Page 1


ELC-YEAR 4

YEARS 5-9

YEARS 10-12

TOGETHERAPARTTOGETHER MAKING COEDUCATION EVEN BETTER

CONTENTS 03 05 06 08 10 12

02

13 21 22 24 26 28

FROM THE PRINCIPAL

STUDENT PERFORMANCE

GOVERNANCE

FINANCE

STAFF

FACILITIES

STUDENTS

STRATEGIC PLAN

VCE RESULTS CLASS OF 2018

WELLBEING

DESTINATIONS

STAFF REGISTER

Mentone Grammar COMMUNITY REPORT 2018


FROM

THE PRINCIPAL Significantly, over the last 14 years Mentone Grammar embarked on a major master planning exercise which has seen all of the Mentone site either rebuilt, repurposed or refurbished. This substantial exercise has aligned with the growth in School enrolments, the development of our programs and the need to provide even more specialised facilities. The Master Plan at Mentone was completed with the opening of the Keith Jones Learning Centre, a specialist building for Years 5 and 6 students.

IT WAS WITH GREAT PRIDE THAT MENTONE GRAMMAR CELEBRATED ITS 95TH YEAR IN 2018. We marked the occasion with a number of successes, both within our Teaching and Learning program and around our Campus.

I wish to acknowledge and thank all who have contributed to this amazing program of development. They have been our own staff and students, creative architects and interior designers, engineers, landscapers, quantity surveyors, planning experts and, of course, expert builders, plumbers, electricians, etc. – the list goes on. The beneficiaries are our staff and students who, for many years to come, will be able to undertake their work here in such sophisticated facilities. We are grateful to all who have contributed to this program including the Board of Directors who have supported this vision of what this wonderful ‘village’ could look like. I thank the Board for its ongoing support of this School particularly our Chair, Mr Geoff Ryan AM. We now have impressive physical resources at the Mentone Campus and, alongside our unique properties at Keysborough and Shoreham, we certainly are a fortunate community. Being well resourced with leading edge facilities and comfortable learning spaces has certainly helped to attract highly professional staff and inspiring young students to

our School. As a result, our academic performances have strongly reflected this in 2018. Most important of all is that we have been true to our belief in developing happy, healthy and high achieving young people. At the end of the day you can have the most amazing buildings and landscapes, but it is the dedicated people within our School who define the quality of the organisation. Three members of the School Executive who helped frame up the vision for the School have been Ms Deb Frizza, Mr Tim Macdonald and Mr Wayne Reed. Having now left the School, these staff will be remembered as part of the extraordinary progress the School has made in recent years. We thank them for their contribution to the School and wish them well for life beyond Mentone Grammar. To all who have contributed to another highly successful year here at Mentone Grammar go my heartfelt thanks and praise. Our strong academic program, innovative cocurricular programs and wellbeing initiatives have all made for a thriving, well balanced environment. This publication summarises the strategic and business decisions that underpin this success and we are, once again, proud of the progress of our Strategic Plan 2016-2020. As we are well on track to complete our current Plan, we have now turned our attention to strategising our post 2020 vision of what our School will look like and deliver into the future. It is indeed an exciting, limitless prospect as we approach 100 years of formative education for bayside Melbourne.

LABORE ET HONORE MAL CATER PRINCIPAL

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OUR VISION Mentone Grammar’s vision is to develop resilient

young people with a wide range of skills, interests and attributes to take their place in a changing world, through a leading coeducational environment which challenges and motivates within a caring community.

OUR MISSION Mentone Grammar’s mission is to provide its

students with a contemporary learning environment in which well-resourced and committed staff lead engaging academic, pastoral and cocurricular programs.

OUR VALUES

As an Anglican School we value: Caring, Respect, Integrity, Endeavour, Service, Discipline and Resilience.

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Mentone Grammar COMMUNITY REPORT 2018


GOVERNANCE Management of Mentone Grammar School is directed from the Board of Directors which provides overall governance and strategic direction. Operational matters are delegated to the Principal.

MENTONE GRAMMAR BOARD OF DIRECTORS 2018 Mr Geoff Ryan AM (CHAIR)

B Com, B Ed, Grad Dip Curriculum, Dip Ed, FACE, FACEL, AAIM, MAICD Educational Consultant

Attendees Mr Malcolm Cater (PRINCIPAL)

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed Ms Nicole Bradshaw (BUSINESS MANAGER)

B Bus (Acc), CPA, GAICD

LLB (Hons), Dip Corp Mgmt, FAICD, FCIS Company Executive Mr Simon Appel OAM PhC, FAIM, FAICD Pharmacist Rev. Kevin Pedersen B. Theol, B. Marketing, Dip Min Minister of Religion Mr Troy Riley BA (Politics/History) General Manager Mrs Gigi Williams B App Sci, FRPS, FBCA, FAIMBI Ms Amanda Codila BA (Psych), MA (Psych) Human Resources Manager Ms Kylie Watson-Wheeler BA (Politics and English Literature), Grad Dip (Communications, Marketing and PR) Managing Director

The operations of the School are managed by the Executive Committee, which comprised the following 2018 leaders: Mal Cater Principal Deb Frizza Deputy Principal – Strategic Jarrod O’Neill Deputy Principal – Operations

Mr Ross Joblin (DEPUTY CHAIR)

CORPORATE STRUCTURE

MENTONE GRAMMAR SCHOOL FOUNDATION LIMITED Mr Simon Appel OAM PhC, FAIM, FAICD (Pharmacist) Mr Ian Larsen Company Director Mr Troy Riley BA (Politics/History) General Manager Mr Peter Royston B Juris LLB Attendees Mr Malcolm Cater (PRINCIPAL)

B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed

Nicole Bradshaw Business Manager Cameron Lancaster Head of Frogmore Natalie McLennan Head of Greenways James Walton Head of Bayview Allison Prandolini Jessica Richards Heads of Eblana Tim Macdonald Head of Teaching and Learning Wayne Reed Student Performance Manager Richard Keely Human Resources Manager Kathryn Lawlor Executive Assistant

Ms Nicole Bradshaw (SECRETARY)

B Bus (Acc), GAICD CPA Business Manager

05


STAFF STAFF PROFILE In 2018, 251 staff members contributed to and actively supported Mentone Grammar’s diverse range of Teaching and Learning educational and wellbeing programs. The School employed 180 academic staff members, 16 academic support staff and 55 operations staff. Mentone Grammar staff comprised: 72% teaching staff 6  % teaching support staff 22% operations staff.

ACADEMIC STAFF QUALIFICATIONS All teachers at Mentone Grammar are registered with the Victorian Institute of Teaching (VIT). A full register of Teaching staff and their qualifications are listed as an addendum to this Community Report. Staff are invited annually to advise of any additional formal qualifications they have successfully completed. Formal qualifications of all staff members are listed annually in our School yearbook, The Mentonian.

In 2018, two Indigenous staff members worked at the School.

SUPERVISING PRE-SERVICE TEACHERS

In 2018, 35% of the academic staff worked part-time. This enabled staff the opportunity to blend their professional and family responsibilities. For other staff, working part-time enabled them to assist with the care of their parents, return to work after extended leave or facilitate specific transition to retirement plans. This created some job-share opportunities.

Mentone Grammar hosted and supervised 19 Pre-Service Teachers in 2018. This program is an opportunity for our teachers to give back and enrich the education sector by guiding, coaching and shadowing the next generation of school teachers. We recognise the reciprocal benefits, that learning runs both ways from the teacher to the student and vice versa, as the students expose our teachers to new methodologies, research and technology. Hosting university students also provides the School with the opportunity to identify high quality Gradates for future vacancies.

The Mentone Grammar Staff Register comprised 68% female and 32% male staff members with the gender composition varying significantly between the different campuses, year levels, faculties and operational departments.

STAFF ATTENDANCE & RETENTION There were 190 academic days in the 2018 school year with academic staff attending an amount commensurate to their full-time or part-time fraction. In total, academic staff were absent for an average of 7.29 days in 2018. Absences included Long Service Leave, Personal Leave (Sick and Carer’s Leave) including some extended Personal Leave, Bereavement and Compassionate Leave. This equated to a 3.72% absentee rate per academic and academic support staff member. Long Service Leave may be taken by long-term staff members after 10 years of service to our School Community. The turnover rate of academic staff in 2018 was 7.7%, which equates to 92.3% retention rate.

06

Mentone Grammar COMMUNITY REPORT 2018

PROFESSIONAL LEARNING Relevant Professional Learning continued to be available for all staff, both academic and operational. This included facilitating onsite workshops, conferences, updates and skills training. The School invested $365,000 in professional learning for staff in 2018, which equates to an average of $1,393 per staff member. Staff were encouraged to identify and attend targeted external professional learning activities which addressed their specific learning priorities, including skill development, updates on curriculum development and study designs, access to new technology and conferences. In 2018 we continued to maximise and enhance the use of the Learning Management System (LMS) embedding it into daily educational practice for both students and parents to access student progress, updates and feedback.

In 2018, Visible Learning was further developed, with a focus on implementing various Formative Assessment strategies to reinforce student learning. We continued the focus on the RULER Emotional Intelligence program across the Eblana, Bayview and Greenways campuses. Faculty based professional learning addressed Formative Assessment, specific teaching methodologies and curriculum development. Campus based professional learning addressed students’ individual and collective needs related to appropriate ‘age for stage’ education and development. Staff members were actively encouraged to attend targeted, professional external Faculty Network and Independent Schools Victoria (ISV) meetings, briefings and conferences, relevant to their specific areas of professional responsibility and disciplines. Examples of formal and informal Professional Learning undertaken in 2018 included:

TEACHING AND LEARNING FOCUS  Post Graduate, Graduate and Certificate IV qualifications  Visible Learning – formative assessment and feedback  Peer Classroom Observations and Feedback Learning Walks  VCE curriculum updates, Examiners’ Reports and Study Designs Data Interpretation Curriculum Development  VIT’s Effective Mentor Program (in support of graduate teachers) Literacy and Reading Numeracy Coaching Triads and Professional Learning Communities  Project Zero Classroom Conference - Harvard University Early Childhood Education Team Building  University of Melbourne Network of Schools


 Monash University: Saudi Arabian School immersion Program  Internal Conferences: including guest speakers and workshops on curriculum development and skill enhancement  Subject or year level workshops: facilitated by internal staff or by relevant professional associations  Local, interstate and international educational leadership and development conferences  Building Leadership for Change in Saudi Arabia through School Immersion.

