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ANNUAL REPORT

2016

TO THE SCHOOL

COMMUNITY

ST BERNARD’S COLLEGE, ESSENDON

   

REGISTERED SCHOOL NUMBER: 1471


ST BERNARD’S COLLEGE, ESSENDON

Contents Contact Details....................................................................................................................................................... 2 Minimum Standards Attestation ..................................................................................................................... 2 Our College Vision................................................................................................................................................ 3 College Overview .................................................................................................................................................. 4 Principal’s Report .................................................................................................................................................. 5 College Board Report........................................................................................................................................... 8 Education in Faith ............................................................................................................................................... 10 Learning & Teaching .......................................................................................................................................... 11 Student Wellbeing ............................................................................................................................................... 13 Leadership & Management.............................................................................................................................. 16 College Community ............................................................................................................................................ 18 VRQA Compliance Data .................................................................................................................................... 20

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ST BERNARD’S COLLEGE, ESSENDON

Contact Details ADDRESS

41 Rosehill Road Essendon VIC 3040

PRINCIPAL

Mr Tony Paatsch

PARISH PRIEST

Fr Nhân  Le  (Chaplain)  

COLLEGE BOARD CHAIR Mr Rod Lamplugh TELEPHONE

(03) 9289 1101

EMAIL

principal@sbc.vic.edu.au

WEBSITE

www.sbc.vic.edu.au

Minimum Standards Attestation I, Tony Paatsch, attest that St Bernard’s College is compliant with: • All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA •   Australian Government accountability requirements related to the 2016 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth) 5 June 2017

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ST BERNARD’S COLLEGE, ESSENDON

Our College Vision St Bernard’s College contributes to a better world for all by educating to form the whole person, empowering each student to fulfil his life’s potential. As a Catholic school in the Edmund Rice tradition St Bernard’s aspires to be faithful to the four touchstones as set out in the Edmund Rice Education Australia (EREA) Charter. Liberating Education We open hearts and minds, through quality teaching and learning experiences, so that through critical reflection and engagement each person is hope-filled and free to build a better world for all. Gospel Spirituality We invite people into the story of Jesus and strive to make his message of compassion, justice and peace a living reality within our community. Inclusive Community Our community is accepting and welcoming, fostering right relationships and committed to the common good. Justice and Solidarity We are committed to justice and peace for all, grounded in a spirituality of action and reflection that calls us to stand in solidarity with those who are marginalised and the Earth itself. In our own context, we have the following Vision and Mission Statements: Vision Statement Our vision statement is “Achieving Excellence by Learning and Doing”. Our focus is to offer a holistic education for our students in a community of faith. We aim to provide opportunities for every student to achieve excellence spiritually, academically, socially, culturally, morally, physically and emotionally. We seek to lead a vibrant community that lives out equality, justice and service to others. Mission Statement St Bernard’s College is a Catholic School in the Edmund Rice tradition. We will educate for a community where excellence is promoted, opportunity provided and spirituality, together with Gospel based service, practised in a just, learning environment.

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ST BERNARD’S COLLEGE, ESSENDON

College Overview Set in extensive grounds on the side of Steele Creek Valley in West Essendon, St Bernard's College is a single-gender Catholic secondary school offering a wide range of formal classes and a comprehensive informal curriculum, to more than 1400 young men from Year 7 through to Year 12. The students are expected to be personally enthusiastic about involving themselves in the broad educational spectrum offered by the school. This applies especially to their growth in an informed appreciation of their Faith as an integral and essential part of that broad education. Though our student population is drawn mostly from those who have attended local Catholic primary schools, and whose families have been actively supportive of their sons' ongoing education in the Catholic faith through consistent involvement in their parish communities, consideration is always given to students who can demonstrate special circumstances. There is no selective academic entrance exam.

