Mater Christi College - 2020 Annual Report

Mater Christi College Belgrave 2020 Annual Report to the School Community

Registered School Number: 1644

Mater Christi College | Belgrave

Table of Contents Contact Details............................................................................................................................................. 2 Minimum Standards Attestation ................................................................................................................... 2 Our College Vision ....................................................................................................................................... 3 College Overview ......................................................................................................................................... 4 Principal’s Report ......................................................................................................................................... 6 Education in Faith ........................................................................................................................................ 7 Learning & Teaching .................................................................................................................................... 9 Student Wellbeing ...................................................................................................................................... 12 Child Safe Standards ................................................................................................................................. 16 Leadership & Management ........................................................................................................................ 18 College Community.................................................................................................................................... 21

2020 Annual Report to the School Community

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Mater Christi College | Belgrave

Contact Details ADDRESS

28 Bayview Road Belgrave VIC 3160

PRINCIPAL

Maria Haggett

PARISH PRIEST

Fr Anthony Cruz

SCHOOL BOARD CHAIR

Dr Paul Kremer

TELEPHONE

03 9754 6611

EMAIL

principal@materchristi.edu.au

WEBSITE

www.materchristi.edu.au

E NUMBER

E1240

Minimum Standards Attestation I, Maria Haggett, 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 2020 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

•

The Child Safe Standards prescribed in Ministerial Order No.870 - Child Safe Standards, Managing Risk of Child Abuse in School.

16/06/2021

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

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Our College 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.

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College Overview The Australian Federal Government and the Victorian State Government, through the Victorian Registration and Qualifications Authority, requires that 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 2020.

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.

While many students are Catholic and from Catholic families, 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.

Mater Christi College Board draws its knowledge from its Directors who possess a wide range of skills including commercial industry, business management, tertiary and secondary education, finance, commercial law, governance and integrated technology.

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The Members of the Company and College Board for 2020 consisted of: Members of the Company: Rosalie Jones (Chair) Eileen O'Leary (Deputy Chair) Veronica Hoey SGS Leonie Keaney (from Nov) Gaynor Robson-Garth (from Nov) Karlene Treyvaud (from Nov) Board Directors: Paul Kremer (Chair) Mary Close (Deputy Chair) Philip King Steven Langford Anthony Chapman (to May) Sharnee Moore Fiona Bygraves Trudi Bons Christopher Cartwright (from May) Amy Whitehead (from May)

Good Samaritan Education Governance Structure Good Samaritan Education (GSE) is the collegial Public Juridic Person responsible for its ten incorporated Colleges in Australia, each retaining the distinctive spirit that connects them to the local church in which they are situated. Each College is accountable to GSE for its Catholic ethos and mission, embodied in the Good Samaritan Benedictine tradition and for the administration of the temporal goods assigned to it for its work. GSE has full responsibility for all matters of mission, finance and governance of all Good Samaritan schools.

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 Most certainly the Mater Christi College community has demonstrated a commitment above and beyond our theme "let your light shine for others". When coronavirus (COVID-19) first featured in news reports in January, little did any of us realise just what its terrible impact would be, globally and locally. In Victoria, the efforts required to control its spread affected every fabric of our daily lives and while at year's end we were recording a return to controllable case numbers (including many days at zero new cases), we remained ever alert to its potential to break out again, especially until an effective vaccine was available.

Within weeks only of commencing the school year and with friendships and secondary school processes barely secured, Year 7 students were required to stay home and continue their learning via an online program. Once over the shock of a COVID interruption to face-to-face program delivery, Year 12 students responded positively to working from home, using emails, Zoom and phones to communicate with teachers and friends alike. Other year levels experienced similar disruptions and yet, students as a whole demonstrated outstanding levels of adaptability, resilience and creativity.

Teachers and parents (many with other children or work commitments to attend to at home) accepted the challenges of this lockdown period and rose to new levels of engagement and participation, providing and supporting remote learning programs. Regular and targetted communication strategies most truly kept our community #togetherapart.

Students returned in Term 4 and delighted immediately in refurbished Science Labs, funded largely through the Victorian State Government Capital Grants program. Improved lighting, ventilation and air conditioning were appreciated in addition to new classroom furniture and storage options.

While we have each had new insights into our own capacity and levels of endurance and may have had moments when we found ourselves wanting, as College leader it has been an incredible experience to witness so much good will, generous support and brilliant teamwork. Teachers overnight reframed operations, support staff stepped up without question as new tasks were required, parents beamed into classrooms and saw their daughter as learner in action and students stayed the course, especially those in Years 8, 9 and 10 who were offsite for the longest time.

