Community Report 2020

CONTENTS 03 05 06 08 10

12 14 19 29 30 32

FROM THE PRINCIPAL

WELLBEING

GOVERNANCE

VCE RESULTS CLASS OF 2020

STRATEGIC PLAN

STUDENT PERFORMANCE

STAFF

FINANCE

STUDENTS

FACILITIES

STAFF REGISTER

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Mentone Grammar COMMUNITY REPORT 2020

FROM

THE PRINCIPAL Sometimes, it is from adversity that great things can come.

The School’s 97th year was characterised by the onset of a global pandemic and, as a result, this edition of our Community Report is certainly different to previous editions.

The usual highlights of our School year, be that of sporting achievements, stage productions, student travels and cocurricular opportunities have made way for a spotlight on the amazing achievements of our Community, Board and Executive who all worked together to quickly create and achieve a highly successful remote learning setting.

Whilst so much of the social element of school life was diminished during 2020, this unusual landscape created an opportunity for everyone to develop new skills, explore new ways of achieving great outcomes and, in the process, we all learned so much more about ourselves and our capabilities. Rather than focus on opportunities lost, it was a moment to shine a light on the opportunities gained.

The irregularity of school attendance was certainly challenging but, as we tend to do at Mentone Grammar, we took up all the challenges put before us and worked incredibly hard to still achieve to the best of our ability; a characteristic that will always stand us in good stead.

This Report reflects the resilience of our hard-working teachers, our determined students, our administrators and parents who all persevered to limit the disruption to the educational success of our students in 2020. Our supportive Community, once again, rose to the challenge, a challenge like never before, and succeeded.

As we envisage a future with technology so much at the forefront, I have encouraged our Community to think about the workplaces our current students will go into and the importance of them being capable in that technological sphere of operation. It is critically important that we capitalise on this unique global change and embrace the unexpected consequences, and continually work towards enhancing the way we deliver education that is both relevant and holistic.

This Community Report also summarises the strategic and business decisions that helped us successfully navigate the challenges of 2020 - a year that so inspired me that I have worked with the Board to extend my tenure to the end of 2023. It is an incredible honour to serve this amazing Community and I very much look forward to working alongside everyone in the years to come.

LABORE ET HONORE

MAL CATER PRINCIPAL

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HEADING TOWARDS

OUR. CENTENARY

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 2020

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 2020 Mentone Grammar is fortunate to be served by a voluntary Board of professionals and business leaders who are committed to the advancement of education and passionate about our School.

Mr Geoff Ryan AM (CHAIR)

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

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

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

B Bus (Acc), CPA, GAICD

MENTONE GRAMMAR SCHOOL FOUNDATION LIMITED Established in 1987, the Mentone Grammar School Foundation is the organisation through which the School seeks philanthropic support from the School Community.

Mr Simon Appel OAM PhC, FAIM, FAICD Pharmacist

Mr Peter Royston B Juris LLB

Ms Nicole Bradshaw

Attendees

Mr Ian Larsen Company Director

Mr Malcolm Cater

B Bus (Acc), CPA, GAICD Director of Business

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

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

(SECRETARY)

(PRINCIPAL)

CORPORATE STRUCTURE The operations of the School are managed by the Executive Committee, which comprised the following leaders for the year of 2020: Mal Cater Principal

Nicole Bradshaw Director of Business

Jessica Richards Head of Eblana

Jarrod O’Neill Deputy Principal Operations

Cameron Lancaster Head of Frogmore

Richard Keely (to Term 2) Human Resources Manager

Natalie McLennan (to Term 4) Head of Greenways

Helen Voogt-Dillon (Term 1) Head of People and Culture

James Walton Head of Bayview

Amy Wilson Executive Assistant

Adrian Camm Deputy Principal Teaching & Learning

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STRATEGIC PLAN 2020-2023

HEADING TOWARDS

OUR.

In consultation with our entire School Community, the School Executive has delivered a well-considered, significant roadmap for the next four years that will include the School’s Centenary year of 2023.

CENTENARY

QUALITY TEACHING

EMPOWERING LEARNERS

Underpinned by Visible Learning, Formative Assessment and with a particular focus on Differentiation, we will continue to develop more effective teaching practices in line with the latest research.

We will continue to develop learners who have a genuine desire to gain more skills and knowledge.

Our increasing focus will be on developing independent learners in a student-centred environment. We will ensure that our students are prepared for the digital world into which they will enter after School.

PERSONAL AND ORGANISATIONAL WELLBEING Mentone Grammar remains committed to the concept that ‘It Takes a Village to Raise a Child’ and that the wellbeing of all of its community is paramount.

Ensuring that our people are in a good place and so too is the organisation is the key to this pillar.

DIGITAL TRANSFORMATION The Foundation of Young Australians has identified that ‘the’ critical literacy all school leavers need to possess is that of being digitally competent.

We will ensure that our School is reflective of the world into which our students will transition i.e. highly digitally literate citizens.

We will also undertake a review of all of our operations to ensure that they are digitally based, increasingly efficient and easy to manage for all stakeholders.

There are six core pillars that underpin this Strategic Plan:

1 2 3 4 06

Mentone Grammar COMMUNITY REPORT 2020

This Plan has been formulated knowing that the educational environment is one of change, that our learners are now more empowered, and that the future our students will be entering will be one that is far more dynamic than ever before. The Plan ensures that the School is stable enough to provide strong foundations for the future but agile enough to accommodate change.

Significant research has been undertaken in the formulation of this Plan including:

Staff, student and parent forums

Literature reviews

Scanning of the educational environment through the lens of other schools and professional associations

Reviews of internal data and survey results

Discussions with leading educational experts

Market research

CELEBRATING OUR CENTENARY

THE NEXT 100 YEARS

The School’s Centenary represents a ‘coming of age’ for a school that has come from humble beginnings in a seaside suburb to the great school we know and love today!

There is a real movement underway to develop ‘Schools of the Future’.

Our School has modernised its programs over the last 15 years but further change is not only anticipated, it is upon us.

As a result a full review of our structures and strategies for programs across all levels of the School will be undertaken.

This should be seen as an audit process designed to ensure the School is offering the most appropriate programs in the most effective manner.

This will be a macro, high level audit as opposed to the usual review of individual elements of the School.

Celebrating this milestone represents an opportunity to acknowledge all who have come before, all who are presently in the organisation and all who will come in the future.

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IT TAKES A VILLAGE TO RAISE A CHILD. 07

STAFF

IN 2020, 222 STAFF MEMBERS CONTRIBUTED TO AND ACTIVELY SUPPORTED MENTONE GRAMMAR’S DIVERSE RANGE OF EDUCATIONAL AND WELLBEING PROGRAMS, WHICH WERE LARGELY CONDUCTED ONLINE.

STAFF PROFILE

STAFF ATTENDANCE & RETENTION

The School employed 161 academic staff members, 13 academic support staff and 48 operations staff.

There were 180 academic days in the 2020 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 4.35 days in 2020. Absences included Personal Leave (Sick and Carer’s Leave) including some extended Personal Leave, Bereavement and Compassionate Leave. Long Service Leave is not considered an absence, but rather planned leave, therefore it have not been included in the aforementioned calculations. This equated to a 2.34% absentee rate per academic and academic support staff member.

Mentone Grammar staff comprised:

73% teaching staff

6% teaching support staff 21% operations staff In 2020, one Indigenous staff member worked at the School.

In 2020, 33% 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 2020 Staff Register comprised 67% female and 33% male staff members with the gender composition varying significantly between the different campuses, year levels, faculties and operational departments.

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Mentone Grammar COMMUNITY REPORT 2020

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 2020 was 6%, which equates to 94% 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 also listed annually in our School yearbook, The Mentonian.

SUPERVISING PRE-SERVICE TEACHERS Due to remote learning, Mentone Grammar paused its program of hosting and supervising Pre-Service Teachers in 2020. This program is normally 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. We look forward to its return in 2021.

PROFESSIONAL LEARNING Where possible in 2020, relevant Professional Learning continued to be available for all staff, both academic and operational. This included facilitating on-site or online workshops, conferences, updates and skills training.

The School invested $75,700 in Professional Learning for staff in 2020, which equates to an average of $340.99 per staff member.

Staff were still 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 online conferences.

