Page 1

Annual Report 2016

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2 | St Leonard’s College Annual Report 2016


Contents

From the Principal

4

College Council

6

St Leonard’s College in 2016

7

Student Outcomes: NAPLAN 2016

8

Senior Secondary Outcomes

12

Teacher Professional Learning

13

Teaching Staff

15

Satisfaction Surveys

20

Financial Overview

22


From the Principal

Confidence

“Teachers open the doors, but you must enter by yourself” This famous Chinese proverb reminds us that in addition to teachers developing academic skills and qualities in our young people, we must also be mindful of the importance of developing their confidence so that they will utilise their full array of skills and talents and thereby further develop their confidence to conquer greater challenges. 2016 was a landmark year in asserting St Leonard’s reputation as one of Australia’s foremost schools. The brilliant response of our teachers to the invitation to challenge the current quality of curriculum, pedagogies, assessment, reporting and, most significantly, the emotional, social and psychological development and wellbeing of our young people, has resulted in the development of an even stronger set of experiences for our students and parents. The supporting foundations for this educational revolution were engineered through our investment in the all-important and expensive resource of time.

4 | St Leonard’s College Annual Report 2016


The reduction to contact teaching and student

The completion of the Visual Arts Centre allowed us

management hours for our teachers so that they

to centralise the creative capacity and resources of

might spend more time planning, crafting curriculum,

the Art Faculty and so create an environment that will

observing each other teach and providing feedback

enthuse and excite our students to further develop

to students and their parents is yielding a brilliant

their creative talents.

educational journey for our students from ELC to year 12.

The decanting of the former arts studios subsequently provided the opportunity to relocate the library to the

I would like to express my appreciation to our

heart of the campus, in addition to allowing for the

College Council for their support and engagement in

creation of a designated LOTE Centre, which features

this substantial investment and in encouraging our

a faculty centre, classrooms, language laboratories and

teachers to access postgraduate studies that further

tutorial spaces. The centralisation of the art facility

inform our practice and outcomes in all domains

also created the potential to further develop and

of school life. Few schools enjoy this strength of

enhance the music and drama studios.

governance combined with respectful support for the College leadership.

2016 has proven to be an extraordinary year, one in which we have transformed our academic, pastoral,

In addition to the redevelopment of our academic

cocurriculum programs and the physical environments

framework, 2016 has been a highly successful and

in which we teach.

exciting year in the execution of the College Master Plan, framed to shape our learning environments in recognition of the benefit of well-designed classrooms,

Stuart Davis

laboratories and studios on student performance.

Principal

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College Council

St Leonard’s College is a registered company limited by guarantee. It is a not for profit organisation; all revenue is used for the operations and development of the College. The St Leonard’s College Council is constituted by a board of directors (known as the Council) and is responsible for the setting of strategic goals consistent with the vision, values and mission statement of the College. The Council’s overarching duty is to ensure the highest standards of corporate governance prevail in all aspects of the College’s operation, from strategic planning to daily activities, and to oversee and maintain the long-term viability of the College as a provider of the highest standard of coeducational primary and secondary education. The operation and management of the College is delegated to the Principal.

Council Members Chair

Penelope Burns

Jen Neate

Nicki Amiel

MA (Hons) (Oxon)

(April - December)

Traci Crampton

Kim Visek-Johnson

BA

B Com

BA, Dip Ed (Primary), M Ed Studies

Vice-Chair Ian Moffatt LLB, Dip Commercial Law

Cameron Frazer

(January - July)

B Arch, B Eng, Grad Dip Management Studies, GAICD

Paul Gower B Com, CA

Philip Galloway

(July - December)

B Eng, Grad Dip Management

Members Kate Bennett Eriksson B Bus (Technology), ACPA, MAICD Howard Bishop B Juris, LLB, Grad Dip Ind & Emp Rel

6 | St Leonard’s College Annual Report 2016

Studies, MAICD Ken Lark AB (Economics) JD, MBA

Company Secretary Samantha Corrigan BFA, CPA, GIA (Cert)

Principal Stuart Davis BEd (Hons), MEd

Deputy Principal Lisa Slingsby BEd Studies, BA, MEd


St Leonard’s College in 2016

St Leonard’s College, located in Melbourne’s Bayside, is a coeducational, independent Uniting Church school offering educational opportunities for students from early learning through to year 12. The College is renowned for educating the whole person – head, heart and soul – and equips all students to face life’s challenges and make the most of its opportunities.

