Annual Report 2022

Registered School Number: 1673

Contact Details

ADDRESS

Kernot Avenue

Mulgrave VIC 3170

PRINCIPAL Dr Paul Shannon

TELEPHONE 03 9560 0911

EMAIL principal@mazenod.vic.edu.au

WEBSITE www.mazenod.vic.edu.au

E NUMBER E1265

Minimum Standards Attestation

I, Paul Shannon, attest that Mazenod 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 2022 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

• The Child Safe Standards as prescribed in both Ministerial Orders in effect in 2022:

• Ministerial Order No.870 - Child Safe Standards, Managing the Risk of Child Abuse in Schools, in Semester 1, 2022;

• Ministerial Order No.1359 - Implementing the Child Safe Standards, Managing the Risk of Child Abuse in Schools and School Boarding Premises, in Semester 2, 2022.

29/03/2023

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

Governing Authority Report

In 2022, Melbourne Archdiocese Catholic Schools (MACS) delivered its inaugural strategic plan, MACS 2030: Forming lives to enrich the world.

At the heart of this bold and ambitious strategic plan is a common purpose - “Forming lives of faith, hope and love in the light of Jesus Christ” - that gives MACS and its network of schools a common direction.

This new purpose speaks to the role of our schools as a place for students and their families to encounter the living God who in Jesus Christ reveals his transforming love and truth.

The strategic plan also establishes a common vision, “Every student is inspired and enabled to flourish and enrich the world”, and outlines the initiatives that will make our purpose and vision real across four pillars:

• Inspired by faith

• Flourishing learners

• Enabled leaders

• Enriched communities

These four pillars are foundational to the distinctive educational experiences we offer. Our common purpose and vision will guide and sustain the high-quality Catholic education our 16,000 dedicated staff continue to provide to the 113,000 young people in our care.

Alongside the strategic plan, School Advisory Councils are now in place to engage parents, communities and parishes in the life of the school and provide support to principals on school matters. Combined with a strong focus on Working Together in Mission with our Parish Priests, this will ensure that we unite around our common purpose.

Enrolments continue to increase in the growth areas of Melbourne’s north and west where MACS opened two new primary schools. MACS was also excited to welcome a well-established combined level primary/secondary school in Malvern into our organisation.

We are very grateful for the support we have received from some 300 school communities throughout 2022. We look forward to further strengthening those partnerships as we work together to deliver an education that inspires young people to enrich the world.

Edward Simons Acting Executive Director

Vision and Mission

Vision

Mazenod College is a Catholic boys’ secondary school striving to live the charism of St Eugene de Mazenod. Centred on the person of Jesus Christ, our community is built on faith, nourished by the Eucharist, and seeks to live and share Gospel values in word and deed.

Mission

To Leave Nothing Undared for the Kingdom of God by being people who value learning and service. To acknowledge the owners of the land, care for the gift of creation and embrace the spirit of inclusion for all who work and study at Mazenod College. “Enter to Learn, Leave to Serve” is the focus of our catholic education at Mazenod College, aiming to develop young men who are emotionally intelligent, respectful, well-balanced, committed, articulate, and equipped to make a difference in our society as they respond to the needs of others in answer to Jesus’ call to serve.

Guiding Principles

Let us be united in the love of Jesus Christ.

We seek to develop a personal relationship with Jesus Christ, the Saviour, and to see people and the world through His eyes. By regularly turning our hearts and minds to Him, and by opening ourselves to the gift of the Holy Spirit, we seek, like Mary Immaculate, to receive God's holiness and bring it to reality in our daily lives.

Be a burning flame not a smouldering wick.

We serve to light the fire inside our students, fostering a burning desire to achieve academic excellence and to cultivate their abilities to the fullest. We see education as a lifelong process of formation in the truth, not just a moment in time, encouraging our students to be the flame, continuously burning brightly and sharing their talents.

We have but one heart, one soul.

We strive to nurture a friendly and caring school, enabling students to develop a sense of loyalty, solidarity, and service. We provide pastoral care and encourage participation in all aspects of College life. Nourished by the Eucharist, and led by the Missionary Oblates of Mary Immaculate, we believe that once a student enters Mazenod College, he and his family become part of our community for life.

Learn who you are in the eyes of God.

We aspire to instil in all people the knowledge that God's unconditional love is real and everlasting. Through the creation of an inclusive community and an environment that is conducive to students discerning their unique worth in the eyes of God, all members of the Mazenod family are free to flourish and grow.

Enter to learn, leave to serve

We endeavour to emulate St Eugene de Mazenod's model of standing with the poor in our community and beyond. Acts of service are a key component of an education at Mazenod College. On their journey, our students recognise their call to bring the transforming presence of Christ to the world.

College Overview

Mazenod College is a Catholic Boys' College served by the Missionary Oblates of Mary Immaculate working in partnership with MACS (Melbourne Archdiocese Catholic Schools). It was established in 1967 temporarily at St Joseph's Primary School, Springvale and in 1968 moved to its present site in Mulgrave.

Mazenod College was established in response to the need for a Catholic boys' secondary College by the Parish Priests of Springvale, Springvale North, Clayton, Glen Waverley and later, Mulgrave. Through their vision, Oblate Service, commitment, and the support of local parishioners, Mazenod College was born.

Since its beginning, Mazenod College has been under the care of a religious community of priests and brothers from the Missionary Oblates of Mary Immaculate.

Mazenod College has always been a partnership between the original five founding parishes, local families, students and Old Collegians, Melbourne Archdiocese Catholic Schools (MACS) and the Missionary Oblates of Mary Immaculate In 2019 the announcement was made of the appointment of the first lay Principal to Mazenod College.

The Australian Province of the Missionary Oblates of Mary Immaculate remains committed to our Education Ministry under the guidance of a lay principal and an Oblate priest as Rector, ensuring the Oblates maintain a meaningful and sustainable presence of service in Mazenod College.

The Oblates will continue to have an active presence in the leadership and pastoral aspects of Mazenod College into the future.

Mazenod College operates with an Advisory Council chaired by a lay chairperson with both clerical and lay representatives from the five constituent Parishes.

The Council also comprises delegates from Mazenod College's parent organisations, the Mazenod College Business Manager, staff representatives, and Oblates.

Mazenod College is proud of its fine multicultural heritage, where members come from a wide variety of different cultural backgrounds. This heritage is valued and treasured at Mazenod College.

Principal’s Report

As educators, we are profoundly optimistic about the potential and intrinsic God given goodness and value of each young person with whom we have the privilege to work. On behalf of the staff at Mazenod College, I sincerely thank all parents and carers for the opportunity to be part of your son’s education. I would also like to thank the College Advisory Council, for their full support in implementing the College’s vision and mission.

We are a Catholic School in the St Eugene de Mazenod tradition. As a Catholic College, we are part of the Church, a place of faith, hope and love. Gospel values should be experienced in word and action in everything that we do. St Eugene de Mazenod founded the Missionary Oblates of Mary Immaculate to work with the poor and marginalised. We aim to have each student recognise those in need and understand that a St Eugene de Mazenod education compels them to respond.

Our College is governed by Melbourne Archdiocese Catholic Schools (MACS), along with several other schools in Victoria we follow a shared mission and vision. Working Together in Mission: Charter for parishes and schools in the Archdiocese of Melbourne provides a clear statement of the Church’s mission to educate the children and young people of our families, and its parishes or associations of parishes.

The essential message of the statement is a call and a challenge for us to provide the best possible Catholic education for our young people as they embark on their life journey as a fruit of the gospel. (Archbishop Peter A Comensoli, Working Together in Mission).