STUDY ASSISTANCE During 2018, 13 staff undertook additional post graduate Masters Level studies, each applying to be supported financially with a study assistance payment to contribute toward their university tuition fees, with the premise of sharing knowledge and skills with Faculty colleagues. This is almost double the amount of staff who undertook Post Graduate Studies in 2017.

WELLBEING FOCUS  Student Health, Pastoral Care and Wellbeing RULER Program The Resilience Project R U OK? Day (September) Adolescent Mental Health Students with Additional Needs.

GOVERNANCE FOCUS Induction Program for New Staff  Mentone Grammar Executive Team and Middle Management conferences  Educational Leadership and Management forums  Child Safe Standards training sessions  Occupational Health and Safety

All staff members were expected to prepare a report or presentation to share their professional learning with relevant colleagues so that the benefit of attending and the return on investment on the training is maximised, across the School. Staff continued to attend ongoing First Aid and health related training sessions facilitated by our accredited School Nurses and agencies. In total:  110 staff completed Apply First Aid (Level II) 254 staff completed CPR training  66 staff completed Emergency Management of Allergy and Anaphylaxis training.

updates  School Law, Governance and Compliance MG Policies and Procedures.

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STUDENTS The majority of our students reside in the bayside suburbs of Mentone, Parkdale, Beaumaris, Mordialloc and Cheltenham. In addition, each year Mentone Grammar welcomes international students in Years 9 -11, as we have done for over 65 years. We are acknowledged as a dynamic and supportive learning environment that offers outstanding opportunities for all of our students. From the moment our international students enter our School, they are welcomed and supported as part of the close-knit Community.

Student population 2018 Girls

612

Boys

1006

Total

1618

International Student population 2018 Year Level

Students Number

Males

Females

In 2018 we welcomed a total of 65 International students, with the majority from China along with one Japanese student.

2

1

0

1

We had 39 male and 26 female students join our School.

9

5

5

0

In total, 56 of our International students live in approved local homestay accommodation with nine students living with a parent who holds a guardian visa.

10

21

13

8

11

20

11

9

12

18

10

8

Total

65

39

26

STUDENT RETENTION Proportion of Year 9 students retained in Year 12.   Total number of students who began Year 9 in 2015: 175  At the end of 2015, 16 Year 9 students had left the School.  At the end of 2016, 8 Year 10 students had left the School.  At the end of 2017, 9 Year 11 students had left the School.  A  t the end of Year 12, 141 of the 175 students who had attended Mentone Grammar in Year 9 completed their VCE at the School.  In 2018, another 52 students had joined the School as 193 students completed Year 12 and 10 Year 10 students enrolled in the Mentone Grammar Intermediate VCAL Program.

STUDENT ATTENDANCE Mentone Grammar student attendance levels were consistent across all year levels in 2018. Whole School average attendance: 93.16%. Attendance at Mentone Grammar is managed by House/Mentor roll call each morning and an electronic classroom roll is marked at the beginning of each class. Classroom teachers reconcile their class attendance with the School absentee list daily. Discrepancies are addressed by the Campus administrators, on a daily basis, in Eblana, Bayview, Greenways and Frogmore.

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Mentone Grammar COMMUNITY REPORT 2018


MENTONE GRAMMAR STUDENT ATTENDANCE RATES: Year Level

Students Number

School Days

Total School Days

Total Attendance Days

Total Absent Days

% Attendance Rate

% Absentee Rate

0

39

190

7410

6891

519

93

7

1

44

190

8360

7526

834

90.02

9.98

2

36

190

6840

6489

351

94.87

5.13

3

50

190

9500

8992

508

94.65

5.35

4

58

190

11020

10376

644

94.16

5.84

5

76

190

14440

13600

840

94.18

5.82

6

83

190

15770

14735

1035

93.44

6.56

7

176

190

33440

31350

2090

93.75

6.25

8

184

190

34960

33160

1800

94.85

5.15

9

191

190

36290

33285

3005

91.72

8.28

10

194

190

36860

34022

2838

92.3

7.7

11

198

190

37620

34874

2746

92.7

7.3

12

193

190

36670

33553

3117

91.5

8.5

Overall Attendance = 93.16%

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VCE RESULTS

CLASS OF 2018 Mentone Grammar’s 2018 Valedictorians celebrated a very successful year of VCE results along with enthusiastic cocurricular involvement and great community spirit. They all contributed to the high performance culture of the School, greatly supported by a dedicated teaching team, excellent resources, facilities and supportive families. All 193 Year 12 students have graduated as well rounded, confident and skilled young adults. The Community congratulated them on a stellar year.

OUTSTANDING VCE RESULTS

Mentone Grammar has a history of outstanding VCE Results due to the collective dedication of our students and through the support of our staff. Mentone Grammar celebrates their graduating Class of 2018 for the outstanding young people they have become, and the outstanding VCE achievements which reflect this.

2018 DUX

(SHARED)

ALEXANDRA SIEDLE (DUX) WENCONG WU (DUX)

CLASS OF 2018 VCE RESULTS 34% ATARs over 90 - Top 10% in Australia 63% ATARs over 80 - Top 20% in Australia Median ATAR 84.73 50% Grades A or A+ 20.5% Study Scores over 40 Median Study Score 35

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Mentone Grammar COMMUNITY REPORT 2018


Across the year level there were many high achieving students who excelled in their areas of interest and were impressive leaders and role models for many younger students. The following Valedictorians were applauded for their success in a broad range of passions and academic pursuits:

VALEDICTORIAN AWARDS 2018 2018 HIGH ACHIEVING AWARD RECIPIENTS Congratulations to: ALEXANDRA SIEDLE

Tonkin Prize for English

WENCONG WU

Ekanayake Prize for Mathematics and the Beruldsen Prize for Physics

LUQI HUANG

Beruldsen Prize for Physics

JAYDE MALUGA

Dunk Family Prize for LOTE

ALISON AHERN

Toovey Family Award for Resilience

MIA McCULLOCH

Toovey Family Award for Resilience

ACADEMIC MERIT AWARDS CERTIFICATE OF EXCELLENCE

ACADEMIC MERIT AWARDS James Bouwmeester

Georgia Rowan

A  rtissimo Music Award Luke Shi

Peter Cotsopoulos

Luke Shi

Jessica Ewart-McTigue

Alexandra Siedle

A  rtissimo Dance/Drama Award Emma Maggio

Charlotte Fryer

Megan Siedle

Lachlan Howe

Isabella Svojtka

T  he Good Samaritan Prize Ruby Athanas

Luqi Huang

Jiaxin Wei

Trenton Johnson

Wencong Wu

T  he Principal’s Award for Art Isabella Svojtka

Cayla Le Gear

Hanbin Zhou

Weiyu Li

Jingqi Zhou

A  rt & Design Acquisitive Prize Harry Kingston

Tyler Milburn

E  xcellence in Applied Learning Awarded to the Year 12 student who has demonstrated ongoing commitment to vocational training, academic endeavour and personal growth within the VCAL program. Angus Spargo T  he Spirit of Mentone Grammar Award Natalie Clucas The Gibson-Roberts Memorial Prize Braden Watts A  cknowledgement of the 2018 Head Prefects Brandon Demura, Alexandra Siedle, Megan Siedle T  he Simon Appel OAM Medal Jessica Ewart-McTigue

ATAR SCORES OVER TIME: 2013

2017

2018

Median

82.25

84.65

84.73

%80+

53%

63%

63%

%90+

26%

35%

34%

STUDY SCORES OVER TIME 2013

2017

2018

10.38%

21.27%

20.5%

Median

33

35

35

50s

2

11

5

85th

36th

33rd

40+%

State Rank

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CLASS OF 2018 12

CLASS OF 2018 DESTINATIONS Victorian Universities (84%) Employment (4.5%) Interstate and Overseas Engagements (4%) TAFE (4%) Independent Institutions (3.5%)

CLASS OF 2018 VICTORIAN UNIVERSITY DESTINATIONS Monash University (30.5%) University of Melbourne (20%) RMIT University ( 17%) Deakin University (14%) Swinburne University (11%) Independent Colleges (4%) Victoria University (2%) Australian Catholic University (1%) La Trobe University (0.5%)

CLASS OF 2018 COURSE DESTINATIONS Management & Commerce (23%) Health (16%) Natural & Physical Sciences (13%) Creative Arts (13%) Society & Culture (11%) Engineering (8%) Architecture & Building (6.5%) Information Technology (5%) Education (2.5%) Agriculture, Environment & Related Studies (1.5%) Food & Hospitality, Personal Services (0.5%)

Mentone Grammar COMMUNITY REPORT 2018


STUDENT PERFORMANCE AT MENTONE GRAMMAR Since 2010, Mentone Grammar has based assessment of student performance (Years 3-12) on a comprehensive data collection system that has assessed students from Year 3 to Year 10 every school year, via external standardised assessment tools. This, along with internal assessment, has provided teachers, parents and students with valuable information supporting learners as they progress. Each year, all students in Years 4, 6, 8 and 10 undertake an externally conducted Education Skills Profile Test. Students undergo testing in general reasoning, verbal reasoning, non-verbal reasoning, mathematical performance, reading, spelling and written expression. Each of these areas is measured using a stanine scale. Stanine scores are derived from percentile ranks and help in overcoming the problem of changing units along the percentile rank scale. The stanine scale is divided into nine categories, for which digits 1 to 9 are used. A stanine of 9 indicates a very high performance relative to the reference group (Victorian students of same age), while a stanine of 1 indicates a very low relative performance. The results from our testing process were made available to parents and have been particularly informative for our teaching staff. Students who achieved high stanine results in specific areas have been identified and then through communication with the family were invited to participate in our Enrichment Programs. The Enrichment Programs sometimes involved students in this category being withdrawn from class to work with the Learning Enhancement Team or on occasions attend out of class sessions. Students with low stanine scores were also identified and participated in our Support Program designed by the Learning Enhancement Team. Ongoing support was usually developed in consultation with an educational psychologist and sometimes involved further detailed testing. The following table indicates our average stanine values for each of the tested areas in Years 4, 6, 8 and 10 via the ESPT tests. All tests were conducted during the 2018 school year. Students from other schools who enrolled to begin in Year 7 at Mentone Grammar were tested at the end of Year 6 and their results are included the Year 6 section of the table that follows.