Only some of 2020 can be captured on paper, and yet it is with immense gratitude and pride that I acknowledge the perseverance and innovative work of the Mater Christi College community - its leadership team, its teachers and support staff, its parents/carers and families, and above all, its students over what has been a challenging year. We all appreciated the support from the College Board and Good Samaritan Education.

For everyone, it has been an intensely challenging year. I could not be prouder in this my final year as College Principal, nor more excited about the future of the College. I am confident that it will continue to be a community which "listens with the ear of the heart". As I sign off for this final time, I pray that Mater Christi College will continue to be an 'informed, compassionate, creative' school community "where the strong have something to strive for and the weak have nothing to fear" (Rule of St Benedict).

Mary Fitz-Gerald Principal (2020)

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Education in Faith Achievements We are guided by the Good Samaritan Philosophy of Education, its key message as follows: 'Catholic education in the Good Samaritan Benedictine tradition is committed to developing students who will engage with today's world as grounded, hope-filled young people who are equipped to lead wisely, to listen deeply and to treat their neighbour and their environment with justice, love and the compassion of Christ'.

The 2020 theme of 'Shine your light for others' provided an inspirational context for students to think of their lives as a part of something bigger. This encouragement to empathise and think of the needs of others was particularly relevant last year as we navigated the complexities that COVID19 created. Although many of the College's programs were delivered online, the students were still able to engage as active learners of Mater Christi College and demonstrate a Christian response to social and environmental injustice as committed members of our catholic faith and our local and global communities.

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

2020 was a year like no other, and though we were faced with many challenges, the compassionate and caring spirit of the College shone through. Our faith in Jesus bolstered us through the hard times and the hope that comes with that faith was the foundation of many of our engagements with the students. College assemblies, reflections, retreat days, social justice fundraising, and weekly online community time 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, online prayer and meditation time, online community and 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. Though most of these were delivered online, our reflection days still included guest speakers who inspired and informed students about good relationships and areas of need in our community, locally, nationally and globally.

•

Students enhanced their leadership skills through actively engaging and involving other students in fund and awareness-raising activities and campaigns such as the Constitutional Convention. Students continued their support for Project Compassion, Tinnies for Vinnies, National Reconciliation Week, local refugees and asylum seekers, people faced with

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homelessness, the Good Samaritan Inn for women escaping domestic violence, Good Samaritan Kinder in the Philippines, as well as other local projects in areas of need including cooking for the Hills community casseroles when restrictions allowed it and writing letters to residents in aged care facilities.

•

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 Belgrave by raising funds to provide twenty five $50 food vouchers for distribution to local families in need, and via the Belgrave Tin Shed, serving a two-course meal for Belgrave locals looking for a meal and some company.

•

In the Youth Ministry program students focused on spirituality awareness and leadership skills. Though online, students were still the leaders in liturgical activities, shared the 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.

•

Our whole school art project "Together 2020" encouraged the girls to contribute to a collaborative piece from lockdown and feel a part of something bigger than themselves.

Many students created leaves that formed part of a tree to symbolise that we are stronger together and that we can grow through what we go through.

•

Weekly community time allowed the girls to come together and participate in various activities to encourage a sense of community and wellbeing while we were apart. As part of this, regular prayer and meditation sessions were offered online.

•

Year 12 students were able to support each other through words of affirmation which were collated and posted to each of them in a care package to remind them that the whole of their year level as well as the College "had their backs" and were there for them during the challenging times.

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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.

2020 was a year of great challenge but it also presented so many opportunities for Mater Christi College as a learning community. When we first started developing our approach to online and remote learning, our three key aims were to ensure continuity of learning, to support the wellbeing of students and staff, and to maintain connection to our community.

The shift from learning and teaching in the classroom to learning and teaching online was one that required great skill, agility, adaptability and many, many hours of work by all teachers. Difficult decisions had to be made about curriculum and assessment, about what was essential to ensure learning continuity and what could be let go of. Teachers in practical subjects had to find new and accessible ways for students to experience learning and success in their subject area. We learned so much from this experience about how to continue to develop strong learning relationships with students from a distance and how to use new and existing technologies to support learning for all.

The College's Learning Management System, Canvas, was at the centre of our approach to learning and teaching online. Together, Canvas and Zoom enabled the learning community to stay connected and ensure clear communication between teachers and students about learning intentions, activities and assessment of and for learning. Before long we were using these tools and a whole range of others to engage students in learning activities and provide regular, timely feedback about student progress. In the midst of this, we managed to tap into new learning opportunities and students were able to connect with and learn from experts at organisations such as The University of Melbourne, Young Change Agents, Melbourne Zoo and Yarra Ranges Technical School.