Goals Education in Faith • That a culture of informed participation in opportunities for personal spiritual development and faith formation, interfaith dialogue, liturgical celebration, Christian service and action for social justice, characterises the College. •   Reinterpret the Catholic tradition within the context of contemporary culture. •   Encourage Christian spirituality marked by solidarity. •   Develop a more post-critical or symbolic belief style among students. Learning and Teaching •   That all staff are active members of the St Bernard's professional learning community. •   That literacy and numeracy skills will improve. •   That boys will develop into engaged, self-motivated, cooperative and independent learners. •   Provide mechanisms and support to facilitate the ongoing learning of all teachers in the application of a range of effective pedagogical practice. Student Wellbeing •   That students feel safe and connected to peers across the school, allowing each individual to grow to manhood. •   Develop a shared understanding of wellbeing that makes explicit the importance of relationships, belonging and the links to learning, engagement, personal responsibility and educational excellence. •   Explore and refine processes and structures that lead to greater consistency of practices to support student wellbeing.

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College Overview (continued) Leadership and Management • To articulate the vision and mission of St Bernard's through a shared common language. •   That the alignment between the vision and the life of the College is strengthened. •   Ensure there are constant linkages back to vision and mission in every College initiative and action. School Community •   To ensure all sectors of the St Bernard’s community are represented, feel welcomed, valued and have a voice. •   That participation and involvement with the families, parish, alumnae and wider community continues to grow. •   Continue to strengthen community connectedness and partnerships.

Principal’s Report Community celebration of liturgy is an important part of our identity and this year staff commenced the school year with a welcoming Mass where we joined with our colleagues from St Columba’s and Ave Maria Colleges to ask God’s blessing on our shared mission for the year. A welcoming Mass for Year 7 and Year 12 students was filled with lovely symbolism and the entire College gathered for a welcoming Mass early in Term 1. For an increasing number of students and families the Catholic school is the face of the Church as engagement with parish diminishes. One of our ongoing challenges is delivering an authentic religious education curriculum that encourages an informed appreciation of a faith which, without careful nurturing, can seem incongruent with the contemporary secular society that students live in. The St Bernard’s is a faith community in which way faith is hands on and there is emphasis on seeing Christ in the other and responding. Through the year students lived out their faith through Christian service, immersions, support for our friends at Br Beausang in Kenya and a myriad of other ways. Edmund Rice schools from across the world gathered in Kolkata, India for the inaugural Edmund Rice Beyond Borders Congress. I expect that in coming years this initiative will see additional opportunities for St Bernard’s to engage with other school communities, particularly elsewhere in the developing world. In schools, as in many areas of life, to stay still is to go backwards. In 2016, the College continued working to develop the best possible facilities to support the educational needs of students. An extension to the gymnasium providing additional seating for functions and an additional indoor teaching space, the covered outdoor learning area and the senior science and parallel programs centre were completed in 2016. The College was delighted to welcome Archbishop Dennis Hart to formally open and bless these facilities on St Bernard’s Day as part of our liturgy. 2016  ANNUAL  REPORT  TO  THE  SCHOOL  COMMUNITY  