Faith and Oblate Charism

Formation experiences are invaluable in providing opportunities to experience the sacred in our daily lives. The formation of students and staff is an integral element of the strategic plan. Integrating the Oblate charism, social justice experiences and the religious education curriculum has formed the foundation of many initiatives to date. This includes giving priority to staff and students who engage with immersion experiences, justice and solidarity initiatives and celebration of year level liturgies or the Eucharist. Thank you to our Oblate Faith and Charism team who offer outstanding leadership in this area of College life.

Student Wellbeing

Catholic schools have a moral, legal and mission-driven responsibility to create nurturing school environments where children and young people are respected, their voices are heard, and they are safe and feel safe. Recent legislative requirements within the state of Victoria, including the specific requirements of the Victorian Child Safe Standards as set out in Ministerial Order No. 1359, documents this safety and wellbeing for students, families and staff. At Mazenod College, we create a child-safe and child-friendly environment where students are free to enjoy life to the full without any concern for their safety. Particular attention is paid to the most vulnerable students.

Learning

Educational leadership, with an emphasis on High Impact Teaching Strategies (HITS), is a key component of an evidence-based teaching philosophy at Mazenod College The quality of teachers has been shown to have a significant impact on student learning. Data tracking and analysis and establishing well-researched pedagogy are critical for school improvement. The continuation of academic awards and public recognition of academic success creates a foundation of a love of learning at Mazenod College to be built upon. The allocation and organisation of teacher duties, establishing a timetable team to plan strategically for its smooth implementation is an important aspect of this work.

Learning Diversity

Learning is a sequential, developmental process. Attainment of skills, understanding of different domains of knowledge, and strategies for solving problems are acquired gradually, and in sequences that are predictable. There are substantial differences in learning status and learning rates among individuals of any given age. Individual differences characterise both the rate of development and the acquisition of specific skills (e.g. reading), and even in the earliest years of school we can note a remarkable spread of achievement in reading or numeracy skills among children in the same class. A huge thank you to all staff and the Learning Diversity Team, for the support and documentation of adjustments for our students.

Operations and Compliance Team

The College structure includes an Operations and Compliance team responsible for governance, risk, compliance and calendaring and management of events. This has been an extremely busy year for the team, particularly after two years of events mostly occurring online. Early in the year, a decision was made to outsource governance, risk and compliance to Moore Australia. They provide risk assurance services from their specialist school governance and risk advisory team. Moore Australia has a zero-tolerance approach to child safety and apply this to all advisory work. Their team have worked extensively in school policy, risk and compliance. In 2023, Mazenod College will be audited by the VRQA. Engaging with Moore Australia this year will ensure we are prepared for this area of compliance.

Evidence-based Teaching and Learning

Evidence-based teaching and learning strategies has included the development of a comprehensive transition plan that incorporates diagnostic testing of Year 6 students who have accepted enrolment at Mazenod College. Since the introduction of national testing in 2008, schools have increasingly expressed the need for placement/diagnostic information for Years 2, 4, 6, 8 and 10 students to supplement NAPLAN data and provide a more in-depth understanding of the skill development of students. Aptitude testing provides additional valuable insights into student potential and capability and is carried out with the highest level of reliability, validity and integrity.

Students complete a range of diagnostic assessments that will provide the College with data on:

• Aptitude: General, Verbal and Non-verbal Reasoning

• Achievement: Mathematics; Reading; Comprehension; Spelling; Writing

• Identification of gifted and talented students

• Social and emotional wellbeing of students.

Students’ individual needs are identified by the following means: contact with feeder schools to ascertain level of literacy, numeracy, social and emotional skills; identification of country of birth of parents and students; interviews with students and families; referral to outside agencies for assistance as required.

Support Staff

The smooth operation of the College is only as good as the support staff who are employed in specific roles. Staffing, business and finance, ICT, data, systems and analysis, administration, enrolments, and human resources ensure the effective running of the College. I would like to thank them for the vigilant way in which all support staff are involved in the full life of the College community.

Dr Paul Shannon Principal

VCE Results 2022

It is with great pleasure that I congratulate our Year 12 cohort for 2022 on their academic performance throughout the year, which is reflected in the final analysis of their VCE, VET and VCAL results.

One of the strong traditions of the College is the attempt to provide a truly holistic education, one which fosters not only academic growth, but also physical and social development, emotional wellbeing and spiritual growth, that is, the growth of the whole person. Mazenod College aims to provide holistic education and the formation of rounded and multi-dimensional people.

The statistics highlighted in this document are indicators of our continuing outstanding success. A particular highlight this year is that 48 of our students received an ATAR of 90+ which represents 28% of those receiving an ATAR at Mazenod College this year.

100% successful completion of VCE, VET and VCAL studies is remarkable. Tertiary opportunities, apprenticeships, pre-apprenticeship and employment placements have been managed by the careers, counselling, and VCE pastoral care teams. It is particularly pleasing to see the outstanding results across our VET subjects, showing that these practical and industryoriented pathways are becoming a more integrated part of our academic program. For the eighth year in a row Mazenod Drama will be represented in the Top Class Auditions.

Congratulations to all the students who achieved Study Scores of 40 or better. Over a range of 21 subjects our students achieved 112 Study Scores of 40 plus. Well done to each of the students listed who achieved the highest score in their respective subject.

Dr Paul Shannon Principal

Rector’s Report

Welcome to my Rector’s report for 2022. This year we have witnessed College life returning to a feeling of normal operations with class attendance, extracurricular activities, and interactions with parents, although video conferencing for parent-teacher interviews is still a popular means of communication, especially during the colder months. The ability of our staff to adapt to changing needs on different levels of our daily operations is a great credit to all involved with the overall aim being the care of your son's spiritual, intellectual, and physical development.

The College Inaugural Mass spiritually prepared our Mazenod College community for our academic year. Unfortunately, we were once again restricted to celebrating in our Provence Centre on Friday, February 25th. Fortunately, we were able to welcome Fr Christian Fini OMI, Oblate Provincial, as our main celebrant and for the official induction ceremony of Dr Paul Shannon as our second lay Principal. The College community also warmly welcomed our new Year 7 cohort and acknowledged our Year 12 graduating students for their final celebration after 6 years of education at Mazenod College

Fr Kevin Davine OMI and I continue to care for the spiritual life and pastoral care of all members of our College community through the celebration of daily Eucharist, the Sacrament of Reconciliation, and other liturgical highlights of the Church and Oblate calendar year.

On Thursday, April 8, Term 1 finished with a day of high excitement and activity with our traditional Mission Action Day (MAD) in support of our Oblate Missions. The day commenced with an Easter Liturgy in the Provence Centre. Students were then dispersed for a walkathon. Upon returning to the College our community enjoyed a variety of foods and activities which resulted in $45,000.00 being raised to assist our brothers and sisters in our Oblate Missions, particularly within our Asia Oceania Region. Over the years our Mazenod community has generously raised over $660,000.00. On a local level the College community also supported the St Vincent de Paul Winter Appeal. The appeal resulted in donations of over 20 bags of food to St Leonard’s Parish Glen Waverley for their food bank, a van full of clothes and toys to St Vincent De Paul in Springvale, and an amazing amount of tea, coffee, and toiletries to our Rosies Oblate Street Mission. Every item is going to those who most need them in our local community.

With the conclusion of the 37th General Chapter of the Missionary Oblates of Mary Immaculate on October 14, Fr Luis Ignacio Rois Alonso OMI was elected our new Superior General for the next 6 years. Fr Alonso is the first Spanish Oblate to be elected Superior General and will have the responsibility for 3,705 Oblates in 67 countries.