The willingness of all teachers to adapt to these significant changes, seek out new and exciting opportunities, and to listen to and respond to student feedback about their learning experience, was nothing short of astounding.

Improved processes were implemented to ensure that learning adjustments were properly documented for funding for students with disabilities as required of the National Consistent collection of Data (NCCD) scheme. Evidence was collated from a full range of support activities in and out of the classroom, from pastoral programs, psychologists and nurses, while complying with confidentiality and privacy requirements. The Learning Diversity leader managed the application process, ensuring all data was recorded for appropriate applications for funding and provided support to teachers and learning support staff.

Staff continued to learn how to use Student Performance Analyzer (SPA) data to inform learning and teaching practices for improved student outcomes which enabled teachers to better understand the differentiation and adjustment requirements of individual students in their classes.

The Pastoral Program continued to emphasise 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 cybersafety, 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 worked in subject workshops in readiness for introducing revised VCE Study Designs.

College and curriculum leaders analysed student achievement data to meet specific intentions: 1. To validate the expected Grades for VCE Unit 3 & 4 students as required by VCAA for its Consideration of Educational Disadvantage.

2. To determine fair criteria for the nomination of awards to students in recognition of this extraordinary year of mostly online classes.

3. To evaluate the learning and teaching experiences from the period of online classes and determine those strategies that worked well and enabled many students to develop new levels of resilience and independence in learning.

4. To ensure appropriate support through differentiation and modification of programs for those students who did not respond well to offsite learning.

5. To provide a consistent strategic teaching and learning direction for 2021 and beyond.

Curriculum Leaders engaged with Schools for Tomorrow, Educational Data Talks, Future Schools, and Yarra Ranges Technical School and participated in global and cross-sectoral online discussions, seminars and social media groups, gathering insights around the "lessons from lockdown" which will inform future professional learning activities.

STUDENT LEARNING OUTCOMES

In the absence of NAPLAN data, the College continued with its regular practice of tracking student growth by sharing and analysing formative and summative assessment data and conducting Progressive Achievement Tests testing in Reading Comprehension, Mathematics and Science.

MEDIAN NAPLAN RESULTS FOR YEAR 9

*

Year 9 Grammar & Punctuation Year 9 Numeracy Year 9 Reading Year 9 Spelling Year 9 Writing * There are no NAPLAN results to report in 2020 as the Australian Government decided that due to the COVID-19 pandemic NAPLAN Assessments would not take place.

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PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS NAPLAN TESTS

2018

2019

%

%

2018 – 2019 Changes %

2020 %

* YR 07 Grammar & Punctuation

99.2

96.9

-2.3

YR 07 Numeracy

100.0

97.7

-2.3

YR 07 Reading

100.0

97.7

-2.3

YR 07 Spelling

99.2

96.9

-2.3

YR 07 Writing

99.2

99.2

0.0

YR 09 Grammar & Punctuation

98.8

95.3

-3.5

YR 09 Numeracy

98.8

99.1

0.3

YR 09 Reading

98.8

92.7

-6.1

YR 09 Spelling

94.1

95.3

1.2

YR 09 Writing

91.8

93.5

1.7

2019 – 2020 Changes %

*

* There are no NAPLAN results to report in 2020 as the Australian Government decided that due to the COVID-19 pandemic NAPLAN Assessments would not take place. ** Data cannot be reported for this year as the number of students that sat the test was below 5 and the data has been suppressed for privacy reasons in accordance with the ACARA NAPLAN data reporting provisions. *** No students sat the NAPLAN tests in this year level and in one or both of the relevant years.

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Student Wellbeing Achievements As part of the Pastoral Program, students at all year levels were required to set wellbeing goals to support the building of resilience. Students participated in activities that targeted specific yearlevel 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. Teachers, leaders and specialist support staff quickly became competent users of our new student management system, Schoolbox, providing the one secure entry point into College information, programs, policies and services.

Parents and students attended Welcome Evenings early in Term 1, with a range of guest speakers who reflected on current research information and 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 the attributes of a growth mindset and positive relationship building.

As part of the Pastoral Program, specialist presentations, mostly online, were scheduled throughout the year, focusing on resilience, positive mental health, emotional intelligence, cybersafety, bullying, positive relationships, and study skills through workshops from Elevate Education.

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 students to discuss appropriate supports and strategies. In addition to this, Learning Conversations were conducted at Years 7-10 to ensure students were supported in their learning, especially during lockdown.