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2018 ESPT Testing

Maths Performance

Reading Comprehension

Spelling

Written Expression

Year 4 cohort mean

5.90

6.38

5.82

5.86

Year 6 cohort mean

5.68

5.64

5.20

5.46

Year 8 cohort mean

5.77

5.96

5.68

5.90

Year 10 cohort mean

6.32

6.11

5.47

6.15

State Means

5.00

5.00

5.00

5.00

This table is only a summary of the data which is provided to teachers and parents on the achievement of individual learners. Once again, all cohorts displayed skills and knowledge above the State mean.

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Mentone Grammar COMMUNITY REPORT 2018


PROGRESS REPORTS The ESPT data can give evidence of effective teaching and learning as matched cohorts are followed through the process. Below is the progression data for our 2018 Year 6 and Year 8 cohorts. Predicted effective learning would result in similar stanine means from test to test. The growth in Writing for our Year 8 students can be attributed to measures taken at Mentone Grammar in recent years to enhance the literacy program. Other results have been examined for contributing factors and possible improvements to teaching and learning practices.

Matched Year 6 cohort 2016-2018

Matched Year 8 cohort 2016-2018

53 students sat both tests

168 students sat both tests 2016

2018

2016

2018

Mean Stanine

Mean Stanine

Mean Stanine

Mean Stanine

Maths Performance

5.89

5.62

Maths Performance

5.88

5.82

Reading Comprehension

5.91

5.51

Reading Comprehension

5.99

5.97

Spelling

5.83

5.08

Spelling

5.43

5.70

Written Expression

5.75

5.65

Written Expression

5.58

5.90

Test

Test

NAPLAN AT MENTONE GRAMMAR Once again, testing occurred at Years 3, 5, 7 and 9 via the National Assessment Program, Literacy and Numeracy (NAPLAN). This testing is conducted across the nation for every child in each of these year levels. The students are tested in five categories: Reading, Writing, Spelling, Numeracy and Grammar and Punctuation. These results are reported back to parents in terms of national levels and where students are ranked in terms of national averages. The 2018 NAPLAN results for Mentone Grammar are positive, with all tested cohorts performing better than the State in all Domains.

Reading

Writing

Spelling

Grammar and Punctuation

Numeracy

Year 3 Mean

Year 5 Mean

Year 7 Mean

Year 9 Mean

National

434

509

542

584

State

447

520

548

588

Mentone Grammar

463

557

585

615

National

407

465

505

542

State

422

478

514

551

Mentone Grammar

435

491

534

567

National

418

503

545

583

State

425

508

547

584

Mentone Grammar

442

529

560

596

National

432

504

544

580

State

440

511

547

582

Mentone Grammar

454

542

572

601

National

408

494

548

596

State

418

503

554

600

Mentone Grammar

442

536

597

634

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GREENWAYS LONGITUDINAL STUDY Assessment data from students who undertook Achievement Tests conducted by external educational consultants late in their Year 8 school year and then again early in Year 10 are used in this analysis. The assumption is that growth or otherwise can be mostly attributed to their Year 9 Academic Year (since 2014 spent in the Greenways Campus). The figures included are the Mean Stanines of the matched students. These tests are standardised across the State with the State Mean for achievement in each of these tests being Stanine 5. Therefore, if a student learnt as predicted, their achievement stanine should remain the same in subsequent testing as compared to others in the State. The table below shows the data longitudinally from two years prior to the implementation of Greenways, with the six years that it has been running. The final columns highlight the value adding due to learning in the Greenways Campus.

94

Greenways

Yr 8 2010

Yr 10 2012

Yr 8 2011

Yr 10 2013

Maths

5.91

6.16

Reading

5.25

Spelling Written Expression

Yr 8 2012

Yr 10 2014

4%

6.27

6.25

5.14

-2%

6.09

5.72

4.88

-15%

5.09

4.94

-3%

0%

6.30

6.46

6.03

-1%

5.95

6.16

5.43

-12%

5.74

5.97

4%

Performance decline Improvement

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Mentone Grammar COMMUNITY REPORT 2018

Yr 8 2013

Yr 10 2015

Yr 8 2014

Yr 10 2016

3%

6.29

6.57

6.34

7%

6.22

5.98

5.50

-8%

5.83

6.44

10%

Yr 8 2015

Yr 10 2017

4%

6.22

6.83

6.36

2%

5.87

5.88

5.49

-7%

5.55

6.16

11%

Yr 8 2016

Yr 10 2018

10%

6.19

6.78

6.22

6%

5.87

5.62

5.38

-4%

5.65

5.73

1%

Yr 8 2017

Yr 10 2019

10%

6.20

6.27

1%

5.98

6.08

2%

6.25

6%

6.01

6.29

5%

5.90

6.11

4%

5.77

5.75

0%

5.39

5.67

5%

5.57

5.62

1%

5.65

6.04

7%

5.65

6.24

10%

5.66

6.12

8%


STUDENT PERFORMANCE SYSTEM At Mentone Grammar, student learning is measured using a combination of internal assessment and external assessments. These are designed to enhance and validate internal assessments and build a more accurate picture of the strengths and weaknesses of each learner. The results from internal assessments and, the external assessments (ESPT and NAPLAN), are entered into our Student Performance System, a key resource used to track student progress and assist with the design of teaching and learning for each individual, which is utilised by all staff. The Student Performance System allows the School to monitor an individual’s progress over time, as well as identify areas of strength and areas of opportunity for improvement in our subject-based planning and delivery. At the beginning of 2017, we launched the Parent Dashboard of our Student Performance System. The Parent Dashboard has proven to be a very useful and informative tool, providing parents with a detailed view of their son/daughter’s current learning profile. It includes full learning behaviour reporting as well as academic progress in the form of an interactive progress chart and details regarding all individual assessments. The Parent Dashboard is an up-to-date reference point to inform constructive and forward looking conversations between staff, parents and students.

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18

Mentone Grammar COMMUNITY REPORT 2018


INDEPENDENT SCHOOLS VICTORIA SURVEYS Since 2010, Mentone Grammar has participated in a range of surveys administered by the ISV. These included Student Satisfaction, Parent Satisfaction, Staff Satisfaction and Exit Surveys. The data obtained is used throughout the School as an important measure of community success and contributes to improvement planning. Viewing the data longitudinally allows the School to look for trends, evaluate initiatives and provide commendation where appropriate for community members.

2018 PARENT SATISFACTION SURVEY In 2018, 301 parents took part in the LEAD Parent Satisfaction Survey, responding to statements using a scale of 0 to 10, to evaluate their perceptions of Mentone Grammar. Longitudinally, it is evident that parents’ perception of the performance of Mentone Grammar remains strong across the surveyed areas and shows continual improvement in recent years, with record highs in mean ratings achieved in all 10 surveys Domains. All Domain mean ratings are above the ISV Benchmark, with an increase in the difference in mean ratings between ISV and the School also seen across many Domains. Top rated Domains include Resources (8.97), Recommend to Others (8.89) and Overall satisfaction (8.88). The biggest gain from 2017 is seen in the Recommend to Others Domain (8.89 up from 8.54). Top Headline Indicators include: The School is a safe place to learn (9.17)  The School provides an excellent environment in which to learn (8.96)  Parents are made to feel welcome to visit this School (8.90)  The range of learning areas offered at this School is excellent (8.89) Overall, I am very satisfied with my decision to send my child to this School (8.88). The top three reasons for choosing the School as indicated by parents remain unchanged from 2017, they are: The facilities and resources. I felt it suited my child’s needs better than other schools.  The emphasis on the development of sound morals, values, beliefs and attitude.

2018 STUDENT SATISFACTION SURVEY In 2018, 960 students from Years 5 to 11 (340 girls and 618 boys) took part in the LEAD Student Satisfaction Survey, responding to statements, using a rating scale of 0 to 10, to evaluate their perceptions of Mentone Grammar. Overall, Mentone Grammar recorded mean ratings above the ISV mean in all 16 surveyed Domains. Top rated Domains include Resources (8.23), Discipline & Safety (7.71) and Peer Relationships (7.64). Top Headline Indicators include:  I have access to high quality technology and resources that help me learn. (8.33) My teachers expect high standards of learning from me. (8.28) My School is a safe place in which to learn. (8.22) I am happy to be at this school. (7.94) My teachers encourage me to improve the standard of my learning. (7.90) The tables on the following page compare longitudinally the means obtained by Mentone Grammar as compared to ISV means.