How does St Leonard’s College add value to the curriculum?

Characteristics of the student body

St Leonard’s College takes an holistic approach to the

had an enrolment of 1,404 students (prep – year

education of its students, providing opportunities in

12) of whom 717 were boys and 687 were girls. ELC

a range of pursuits both in and out of the classroom.

enrolment was 69 students, of whom 36 were girls and

Some of the initiatives at St Leonard’s College include:

38 were boys. There was three Indigenous students,

On Census Day, 5 August 2016, St Leonard’s College

and one overseas full-fee paying student. • A Talent Development Coordinator, responsible for organising participation in Tournament of Minds,

Student attendances in 2016

Future Problem Solving and da Vinci Decathlon

The average student attendance rate from prep to

• The year 9 Big Experience program in which

year 12 was 94.4 %.

students visit countries such as Thailand, China and Vietnam for three weeks in term 4, completing

Student attendance is taken several times per day

cultural and service activities

and recorded electronically on the College database.

• A Director of Technology Innovation, a Director

Parents are given an absentee phone line and email

of Curriculum Development and eLearning

address to report student absences. The College has an

Coordinators guide and develop the information

SMS system to notify parents of unexplained student

technology resources of the College

absences and pastoral care staff work closely with

• A mentoring program that sees each student

parents if school attendance is identified as an issue.

assigned a specific teacher responsible for monitoring their academic and pastoral progress and working closely with parents to ensure students are equipped to be the best they can be

stleonards.vic.edu.au | 7


Student Outcomes NAPLAN Year 3 2016

Year 3: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.

Reading

Writing

Spelling

Grammar and Punctuation Numeracy

Students

10th

25th

50th

75th

90th

Median

Mean

National

293,025

310

360

416

468

505

427

426

State

70,796

328

379

439

497

547

442

438

School

45

431

481

524

571

621

517

527

National

292,545

340

382

419

451

473

426

421

State

70,516

367

402

441

474

503

445

436

School

45

403

444

469

490

530

472

467

National

293,313

304

358

411

460

497

421

420

State

70,668

318

373

427

483

538

428

428

School

45

394

440

484

518

549

489

477

National

293,313

319

368

424

478

519

434

436

State

70,668

334

383

443

508

571

437

448

School

45

433

471

517

552

604

521

519

National

292,376

307

346

391

435

469

400

402

State

70,673

319

360

409

463

519

406

415

School

45

403

438

478

519

566

480

480

Grammar & D1*F?$?)6<=6)?41GH/+G Writing Spelling Punctuation

Reading

Numeracy 634

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530

6

478

($#

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426

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374

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322

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2

270

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State National


Student Outcomes NAPLAN Year 5 2016

Year 5: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.

Reading

Writing

Spelling

Grammar and Punctuation Numeracy

Students

10th

25th

50th

75th

90th

Median

Mean

National

279,998

398

446

495

538

571

503

501

State

67,274

413

460

511

564

611

509

511

School

88

482

519

548

607

637

549

558

National

279,548

397

435

471

503

529

477

476

State

66,999

420

457

490

528

565

485

491

School

88

434

478

517

540

583

523

511

National

280,264

395

440

486

527

558

494

493

State

67,155

409

453

499

545

590

501

499

School

88

461

490

527

566

597

529

530

National

280,264

402

448

496

541

576

504

505

State

67,155

409

453

504

561

620

501

510

School

88

466

502

543

622

697

535

564

National

278,899

401

440

483

524

556

491

493

State

67,046

416

455

498

547

599

501

504

School

88

464

503

539

584

643

537

550

Grammar &

D1*F?'?)6<=6)?41GH/+G Spelling Punctuation

Reading

Writing

Numeracy 686

%&%

9 634 582

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7 530

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6 478

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St Leonardâ&#x20AC;&#x2122;s College Scaled Score

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State National

5 426

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stleonards.vic.edu.au | 9


Student Outcomes NAPLAN Year 7 2016

Year 7: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.

