INFORMATION FOR APPLICANTS FOR PRINCIPALSHIP
MAZENOD COLLEGE 5 Kernot Avenue, Mulgrave (03) 9560 0911 www.mazenod.vic.edu.au
CONTENTS Mazenod College History
2, 3
Message from the Rector
4
Oblates of Mary Immaculate
5
Faith, Philosophy and Ethos
6
Mission Statement 7 Leadership Structure 8 Learning and Teaching
9 - 11
Curriculum 12 - 13 Academic Performance
14 - 15
Wellbeing 16 - 17 Pastoral Care 18 Learning Centre and Enhancement
19
Mission Immersion 20 MOCA 21 Building Works 22 - 24 Employment Advertisement 25 Recruitment Timeline 26 Selection Criteria 27
1
MAZENOD COLLEGE HISTORY
2
MAZENOD COLLEGE HISTORY Mazenod College is a Catholic Boys’ College served by the Oblates of Mary Immaculate working in partnership with the Archdiocese of Melbourne. It was established in 1967 temporarily at St Joseph’s Primary School, Springvale and in 1968 moved to its present site in Mulgrave. The 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 Boys, Catholic Education Office Melbourne and the Oblates of Mary Immaculate. In 2019 the announcement was made of the appointment of a lay Principal to Mazenod College. The Australian Province remains committed to our Education Ministry under the guidance of a Lay Principal and an Oblate Priest as Rector, ensuring the Oblates are able to maintain a meaningful and sustainable presence of service in the college. The Oblates will continue to have an active presence in the Leadership and Pastoral aspects of the college into the future. Mazenod operates with a College Board chaired by a lay Chairperson with both clerical and lay representatives from the five constituent Parishes. The
Board
also
comprises
delegates
from
the College’s Parent Organisations,
the College Business Manager, Staff Representatives, and Oblates. The 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 the college.
3
MESSAGE FROM THE RECTOR Mazenod College, Victoria has a proud history that spans over 54 years staring from humble beginnings in temporary classrooms at St Joseph’s Primary School, Springvale. The college came into existence through the vision of the local parish priests who saw the need for a Catholic Secondary Boys College in the area. The Missionary Oblates of Mary Immaculate were approached and entrusted to make this vision a reality. In our everchanging society the Missionary Oblates of Mary Immaculate are determined to continue their presence within our Colleges which are also in Queensland and Western Australia. The central focus of Mazenod College is its commitment to the values and traditions of the Catholic Faith. The students are encouraged to attend daily Mass in their year levels and participate in major celebrations of the Church’s life and of the Missionary Oblates of Mary Immaculate. As a worshipping community, we are encouraging our young men to have a personal encounter with Jesus Christ. Our College families and extended friends are also encouraged to join us in celebrating these specials occasions on our faith journey. The college is very proud of its ongoing connections with it extended family through a variety of Old Collegians’ networks and our De Mazenod Family. There was a major restructure of the College’s leadership with the first Lay Principal being appointed. As a result of this restructure the Oblates responded to their ongoing commitment by appointing an Oblate as the Rector of the College. The Rector works in conjunction with the Principal within the pastoral and spiritual needs of the College and promoting the Charism of the Missionary Oblates of Mary Immaculate. A College advisory board was also been established under the new guidelines of the Melbourne Archdiocese Catholic Education structure. The overall focus of the College program involves a holistic approach of Mind, Body and Spirit. A variety of activities encourages our young men to reach their potential as human beings made in the image and likeness of God. Our visible Wellbeing program also assists our young men in gaining an insight into their character strengths where they can acknowledge their gifts but also the areas that need strengthening. Mazenod College continues to be visionary in meeting the educational requirements in preparing young men for their transition from college life into further education and the workplace. To keep pace with these ever-changing requirements the College continues to undertake major upgrades of our facilities, technology, curriculum etc. The College motto sums up the overall vision of college life: “Leave Nothing Undared for the Kingdom of God”. Fr Harry Dyer OMI
4