19


ISV Parent Satisfaction Survey 2018 Academic Program Quality of Teaching Learning Outcomes Pastoral Care Discipline and Safety Parental Involvement Resources Year Transitions Overall Satisfaction Recommend to Others

2011

2012

2013

2014

2015

2016

2017

2018

ISV Overall Mean

7.90

7.95

7.98

8.01

7.99

8.18

8.05

8.00

MG Overall Mean

8.06

7.83

8.00

8.10

8.15

8.26

8.38

8.59

ISV Overall Mean

7.85

7.91

7.96

8.01

7.96

8.14

8.02

7.96

MG Overall Mean

7.99

7.74

7.91

8.10

8.09

8.12

8.13

8.44

ISV Overall Mean

7.92

7.97

8.00

8.03

8.01

8.17

8.07

8.02

MG Overall Mean

8.05

7.78

7.92

8.03

8.06

8.12

8.32

8.50

ISV Overall Mean

8.17

8.21

8.25

8.26

8.23

8.33

8.27

8.22

MG Overall Mean

8.33

7.99

8.20

8.26

8.25

8.26

8.39

8.63

ISV Overall Mean

8.02

8.07

8.09

8.12

8.09

8.22

8.12

8.05

MG Overall Mean

8.12

7.70

8.20

8.32

8.16

8.25

8.30

8.56

ISV Overall Mean

7.97

8.02

8.08

8.10

8.08

8.27

8.16

8.10

MG Overall Mean

8.10

7.84

8.11

8.23

8.23

8.27

8.26

8.52

ISV Overall Mean

8.16

8.21

8.23

8.25

8.23

8.39

8.31

8.28

MG Overall Mean

8.62

8.31

8.56

8.54

8.56

8.66

8.82

8.97

ISV Overall Mean

7.98

8.02

8.05

8.08

8.05

8.21

8.09

8.03

MG Overall Mean

8.20

7.80

8.00

8.21

8.19

8.25

8.34

8.49

ISV Overall Mean

8.43

8.47

8.47

8.48

8.42

8.52

8.46

8.40

MG Overall Mean

8.41

8.15

8.32

8.49

8.37

8.44

8.55

8.88

ISV Overall Mean

8.39

8.44

8.45

8.46

8.41

8.53

8.43

8.36

MG Overall Mean

8.40

8.14

8.31

8.46

8.38

8.48

8.54

8.89

2018

ISV Student Satisfaction Survey 2018 Academic Program Learning Outcomes Pastoral Care

2011

2012

2013

2014

2015

2016

2017

ISV Overall Mean

7.10

7.10

7.20

7.19

7.20

7.39

7.20

7.20

MG Overall Mean

7.40

7.60

7.40

7.42

7.55

7.56

7.31

7.35

ISV Overall Mean

7.50

7.50

7.50

7.50

7.51

7.70

7.49

7.48

MG Overall Mean

7.60

7.90

7.80

7.75

7.82

7.79

7.66

7.62

ISV Overall Mean

7.20

7.20

7.30

7.31

7.33

7.54

7.28

7.25

MG Overall Mean

7.50

7.80

7.70

7.73

7.72

7.76

7.49

7.48

Personal Development / Leadership

ISV Overall Mean

7.20

7.20

7.30

7.30

7.32

7.58

7.30

7.28

MG Overall Mean

7.40

7.80

7.60

7.67

7.71

7.66

7.56

7.48

Discipline and Safety

ISV Overall Mean

7.30

7.30

7.50

7.47

7.49

7.69

7.43

7.41

MG Overall Mean

7.50

8.00

7.90

7.89

7.96

7.87

7.62

7.71

Resources School Ethos / Values Peer Relationships Transition Student Satisfaction Academic Rigour Feedback Teacher Knowledge Teacher Practice Teacher / Student Rapport Satisfaction with Quality of Teaching

20

ISV Overall Mean

7.40

7.40

7.50

7.50

7.54

8.02

7.59

7.59

MG Overall Mean

8.10

8.20

8.20

8.13

8.16

8.21

8.14

8.23

ISV Overall Mean

7.40

7.40

7.50

7.53

7.57

7.80

7.54

7.52

MG Overall Mean

7.50

7.90

7.80

7.83

7.90

7.90

7.72

7.66

ISV Overall Mean

7.60

7.60

7.60

7.58

7.58

7.72

7.50

7.49

MG Overall Mean

7.70

8.00

7.80

7.91

7.85

7.77

7.59

7.67

ISV Overall Mean

7.50

7.50

7.50

7.54

7.54

7.55

7.50

7.48

MG Overall Mean

7.80

8.00

7.80

7.85

7.88

7.77

7.63

7.60

ISV Overall Mean

7.40

7.40

7.50

7.66

7.68

7.21

7.17

7.13

MG Overall Mean

7.70

8.00

7.80

8.33

7.93

7.81

7.47

7.40

ISV Overall Mean

7.50

7.50

7.50

7.52

7.53

7.50

7.50

7.48

MG Overall Mean

7.60

7.90

7.80

7.81

7.81

7.80

7.64

7.63

ISV Overall Mean

7.00

7.10

7.20

7.19

7.21

7.21

7.20

7.18

MG Overall Mean

7.30

7.40

7.50

7.46

7.53

7.53

7.36

7.30

ISV Overall Mean

7.10

7.10

7.20

7.21

7.22

7.21

7.20

7.17

MG Overall Mean

7.40

7.50

7.50

7.53

7.62

7.53

7.33

7.23

ISV Overall Mean

7.20

7.20

7.30

7.33

7.35

7.30

7.35

7.33

MG Overall Mean

7.50

7.70

7.70

7.69

7.72

7.66

7.51

7.47

ISV Overall Mean

7.10

7.10

7.20

7.23

7.25

7.25

7.24

7.22

MG Overall Mean

7.50

7.60

7.60

7.56

7.63

7.59

7.35

7.31

ISV Overall Mean

7.20

7.20

7.30

7.30

7.53

7.42

7.30

7.29

MG Overall Mean

7.40

7.70

7.70

7.74

7.81

7.73

7.19

7.52

Mentone Grammar COMMUNITY REPORT 2018


FINANCE Mentone Grammar School is a company limited by guarantee. The following charts set out the School’s income and expenses broken down by funding sources.

INCOME 2018 Fees and Levies - including local and international students (76.6%) Government Grants (18.8%) Other (4.6%)

Fees and Levies (including local and international students)

$37,592,619

Government Grants

$9,236,776

Other $2,269,824 $49,099,219

EXPENSES - CONSOLIDATED Salaries and employee benefits (62.7%) Education and general costs (28.6%) Property and maintenance (7.4%) Finance (including interest and bank charges) (1.3%)

Salaries and employee benefits

$28,830,589

Education and general costs

$13,151,404

Property and maintenance

$4,804,840

Finance (including interest and bank charges)

$606,836

$47,393,669

$1,705,550

21


FACILITIES In 2018 the School Community celebrated the result of an ambitious building plan that saw the latest Learning Centre open in the Middle School. Following the 2017 opening of the majestic Creativity Centre, the Keith Jones Years 5 & 6 Learning Centre has completed a well-balanced Campus, with impressive specialised buildings across all four areas of the School.

CONTEMPORAR

STUDIOS

AQUATICS

SUSTAINABILITY 22

Mentone Grammar COMMUNITY REPORT 2018


The Years 5 & 6 Learning Centre is an attractive, progressive space that offers the best in architectural comfort and technical infrastructure. Built on the site of the former Keith Jones Gymnasium, the building has been designed to be a perfect blend of the old with the new. The Junior area of the School, Eblana, provides a quiet Early Learning Centre adjacent to a bright, modern double-story F-Year 4 Centre. The separate gender Middle Years (Years 5-8) Campus now offers separate Centres for Years 5 & 6, Year 7 and Year 8 respectively. The Greenways Campus is home to Year 9 students exclusively and offers a student-run café, unique break out areas and a lecture theatre. Built on the site of the former Thorold Hall, the Centre maintains many features of the original, cavernous space. The Frogmore Senior Campus is now complete with contemporary facilities for the Arts, Sports, Languages, a specialist Environmental and Science wing and extensive private study areas. In 2018, the grounds of all campus areas have been updated to provide generous play and shaded seating areas. Mentone Grammar also owns 17 hectares of Playing Fields at Keysborough providing facilities for many community events and sports including tennis, hockey, rugby, soccer, football and cricket. The School also owns a beachside educational facility at Shoreham. The Shoreham Camp operates as an ‘extended classroom’ for experiential learning programs that include the marine environment, conservation and exploration and places of local geographical and historical significance.

ARY

Mentone Grammar is committed to ongoing improvement of all facilities and grounds with respect to maintaining and planning for a safe and sustainable future.

HISTORY

SCIENCES GARDENS

THE ARTS

PLAYING FIELDS

TECHNOLOGIES

BEACH CAMP 23


STRATEGIC PLAN

IT TAKES A VILLAGE TO RAISE A CHILD.

24

Mentone Grammar COMMUNITY REPORT 2018

2016-2020 As part of the School’s Strategic Plan, 2016-2020, we have a number of programs and initiatives that have been introduced. To give context, towards the end of 2015 and throughout 2016, the focus was on developing new programs and initiatives and resourcing these programs. In 2017 these new programs were successfully introduced and 2018 was a year of refinement as the School edges closer to its Centenary celebrations.


STRATEGIC PILLARS

1 TEACHER QUALITY

In 2018, teaching staff continued to embed Visible Learning and Formative Assessment into the curriculum, providing meaningful feedback to students. The staff was well supported in this area of Professional Learning which also included mentorship around technologies in education. Eight additional staff members were employed across the School to further support and develop the growing diversity of subject offerings. With support, 13 staff undertook additional post graduate Masters Level studies with the premise of sharing knowledge and skills within their Faculty.

