVER program continued into its second year, with only a minor review of the Adventure Camp Program.

Students in Years 8 & 9 participated in Yarra Ranges Technical School (YRTS) STEM program, experiencing High Tech Hospital, Robotics and Little bits Electronics in Year 8 and Wearable Technology, Little Bits Electronics and 3D Printing in Year 9. A newly appointed STEM coordinator ensured that teachers participated in the relevant training sessions and that our in-school curriculum content is aligned appropriately with that provided at YRTS. A newly appointed Director of Learning Design and Innovation led the development of a pilot online Year 10 English Language unit. Following its successful implementation, teams began building blended learning VCE Units 1 & 2 in Business Management, Accounting and Dance.

In addition, Year 7 English teachers successfully delivered a blended unit of work. It was evident that the process of developing blended (combination of text books, online and interactive resource materials) learning units promoted good teaching pedagogy, highlighted through instructional design principles and an informed selection of resources. Students were provided with online textbooks via LearningField platform which enabled access to a broader range of resources.

In the final term, the Curriculum team investigated a range of learning management systems and began preparing teachers for the implementation over 2019 of CANVAS which was selected due to its ease of use, open access and broad links with relevant teaching resources.

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 and adjustment requirements of individual students in their classes.

The Pastoral Program continued to emphasis study skills, setting achievable goals and learning support strategies appropriate to students’ year level learning needs in addition to its focus on wellbeing for learning.

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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.

Many teachers provided mentoring and support to pre-service teachers from tertiary institutions throughout the year. In addition to training opportunities for these tertiary students, experienced teachers consistently reported on the significant professional development gained from 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 2018 identified significant achievement standards continuing overall in Reading, Spelling, Grammar and Punctuation and Numeracy. While there has been a slight decline in Writing, the results over the last three years continue to demonstrate achievement standards equal to and mostly above the national and state average.

Year 7 2016 to Year 9 2018 NAPLAN Growth Results (Source NAPLAN)

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Year 7 – Year 9 Growth Analysis during 2016 – 2018 NAPLAN Name

Reading 1

Reading 2

Reading Difference

Writing 1

Writing 2

Writing Difference

Spelling 1

Spelling 2

Spelling Difference

School Growth

565.97

610.78

44.81

548.84

579.45

30.61

543.23

591.02

47.79

State Growth

546.8

590.5

43.7

530.4

551.1

20.7

544.7

585.9

41.2

Growth Difference

19.17

20.28

1.11

18.44

28.35

9.91

-1.47

5.12

6.59

94

82

72

94

85

73

94

85

73

Students

Percentage of matched students

Name

87.8

85.88

85.88

Grammar & Punctuation 1

Grammar & Punctuation 2

Grammar & Punctuation Difference

Numeracy 1

Numeracy 2

Numeracy Difference

School Growth

564.5

593.77

29.27

563.07

614.94

51.87

State Growth

544.9

584.1

39.2

557.5

603.2

45.7

Growth Difference

19.6

9.67

-9.93

5.57

11.74

6.17

Students

94

85

73

97

82

71

Percentage of matched students

85.88

86.59

Looking at the trend data for the past 3 years, students in Year 9 achieved strong average gains in Writing, Reading, Spelling and Numeracy when compared with similar schools. Although the was a slight decline over the three years in Grammar and Punctuation, achievement standards continued to be equal to the national average.

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

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Median standardised results for Year 9 The average NAPLAN standardised results in 2018 were: Year 9 Reading

607.6

Year 9 Writing

582.5

Year 9 Spelling

600.4

Year 9 Grammar & Punctuation

583.2

Year 9 Numeracy

617.6

Years 9 - 12 student retention rate Of the cohort of students who were in Year 9 in 2015, 88.6% 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 93% of all VCAL students successfully completed their studies in 2018, with 95.7% of students gaining their first or second preference for tertiary studies.

VCE Median Score

32

VCE Completion Rate

100%

VCAL Completion Rate

93%

At year’s end the College celebrated the achievements of one hundred and twenty-four students with many having achieved excellent results across the full range of VCE studies, including 10 students who achieved an ATAR equal to or greater than 90. Five students successfully completed the VCAL and 5 students successfully completed the VCE Baccalaureate. The cohort consisted of local students and international students.