Examples of formal and informal Professional Learning undertaken in 2020 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 Effective Mentor Program (in support of graduate teachers) Literacy and Reading Numeracy Coaching Early Childhood Education Team Building Online Conferences (including guest speakers and workshops on curriculum development and skill enhancement) Subjects or Year Level Workshops (facilitated by internal staff or by relevant professional associations) Local, Interstate and International Educational Leadership and Development Conferences (online)

WELLBEING FOCUS Student Health, Pastoral Care and Wellbeing RULER Program The Resilience Project R U OK? Day 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 Updates

School Law, Governance and Compliance

MG Policies and Procedures

STUDY ASSISTANCE During 2020, 11 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 an increase in the number of staff who undertook Post Graduate Studies in 2019.

HEALTH AND COMPLIANCE TRAINING Staff continued to attend ongoing First Aid and health related training sessions facilitated by our accredited School Nurses and agencies. In total: 86 Staff Completed Apply First Aid (Level II) 202 Staff Completed CPR Training

98 Staff Completed Emergency Management of Allergy and Anaphylaxis Training 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.

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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. However, in 2020 our international students were unable to commence at the School due to COVID-19. Only 15 students, who had arrived prior to the pandemic, stayed on to complete their school year.

STUDENT RETENTION Proportion of Year 9 students retained in Year 12.

STUDENT ATTENDANCE Mentone Grammar student attendance levels were consistent across all year levels in 2020.

Whole School average attendance: 95.185%.

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. This process continued during remote learning, off-site.

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

T otal number of students who began Year 9 in 2017: 170 At the end of 2017, 2 Year 9 students had left the School.

At the end of 2018, 7 Year 10 students had left the School.

At the end of 2019, 4 Year 11 students had left the School.

STUDENT POPULATION 2020 Girls

636

attended Mentone Grammar in Year 9 completed their

Boys

1032

VCE at the School.

In 2020, another 31 students had joined the School

Total

1668

At the end of Year 12, 157 of the 170 students who had

as 188 students completed Year 12.

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Mentone Grammar COMMUNITY REPORT 2020

MENTONE GRAMMAR STUDENT ATTENDANCE RATES

Year Number

Students Days

School Days

Total School Days

Total Attendance Days

Total Absent Rate

% Attendance Rate

% Absentee Rate

P

45

180

8100

7816.5

283.50

96.50

3.5

1

43

180

7740

7229.00

511.00

93.40

6.6

2

49

180

8820

8405.50

414.50

95.30

4.7

3

45

180

8100

7669.00

431.00

94.70

5.3

4

45

180

8100

7721.50

378.50

95.30

4.7

5

84

180

15120

14569.50

550.50

96.40

3.6

6

78

180

14040

13558.50

481.50

96.60

3.4

7

174

180

31320

30380.50

939.50

97.00

3.0

8

189

180

34020

32880.50

1139.50

96.70

3.3

9

192

180

34560

33364.00

1196.00

96.60

3.4

10

207

180

37260

35237

2023.00

94.60

5.4

11

212

180

38160

35298.00

2862.00

92.50

7.5

12

188

180

27260

25024.50

2236.00

91.80

8.2

Overall Attendance = 95.185%

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WELLBEING 2020 With a challenging mix of both on-site and remote learning, the highlight of 2020 became about the connections we made with one another. If 2020 taught us anything, it was how important it is to take care of ourselves and of one another. We learned that we are definitely better together. Students, staff and our wider community have all championed to support, care for and guide one another through the changes to our everyday lifestyle.

The effort that our Community went to, to remain connected, was impressive.

2020 will be one that we can be proud of and one we can look back on as a year of resilience building, new connections and overcoming challenges.

What are the memories you created in 2020 that you will continue to share with future generations?

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Mentone Grammar COMMUNITY REPORT 2020

These included:

student wellbeing sessions including tea tasting, mindful colouring/drawing, mask making, lunchtime yoga and exercise sessions

supportive video messages (how to The school days may have looked different, but the routines and connections remained the same. Roll calls occurred each morning, with the focus being on small group checkins. Mentor sessions continued to develop students’ skills in areas such as empathy, resilience, organisation, effective communication and self-care.

In the Junior and Middle Years, students developed the skills outlined in the RULER Program. Year 9 students were introduced to the Open Parachute Program, an online practical mental health skillbuilding program, and our Senior students explored empathy, mindfulness and gratitude through the Resilience Project.

The focus of all mentor programs was to build connections, provide support, encourage self-care and bring one another together.

The online world for our Community became bigger than it has ever been and, thus, an MG Wellbeing Directory was created and launched on our website.

This remains a user-friendly, one-stopshop that directs users where go for support and offers a range of resources, information, self-help programs and local community contacts.

Students, parents and our community’s wellbeing was further supported through a range of initiatives, including webinars, fun activities, student-led programs and specialist speakers.

stay connected, stay motivated, remain active during offsite learning, RUOK?)

online, at home, ‘Keeping Active’ challenges

creating healthy habits for positive wellbeing

creation and craft sessions mindfulness and yoga sessions

Spoonville creations (fostering creativity to improve mental health) Spotify playlists to help with motivation positive footpath messages book clubs and reviews friendship cooking sessions dress up challenges letters to local aged care homes

Teammates (Year 5 and Year 12 mentoring)

building connections (Years 12 and Middle School sessions)

Year 8 attendance at ‘The Biggest Assembly’ online (Project Rockit)

student-initiated and led online exercise sessions

engaging online together (playing games, face time, group chats) Specialist Presenters included: Jonny Shannon (cybersafety)

Project Rockit (online safety and digital footprints) Dr Justin Coulson (parenting expert, guiding children sensitively though tough times) Darren Pereira (leadership skills)

From the Wellbeing Captains No one could have anticipated a year like 2020. When Kieran and I considered applying for this captaincy, we had imagined the different activities, awareness days and events that could be held, but never considered that this year would throw so many curve balls. The Wellbeing team had to get creative in 2020 as none of our normal initiatives were possible. We were determined to try and keep the Mentone Grammar Community engaged, motivated and connected throughout isolation.

In the early days, several Year 12 students came together to create and share a video about how they were staying socially connected and academically driven, in the hope of inspiring and encouraging other students. In our short time back on campus this year, the Wellbeing team organised several different activities during lunchtimes.

These included Uno and Connectfour tournaments, knitting, tea tasting, boardgames, mask making and free-time in the art rooms. It was a great way to safely bring students back together after remote learning. RUOK? Day served as a good reminder to check in on friends and family, especially during these testing times, which prompted the creation of another student-led video.

The challenges faced by the students of 2020 are incredibly unique and we’re not alone in feeling proud to have overcome them. The year has undoubtedly built incredible resilience and courage. We are proud to have been part of an enthusiastic team that was dedicated to overcoming the difficulties of 2020. Given remote learning and the rollercoaster that was 2020, our role has been far more fulfilling then either of us could have anticipated.

Annika Challice & Kieran Dyer Wellbeing Captains 2020

BRIDGITTE ROBERTS HEAD OF STUDENT WELLBEING – STUDENT SUPPORT

We would like to thank our community of students, parents/carers and staff who prioritised their own and others’ mental health and wellbeing throughout 2020, leaving us more resilient and cohesive than ever.

TERRY MATTHEW HEAD OF STUDENT WELLBEING – PROGRAMS

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VCE RESULTS 2020

In a year that turned out to be nothing like they ever imagined, our VCE and VCAL students managed extraordinary outcomes in an extraordinary year!

The Mentone Grammar Community has celebrated the graduating Class of 2020 for its incredible achievements, dedication and determination throughout the year. The students’ endearing resilience and support of one another are truly reflected in their impressive VCE results.

CLASS OF 2020 VCE RESULTS Median ATAR 84

MAL CATER PRINCIPAL

60% ATARs over 80 30% ATARs over 90 – Top 10% in Australia 13% ATARs over 95 – Top 5% in Australia 7 Study Scores of 50 Median Study Score 34 Dux - Akul Saigal (99.7) Mentone Grammar VCAL students also performed strongly, creating meaningful pathways for the future. The Class of 2020 achieved highly in Public Speaking and Debating competitions (online), performed outstandingly in reimagined Drama, Dance and Music performances and willingly participated in Wellbeing mentor sessions, helping to guide younger students through their off-site learning experience.

Dux 2020, Akul Saigal, accepting his many awards at a celebration assembly in March 2021. Akul has elected to study Engineering (Honours)/Commerce.