OBLATES OF MARY IMMACULATE Charles Eugene de Mazenod was born into the tumultuous world of Revolutionary France, the son of an aristocrat. Forced to flee France at the tender age of 8, he grew to young adulthood amidst the dissipating pleasures of the aristocratic idleness of the various courts of Italy. However, his life was changed dramatically by a deep spiritual experience at a Good Friday ceremony in 1807. He would go on to become Priest, Missionary, Bishop, and founder of a world-wide religious community called the Missionary Oblates of Mary Immaculate (OMI). One of his contemporary Bishops once said: “Go to Marseilles. There is a Bishop there whose Congregation is still small, but the man himself has a heart as big as St.Paul’s, as big as the world.” These are words that truly convey the enthusiasm felt by those who knew him in life and by those who have come to know him through the works he established and the writings he left behind. A heart as big as the world! Even when he still had only ten companions in his society, the Rule Eugene wrote for the group in 1818 already stated emphatically, “Their ambition will be to encompass in their holy desires the immense breadth of the entire world.” That ambitious dream began to take form in 1841 when Bishop de Mazenod sent his first disciples to Canada. It was the beginning of a heroic epic that would see the Oblates of Mary Immaculate spread from the pole to the tropics: in Canada, Sri Lanka, South Africa and today in over sixty countries - wherever the apostolate demands a radical renouncing of self on the part of those whom Pius IX once called “specialists in the most difficult missions”. Thousands of Oblates have lived in the radiance of the Founder’s “big heart”. The Oblates of Mary Immaculate arrived in Fremantle in 1894, Victoria in 1926, and at Mazenod College in 1967. Inspired by St Eugene de Mazenod OMI, the Oblates serve the Mazenod College Community in a variety of pastoral ways through service, leadership and pastoral ministry. The Oblates work closely with the staff and families to help ensure that each student discovers their God-given dignity; sees the world through the eyes of Christ, and ultimately, “Leave(s) Nothing Undared for the Kingdom of God” (College Motto). 5
FAITH, PHILOSOPHY AND ETHOS
The central feature of Mazenod College is its commitment to the values and traditions of the Catholic Faith. Special focus is given to the liturgical and sacramental life of the Church, so that an encounter with Jesus Christ is made possible. The opportunity is available for students to be part of a worshipping community. The community atmosphere at Mazenod is nurtured and enhanced by a genuine attempt to build a faith-conscious environment. Students are encouraged to develop their faith and to seek a personal relationship with God, not just in the Religious Education classes but also within all areas of the curriculum. This personal relationship is strengthened within the context of a community. Each family is encouraged to be an active member of their Parish. There are, happily, a number of students at the college who are not of the Catholic Faith and they are valued as a full member of our community. Their religious beliefs and traditions are respected. 6
MISSION STATEMENT Vision Mazenod College is a Catholic boys’ secondary school striving to live the charism of the Oblates of Mary Immaculate. Centered 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 Mazenod College is committed to the pursuit of excellence in the intellectual, social, moral, spiritual and cultural development of each student according to his unique capacity. Each person at Mazenod is encouraged to contribute to a welcoming and caring community in collaboration with our local Parishes. Guiding Principles 1. 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. 2. 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. 3. 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 Oblates of Mary Immaculate, we believe that once a student enters the College, he and his family become part of our community for life. 4. Learn who you are in the eyes of God We aspire to instill 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. 5. 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. On their journey, our students recognise their call to bring the transforming presence of Christ to the world. 7
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Staff
Students
Board Executive
Principal
College Executive
Families
Board Subcommittee
Rector
Former Students/Families/Staff
Oblates of Mary Immaculate
College Advisory Board
Canonical Administrators
Management - Catholic Education Melbourne Management of the operation of schools are delegated to the management layer of MACS - under the leadership of MACS’s Chief Executive Officer.
Board of Directors The Board of Directors of MACS, appointed by the Member, is responsible for the overall governance, management and strategic direction of the company and ensuring the objects of Catholic education set forth in the constitution are enacted faithfully and effectively.
Melbourne Archdiocese Catholic Schools (MACS) Member of the company, created to govern and operate schools belonging to the parishes of the Archdiocese keep the board faithful to the mission, which is the purpose of the Company.