I also want to extend my appreciation to Dr Paul Shannon, Principal, College staff, the Mazenod College Advisory Board, and our families and students for their generosity in sharing their talents for the benefit of the College.

Finally, I wish every blessing on our 2022 graduating students. I am sure all our students will regard their time at Mazenod College with the memories of friendships made, a faith lived and a thorough education, all of which will last well beyond their graduation Remember once a Mazenod student always a Mazenod student.

Fr Harry Dyer OMI Rector

School Advisory Council Report

Mazenod College is operated and governed by Melbourne Archdiocese Catholic Schools Ltd (MACS), the Board which has the responsibility for the strategic direction and oversight of College operations and management. The role of the College Advisory Council is to support the governance of the school and to “give consideration to, and advice on, important matters in order to support the principal and the strategic interest of the school” (School Advisory Council Terms of Reference – Secondary Schools – v1.0 –2021, pg1).

The members of the Advisory Council for 2022 were: Michael Curtis (Deputy Chair), Jane Cowan, Herb Fischbacher, Laurie Langford, and Brendan Welsford, who brought vast experience across education, finance, law, engineering, construction, OH&S, risk and compliance, and project management. The ex officio Council members were Dr Paul Shannon (Principal), Rev Fr Harry Dyer OMI (Rector), June Stewart (Finance Manager), Michelle Symss (Development Manager), Joanne Noone (Dean of Staff), and the Executive Assistant role this year were Aylene Robinson and Kate Oberg. Providing wise counsel to the Council in 2022 was Fr Christian Fini OMI, who in his role as Provincial represented the Oblates. We also welcomed Fr David Francis OMI (St John Vianney’s) as the Canonical Representative. I thank all members of the Council for their hard work, dedication, and support this year.

The Council enjoyed working with Dr Shannon in his first year at the helm of the College and went to work on providing support and advice on several new MACS documents and policies including a Communications Policy, Child Safe Standards Policy, School Fee Collection Policy, and Staff Diversity and Inclusion Policy. In July, the new National Child Safe Standards came into effect, with 11 new standards replacing the previous seven Victorian standards and principles. These impart new requirements:

• To involve families and communities in organisations’ efforts to keep children and young people safe

• For a greater focus on safety for Aboriginal and Torres Strait Islander children and young people

• To manage the risk of child abuse in online environment

• For greater clarity on the governance, systems, and processes to keep children and young people safe

The new Standards provide greater clarity for organisations on the actions required to meet minimum standards. The Council provided feedback to consultants from Moore Australia who are assisting the College with developing policies to meet these new compliance standards. These and other policies are all now available on the new College website. In addition, Moore Australia conducted National Child Safe Standards Awareness and Training for Council members during the year.

For much of the year, parts of the College have been construction sites due to the commencement of building works stage 1 and 2. This includes works for new RE classrooms, new canteen, dining hall, staffroom, work area and deck, and a footbridge. Stages 3 to 6 are also in development, so the College is being renewed and refreshed before our very eyes. It is a worthwhile and necessary investment that will help the College maintain its current high standards for both students and staff. The College Council has been engaged with many aspects of the capital works program, from the development last year to the commencement of construction this year.

Although 2022 was only the second year of operation for the revamped College Advisory Council, it was important for the further development of the Council’s team dynamics. Working together now for two years has allowed the Council to better provide the College with the different perspectives that we bring as Mazenod parents, community members, and professionals from a variety of disciplines and industries. This is important because the Council provides a forum where parent voices and community perspectives are available to inform and support the decisions made by the Principal and College leadership team.

Dr Eugene B. Fredericks Chair of the College Advisory Council

Catholic Identity and Mission

Goals & Intended Outcomes

Mazenod College has been served by the Missionary Oblates of Mary Immaculate in partnership with the Catholic Archdiocese of Melbourne since 1967. It sees daring and commitment to Christ as essential central elements in its character. We are reminded of this daring in our College motto, 'Leave Nothing Undared for the Kingdom of God'. It requires us to seek, find, share and celebrate the presence of God among us. Mazenod College is named after the Founder of the Oblates, St Eugene de Mazenod, and he asks us to do this as a community. St Eugene de Mazenod called the people of post-revolutionary France (19th Century) back to a relationship with God. He was especially interested in supporting those that are marginalised.

Mazenod College seeks to foster in all its students, the development of their knowledge and love of God. Through deepening their faith in Jesus Christ, Mazenod College seeks to develop persons who are responsible and inner-directed, capable of choosing freely in conformity with a well-informed conscience. Mazenod College seeks to promote a moral consciousness in its students, in accordance with Christ's teaching and the mind of the Church, and enable them to relate it to their own lives.

Mazenod College seeks to provide a suitable Christian atmosphere that encourages the growth of the whole person; provides the opportunity to integrate culture and faith through the acceptance of Christ and his ideas, attitudes and values. Mazenod College seeks to provide a critical and systematic account of the teaching of the Gospel and the Catholic Church in accordance with the guidelines provided by the Archdiocese whilst at the same time enabling students to experience a sense of Christian Community. It will also put students in touch with their unique Australian Catholic heritage.

In conjunction with the traditional owners of the land, Mazenod College, through its curriculum in Religious Education, promotes unity by marking important times and history of the First Nations people. The Religious Education department, through Faith and Charism, will endure to mark important ritual celebrations in the Catholic Tradition and in the traditions of the First Nations. Through the Faith and Charism structure of the College Elders and leaders of the First Nations, people will be invited to the school to celebrate rituals in their culture and partake in educational instruction furthering the knowledge of our students and staff.

Achievements

The presence of Oblate Priests of a missionary tradition and a beautiful Chapel with daily Eucharist are great blessings. Mass is offered at 8.10am Monday to Friday in the Mazenod College Chapel, and the whole school celebrates the Eucharist together at important times during the year. The Priests are always available pastorally for students. Reconciliation is formally made available to all students during Lent and before Christmas.

Each morning all Homerooms begin with our daily prayer where students from individual homerooms are invited to lead the prayer further deepening our rich heritage in Catholic tradition. This homeroom prayer can also be an opportunity for an offering of prayer for a particular need within the homeroom drawing students into a community spirit as St. Eugene emphasised the importance of support within the community.

Each day after recess the College Student Leaders lead the daily College prayer over the intercom calling all our community to stop and reflect on our Catholic faith and Oblate charism.

Mazenod College aims to foster the faith of its students and to build upon this positive practice of faith and the example set by their families. Mazenod College is proud to provide a very distinctive atmosphere, which is caring, friendly and cooperative.

VALUE ADDED

• Our Year 12 students, along with our Year 11 VET Christian Ministry & Theology 3&4 students, took time to volunteer with Rosies Oblate Youth Mission where each Friday night, a team offer their friendship and hospitality through the simple gesture of a free hot or cold drink to the homeless.

• Our Year 12 students attended an overnight retreat on the theme “From childhood to adulthood”. The students were accompanied by their homeroom teachers, retreat leaders, our Oblate priests and our two Oblate Youth Ministers.

• Students, staff and families donated in solidarity generously to the Oblate Missions Christmas Appeals and to our local St Vincent de Paul Winter Appeal bringing in food items, toiletries, blankets, children’s books and toys for our brothers and sisters in need in our neighbouring communities

• 50 Year 10 students opted to study Youth Ministry in Semester 1, where they explored the topics of “What it means to be a Christian Leader today”, “Apologetics: Is God real? How do we know? Evidence for our faith and how to defend it confidently, passionately and respectfully”. Our two Year 10 Youth Ministry classes then ran retreats for all Year 7 classes.

• Students were welcomed to receive the Sacrament of Reconciliation, formally made available to all students during Lent and before Christmas.