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Our 2020 students have achieved very pleasing outcomes both in their academic performance and in all that they have brought to the School over the years.

We are incredibly proud of the fine young people who have graduated as the Class of 2020.

I commend the staff who worked with these students throughout their journey here at Mentone Grammar.

Mentone Grammar COMMUNITY REPORT 2020

VALEDICTORIAN AWARDS 2020 A rtissimo Music Award Callum Prior

T he Spirit of Mentone Grammar Award Awarded to the Year 12 student who

A rtissimo Dance Award Claudia Levey A rtissimo Drama Award Harrison Dart T he Good Samaritan Prize Annika Challice Head Prefects 2020, Hannah Schmidt and Oskar Phillips.

The Principal’s Award for Art Dhishni de Silva T he Mentonians Association Art & Design Acquisitive Prize Xavier Hogios

demonstrates ‘the spirit’ of what our School stands for.

Lachlan Howard T he Gibson-Roberts Memorial Prize

Awarded to the best all-round sportsman and sportswoman in Frogmore for 2020.

Hannah Schmidt and Thomas Spencer

Acknowledgement of the 2020 Head Prefects Hannah Schmidt and Oskar Phillips The Simon Appel OAM Medal In honour of Mr Simon Appel’s service as Chair of the Mentone Grammar Board, this award

Excellence in Applied Learning

acknowledges leadership, scholarship and the

Awarded to the Year 12 student who has

broad engagement a student has had within

demonstrated ongoing commitment to

the School. It also acknowledges the positive

vocational training, academic endeavour and

influence the student has had on our School

personal growth within the VCAL program.

Jessica Dunkerley

Community.

Joshua Madden

Jessica Dunkerley enjoying her final year of vocational training, on Campus in 2020 (left).

Prize-winning artwork by Xavier Hogois 2020 (below).

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LASS OF 202

SWANNIE AWARD Debating Association of Victoria in recognition of the Top 5 Debaters in Victoria Winner:

Akul Saigal (Year 12)

ACADEMIC EXCELLENCE AWARDS Academic Excellence Awards are based on the ranking of student’s academic results across all classes as judged by their various subject teachers.

Matilda Appel

Cassidy Hardy

Meg Magennis

Thomas Shepherd

Lily Bowles

Xavier Hogios

Lauren Malby-Luke

Sarthak Singh

James Bull

Lachlan Howard

Adam Marrow

Thomas Spencer

Ava Castle

Nelson Jaden

Trent Meakins

Sam Tucker

Isabella Davies

Yukang Ji

Blake Rosenberg

Huiyuan Yin

Hao Fan

Emily Kerr

Akul Saigal

Tayla Fox

Joshua Madden

Hannah Schmidt

VICE CHANCELLOR’S SCHOLARSHIP - BOND UNIVERSITY Hannah Schmidt

MARK DREYFUS COMMUNITY SPIRIT & LEADERSHIP AWARD Jessica Dunkerley

ADF LONG TAN AWARDS The Australian Defence Force Long Tan Leadership Awards recognise students in Years 10 and 12 who demonstrate leadership and teamwork within both the School and wider community and who display strong values such as ‘doing one’s best’, ‘respect for others’ and ‘mateship’, that are integral to Australian society.

Year 10 - Riley Barker Year 12 - Tayla Langenfelds

AUSTRALIAN ARMY CADETS BRONZE COMMENDATION Tayla Langenfelds

THE KEN SMITH PERPETUAL TROPHY An annual award made to the Year 12 member of the Mentone Grammar Army Cadet Unit who is judged by the Officer Commanding to be the highest performing cadet and who demonstrates the following qualities: Exceptional leadership of peers, including the ability to maintain an appropriate and professional distance when exerting authority, Diligence, conscientiousness and flexibility while managing responsibilities, Superb performance under the pressure of multiple demands during Unit activities, A caring and patient manner in all interactions with younger cadets and respectful, cooperative interactions with Officers of the Unit.

Jeremy Campbell

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Mentone Grammar COMMUNITY REPORT 2020

Stuart Bainbridge with The Ken Smith Perpetual Trophy recipiient, Jeremy Campbell.

LIFE BEYOND SCHOOL

VCE 2020 VCE students were extremely successful in their applications to a wide range of courses at university, TAFE and private providers. The varied academic and cocurricular programs engaged in by students over their Mentone Grammar education inspired them to undertake courses in a wide range of disciplines. Students are thinking more broadly and taking up opportunities in new and emerging industries, as they see the demand shifting in a socially and technologically changing world.

VCAL 2020 Students graduating with their Senior VCAL Certificate have all gone on to work and/or further study at TAFE. The program equipped students with the skills and resources to confidently embark on the next stage of their career. Some students started working full-time in the apprenticeships they had already begun as students, while others signed up to new apprenticeships or full-time work. Students are working in the Construction industry, in carpentry, plumbing and landscaping, as well as Early Childhood Education and IT. SHELLEY MUIR CAREERS

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LASS OF 202

CLASS OF 2020 DESTINATIONS Victorian Universities (85%) TAFE (7%) Employment (3%) Apprenticeships (2%) Independent Institutions (1.5%) Interstate Study (1.5%)

CLASS OF 2020 VICTORIAN UNIVERSITY DESTINATIONS Monash University (25%) RMIT University (19%) University of Melbourne (14%) Deakin University (12%) Swinburne University (9%) TAFE (9%) Australian Catholic University (5%) Independent Institutions (3%) La Trobe University (2%) Victoria University (2%)

CLASS OF 2020 COURSE DESTINATIONS

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Management & Commerce (28.5%) Health & Health Sciences (17.5%) Natural & Physical Sciences (13%) Society & Culture (13%) Engineering & Related Studies (6%) Architecture and Building (5%) Education (4.5%) Information Technology (4.5%) Creative Arts (4%) Design (3%) Agricultural, Environment and Related Studies (1%)

Mentone Grammar COMMUNITY REPORT 2020

REMOTE LEARNING & TEACHING FOR A NEW FUTURE

THE TRANSITION TO REMOTE LEARNING, MORE THAN ONCE, DURING 2020 WAS TRULY INSPIRING. IT IS HARD TO BELIEVE THAT WITHIN A FEW SHORT DAYS, DECADES OF ESTABLISHED TEACHING ROUTINES WERE FLIPPED ON THEIR HEAD AS TEACHERS MOVED FROM THEIR CLASSROOMS TO A REMOTE ONLINE LEARNING ENVIRONMENT. From professional development sessions, one-on-one tutorials, online workshops and creating countless new resources, it was staggering to see the dedication from teachers across the whole School, coming together as a community, to adapt to a new style of teaching and learning.

Utilising Microsoft Teams and other digital learning platforms, our priority was not just to introduce new online teaching tools that substituted our current teaching practice, but to innovate and build on how students learn most effectively in an increasingly digital world.

The teachers have been extraordinarily resourceful during this time and, as always, demonstrated the School’s Values of Resilience and Endeavour to provide a meaningful learning experience. We would like to thank all the incredible teachers for supporting each other during this time and for their enthusiasm in providing students with rich and powerful learning opportunities.

LIAM BASSETT AND THOMAS CHRISTIANSEN HEADS OF DIGITAL LEARNING & INNOVATION FOUNDATION – YEAR 12

Through the remote learning experience of 2020, we have seen stronger collaboration between staff and students, an increase in learner independence and, of course, years’ worth of development in digital literacy skills – just to name a few.

Online learning has posed a range of positive benefits and it will be important for us to reflect on this experience as the School pioneers its organic and progressive teaching and learning philosophy, Centum.

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EDUCATION DATA AND ANALYTICS AT MENTONE GRAMMAR Mentone Grammar measures and supports student progress through methodical analysis of internal and external assessment data. Comprehensive data collection and reporting systems, including data-based visualisations of how and what a student is learning, have been developed to reveal insights into student outcomes. These analytics inform Teaching and Learning and assist in developing customised instructional strategies for individual learners.

Each year, all students in Years 4, 6, 8 and 10 undertake an externally conducted Education Skills Profile Test (ESPT).

Due to COVID-19 restrictions, testing for 2020 Year levels 4, 6 and 8 was delayed until the beginning of 2021.

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. 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 are made available to parents and have been particularly informative for our teaching staff.