2 ACADEMIC DEVELOPMENT The School further refined its data collection processes and longitudinal studies which provided a tangible means of measuring the School’s improvement. The VCAL program continued to grow, incorporating both Intermediate (Year 11) and Senior (Year 12) streams. The students and teachers received a VCAL Achievement Award for the students’ work with an indigenous community in NT. In 2018 the School’s mapping of Indigenous Education was embedded into the curriculum and included a successful Year 10 trip to assist students in the Lilla Community in Central Australia. Once again, the School improved its Academic Ranking from 36 to 33 in the State.

3 COCURRICULAR OPPORTUNITIES

4 SAFE, HEALTHY, CARING ENVIRONMENT In 2018, the mentoring review of 2017 was established and refined to ensure campus transitions, the RULER Program, The Resilience Project and Mindfulness initiatives were meaningful and effective. In total, 27 wellbeing events and programs were included in the School calendar. Work continued on a Sustainability Plan for the whole School.

5 STRONG GOVERNANCE The School continues to operate from a very strong financial position, particularly in regard to current and future student waiting lists and the completion of the major building works. The Board welcomed an additional new Director in 2018, who brings a wealth of commercial knowledge and experience to the growth and development of the School.

6 ENROLMENT PROFILE The School continued to be a single campus, community based coeducation school, with increased enrolments across each Campus along with strong interest registered up to 2031.

In 2018, the second year of the Sports Coaching model saw increased options, including AFLW and girls’ cricket, with the School winning six premierships across the summer and winter seasons. The introduction of summer and winter seasons of Arts and Technologies gained numbers and interest and was greatly received. The Mentone Grammar Army Cadet Unit continued to grow to a strength of 380 Years 9-12 students. Over 800 students had the opportunity for international or interstate travel to support their classroom learning. These included International Learning Journeys, VCAL projects, World Challenge, Music tours, Sports tours, Humanities tours and camps to Central Australia.

25


STUDENT WELLBEING At the heart of Mentone Grammar is the genuine concern for the wellbeing of its students. We pride ourselves on our student Wellbeing Program and foster each student’s need to feel a strong sense of belonging and connection.

26

Mentone Grammar COMMUNITY REPORT 2018


The Wellbeing Program is diverse and holistic, one which students partake in each and every day, in all subjects and across all curriculum throughout the School. It focuses on building connections, learning and teaching one another, self-care, care of others, diversity and being part of a community. Amazing things happen when we are all onboard! Mentone Grammar promotes a positive school environment that supports the intellectual, social, emotional and physical development of all students. Where: all students can feel happy, safe and secure s tudents are challenged and experience success students develop strong relationships with fellow students and their teachers t hrough the teaching of values, students develop an acceptance of difference, and where every effort is made to ensure the School is free from harassment and discrimination of any kind expectations are clear, and a firm, fair approach is employed when dealing with all matters a  ll students’ progress is carefully monitored and managed by a range of significant adult role models. Mentoring is an entrenched part of the culture at Mentone Grammar; students and teachers build strong, mutually respectful relationships, which enhance the learning journey. Student-student mentoring and staff-staff mentoring are also encouraged and embraced. In 2018, the mentor scope and sequence had the focus of developing students’ ‘SOUL’. Each term had a specific emphasis, being Self (building rapport, self-care, organisation), Other (respectful relationships), United (community, culture, connection) and Life Skills (leadership, moving forward, stepping up). Student Wellbeing groups shared information within online groups and provided an overview, documentation and resources for mentors to use in student mentor sessions. Within this program, topic specialists provided education sessions to students, parents and staff which were relevant and age appropriate for their audience. Students from ELC to Year 9 continued to develop their emotional intelligence using the RULER approach (created at Yale University) through the ongoing education and implementation of the Program which is designed to support a positive and safe school environment. Through tools such as the Class Charter, The Mood Meter, Meta Moment and the Blue Print, students built on their ability to recognise emotions in themselves and others, understand the causes and consequences of their emotions and developed tools to regulate their emotions. In Years 10 to 12, the Resilience Project was also included in the School Diary which enabled students and staff to build on the skills of mindfulness, empathy and gratitude. Morning mindfulness sessions ran for students from Years 9 to 12, upon arrival. Students across all year levels practised mindfulness as a regular part of the Wellbeing Program. In 2018, the School appointed an inaugural Student Wellbeing Captain. A Student Wellbeing Committee was established which included an enthusiastic and proactive group of senior students and staff. Staff Wellbeing Professional Learning afternoons occurred twice per term which focused on wellbeing themes and issues, such as mentoring, mindfulness, child protection, child safety guidelines, growth mindset and RULER. The Wellbeing Centre continued to be a thriving hub with many and varied supports available for students including psychologists, nurses, chaplains and careers counsellors. Learning Enhancement and gifted and talented programs were also incorporated into the Wellbeing Centre along with a comprehensive resource library and helpful information, readily available for all students, staff and parents. The School prides itself on developing happy, healthy and high-achieving young people who can reach their full educational and personal potential. It has been a busy and dynamic year, where students have grown and participated in many new experiences whilst developing their skill base and wellbeing toolbox.

ACROSS THE SCHOOL, WELLBEING ISSUES ARE ADDRESSED VIA A RANGE OF PROGRAMS AND EVENTS, SUCH AS: Mindfulness Practice Study Skills and exam preparation Yoga Sessions Peer Support Programs Respectful Relationships Sessions  Use of Resource in the Diary (RULER and Resilience Project)  Specialised lunchtime sessions  Cyber Safety, Online Use  Values for Life (Decision making)  International Student Support Sessions  Social Skills Groups/Building  Sex Education  Funtastic Fridays (board games sessions)  Wellbeing Days, such as RU OK?, Mental Health week, IDAHOBIT  Wellbeing Gate Greetings  Local and International Learning journeys  Cadets, Youth Leadership Program  SchoolTV (information portal for parents on youth issues)  Year 10 Cocurricular program (Enterprise Education, Respectful Relationships, Driver Education, Decision making and coping strategies  House Events (such as swimming, athletics, tug-of-war, debating, oratory, music)  Calming Centre during exam period.

SPECIALIST PRESENTERS PROVIDED SESSIONS FOR STUDENTS, STAFF, PARENTS AND THE COMMUNITY, THESE INCLUDED:  Growth mindset and Resilience (Andrew Fuller) Cyber Safety (Jonny Shannon) Mental Health (Nic Newling)  Drug and Alcohol Education and information (Paul Dillon – DARTA)  Diet, nutrition and mental health (Michelle Chevally-Hedge – A Healthy View) Building Resilience (SpinChat).

27


STAFF REGISTER 2018 EXECUTIVE Malcolm J. Cater B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed, MAICD Principal Deb Frizza M Ed, B Ed Deputy Principal Strategic Jarrod O’Neill B App Sc, Grad Dip Sports Sc, MSL Deputy Principal Operations Cameron Lancaster B ASc (Digital Technology), Dip Ed, MLMEd Head of Frogmore Natalie McLennan B Ed (Visual Arts), Cert IV (Workplace Training and Assessment) Head of Greenways

TEACHING AND SUPPORT STAFF Nizam Abdallah Grad Dip (Business Management & Accounting) B. Bus Comm (Accounting) Business Management & Commerce Teacher Christina Altidis B (Mgt), Grad Dip (Education), CPE, Cert IV (Workplace Training and Assessment) Business Management Teacher Head of Teaching Practice Anastasia Antoniadis B Ed (Primary) Eblana Teacher Year 2 Jaki Atwell Cert III (Children’s Services) ELC Coeducator Rachel Bainbridge B Ed, B (Visual Arts) Visual Arts Teacher Bayview

James Walton BA (Hons) English Studies, PGCE Secondary English Head of Bayview

Stuart Bainbridge MLM Ed, BA, B Ed Director of Sport – Summer Officer of Cadets

Allison Prandolini (to Term 4) B Teach, Grad Cert (Management), Grad Dip Education (Information Technology) M Ed (Educational Leadership) Head of Eblana

David Barber BA, MA, PGCE, Dip RSA Teacher of Languages

Tim Macdonald B Comm (Hons), BIS, M Teach Head of Teaching and Learning Nicole Bradshaw B Bus (Acc) CPA, GAICD Business Manager Richard Keely Dip Teach, B Ed Grad Dip (HR Development) Human Resources Manager

Linda Barnard B Sc (Applied Mathematics), M Teach (Secondary) Mathematics Teacher Bayview Mentor Amanda Barnhoorn B Comm, Grad Dip (Education) Commerce Teacher Daily Organiser Vicki Baron BA (Business Studies), Dip Ed Expert Observer/Commerce Teacher Assistant Head of Humanities and Commerce Jarrid Bartle B Ed (Outdoor & Physical Education) Outdoor Education and PE teacher Lisa Barton B Ed (Secondary), B Sc Mathematics Teacher Marina Basin Certificate III (Children’s Services) ELC Coeducator Liam Bassett B Ed (P–12) English Teacher Year 7 Mentor Year 7 Assistant Coordinator Kara Baxter BA, Dip Ed (Secondary ACU) Psychology/Humanities Teacher Head of Humanities and Commerce

