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CONTENTS 03 05 06 08 10 12

02

13 21 22 24 26 28

FROM THE PRINCIPAL

TEACHING & LEARNING

GOVERNANCE

FINANCE

STAFF

FACILITIES

STUDENTS

PETER ROYSTON AQUATICS CENTRE

VCE RESULTS CLASS OF 2019

WELLBEING

YEAR 12 DESTINATIONS

STAFF REGISTER

Mentone Grammar COMMUNITY REPORT 2019

Front Cover: Year 8 International Learning Journey


FROM

THE PRINCIPAL A school, like any organisation, is only as good as the culture that underpins it, and I am delighted to report at the end of the School’s 96th year that the culture underpinning Mentone Grammar remained one of great positivity. Our Community continued to be one that is highly encouraging and highly supportive of one another and one where we all work together to ensure the happiness, health and attainment of personal best, for all the people within our community-based School. We focused on celebrating the diversity within and beyond our Campus and worked hard to deliver a consistent, genuine message that was inclusive, caring and supportive. The academic environment of the School is also one of which we are very proud and one which, increasingly, is being acknowledged for all that is being undertaken. In 2019 The Age newspaper acknowledged our improvement in VCE performance. This improvement was not only evident in our VCE success but also in our Teaching and Learning continuum across all levels of the School.

WITH THE SUCCESSFUL COMPLETION OF THE SCHOOL’S MASTER PLAN for capital works and building upgrades in 2018, our focus was firmly on the defining, but less tangible, elements of school life in 2019.

This enduring positive culture of wellbeing melded with academic success ensured that there were growth mindsets in place which will continue to enable this evolution in our School. It has been a pleasure to witness the happiness that comes with achievement, whilst visiting classrooms, study spaces, technology labs and the Creativity Centre. Being part of an audience in the School’s Performing Arts Thorold Theatre can be a moving experience. To witness the extraordinary productions created on stage by our performers and their mentors is a credit to all involved. Just outside, the sportsmanship and pride that comes from pulling on the Mentone sports uniform is always a joy to see. This year, our students were particularly delighted to participate in the Associated Grammar Schools of Victoria (AGSV) Diversity Round, which paralleled the promotion and messaging that continues to happen about the Campus. It would be hard to find a school that exhibits camaraderie in the way that our staff and students do, both inside the classrooms and within the cocurricular Learning Journeys programs, near and far. Building resilience through calculated risk and adversity on such adventures has also been a hallmark of 2019. This year, every class ventured beyond their Campus to destinations such as our Shoreham bush camp, the Outback, Southeast Asia to NASA in the USA – to immerse themselves in unique, collegiate and memorable experiences. The learning and personal growth that comes from such shared opportunities have been immense. With continued success in our Teaching and Learning domain, we were delighted with our VCE success once again. We see this as tangible evidence that the resourcing and well-researched directives of our Executive team empowered our teaching staff to achieve above and beyond our hopes. We are indebted to the hard work and dedication of our staff and the wonderful support of the Wellbeing team, who ensure our students thrive in a stable, secure and happy environment. This Community Report summarises the strategic and business decisions that have supported this success and we are justifiably proud of the School’s culture and growth over the year. We have now completed all of our six objectives outlined in our Strategic Plan 2016-2020 and have since turned our attention to ratifying our 2020–2023 vision, to reimagine what Mentone Grammar will look like and deliver into the future. It is indeed a fascinating time to be in the field of education. The prospects are both exciting and limitless as we move towards our Centenary in 2023. LABORE ET HONORE

MAL CATER PRINCIPAL

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HEADING TOWARDS OUR CENTENARY

IN CONSULTATION WITH OUR ENTIRE SCHOOL COMMUNITY, THE SCHOOL EXECUTIVE HAS DELIVERED A WELL-CONSIDERED ROADMAP FOR THE NEXT FOUR YEARS THAT WILL INCLUDE THE SCHOOL’S CENTENARY YEAR OF 2023.

VISION Our vision is to develop resilient young people with a wide

range of skills, interests and attributes to find their place in an ever-changing world, through a leading educational environment which challenges and motivates within a caring community.

MISSION Our mission is to provide our students with a dynamic learning environment in which well-resourced and committed staff lead engaging academic, wellbeing and cocurricular programs.

VALUES Mentone Grammar is an Anglican School that welcomes

students of all backgrounds and religious beliefs. Our Values are: Caring, Respect, Integrity, Endeavour, Service, Discipline and Resilience.

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Mentone Grammar COMMUNITY REPORT 2019


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 2019 Mr Geoff Ryan AM (CHAIR)

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

Attendees

CORPORATE STRUCTURE

Mr Malcolm Cater

The operations of the School are managed by the Executive Committee, which comprised the following 2019 leaders:

(PRINCIPAL)

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

B Bus (Acc), CPA, GAICD

Mr Ross Joblin (DEPUTY CHAIR)

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), GAICD 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

MENTONE GRAMMAR SCHOOL FOUNDATION LIMITED Mr Simon Appel OAM PhC, FAIM, FAICD (Pharmacist)

Mal Cater Principal Jarrod O’Neill Deputy Principal – Operations Adrian Camm Deputy Principal – Teaching & Learning Nicole Bradshaw Director of Business Cameron Lancaster Head of Frogmore

Mr Ian Larsen Company Director

Natalie McLennan Head of Greenways

Mr Troy Riley BA (Politics/History), GAICD General Manager

James Walton Head of Bayview

Mr Peter Royston B Juris LLB Attendees Mr Malcolm Cater (PRINCIPAL)

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

Jessica Richards Head of Eblana Richard Keely Human Resources Manager Helen Voogt-Dillon Director of People and Culture Kathryn Lawlor Executive Assistant

Ms Nicole Bradshaw (SECRETARY)

B Bus (Acc), GAICD CPA Business Manager

Mr Darren Murphy B Comm LLB (Hons) Lawyer Mr Chris Hewison MBA, Grad Dip Management, B Bus (Property) Executive Director Property & Chief Procurement Officer

05


STAFF IN 2019, 253 STAFF MEMBERS CONTRIBUTED TO AND ACTIVELY SUPPORTED MENTONE GRAMMAR’S DIVERSE RANGE OF TEACHING AND LEARNING EDUCATIONAL AND WELLBEING PROGRAMS.

STAFF PROFILE

SUPERVISING PRE-SERVICE TEACHERS

The School employed 173 academic staff members, 13 academic support staff and 67 operations staff.

Mentone Grammar hosted and supervised seven Pre-Service Teachers in 2019. 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 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 Graduates for future vacancies.

Mentone Grammar staff comprised:   68% teaching staff  6% teaching support staff 26% operations staff. In 2019, one Indigenous staff member worked at the School. In 2019, 32% 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. The Mentone Grammar Staff Register comprised 66% female and 34% male staff members with the gender composition varying significantly between the different campuses, year levels, faculties and operational departments.

STAFF ATTENDANCE & RETENTION There were 187 academic days in the 2019 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 13 days in 2019. 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 7% absentee rate per academic and academic support staff member. Long Service Leave may be taken by long-term staff members after 7.5 years of service to our School Community. The turnover rate of academic staff in 2019 was 8%, which equates to 92% retention rate.

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.

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Mentone Grammar COMMUNITY REPORT 2019

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 $261,730 in professional learning for staff in 2019, which equates to an average of $1,172 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 2019 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 2019, 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 2019 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

STUDY ASSISTANCE During 2019, 10 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.

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

Project Zero Classroom Conference - Harvard University  Early Childhood Education

Management conferences Educational Leadership and Management forums  Child Safe Standards training sessions

Team Building University of Melbourne Network of Schools

 Occupational Health and Safety updates School Law, Governance and Compliance

Internal Conferences: including guest speakers and workshops on curriculum development and skill enhancement Subject or year level workshops: facilitated by internal

 MG Policies and Procedures.

staff or by relevant professional associations Local, interstate and international educational leadership and development conferences  Monash University: Saudi Arabian School immersion Program Building Leadership for Change in Saudi Arabia through School Immersion.

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: 137 staff completed Apply First Aid (Level II)  267 staff completed CPR training  130 staff completed Emergency Management of Allergy and Anaphylaxis training.

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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, mostly, into Years 9 -11, as we have done for over 66 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. In 2019 we welcomed a total of 46 International students, with the majority being from China.