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Principal’s Report (continued) The day to day life of the College revolves around teaching and learning. In 2016, the College continued the shift to a more contemporary model of education that emphasises student rather than teacher centred classroom pedagogy. This involved additional professional learning by teachers and a change in classroom furnishing and layout. Early indications are positive, suggesting that these changes have engendered a change in student engagement. This should see improved academic outcomes over time. An additional focus this year has been developing student literacy with all teachers emphasising literacy skills in all subjects. The annual Production in 2016 was ‘The Boy from Oz’. I seem to have pronounced quite a few productions as the ‘best ever’ in recent years. I have no doubt, however that this was and with multiple nominations from the Music Theatre Guild of Victoria including for “Junior Production of the Year” support this view. The sensitive treatment of a challenging text by Brooke Sullivan and Brendan Tollit and outstanding student performances, including by Liam McWhinney as Peter Allen made this special. An additional element was the statement that this Production made about the acceptance of diversity within the College community. Once again, this year the College has had a strong student voice. The senior leadership of Harry Pound (College Captain), Anthony Zorzanello, (Ministry), David Gavaghan (Academic), Declan Butler (Arts) and Nick Lukies (Sport) was passionate and principled and I thank them for their leadership and support. The College continued to have success in musical endeavors. The Show Band and senior vocal ensemble ‘Shazam’ were successful at the ‘Generations in Jazz’ music festival in Mt Gambier. The Symphonic Band and vocal groups played a key role in liturgical celebrations throughout the year including at the St Bernard’s Day Mass. The future looks bright with the largest number of young musicians in many years playing in the Year 7 Honours band. For the first time in over a decade St Bernard’s did not hold one of the Carnival trophies (Athletics Swimming, Cross Country). We were however ACC premiers in Senior Tennis, Open Golf, Year 9 Soccer, Year 10 Soccer, Year 10 Hockey and Senior A Basketball Premiers (for the first time since 1991!) Perhaps the sporting highlight of the year was our Senior Cross Country Team finishing with 27 points, (2,3,4,5,6,7,) one placing away from the perfect score. Unsurprisingly we were ACC Senior Aggregate Champions. I acknowledge the successes of the Year 12 graduates of 2016. The outcomes for VCAL and the Edmund Rice Pathways students were excellent and the VCE results similar with a mean and median study score of 31.7 and 32 respectively. I particularly congratulate each student for whom the result is outstanding in that it is an accurate expression on hard work and commitment, in particular, our academic high achievers and College Dux Luke Santomartino. All successful schools are deeply embedded in their communities. I acknowledge the positive symbiotic relationship between the Old Collegians Association, the College Foundation and the Old Collegians Arts, Football, Hockey, Cricket, Athletics and Volleyball and Basketball clubs.

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Principal’s Report (continued) One of the hallmarks of the St Bernard’s community is the strength of parental involvement. I would like to thank and acknowledge all parents who assisted the College in any way this year. Education of young people is a shared undertaking between parent and school and your commitment to your son’s school improves his educational outcomes. I particularly thank those who have contributed through the Parents and Friends, Ladies Auxiliary and our newest ‘service’ association; the Social Justice Network. The College is blessed to have generous and talented parents and supporters who contribute their time and expertise. I would like to also thank the members of the Advisory Forum the Building Committee and the Finance Committee which are the three subcommittees of the Board. I also thank the Board Chair, the Deputy Board Chair and all the Board members for the enormous contribution they have made to St Bernard’s this year. Tony Paatsch Principal

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College Board Report It was my privilege to again be Board Chairman of St Bernard’s College in 2016. The position affords me the opportunity to observe the good work undertaken by so many in our College community to ensure we remain a school in the tradition of Edmund Rice. From those who volunteer their time on everything from parents and friends’ activities to our many committees and associations, I would like to thank you for your contribution. The College has in 2016 given the boys the resources and support they needed to achieve their academic objectives. The College has continued its extensive building program to ensure whenever possible that classes are being delivered in an environment most conducive to learning and that our sport and arts facilities are of an excellent quality. This year saw the College leadership team set in place the College’s Strategic Plan for the next five years so that the investment in new resources and that the College objectives are delivered and achieved in a well planned manner. I am particularly pleased with the College investment in a new targeted learning program for our boys which will see greater use of data to help us understand how each individual boy should be taught. Thank you to Paul Shannon for championing this new state of the art approach to teaching and learning. The College of course does more than help the boys achieve their academic objectives. There is a host of activities available to the boys in sport and the arts. The highlights for me in 2016 were the many ACC sports finals won by the College, the College bands and the very successful musical collaboration with St Columba’s, “The Boy from Oz”. We have so many talented students. Congratulations to all the staff and boys involved. Students from the College have experienced immersion programs in 2016 overseas and within Australia opening their eyes to diverse cultures and living conditions. Our Year 9 Santa Monica experience was again a great success. Congratulations to the staff and students involved in these programs. The aforementioned activities are a very important part of College life however we must remind ourselves what makes us a school in the tradition of Edmund Rice is that we do our best to instil in our boys a sense of social justice. I would like to think that the typical St Bernard’s College student whilst focused on his own path ahead takes the time to stop and consider whether the people around him could do with a hand. You will see our bronze statue at the top of the College hill depicts one student helping another in need, a powerful symbol of what it means to be a student from St Bernard’s College. It is my hope that this sense of helping others stays with each boy long after he has left the College so he can contribute to a better world.