Students who achieve high Stanine results in specific areas are identified, and then through communication with the family, are invited to participate in our Enrichment Programs. The Enrichment Programs sometimes involve students in this category being withdrawn from class to work with the Talent Development Team or on occasions attend out of class sessions.

Students with low Stanine scores are also identified and participate in our Support Program designed by the Learning Enhancement Team. Ongoing support is usually developed in consultation with an educational psychologist and at times involves further detailed testing.

The following table indicates the mean Stanine values for each of the tested areas in Years 4, 6, 8 and 10.

MATHS PERFORMANCE

READING COMPREHENSION

SPELLING

WRITTEN EXPRESSION

5.68

6.07

6.11

5.50

5.52

5.90

5.56

5.58

Year 8 cohort mean

5.90

6.16

5.56

5.82

Year 10 cohort mean

5.63

5.99

5.64

5.92

State Means

5.00

5.00

5.00

5.00

2020 ESPT TESTING Year 4 cohort mean (including new 2021 Year 5 students)

Year 6 cohort mean (including new 2021 Year 7 students)

20

Mentone Grammar COMMUNITY REPORT 2020

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.

Below is the overall mean progression data for our 2020 Year 6 and Year 8 cohorts.

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

MATCHED YEAR 6 COHORT 2018 - 2020 67 STUDENTS SAT BOTH TESTS

2018

2020

Mean Stanine

Mean Stanine

Reading Comprehension

5.97

5.85

Spelling

5.67

5.51

Written Expression

5.59

5.52

Maths Performance

5.90

5.48

Test

YEAR 6 MATCHED COHORT INDIVIDUAL GROWTH SUMMARY

% of Students n=67

Maths Performance

Reading

Spelling

Written Expression

Below Expected Rate

12%

9%

9%

6%

At or Above Expected Rate

88%

91%

91%

94%

Over 90 per cent of students demonstrated growth at or above the expected rate across the literacy domains which is very pleasing. All results have been analysed for contributing factors and possible further improvements to teaching and learning practices.

21

MATCHED YEAR 8 COHORT 2018 - 2020 67 STUDENTS SAT BOTH TESTS

2018

2020

Mean Stanine

Mean Stanine

Reading Comprehension

5.68

6.22

Spelling

5.20

5.58

Written Expression

5.45

5.84

Maths Performance

5.72

6.07

Test

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

It should be noted that the dataset used for standardisation in these tests is derived from mean outcomes achieved through face-to-face learning. Given majority of learning in 2020 was undertaken remotely, to demonstrate such growth is very pleasing.

YEAR 8 MATCHED COHORT INDIVIDUAL GROWTH SUMMARY

% of Students n=67

Maths Performance

Below Expected Rate At or Above Expected Rate

Reading

Spelling

Written Expression

4%

1%

8%

2%

96%

99%

92%

98%

MENTONE GRAMMAR STUDENT PERFORMANCE SYSTEM At Mentone Grammar, student learning and progression is measured through analysis of internal and external assessment data. The results from internal assessments and the external assessments (ESPT and NAPLAN), are available through our Student Performance System (SPS), a key resource used to track student progress and reveal insights into student learning behaviours and academic outcomes.

22

Mentone Grammar COMMUNITY REPORT 2020

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. This system has been fully designed and developed at Mentone Grammar and is being used successfully by all teachers from Years 5 to 12.

Parents and students have access to a Dashboard on the SPS, providing a detailed view of the student’s current Learning Profile. This includes full Learning Behaviour reporting as well as academic progress for all subjects and details on individual assessments, including written feedback. The SPS updates nightly to provide an up-to-date reference point for all stakeholders to view the student data as needed and inform constructive and forward-looking conversations between staff, parents and students.

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. 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 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 seven years that it has been running.

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.

*Due to COVID-19 restrictions and the remote learning environment in 2020, the Greenways program did not run in the usual format.

GREENWAYS LONGITUDINAL ACADEMIC ACHIEVEMENT TABLE

Test

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020*

Pre-test (Year 8)

5.91

6.27

6.30

6.29

6.22

6.19

6.20

5.98

5.90

6.01

Post-test (Year 10)

6.16

6.25

6.46

6.57

6.83

6.78

6.27

6.08

5.67

5.46

Pre-test (Year 8)

5.25

6.09

5.95

6.22

5.87

5.87

6.01

5.90

6.03

6.15

Post-test (Year 10)

5.14

6.03

6.34

6.36

6.22

6.25

6.29

6.11

6.09

5.94

Pre-test (Year 8)

5.72

6.16

5.98

5.88

5.62

5.77

5.39

5.57

5.70

5.55

Post-test (Year 10)

4.88

5.43

5.50

5.49

5.38

5.77

5.67

5.62

5.70

5.49

Pre-test (Year 8)

5.09

5.74

5.83

5.55

5.65

5.65

5.65

5.66

5.90

5.91

Post-test (Year 10)

4.94

5.97

6.44

6.16

5.73

6.04

6.24

6.12

5.97

6.19

Maths Performance

Reading Comprehension

Spelling

Written Expression

23

INDEPENDENT SCHOOLS VICTORIA SURVEYS

Since 2010, Mentone Grammar has participated in the full range of surveys administered by Independent Schools Victoria (ISV). These include Student Satisfaction, Parent Satisfaction, Staff Satisfaction and Exit Surveys. The Listen, Evaluate, Act, Delivery (LEAD) surveys benchmark Mentone Grammar against other independent schools. 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 identify trends and evaluate initiatives.

24

Mentone Grammar COMMUNITY REPORT 2020

2020 PARENT SATISFACTION SURVEY Overall, I am very satisfied with my decision to send my child to this school (9.07) Teachers stay up-to-date in the things they teach (9.03)

The ISV Parent Satisfaction Survey measures parent satisfaction levels with important aspects of schooling. Responding to statements using a scale of 0 to 10, parents evaluated their perceptions of Mentone Grammar regarding the quality of their child’s educational experience in 2020.

The range of learning areas offered at this School is excellent (9.00)

Mean ratings for Parent Satisfaction at Mentone Grammar in 2020 are well above the ISV benchmark, reaching the top 20 per cent of all schools surveyed across all domains.

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

Three domains recorded mean results above 9. These are: Overall Satisfaction (9.07), Recommend to Others (9.12) and Resources (9.06).

They are: The facilities and resources The emphasis on the development of sound morals, values, beliefs, and attitude I felt it suited my child’s needs better than other schools

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

The top 5 Headline Indicators for Mentone Grammar in 2020 are: T his school is a safe place in which to learn (9.19)

Longitudinally, it is evident that parent perceptions of effective school practices at Mentone Grammar is extremely positive in 2020, with all domains achieving the highest mean ratings recorded since participating in the ISV Parent Satisfaction Survey.

The school provides an excellent environment in which to learn (9.13)

ISV PARENT SATISFACTION SURVEY 2020 2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