• Our Year 8 students participated in their Reflection Day where they explored the theme “Knowing God” lead by YMT Melbourne

• Our Year 7 students enjoyed their Reflection Day exploring "Relationships & Belonging” with the Gen Bryant Band

• Years 7-9 students in the lunchtime ‘Alpha Club’ discussed their faith in small groups.

• Year 12 students were fully engaged by David Kobler in “Unpacking Love and Responsibility”, reflecting on the topics of positive sexuality, relationships and future family life.

• Year 12 students really enjoyed listening to Melbourne-based Catholic priest and X Factor musician Fr Rob Galea, and his story from “Addiction to Jesus” as he performed and gave testimony to his faith, encouraging the students in their own faith.

• Year 7 students participated in many faith development workshops organised and facilitated by our Oblate Youth Ministers.

• Year 11 students attended a voluntary retreat on “Friendship with Jesus through the Eucharist: Deepening our relationship with God” – 25 students took up this invitation.

• Year 12 students were invited to a "Faith and Pizza" evening with Mr. Tighe.

• Over 150 parents from our Junior School attended our annual online presentation with Mr David Kobler from YourChoicez on the pertinent topic of “Raising Teens in a Hyper-Sexualised Society". This was our first time running this event online and the feedback from everyone who attended in our school community was very positive.

• Current and past students were invited to share an evening reflection and Adoration called “Empowered”.

• Students had the opportunity to be involved in National Reconciliation Week activities recognising our journey to reconciliation with our First Nation peoples.

Learning and Teaching

Goals & Intended Outcomes

Our major goal for 2022 was to embed high expectations in all learning endeavours informed by our revised learning and teaching framework and guiding principles. There was a particular focus on explicating the key principles of ‘Explicit Teaching’ as our advocated primary instruction method.

Mazenod College educates young men utilising the principles of the Visible Learning framework, with a focus on explicit direct instruction and a Visible Wellbeing approach.

Our Learning and Teaching framework at Mazenod College recognises that young men have particular learning needs, drawing on research commissioned by the International Boys School Coalition, of which the College is an active member.

We use a Visible Learning Framework based on the research of Professor John Hattie to ensure that we are making a positive difference to maximise the learning outcomes of our students. Visible learning occurs when learning is the explicit and transparent goal. By making learning visible, teachers are more empowered to intervene in meaningful ways to enhance student achievement.

The advocated principle instructional practice is ‘Explicit Teaching’ as outlined in the research of Anita Archer and others. Archer (2010) explains that:

“Explicit instruction is characterised by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.”

While direct instruction is the principle teaching method, teachers are given autonomy to explore other teaching methods, including scaffolded student led research where appropriate. To further support teachers in the design of their lessons and instructional practices, the ten research based principles of instruction outlined in the work of Professor Barak Rosenshine are used as a source of inspiration.

Guiding principles underpinning Mazenod College’s learning and teaching

In 2022, the Learning and Teaching Policy was more clearly explicated, with a sample lesson plan and key principles of Explicit Teaching.

Unchanged are Mazenod College’s guiding principles that are followed by all teachers in all subjects. Teachers collaborate to achieve a consistent approach to these principles:

• Respectful relationships: these underpin our learning and teaching. All members of the community display courtesy and respect for one another.

• Discipline: Mazenod College values and seeks to instill a discipline towards learning, with resilience and a willingness to learn as features.

• High expectations: in regard to behaviour, attitude, commitment, and academic performance.

• Equity: a set curriculum and course delivery and preparation for assessment and assessment tasks that is common across classes within the same subject.

• Continuity and progression: are seamless across the year levels with evident pathways for student development in particular subject areas.

• Personalised: provision for all students including those with individual needs and those with particular gifts and talents. Enhancement pathways, special needs, modified programs, and options in assessment for mainstream are all provided.

• Rigorous and relevant: a robust curriculum that is thorough and challenging. The curriculum is regularly reviewed and updated with reference to State and National requirements.

• Lifelong learning: a curriculum that is designed to be relevant as both preparation for future learning demands and for a happy and prosperous adult life.

• Explicit and scaffolded lessons and tasks: explicit step-by-step instructions are provided, that graduate learning, building from simple tasks to more complex tasks. Our lesson design seeks to provide a scaffold that enables students to complete tasks, together with a clear understanding of what students are learning and why they are doing so. This is further articulated in rubrics for the assessment of tasks and projects.

• Regular feedback: Mazenod provides regular assessment for students in many forms including both formative and summative. Feedback is provided in a variety of forms including marking sheets, rubrics, written, audio, or video teacher comments, peer feedback and self-evaluation. Student work is returned in an appropriate time-frame, typically within two weeks.

Achievements

A shared framework was developed in 2020 and updated in 2022 to outline what Learning and Teaching at Mazenod College looks like:

Mazenod College teachers educate young men by cultivating strong relationships with and between their students. Cultivating strong relationships involves:

• Maintaining high standards of boys' conduct promoting high expectations of work quality;

• Acknowledge students' academic, social, and cultural backgrounds;

• Encouraging them to respect differing viewpoints and to take responsibility for their own beliefs and actions;

• Stimulating engagement and imagination through the sharing of interests and passions using humour, story, discussion and focused games.

Mazenod College teachers utilise our visible learning framework that involves:

• Setting clear learning intentions and appropriately challenging goals for our students providing success criteria and modelling what success looks like;

• Employing a selection of research-based high-impact teaching strategies using evidence-based techniques to inform pedagogy;

• Adopting a differentiated teaching approach using data collected via a formative and summative assessment;

• Using a range of regular and continuous feedback methods to enhance learning.

Mazenod College teachers implement an explicit direct instructional practice that involves:

• Structuring lessons with clear learning objectives and success criteria strengthening previous learning with regular review;

• Presenting new material in small explicit steps involving direct instructions modelling exemplar responses and guiding student practice;

• Using a variety of formative assessment tools to ascertain student progress, altering the lesson trajectory accordingly;

• Implementing a range of strategies to support mastery learning in the classroom.

Mazenod College teachers incorporate a visible wellbeing approach to implementing strategies into their daily classroom practice that use the SEARCH framework to foster student wellbeing in the following domains:

• Strengths

• Emotional Management

• Attention and Awareness

• Relationships

• Coping

• Habits and Goals

STUDENT LEARNING OUTCOMES

Learning Diversity

The Learning Diversity Team at Mazenod College is dedicated to supporting the individual learning needs of all our students. The team, with a staff of 21 dedicated teachers, psychologists and education support officers, ensures that Mazenod College can offer wellstructured Literacy & Numeracy intervention programs, in addition to 1:1 in class assistance. This support is vital in ensuring that all students can access the learning that is available. In addition, the team provides activities such as Homework Program and Film Club.

In mid-2022, a more comprehensive staffing structure for Learning Diversity Team, was introduced by the College Leadership Team, following a review by Dr Paul Shannon. In the previous structure, the team was led by the Learning Diversity Coordinator as the sole position of leadership. The new structure, as outlined below, provides exciting opportunities to develop greater depth in middle leadership within learning diversity at Mazenod College.

• Director of Learning Diversity

• Learning Diversity Leader (Years 7 & 8)

• Learning Diversity Leader (Years 9 & 10)

• Learning Diversity Leader (Years 11 & 12)

• Learning Diversity Wellbeing Leader

• Learning Diversity Psychologist

• Administrative Assistant to Director of Learning Diversity

Additionally, this comprehensive new model reflects the ongoing commitment of the College to support and provide a holistic education to all students and their families. This restructure also ensures that we can, provide greater support to teaching staff, further assisting them in planning and monitoring student-personalised learning programs, adjustment implementation and evidence gathering for students identified in the annual Nationally Consistent Collection of Data.