Reading

Writing

Spelling

Grammar and Punctuation

Numeracy

Students

10th

25th

50th

75th

90th

Median

Mean

National

264,677

452

490

532

572

602

539

541

State

64,459

461

499

543

592

638

545

547

School

163

534

567

612

648

694

616

613

National

264,972

428

469

508

547

576

516

515

State

64,544

453

487

530

575

615

535

530

School

162

506

543

581

612

658

585

578

National

265,579

447

491

535

576

607

543

543

State

64,684

455

498

543

591

638

542

545

School

162

510

547

589

625

669

589

589

National

265,579

442

484

530

574

607

539

540

State

64,684

449

491

540

595

649

546

545

School

162

516

565

614

669

715

614

615

National

263,612

458

496

539

580

612

547

550

State

64,369

470

508

551

599

648

551

558

School

164

553

584

622

662

726

621

631

Grammar &

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Writing

Numeracy

10 686

#%#

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7 530

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6 478

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10 | St Leonardâ&#x20AC;&#x2122;s College Annual Report 2016

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State National


Student Outcomes NAPLAN Year 9 2016

Year 9: National Assessment Program Literacy and Numeracy Tests 2016 This table displays scaled scores. The percentiles displayed in the table are interpolated values.

Reading

Writing

Spelling

Grammar and Punctuation

Numeracy

Students

10th

25th

50th

75th

90th

Median

Mean

National

234,524

495

532

572

611

641

580

581

State

59,789

503

541

584

630

673

584

586

School

150

566

591

632

678

709

632

636

National

235,333

453

497

543

585

616

551

549

State

60,003

475

518

567

614

661

573

564

School

151

541

569

610

655

689

609

614

National

235,898

484

529

573

613

644

581

580

State

60,097

491

539

584

629

674

584

583

School

151

550

579

619

658

710

620

623

National

235,898

483

520

560

599

629

568

569

State

60,097

487

526

570

621

672

576

575

School

151

543

587

628

676

727

635

634

National

233,300

508

539

576

614

647

583

589

State

59,700

518

548

586

634

685

587

596

School

153

562

602

637

684

722

639

642

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Writing

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10 686

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634

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stleonards.vic.edu.au | 11


Senior Secondary Outcomes

Year 12 Results International Baccalaureate Diploma Programme The International Baccalaureate Diploma Programme (IBDP) Duces for 2016 were Sophie Tallis, Rhea Singh and Isobel Galloway, who received IBDP scores of 44 (notional ATAR 99.85). In the IBDP, 80% of students achieved a notional ATAR of 90.00 or higher and the median notional ATAR was 96.80. Victorian Certificate of Education The Victorian Certificate of Education (VCE) Duces for 2016 were Rebecca O’Connell and Samuel Slykhuis with ATARs of 99.35. Perfect study scores were achieved in Geography, Business Management and Studio Arts. Combined VCE and IBDP Our combined VCE and IBDP results highlight the wonderful achievements of the class of 2016: • 39% gained an ATAR of 90 or above, placing them in the top 10% of the state • 65% of students gained an ATAR of 80 or above, placing them in the top 20% of the state • Median ATAR of 85.75

Student Retention In 2016, 89% of students in year 12 had been at St Leonard’s College since year 9.

Vocational or Trade Training In 2016, 7% of students completed a year 12 certificate of equivalent VET qualification.

Tertiary Destinations Of the students who applied through VTAC in 2016, 97.8% gained a first round offer. Monash University was the most popular destination for our VCE and IBDP graduates, with 39% offered a place in a course at Monash. Many students also gained places at RMIT and Melbourne University, with 33% of students accepted to these institutions.