8.01

7.99

8.18

8.05

8.00

8.04

8.10

Academic Program

ISV Overall Mean

7.90

7.95

7.98

MG Overall Mean

8.06

7.83

8.00

8.10

8.15

8.26

8.38

8.59

8.40

8.80

Quality of Teaching

ISV Overall Mean

7.85

7.91

7.96

8.01

7.96

8.14

8.02

7.96

8.00

8.08

MG Overall Mean

7.99

7.74

7.91

8.10

8.09

8.12

8.13

8.44

8.23

8.79

Learning Outcomes

ISV Overall Mean

7.92

7.97

8.00

8.03

8.01

8.17

8.07

8.02

8.08

8.11

MG Overall Mean

8.05

7.78

7.92

8.03

8.06

8.12

8.32

8.50

8.37

8.70

Pastoral Care

ISV Overall Mean

8.17

8.21

8.25

8.26

8.23

8.33

8.27

8.22

8.24

8.27

MG Overall Mean

8.33

7.99

8.20

8.26

8.25

8.26

8.39

8.63

8.44

8.79

Discipline and Safety

ISV Overall Mean

8.02

8.07

8.09

8.12

8.09

8.22

8.12

8.05

8.08

8.13

MG Overall Mean

8.12

7.70

8.20

8.32

8.16

8.25

8.30

8.56

8.30

8.73

Parental Involvement

ISV Overall Mean

7.97

8.02

8.08

8.10

8.08

8.27

8.16

8.10

8.12

8.18

MG Overall Mean

8.10

7.84

8.11

8.23

8.23

8.27

8.26

8.52

8.37

8.72

ISV Overall Mean

8.16

8.21

8.23

8.25

8.23

8.39

8.31

8.28

8.31

8.37

MG Overall Mean

8.62

8.31

8.56

8.54

8.56

8.66

8.82

8.97

8.80

9.06

Resources Year Transitions

ISV Overall Mean

7.98

8.02

8.05

8.08

8.05

8.21

8.09

8.03

8.06

8.11

MG Overall Mean

8.20

7.80

8.00

8.21

8.19

8.25

8.34

8.49

8.40

8.74

Overall Satisfaction

ISV Overall Mean

8.43

8.47

8.47

8.48

8.42

8.52

8.46

8.40

8.43

8.49

MG Overall Mean

8.41

8.15

8.32

8.49

8.37

8.44

8.55

8.88

8.69

9.07

Recommend to Others

ISV Overall Mean

8.39

8.44

8.45

8.46

8.41

8.53

8.43

8.36

8.38

8.41

MG Overall Mean

8.40

8.14

8.31

8.46

8.38

8.48

8.54

8.89

8.74

9.12

25

EARLY LEARNING MODULE Parents with a child in the Early Learning Program at Mentone Grammar were asked questions around the Early Learning environment.

Parent satisfaction with Early Learning Program at Mentone Grammar is overwhelmingly positive.

All 12 statements relating to the Early Learning environment achieved a mean rating above 9.0.

The table below summarises parent perceptions of the Early Learning Program offered at the School compared to the ISV benchmark. The figures shown are the School’s average rating (out of 10) for each of the statements, ranked highest to lowest in 2020, alongside the ISV benchmark.

Mentone Grammar 2020

ISV Benchmark

Overall, I am satisfied with my decision to send my child to this ELC.

10.00

9.39

This ELC is a safe place in which to learn.

10.00

9.31

I am happy to recommend this ELC to other parents.

10.00

9.30

Children are well prepared for the next stages of learning.

10.00

9.06

Children from different backgrounds and cultures are treated equally at the ELC.

9.83

9.48

Children have access to high quality materials and resources that help them learn.

9.83

9.06

The ELC uses a broad range of communication types to keep parents informed.

9.83

8.94

The ELC provides plenty of opportunities for self- exploration and discovery.

9.80

9.32

The ELC encourages my child to learn to be persistent.

9.80

9.10

My child is happy to go to this ELC.

9.67

9.15

The range of learning activities offered at this ELC is excellent.

9.50

9.24

There are good opportunities for parental involvement in the ELC.

9.00

8.09

STATEMENT

26

Mentone Grammar COMMUNITY REPORT 2020

REMOTE LEARNING MODULE This year, a group of statements specific to remote learning was included for parents to respond to. Parents of both Primary and Secondary students provided the highest ratings to the following statements: The teacher had the necessary tools and resources to teach successfully online. (8.74) My child was engaged during online learning at home. (8.61) My child’s learning was enhanced by the experience. (8.40)

Remote learning has been a positive experience for my child. (8.01) ISV benchmark data was not provided for this module.

2020 STUDENT SATISFACTION SURVEY The ISV Student Satisfaction Survey measures satisfaction levels of Year 5-11 students.

Responding to statements using a scale of 0 to 10, students evaluated their perceptions of Mentone Grammar school practices in 2020.

Mean ratings for Student Satisfaction at Mentone Grammar are well above the ISV benchmark across all 16 domains, achieving mean results in the top 25 per cent of all schools surveyed across all Quality of Teaching related domains.

Top rated domains include: Quality of Teaching (8.45), Resources (8.78) and Teacher Practice (8.14).

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

The top 5 Headline Indicators for Mentone Grammar in 2020 are: I have access to high quality technology and resources that help me learn. (8.87) My school is a safe place in which to learn. (8.63) My teachers expect high standards of learning from me. (8.56) I am happy to be at this school. (8.52) My teachers encourage me to improve the standard of my learning. (8.38) Longitudinally, Student Satisfaction remains strong at Mentone Grammar, with high ratings evident across all surveyed areas.

27

ISV STUDENT SATISFACTION SURVEY 2020 2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

Academic Program

ISV Overall Mean

7.00

7.10

7.10

7.20

7.19

7.20

7.39

7.20

7.20

7.21

7.32

MG Overall Mean

7.10

7.40

7.60

7.40

7.42

7.55

7.56

7.31

7.35

7.30

7.83

Learning Outcomes

ISV Overall Mean

7.30

7.50

7.50

7.50

7.50

7.51

7.70

7.49

7.48

7.50

7.60

MG Overall Mean

7.30

7.60

7.90

7.80

7.75

7.82

7.79

7.66

7.62

7.64

8.10

Pastoral Care

ISV Overall Mean

7.10

7.20

7.20

7.30

7.31

7.33

7.54

7.28

7.25

7.24

7.36

MG Overall Mean

7.00

7.50

7.80

7.70

7.73

7.72

7.76

7.49

7.48

7.40

7.88

Personal Development/ Leadership

ISV Overall Mean

7.10

7.20

7.20

7.30

7.30

7.32

7.58

7.30

7.28

7.29

7.39

MG Overall Mean

7.10

7.40

7.80

7.60

7.67

7.71

7.66

7.56

7.48

7.53

7.94

Discipline and Safety

ISV Overall Mean

7.20

7.30

7.30

7.50

7.47

7.49

7.69

7.43

7.41

7.39

7.51

MG Overall Mean

7.10

7.50

8.00

7.90

7.89

7.96

7.87

7.62

7.71

7.50

8.10

ISV Overall Mean

7.20

7.40

7.40

7.50

7.50

7.54

8.02

7.59

7.59

7.61

7.73

MG Overall Mean

7.80

8.10

8.20

8.20

8.13

8.16

8.21

8.14

8.23

8.25

8.78

School Ethos/ Values

ISV Overall Mean

7.30

7.40

7.40

7.50

7.53

7.57

7.80

7.54

7.52

7.51

7.62

MG Overall Mean

7.00

7.50

7.90

7.80

7.83

7.90

7.90

7.72

7.66

7.60

8.08

Peer Relationships

ISV Overall Mean

7.60

7.60

7.60

7.60

7.58

7.58

7.72

7.50

7.49

7.48

7.55

MG Overall Mean

7.50

7.70

8.00

7.80

7.91

7.85

7.77

7.59

7.67

7.58

7.86

Resources

ISV Overall Mean

7.40

7.50

7.50

7.50

7.54

7.54

7.55

7.50

7.48

7.46

7.54

MG Overall Mean

7.40

7.80

8.00

7.80

7.85

7.88

7.77

7.63

7.60

7.64

7.94

Student Satisfaction

ISV Overall Mean

7.40

7.40

7.40

7.50

7.66

7.68

7.21

7.17

7.13

7.12

7.24

MG Overall Mean

7.70

7.70

8.00

7.80

8.33

7.93

7.81

7.47

7.40

7.43

8.05

Academic Rigour

ISV Overall Mean

7.40

7.50

7.50

7.50

7.52

7.53

7.50

7.50

7.48

7.49

7.59

MG Overall Mean

7.40

7.60

7.90

7.80

7.81

7.81

7.80

7.64

7.63

7.63

8.04

ISV Overall Mean

6.90

7.00

7.10

7.20

7.19

7.21

7.21

7.20

7.18

7.18

7.32

Transition

Feedback

MG Overall Mean

7.00

7.30

7.40

7.50

7.46

7.53

7.53

7.36

7.30

7.40

7.94

Teacher Knowledge

ISV Overall Mean

7.00

7.10

7.10

7.20

7.21

7.22

7.21

7.20

7.17

7.16

7.28

MG Overall Mean

7.20

7.40

7.50

7.50

7.53

7.62

7.53

7.33

7.23

7.33

7.85

Teacher Practice

ISV Overall Mean

7.00

7.20

7.20

7.30

7.33

7.35

7.30

7.35

7.33

7.34

7.48

MG Overall Mean

7.20

7.50

7.70

7.70

7.69

7.72

7.66

7.51

7.47

7.50

8.14

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

7.35

MG Overall Mean

7.20

7.50

7.60

7.60

7.56

7.63

7.59

7.35

7.31

7.34

7.99

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

7.46

MG Overall Mean

7.20

7.40

7.70

7.70

7.74

7.81

7.73

7.19

7.52

7.59

8.45

REMOTE LEARNING MODULE This year, a group of statements relating to remote learning was included for students to respond to. Both Primary and Secondary students indicated that they had the tools and resources necessary to learn on online and understood what was expected of them as remote students.