STUDENT RETENTION Proportion of Year 9 students retained in Year 12. T  otal number of students who began Year 9 in 2016: 175 At the end of 2016, 10 Year 9 students had left the School. A  t the end of 2017, 6 Year 10 students had left the School. At the end of 2018, 1 Year 11 students had left the School. At  the end of Year 12, 157 of the 175 students who had attended Mentone Grammar in Year 9 completed their VCE at the School. In 2019, another 32 students had joined the School

STUDENT POPULATION 2019 Girls

627

Boys

1031

Total

1658

as 189 students completed Year 12.

STUDENT ATTENDANCE

INTERNATIONAL STUDENT POPULATION 2019 Year Level

Males

Females

Total

3

0

1

1

Whole School average attendance: 92.76%

9

2

0

2

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.

10

8

1

9

11

12

8

20

12

8

6

14

Total

30

16

46

Mentone Grammar student attendance levels were consistent across all year levels in 2019.

Discrepancies are addressed by the Campus administrators, on a daily basis, in Eblana, Bayview, Greenways and Frogmore.

08

Mentone Grammar COMMUNITY REPORT 2019


MENTONE GRAMMAR STUDENT ATTENDANCE RATES

Year Level

Total Students

School Calendar Days

Total School Days

Total Attendance Days

Total Absent Days

% Attendance Rate

% Absentee Rate

0

39

187

7293

7001

292

96

4

1

45

187

8415

7767

648

92.3

7.7

2

45

187

8415

7940

475

94.35

5.65

3

43

187

8041

7502

539

93.3

6.7

4

57

187

10659

9796

863

91.9

8.1

5

75

187

14025

12996

1029

92.66

7.34

6

91

187

17017

15622

1395

91.8

8.2

7

179

187

33473

31465

2008

94

6

8

184

187

34408

31934

2474

92.81

7.19

9

190

187

35530

32588

2942

91.72

8.28

10

206

187

38522

35402

3120

91.9

8.1

11

204

187

38148

34982

3166

91.7

8.3

12

189

187

35343

32339

3004

91.5

8.5

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VCE RESULTS

Mentone Grammar takes great pride in celebrating the success and achievements of its students across academic, sporting, creative and personal pursuits.

CLASS OF

Most importantly, our Class of 2019 has graduated as Happy, Healthy and High Achieving young people with a broad range of skills to equip them in the world beyond Mentone Grammar.

2019

Once again, the School celebrated and farewelled another Year 12 cohort that had lived out the School’s values to achieve impressive ATARS and well-rounded success in all aspects of school life, creating many highlights along the way.

MAL CATER PRINCIPAL

The Class of 2019 set very high goals, worked consistently, maintained their motivation, collaborated effectively to build each other up and supported each other to achieve personal best results. And when a team of passionate, dedicated and focused young people work to support each other, results such as these are achieved. In 2019 we also saw our VCAL students perform strongly and create meaningful pathways for the future. The year level also celebrated six AGSV Premierships, performed in outstanding drama, dance and music concerts, and rose to the challenge in public speaking and debating competitions – just to name a few of their achievements. They have been exceptional leaders for their Houses and inspiring role models for all Greenways, Bayview and Eblana students. We are delighted to report that our VCE performance has improved year on year for the last six years. This is testament to the happy, inspired and determined young people who we are privileged to work with every day. Our VCE results are the culmination of each individual student’s journey through our School, whether they started in the ELC, Eblana, Bayview, Greenways or Frogmore. And so, no matter where that journey began, I wish to thank all the staff who have guided, supported and assisted our students along the way. CAMERON LANCASTER HEAD OF FROGMORE

ATAR SCORES OVER TIME 2013

2017

2018

2019

Median

82.25

84.65

84.73

85.05

%80+

53%

63%

63%

60.89%

%90+

26%

35%

34%

36.87%

STUDY SCORES OVER TIME 2013

2017

2018

2019

10.38%

21.27%

20.5%

22.7%

Median

33

35

35

35

50s

2

11

5

4

85th

36th

33rd

34th

40+%

State Rank

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Mentone Grammar COMMUNITY REPORT 2019


VALEDICTORIAN AWARDS 2019 2019 HIGH ACHIEVING AWARD RECIPIENTS T  onkin Prize for English Mekhala Bera  Ekanayake Prize for Mathematics Zixuan Wang

 Beruldsen Prize for Physics Zachary Angus  Dunk Family Prize for LOTE Edward Yang

T  oovey Family Award for Resilience Nicholas Collins Toovey Family Award for Resilience Nicholas Opie

ACADEMIC MERIT AWARDS Zachary Angus Lucas Armstrong

Alana Jones Jeremy Miao

Alexandra Sheppard Holly Svojtka

Jefferson Bauer Mekhala Bera

Amelia Morris Charlie Officer

Max Tulloch Jesse Turner

Torey Bernamoff Charlotte Bratuskins

Ziqi Ou Benjamin Pertich

Zixuan Wang Jack Williams

Isabella Daddo Olivia Dickson

Alexandra Richards Jessie Rosaia

Edward Yang

SPECIAL AWARDS AND PRIZES CERTIFICATES OF EXCELLENCE A  rtissimo Music Award Ryan White A rtissimo Dance Award Megan Bresnehan A  rtissimo Drama Award Andrew Lancaster T he Good Samaritan Prize Iona Rich and Tiffany Spitzer T  he Principal’s Award for Art Kayla Skafte T he Mentonians Association Acquisitive Art Award Emma Rothberg

Excellence 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.

Patrick Distefano T he Spirit of Mentone Grammar Award Awarded to the Year 12 student who demonstrates ‘the spirit’ of what our School stands for.

Samuel Pritchard T  he Gibson-Roberts Memorial Prize

 Acknowledgement of the 2019 Head Prefects Zachary Angus and Bronte Reark T he Simon Appel OAM Medal In honour of Mr Simon Appel’s service as Chair of the Mentone Grammar Board, this award acknowledges leadership, scholarship and the broad engagement a student has had within the School. It also acknowledges the positive influence the student has had on our School Community.

Joshua Cooley

Awarded to the best all-round sportsman and sportswoman in Frogmore for 2019.

Jai Florent, Matthew Scott and Charlotte Pate

CLASS OF 2019 VCE RESULTS Median ATAR 85.05 18% ATARs over 95 – Top 5% in Australia 37% ATARs over 90 – Top 10% in Australia 22% Study Scores over 40 Median Study Score 35 Dux - Zac Angus (Perfect Score 99.95)

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LASS OF 201

CLASS OF 2019 CLASS OF 2019 DESTINATIONS DESTINATIONS

Victorian Universities (90.5%) Victorian Universities (90.5%)

Employment (4.5%)

Employment (4.5%)

TAFE (4%)

TAFE (4%)

Interstate and Overseas Engagements (0.5%)

Interstate and Overseas Engagements (0.5%)

Independent Institutions (0.5%)

Independent Institutions (0.5%)

CLASS OF 2019 VICTORIAN UNIVERSITY DESTINATIONS CLASS OF 2019 VICTORIAN UNIVERSITY Monash University (44%) DESTINATIONS RMIT University ( 17%) Deakin University (14%)

Monash University (44%)

University of Melbourne (11.5%) RMIT University ( 17%) Swinburne University Deakin University (14%) (7%) University Melbourne (11.5%) Victoria of University (3%) Swinburne La Trobe University University(7%) (1.5%) Victoria University (3%)University (1%) Australian Catholic La Trobe University (1.5%)

Independent Colleges (1%)

Australian Catholic University (1%) Independent Colleges (1%)

CLASS OF 2019 COURSE DESTINATIONS

Management & Commerce (29%) CLASS OF 2019 Health (15%) COURSE DESTINATIONS Society & Culture (13%)

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Management & Commerce (29%)

Creative Arts (11%)

Health (15%)

Natural & Physical Sciences (10%)

Society & Culture (13%)

Engineering (8.5%)

Creative Arts (11%)

Architecture & Building (5.5%)

Natural & Physical Sciences (10%)

Information(8.5%) Technology (5%) Engineering Education (2.5%) Architecture & Building (5.5%)

Agriculture, Environment Information Technology (5%) & Related Studies (0.5%) Education (2.5%) Agriculture, Environment & Related Studies (0.5%)

Mentone Grammar COMMUNITY REPORT 2019


TEACHING & LEARNING 2019 WHAT A YEAR! WE NOT ONLY ACHIEVED OUR BEST VCE RESULTS IN THE HISTORY OF THE SCHOOL, BUT ALSO DEVELOPED AND LAUNCHED MANY KEY STRATEGIC INITIATIVES.