An online Community Time program was run twice a week where students could choose from a range of options such as yoga, embroidery and pets-on-screen time or participate in year level or whole school activities such as Trivia Tuesdays and Chalk Art. In Pastoral Group sessions, students joined in year level programs, social time and assemblies. The Health and PE team ran a Virtual Fitness Hub and continued the early morning Tuesday and Thursday running club sessions as online get-togethers.

Whilst screen fatigue was definitely a thing, students were grateful for the opportunities afforded by zoom meetings, class catch ups and then social media - for some. The ability to communicate in spite of imposed distance was so critical for all.

What was learned from the challenging times and circumstances of 2020? We were further convinced that our students can be courageous and creative, adaptive and versatile. Our families were supportive and realistic, patient and constant in spite of all sorts of other demands and challenges. Our colleagues were inventive and collegial, forgiving and constant as we continued to deliver our regular programs and opportunities for the wellbeing of our students in this new and unexpected environment.

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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 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 of our students feel safe at school, with a low number of students being concerned about bullying and the majority feeling positive about their 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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STUDENT ATTENDANCE

Whether students were on campus or at home via remote learning, teachers reported student attendance via the College network, enabling 'real time' roll marking. For on campus learning, a Short Messaging Service (SMS) was sent to parents/guardians when an unexplained absence occurred on a daily basis. During remote learning, parents/guardians received an unexplained absence note for missed classes at the end of each week. Student attendance was monitored and followed up with families as needed regardless of the mode of learning.

YEARS 9 – 12 STUDENT RETENTION RATE

Years 9 to 12 Student Retention Rate

91.2%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL

Y07

96.3%

Y08

94.5%

Y09

93.4%

Y10

93.5%

Overall average attendance

94.4%

SENIOR SECONDARY OUTCOMES

VCE Median Score

32.0

VCE Completion Rate

100.0%

VCAL Completion Rate

99.0%

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POST-SCHOOL DESTINATIONS AS AT 2020

Tertiary Study TAFE / VET

52.0% 3.0%

Apprenticeship / Traineeship

20.0%

Deferred

15.0%

Employment

10.0%

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

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0.0%

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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 remains committed to a zero tolerance of child abuse.

The Child Safe Program at the College is reviewed and regularly 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.

As the College moved to online learning due to the COVID-19 pandemic in 2020, extra measures were put in place to protect students working from their homes such as implementing guidelines around one-on-one teacher/student engagement and an increased focus on student body and mind wellbeing.

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) meet regularly to share case management of students needing additional supervision and support

•

Staff screening, induction and training

•

Preparing Staff for Child Information Sharing Scheme

•

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 display names of the Student Protection Leaders (Child Protection Officers)

•

Requiring Staff and all visitors to wear ID cards

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•

Providing inductions for students going on work experience included information about safety. All workplaces are checked prior to the visit, and students are 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 for some included vocational certificates. Excellent results were acknowledged at the High Achievers Assembly in February alongside subject-based Scholastica, General Effort, Achievement and Pastoral awards which were presented at Year Level Assemblies.

The College structure supported a consultative discernment process for decision-making. The Principal met regularly with the College Executive, Curriculum Leaders, 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. Reports from these were shared. From the start of the 2020 year, each leader articulated his/her individual leadership goals as well as ensured that their team goals were aligned with the College Strategic Improvement Plan, 2017-2020. The Principal and Senior Leaders met over the year with each one to confirm and support progress with regard to these.

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 Staff Seminar was held each term, where in addition to Principal and College Leader reports, staff participated in consultation, feedback and evaluation activities. Staff continued to provide feedback after major community events, such as start of year Welcome Nights, online Progress Meetings, 'mini' Mater Day etc, with ideas for improvement presented.

Teachers participated in a revised appraisal process, the Professional Growth model. Due to the constraints of COVID19, teachers were not able to develop this as fully as intended. They continued to engage with professional development and shared practice to facilitate and develop ongoing skills for online learnings.

Communication was the fundamental response to our community in action during 2020. Regular updates were promptly published on the College website so that families were aware of information as the College received it. Making enquiry phone calls to all families gave the College leadership a chance to check in with parents just as regular Pastoral check-in surveys allowed us to hear from our students and respond effectively. Parent forums were another occasion for feedback across the year levels and as leaders we very much appreciated the social aspect of these conversations alongside the insights offered. Teachers emailed and phoned parents to support students and postcards were sent to every student letting them know we were thinking of them.