In 2022, 247 students were identified as having adjustments made to their program and were included in the NCCD.

Of these 247 students, 192 were identified as requiring supplementary or substantial assistance. The funding provided by the Commonwealth Government ensures that the College can staff the Learning Diversity team to assist the relevant students in accessing their learning on the same basis as their peers.

Enhancement Programs

Mazenod College offers a comprehensive enhancement program in areas such as Humanities, Music, Mathematics, English, Robotics and Information Technology. Many students are involved at all levels in the following programs:

• Enhancement English (Year 7, Year 8, Year 9, Year 10)

• Enhancement Mathematics (Year 7, Year 8)

• Enhancement Mathematics (Year 9, Year 10)

• Enhancement Science (Year 10)

• Enhancement Biology (Year 10)

• Enhancement History (Year 7, Year 8, Year 9)

• Enhancement STEM (Robotics) (Year 8)

• Enhancement Music (Year 8)

• Enhancement Religious Education (Year 9)

• Enhancement Physical Education (Year 10)

• Enhancement Business Management (Year 10)

• VCE Units 1 & 2 History (Year 10)

• Software Development Extension (Year 10)

• Religion & Society Units 3 & 4 in (Year 11)

• Numerous other Units 3 & 4 in (Year 11)

• University Enhancement subjects in (Year 12)

Faculty Value-Added Programs

In 2022, many of the value-added experiences beyond the classroom returned, including the following:

Science:

• Students from Mazenod College participated in the International Science Competitions and Assessments for Science (ICAS), with many High Distinctions, Distinctions, Credit and Merit Certificates. High Distinction Certificate achievers are rated in the top 1% of all entrants. Statistically 50% of students from Mazenod College achieve a certificate of credit or higher, an outstanding performance.

• The Science Talent Search is an annual competition open to all primary and secondary school students in Victoria. The Year 10 Enhancement class participated in this competition, with a few bursary winners. Many students from Mazenod College were given special mention for their practical investigation tasks by the judges.

• Students competed in teams in a Titration Competition, which is a quantitative analytical competition, and were required to complete a set of acid-base titrations to determine the unknown concentration of a weak acid.

Humanities:

• VCE Politics students entered the Monash University Social Sciences Essay Competition. Nathanial Louey (Y12) won first prize for his Politics essay entitled: "Australia - A Middle Power with Great Responsibility"

• VCE Politics students participated in a Model United Nations, competing with other independent schools throughout the state

Languages:

• Our VCE Italian students attended the Italian Film Festival at the Astor Theatre. The Year 10 and VCE Italian classes also participated in an evening of interschool language immersion and culture immersion with the Sacred Heart College. This activity strengthens our bond with nearby Catholic schools and allows networking and language learning.

• Our VCE Italian students interviewed Holocaust survivor and refugee Ms Greta Goldstein who fled to Florence. This inter-curriculum activity developed the students' language skills, knowledge of the diverse source of migration we have in Australia and their ability to empathise.

• Year 8 Italian classes learned to make pizza dough and tiramisu during lessons on table manners and eating habits.

• Our Chinese students were awarded for their performance at the Chinese teachers of the Victoria Annual Reading Competition. They also gained knowledge of Chinese martial arts and musical instruments in an excursion day and participated in the Mid Autumn festival.

• Japanese students excelled in both the JLTAV Calligraphy competition and Speech competition. In both, their skills were recognised by the judges.

• VCE Japanese students attended the National Gallery of Victoria’s Japanese artefact display and developed their appreciation of Eastern art styles as well as hear some histories of Japan.

• In 2022 we welcomed five Language Assistants, who were critical in the preparation for VCE External Examinations.

Exchange:

• In 2022 we welcomed our first Japanese intern, Miss Yue Nakajima from Meiji Gakuin University in Yokohama. Staff members hosted Yue and she participated in Japanese classes and allowed students to take part in small group conversations in the target language.

• 2022 saw 15 Japanese high school students from our sister school Daisho Gakuen High School, Osaka arrived with two teachers and was hosted generously by 15 Mazenod College families. The students participated in excursions and classes with their host brothers. Strong relationships were created between the Mazenod students and the Daisho students as well as the staff.

Mathematics:

• Students achieved great results in the Australian Mathematics Competition. A very large number of students participated in the competition with numerous High Distinctions (top 3% in their year level and region) and distinctions (top 20% of their year level and region).

Health and PE:

• VCE PE 1&2 students have access to and observe elite level fitness testing and procedures made available through METs Performance Consulting. Students link data collected to relevant key knowledge in the VCE PE study design.

• VCE PE 3&4 students experience and discuss biomechanical principles using primary data from force plates, accelerometers, timing gates, and real-world practical application via METs Performance Consulting.

• VCE PE 3&4 students gain an insight into exercise science testing and evaluation at Deakin University’s state-of-the-art indoor exercise and sport science building.

Visual Arts:

• ACC Art and Technology Exhibition

• MACS Art Exhibition

• Short Listed for Top Design at Melbourne Museum

English:

• Many of our Literature, Enhancement and Visual Arts students were published in Catholic Education annual anthology Shared Stories;

• Numerous students participated in the Debating Association of Victoria competition and engaged in various Public Speaking opportunities.

Library:

• Students participated in Book Club and Kerbal Space Program in the library.

• 72 students completed the Victorian Premiers' Reading Challenge between February and August.

• Students attended the Melbourne Writers’ Festival.

• Mazenod Literature Festival featured visiting authors and workshops to celebrate reading.

VCE Comparison Results 2022

28% of Year 12 students had an ATAR score equal to 90 or more in 2022 placing them in the top 10% of the State. 72% of students had an ATAR score equal to 70 or more. A summary of our key senior school data follows.

• Number of students scoring 99+ ATAR: 3

• Number of students scoring 95+ ATAR: 27 (16%)

• Number of students scoring 90+ ATAR: 48 (28%)

• Number of students with a perfect study score of 50: 1

• Perfect 50s in: Religion and Society

• Number of study scores of 40+ (top 8%): 112 scored in 20 different subjects.

• For the eighth year in a row Mazenod had a student in Top Class auditions for Drama.

Mazenod College number of students with ATAR scores over 90

Unit 3&4 Religion and Society in Year 11 at Mazenod College

The majority of our Year 11 students study Unit 3 & 4 Religion and Society in Year 11. They achieved outstanding results as indicated below. In 2022, 57 Year 11 students scored a study score of 35 or more in this Year 12 subject.

University Enhancement Studies in Year 12 at Mazenod College

As a culmination to our enhancement programs across Years 7-12. Some of our high achieving students study a University subject in Year 12.

Unit 3&4 Studies in Year 11 at Mazenod College in 2022

In addition to studying Religion and Society in Year 11, a group of enhancement students study a second Year 12 subject in Year 11. In 2022, 52 students did this as indicated below, achieving 36 study scores of 35 or more.

Victorian School Ranking for number of Mazenod College students scoring a 40+ Study Score in the following subjects:

• Religion and Society: 23 students, 1st school in the State

• VCE VET Furnishing: 2 students, equal 1st in the State

• Applied Computing: Software Development; 7 students, 3rd in the State

• History Revolutions: 7 students, equal 7th in the State

• Geography: 5 students, equal 7th in the State.

NAPLAN

In 2022, Mazenod College received another round of pleasing NAPLAN results. With over 98% of all students in Year 7 meeting or exceeding the National Minimum Standard in all domains and a similar 97% of all students in Year 9 meeting or exceeding the National Minimum Standard in all domains.

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

* 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.