Our Year 12 cohort achieved an incredible median ATAR of 85.05 that included 36.87 per cent of ATARs above 90 and 13.44 per cent above 95. Our expert teaching team across the School, combined with the efforts of our dedicated and professional support staff, all played a pivotal role in the education and success of this exceptional group of young people. But as important and culminating as the VCE is, it is only one part of our fine school. In 1923 the original aim of Mentone Grammar was ‘to provide a classical, general and modern education.’ Almost 100 years later this aim continues to guide our work. By honouring and celebrating the past, and acknowledging the journey that is currently underway, we can look forward and begin to embrace an aspirational future, a future that ensures we continue to provide a contemporary education that meets the diverse needs of all young people in our care. An extensive consultation process began in February 2019 and included a rolling schedule of workshops and forums. Drawing on the expertise of our Community, we asked staff, students and parents to share their beliefs about how children learn most powerfully and deeply, and how we as a school should be responding to the global trends that are influencing the world around us. Through uncovering our beliefs as a community and exploring our current practices, we triangulated this approach with a comprehensive review of contemporary education research. Through this exploratory work, our Community was unanimous in its belief that the fundamental aspect of a modern education is learning how to learn, and we believe that this can be achieved by ensuring our School has a curriculum that is a coherent and connected learning system; has a common set of teaching practices to support learning that includes: a model of inquiry; project-based learning and learning directly from the instruction of others; and that is underpinned by disciplinary and transdisciplinary knowledge, experiential learning opportunities and a wide range of skills and key literacies.

This collaboration led us to three key teaching and learning initiatives: Firstly, the creation of our new Teaching and Learning philosophy, Centum: Yesterday, Today & Tomorrow. This philosophy is an innovative whole-school approach to curriculum design that sets out to combine wellbeing with teaching and learning and is filtered through the development of three lenses for learning: Thinking, Leading & Becoming. This will be progressively embedded in the life of our School over the next few years. Secondly, a new individualised and targeted professional learning structure was developed, titled Empowering Expert Teachers. Supported by the latest research on effective professional learning, the model values the importance of autonomy and choice in an individual’s development, provides opportunities to substantially affect and direct individual goals, and practice, through sustained inquiry in an area of interest. To support this new approach, a digital system and process was developed for the approval and monitoring of both internal and external professional learning activities. Thirdly, consultation and scoping works were completed on the design and implementation of a curriculum management system. This system will provide a central repository for all curriculum related information and addresses our School registration and compliance obligations. It also maps directly to the latest VCE Study Designs, Victorian and Australian curriculum and a variety of early learning frameworks. The adoption of this new collaborative curriculum platform enables us unparalleled insight into the vertical and horizontal aspects of our curriculum, including our assessment portfolio, and provides a mechanism for the continuous and collaborative review and improvement of our offerings. Whilst many other projects were completed throughout the year, these three key strategic initiatives will see us well placed as we head toward out Centenary year in 2023. ADRIAN CAMM DEPUTY PRINCIPAL – TEACHING & LEARNING

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STUDENT PERFORMANCE MANAGEMENT AT MENTONE GRAMMAR Mentone Grammar measures and supports student progress through extensive analysis of data obtained using a combination of internal and external assessments. Comprehensive data collection and reporting systems have been developed to enhance and validate internal assessments and gain an accurate profile of each learner to assist with the design of teaching and learning for each individual. Each year, all students in Years 4, 6, 8 and 10 undertake an externally conducted Education Skills Profile Test (ESPT). 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.

2019 EDUCATIONAL SKILLS PROFILE TEST (ESPT)

Ongoing support was usually developed in consultation with an educational psychologist and sometimes involved further detailed testing. The following table indicates our mean stanine values for each of the tested areas in Years 4, 6, 8 and 10. All tests were conducted during the 2019 school year. Students from other schools who enrolled at the beginning of 2020 at Mentone Grammar were also tested and their results are included in the corresponding 2019 year level section of the table below.

MATHS PERFORMANCE

READING COMPREHENSION

SPELLING

WRITTEN EXPRESSION

5.01

5.08

5.11

4.65

5.72

5.99

5.58

5.58

Year 8 cohort mean

6.00

6.15

5.57

5.89

Year 10 cohort mean

6.08

5.98

5.50

5.97

State Means

5.00

5.00

5.00

5.00

Year 4 cohort mean (including new 2020 Year 5 students)

Year 6 cohort mean (including new 2020 Year 7 students)

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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.

Mentone Grammar COMMUNITY REPORT 2019


PROGRESS REPORTS The ESPT data can give evidence of effective teaching and learning as data points for matched cohorts are followed through the process and growth is measured and analysed on both a cohort and individual level.

This data gives an indication of learning at Mentone Grammar longitudinally as only students who were tested in Year 4 and again in Year 6 are included. Strong growth is evident across all literacy domains. All results have been analysed for contributing factors and possible further improvements to teaching and learning practices.

Below is the progression data for our 2019 Year 6 and Year 8 cohorts.

Progress data for students between Year 6 and Year 8 displays strong growth across all domains, with a large proportion of students demonstrating growth at or above the expected rate.

Predicted effective learning would result in similar stanine means from test to test.

MATCHED YEAR 8 COHORT 2017 - 2019 185 STUDENTS SAT BOTH TESTS

MATCHED YEAR 6 COHORT 2017 - 2019 71 STUDENTS SAT BOTH TESTS 2017

2019

Mean Stanine

Mean Stanine

Reading Comprehension

5.73

5.94

Spelling

5.44

Written Expression Maths Performance

Test

2017

2019

Mean Stanine

Mean Stanine

Reading Comprehension

5.93

6.09

5.65

Spelling

5.13

5.52

5.38

5.66

Written Expression

5.72

5.88

6.11

5.65

Maths Performance

5.92

6.00

Test

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GREENWAYS PROGRAM ACADEMIC ACHIEVEMENT LONGITUDINAL 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 is used in this analysis.

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 seven years that it has been running.

The assumption is that growth or otherwise can be mostly attributed to their Year 9 Academic Year (since 2014 spent in the Greenways Campus).

It is evident that the success of the Greenways program continues, with growth seen across all literacy domains. Individual performance, growth and trend data is analysed to determine contributing factors and possible further improvements to teaching and learning practices.

Scale scores are divided into nine levels of achievement, called stanines, with the lowest performance level being stanine 1 and the highest stanine 9. The figures included are the mean Stanines of the matched students. The tests are standardised

GREENWAYS LONGITUDINAL ACADEMIC ACHIEVEMENT TABLE

Test

2011

2012

2013

2014

2015

2016

2017

2018

2019

Pre-test (Year 8)

5.25

6.09

5.95

6.22

5.87

5.87

6.01

5.90

6.03

Post-test (Year 10)

5.14

6.03

6.34

6.36

6.22

6.25

6.29

6.11

6.09

Pre-test (Year 8)

5.72

6.16

5.98

5.88

5.62

5.77

5.39

5.57

5.70

Post-test (Year 10)

4.88

5.43

5.50

5.49

5.38

5.75

5.67

5.62

5.70

Pre-test (Year 8)

5.09

5.74

5.83

5.55

5.65

5.65

5.65

5.66

5.90

Post-test (Year 10)

4.94

5.97

6.44

6.16

5.73

6.04

6.24

6.12

5.97

Pre-test (Year 8)

5.91

6.27

6.30

6.29

6.22

6.19

6.20

5.98

5.90

Post-test (Year 10)

6.16

6.25

6.46

6.57

6.83

6.78

6.27

6.08

5.67

Reading Comprehension:

Spelling:

Written Expression:

Maths Performance:

16

Mentone Grammar COMMUNITY REPORT 2019


MENTONE GRAMMAR 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 profile of each learner.

This system has been fully designed and developed at Mentone Grammar and is being used successfully by all teachers from Years 5 to 12. The SPS Parent Dashboard has also 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-todate reference point to inform constructive and forward looking conversations between staff, parents, and students.

The results from internal assessments and the external assessments (ESPT and NAPLAN), are entered into our Student Performance System (SPS), a key resource used to track student progress and assist with the design of teaching and learning for each individual. 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.

NAPLAN AT MENTONE GRAMMAR Literacy and Numeracy (NAPLAN) was conducted in May 2019 for all students in Years 3, 5, 7 and 9. This testing is conducted across the nation for every child in each of these year levels with results reported back to parents in terms of national levels and where students are ranked in terms of national averages. NAPLAN results provide us with valuable data in each domain of reading, writing, spelling, grammar and punctuation and numeracy to analyse and develop action plans based on the outcomes. The 2019 NAPLAN results for Mentone Grammar are positive, with all tested cohorts performing well above the State in all Domains.