Educational Highlights: ú College Dux achieved an ATAR score of 98.5 ú 9% achieved an ATAR score of 90 or higher ú 39% achieved an ATAR score of equal to or higher than 80 ú 58% achieved an ATAR score of equal to or higher than 70 The 2018 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 2018, there were 46 individual study scores of 40 or above across 19 studies.

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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. In 2018 there was a decrease in individual top Study Scores compared with a much higher than average score in the previous year.

(Source VCAA)

% of Study Scores >40 (2014 – 2018) 12

10

8 All Schools 6

This School Sector (Catholic) Mater Christi College

4

2

0 2014

2015

2016

2017

2018

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 (2012 – 2018) 75 All Schools This School Sector (Catholic) Mater Christi College

70

65

60

55

50 2012

2013

2014

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2015

2016

2017

2018

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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 2018 students applied for further study with 111 of the 124 students making application through Victorian Tertiary Admissions Centre (VTAC). Ninety eight percent of students attained a Round 1 offer.

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

Five out of the 5 international students were offered places at Australian universities or colleges.

The On Track Survey Data relates to the students who exited at the end of 2017 (end of 2018 data is Semester 2, 2019).

Of the 157 school leavers in the 2017 cohort, 136 consented to participate on the On Track survey and 91 responded.

On Track Survey Data In Education and Training

as known at Nov 2018

University enrolled %

63.7%

TAFE/VET enrolled %

5.5%

Apprentice/Trainee %

5.5%

Not in Education and Training Employed %

11.0%

Deferred %

14.3%

The information demonstrated that students are moving forward from the College to opportunities of further learning, employment or “GAP� year experiences.

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Student Wellbeing Achievements As part of the Pastoral Program, students at all year levels were required to set SMART learning and wellbeing goals and provided with a range of experiences to support the building of resilience. 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, Friendships in Year 7 and Relationships in Year 9.

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.

Parents and students attended Welcome Evenings in Term 1, with a range of guest speakers who reflecting on current research information outlined age appropriate strategies and challenges to support and develop effective parenting skills. 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 2018 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.

Average Student Attendance Rate by Year Level Year 7

92.3%

Year 8

92.2%

Year 9

93..2%

Year 10

91.6%

Overall average attendance

92.3%

At the August 2018 Census there were 710 students enrolled at the College (including 38 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.

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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

§

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 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 remain committed to a zero tolerance of child abuse.

The Child Safe Program at the College 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 in accordance with legislative requirements.

Achievements The Child Safe Program is a central focus for Board Directors and College leadership. While student safety is embedded in our culture, the College continues to maintain awareness by: •

Including student safety and risk as a regular agenda item for Staff and Board meetings;

•

College leaders meeting with Student Protection Officers regularly;

•

Providing Student care plans for all teaching staff;

•

College leaders and wellbeing staff (Psychologists & Nurses) meeting regularly to share case management of students needing additional supervision and support;

•

staff screening, induction and training;

•

Providing Staff workshops to advise of updates, in particular of Reportable Conduct;

•

Staff completing and signing off on compliance checklist of policy, procedures and child safe requirements;

•

Providing parenting workshops with leading experts as key presenters

•

Reporting to DHHS and ChildFirst as required;

•

Encouraging students to report issues of safety and concerns, via a range of contacts – Pastoral Teacher, Student Protection Leader;

•

Providing safe spaces for students to report and discuss concerns;

•

communicating with parents via eNews;

•

Placing posters in key student areas around the college which displayed names of the Student Protection Leaders (Child Protection Officers);

•

Requiring Staff and all visitors to wear ID cards;

•

Providing inductions for students going on work experience included information about safety. All workplaces were checked prior to this visit, and students were contacted during the experience;

•

Subscribing to SchoolTV, a valuable resource for students and parents, easily available via the College website.

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Leadership & Management Achievements The College continued to support successful academic outcomes with students graduating in their final year with either the Victorian Certificate of Education (VCE) or the Victorian Certificate of Applied Learning (VCAL) and may include vocational certificates. Excellent results were acknowledged at the High Achievers Assembly, and a decision was taken to include Scholastica Awards from all year levels in future at this event, while General Effort, Achievement and Pastoral awards were and will be acknowledged at the end of the year.