I could not provide this report in 2016 without acknowledging the significant contribution that has been made to our College by our departing Principal, Tony Paatsch. By any reasonable measure Tony has been an outstanding Principal and leader of our College for the past eight years. He has inspired his staff to continue with the good work they do and to aspire to improve where they can. Tony has also overseen an extensive building program which has seen the completion of many new buildings and facilities within the College and put in place plans for many more.

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College Board Report (continued) He has led by example through his hard work, tireless dedication to the role and pragmatic approach to the day to day tasks that a Principal of our College must face. On behalf of all the College community I wish Tony every happiness with his future and his new role as Principal of St Josephs, Geelong. Whilst Tony will be missed I am looking forward to working with our newly appointed Principal, Adam Taylor who I am confident will prove himself to be another excellent leader of our College ably supported by our Deputy Principal, Paul Shannon and the senior staff at the College. Congratulations to all of our boys who did their best in 2017. To those who have completed Year 12 this year I wish you a successful future. Finally, I would like to extend a special thank you to those that have served on the College Advisory, Building and Finance Committees and the College Board members including our Deputy Chairman, Matthew Mulkearns who has again been a great support to me. Rod Lamplugh Board Chair

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Education in Faith Goal To develop student and staff capacity to understand and articulate the meaning of the Roman Catholic and Edmund Rice life and world view as expressed in the stories, rituals and values of these traditions.

Intended Outcome That a culture of informed participation in opportunities for personal spiritual development and faith formation, inter-faith dialogue, liturgical celebration, Christian service and action for social justice, characterises the college.

Achievements • Following a review the Identity Team was expanded to include six positions of leadership reporting to the Assistant Principal (Identity): Advocacy and Justice Coordinator, Cultural Engagement Coordinator, Liturgy and Retreats Coordinator, Service Learning Coordinator, House System Coordinator. The Learning Area Leader (Religious Education) position was made a ‘dual report’ to the Curriculum Leadership Team (CLT) and the Identity Team. •   Monthly Identity Team meetings were added to the College meetings schedule to facilitate coordination of the various aspects of Education in faith and Catholic Identity. •   Whole staff meetings dedicated to Professional Learning in the area of Education in Faith and Catholic Identity were added to the College calendar, once per term. The primary purpose of these meetings is to build staff capacity for understanding and articulating the College’s catholic faith tradition within the contemporary context. •   In August, a whole staff ‘Spirituality Day’ saw Julie Edwards (Jesuit Social Services) and Tim Costello (Word Vision) challenge the staff concerning Christian responses to local and global social issues. •   The Year 7 Retreat Day was facilitated internally this year. The theme and guiding question was “Where is God?” The Assistant Principal (Identity) ran practical beginner sessions in Christian Meditation (God is within me), and an interactive discussion exploring the symbolic meanings of Jesus’ parable of the sheep and the goats, (God is in the poor or ‘least of these’). An external yoga instructor ran two beginners’ yoga sessions for students and homeroom teachers, which complemented the emphasis of the meditation practice on God within. •   Formal opportunities for staff prayer, reflection and meditation were offered twice weekly in the College chapel. The chapel was opened daily to allow students and staff opportunity for personal prayer and reflection. •   The Year 12 Retreat Day explored how graduates might contribute as socially responsible young Catholics in the Edmund Rice tradition to the global community once they venture ‘beyond the gates’ of St Bernard’s College. Guest speakers talked about contributing through one’s career, volunteering, and social entrepreneurship. •   Professional Learning for staff in how to apply a ‘hermeneutical’ approach to teaching scripture was incorporated into Religious Education learning area meetings. •   Indigenous perspectives were promoted through the Fire Carrier program and the NauiyuDaly River Immersion experience in the mid-year holidays. Reconciliation Week saw the student Fire Carrier group again raise awareness of reconciliation and Aboriginal and Torres Strait Islander culture. The Sorry Day Liturgy in May included a powerful address from Aboriginal media personality Leila Gurriwiwi on the stolen generations. •   Plans for a new College Chapel capable of seating 350 were developed. In terms of the Enhancing Catholic School Identity Project the design of the chapel building, liturgical furniture and iconography is to reflect a ‘recontextualizing’ rather than traditional confessional approach.