Delegation of Shared Authority
Principal and Oblate Rector LEADERSHIP STRUCTURE
LEARNING AND TEACHING Learning at Mazenod - Evidence Based & Data Driven Stragegic Partnerships - Academic Research Resources
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, Dr Michael Reichart and Dr Richard Hawley have identified the core elements for boys’ learning. Boys are relational learners and ‘learn’ their teachers – they choose to learn based as much on teachers as on subjects. Positive and authentic relationships between staff and students, centred around “conversational learning” and founded in mutual respect, are therefore fundamental to what Mazenod does. 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. Teachers use a strategic collection of instructional practices combined together to design and deliver well-crafted lessons that explicitly teach content to all students. 9
LEARNING AND TEACHING Guiding Principals Mazenod’s learning and teaching pedagogical framework is set upon a set of guiding principles that are followed by all teachers and 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 to one another
•
discipline: the College values and seeks to instill a discipline towards learning, with resilience
and a willingness to learn as features
•
high expectations: in regards to behaviour, attitude, commitment and academic performance
•
equity: a set curriculum and course delivery and a preparation for assessment and assessment
tasks that is common across classes within the same subject.
•
continuity and progression: is 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 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 timeframe, typically within two weeks. 10
LEARNING AND TEACHING In practice Learning and Teaching at Mazenod looks like: Mazenod 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 focussed games. Mazenod 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 formative and summative assessment • using a range of regular and continuous feedback methods to enhance learning. Mazenod 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 teachers incorporate a visible wellbeing approach to implement 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 11
CURRICULUM
Mazenod College endeavours to equip its students with the ability to cope with a rapidly changing environment both in regards to the world of work and in the area of social response and responsibility. With this in mind, we are committed to encouraging the pursuit of excellence in the spiritual, intellectual, social, moral and cultural sphere for each of our students. While all are encouraged to seek excellence, such achievement is defined according to the individual capacity of each boy. The college offers a well-rounded and balanced curriculum encompassing faculty areas of Religious Education, English, Mathematics, Science, Humanities, Languages, Commerce, Digital Technologies, Design and Technology, Visual Arts, Performing Arts, Health and Physical Education and Vocational Education (VET). Commencing at Year 7, students are introduced to units of Religious Education, English, Mathematics, Science, History, Japanese, Mandarin or Italian, Art, Instrumental and Classroom Music, Personal Social Learning, Physical Education, Sport and Gifted Programs. This is expanded with further electives as they progress through the Junior and Middle School years, before making specialist choices for possible further careers in their final two years where students can take either VCE or VCAL certificates. There is a wide range of offerings at the senior level, with over 40 VCE subjects together with VET and VCAL offerings. Vocational studies include Engineering, Furnishing, Hospitality Operations, Sport & Recreation and Creative Digital Media, Information, Digital Media and Technology. 12
CURRICULUM Learning is a means to self-fulfillment, material prosperity and success. It is especially a call to serve and be responsible for others. At Mazenod, this implies the following objectives: •
That Mazenod will ensure that all its students attain the highest level of literacy, oracy and numeracy appropriate to their level of ability. This involves a positive effort to respect students of lesser ability and to cultivate their abilities to the fullest; whilst also responding to excellence in ability in other students
•
That Mazenod will foster the natural creative talents of its students developing creative, imaginative and intuitive ways of thinking. This embraces the twin aims of education for career and education for leisure and involves the cultivation of musical, artistic, craft, technological and manual skills
•
That Mazenod will develop through instruction in, and provision of, a wide range of sporting and physical activities. An awareness within its students of the importance of physical fitness and good nutrition as significant elements in healthy living
•
That Mazenod students will develop skills of analytical and critical thought and emphasize the value of learning as an on-going factor in self-development throughout life. This requires the promotion of good study methods in order that a student’s full potential be realised.
•
That Mazenod will provide suitable guidance to students in subject selection throughout their school life and especially career guidance
•
That Mazenod, particularly in its teaching of the humanities subjects, promotes an appreciation of Australia’s culture and history as well as those of other societies and systems. A varied program is offered, designed to serve the mixed abilities and interests of students, and the demands of their future work place.
•
The college recognises the changing demands of society in this technological age and the importance of not only an academic program but also vocational education and training. As a consequence, information technology is utilised across the curriculum and close ties with TAFE and Industry have been developed and expanded.