As we continue to utilise the system and find opportunities to further enhance its functionality, we also encourage parents to make use of this valuable resource to stimulate positive goal setting discussions with their children.

MENTONE GRAMMAR NAPLAN 2019

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

Year 3 Mean

Year 5 Mean

Year 7 Mean

Year 9 Mean

National

432

506

546

581

State

445

515

551

586

Mentone Grammar

489

568

583

611

National

423

474

513

549

State

432

486

523

557

Mentone Grammar

464

500

535

572

National

419

501

546

582

State

428

505

547

583

Mentone Grammar

468

521

567

593

National

440

499

542

574

State

452

506

545

576

Mentone Grammar

507

561

583

597

National

408

496

554

592

State

419

506

560

596

Mentone Grammar

469

550

599

627

17


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.

18

Mentone Grammar COMMUNITY REPORT 2019


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.

2019 PARENT SATISFACTION SURVEY  The school provides an excellent environment in which to learn. (8.79) Parents are made to feel welcome to visit this school. (8.77)

In 2019, 345 parents took part in the ISV LEAD Parent Satisfaction Survey, responding to statements using a scale of 0 to 10, to evaluate their perceptions of Mentone Grammar.

The top 3 reasons for choosing the School as indicated by parents have remained unchanged over the last 3 years.

Top rated domains remain unchanged in 2019, these are: Resources (8.80), Recommend to Others (8.74) and Overall Satisfaction (8.69).

They are: The facilities and resources.

Headline Indicators are 15 of what are considered the most important questions in this survey. The top 5 Headline Indicators for Mentone Grammar are:  The School is a safe place to learn. (8.98)  The range of learning areas offered at this school is excellent. (8.84)  Students have access to high quality materials and

I felt it suited my child’s needs better than other schools.  The emphasis on the development of sound morals, values, beliefs and attitude. Longitudinally, it is evident that parent perception of the performance of Mentone Grammar remains strong and well above the ISV Mean across all surveyed areas as shown in the table below.

resources that help them learn. (8.80)

ISV PARENT SATISFACTION SURVEY 2019 2011 Academic Program

Quality of Teaching

Learning Outcomes

Pastoral Care

Discipline and Safety

Parental Involvement

Resources

Year Transitions

Overall Satisfaction

Recommend to Others

2012

2013

2014

2015

2016

2017

2018

2019

ISV Overall Mean

7.90

7.95

7.98

8.01

7.99

8.18

8.05

8.00

8.04

MG Overall Mean

8.06

7.83

8.00

8.10

8.15

8.26

8.38

8.59

8.40

ISV Overall Mean

7.85

7.91

7.96

8.01

7.96

8.14

8.02

7.96

8.00

MG Overall Mean

7.99

7.74

7.91

8.10

8.09

8.12

8.13

8.44

8.23

ISV Overall Mean

7.92

7.97

8.00

8.03

8.01

8.17

8.07

8.02

8.08

MG Overall Mean

8.05

7.78

7.92

8.03

8.06

8.12

8.32

8.50

8.37

ISV Overall Mean

8.17

8.21

8.25

8.26

8.23

8.33

8.27

8.22

8.24

MG Overall Mean

8.33

7.99

8.20

8.26

8.25

8.26

8.39

8.63

8.44

ISV Overall Mean

8.02

8.07

8.09

8.12

8.09

8.22

8.12

8.05

8.08

MG Overall Mean

8.12

7.70

8.20

8.32

8.16

8.25

8.30

8.56

8.30

ISV Overall Mean

7.97

8.02

8.08

8.10

8.08

8.27

8.16

8.10

8.12

MG Overall Mean

8.10

7.84

8.11

8.23

8.23

8.27

8.26

8.52

8.37

ISV Overall Mean

8.16

8.21

8.23

8.25

8.23

8.39

8.31

8.28

8.31

MG Overall Mean

8.62

8.31

8.56

8.54

8.56

8.66

8.82

8.97

8.80

ISV Overall Mean

7.98

8.02

8.05

8.08

8.05

8.21

8.09

8.03

8.06

MG Overall Mean

8.20

7.80

8.00

8.21

8.19

8.25

8.34

8.49

8.40

ISV Overall Mean

8.43

8.47

8.47

8.48

8.42

8.52

8.46

8.40

8.43

MG Overall Mean

8.41

8.15

8.32

8.49

8.37

8.44

8.55

8.88

8.69

ISV Overall Mean

8.39

8.44

8.45

8.46

8.41

8.53

8.43

8.36

8.38

MG Overall Mean

8.40

8.14

8.31

8.46

8.38

8.48

8.54

8.89

8.74

19


2019 STUDENT SATISFACTION SURVEY In 2019, 968 Mentone Grammar students from Years 5 to 11 (371 girls and 597 boys) took part in the ISV LEAD Student Satisfaction Survey, responding to statements using a rating scale of 0 to 10, to evaluate their perceptions of Mentone Grammar.

These are:  I have access to high quality technology and resources that help me learn. (8.33)  My teachers expect high standards of learning from me. (8.16)  My School is a safe place in which to learn. (8.06)

Top rated domains include Resources (8.25), Learning Outcomes (7.64) and Academic Rigour (7.63).

I am happy to be at this school. (7.96) My teachers encourage me to improve the standard of my

Headline Indicators are 15 of what are considered the most important questions in this survey.

learning. (7.87)

The top 5 Headline Indicators for Mentone Grammar have remained consistent over the past 3 years.

Results show that student satisfaction at Mentone Grammar remains high, with Mean ratings well above the ISV Mean across all domains. The following table details the Means achieved by Mentone Grammar as compared to the ISV Means.