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Learning & Teaching Goals To strive for a relevant, authentic, dynamic and challenging education where all take advantage of the opportunities and pathways provided.

Intended Outcomes • That writing will improve across the curriculum. •   That VCE study scores equal to or above 40 will increase.

Achievements • Implementation of a whole school approach to literacy with a major focus on writing. •   The training of 11 tutors in the Literacy for Learning program to facilitate the whole school approach to literacy. •   The implementation of a new Learning Management System, to be know as MySBC. •   Courses documented reflective of the Victorian Curriculum using an Understanding by Design approach. •   Introduction of contemporary learning spaces to support a collaborative learning environment.

Major Strategies for the Coming Year • Continue to implement and embed a whole school approach to literacy with a specific focus on writing. •   Continue to support staff to develop their skills to use MySBC. •   To develop a process of continuous reporting of assessment tasks via MySBC. •   Continue to celebrate and acknowledge student achievement through the organisation of end of year awards ceremony.

Major Recommendations for the Coming Year • Continue to look at building the capacity of the teachers to work with the students to ‘own their own learning’. •   To develop an evidence based approach to teaching and learning – supporting staff to work with the available data to inform their planning. •   Support teachers to pedagogy that sits behind the effective use of contemporary learning spaces. •   Investigate other structural models which may be appropriate in Years 7-9.

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Student Learning Outcomes PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS

2014

2015

2016

%

2014–2015 Changes %

%

2015–2016 Changes %

%

Year 07

Reading

98.8

98.8

0.0

99.6

0.8

Year 07

Writing

97.1

97.6

0.5

97.5

-0.1

Year 07

Spelling

97.1

96.4

-0.7

97.5

1.1

Year 07

Grammar & Punctuation

97.6

98.4

0.8

99.2

0.8

Year 07

Numeracy

98.4

99.6

1.2

99.6

0.0

Year 09

Reading

97.1

100.0

2.9

98.3

-1.7

Year 09

Writing

93.8

95.1

1.3

93.4

-1.7

Year 09

Spelling

95.9

98.0

2.1

94.2

-3.8

Year 09

Grammar & Punctuation

96.7

98.4

1.7

92.9

-5.5

Year 09

Numeracy

99.6

100.0

0.4

98.7

-1.3

The NAPLAN data over the past 4 years has remained stable. Very high numbers of students are achieving the minimum standard in all areas. Close analysis of the data using the “effect size” formula (Hattie 2009) reveals that the students are making gains in all areas. Noteworthy is that the top band of students have also shown gain in the area of writing. The VCE study scores equal to or above 40 have also remained stable over the past 5 years. In 2016, there was an increase from 8.7 in 2014 to 10.2 in 2016. The median study score remained at 32. 2016  ANNUAL  REPORT  TO  THE  SCHOOL  COMMUNITY  

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Student Wellbeing Goal To provide a holistic and balanced educational environment where the gifts of all are valued and each individual is nurtured to grow to personhood and in their relationships. (based on Strategic Directions 2011-2016, Value Areas 2 and 3: Stewardship and Opportunity)

Intended Outcomes • •   •   •  

That That That That

student student student student

wellbeing is well supported and growing. connectedness to their peers will improve. motivation will increase. voice will be strengthened.