Mazenod College offers a comprehensive Enhancement Program in areas such as Humanities, Music, Mathematics, English, Robotics and Information Technology. Some students in our Enhancement Program obtain credits in first year university subjects such as Mathematics and History. Mazenod has a large and well equipped Learning Centre, with nine staff members dedicated to supporting the learning needs of our students, including a significant number of funded students. This includes wellstructured literacy and numeracy programs as well as individual support for students on modified courses. The Library is well equipped to support learning and teaching across the college.
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ACADEMIC PERFORMANCE The academic performance of our 2020 Year 12 cohort throughout the year, is reflected in the final analysis of their VCE, VET and VCAL results. Sean Ng achieved Dux for 2020 with an outstanding ATAR score of 99.80. Sean is one of six students who scored 99+. The other five students are: Anthony Nguyen 99.60 Francis Zaar 99.45 Ronan Fernandez 99.35 Shevon Fernando 99.35 Krispin Martin 99.00 Five students achieved study scores of 50 Shevon Fernando English Harry Minack Geography Ben Noonan History Revolutions Daniel Plowan History Revolutions Anthony Yong Further Mathematics The statistics highlighted in this document are indicators of our overall outstanding success. 100% successful completion of VCE, VET and VCAL studies is remarkable. Tertiary opportunities, apprenticeships, pre-apprenticeship and employment placements have been managed by the College’s Careers, Counselling and the VCE Pastoral Care Team. When we briefed the students at the beginning of Remote Learning we asked the students to, “Trust the system and to believe in yourselves and your teachers”. The emphasis on teamwork was critical. We are always proud of our results, but this year required a greater deal of trust. Covid 19 tested our practices and processes dramatically. To achieve outstanding results once again is a credit to our students and their families. I would also like to thank all members of the College Staff for their role in assuring our practices and processes could be managed throughout the year. Over a range of 23 subjects our students achieved 123 study scores of 40 plus. For the sixth year in a row a student from Mazenod has been accepted into the Top Class Auditions for Drama.
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ACADEMIC PERFORMANCE 6 STUDENTS WITH AN ATAR OF
99
+
TOP 1% OF THE STATE
26 STUDENTS WITH AN ATAR ABOVE
95 TOP 5%
+
OF THE STATE
45 STUDENTS WITH AN ATAR ABOVE
90 TOP 10%
+
OF THE STATE
90 STUDENTS WITH AN ATAR ABOVE
80 TOP 20%
+
OF THE STATE
126 scores were
70
+
2/3 of our students
TOP 30%
OF THE STATE
MEDIAN ATAR SCORE
78.85
MEDIAN STUDY SCORE
32
5 STUDENTS WITH PERFECT STUDY SCORES English, Geography, Further Maths & History Revolutions (2)
100%
50
Sean Ng - Dux, ATAR 99.80
VCE PASS RATE
Highest scores in each subject offered at Mazenod Accounting: Biology: Business Management: Chemistry: Computing- Software Development: Computing- Data Analytics: Creative & Digital Media (VET): Drama: Economics: Engineering (VET): English: English Language: Furnishing (VET): Geography: Global Politics: History Revolutions: Languages Chinese: Languages Italian: Languages Japanese: Legal Studies Literature Maths Further: Maths Methods: Maths Specialist: Music Investigation: Music Performance: Physical Education: Physics: Psychology: Religion and Society: Sport & Recreation (VET): Studio Art: Visual Communication Design: 15
Adithya Gururaj Cameron McEwan* Christopher Maior* Theodore Raja Christian Moore* Lucas Vincent Minh Truong Francesco Mandarino Ned Charlton Scott Antidormi & Liem Tran Shevon Fernando Ashley Trinh Nathan Hall Harry Minack Jordan Tranter Ben Noonan* & Daniel Plowman* Jason Weerasinghe Luca Palermo Clyde Alferez Luca Palermo Gavin Liyanage Anthony Yong* Anthony Nguyen Anthony Nguyen Francesco Mandarino Filip Fulco* Ben Collins* & Patrick Corfee* Sean Ng Ashley Trinh Jerome Lawrence* Koby Upton Minh Truong Tomas Hickey
WELLBEING Personal Development “The Catholic School is committed to the development of the whole person since in Christ, the Perfect human, all human values find their fulfillment and unity”. (The Sacred Congregation for Catholic Education)
This implies the following objectives: That Mazenod seeks to develop the individual character and personality of each student, his sense of dignity and self-worth by promoting in each student: •
Self reliance and self discipline
•
personal initiative and capacity for leadership
•
reliability, honesty and integrity
That Mazenod seeks to promote in each of its students: •
tolerance and respect for others and others’ opinions, beliefs and cultures and especially those
of their fellow-students who come from diverse cultural backgrounds
•
sensitivity to other peoples’ needs and respect for their rights and property
•
responsiveness to the call from every part of the world for a more just society
•
an appreciation in students of their total environment, physical, cultural and spiritual with its
accompanying responsibility to safeguard and promote it
Mazenod will cultivate the development of our young students into confident young adults with a sense of compassion, initiative and well-being. The college will also continue to promote and strengthen student leadership from Year 7-12. The college will maintain its progress to resource and develop programs which help identify and extend our gifted students, as well as developing the Special Needs Program and ESL.