ISV STUDENT SATISFACTION SURVEY 2019

Academic Program

Learning Outcomes

Pastoral Care Personal Development/ Leadership Discipline and Safety

Resources

School Ethos/Values

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

7.00

7.10

7.10

7.20

7.19

7.20

7.39

7.20

7.20

7.21

MG Overall Mean

7.10

7.40

7.60

7.40

7.42

7.55

7.56

7.31

7.35

7.30

ISV Overall Mean

7.30

7.50

7.50

7.50

7.50

7.51

7.70

7.49

7.48

7.50

MG Overall Mean

7.30

7.60

7.90

7.80

7.75

7.82

7.79

7.66

7.62

7.64

ISV Overall Mean

ISV Overall Mean

7.10

7.20

7.20

7.30

7.31

7.33

7.54

7.28

7.25

7.24

MG Overall Mean

7.00

7.50

7.80

7.70

7.73

7.72

7.76

7.49

7.48

7.40

ISV Overall Mean

7.10

7.20

7.20

7.30

7.30

7.32

7.58

7.30

7.28

7.29

MG Overall Mean

7.10

7.40

7.80

7.60

7.67

7.71

7.66

7.56

7.48

7.53

ISV Overall Mean

7.20

7.30

7.30

7.50

7.47

7.49

7.69

7.43

7.41

7.39

MG Overall Mean

7.10

7.50

8.00

7.90

7.89

7.96

7.87

7.62

7.71

7.50

ISV Overall Mean

7.20

7.40

7.40

7.50

7.50

7.54

8.02

7.59

7.59

7.61

MG Overall Mean

7.80

8.10

8.20

8.20

8.13

8.16

8.21

8.14

8.23

8.25

ISV Overall Mean

7.30

7.40

7.40

7.50

7.53

7.57

7.80

7.54

7.52

7.51

MG Overall Mean

7.00

7.50

7.90

7.80

7.83

7.90

7.90

7.72

7.66

7.60

ISV Overall Mean

7.60

7.60

7.60

7.60

7.58

7.58

7.72

7.50

7.49

7.48

MG Overall Mean

7.50

7.70

8.00

7.80

7.91

7.85

7.77

7.59

7.67

7.58

ISV Overall Mean

7.40

7.50

7.50

7.50

7.54

7.54

7.55

7.50

7.48

7.46

MG Overall Mean

7.40

7.80

8.00

7.80

7.85

7.88

7.77

7.63

7.60

7.64

ISV Overall Mean

7.40

7.40

7.40

7.50

7.66

7.68

7.21

7.17

7.13

7.12

MG Overall Mean

7.70

7.70

8.00

7.80

8.33

7.93

7.81

7.47

7.40

7.43

ISV Overall Mean

7.40

7.50

7.50

7.50

7.52

7.53

7.50

7.50

7.48

7.49

MG Overall Mean

7.40

7.60

7.90

7.80

7.81

7.81

7.80

7.64

7.63

7.63

ISV Overall Mean

6.90

7.00

7.10

7.20

7.19

7.21

7.21

7.20

7.18

7.18

MG Overall Mean

7.00

7.30

7.40

7.50

7.46

7.53

7.53

7.36

7.30

7.40

ISV Overall Mean

7.00

7.10

7.10

7.20

7.21

7.22

7.21

7.20

7.17

7.16

MG Overall Mean

7.20

7.40

7.50

7.50

7.53

7.62

7.53

7.33

7.23

7.33

ISV Overall Mean

7.00

7.20

7.20

7.30

7.33

7.35

7.30

7.35

7.33

7.34

MG Overall Mean

7.20

7.50

7.70

7.70

7.69

7.72

7.66

7.51

7.47

7.50

Teacher/Student Rapport

ISV Overall Mean

7.00

7.10

7.10

7.20

7.23

7.25

7.25

7.24

7.22

7.21

MG Overall Mean

7.20

7.50

7.60

7.60

7.56

7.63

7.59

7.35

7.31

7.34

Satisfaction with Quality of Teaching

ISV Overall Mean

7.00

7.20

7.20

7.30

7.30

7.53

7.42

7.30

7.29

7.30

MG Overall Mean

7.20

7.40

7.70

7.70

7.74

7.81

7.73

7.19

7.52

7.59

Peer Relationships

Transition

Student Satisfaction

Academic Rigour

Feedback

Teacher Knowledge

Teacher Practice

20

Mentone Grammar COMMUNITY REPORT 2019


FINANCE MENTONE GRAMMAR SCHOOL IS A COMPANY LIMITED BY GUARANTEE. THE FOLLOWING INFORMATION SUMMARISES THE SCHOOL’S 2019 INCOME AND EXPENSES, BROKEN DOWN BY FUNDING SOURCES.

INCOME 2019 Fees and Levies - including local and international students (77.3%) Government Grants (19.8%) Other (2.9%)

Fees and Levies (including local and international students)

$39,694,235

Government Grants

$10,141,960

Other $1,503,649 $51,339,844

EXPENSES - CONSOLIDATED Salaries and employee benefits (60.6%) Education and general costs (26.9%) Property and maintenance (11.4%) Finance (including interest and bank charges) (1.1%)

Salaries and employee benefits

$30,264,306

Education and general costs

$13,409,613

Property and maintenance Finance (including interest and bank charges)

$5,691,269 $570,770

$49,935,958

$1,403,886

21


FACILITIES IN 2019, THE SCHOOL COMMUNITY ENJOYED THE RESULTS OF A LONG-TERM BUILDING PLAN THAT SAW THE SCHOOL BOAST A WELL-BALANCED CAMPUS WITH IMPRESSIVE SPECIALISED BUILDINGS ACROSS ALL FOUR AREAS OF THE SCHOOL. Now complete, following an upgrade to the School’s Aquatic Centre, the School is made up of a colourful Early Learning Centre within the Junior Campus that caters for mixed classes from Foundation to Year 4. Close by, the Bayview Middle Years (Years 5-8) Campus offers dedicated Centres for Years 5 & 6, Year 7 and Year 8, with separate classes for both boys and girls. The Centres have all been designed with a creative balance of quiet areas and communal hubs.

Within the Senior School, the Greenways Campus is home to Year 9 students exclusively and offers a student-run café, casual break out areas and a lecture theatre. Built on the site of the former Thorold Hall, the Centre maintains many features of the original space but with a modern twist. The Frogmore Senior Campus is now complete with contemporary facilities for the Arts, Sports, Languages, a specialist Environmental and Science wing, Year 12 private study and extensive communal study areas.

STUDIOS

CONTEMP

GR HISTORY

SUSTAINABILITY 22

Mentone Grammar COMMUNITY REPORT 2019

AQUATICS


In 2019, the grounds of all campus areas were updated to provide generous play, sports options 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. Mentone Grammar is committed to ongoing improvement of all facilities and grounds with respect to maintaining and planning for a safe and sustainable future.

SCIENCES

PORARY

TECHNOLOGIES

ROUNDS THE ARTS

SHOREHAM CAMP

SHARED CULTURES

23


AQUATICS CENTRE

PETER ROYSTON

MENTONE GRAMMAR HAS A STRONG CULTURE AND A PROUD HISTORY OF SUCCESS IN SWIMMING. SINCE THE SCHOOL JOINED THE ASSOCIATED GRAMMAR SCHOOLS OF VICTORIA (AGSV) SPORTING ASSOCIATION IN 1958, IT HAS TRIUMPHED 34 TIMES. In 2019, the Mentone Grammar Aquatics Centre was fully refurbished and renamed in honour of long-serving Mentonian, Peter Royston (1967). Peter Royston attended Mentone Grammar from 1955-1967. During his school years, he was actively involved in a broad range of cocurricular activities, most notably as a member of the Mentone Grammar swimming team which won consecutive AGSV premierships in 1965, 1966 and 1967. Peter was a well-respected leader among his peers and was elected Head Boy in 1967. Continuing his commitment and service to the School, Peter served on the Mentone Grammar Board from 1985-2015 including as Deputy Chair for 19 years. Peter has also served on the Mentone Grammar School Foundation from 1987 and has held his current position as Deputy Chair since 2012.

24

Mentone Grammar COMMUNITY REPORT 2019


25


WELLBEING 2019

At Mentone Grammar we are fortunate to have a strong sense of community and support available to students, parents and staff. A young person who feels a sense of purpose, community and support has more capacity to combat the challenges of life, build resilience and find future personal success. Developing strong, supportive and respectful relationships at School also provides for a safe and inclusive environment for students to engage in their studies and to learn.

26

Mentone Grammar COMMUNITY REPORT 2019


Throughout school life experience, a student’s health and wellbeing is dynamic and ever changing. Therefore, our Wellbeing Program is adjusted and adapted in order to assist our students to develop their attitudes, skills and knowledge so they can build a strong and resilient base and live a healthy and fulfilling lives. Our students are provided with a grounding framework of emotional intelligence through the RULER approach. Students are taught how to Recognise, Understand and Label their emotional response to range of real-life situations. They then build on this understanding to then examine how these feelings and emotions are Expressed in order to Regulate their emotional response to put themselves in the best possible position to effectively respond to a situation. The RULER approach is taught and built on during mentor class times and experientially throughout the school day and as part of Learning Journeys programs. Building on what students have learnt from using the RULER approach, we then moved toward a focus on building effective personal relationships and positive experiences. The importance of having gratitude as well as empathy towards ourselves and others, became a fundamental base. Every day, the program encouraged students and staff to consider the things they are grateful for and recognising and appreciating the smaller, positive things in life. Mindfulness was also encouraged and practised in order to assist students to bring themselves into the present, to be still and to reflect on their thoughts and feelings. Mindfulness is a means of regulating emotions and experiences in order to work towards becoming our best selves. Building a growth mindset and resilience became the foundation of selfdevelopment in 2019. Within each Campus there were many and varied specialist wellbeing programs that ran alongside the RULER approach (ELC – Year 9) and the Resilience Project (Years 10-12).

These included:  Yoga and mindfulness (Being Mindful Program) Peer Support /Transition Programs Wellbeing gate greetings Mindfulness Practice (BeYou Program)  Sex Education  Cyber Safety, Online Use (Project RockIt)  Values for Life (Decision making)  Respectful Relationships  Funtastic Fridays (board games sessions) – Social Skills Program  Wellbeing Days, such as RU OK?, Mental Health week, IDAHOBIT  Child Safety Information sessions  Year 10 Cocurricular program (Enterprise Education, Respectful Relationships, Driver Education, Decision making and coping strategies)  SchoolTV (information portal for parents on youth issues)  Use of Resources in the Diary (RULER and Resilience Project)  Friendship Workshops  Cadets, Youth Leadership Program  International Student Support Sessions  First Aid Training  Indigenous Celebration week  Local and International Learning Journeys  Study Skills and exam preparation  Calming Centre during exam period  Transition sessions  House Events, such as Swimming, Athletics, Tug of War, Debating, Oratory, Music)  Leadership Diploma training  Futures and careers sessions Specialist Presenters provided sessions for students, staff, parents and the community, some of these included:  Hugh van Cuylenberg (The Resilience Project)  Dr Arne Rubinstein (Rites of Passage, Thriving not just Surviving Teenagers)  Drug and Alcohol Education and information (Paul Dillon – DARTA)  Building Resilience (SpinChat)