28

Mentone Grammar COMMUNITY REPORT 2018

Kristie Beames B Eng (Electronic) (Hons), B Ed (Secondary) M Sc (Maths Education) Frogmore Mathematics Teacher Assistant Head of Mathematics Vicki Beaumont (to Term 4) BA (Early Childhood Education) ELC Teacher Susan Bennett Cert III (Children’s Services) ELC Coeducator Debra Bernasconi Dip (Early Childhood), Cert III (Children’s Services) ELC Coeducator Craig Best BSc Dip Ed, Grad Dip (Outdoor Education) Mathematics Teacher Lionel Large House Coordinator Megan Blake B Ed (Early Childhood) Cert III (Children’s Services) ELC Teacher Joanne Boyd Food Technology Technician Kelly Brady BSc (Hons), Grad Dip Ed Science Teacher Year 8 Mentor Angus Brown Art Technician David Bunyan (Term 1) Dip (Outdoor Recreation) Outdoor Education Facilitator Sarah Byrne BA (Early Childhood Studies), BTEC Higher National Dip (Early Childhood Studies) ELC Coeducator Veronica Byrnes Cert III (Children’s Services) ELC Coeducator Colleen Carapetis (to Term 2) Dip (Library & Information Services) Eblana/Bayview Library Assistant Sue Carey BA, Dip Ed, Grad Cert Careers Education Careers Counsellor Jacqueline Cartwright Dip Teach (Primary), Grad Dip Special Education (Hearing Impairment), Grad Dip Deaf studies (Auslan) Years 5 & 6 Coordinator Bayview Mentor Mandy Chamberlain Dip Teach (Primary), Grad Dip (Information and Communication Technology) Bayview Mentor


Leigh Chislett BSc (Education), Grad Dip Bus (Comp), Grad Dip SpSc, FHR Bayview Mentor

Troy Drinan B App Sci (Hons), Dip Ed Eblana Sports Teacher Frogmore Teacher

Robyn Fuerst Dip (Art & Design-Ceramics), Grad Dip Ed, Grad Dip (Visual Arts) Visual Arts Teacher

Libby Chislett M Ed (Special Ed), Dip Early Childhood Ed, B Ed ELC Teacher Director of ELC

Timothy Duivenvoorden BSOR, B Bus Com (HRM), M Teach Cert IV (Outdoor Rec) Greenways Outdoor Education Facilitator

Jessica Galloway Cert (Hospitality) Dip (Tourism) Greenways Café Assistant

Nicky Chiswell (to Term 4) Psychologist/School Counsellor Tim Clark B Ed (Technology and Applied Studies) Digital Technologies Teacher Stuart Cleeve B Ed (Secondary), M Teach Greenways Mentor Officer of Cadets Matthew Cohn M Ed, B Mus, Cert IV (Workplace Training & Assessment) Head of Strings Music Teacher Sarah Connell B Arts, Dip Ed (Secondary) Greenways Mentor English Teacher Jacinta Conway B Ed (Primary), Certified Spalding Literacy Instructor and Trainer Learning Enhancement Teacher Aaron Cook BA (Hons), Post Grad Ed, M Ed (Lit Ed), M Ed(Hons) English/Humanities teacher Year 8 Mentor Gavin Cornish B Mus, Grad Dip Ed, Cert IV (Assessment and Workplace Training) Head of Performing Arts Director of Music Officer of Cadets Samantha Cunnington Dip (Children’s Services) Cert III (Children’s Services) Integration Aide ELC Coeducator Louise Daly B Ed (Drama Dance Sociology) Senior Drama Teacher Assistant Head of Performing Arts Rhonda Deed Dip Teach (Primary), Grad Dip (Library and Information Studies), Cert (Reading Recovery) Reading Recovery Teacher Melanie Di Rosato Cert III (Children’s Services) ELC Coeducator Vic Djajamihardja B Sc (Hons), Dip Ed Frogmore Mentor Science Teacher

Angela Eaton Grad Dip (Library and Information Management) B (Fine Art) (Hons) Library Technician (Audio Visual) Barbara Edgar B App Sci (Library and Information Services), Grad Dip Sc (Arc Rec) Frogmore Librarian Michelle Edmondson BA (Hons) English and Psychology, PGCE English and Drama (Post Grad Cert – Education), MA (Contemporary English Literature) English Teacher Ursula Erdelyi-Götz LLB, BA, Grad Dip Ed Bayview/Frogmore Teacher of Languages Umut Ersezer B Sc (Biology Major) Science Teacher Wayne Essing B Ed (Primary) Bayview Mentor Greg Evans B Ed (Primary) Eblana Teacher Year 3 Brooke Fielke (from Term 4) M Psych (Education and Developmental), B Sci (Psych), Post Grad Dip (Psych) School Counsellor/ Psychologist Miriam Floyd B (Early Childhood Studies), Dip Soc Sc (Child Care Services), Cert (Applied Social Sciences – Child Care Studies) ELC Teacher Tammy Frankland Dip (Children’s Services) Cert III (Children’s Services) ELC Coeducator Kate Frazer M Teach (Primary/Leadership), B Comm (Journalism) Health & PE Teacher Catherine Friend B Mus (piano/singing), A Mus A (piano/singing theory), MIMT, Grad Dip Ed VCE Music Teacher School Pianist/Accompanist Instrumental Music Teacher

Gracie Gao B Arts (App Linguistic: Teaching Chinese as a Second Language) M Teach Chinese Teacher Eblana and Bayview Assistant Head of Languages Wendy Gardner B App Sci (IT), M Teach (Prim Sec Ed) Greenways Mentor Technologies Teacher Michele Gill B Ed (Design) Visual Arts Teacher Frogmore and Bayview Assistant Head of Visual Arts Amanda Gluyas Laboratory Manager Jonathan Gooley BA (Fine Art – Painting), VCA Post Grad Dip (Teaching) Visual Arts Technician Katherine Gratton M Teach, Post Grad Dip (Humanities and Commerce), M AsiaPac (Hons), B Com (Marketing and Management), B AsiaPac (Anthropology), Grad Dip AsiaPac (Indonesian Studies) Business Management and Humanities Teacher Assistant Head of Humanities and Commerce Officer of Cadets Stacey Gwilym M Teach (Secondary), B SC Hons (Biology), Grad Dip (Clinical Embryol) Science and Biology Teacher Greenways Mentor Anne Louise Halliday (Sem 1) Dip Teach Home Economics (Secondary), Post Grad Cert (Genealogical, Paleographic & Heraldic Studies), Cert (Food Hygiene, Assessment, Barista) Greenways Teacher Justine Hamilton BA, B (Teach) Eblana Teacher Year 4 Jenni Harrison Dip (Teach), B Ed Year 5 Mentor Meg Hayes B Ed, Dip Modern Languages (Advanced Indonesian), M Ed (Research), PhD (Research) Eblana Teacher Year 2

29


STAFF REGISTER 2018 Olivia Haynes B Ed (Primary) B Mus (Hons) (Violoncello) Bayview Mentor Caroline Hegarty Dip (Children’s Services) Cert III (Children’s Services) ELC Coeducator Emma Heine B Ec, Grad Dip (Education) Frogmore Teacher Danielle Henshall BA Library Technician Finlay Anderson Library John Horler B Ed Frogmore Teacher Mary Howard Cert III Education, Cert IV Disability (ACRACS), Cert IV Ed Support Education Support Officer Administrative Assistant Learning Enhancement Jo Huang BA, PGDip Chinese Language Teacher Dimity Hughes Grad Dip Ed (Secondary) BA – Humanities and Social Sciences M Ed (TESOL) EAL and English Teacher Nadia Janetzki B Sci, B Teach (Secondary) Mathematics Teacher (Acting) Assistant Head of Mathematics Joanne Kamp B Ed (Science) Science Teacher Were House Coordinator Mentonian Editor Karen Kennedy BA, Dip Ed Senior English Teacher Elizabeth King B Ed (Primary), BA Bayview Mentor Assistant Head of English Henry Kiss BA (Rec Management), Dip Ed, M Ed (Experiential Learning), Cert IV (Workplace Training & Assessment) Duke of Edinburgh Program Coordinator (Award Leader) Humanities and VCAL Teacher Movember Captain

Alana Leahy B Ed (Early Childhood) ELC Teacher

Paul Matthew PhD, BSc (Hons), Grad Dip Ed, MACE Frogmore Mathematics Teacher

Geraldine Lennon B Ed (PE and Social Science), Grad Cert (Special Ed) Learning Enhancement Teacher

Terry Matthew B Ed (Hons) B Primary Ed English Teacher English Language Teacher Year 7 Coordinator

Hayley Lewkowicz B Mus, Dip Ed, M Ed (Gifted) Teacher – Gifted and Talented Kuan Li B (Electronic Engineering), M (Numeracy) Mathematics Teacher Robyn Licenblat (from Term 4) B Ed, Dip Teach (Early Childhood) ELC Teacher Siew Pyng Lim BA, Dip Ed Frogmore/Bayview EAL/Humanities Teacher Michael Linahan BSc (Hons), PGCE, Cert IV (Workplace Assessment) Senior Physics/Mathematics/ IT Teacher Kris Little B Ed (Primary), B App Sc (Human Movement) Eblana Teacher Year 1 Juan Lizcano Design & Digital Technology Technician Amy Long BA, B Ed (Secondary), Dip Lang (French) English Teacher Deighton House Coordinator Yan Ma BA, Dip Ed Chinese Language Teacher Pip Madden B App Sc (Speech Pathology), M Teach (Primary) Bayview Mentor Sher-Mei Mah Grad Dip (Early Childhood Education) B Comm (Management) ELC Teacher Lidia Mancini B Music (Hons) (Education) Classroom Music Teacher

Melanie Lane BSc, Dip Ed Bayview Mentor Science Teacher

Max Marrow Grad Dip Ed, Grad Dip (Careers Ed) Grad Dip (Bus Policy St), Ass Dip (Art Sculpture) Careers Counsellor Sailing Coordinator VET Coordinator