Achievements • Review of the Behaviour Management processes and procedures with full staff input. •   Establishment of Wellbeing procedures and processes flowchart. •   Establishment of Student of Concern processes involving teachers, counsellors, learning support and Year Level Coordinators culminating in Individual Student Plans. •   Wellbeing staff meetings with a focus on managing aggressive behavior. •   Wellbeing staff meetings with a focus on responding to students with severe anxiety. •   Relationship and Sexuality education embedded in Year 9 unit in HPE. •   Employment of a psychologist allowing for in-house testing of students and follow up work with teachers. •   Review of all mandatory reporting and Child Safe policies and procedures and inservicing of staff. •   Guest Speakers on drug and alcohol during Year 9 Information night and distribution of Alcohol and Drug Resource books to each family. •   Ongoing work with anti-bullying strategies and the Peer Relations Survey. •   National Day of Action Against Bullying and Violence 2016 – various activities led by the Student Wellbeing Action Team (SWAT team). •   32 students involved in SWAT team drawn from Years 7-11. Facilitated training day with Ave Maria College. •   The Wellbeing Pastoral Lessons further embedded at Years 7-12. •   Embedding Restorative Practices - including a review at Wellbeing Staff Meeting. •   Teaching staff were given online professional development on the SafeMinds program (NIP) Notice student of distress, Inquire – how to, Plan response. •   Mental Health Week Activities including a quiz, performances, pastoral lessons and guest speakers. •   Step Back Think anti-violence presentation given to Years 10 and 12 students. •   Mandatory Reporting Obligations and eLearning Module completed by all teachers. •   Influenza Immunisation offered to all staff. •   A group of students participated in the Wellbeing Drama Festival. •   The Responsible Gambling Foundation presented a talk on gambling to Years 11 and 12. •   Year 12 were given a presentation on Drugs by Western Health.

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Student Wellbeing (continued) How Non-Attendance is Managed by the School • The College has an Attendance Policy. •   Initial follow up is with the Homeroom Teacher. •   If non-attendance persists it is escalated to the Student Support Panel and an Individual Plan is developed which will typically include appointment of a case manager, communication responsibilities, counselling support and referral/liaising with external agencies.

Value Added • Guest Speakers on drug and alcohol during Year 9 Information night and distribution of Alcohol and Drug Resource books to each family. Heath Black also spoke to the Year 9 Level on Alcohol. •   Ongoing work with the anti-bullying strategies and Peer Relations Survey. •   Peer Relations Survey showed 5% of students reporting being bullied. •   National Day of Action Against Bullying and Violence 2016 – various activities led by the Student Wellbeing Action Team (SWAT team). •   32 students involved in the SWAT team drawn from Years 7-11. Facilitated training day with Ave Maria. •   The Wellbeing Pastoral Lessons further embedded at Years 7-12. •   Embedding of Restorative Practices- including a review at Wellbeing Staff Meeting. •   Teaching staff were given online professional development on the SafeMinds program (NIP) Notice student of distress, Inquire –how to, Plan response. •   Mental Health Week Activities including a quiz, performances, pastoral lessons and guest speakers. •   Step Back Think anti-violence presentation given to Years10 and 12 students. •   Mandatory Reporting Obligations and eLearning Module completed by all teachers. •   Influenza Immunisation offered to all staff. •   A group of students participated in the Wellbeing Drama Festival. •   The Responsible Gambling Foundation presented a talk on gambling to Years 11 and 12. •   Year 12 were given a presentation on Drugs by Western Health.

Student Satisfaction School Improvement Survey results for Student Wellbeing: Actual Score 71.32 Percentile 89.

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ST BERNARD’S COLLEGE, ESSENDON

Child Safe Standards Goals and Achievements • Development of Child Safety Policies and a Child Safe code of conduct. •   A complete review and incorporation of new processes re mandatory reporting, Protect: Responding to Suspected Child Abuse and the Four Critical Actions For Schools. •   Employment of a full time Human Relations Manager. •   Incorporation of Child Safe practice into all roles and employment processes including staff, contractors and volunteers. •   Inservice and professional development for all staff via general staff meetings. •   Review of all excursion, camps and incursion processes with a Child Safe lens.

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Leadership & Management Goal The goal identified by the College was to create a strong professional learning community that is characterized by a shared vision, supportive leadership and collaborative work practices.

Intended Outcomes • Feedback regarding work practices will improve, and •   Teamwork will improve.