In Term 4, we welcomed a new member of our Wellbeing team, Poppy, the therapy dog, who visited each Friday and during exam periods, to assist students to feel calm, comfortable and supported throughout their day. Poppy managed to bring a smile to everyone she met. Throughout 2019, a very active group of students became part of a Student Wellbeing Committee, that focused on raising awareness and support for others regarding current issues affecting young people. Zoe Lancaster and Alexander McCann were also badged Wellbeing Captains. Zoe Lancaster has provided a reflection on her time as the Wellbeing Captain and involvement in events across the School: It has been an abounding year for wellbeing at Mentone Grammar. We are so grateful to be given the opportunity to lead such an amazing team and showcase our School spirit on several occasions this year. From IDAHOBIT and RU OK? Day to sleep awareness and Youth Mental Health Week, the students have engaged in a plethora of activities; making films, posters, organising speeches, visiting and speaking to students across campuses, gate greetings, attending meetings and designing activities and games to raise awareness and spread positivity, in order to create a happy and healthy environment. As leaders, we found it imperative to understand what issues need to be raised and, therefore, supported by staff and students. It was truly fantastic to see that the students were exceptionally receptive to all of our wellbeing days throughout the year. We believe it has allowed students to have their voices heard on issues that they are passionate about, which ultimately promoted equality, inclusion and empathy. Thank you to Bridgitte Roberts and the wonderful team of counsellors and to the student Wellbeing Committee who have helped organise our events and made everything possible. Overall, wellbeing at Mentone in 2019 was pivotal to the year’s success, with students continuously developing their sense of self to be happy, healthy and high-achieving individuals. Zoe Lancaster and Alexander McCann, Wellbeing Captains 2019 BRIDGITTE ROBERTS HEAD OF STUDENT WELLBEING/PSYCHOLOGIST

27


STAFF REGISTER 2019 EXECUTIVE Malcolm J. Cater B Bus (Acc), Dip Ed, MACE, MACEL, MLM Ed, MAICD Principal Jarrod O’Neill B App Sc, Grad Dip Sports Sc, MSL Deputy Principal - Operations Adrian Camm B App Sci, Dip Ed, M Ed, MACAL, MAICD Deputy Principal – Teaching and Learning 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 James Walton BA (Hons) English Studies, PGCE Secondary English Head of Bayview Jessica Richards B Ed, B (Teach) Eblana Teacher – Year 1 Head of Eblana Nicole Bradshaw B Bus (Acc), CPA, GAICD Director of Business Helen Voogt-Dillon (from Sem 2) BA (Soc Sci) Deakin Director of People and Culture

TEACHING AND SUPPORT STAFF Nizam Abdallah Grad Dip (Business Management & Accounting) B. Bus Comm (Accounting) Business Management & Commerce Teacher Head of Humanities and Commerce (shared) Melinda Allsop B Ed (Language and Literature) English Teacher Deighton House Mentor Christina Altidis B (Mgt), Grad Dip (Education), CPE, Cert IV (Workplace Training and Assessment) Business Management Teacher Head of Teaching Practice

Marina Basin Certificate III (Children’s Services) ELC Coeducator Liam Bassett B Ed (P–12) English Teacher White House Coordinator Kara Baxter BA, Dip Ed (Secondary) Psychology/Humanities Teacher Head of Teaching and Learning 7-12

Anastasia Antoniadis B Ed (Primary) Eblana Teacher - Year 2 Madeline Armstrong (from Term 2) M Psych (Ed & Dev); Grad Dip (Psych); BA (Psych) Counsellor/Ed Psychologist

Vicki Beaumont BA (Early Childhood Education), Grad Cert (Business) ELC Teacher

Tim Arnold (to Term 2) Science Teacher Bayview Mentor

Debra Bernasconi Dip (Early Childhood), Cert III (Children’s Services) ELC Coeducator

Anita Atkinson M Ed (Special Educational Needs), Grad Dip Ed (Primary), M (Project Management), Grad Dip (Midwifery), Dip App Sci (Nursing) Learning Enhancement – Eblana Jaki Atwell Cert III (Children’s Services) ELC Coeducator

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

Mentone Grammar COMMUNITY REPORT 2019

Lisa Barton (to Term 1) B Ed (Secondary), B Sc Mathematics Teacher

Kristie Beames B Eng (Electronic) (Hons), B Ed (Secondary) M Sc (Maths Education) Frogmore Mathematics Teacher Assistant Head of Mathematics

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

28

Jarrid Bartle B Ed (Outdoor & Physical Education) Outdoor Education and PE teacher

Craig Best BSc Dip Ed, Grad Dip (Outdoor Education) Mathematics Teacher Lionel Large House Coordinator Anne Bingham ICT Support Officer Megan Blake (to Term 2) LLB, Dip Arts (English, Politics), Grad Dip Ed (Secondary), Postgrad Dip Arts (Research) Legal Studies Teacher Joanne Boyd Food Technology Technician Esther Brierley (from Sem 2) B Fine Arts (Visual Art – Photography) Visual Arts Technician Melanie Briglia (to Term 3) B (Exercise Science), Post Grad Dip Ed (Secondary - PE & Outdoor Ed) Outdoor Education/Teacher Facilitator Angus Brown Art Technician Sarah Byrne BA (Early Childhood Studies), BTEC Higher National Dip (Early Childhood Studies) ELC Coeducator Veronica Byrnes Cert III (Children’s Services) ELC Coeducator


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) Eblana Teacher – Year 4 Leigh Chislett BSc (Education), Grad Dip Bus (Comp), Grad Dip SpSc, FHR Bayview Mentor Libby Chislett M Ed (Special Ed), Dip Early Childhood Ed, B Ed ELC Teacher Director of ELC Thomas Christiansen BA (English and Mathematics), BA (Teach) Mathematics Teacher Greenways Mentor 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) Grad Dip. IKM 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 Head of Humanities and Commerce (shared) Gavin Cornish B Mus, Grad Dip Ed, Cert IV (Assessment and Workplace Training) Head of Performing Arts Director of Music Officer of Cadets

Sonja Cowell G Dip Ed (Primary), B Bus Eblana Teacher - Year 4 Faye Crouch M Psych (Ed & Dev); Post Grad Dip (Psych); Grad Dip (Psych); BA (Hons) Psychologist 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 Tayeesha Despotellis B (Communication Design) Master Teach (Primary and Secondary) VCD and Visual Arts Teacher Melanie Di Rosato Cert III (Children’s Services) ELC Coeducator Vic Djajamihardja B Sc (Hons), Dip Ed Frogmore Mentor Science Teacher Troy Drinan B App Sci (Hons), Dip Ed Eblana PE & Sport Teacher Bayview PE Teacher Timothy Duivenvoorden BSOR, B Bus Com (HRM), M Teach Cert IV (Outdoor Rec) Greenways Outdoor Education Facilitator Adam Eastick (from Term 3) Bayview Mentor 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 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 (to Sem 2) M Psych (Ed & Dev); B Sci (Psych); Grad Dip (Psych) 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 Cocurricular Program Coordinator (Summer) 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 Robyn Fuerst Dip (Art & Design-Ceramics), Grad Dip Ed, Grad Dip (Visual Arts) Master of Arts Visual Arts Teacher Jessica Galloway (Term 1) Cert (Hospitality) Dip (Tourism) Greenways Café Assistant Gracie Gao (to Sem 2) 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) Technologies Teacher Bayview Mentor Michele Gill B Ed (Design) Visual Arts Teacher Frogmore and Bayview Assistant Head of Visual Arts Amanda Gluyas Laboratory Manager Jonathan Gooley (to Term 2) 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 Deighton House Coordinator Officer of Cadets

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STAFF REGISTER 2019 Stacey Gwilym M Teach (Secondary), B SC Hons (Biology), Grad Dip (Clinical Embryol) Science and Biology Teacher Greenways Mentor Justine Hamilton BA, B (Teach) Bayview Mentor Jenni Harrison Dip (Teach), B Ed Eblana Teacher – Year 1 Matthew Hardie B Ed (Primary) Eblana Teacher – Year 4 Jocelyn Hartley (to Term 3) BA, B Teach (Primary), M Ed Eblana Teacher – Year 1 Head of Teaching and Learning F-6 Meg Hayes B Ed, Dip Modern Languages (Advanced Indonesian), M Ed (Research), PhD (Research) Eblana Teacher - Year 2

Dimity Hughes BA – Writing/English Grad Dip Ed - English M Ed (TESOL) EAL and English Teacher Nadia Janetzki B Sci, B Teach (Secondary) Mathematics Teacher (Acting) Assistant Head of Mathematics (Term 1) Vanessa Johnston BA (Music Theatre), MA (Teaching), Grad Cert (Educational Research), Cert III (Community Recreation) Drama and Dance Teacher Deputy Head of Greenways Joanne Kamp B Ed (Science) Biology Science Teacher Were House Coordinator Mentonian Editor