The College structure supported a consultative discernment process for decision-making. The Principal met regularly with the College Executive, Blended Learning & Innovations, Finance, Facilities and SRC Teams. In addition, senior leaders provided reports from ICT Operations and Heads of Department meetings Two Heads of Schools (Senior and Middle) led a team of Year Learning Coordinators to support the learning and wellbeing needs of students. Additionally, in Senior School, the team included Vocational and Careers Coordinators while the Director of Curriculum contributed as needed for both groups. A Curriculum Executive Team (Director of Curriculum, Assistant Director of Curriculum & Deputy Principal) supported the work of the Curriculum Leadership Team which was comprised of Domain Leaders, STEM Coordinator and Head of Learning Commons (Library).

All teachers in Positions of Leadership (POLs) were provided with leadership support and attended inhouse and appropriate external professional workshops. Reports from these were shared. From the start of the year, each leader articulated their individual leadership goals as well as ensure that their team goals were aligned with the College Strategic Improvement Plan, 2017-2020. The Principal and senior Leaders then met each term to confirm and support progress with regard to these.

Over 2019, Domain teams continued to meet regularly, especially as Professional Learning Communities where they worked collaboratively, sharing data and teaching practices to develop strategic improvements for students’ learning outcomes. A TeachMeet was held at the end of each semester where groups shared their findings.

A Staff Seminar was held each term, where in addition to Principal and College Leader reports, staff participated in consultation, feedback and evaluation activities. At these times, staff were informed of a new process and criteria required for valid NCCD applications, developments in the blended learning project and IT updates, such as eWorkSpace parent App, Parent Paperwork, MaterShop etc. Staff provided feedback after major community events, such as start of year Welcome Nights, Progress Meetings, Mater Day etc. Ideas for improvement were presented, and hence changes were made to the College Awards presentations, Mater Day celebration and student Uniform policy.

Teachers participated in an appraisal process which involved their completing a Student Perception Survey of one of their classes, discussing its findings with a leading teacher, undertaking relevant professional reading and finally presenting a brief reflection on their teaching practices, taking into account AITSL teaching standards, previous reports (if applicable) and ideas for future improvements. All teachers were presented with a summary of these Student Perception Survey results and encouraged to share their findings with their students.

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Staff attendance and retention According to the August 2018 Census of Non-Government Schools, Mater Christi College had a total of 67 (55.74 full time equivalent) teaching staff.

The teacher attendance rate was 82.9%.

The proportion of teaching staff retained from the previous year was 79.75%.

Staff Composition (Based on August 2018 Census figures) Principal Class

2

Teaching Staff (Head Count)

67

Full Time Equivalent Teaching Staff

55.8

Non-teaching Staff (Head Count)

28

Full Time Equivalent Non-Teaching Staff

19.8

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

3.2%

0.91%

Masters

30.2%

21.14%

Diploma - Graduate

39.7%

41.96%

Certificate - Graduate

15.9%

7.01%

Degree - Bachelor

93.7%

83.7%

11.1%

15.66%

0%

6.59%

Doctorate

Diploma - Advanced No qualifications listed

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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% Degree Doctorate

Degree Masters

Diploma Graduate

Certificate Graduate

Mater Christi

Degree Bachelor

Diploma No Advanced 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 Master 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 97 (75.6 full time equivalent) staff participated in professional learning activities throughout the year, both internally and externally. Total expenditure for the 2018 year was $104,398.

For teaching staff there was a total expenditure of $80,520 with an average of $1,738 per teaching staff member. Professional learning involved whole staff sessions within the school and individual staff attendance at conferences, seminars and workshops.

The focus for professional learning for 2018 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.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

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MATER CHRISTI COLLEGE BELGRAVE

Teacher satisfaction is demonstrated through: ยง

Strong commitment to professional, pastoral, co-curricular and staff support activities

ยง

Active engagement through teams working towards school improvement goals

ยง

Conscientious involvement in professional development, training and ongoing study opportunities

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MATER CHRISTI COLLEGE BELGRAVE

College Community Achievements Parents and students participated in year level Welcome and Information meetings at the start of the year. Progress meetings were consistently well attended, and parents continued to enjoy being able 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, a highly successful initiative which is now a regular event.