Student Wellbeing

Goals & Intended Outcomes

Mazenod College employs a multilayered approach to wellbeing that is designed to improve and sustain both staff and students' mental fitness. Visible Wellbeing is a whole school approach that encourages all areas of the College to build wellbeing capacity in each classroom and activity utilising the SEARCH framework. Personal and Social Learning is the explicit teaching of wellbeing that is taught during the Homeroom Pastoral Care periods. Personal Development Days and seminars are scheduled at each year level addressing age and stage wellbeing issues and education.

The Approach

Visible Wellbeing combines the science of wellbeing with the science of learning to achieve the three key goals of:

• Helping students and staff to see more clearly their own and others’ wellbeing using visible wellbeing practices.

• Helping students and staff more systematically build wellbeing using the SEARCH framework.

• Facilitating learning through the visible wellbeing classroom process.

Visible wellbeing is not a set curriculum. It is a flexible approach that can be applied across any subject matter, and in all contexts – primary, secondary, in the staff room and with the affiliated Mazenod community groups. With the Visible Wellbeing approach, academic learning and wellbeing are truly integrated. Visible Wellbeing complements our existing student wellbeing programs delivered at Mazenod in a variety of formats including, extended homerooms, seminars, personal and social learning timetabled classes, retreats, camps and dedicated personal development days. All wellbeing programs are designed to address age and stage wellbeing issues.

Visible Wellbeing is Mazenod College’s approach to creating resilient, happy, and successful young men.

The goal of a Visible Wellbeing approach is to make wellbeing visible so that we can proactively intervene and make changes in our students’ lives and our own. We do this through acknowledging the negative but specifically working to amplify the positives and increase overall wellbeing with students and staff consciously thinking about what they SEE, HEAR, and FEEL in all situations.

The SEARCH Framework includes Strengths-Emotional Management-Attention and Awareness-Relationships-Coping-Habits and Goals. In 2022 Mazenod College staff completed three more modules of this framework Relationships and Habits and Goals. The ‘coping’ module was designed and presented by members of the College’s Student Welfare Action Group which highlighted not only the expertise of the wellbeing staff but also the flexibility of such an approach that it can be adapted to suit the school’s individual context.

Achievements The Curriculum

In 2022 provisions for the explicit teaching of wellbeing was formulated and timetable adjustments set in place to deliver specific lessons that are age and stage appropriate for 2023. This formalises and extends the time allocated in previous years through the Personal and Social Learning classes conducted in Year 7 and during specific extended homeroom. In the Junior School (Years 7-9) students will be engaged in the Resilience Project Curriculum and, for Years 10-12 a bespoke program that focuses on Respectful Relationships, E-Safety and consent to name just a few themes.

Wellbeing Days, Seminars and Awareness Campaigns

In 2022 Mazenod College engaged several organisations to provide further education through the form of seminars and reflection days for both parents and students.

Examples include:

• The Mancave - Breaking The Man Box includes themes such as Mental Health Prevalence, Gender Stereotypes and Creating an Optimistic Future.

• YourChoicez - Present to various year levels on themes such as friendship, anger, sexting, digital consent, being an up-stander, empathy, and social media, emphasising our Catholic Social Teaching on the respect for the dignity of the human person and for the beauty and sacredness of human sexuality.

• Elephant Ed. Pornography vs Reality

• Sex and Social Media

• Driver Education

• Game Aware - Bridging the gap between gamers, parents and professionals through education and intelligent gaming strategies.

• Internet Safe Education - Cyber Safety Education

• “Brave Parenting Conversations – Raising Teens in a Hyper-Sexualised Society” Online seminar for parents. (All parents)

• RU OK? Day Mental Health Awareness Week

• National Day of Action Against Violence and Bullying Awareness week embracing the 2022 Kindness culture complimenting the focus on character strengths as part of Visible Wellbeing.

• Completion of VIA Character Strength Surveys.

Wellbeing Events

In 2022 with the relaxation of restrictions the College was able to invite parents back for in person events. On RUOK day David Schwartz presented to parents and students about the pitfalls of gambling candidly speaking about his story and the impact that gambling addiction has had on his life. Time and Space was introduced to the College in 2022 with the first event held during Year 12 Transition coinciding with the launch of Year 12. The Parent/Son evening aimed to strengthen the relationship between parents and their sons leading into final year of school. Such events attempted to highlight the important partnership and support between home and school. The College has implemented three Time and Space events each year. A Year 7 mother/female mentor/son in May, a Year 8 father/male mentor/son in February and at the conclusion of Year 11 in preparation for Year 12 a parent /son in late November.

Mazenod College also participated in the Respectful Relationships Community of Practice collaborating with Avila, Sacred Heart and Salesian College to dialogue and plan how student voice can create awareness of the importance of healthy, respectful, and inclusive attitudes towards all members of the community.

Individual Wellbeing

In 2022, the College strengthened its wellbeing support with additional resources in the Psychologists team including the appointment of an Educational Psychologist along with a Learning Diversity Wellbeing Coordinator. These new appointments complimented the opening of the new Learning Diversity Centre and Student Wellbeing Centre. The College continues to provide 2 full time nurses onsite to manage the health of students and staff. Both Junior and Senior Student Welfare Action Groups continued to meet regularly throughout 2022 to collaborate and identify students that required extra wellbeing support. This group consists of College Deans, Year Level Coordinators, Psychologists, Oblate Priests, and representatives from the learning diversity and nursing teams. In 2022, welfare check-ins were introduced at Year 7 with members of the College executive team and Year 7 staff meeting one on one with each student during term 2 to discuss how they have settled into Mazenod College. This also took place in a similar format with Year 12 students using academic and pastoral data to initiate conversations and set goals for the remainder of the year.

Commitment to Child Safety

As part of the introduction of the new child safe standards and obligations for Information Sharing under the MARAM framework. The College formulated a Child Safe Committee to further strengthen, revise and embed all associated Child Safe policies. Staff were provided time to complete the annual mandatory reporting modules, and completed training from Moore’s Australia on the new Child Safe Standards. The Deputy Principal Students provided information and processes for Mazenod College to follow under the Child Information Sharing Scheme (CISS) and Family Violence Information Sharing Scheme (FVISS).

VALUE ADDED

• Every student in the school participates in 100 minutes of organised sport each week.

• Participation in every ACC Inter-School Sport that was conducted.

• The vast majority of students represent Mazenod College in at least one Association of Catholic Colleges (ACC) event.

• Many students participated in our comprehensive volleyball program, training and playing weekly, dominating the ACC competitions. Our highly successful volleyball program had all teams perform at the state and national level.

• 60 students participated in the Chess club, receiving weekly tuition, and recording record breaking wins in the ACC. Our Middle Years chess team won gold in both the state and national championships. Our Open team won silver in the state and national championships.

• Debating success at ACC level, and at the Debating Association of Victoria's (DAV) state competition.

• Our public speakers competed with success at the VCAA's Plain English-Speaking competition and the annual Lions Club Youth of the Year competition.

• The performing arts department held a Performing Arts Festival in the evening featuring music, dance and film performances from all levels

• The music department held various evening recitals, with many students participating.

• Years 10, 11 and 12 also participate in Mazenod College’s Social Justice program which includes; Rosies Street Mission, RE days, retreats and community service.

• Student driven initiatives to highlight inclusivity and mental health such as RUOK? Day and World’s Greatest Shave.

• Peer support Year 11 with Year 7.

• Our senior badminton team placed first in the ACC Badminton Championship. This sport is one of the fastest in the world and the team can be very proud of their achievement.