Sonja Latimer G Dip Ed (Primary), B Bus Eblana Teacher Year 4

Michael Martin Dip Teach, Grad Dip (Curric Admin) Deputy Head of Bayview

30

Mentone Grammar COMMUNITY REPORT 2018

Ken McAlpine (to Term 2) Dip Ed (Primary: Sec Dip Ed) Grad Dip (Special Ed), Grad Dip (Law) Design Technology Teacher Jamie McCarney M Teach (Senior), BPA Drama Teacher Bernadette McGill B Sc (Education) Mathematics Teacher Assistant Head of Mathematics Kay McKenzie BA (French, German, Russian) Grad Dip Business (Marketing) M (Environmental Science) Dip Teach (Secondary) – Languages, Humanities Teacher of Languages Belinda McKindlay Grad Dip Ed (Teacher Librarianship) Eblana Teacher Librarian Debra McLeod B Ed (Secondary) A Mus A (Violoncello) STCA (Pri) (Suzuki Piano/Violoncello) Eblana Music Teacher Eblana Instrumental Music Coordinator Kevin McMenamin B Sc (Ed), GCMME, PDMME Head of Mathematics Gennie McNair B Ed (Sec Arts) Cert IV (Training and Assessment) English Teacher Bayview Mentor Year 8 Coordinator Belinda McNeil M Ed (Special Education), BA, Dip Ed (Secondary) White House Coordinator (Shared) Learning Enhancement Teacher Tony McRae B Ed (Hons) Mathematics Frogmore Mathematics Teacher Hayley Meeking BA (Nursing) Cert IV (Training & Assessment) Registered Nurse Division 1 School Nurse Tess Monda Grad Dip (Tech Ed) Dip (Hotel Management and Catering), Cert IV (Workplace Training and Assessment) Head of Technologies


Elli Monro BA, Grad Dip (History), Dip Ed (Secondary) Bayview Mentor Humanities Teacher

Arena Nilsson B Ed (Hons) (Secondary), Graduate Dip Genetic Counselling Science and Chemistry Teacher Assistant Head of Science

Joe Monro BSc, Grad Dip Ed Greenways Mentor Humanities Teacher

Melanie Nimorakiotakis B App Sci (Consumer Science), Dip Ed, Cert (Barista) Greenways Assistant Café Manager

Vanessa Moore BA (Music Theatre), MA (Teaching), Cert III (Community Recreation) Drama and Dance Teacher Deputy Head of Greenways Natalie Morgenstern Grad Dip Ed, BFA (Jazz Studies) Head of Woodwind Music Teacher Ken Morrish B Ed, ECE ELC Teacher Shelley Moskowitz BA (Political Science and International Studies), M Teach (Secondary) Humanities Teacher Laz Moutafis B Engineering (Mechanical), B Bus (Banking & Finance), Grad Dip Ed Physics and Science Teacher Cate Mowat Dip Ed (Primary), Grad Cert (Science Education), Grad Cert (International Education-IB-PYP), Grad Cert (Teaching children with Autism) Eblana Teacher Year 4 Shelley Muir BA, PG Dip Psych, Dip Ed (Secondary), Grad Cert (Career Education and Development) VCAL Coordinator Barbara Muller B Sc (Education) Dip Financial Planning Mathematics Teacher Bayview Mentor Carly Mulvihill BA, B Ed Learning Enhancement Administrator Rohan Murphy B Health Sci (Human Movement), Grad Dip Ed Frogmore HPE Teacher White House Coordinator (shared) Liat Neuenschwander BA, Dip Teach Secondary Drama/Theatre Studies Teacher Lannhi Nguyen B Ed (Secondary), Post Grad Cert Education (International Baccalaureate) English/EAL teacher

Katherine Nish B Ed (Secondary), B (Health Science) Cert IV (Training and Assessment) Greenways Café Program Coordinator Beverley Novak Dip Teach (Primary), Trained Teacher’s Cert Teacher of the Deaf (TTCTD), BA, MA (Education Hearing Impaired), Grad Dip Ed (School Librarianship) Frogmore Teacher Librarian Vikki Octigan BA (Early Childhood Studies), Assoc Dip Soc Sc (Childcare) ELC Teacher Peter O’Gorman M Ed (Leadership and Management) B Ed, B App Sci (Human Movement) Director of Sport – Winter Jenna Oliver B Teach (Physical and Health Education) HPE Teacher Head of HPE (shared)

Tanja Pausenberger (to Term 4) BA/BSC (Hons), P Grad Dip Psych, M Psych (Counselling) MAPS Psychologist/School Counsellor Adrian Payne BA (Hons), Grad Dip TESOL Humanities Teacher Jones House Coordinator Kirsty Petschel BA (Visual & Media), Grad Dip Ed (Secondary) Cert IV (Training and Assessment) Visual Arts Teacher Finlay Anderson House Coordinator Caitlyn Platt BA, M Teach (Secondary) English Teacher Bayview Mentor Catherine Poulton M Ed (Leadership and Management) B Teach (Primary and Secondary), BA (Criminology and Linguistics), TCRG: An Coimisiun Le Rinci Gaelacha (TCRG) Greenways Mentor English Teacher Rev. Michael Prabaharan BTh (Hons), Dip Min, MEd (Counselling), Dip (Training & Assessment), Chaplain Religious Education Teacher

Angenita Oosthuizen-de Lange BA (Human Movement), Post Grad Cert (Further Education in Training), M Ed (Educational Research) Physical Education Teacher

Richard Price BFA Ceramic Design MFA Sculpture (Sound) Grad Dip Ed, (Secondary), Dip Music (P-12), Cert IV TAE, (VET/TAFE) Design Technologies Teacher

Mariza Pagel PGCE, MSc (Applied Mathematics) Mathematics Teacher Greenways Mentor

Maddy Prowse (to Term 4) BA (Psych), PGD (Psych), M Ed Psych Counsellor/Psychologist

Michelle Palfrey BA, Dip Ed, English/Humanities Teacher Emma Parker Dip Ed Mathematics/Science Teacher Andrew Pate B Ed, Cert IV (Program Technologies) Technologies Teacher Timetabler Tracey Pate M (Leadership), BA, Grad Dip Ed, Post Grad Dip (Psych) Literacy Coach English Teacher Head of English

Bernard Quay Post Grad Dip Ed (Secondary), BA (Social Science) Languages Teacher – Chinese Jessika Rabe 1st and 2nd State examination for Primary and Secondary School Teaching – Germany Teacher of Languages Pauline Rahilly School Nurse Frank Recchia BA (Mus), Grad Dip Ed, Grad Dip Humanities, Grad Dip Arts (Music), Cert IV (Training and Assessment) Music Teacher Leonie Redfern B Ed (Secondary) Bayview Mentor Maths/Science Teacher

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STAFF REGISTER 2018 Penny Redgrave BA, Dip Ed, M Ed (Special Ed) Learning Enhancement Facilitator – Frogmore Wayne Reed M Sc, B Sc (Education) Student Performance Manager Vanessa Riach M Teach, BSc Bayview Mentor Humanities Teacher Aaron Richard BA, BSc, Grad Dip Ed French, Chinese and German Teacher Head of Languages Jessica Richards B Ed, B (Teach) Curriculum Coordinator Eblana Teacher Year 1 Head of Eblana (Term 4) Prue Richards BA, Grad Dip (Secondary) Senior English and Humanities Teacher Anderson House Coordinator Cameron Riley B Ed (Primary) Bayview Teacher Bridgitte Roberts M (Psych), Grad Dip (Adolescent & Child Psych), BA (Psych/Comm) Mediator Psychologist/School Counsellor Head of Student Wellbeing Officer of Cadets Beverly Ross BA, Dip Ed (Secondary), M Ed (Teacher librarianship) Teacher Librarian – Bayview Leigh Rowlands B Ed Visual Arts Teacher Laura Savage B Ed (Primary) Eblana Teacher Foundation Deb Sewell B Ed Eblana Learning Enhancement Teacher Karen Sheehy (on Leave) BA, B Ed (Primary and Secondary) Post Grad Cert (Education – Maths Leadership) Eblana Teacher Year 2 Michelle Shepherd Dip App Science (Nursing), Bachelor Nursing (Hons), Grad Dip (Midwifery) Registered Nurse Division 1 School Nurse Mark Smith M Ed, Grad Cert (Gifted Ed) B Ed, Dip (Teach) Gifted and Talented Coordinator Head of Learning Enhancement

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Mentone Grammar COMMUNITY REPORT 2018

Neringa Smith (from Term 4) B Sc, Grad Dip Ed (Secondary), Grad Dip ED (Psych), M Ed (Psych) Psychologist/ Student Counsellor

Claire Thiele BSc, Grad Dip Ed Mathematics Teacher

Sally Smith ELC Coeducator

Juby Thomas Dip Lab Tech, M Science (Biotechnology) Science Laboratory Technician

Sally Smith B App Sci (Psych)/ B Teach( Secondary) M (Counselling) Psychology Teacher

Madeleine Thomas B AppSc, Grad Dip Ed, M Ed (Special Education) Learning Enhancement Bayview Facilitator

Sarah Smith Dip Community Services (Childcare) ELC Coeducator

Marianna Tour Comb B Arts and Education VCE French Teacher

Sheree Smith B Teach (Primary) B Ed (Primary) Eblana Teacher Foundation

Heath Tregear M Teach (Secondary), B Comm Economics and Maths Teacher

Catherine Snell M (Teach), Grad Dip Teach (Secondary), B Arts (Hons) English Teacher Year 7 Mentor

Lauren Trevis (Term 4) B Ed Primary Eblana Teacher Year 3

Elizabeth Spiers BA (Nursing) Registered Nurse Division 1, Post Grad Dip (Child & Adolescent Health), Cert IV (Training and Assessment) School Nurse Mark Stembridge Grad Dip (Tech Ed) Cert IV (Professional Cookery), Cert IV (Training & Assessment) Assistant Cafe Manager Food & Technology Teacher Rebecca Stembridge M Ed (Specific Learning Difficulties), BA, Grad Dip Ed (Middle Years), Grad Dip (Journalism) Learning Enhancement Teacher Eblana and Bayview Trevor Stevens BSc, HEd Frogmore Science Teacher Officer of Cadets Rev. Andrew Stewart BEc, MA, B Div, Adv Dip Theol, Dip Ed Chaplain Religious Education Teacher Paul Stockdale B Ed (Health & PE), M Ed (Leadership, Policy & Change) Deputy Head of Frogmore Heather Stone Higher Dip Ed Bayview Mentor Mathematics Teacher Mingjia Su (to Term 3) M Teach (Biology and LOTE) Bayview Teacher of Chinese