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VISIBLE WELLBEING
SEE HEAR FEEL
The visible wellbeing complements our existing student wellbeing program which are delivered at Mazenod in a variety 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 will be our 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. Visible wellbeing is how we will support every student at Mazenod to strive to reach their potential by being intentionally aware of his own wellbeing and the wellbeing of others. 17
PASTORAL CARE Pastoral Care is offered at Mazenod College in a wide and all-encompassing way. The welfare and care for those within our community and beyond is of primary importance. The Archdiocese of Melbourne calls us to the following: A fundamental belief for Catholic Schools is that in Jesus is seen God’s image and likeness in its human expression, and that Jesus’ values and teachings show all people ‘the way, the truth and the life’ (John 14:6). In accordance with this belief, values to be promoted within a Catholic school’s understanding and practice of pastoral care include love, respect, compassion, tolerance, forgiveness, repentance, reconciliation and justice. This rationale is expressed through relationships and structures that promote the education of the whole person in mind, body and soul. Through Counsellors, Nurses, Homeroom Teachers, Year Level Coordinators, Oblate Priest Chaplaincy, Deputy Principals and Principal, each layer of care is prepared to work collaboratively for the welfare of our students and their families. Archbishop Mark Coleridge DD from Brisbane expressed this beautifully when he said: “I used to think when I was young that the easiest thing in the world was to be a human being with a heart of flesh and not a heart of stone. Now that I am old and wise, a product of Catholic Education myself, I can in fact see that the art of being a real human being is subtle, difficult and the most important art of all. By that I mean the art of being a real human being in the full sense of that term. Now our schools exist to do many things; they impart vast amounts of knowledge, any number of skills and so on. Yet at the heart of everything that we do in our schools, is teach the art of being human. Fully human and fully alive.”