Jackie Liepa B Ed (Primary & Secondary) Eblana Teacher – Year 1 Siew Pyng Lim BA, Dip Ed Frogmore/Bayview EAL/ Humanities Teacher Frogmore Mentor Michael Linahan BSc (Hons), PGCE, Cert IV (Workplace Assessment) Senior Physics/Mathematics/ IT Teacher Emma Lindsay B Sci, Dip Ed Science Teacher Greenways Mentor Kris Little B Ed (Primary), B App Sc (Human Movement) Bayview Mentor

Karen Kennedy BA, Dip Ed Senior English Teacher

Julie Littlechild Higher Dip of Secondary Teaching (Art) VCD Teacher

Olivia Haynes B Ed (Primary) B Mus (Hons) (Violoncello) Bayview Mentor

Elizabeth King (to Term 3) B Ed (Primary), BA Bayview Mentor Assistant Head of English

Juan Lizcano Design & Digital Technology Technician

Caroline Hegarty Dip (Children’s Services) Cert III (Children’s Services) ELC Coeducator

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 President – Staff Association Movember Captain

Emma Heine B Ec, Grad Dip (Education) Frogmore Teacher Danielle Henshall BA Library Technician Finlay Anderson Library Wendy Hong (from Term 3) B (Medical Science) M Teach (Secondary) Maths/Science Teacher Bayview Mentor 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 Sonia Hu B Commerce, Post Grad Dip Art (Applied Linguistics), M Teach Teacher of Languages – Chinese Jo Huang BA, M Teach (Secondary) Language Teacher - Chinese Assistant Head of Languages (shared)

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Mentone Grammar COMMUNITY REPORT 2019

Millie Kornberg Wellbeing Assistant Melanie Lane BSc, Dip Ed Lionel Large Mentor VCE Physics and Science Teacher Alana Leahy B Ed (Early Childhood) ELC Teacher Geraldine Lennon B Ed (PE and Social Science), Grad Cert (Special Ed) Learning Enhancement Teacher Olivia Let ELC Co-educator Zoe Levey ELC Co-educator Hayley Lewkowicz B Mus, Dip Ed, M Ed (Gifted) Teacher – Gifted and Talented Kuan Li B (Electronic Engineering), M (Numeracy) Mathematics Teacher

Yan Ma BA, Dip Ed Chinese Language Teacher Pip Madden B App Sc (Speech Pathology), M Teach (Primary) Primary Educator Bayview Mentor Sher-Mei Mah (to Term 4) Grad Dip (Early Childhood Education) B Comm (Management) ELC Teacher Lidia Mancini B Music (Hons) (Education) Classroom Music Teacher Max Marrow Grad Dip Ed, Grad Dip (Careers Ed) Grad Dip (Bus Policy St), Ass Dip (Art Sculpture) Careers Counsellor VET Coordinator Michael Martin Dip Teach, Grad Dip (Curric Admin) English and HPE Teacher Deputy Head of Bayview Paul Matthew PhD, BSc (Hons), Grad Dip Ed, MACE Frogmore Mathematics Teacher Terry Matthew B Ed (Hons) B Primary Ed English Teacher English Language Teacher Year 7 Coordinator


Jamie McCarney M Teach (Senior), BPA Deighton Mentor 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) Learning Enhancement Teacher Tony McRae B Ed (Hons) Mathematics 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

Ken Morrish B Ed, ECE ELC Teacher Shelley Moskowitz (to Term 4) BA (Political Science and International Studies), M Teach (Secondary) Humanities Teacher Shelley Muir BA, PG Dip Psych, Dip Ed (Secondary), Grad Cert (Career Education and Development) Cert IV (Workplace Training and Assessment) VCAL Coordinator Psychology Teacher Barbara Mueller B Sc (Education) Dip Financial Planning Mathematics Teacher Carly Mulvihill BA, B Ed Learning Enhancement Administrator Rohan Murphy B Health Sci (Human Movement), Grad Dip Ed Frogmore HPE Teacher Liat Neuenschwander BA, Dip Teach Secondary Drama/Theatre Studies Teacher Dianne Newman Dip Applied Science Nursing, Certificates (Royal Children’s Hospital) Graduate Nursing Program, Paediatric & Neonatal Intensive Care, Extra Corporeal Life Support School Nurse Arena Nilsson B Ed (Hons) (Secondary), Graduate Dip Genetic Counselling Science and Chemistry Teacher Assistant Head of Science Melanie Nimorakiotakis B App Sci (Consumer Science), Dip Ed, Cert (Barista) Greenways Assistant Café Manager Katherine Nish B Ed (Secondary), B (Health Science) Cert IV (Training and Assessment) Greenways Café Program Coordinator Sports Coordinator

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

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

Joe Monro BSc, Grad Dip Ed Greenways Mentor Humanities Teacher

Vikki Octigan BA (Early Childhood Studies), Assoc Dip Soc Sc (Childcare) ELC Teacher

Natalie Morgenstern Grad Dip Ed, BFA (Jazz Studies) Head of Woodwind Music Teacher

Peter O’Gorman M Ed (Leadership and Management) B Ed, B App Sci (Human Movement) Director of Sports Coaching – Winter

Jenna Oliver B Teach (Physical and Health Education) HPE Teacher Head of HPE (shared) Michelle Palfrey BA, Dip Ed, English/Humanities 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 Adrian Payne BA (Hons), Grad Dip TESOL Humanities Teacher Steve Peters (to Term 2) Dip Ed (Technology) Design and Technologies Teacher 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) Humanities and Physical Education Teacher Greenways Mentor Cocurricular Coordinator (Winter) Rev. Michael Prabaharan BTh (Hons), Dip Min, Med (Counselling), Dip (Training & Assessment), Chaplain Religious Education Teacher Maddy Prowse M Ed Psych; Grad Dip (Psych); BA (Psych) Counsellor/Psychologist Jessica Price (from Sem 2) M Psych (Ed & Dev)/PhD Candidate Grad Dip (Professional Psych) B App Sci (Psych), Counsellor/Psychologist Poppy Price Certified Therapy Dog Wellbeing Assistant Bernard Quay Post Grad Dip Ed (Secondary), BA (Social Science) Languages Teacher – Chinese Greenways Mentor

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STAFF REGISTER 2019 Jessika Rabe 1st and 2nd State examination for Primary and Secondary School Teaching – Germany Teacher of Languages Frank Recchia BA (Mus), Grad Dip Ed, Grad Dip Hum, Grad Dip Arts (Mus), Cert IV (Training and Assessment) Music Teacher

Michelle Shepherd Dip App Science (Nursing), Bachelor Nursing (Hons), Grad Dip (Midwifery) Registered Nurse Division 1 School Nurse Yvonne Simmonds B Ed (Early Childhood) Eblana ELC Teacher (Music)

Leonie Redfern B Ed (Secondary) Bayview Mentor Maths/Science Teacher

Mark Smith M Ed, Grad Cert (Gifted Ed) B Ed, Dip (Teach) Gifted and Talented Coordinator Head of Learning Enhancement

Penny Redgrave BA, Dip Ed, M Ed (Special Ed) Learning Enhancement Facilitator – Frogmore

Neringa Smith (to Term 2) B Sc, Grad Dip Ed (Secondary), Grad Dip ED (Psych), M Ed (Psych) Psychologist/ Student Counsellor

Vanessa Riach M Teach, BSc Bayview Mentor Humanities Teacher Assistant Head of Year 7

Sally Smith ELC Coeducator

Aaron Richard BA, BSc, Grad Dip Ed French, Chinese and German Teacher Head of Languages 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 Head of Student Wellbeing Counsellor/Psychologist Officer of Cadets Beverly Ross BA, Dip Ed (Secondary), M Ed (Teacher librarianship) Teacher Librarian – Bayview Leigh Rowlands B Ed Visual Arts Teacher Anita Saavedra BA, Dip Ed Legal Studies 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) Max Shekhar (from Term 4) ICT Support Officer