Achievements There have been a number of achievements related to the goal of building a professional learning community. Positions of leadership have been redefined with some role descriptions being reviewed and rewritten to provide leadership opportunities within the College. For example, four positions have been established - in Organisation, E-Learning, Additional Needs and Data Assessment and Reporting, and KLA leaders have a Years 712 responsibility. A new Curriculum Leadership Team has also been established. This empowers the Year Level Leaders and the Key Learning Area leaders and was seen as one way of distributing leadership beyond the Senior Leadership Team. These leaders have been encouraged, among other things, to take a more active role in overseeing teaching and learning by undertaking the Annual Review Meetings of the faculty members. Organisationally, the College has moved to a single timetable. To enhance the building of a culture of ‘one school’, all staff come together each Monday to share the Gospel readings and each Friday for a shared morning tea. There is currently a building program in place, the completion of which will see a staff room which can accommodate the whole staff. Professional learning has been provided to support staff in the building of leadership capacity and a Tertiary Scheme has been introduced to financially support staff to undertake further study, specifically a Masters in Religious Education. This has been taken up by a number of staff. To encourage the use of feedback between teachers, the Evidenced Based Observation and Coaching program was continued. A Research Centre was established as an agent for change that will facilitate the achievement of staff professional learning goals. The quality of teaching in schools has been shown to have the greatest impact on student outcomes. The Centre will become the home of professional learning at the College, developing and implementing best practice in personalised teacher growth and development and the use of data to best meet student needs.     2016  ANNUAL  REPORT  TO  THE  SCHOOL  COMMUNITY  

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ST BERNARD’S COLLEGE, ESSENDON

Expenditure and Teacher Participation in Professional Learning The professional learning undertaken by teachers included a whole school focus on literacy. In 2015 a team of 11 teachers were trained as facilitators to conduct the Literacy For Learning program. In 2016, these teachers led groups of teachers to complete the Literacy for Learning Program. To date, the majority of St Bernard’s teachers have completed the Literacy for Learning training or are currently working through the program. The College also supported 9 teachers to study a Masters of Religious Education. In the area of identity, teachers participated in a range of formation workshops. A whole school workshop was conducted with presentations from include Julie Edwards, CEO Jesuit Social Services and Tim Costello, CEO World Vision Australia.

Expenditure and Teacher Participation Number of Teachers Who Participated in Professional Learning

115

Average Expenditure Per Teacher for Professional Learning

$668

Teacher Satisfaction Highest Results 90+ favourable in respect for students, teacher confidence and quality teaching. High Results 80-90% favourable in individual morale, school morale, role clarity, teamwork, ownership, professional growth, student behaviours (classroom and school), student management, student motivation, parent partnerships, engaging practice. Lowest Results Work demands (45.7%) and empowerment 60% favourable. The CEM formal review rates ‘a happy and cohesive staff’

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ST BERNARD’S COLLEGE, ESSENDON

College Community Goal The goal was to ensure all sectors of the St Bernard’s community are represented, feel welcomed, valued and have a voice.

Intended Outcomes • Student involvement with the broader community. •   Parental engagement. •   Connectedness to the community for all groups. •   Student morale. •   The College profile in the broader community.

Achievements The College has enjoyed success meeting a number of the above goals. School Improvement Survey (SIS) data aligns with this. The Community Engagement Aggregate Indicator, based on all the indicators of Community Engagement from the parent survey, shows growth. Student connectedness to school (SIS actual score of 68) is a positive result and this is supported by comments from student focus groups suggesting a genuine appreciation of the College. Students in focus groups referred to an appreciation of peers who may offer a different opinion or perspective. Among and between groups, there is genuine respect for school; those in contact with St Bernard’s are encouraged to feel part of the ethos of the school; a number of parents are actively involved in school events. Positive relationships are evident between the Leadership team, the College Board and its sub committees and other bodies such as the Parents and Friends’ Association, Ladies Auxiliary and Old Collegians. Relationships with the wider community continue to grow as evidenced by the College's strong relationship with the St Vincent de Paul Society, with students and families donating gifts and food items to help the marginalised and homeless. The St Bernard's Eddie and Bernie's student group and the St Bernard's Social Justice Network Group provide a significant link between College and community. Reconciliation Mass and induction of St Bernard's Fire Carriers in partnership with the Aboriginal Catholic Ministry and Walk to the G, highlights the importance of inclusive community. Links with the local RSL creates opportunities for families to be involved with Anzac and Remembrance Day ceremonies.