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

§

School Production

§

Sports Awards

§

DISCOVER Information Evening

§

Award Presentation Assemblies

§

DISCOVER Graduation Evening

§

VCAL Awards

§

Presentation Ball

§

Valedictory Mass & Graduation Dinner

§

National Basketball Competition

Tertiary and Subject Expo

§

Personal Project Exhibition

§

Welcome events

§

Family Science Night

§

MYP Information

§

Music Ensembles

§ §

Guest Presenters

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.

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MATER CHRISTI COLLEGE BELGRAVE

Students demonstrated connections with global communities such as World Vision and Caritas. Year 11 student leaders organised a Constitutional Convention, inviting Julian McMahon SC as guest speaker and students from local schools to join with Mater Christi students to debate whether ‘freedom of speech is more important than people being offended’. Presentations were shared following group discussions and students were left to consider how they might stay involved especially with the many issues they had raised.

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 The Wedding Singer.

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. Students and teachers enjoyed new opportunities in STEM education through Yarra Ranges Technical School.

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 Technical School, Yarra Ranges Council, Puffing Billy, Belgrave Traders and local Festival organisers. The College provides car parking opportunities for local activities, especially for patrons of Puffing Billy on non-school days.

Wider connections with the College have also been developed with community groups and organisations utilising College facilities including Belgrave Parish, Puffing Billy, The Tin Shed, Belgrave Traders, Mountain Tigers (local) basketball club, Belcoma Netball Club and After the Bell (its holiday programs are hosted at the College).

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 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

who

support

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

camps,

sporting,

drama

and

music

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MATER CHRISTI COLLEGE BELGRAVE

School Performance Data Summary School Performance Data downloaded from Catholic Education Network Victoria (CEVN)

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

2016 %

2017 %

2016 - 2017 Changes %

2018 %

2017 - 2018 Changes %

YR 07 Grammar & Punctuation

100.0

98.3

-1.7

99.2

0.9

YR 07 Numeracy

100.0

99.1

-0.9

100.0

0.9

YR 07 Reading

100.0

99.1

-0.9

100.0

0.9

YR 07 Spelling

96.8

96.6

-0.2

99.2

2.6

YR 07 Writing

98.9

95.7

-3.2

99.2

3.5

YR 09 Grammar & Punctuation

96.0

97.1

1.1

98.8

1.7

YR 09 Numeracy

98.4

100.0

1.6

98.8

-1.2

YR 09 Reading

96.8

97.1

0.3

98.8

1.7

YR 09 Spelling

95.2

94.3

-0.9

94.1

-0.2

YR 09 Writing

96.8

96.2

-0.6

91.8

-4.4

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

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

88.6%

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MATER CHRISTI COLLEGE BELGRAVE

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL

%

Y07

92.3

Y08

92.2

Y09

93.2

Y10

91.6

Overall average attendance

92.3

TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate

82.9%

STAFF RETENTION RATE Staff Retention Rate

75.3%

TEACHER QUALIFICATIONS

Doctorate

3.2%

Masters

30.2%

Graduate

39.7%

Graduate Certificate

15.9%

Bachelor Degree

93.7%

Advanced Diploma

11.1%

No Qualifications Listed

0.0%

STAFF COMPOSITION

Principal Class (Headcount) Teaching Staff (Headcount)

88

Teaching Staff (FTE)

73.1

Non-Teaching Staff (Headcount) Non-Teaching Staff (FTE) Indigenous Teaching Staff (Headcount)

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

35 32.3 1

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MATER CHRISTI COLLEGE BELGRAVE

MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Grammar & Punctuation

583.2

Year 9 Numeracy

617.6

Year 9 Reading

607.6

Year 9 Spelling

600.4

Year 9 Writing

582.5

SENIOR SECONDARY OUTCOMES

VCE Median Score

32

VCE Completion Rate

99%

VCAL Completion Rate

93%

POST-SCHOOL DESTINATIONS AS AT 2018

Tertiary Study

63.7%

TAFE / VET

5.5%

Apprenticeship / Traineeship

5.5%

Deferred

14.3%

Employment

11.0%

Other - The category of Other includes both students Looking for Work and those classed as Other

0.0%

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 www.acnc.gov.au

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