• Welcomed Daisho staff and students from Japan, who were with us from 25th July to 2nd August. As part of the program, our Japanese student visitors were in class with their Year 9, 10, 11 and 12 hosts. Mazenod students chaperoned our visitors on excursions and exchange activities.

• Our musicians competed in the annual Boroondara Eisteddfod and are enrolled to do again in 2023.

• Our musical production "Shrek, The Musical", held in conjunction with Avila College, was a huge success. It involved over 100 students either acting, singing, backstage or playing music in the pit.

Instrumental Music Program

The number of students receiving individual music lessons in the exceptional College Instrumental Program at the end of 2022 was in excess of 250. Lessons continued online during lockdown.

Students study the following instruments with our team of 16 instrumental music teachers: Bassoon, cello, clarinet, cornet, double bass, euphonium, flute, french horn, oboe, percussion, saxophone, trombone, trumpet, tuba, viola, violin.

Students have the opportunity to join the following range of ensembles:

Junior Strings, String Quartets, Boyle Strings, Chamber Strings, Chet Baker Band, Concert Band Dorsey Band, Monk Big Band, Flute Ensemble, Founders Ensemble, Junior Vocal, Liturgy Choir, Senior Vocal, Stage Band, Swing Band, Symphonic Wind Band and the Symphony Orchestra.

Student Wellbeing - What we usually do

• A group of music students usually travel to Mt Gambier for the Generations in Jazz Music Festival with students from across the region, although didn’t this year. They will in 2023.

• The Stage Band, the Founders’ Ensemble and other groups usually represent Mazenod College at the Victorian Schools Music Festival, receiving awards.

• Groups of students usually travel biennially to Japan, Italy and China for two-week cultural exchanges, although didn’t in 2022.

• Many usual social justice activities were cancelled, including Red Cross door knock, St Vincent de Paul Winter Sleepout and the Special Olympics, due to COVID-19 restrictions.

ACC Results 2022

Mazenod College excelled in 2022 in the areas of volleyball, badminton, chess and debating.

STUDENT SATISFACTION

• The participation of students in sport, music and community service, along with our above average and value-added senior academic results, is a testament to the diverse and flourishing culture of our College. This is further indicated by very high student attendance at major College events such as the Inaugural Mass and the annual Speech Night at Robert Blackwood Hall. Very high attendance and participation at House Athletics and House Swimming Carnivals was also achieved.

• The high number of students that volunteer to help Mazenod College. For example, Mazenod College holds an open day and several tours each year and many parents within the community are guided around the school by our current students, who are obviously extremely proud to show off their College.

Students recognise the strengths of the College, expressing greater positivity than the MACS average on almost every category, including:

• Rigorous Expectations

• School Engagement

• Student Engagement

• Student Voice

• Teacher-Student Relationships

• School Belonging

• Learning Disposition

• Catholic Identity

STUDENT ATTENDANCE

Student’s attendance is recorded every morning during homeroom, and during every period of the day. We record students’ attendance in Homeroom or whenever they arrive to the College after this. Parents are required to ring the school if their child is absent. All school related and long-term absences are noted. We send a system generated SMS message to all parents whose students have been marked absent with no reason given. In 2015 we upgraded our attendance recording methods to capture data for every period electronically, not just homeroom or the last period.

In 2022 the school returned to normal operation from periods of remote learning in the previous two years. A fall in attendance was noted as students made the transition back from remote learning with varying degrees of success and COVID-19 isolation for mandatory periods of time remained in place.

Student Enrolment Profile

Funding for Catholic schools is determined on the basis of enrolments at key census dates in February and August. The enrolment data for the last few years is provided below. Mazenod College continues to grow as new streams roll through, with a projected maximum of 1500.

Post Year 12 Destination Information

POST -SCHOOL DESTINATIONS AS AT 2022

Summary of University Destinations by Institution

Summary of Destinations for TAFE

*NOTE: Holmesglen Institute no longer makes offers via VTAC. Many VCAL & VCE students that did not complete a VTAC application, chose to complete a direct application to Holmeslgen. These figures not no take into account offers made directly to students outside of VTAC.

Summary of Private Provider Destinations by Institution

Child Safe Standards

Goals & Intended Outcomes

In complying with Ministerial Order 1359, Mazenod College has initiated its own Child Safe Policy that specifically designates responsibility to all members of Mazenod College in providing a safe learning environment for all of its students. All community members have a responsibility to minimise the risks that students may be subjected to and have been instructed to immediately act upon any issue that comes to their attention.

Achievements

Specifically, Mazenod College has:

• Attended in-service activities conducted by Victorian Registration and Qualifications Authority (VQRA). The Department of Education Training Victoria and Catholic Education Melbourne have guided the Executive in developing the Child Safe Policy.

• In-serviced staff as to their specific responsibilities in regard to Child Safety.

• Developed a Code of Conduct that adheres to the guidelines set down by Government Bodies and ensured that this Code was signed and available to all staff members, volunteers, and contractors.

• Advertised our Code of Conduct on Mazenod College website and the wider community through our weekly newsletter and parent emails.

• Reviewed the recruitment and on-boarding of staff to ensure the safety, wellbeing and inclusion of all students in our care.

• Ensured that our hiring practices comply with Child Safe Standards as set out by MACS.

Leadership

Goals & Intended Outcomes

Mazenod College goals and intended outcomes for 2022 were:

• Leadership development.

• Streamline and coordinate across the College, its data systems and HR functions –particularly on-boarding, contract variation and exiting.

• Integration of Annual Reviews with Staff Professional Development processes and automation of workflow.

Achievements

• The year commenced with the appointment of our second lay Principal, Dr Paul Shannon, and the gathering of the College Leadership Team for two days in Camberwell.

• Dr Paul Shannon prioritised the leadership development of our staff by creating the new role of Director of Leadership and Coaching. Mr David Sutton was appointed to the position in Term 3 and has been predominantly working with the members of the College Executive team and the College Leadership team. He has now commenced work with the Middle Leaders, consisting of faculty heads and year level coordinators.

Mr Sutton began by introducing a Reflective Practice Leadership Program, designed to develop an understanding of individual leadership styles. Program participants completed a DISC assessment, which is a psychometric assessment tool focused on the four main personal styles: dominance, influence, steadiness, and conscientiousness.

The tool aims to build personal leadership style, and awareness and improve communication and understanding between respective team members. After unpacking the survey results and reflecting on the findings, participants were then invited to construct their own leadership-focused questions to seek feedback from their colleagues. Consequently, it is anticipated that the feedback will heighten selfawareness, affirm successes, and identify opportunities for improvement. We look forward to working with David on developing our leadership skills and behaviours which will ultimately impact the growth and trajectory of the College.

Leadership Activities and Development for 2022

• Ten members of College Leadership, including nine female leaders, participated in the annual Women in Leadership conference run by the VCSSDPA.

• Four staff members attended the Resilient Educators’ program. This was a three day program run by Springfox.

• Visible Wellbeing Staff Professional Development was run in-house with a focus on coping strategies.

Implementation of HR Tracking and Workflow Systems:

• A group of key staff worked together to develop an in-house system to integrate and track HR function; including the recording and notification to all stakeholders of new

staff, contract variations and exiting staff. By the end of 2022, this system was ready to be implemented.

Implementation of Integrated Annual Review process and workflow:

• Our new human resources staff records system, EMS360, was utilised to track staff professional learning goals and support the workflow for the staff Annual Review meetings.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

Description of Professional Learning undertaken in 2022

All teachers at Mazenod College undertook a variety of professional learning activities in 2022, predominantly focused on our twin PL priorities, Visible Wellbeing and Visible Learning. Staff again worked in Professional Learning Teams (PLT) as part of the Staff Development Program and also participated in external professional learning activities that complemented the focus of their PLT.