Top rated statements are: I had the tools and resources necessary to learn online. (8.29) I understood what was expected of me as a remote student. (8.13) I had the support of my teachers to help me in my online learning. (8.06) I had the support of the school to help me in my online learning. (7.94) ISV benchmark data was not provided for this module.

28

Mentone Grammar COMMUNITY REPORT 2020

FINANCE MENTONE GRAMMAR SCHOOL IS A COMPANY LIMITED

BY GUARANTEE. THE INFORMATION BELOW SUMMARISES THE SCHOOL’S 2020 INCOME AND EXPENSES, BROKEN DOWN BY FUNDING SOURCES.

INCOME 2020 Fees an Levies - including local and international students (76.2%) Goverment Grants (22.1%) Other (1.7%) Fees and Levies - including local and international students Government Grants

$35,932,289 $10,431,150

Other $809,932 $47,173,371

EXPENSES - CONSOLIDATED Salaries and employee benefits (62.4%) Education and general costs (23.6%) Property and maintenance (13.1%) Finance - including interest and bank charges (0.9%)

Salaries and employee benefits

$28,975,162

Education and general costs

$10,967,103

Property and maintenance Finance (including interest and bank charges)

$6,076,201 $407,242

$46,425,708

$747,663

29

FACILITIES IN 2020 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. The School’s Campus begins with 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 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 30

Mentone Grammar COMMUNITY REPORT 2020

AQUATICS

The grounds of all campus areas have been 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.

PORARY

SCIENCES

TECHNOLOGIES

ROUNDS SHOREHAM CAMP

SHARED THE CULTURES ARTS

31

STAFF REGISTER 2020 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 (to Term 4) 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) Head of Eblana Nicole Bradshaw B Bus (Acc), CPA, GAICD Director of Business Helen Voogt-Dillon (to Term 1) 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) Anderson House Mentor Melinda Allsop B Ed (Language and Literature) English Teacher Anderson House Mentor 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 Madeline Armstrong M Psych (Ed & Dev); Grad Dip (Psych); BA (Psych) Counsellor/Ed Psychologist 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 Co-educator Stuart Bainbridge MLM Ed, BA, B Ed Director of Sport Officer Commanding - Cadets 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) MLM Ed. Commerce Teacher Daily Organiser Anderson House Mentor

Vicki Baron BA (Business Studies), Dip Ed Expert Observer/Commerce Teacher Assistant Head of Humanities and Commerce Cameron Barry (to Term 2) Head of Outdoor Education Marina Basin Certificate III (Children’s Services) ELC Co-educator Liam Bassett B Ed (P–12) English Teacher White House Coordinator Kara Baxter BA, Dip Ed (Secondary) M Ed (Leadership) Psychology/Humanities Teacher Head of Teaching and Learning Years 7-12 Jones House Mentor Kristie Beames B Eng (Electronic) (Hons), B Ed (Secondary) M Sc (Maths Education) Frogmore Mathematics Teacher Assistant Head of Mathematics Lionel Large House Mentor Vicki Beaumont BA (Early Childhood Education), Grad Cert (Business) ELC Teacher Debra Bernasconi Dip (Early Childhood), Cert III (Children’s Services) ELC Co-educator Craig Best BSc Dip Ed, Grad Dip (Outdoor Education) Mathematics Teacher Lionel Large House Coordinator Joanne Boyd Food Technology Technician Esther Brierley B Fine Arts (Visual Art – Photography) Visual Arts Technician Sarah Byrne BA (Early Childhood Studies), BTEC Higher National Dip (Early Childhood Studies) ELC Co-educator Veronica Byrnes Cert III (Children’s Services) ELC Co-educator Sue Carey BA, Dip Ed, Grad Cert Careers Education Careers Counsellor

32

Mentone Grammar COMMUNITY REPORT 2020

Jacqueline Cartwright Dip Teach (Primary), Grad Dip Special Education (Hearing Impairment), Grad Dip Deaf studies (Auslan) Years 5 & 6 Coordinator Bayview Mentor

Gavin Cornish B Mus, Grad Dip Ed, Cert IV (Assessment and Workplace Training) Head of Performing Arts Director of Music Officer of Cadets

Amelia Cash (to Term 2) Outdoor Education Facilitator

Nigel Coutts BEd, BA(Hon Sociology & Anthropology) Grad Cert (Gifted Ed) Grad Dip (Special Ed) MEd Head of Teaching & Learning F-6

Michelle Edmondson BA (Hons) English and Psychology, PGCE English and Drama (Post Grad Cert – Education), MA (Contemporary English Literature) English Teacher Deighton House Mentor

Sonja Cowell G Dip Ed (Primary), B Bus Eblana Teacher - Year 1

Ursula Erdelyi-Götz LLB, BA, Grad Dip Ed Teacher of Languages Lionel Large House Mentor

Joshua Cukierman B Arts (Hons), M Teaching Frogmore Mentor VCE Global Politics, History Revolutions and Humanities Teacher Jones House Mentor

Umut Ersezer B Sc (Biology Major) Science Teacher

Samantha Cunnington Dip (Children’s Services) Cert III (Children’s Services) Integration Aide ELC Co-educator

Greg Evans (Leave) B Ed (Primary) Eblana Teacher - Year 3

Mandy Chamberlain Dip Teach (Primary), Grad Dip (Information and Communication Technology) Eblana Teacher – Year 4 Sharon Chance BSc (Hons), PGCE Bayview Mentor Science Teacher Leigh Chislett BSc (Education), Grad Dip Bus (Comp), Grad Dip SpSc, FHR Bayview Mentor Libby Chislett M Ed (Special Ed), Dip EarlyChildhood Ed, B Ed ELC Teacher Head 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 Bayview Mentor Matthew Cohn M Ed, B Mus, Cert IV (Workplace Training & Assessment) Grad Dip. IKM Music Teacher Anderson House Mentor Sarah Connell B Arts, Dip Ed (Secondary) Greenways Mentor English Teacher SMART Program Coordinator - Winter Aaron Cook BA (Hons), Post Grad Ed, M Ed (Lit Ed), M Ed (Hons) Humanities teacher Head of Humanities and Commerce (shared)

Louise Daly B Ed (Drama Dance Sociology) Senior Drama Teacher Deputy Head of Frogmore John Dermott B. Commerce, B Arts (Psychology), Dip Ed Frogmore Mentor VCE Economics and Humanities Teacher Tayeesha Despotellis B (Communication Design) Master Teach (Primary and Secondary) VCD and Visual Arts Teacher Finlay Anderson Mentor Greenways Mentor Melanie Di Rosato Cert III (Children’s Services) ELC Co-educator Cassandra Dixon B Ed Primary (Hons) Eblana teacher - Year 1 Vic Djajamihardja (to Sem 2) 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 (to Term 2) BSOR, B Bus Com (HRM), M Teach Cert IV (Outdoor Rec) Greenways Outdoor Education Facilitator

Barbara Edgar B App Sci (Library and Information Services), Grad Dip Sc (Arc Rec) Frogmore Librarian

Wayne Essing B Ed (Primary) Bayview Mentor

Brooke Fielke (Leave) 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 Co-educator Kate Frazer M Teach (Primary/Leadership), B Comm (Journalism) Health & PE Teacher Were House Mentor Deighton House Coordinator (Term 4) 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 MA, Dip (Art & Design-Ceramics), Grad Dip Ed, Grad Dip (Visual Arts) Visual Arts Teacher Jones House Mentor