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ST BERNARD’S COLLEGE, ESSENDON

College Community (continued) Value Added

Extra-curricular activities: Drama/Musicals; Sport; Music; Grandparents’ Day; Parent/Son Nights and Immersions (eg Kenya, Japan, Kokoda and Daly River)

Parent Satisfaction Parent Partnerships, Parent Input and Approachability show considerable improvement since 2013; the latter was comprehensively endorsed in the parent focus group (Approachability refers to the school being receptive to, and understanding, the views and concerns of parents). 2016  ANNUAL  REPORT  TO  THE  SCHOOL  COMMUNITY  

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ST BERNARD’S COLLEGE, ESSENDON

VRQA Compliance Data – E1157 PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS 2014

2015

2016

%

2014–2015 Changes %

%

2015–2016 Changes %

%

Year 07 Reading

98.8

98.8

0.0

99.6

0.8

Year 07 Writing

97.1

97.6

0.5

97.5

-0.1

Year 07 Spelling

97.1

96.4

-0.7

97.5

1.1

Year 07 Grammar & Punctuation

97.6

98.4

0.8

99.2

0.8

Year 07 Numeracy

98.4

99.6

1.2

99.6

0.0

Year 09 Reading

97.1

100.0

2.9

98.3

-1.7

Year 09 Writing

93.8

95.1

1.3

93.4

-1.7

Year 09 Spelling

95.9

98.0

2.1

94.2

-3.8

Year 09 Grammar & Punctuation

96.7

98.4

1.7

92.9

-5.5

Year 09 Numeracy

99.6

100.0

0.4

98.7

-1.3

NAPLAN TESTS

MEDIAN NAPLAN RESULTS FOR YEAR 9 Year 9 Reading

583.50

Year 9 Writing

572.90

Year 9 Spelling

584.50

Year 9 Grammar & Punctuation

575.60

2016  ANNUAL  REPORT  TO  THE  SCHOOL  COMMUNITY  

20


ST BERNARD’S COLLEGE, ESSENDON

VRQA Compliance Data – E1157 (continued) YEARS 9–12 STUDENT RETENTION RATE Years 9–12 Student Retention Rate

92.21%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL

%

Year 7

95.33

Year 8

93.81

Year 9

94.53

Year 10

94.69

Overall Average Attendance

94.59

TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate

90.29%

STAFF RETENTION RATE Staff Retention Rate

91.67%

TEACHER QUALIFICATIONS Doctorate

0.00%

Masters

18.75%

Graduate

50.89%

Certificate Graduate

6.25%

Degree Bachelor

84.82%

Diploma Advanced

26.79%

No Qualifications Listed

4.46%

STAFF COMPOSITION Principal Class

6.0

Teaching Staff (Head Count)

114.0

FTE Teaching Staff

103.6

Non-Teaching Staff (Head Count)

50.0

FTE Non-Teaching Staff

45.4

Indigenous Teaching Staff

0

 

2016  ANNUAL  REPORT  TO  THE  SCHOOL  COMMUNITY  

21


ST BERNARD’S COLLEGE, ESSENDON

VRQA Compliance Data – E1157 (continued) SENIOR SECONDARY OUTCOMES VCE Median Score VCE Completion Rate VCAL Completion Rate

32 100% 98%

POST-SCHOOL DESTINATIONS AT AS 2016 Tertiary Study

67.0%

TAFE / VET

13.0%

Apprenticeship / Traineeship

13.0%

Deferred

3.0%

Employment

4.0%

2016  ANNUAL  REPORT  TO  THE  SCHOOL  COMMUNITY  

22

Profile for St Bernard's College

2016 Annual Report  

2016 Annual Report