The Visible Wellbeing program addressed in a series of externally facilitated, whole staff PL sessions, drawing on the work of Professor Lea Waters. These sessions focused on introducing and applying the SEARCH framework. Staff also enjoyed 24 short sessions introducing each of the Character Strengths in the VIA framework.

The Visible Learning Program saw each teacher complete a range of personal learning activities to develop a working knowledge of the High Impact Teaching Strategies, which seek to operationalise Hattie’s evidence-based teaching practices into classroom ready principles. These activities included:

• A student survey of teacher practice, completed in Term 2;

• Self-nomination of one focus strategy;

• Structured professional reading and reflection;

• Peer observation of classroom practice (both internally and externally);

• The application of new learning to classroom environments;

The flexibility enabled by this personal approach to the activities of Professional Learning saw teaching staff choose to focus on an area of pedagogy they identified through the student survey. These projects became the basis of an individual staff ARM in Term 3.

A highlight of the Visible Learning program was the annual full day peer sharing showcase day in Term 2 during which staff present exceptional practice in a range of seminar sessions. Dr Paul Shannon presented the key note on this day.

As well as individual professional learning tailored to particular teaching staff, staff also completed a number of workshops and online training modules including:

• Faith and Charism formation

• First Aid level 2

• Anaphylaxis Training

• Disability Standards for Education online e-learning modules

• Protecting Children - Mandatory Reporting and other obligations

• Compliance standards - becoming compliant with Ministerial Order 1349

• Best Practice School Marketing and Reputation

• Spring Fox Resilient Educators Program

• NCCD briefing for leaders and training for all teachers

• Certificate IV in Training and Assessment (VET Teachers)

18 staff members assessed VCAA examinations and the GAT and participated in the review and writing of VCE Study Designs. They also attended a range of subject association annual conferences and targeted PL. Such professional development provides genuine benefits, both to the teachers involved but also to other teachers at Mazenod College.

135 teachers participated in PL in 2022 for a total expenditure of $187,714 which is approximately $1,365 per teaching staff member. This was higher than in 2021 and higher than in typical years, partly because of a final payment for the Visible Wellbeing professional learning implementation.

TEACHER SATISFACTION

Mazenod College enjoys high staff morale, and this is reflected in several ways:

• The attendance rate for teachers is 89.7%. This is slightly lower than normal, largely due to COVID-19 illness.

• The low movement of permanent teaching staff members each year with a teacher retention rate of 92% between 2021 and 2022 and 90% between 2022 and 2023. Of the 13 who departed at the end of 2022, 4 retired, 4 moved interstate or overseas, 1 moved to another industry, and 3 moved to other schools.

• The high level of qualifications gained, and further study being undertaken.

• A very active staff social committee.

• A strong sense of support and belonging as fostered by the presence of the Oblate Religious Community.

Our teaching staff show a great sense of self-efficacy, and express trust in our school culture, as borne out by results in the MACSSIS survey. Negative ratings in many categories are below 10% including student safety, school climate, staff leadership relationships, support for teams, collective efficacy, and Catholic identity. It is worth noting that while feedback scores were low, the College has moved to offering an annual review meeting with each staff member each year. We anticipate that this will lead to a greater sense of individual feedback.

Current Staff Years of Service

In 2022 there were 23 teachers (and 32 total staff) with more than 20 years of service to the College

Staff Service Presentations 2022

The following number of staff were awarded service presentations at the end of 2022

Teaching Staff Retention

This high percentage Teaching Staff retention rate of 90% is testament to the very positive teacher satisfaction rate.

Recruitment of Teaching Staff

Workplace Profile 2022

•

Staff Attendance

Average percentage attendance rate for the 123 teachers was 89.7%. This represents an average of 19 days leave for all reasons per teaching staff member. The average number of sick, extended illness and maternity leave days per teaching staff member was 10.2 days.

TEACHING STAFF LEAVE

Community Engagement

Goals & Intended Outcomes

Mazenod College envisions itself as a community cooperating, witnessing Gospel values and responding to a call to service and responsibility to others. We aim to:

• Provide pastoral care to the individual student

• Cultivate a friendly and caring atmosphere

• Cultivate community by maximising personal communication between staff and students and among staff, students, and parents

• Develop an attitude of cooperation with, and a sense of belonging, not only to the school community but also to related community groups. This includes involvement with wider and different community groups, e.g., Parish, local social organisations, and organisations with different concerns such as the St. Vincent de Paul Society, cancer organisations and RSL Anzac Day and Remembrance Day Appeals

• Promote within Mazenod's Community an appreciation of the family as the basic unit of society, as the source of its being, and that in responding to each student, we respond to the basic community

• Cultivate the loyalty and solidarity of students towards the College.

Achievements

Mazenod College works in conjunction with our Old Collegian Association and parent bodies to ensure that the values and teachings of Christ and St Eugene de Mazenod are experienced throughout the wider community. This ensures that our students can become witnesses to these teachings and can be living examples of Christ's love.

The Old Collegians network coordinates the many Old Collegian sporting teams, such as the Old Collegians Football, Soccer, Volleyball and Cricket clubs, as well as providing the opportunity for the physically and intellectually disadvantaged sports person through the Mazenod Panthers, a member of the FIDA.

VALUE ADDED

The Mazenod Old Collegians Association (MOCA) assisted the Mazenod Community through:

• Pastoral care and mentoring to current and past students

• Funding various Old Collegians' sporting club initiatives

• The provision of sponsorship to current and past students

• Assistance with employment opportunities

• Donations & awards to various Mazenod College events

• In assisting with work experience & careers

• Establishing a benevolent fund & assisting those Mazenod Community members who are in need with financial and emotional support

• The Parent bodies organised social events such as Mothers’ and Fathers’ Day Breakfasts, Mothers' Day Dinner, assistance with Social Justice activities (The Vinnies Winter Sleep Out)

• The College provided Parent Education evenings that assisted parents with strategies in raising boys in a hyper-sexualised society.

• The College's Visible Wellbeing program

• Involvement in the Building Bridges Interfaith Dialogue program.

• The College organised welcoming activities with new families such as the Welcoming Dinner for parents and children who will join the College in the future year.

PARENT SATISFACTION

Our parents continue to show great trust in the College, as borne out by the fact that in the 2022 MACSSIS survey our parents’ expressed positivity above the MACS average in almost every category including:

• School Fit

• School Climate

• Student Safety

• Communication

• Catholic Identity

It is important to note that the two years of COVID-19 interruptions and the continuing restrictions on mass gatherings into 2022 reflected on the family engagement rating, and this should be a focus in 2023.

Future Directions Building Plans

In 2022, the College continued the eight-stage redevelopment and refurbishment of the original buildings. This ensured that students experience contemporary learning spaces. The educational blueprint of our architects and designers is for our students to be inspired when meeting their learning and teaching outcomes. These spaces are intended to meet our learning needs for the next fifty years.

The building features:

• A larger, more extensive Learning Diversity Centre, catering for the diverse needs of all students.

• Classrooms are renovated to deliver spaces that are flexible, comfortable, adaptable and accommodate a technologically changing landscape.

• A Health and Wellbeing Centre staffed by full-time, qualified nurses to keep students safe and cared for.

• A dedicated Language Room with linguistic resources that include sound booths.

• Modern staff room that can be utilised by our community groups for gatherings and functions.

The dates of completion of these building works were mid-June 2022 for the Staffroom, Student Cafeteria and Canteen and November 2022 for the redevelopment of the Learning Diversity Centre, Health and Wellbeing Centres. Stages 3 to 6 are planned to commence in 2023.