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STAFF REGISTER 2020 Gracie Gao B Arts (App Linguistic: Teaching Chinese as a Second Language) M Teach Chinese Teacher Eblana/Bayview/Frogmore Assistant Head of Languages Wendy Gardner B App Sci (IT), M Teach (Prim Sec Ed) Technologies Teacher Drinan House Mentor Michele Gill B Ed (Design) Visual Arts Teacher Frogmore and Bayview Assistant Head of Visual Arts Were House Mentor Amanda Gluyas (to Term 2) Laboratory Manager Stacey Gwilym M Teach (Secondary), B SC Hons (Biology), Grad Dip (Clinical Embryol) Science and Biology Teacher Were House Mentor Justine Hamilton BA, B Teach M Ed (Assessment & Pedagogy) Bayview Mentor Jenni Harrison Dip (Teach), B Ed Eblana Teacher – Year 1 Matthew Hardie B Ed (Primary) Bayview Mentor Meg Hayes B Ed, Dip Modern Languages (Advanced Indonesian), M Ed (Research), PhD (Research) Eblana Teacher - Year 2 Olivia Haynes (on Leave) B Ed (Primary) B Mus (Hons) (Violoncello) Bayview Mentor Caroline Hegarty Dip (Children’s Services) Cert III (Children’s Services) ELC Co-educator Emma Heine B Ec, Grad Dip (Education) Frogmore Teacher Lionel Large House Mentor Danielle Henshall BA Library Technician Finlay Anderson Library Wendy Hong B (Medical Science) M Teach (Secondary) Maths/Science Teacher Greenways Mentor

34

Mentone Grammar COMMUNITY REPORT 2020

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) Greenways Mentor Dimity Hughes BA – Writing/English Grad Dip Ed - English M Ed (TESOL) EAL and English Teacher Finlay Anderson House Mentor Nadia Janetzki B Sci, B Teach (Secondary) Mathematics Teacher (Acting) Assistant Head of Mathematics (Term 1) White House Mentor Vanessa Johnston BA (Music Theatre), MA (Teaching), Grad Cert (Educational Research), Cert III (Community Recreation) Deighton House Coordinator Drama and Dance Teacher Joanne Kamp B Ed (Science) Biology Science Teacher Were House Coordinator Mentonian Editor Karen Kennedy BA, Dip Ed Senior English Teacher Dana Killmister B Sc (Mathematical Sciences) B Ed Learning Enhancement Teacher – Frogmore 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 Anderson House Mentor President – Staff Association

Hayley Kuperholz M Ed (Gifted), Grad Dip Ed, B Mus Head of Learning Enhancement – Talent Development Melanie Lane BSc, Dip Ed Lionel Large Mentor VCE Physics and Science Teacher Lionel Large House Mentor Alana Leahy B Ed (Early Childhood) ELC Teacher Geraldine Lennon B Ed (PE and Social Science), M Ed (Special Ed) Cert IV Workplace Training and Assessment Learning Enhancement Teacher/Case Manager Olivia Let Cert III in Early childhood education and care ELC Co-educator Zoe Levey Cert III in Early Childhood Education and Care ELC Co-educator Kuan Li B (Electronic Engineering), M (Numeracy) Mathematics Teacher White House Mentor Jackie Liepa B Ed (Primary & Secondary) Eblana Teacher – Year 1 Siew Pyng Lim BA, Dip Ed Frogmore/Bayview EAL/ Humanities Teacher Frogmore Mentor Lionel Large House Mentor Michael Linahan BSc (Hons), PGCE, Cert IV (Workplace Assessment) Senior Physics/Mathematics/IT Teacher Emma Lindsay B Sci, Dip Ed Science Teacher Bayview Mentor Assistant Head of Science Kris Little B Ed (Primary), B App Sc (Human Movement) Eblana Teacher – Year 3 Julie Littlechild Higher Dip of Secondary Teaching (Art) VCD Teacher

Juan Lizcano Bachelor of Industrial Design Master of Teaching (Secondary) Design & Digital Technology Technician Yan Ma BA, Dip Ed Chinese Language Teacher Finlay Anderson House Mentor Pip Madden B App Sc (Speech Pathology), M Teach (Primary) Primary Educator Bayview Mentor Lidia Mancini B Music (Hons) (Education) Classroom Music Teacher Jones House Mentor Max Marrow Grad Dip Ed, Grad Dip (Careers Ed) Grad Dip (Bus Policy St), Ass Dip (Art Sculpture) Careers Counsellor VET Coordinator Cathy Martin M (Ed Psych), BA (Hons), BSc Counsellor/Psychologist 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 Wellbeing Coordinator - Programs Jamie McCarney M Teach (Senior), BPA Deighton Mentor Drama Teacher Assistant Head of Performing Arts Deighton House Mentor Bernadette McGill B Sc (Education) Mathematics Teacher Assistant Head of Mathematics Belinda McKindlay Grad Dip Ed (Teacher Librarianship) Eblana Teacher Librarian Sustainability Leader 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

Carly Mulvihill BA, B Ed Learning Enhancement Administrator Rohan Murphy B Health Sci (Human Movement), Grad Dip Ed Frogmore HPE Teacher Finlay Anderson House Mentor Alyce Myszka B Ed (Primary) Bayview Mentor

Tony McRae B Ed (Hons) Mathematics Mathematics Teacher

Liat Neuenschwander BA, Dip Teach Secondary English and Drama Teacher Anderson House Mentor

Hayley Meeking BA (Nursing) Cert IV (Training & Assessment) Registered Nurse Division 1 School Nurse

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

Tess Monda Grad Dip (Tech Ed) Dip (Hotel Management and Catering), Cert IV (Workplace Training and Assessment) Head of Technologies Jones House Mentor

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

Elli Monro BA, PSYD, Grad Dip (History), Dip Ed (Secondary) Humanities Teacher Psychology Teacher Year 7 Coordinator RAP Committee Co-Head Joe Monro BSc, Grad Dip Ed Bayview Mentor Humanities Teacher Assistant Year 8 Coordinator Natalie Morgenstern Grad Dip Ed, BFA (Jazz Studies) Head of Woodwind Music Teacher White House Mentor Ken Morrish B Ed, ECE ELC 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 Drinan House Mentor Barbara Mueller B Sc (Education) Dip Financial Planning Mathematics Teacher

Katherine Nish B Ed (Secondary), B (Health Science) Cert IV (Training and Assessment) Greenways Café Program Coordinator Sports Coordinator 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 Sports Coaching – Winter Jenna Oliver B Teach (Physical and Health Education) HPE Teacher Head of HPE (shared) Drinan House Mentor Shaun Osborne B Ed, Grad Cert English and Humanities Teacher Michelle Palfrey BA, Dip Ed, English/Humanities Teacher (CRT) Andrew Pate B Ed, Cert IV (Program Technologies) Technologies Teacher Timetabler Deighton House Mentor

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STAFF REGISTER 2020 Tracey Pate M (Leadership), BA, Grad Dip Ed, Post Grad Dip (Psych) Literacy Coach English Teacher Head of English Drinan House Mentor Adrian Payne BA (Hons), Grad Dip TESOL Humanities Teacher Finlay Anderson House Mentor 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 Assistant Head of English 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 Deputy Head of Greenways Rev. Michael Prabaharan BTh (Hons), Dip Min, M Ed (Counselling), Dip (Training & Assessment), Chaplain Religious Education Teacher Maddy Prowse (Sem 1) M Ed Psych; Grad Dip (Psych); BA (Psych) Counsellor/Psychologist Jessica Price (to Term 1) M Psych (Ed & Dev)/PhD Candidate Grad Dip (Professional Psych) B App Sci (Psych), Counsellor/Psychologist Bernard Quay Post Grad Dip Ed (Secondary), BA (Social Science) Languages Teacher – Chinese Greenways Mentor Jessika Rabe 1st and 2nd State examination for Primary and Secondary School Teaching – Germany Teacher of Languages

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Mentone Grammar COMMUNITY REPORT 2020

Frank Recchia BA (Mus), Grad Dip Ed, Grad Dip Hum, Grad Dip Arts (Mus), Cert IV (Training and Assessment) Music Teacher Were House Mentor Leonie Redfern B Ed (Secondary) Bayview Mentor Maths/Science Teacher Vanessa Riach M Teach, BSc Bayview Mentor Humanities Teacher Assistant Head of Year 7 Aaron Richard BA, BSc, Grad Dip Ed French, Chinese and German Teacher Head of Languages White House Mentor 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) Officer of Cadets Counsellor/Psychologist Head of Student Wellbeing Scarlett Rodoreda M (Teach), B Sc (Psych), Grad Dip (Psych) ELC Teacher Beverly Ross BA, Dip Ed (Secondary), M Ed (Teacher librarianship) Teacher Librarian – Bayview Dominique Rowlands BA, Dip Ed French Language Teacher Anita Saavedra (on Leave) BA, Dip Ed Legal Studies Teacher Henrique Dartas Salles School Psychologist (Placement) Laura Savage B Ed (Primary) Eblana Teacher - Foundation Deb Sewell B Ed Eblana Learning Enhancement 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) Mark Smith M Ed, Grad Cert (Gifted Ed) B Ed, Dip (Teach) Gifted and Talented Coordinator Learning Enhancement Teacher Sally Smith Cert III Early Childhood ELC Co-educator 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 Literacy Coordinator F-4 Catherine Snell M (Teach), B Arts (Hons) English Teacher Deighton House Mentor 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 BA, Grad Dip (Journalism), Grad Dip Ed (Middle Years), M Ed (Specific Learning Difficulties) Learning Enhancement and Humanities Teacher