32

Mentone Grammar COMMUNITY REPORT 2019

Sally Smith B App Sci (Psych), B Teach (Secondary), M (Counselling) Psychology Teacher Jones House Coordinator Sarah Smith Dip Community Services (Childcare) ELC Coeducator Sheree Smith B Teach (Primary) B Ed (Primary) Eblana Teacher - Foundation Catherine Snell M (Teach), B Arts (Hons) English Teacher Elizabeth Spiers BA (Nursing) Registered Nurse Division 1, Post Grad Dip (Child & Adolescent Health), Cert IV (Training and Assessment) School Nurse Atsuko Spink Cert 3 (Commercial Cookery) Cert (Barista) BA (Japanese) Café Assistant - Greenways 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 Theo, 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 Claire Thiele BSc, Grad Dip Ed Mathematics Teacher Juby Thomas Dip Lab Tech, M Science (Biotechnology) Science Laboratory Technician Madeleine Thomas B AppSc, Grad Dip Ed, M Ed (Special Education) Learning Enhancement Bayview Facilitator Luke Thompson B Eng (Hons) (Ship Science Marine Engineering), M Teach (Secondary) Year 8 Mentor Science and Mathematics Teacher Angus Todd BA, M Teach (Primary and Secondary) Bayview Mentor Marianna Tour Comb B Arts and Education VCE French Teacher Heath Tregear M Teach (Secondary), B Comm Economics and Mathematics Teacher Lauren Trevis B Ed Primary, BA Policy Studies Eblana Teacher - Year 3 Lisa Turner BA (Psychology), B Ed (Primary & Secondary) 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, M Ed (Special Educational Needs) Assistant Head of Learning Enhancement Learning Enhancement Facilitator Eblana


Sarah Wells BSc (Mathematics/Statistics) Data Analyst Jeff Welsh B Teach, B Sc (Earth), B Sc (Environment), M Ed (Info Tech Ed) Mathematics and 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 Jane Williamson Cert General Nursing, St Vincent’s Hospital Graduate Nursing Program: Cert (Neonatal Intensive Care Nursing), BA Health Science (Nursing), International Board Certified Lactation Consultant School Nurse 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) Science Teacher Officer of Cadets Luke Wintle B App Sci, Grad Dip Ed (Secondary), Dip (Sports Development) Bayview Mentor HPE Teacher Religious Education Teacher Amelia Wong B Ed (Secondary and Science) Mathematics Teacher Bayview Mentor 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 (from Sem 2) M Teach (Prim), BA (Media and Communication) Cert III (Sport and Recreation) Eblana Teacher - Year 2 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

REPLACEMENT STAFF

SESSIONAL MUSIC TUTORS

Anthony Bacon Materials Design Technologies Teacher

Susan Batten (Oboe/Piano)

Rachel Bainbridge Visual Arts Teacher

Chris Bieniek (Guitar)

Anjali Bhagwat Laboratory Manager

Justine Clark (Suzuki Violin/Violin/Piano)

Nuala Butler Learning Enhancement

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

Katie Connor Science Teacher

Gavin Cornish (French Horn/Trumpet/Trombone)

Michele Drysdale Teacher Librarian

Stephen Coutts (Speech & Drama/Voice)

Kate Ducardus Learning Enhancement

Liam Cullen (Cello)

Sarah Gowdie English/ Commerce Teacher

Catherine Friend (Piano/Theory/Voice)

Lemme Haralambakis ELC Teacher

Sally Haworth (Clarinet/Saxophone)

Robyn Licenblat ELC Teacher

Cathy Hughes (Replacement) (Suzuki Violin/Viola/Violin)

Katy Lo Humanities

Ella Jones (Replacement) (Suzuki Violin/Viola/Violin)

Stewart MacGowan Science Teacher

Victoria Landy (Flute/Piano)

Hayley McNally Drama Teacher

Samuel Lappan (Trombone/Trumpet)

Aoffie Marren Bayview Mentor

Reave Maloney (Guitar/Bass/Double Bass/Electric Bass Guitar/ Cello)

Dominic Noonan -O’Keeffe Greenways Outdoor Education Facilitator/Teacher Alison Oakes Greenways Outdoor Education Facilitator Amany Shafik Laboratory Manager Jennie Valente Learning Enhancement Yuanyuan (Crystal) Zhang B A Media Creativity, M Teach (Secondary) Mandarin Teacher Yuetong (Una) Zhao Grad Dip Teach (Secondary), B Sci (Mathematics and Statistics) Mathematics Teacher

Lidia Mancini (Voice) Debra McLeod (Cello/Piano) Natalie Morgenstern (Bassoon/Clarinet/Flute/Oboe/Saxophone) Catherine Narayan (Cello/Suzuki Violin/Viola/ Violin) Nicholas Pietsch (Trombone/Trumpet/Tuba) Frank Recchia (Drums/Guitar/Bass/Pop Piano/ Electric Guitar) Aaron Richard (French Horn/Jazz Piano/Trombone/Tuba) Samantha Robertson (Voice) Angela Wasley (Voice) Jason Wasley (Voice) Catherine Waugh (French Horn)

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STAFF REGISTER 2019 OPERATIONS Julie Aarons B Bus (Acc), CPA Finance Manager Ric Arnold Dip (Live Production and Events), Adv Dip (Audio Engineering) AV & Theatre Technician Suzanne Ashley BA (Legal), Dip (School Marketing), CMS Alumni Manager Andrew Baillie Dip Property Services Property Manager Sharon Bates Accounts Receivable Officer Jillian Baxter Receptionist/Admin Assistant Jennifer Blackburn MA (Prof Comm), Grad Dip (Communications), Dip (Prof Writing and Editing) Publications Manager Officer of Cadets 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

Julliet Eksiyan Adv Dip Business (Acc) Management Accountant Claire Forbes Accounts Payable Assistant Nicole Gray B. 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 Brigid Hicks PA to Head of Eblana Erin Hunt BA (Sport and Recreation Management) Sports Administration Assistant Richard Keely Dip Teach, B Ed Grad Dip (HR Development) Human Resources Manager Laura Kenny Enrolments and Scholarship Coordinator Kathryn Lawlor PA to Principal Michelle Lewis Cert IV (Business Administration) Assistant Registrar Alexandra Lindsay B Com (Marketing and Commercial Law), Cert IV (Frontline Management) Marketing and Communications Officer Jessica Matthews BA (Film & Television) Performing Arts Coordinator Patrick McArdle IT Support

Peter Newton Archives Assistant Man-Chi Nguyen B App Sc Database Administrator Colleen Robinson Receptionist/Admin Assistant Colette Russell BSc (Hons), MSc, PhD Records Manager and School Archivist Rebecca Russell Cert (Service Coordination) PA to Head of Frogmore Georgina Scully B Comm (Human Resources), BA (Criminology) Human Resources Coordinator Fiona Slocombe PA to Head of Greenways David Song BSc IT Administrator Leanne Vallance Receptionist/Admin Assistant Paul Watson Cert III (Printing and Graphic Arts) Dip (Printing and Graphic Arts) (Digital Production) Ricoh Printing Services Sam Williams IT Support Danny Yardis Dip (Art & Design – Graphic Design) Graphic Designer

BAYSIDE AQUATICS Erin Hall Austswim Teacher (Swimming and Water Safety), Austswim Teacher (Infants and Preschool Aquatics), Dip (Resort Management) Aquatics Coordinator Bel Malone (to Term 3) Senior Aquatics Coordinator Clare McGowan B Ex Sci, Dip Sports & Rec Management, ASCTA Swim Teacher Acc., First Aid Assistant Aquatics Coordinator

Liz Dimitriadis Cert (Accounting) Accounts Payable Payroll Officer

Robyn Mill PA to Director of Business & Deputy Principal - Operations

Joshua Dunne IT Support

Scott Miller B (Computing) Director of ICT

Tim Mulvihill BA, B Ed, M Ed, ASCTA Silver Licence Head Swimming Coach

Malcolm Mitchell Applications and Desktop Specialist IT Support

Brad Smith ASCTA Bronze Level Swimming Coach Senior Assistant Squad Coach

Scott Moore IT Support

Joel Watson Squad Coach

Mike Durack B Eng (Mech) (Hons), B Teach (Primary), CPEng (Ret) Archives Assistant Pernilla Eklund Allan Registrar

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Mentone Grammar COMMUNITY REPORT 2019


GROUNDS AND MAINTENANCE Barry Watts Maintenance Supervisor – Projects Chris Larson Maintenance Supervisor – Operations Tom Donnell Grounds Supervisor Patrick McCarthy Grounds Supervisor Henry Zalega Thomas Graham Ben Still Wayne Fuller

SECURITY Philip Danala Cert II (Security Operations) Peter Francis Cert III (Security Operations) Graeme Mitchell Stephen Nespor Cert II (Security Operations)

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 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: amyw@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 2019  

Community Report 2019