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LEARNING CENTRE AND ENHANCEMENT
The Learning Centre is comprised of Special Education Teachers and Support Staff who work with mainstream teachers to provide assistance to students. The Learning Centre also supports students through its Literacy and Numeracy Programs. Students who are experiencing difficulty with their work requirements can seek assistance from the Learning Centre Staff. Of particular focus is the funded integration students and those with learning difficulties. Those who have had interrupted schooling are also catered for through the Learning Centre. These students receive support both in the classroom and through small group withdrawal. The Learning Centre provides assessments to determine the specific learning needs of students, assisting with strategies to improve student outcomes and supporting staff in the modification of work. The Enhancement Program at Mazenod College provides students with challenging coursework in order to support their development. Students who participate in this program are withdrawn from regular classes once a week and meet in small groups. Students may also participate in competitions such as the da Vinci Decathlon and can attend Gifted Program Days. Debating, Public Speaking, Art and Chess competitions provide further avenues for students within the program to develop their various talents. 19
MISSION IMMERSION
Mazenod College provides opportunities for boys to make a significant contribution to the world-wide Mission of the Oblates of Mary Immaculate. Through overseas Mission Immersion Experiences in China, the students and staff come to understand the gifts of culture and faith, and witness firsthand the community life of the Oblates. The students and staff fully participate in the life of the Mission, and overwhelmingly feel a closeness to the people that they serve. The aims of the Mission are to experience the love of God through service. Acts of service are a key component of an education at Mazenod and every student is invited to experience a variety of opportunities both overseas and within our local community. The college’s fundraising activities support these missions and other Oblate Missions throughout Asia and the world. This generosity further demonstrates the sharing of values between families, students and school. Senior Students have the opportunity to participate in ROSIES Oblate Youth Mission, a not for profit organisation that provides friendship to society’s most vulnerable. Each Wednesday and Friday night, a team of up to a dozen eighteen to thirty year-old volunteers operate a coffee bus offering friendship and hospitality through the simple gesture of a free hot or cold drink. Students participate in training, join the regular volunteer group and are encouraged to go out for two consecutive Fridays. Many Old Boys participate in Rosies by committing to the roster. 20
MOCA From the moment a person joins the Mazenod Community a special relationship is formed which exists in whatever capacity is required for the rest of the boys’ lives. The Mazenod Old Collegians’ Association was formed in 2010 and aims to support and connect the college’s 8,000 strong Old Boys’ Community. Old Boys and their families have helped shape the culture of the college and this contribution is not forgotten. Through a variety of ways, Old Boys can remain involved in the community. Old Boys have formed four Sporting Clubs (Cricket in 1974, Football in 1978, Soccer in 2010 and Volleyball in 2015). These Clubs provide pathways for involvement and community, and all four of them enjoy a special relationship with the college. The Old Boys provide a mentoring service to current students through direct advice and role-modelling. This mentoring assists both former and current students to remain in contact. Old Boys also contribute to the College’s Chess Program, as well as assisting Year 7s settle into their new college. Each year sees gatherings of Old Boys for Reunions and these events once again reconnect Old Boys to the college and each other. During the month of October, the College Community celebrates the Steven Tynan Memorial Assembly. Steven Tynan, a former Mazenod College student who was slain whilst on duty and in the course of seeking to keep our community safe. This Memorial Assembly is our way of showing our appreciation to our former students who are actively working as Police Officers, Fire Brigade Officers, Paramedics, Ambulance Officers and members of the SES. On the 1st Friday of November each year, a Requiem Mass is offered for the Repose of the Souls of all our students who have died. Current and past Students, Staff and families are invited to be part of this prayerful occasion of inclusion. The Oblate Community remains ready to support Old Boys in any number of ways including weddings, funerals, crisis and grief support, as well as any other personal support that they need. This relationship of Old Boys to the college is mutually beneficial to both current and former students and their families.
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BUILDING WORKS Middle School Works Building Plans The next phase of development for the College is the eight stage redevelopment and refurbishment of the original buildings. Ensuring students experience contemporary learning spaces that meet learning and teaching outcomes enabling students to collaborate, design and be inspired was the educational blueprint for our architects and designers. Spaces that will meet our learning needs for the next fifty years. The Build Features: • An extensive Learning Centre catering for the diverse needs of all students. Classrooms renovated to deliver spaces that are comfortable, adaptable and accommodate a technologically changing landscape. • A dedicated Language Room with linguistic resources that include sound booths. • Refurbished Science laboratories that promote the dynamic changes occurring in the STEM (Science/ Technology/ Engineering/ Math) space. Rejuvenated and extended cafeteria facility to accommodate students and community groups with seating available for large groups. • Modern staff room that can be utilised by our community groups for gatherings and functions. The project scheduled to commence in 2020 has been delayed due to the Coronavirus Pandemic. The timeline for the project will be reviewed early 2021.
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BUILDING WORKS Classrooms
Learning Centre
Health Centre
23
BUILDING WORKS CANTEEN
CANTEEN DINING AREA
STAFF AREA
COMMUNITY
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EMPLOYMENT ADVERTISEMENT ‘Leave Nothing Undared For the Kingdom of God’ Mazenod College is one of Victoria’s leading Catholic boys’ secondary schools based in the South Eastern suburbs of Melbourne with approximately 1400 students and 200 staff. Mazenod College is administered by the Oblates of Mary Immaculate and is committed to the safety, wellbeing and inclusion of all students.