Lisa Turner BA (Psychology), B Ed (Primary & Secondary) Aerobics Coordinator Drinan House Coordinator Enzo Vozzo B Tech (Computer Studies), Grad Dip (Secondary) Mathematics, Science and Technologies Teacher Frogmore Mentor Briana Walker BA, B Teach Eblana Teacher Year 2 Jillian Watkins B Teach, Grad Dip (Children’s Services) Eblana Visual Arts Teacher Fiona Watts Dip Ed (Primary) B Ed, MEd (Special Educational Needs) Assistant Head of Learning Enhancement Learning Enhancement Facilitator Eblana Sarah Wells BSc (Math/Statistics) Data Analyst Jeff Welsh B Teach, B Sc (Earth), B Sc (Environment), M Ed (Info Tech Ed) Mathematics/Science Teacher Naomi White M Teach (Secondary), BA, Adv Dip Performing Arts (Acting) Grad Dip Ed (English and EAL) English Teacher Bayview Mentor Kym Willett MHRM (Training and Dev), B Ed HPE and English Teacher


Cameron Wilson B A (Hons), Grad Dip (Teaching and Learning – Secondary) English Teacher Greenways Mentor Officer of Cadets Michael Wilton BSc, Dip Ed, Grad Dip (Health Ed) Commanding Officer MAJ (ACC) MGACU Winston Wellbeing Assistant Luke Wintle B App Sci, Grad Dip Ed (Secondary), Dip (Sports Development) Bayview Mentor HPE Teacher Religious Education Teacher Michael Woolhouse B App Sci (Human Movement), Grad Dip (Ed), HPE Teacher Head of HPE (shared) Kim Wootton BA (Fine Art), Dip Ed (Secondary) Head of Visual Arts Kate Wright (to Term 4) M Teach (Prim), BA (Media and Communication) Cert III (Sport and Recreation) Eblana Teacher Year 3 Peter Wynne BSc ED, BSc (Hons) Head of Science Peter Zerman BA, Grad Dip Ed, MMM, Cert IV (Assessment & Workplace Training), Assistant Head of Technologies

LSL REPLACEMENT STAFF Sandra Both Reading Recovery – Eblana Sally Haworth Music Teacher Jo Huang Language Teacher Julie Littlechild Visual Arts Julia Nafisi German Teacher Jasmine Shih Science Teacher Amelia Wong Science Teacher Michelle Drysdale Librarian

SESSIONAL MUSIC TUTORS Susan Batten (Oboe/Piano) Chris Bieniek (Guitar) Justine Clark (Suzuki Violin/Violin/Piano)

OPERATIONS Julie Aarons B Bus (Acc), CPA Finance Manager Suzanne Ashley BA (Legal), Dip (School Marketing), CMS Alumni Manager

Matthew Cohn (Cello/Double Bass/Harp/Viola/Violin)

Robyn Baldrey PA to Business Manager & Deputy Principal - Operations

Gavin Cornish (French Horn/Trumpet/Trombone)

Sharon Bates Accounts Receivable Officer

Stephen Coutts (Speech & Drama)

Jillian Baxter Receptionist/Admin Assistant

Catherine Friend (Piano/Theory)

Jennifer Blackburn MA (Prof Comm), Grad Dip (Communications), Dip (Prof Writing and Editing) Publications Manager Officer of Cadets

Julia Kaplan (Piano) Jonathan Kuhn (Percussion Ensemble) Victoria Landy (Flute/Flute Ensemble) B.Com (Economics), BA (Indonesian), A Mus A (flute), STCA Int. (Suzuki flute) Reave Maloney (Guitar/Bass/Double Bass) Lidia Mancini (Voice) Deb McLeod (Cello/Piano) Natalie Morgenstern Bassoon/Clarinet/Flute/Oboe/ Saxophone) Catherine Narayan (Cello/Viola/ Violin) Nicholas Pietsch (Cornet/Trombone/Trumpet/Tuba) Alex Raupach (Trumpet) Frank Recchia (Drums/Guitar/Bass/Pop Piano/ Rock Band Ensemble) Aaron Richard (French Horn/Jazz Piano/Trombone/ Tuba)

Isabella Blair Catering Services Campus Supervisor Connor Bourke IT Support Deb Butler B Bus (Marketing), BA (Media & Communications) Marketing Manager Judy Cleverley PA to Teaching and Learning Simon Costa B Comm, CPA Business Operations Manager Jasmin Crawford Risk and Compliance Assistant Fiona Dallas Development Specialist Kelli Dawes Dip (Event Management and Public Relations) Events Manager Liz Dimitriadis Cert (Accounting) Accounts Payable Payroll Officer Joshua Dunne IT Support

Samantha Robertson (Voice)

Mike Durack Archives Assistant

Serena Thean (Clarinet/Flute/Piano/Saxophone)

Pernilla Eklund Allan Registrar

Angela Wasley (Voice)

Julliet Eksiyan Adv Dip Business (Acc) Management Accountant

Jason Wasley (Voice) Catherine Waugh (French Horn)

Claire Forbes Accounts Payable Assistant

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STAFF REGISTER 2018 Nicole Gray BA (Social Science) (Psychology & Marketing) HR Coordinator Yana Hall BA (Business Administration) MA (Ergonomics, Health and Safety), GAICD Risk and Compliance Manager Nichole Hargreaves PA to Head of Bayview Deborah Heath Cert IV (Frontline Management) Facilities Manager Officer of Cadets MGACU Quartermaster

Natasya Rallios (to Term 3) Digital Marketing Coordinator Colleen Robinson Receptionist/Admin Assistant Rebecca Russell Cert (Service Coordination) PA to Head of Frogmore Georgina Scully B Comm (Human Resources), BA (Criminology) Human Resources Coordinator Karen Sherburn (to Term 2) Cert III (Business Administration) Receptionist/Admin Assistant

GROUNDS AND MAINTENANCE Barry Watts Maintenance Supervisor Projects Chris Larson Maintenance Supervisor Operations Tom Donnell Grounds Supervisor Patrick McCarthy Grounds Supervisor Henry Zalega

Brigid Hicks PA to Head of Eblana

Fiona Slocombe PA to Head of Greenways

Thomas Graham

Erin Hunt BA (Sport and Recreation Management) Sports Administration Assistant

David Song BSc IT Administrator

Ben Still

Laura Kenny Enrolments and Scholarship Coordinator

Leanne Vallance Receptionist/Admin Assistant

Kathryn Lawlor PA to Principal Michelle Lewis Cert IV (Business Administration) Assistant Registrar Alexandra Lindsay (from Term 4) B Com (Marketing and Commercial Law), Cert IV (Frontline Management) Marketing and Communications Officer Loren Livingston (to Term 2) Grad Cert (Project Management), M (Bus Admin), (MBA Exec), M (Commerce) Property and Facilities Project Manager Jessica Matthews BA (Film & Television) Performing Arts Coordinator Patrick McArdle IT Support Scott Miller B (Computing) Director of ICT Malcolm Mitchell IT Support Scott Moore IT Support Peter Newton Archives Assistant Man-Chi Nguyen B App Sc Database Administrator

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Mentone Grammar COMMUNITY REPORT 2018

Paul Watson Cert III (Printing and Graphic Arts) Dip (Printing and Graphic Arts) (Digital Production) FXA Printing Services Sam Williams IT Support Danny Yardis Dip (Art & Design – Graphic Design) FXA Senior Graphic Designer

BAYSIDE AQUATICS Andrew Hornibrook (to Term 4) Tim Mulvihill BA, B Ed, M Ed, ASCTA Silver Licence Head Swimming Coach Brad Smith ASCTA Bronze Level Swimming Coach Senior Assistant Squad Coach Joel Watson Squad Coach Bel Malone Senior Aquatics Coordinator Eric Du (Term 1) B Sc (Physiology and Management), ASCTA Bronze Licence Learn to Swim Coordinator Tegan Johnson (to Term 3)

Tom Garside

Wayne Fuller

SECURITY Graeme Mitchell Peter Francis


FUNDRAISING Tax deductible gifts can be made to the School via the Mentone Grammar Foundation Building Fund. The Mentone Grammar School Foundation Limited gratefully accepts donations or bequests from the Mentone Grammar Community. For further details please visit: https://www.mentonegrammar.net/community/giving Sponsorship opportunities have been created through the opening of the new Creativity Centre. Patrons and groups are able to purchase a named theatre seat or arts space within the Centre, which are all fully tax deductible. Enquiries to the Principal’s Office: kpl@mentonegrammar.net Customised fundraising opportunities are also available through The Mentonians Association: Suzanne Ashley, Alumni Manager: suzannea@mentonegrammar.net Parents & Friends Association: pandf@mentonegrammar.net Please visit www.mentonegrammar.net or email: enquiry@mentonegrammar.net for more information on how to support the future of education at Mentone Grammar.

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63 Venice Street Mentone Victoria Australia 3194 T: +61 3 9584 4211 E: enquiry@mentonegrammar.net MENTONE GRAMMAR SCHOOL EST. 1923 CRICOS 00323C

www.mentonegrammar.net

Profile for Mentone Grammar

Community Report 2018  

Mentone Grammar Community Report 2018

Community Report 2018  

Mentone Grammar Community Report 2018