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EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

Description of Professional Learning undertaken in 2020 All 93 (72.3 full time equivalent) staff participated in professional learning activities throughout the year, both internally and externally. Total expenditure for the 2020 year was $27,953. For teaching staff there was a total expenditure of $22,912.

Professional learning involved whole staff sessions and individual staff attendance at conferences, seminars and workshops. Due to the COVID19 pandemic, these professional learning opportunities, for most of the year, occurred via online webinars or online interactive seminars.

Professional learning for 2020 initially focused on literacy, but due to the pandemic there was a whole school focus on improving online learning using Learning Management System Canvas and Student Management System - Schoolbox. The Professional Learning Communities (PLC) continued across a range of areas all focusing on improving student learning.

Number of teachers who participated in PL in 2020

68

Average expenditure per teacher for PL

$246

TEACHER SATISFACTION

Regular staff consultation and surveys indicated positive morale of the majority of staff.

Participation in College seminars/webinars, 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 engagement is very positive, supporting a strong focus on teaching and learning, especially throughout lockdown.

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, albeit mostly online, in professional development, training and ongoing study opportunities

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate

2020 Annual Report to the School Community

85.8%

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ALL STAFF RETENTION RATE

Staff Retention Rate

82.4%

TEACHER QUALIFICATIONS

Doctorate

3.3%

Masters

26.2%

Graduate

42.6%

Graduate Certificate

16.4%

Bachelor Degree

95.1%

Advanced Diploma

11.5%

No Qualifications Listed

0.0%

STAFF COMPOSITION

Principal Class (Headcount)

2.0

Teaching Staff (Headcount)

73.0

Teaching Staff (FTE)

57.0

Non-Teaching Staff (Headcount)

27.0

Non-Teaching Staff (FTE)

20.7

Indigenous Teaching Staff (Headcount)

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1.0

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Mater Christi College | Belgrave

College Community Achievements "(The) Internet has contributed to certainly a new kind of communication among us…When we talk about human community, we certainly now have a tool in our hands that enables us to reach out as we never have before. It broadens our sense certainly of what community is and even of our own place in it." Joan Chittister, OSB

We espouse Community as one of the Benedictine values and try to uphold this in all we do. We are deliberate in creating opportunities so that everyone - students, parents and staff - feel that they matter and that they belong. We know that this sense of connection to people and place, where we are known and appreciated for who we are is integral to our sense of self and wellbeing. During the time of online learning, we continued this focus in a number of ways, with the intention of doing what we usually do in a different environment, in a different way but still holding uppermost our connectedness and community.

Parents and students participated in year level Welcome and Information meetings at the start of the year.

Parent Forums for all year levels provided an opportunity for an exchange of communication directly with parents and carers. While not attended by everyone, there were many useful suggestions made and the College was delighted to acknowledge the work and support of parents and carers for their daughters' learning.

So many of the initiatives introduced to provide for remote learning may continue, especially since they were instigated to allow for regular communication and effective participation of all - students, teachers, staff and parents and carers. An example was the Progress Meetings, some onsite, and some online. Many parents appreciated the opportunity to attend via Zoom, where onsite attendance did not always fit with other work commitments. 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.

Social Media postings highlighted the creative learning activities of students and post-MCC experiences of alumnae.

Parents, students and staff joined invited guests and representatives from local schools for breakfast to celebrate the College's regular International Women's Day event, with guest speaker Ally Watson, founder and CEO of Code Like a Girl.

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

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International Women's Day Breakfast

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Online Sports Awards

2020 Annual Report to the School Community

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Mater Christi College | Belgrave

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Award Presentation Assemblies

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Valedictory Mass & Graduation event, socially distanced at school (students only)

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Virtual Tertiary & Subject Webinars

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Welcome Events

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MYP Information Evening

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Face to face & online guest presenters

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Online Curriculum Information & Subject Selection Evening

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Year 12 Formal

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Community Service - Hospitality 'Mater Eats'

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House Performing Arts Competition

PARENT SATISFACTION

Parent survey feedback indicated that most parents believe that the school provided challenging educational programs and clear communication between school and home. The survey data showed high levels of confidence in the quality of teaching and the management of student transition.

Parent satisfaction is qualitatively demonstrated through the following: •

Reports from enrolment interviews of high satisfaction

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Strong levels of attendance for school events, especially Progress Meetings, Information Meetings and College Assemblies

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Positive feedback to College leaders for management and support through critical incidents and emergency events, i.e. COVID pandemic

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Positive perceptions generally from surveys, especially highlighting the College's handling of online learning during the pandemic

2020 Annual Report to the School Community

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