PRINCIPAL The tenure of our Principal, Mr Tony Coghlan is elapsing at the end of this school year after 25 years of service to the college including 17 years as Deputy Principal and 3 years as Principal. Consequently, Mazenod College is seeking a creative and energetic educational leader for this key leadership role at an exciting phase of its 54 year history. The Principal supported by the De Mazenod community will spearhead the ongoing successful development of the college with a continued emphasis on respectful relationships and visible wellbeing. The Principal will work collaboratively with the newly appointed Rector, Fr Harry Dyer OMI, to ensure the pursuit of excellence in the intellectual, social, moral, spiritual and cultural development of each student according to his unique capacity. A detailed Principal application package is available on the Mazenod College website at: www.mazenod.vic.edu.au/employment For more detailed information, please contact: Greg Pargeter Manager Human Resources and Policy 03 9560 0911 0425 790 676
www.mazenod.vic.edu.au Applications with the subject line 'Principal Application' should be addressed to: gpargeter@mazenod.vic.edu.au Closing Date for Applications – Friday 14 May 2021 25
RECRUITMENT TIMELINE Dates Recruitment Stage 24 April 2021
Advertising of position and applications open.
14 May 2021
Applications close by 4pm.
17 May to 28 May 2021
Application shortlisting and ratification of proposed interviewees by the
Archbishop. 31 May to 4 June 2021
Interviews with selection panel
7 June to 11 June 2021
Provision for second round interviews
14 June to 18 June 2021
Ratification by the Archbishop of the preferred candidate as nominated
by the interview panel. 21 June 2021
Public announcement of successful candidate.
N.B. Unsuccessful applicants will be notified as early as possible after interviews conclude.
Application Submission Applications will only be considered if they include: •
A cover letter (maximum 2 pages)
•
Response to the ten published selection criteria (maximum 5 pages)
•
A completed application form as included in the applicant information package.
•
A completed Victorian Registration & Qualification Authority Declaration of Good Character as
included in the applicant information package.
The following certified documents must accompany each application: •
Evidence of identity (e.g. birth certificate or passport) and, where necessary, evidence of change
of name (e.g. marriage certificate).
•
Evidence of Victorian Institute of Teaching registration (or capacity to obtain such.)
•
Evidence of tertiary and further education qualifications referred to in the application form
•
Evidence of registered Accreditation to Teach Religious Education in Victorian Catholic Schools.
Applications should be addressed to: Mr Greg Pargeter Manager Human Resources and Policy Mazenod College 5 Kernot Avenue, Mulgrave Vic 3170 or preferably sent to gpargeter@mazenod.vic.edu.au Applications Close: 14 May at 4pm Further queries contact Greg Pargeter on (03) 9560 091 or gpargeter@mazenod.vic.edu.au
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SELECTION CRITERIA PRINCIPAL Mazenod College Commencing Term 1 2022
Selection criteria The successful applicant should be able to provide evidence that she/he meets the following criteria: 1.
Is a practising Catholic with a strong sense of Church and the Educational Mission of the Church
2.
Can demonstrate an appreciation of the Mazenod values and ethos
3.
Has demonstrated effective leadership in senior leadership or administrative positions in Catholic
secondary schools
4.
Has demonstrated a commitment to and leadership of the safety and wellbeing of students,
families and staff members in the schools to which they have belonged, in line with current
community safety standards and expectations
5.
Has demonstrated ability in the successful development, implementation and evaluation of
current educational policies and curriculum practices
6.
Has the capacity to provide leadership that is characterized by a commitment to learning and
teaching, continuous improvement and innovation
7.
Has the ability to communicate and consult effectively with all members of the school community,
other schools and education authorities
8.
Has demonstrated an ongoing commitment to learning through undertaking post graduate
studies in religious education, educational leadership, wellbeing or curriculum
9.
Has demonstrated a deep level of understanding and enactment of the legislative and systemic
compliance requirements applicable to all catholic schools
Salary and Conditions Salary and conditions are in keeping with the CECV Recommended Conditions of Employment for Secondary Principals (November 2014).
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‘Leave Nothing Undared For the Kingdom of God’