Trevor Stevens BSc, HEd Frogmore Science Teacher Officer of Cadets Were House Mentor 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) HPE Teacher White House Mentor Heather Stone Higher Dip Ed Bayview Mentor Mathematics Teacher Gemma Sullivan B Early Childhood and Primary Eblana Teacher – Year 4 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) Bayview Mentor Science and Mathematics Teacher Angus Todd BA, M Teach (Primary and Secondary) Bayview Mentor Heath Tregear (to Term 1) M Teach (Secondary), B Comm Economics and Mathematics Teacher Drinan House Mentor Lauren Trevis B Ed Primary BA Policy Studies Eblana Teacher - Year 3

Enzo Vozzo B Tech (Computer Studies), Grad Dip (Secondary) Mathematics, Science and Technologies Teacher 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) Head of Learning Enhancement Learning Enhancement Teacher 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 Grad Dip Ed (English and EAL) English Teacher Bayview Mentor (Acting) Lionel Large House Coordinator – Term 1 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 - Training Michael Wilton BSc, Dip Ed, Grad Dip (Health Ed) Science Teacher Officer of Cadets Jones House Mentor Lisa Winding M (Teach), B Bus, Dip Ed Legal Studies Teacher

Lisa Turner BA (Psychology), B Ed (Primary & Secondary) English Teacher Drinan House Coordinator

Luke Wintle B App Sci, Grad Dip Ed (Secondary), Dip (Sports Development) Bayview Mentor HPE Teacher

Jennie Valente Dip T B Ed ( Primary) Learning Enhancement Teacher Bayview

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) Deighton House Mentor Kim Wootton BA (Fine Art), Dip Ed (Secondary) Head of Visual Arts Kate Wright 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 Lionel Large House Mentor Peter Zerman BA, Grad Dip Ed, MMM, Cert IV (Assessment & Workplace Training), Assistant Head of Technologies Finlay Anderson House Mentor

REPLACEMENT STAFF Rachel Bainbridge BA Visual Arts BA Education (primary & secondary) Visual Art Teacher Bianca Caretti Marketing Manager Susan Hall B.Sc. (Hons), Dip Ed Science Teacher Kate Padley Grad Dip Ed (Secondary), B App Sc Physical Education (Secondary) HPE Teacher White House Mentor Danielle Taylor Dance/Drama Teacher Yuanyuan (Crystal) Zhang B A Media Creativity, M Teach (Secondary) Mandarin Teacher

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STAFF REGISTER 2020 SESSIONAL MUSIC TUTORS

OPERATIONS

Susan Batten (Oboe/Piano)

Julie Aarons B Bus (Acc), CPA Finance Manager

Chris Bieniek (Guitar) Justine Clark B Teach (Pri) and B Ed (Suzuki Violin/Violin/Piano) Matthew Cohn (Cello/Double Bass/ Viola/Violin) Gavin Cornish (French Horn/Trumpet/Trombone) Stephen Coutts (Speech & Drama/Voice)

Mark Andreatta ICT Support Officer Ric Arnold Dip (Live Production and Events), Adv Dip (Audio Engineering) AV & Theatre Technician Suzanne Ashley BA (Legal), Dip (School Marketing), CMS Alumni Manager

Liam Cullen (Cello)

Andrew Baillie Dip Property Services Property Manager

Niran Dasika (Trumpet)

Sharon Bates Accounts Receivable Officer

Catherine Friend (Piano/Theory)

Jillian Baxter (to Term 2) Receptionist/Admin Assistant

Sally Haworth (Clarinet/Saxophone/Flute)

Ann Bingham ICT Support Officer

Victoria Landy (Flute)

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

Reave Maloney (Guitar/Bass Guitar/Double Bass/ Electric Guitar/Cello/Harp) Lidia Mancini (Voice) Duane Manning (Drums) Debra McLeod (Cello/Piano) Natalie Morgenstern (Bassoon/Clarinet/Flute/Oboe/Saxophone) Catherine Narayan (Cello/Suzuki Violin/Viola/ Violin) Nicholas Pietsch (Trombone) Mia Quist (Bassoon) Frank Recchia (Drums/Guitar/Bass Guitar Unplugged/ Pop Piano/ Electric Guitar) Samantha Robertson (Voice) Angela Wasley (Voice) Jason Wasley (Voice) Catherine Waugh (French Horn)

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Mentone Grammar COMMUNITY REPORT 2020

Isabella Blair (to Term 2) Catering Services Campus Supervisor

Mike Durack B Eng (Mech) (Hons), B Teach (Primary), CPEng (Ret) TMA Volunteer Pernilla Eklund Allan Registrar Julliet Eksiyan Adv Dip Business (Acc) Management Accountant Claire Forbes Accounts Payable Assistant Nicole Gray (to Term 2) 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

Connor Bourke IT Support

Richard Keely (to Term 2) Dip Teach, B Ed Grad Dip (HR Development) Human Resources Manager

Deborah Callahan (on Leave) B Bus (Marketing), BA (Media & Communications) Marketing Manager

Laura Kenny Dip (Business) Scholarship Coordinator HR Assistant

Judy Cleverley (to Term 2) PA to Teaching and Learning

Kathryn Lawlor (to Term 3) HR Assistant

Simon Costa (to Term 2) B Comm, CPA Business Operations Manager

Nicola Lester ICT Support Officer

Jasmin Crawford Risk and Compliance Assistant Fiona Dallas (to Term 2) Development Specialist Kelli Dawes Dip (Event Management and Public Relations) Events Manager Liz Dimitriadis Cert (Accounting) Accounts Payable Payroll Officer Joshua Dunne (to Term 2) IT Support

Michelle Lewis Cert IV (Business Administration) Assistant Registrar Alexandra Lindsay B Com (Marketing and Commercial Law), Marketing and Communications Officer Jessica Matthews BA (Film & Television) Performing Arts Coordinator Patrick McArdle (to Term 2) IT Support Robyn Mill PA to Director of Business & Deputy Principal - Operations Scott Miller B (Computing) Director of ICT

Malcolm Mitchell (to Term 2) Applications and Desktop Specialist IT Support Peter Newton TMA Volunteer Man-Chi Nguyen B App Sc Database Administrator Colleen Robinson (to Term 2) 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 (to Term 2) 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 Amy Wilson Executive Assistant to the Principal Danny Yardis Dip (Art & Design – Graphic Design) Graphic Designer

BAYSIDE AQUATICS

SECURITY

Erin Hall (to Term 2) Austswim Teacher (Swimming and Water Safety), Austswim Teacher (Infants and Preschool Aquatics), Dip (Resort Management) Aquatics Coordinator

Peter Francis Cert III (Security Operations)

Clare McGowan (to Term 2) B ExSci, Dip Sports & Rec Management, ASCTA Swim Teacher Acc., First Aid Assistant Aquatics Coordinator

‘Raj’ Gungeet Josan Cert II (Security Operations) Stephen Nespor Cert II (Security Operations)

Tim Mulvihill (to Term 2) BA, B Ed, M Ed, ASCTA Silver Licence Head Swimming Coach Brad Smith (to Term 2) ASCTA Bronze Level Swimming Coach Senior Assistant Squad Coach

GROUNDS & MAINTENANCE Barry Watts (to Term 2) Maintenance Supervisor – Projects Chris Larson Maintenance Supervisor – Operations Tom Donnell Grounds Supervisor Patrick McCarthy Grounds Supervisor Henry Zalega (to Term 2) Thomas Graham (to Term 2) Ben Still Wayne Fuller Tyler Emrose Grounds Apprentice

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