12 | St Leonard’s College Annual Report 2016


Teacher Professional Learning

Throughout the 2016 academic year, St Leonard’s

• Compliance training in childsafe practices, anti-

College has continued to invest in the professional

bullying, anaphylaxis, first aid, wilderness first aid,

development of its teachers, recognising that the quality

surf life-saving, CPR and asthma

of a school cannot exceed the quality of its teachers. We continued to develop collective capacity of our teachers

• Effective use of the Schoolbox Learning Management System

and leaders in areas prioritised by the College Executive including but not limited to the following:

While offering staff a range of opportunities to learn from experts by attending external conferences,

• Leadership

workshops and training, our most important

• Academic leadership – including both curriculum

commitment to the development of staff is to provide

and pedagogical leadership

them with opportunities to continue their learning on

• Creating a culture of learning and thinking

campus as they go about their core business of creating

• Curriculum design

powerful learning opportunities for our students.

• 21st century thinking and learning pedagogies • Technology in the service of learning

To that end, we continue to invest in structures and

• VCE and IB principles, practices and new course

processes that will allow staff to learn with and from

designs

each other. Our action learning model of professional

• Discipline knowledge and skills

development is an iterative process of examining

• Strategies for teaching students with learning

current practices, implementing new learning and

needs, including those with ADD and ADHD,

teaching strategies and measuring impact on student

Autism spectrum disorder, Dyslexia and working

learning and growth.

memory issues • Differentiation

Teachers are required to work in small professional

• Pastoral care and wellbeing – including training

learning teams, called TRIADS, conducting research,

and workshops on mindfulness and restorative

implementing practices, observing and providing

practices

feedback to each other, analysing evidence and data

• Action learning and collaborative practice

of student learning, and attempting to measure

• Peer observation and feedback strategies

the impact of these strategies on student growth

• Using evidence to inform practice and identify

and improvement. Teachers engage in structured

areas of student need

professional conversations about their practice and

stleonards.vic.edu.au | 13


the learning of their students and make adjustments where necessary. This an annual process and forms the foundation for our internal professional learning and growth model. In addition, we have continued to invest in the development of our academic leadership team, building collegiality, knowledge and skills through a series of full day workshops on topics such as leading a culture of thinking, making thinking visible, transitioning to a concept-based curriculum, designing curriculum that is lifeworthy, and using data to analyse student performance and inform practice. Furthermore, our ongoing relationship with Harvard

of areas including, but not limited to, Women in

Graduate School of Education and its Project Zero

Leadership, Masters of Education and Masters of

work has proved valuable and inspiring for the many

Instruction. It is encouraging to see the number of

staff who have had access to the three full day, in-

staff applying for scholarships and positions in post-

house workshops provided in 2016. This opportunity

graduate courses.

for staff to work with leading educational researchers has allowed us to further develop the work we began in

Induction and mentoring continue to be important

2015 and to build a shared vision and understanding of

elements of our professional Learning program.

what it means to build a learning culture where student

The 2015 review and subsequent development of

thinking is prioritised across the College.

the program has allowed for a more comprehensive induction process for all new staff to the College.

As of 2016, all teachers across the country are

Through a dedicated mentoring program, five graduate

required to develop their skills, knowledge and

teachers successfully achieved full registration with

understanding of best practices in the teaching

the VIT after being successfully guided through the

of students with particular learning needs. As a

demanding application process.

mandatory part of ongoing Victorian Institute of Teaching registration, development in this area has

Investment in the learning and development of teachers,

become embedded in our annual professional learning

whose core business is to nurture the growth of the

program. In this way, teachers can feel supported and

young people who choose a St Leonard’s education, is

increasingly confident in their endeavours to design

critical to the ongoing improvement of the College. I

learning opportunities that best address each child’s

thank the College for its continued commitment to the

particular needs.

growth and development of its teachers.

Scholarships and post-graduate study grants were

Jacqui Coker

awarded in 2016 to successful applicants in a range

Director of Teacher Professional Learning

14 | St Leonard’s College Annual Report 2016


Teaching Staff

Workforce Composition In 2016, 31% of teachers were female and 69% were male. There were no Indigenous employees.

Teacher Standards and Qualifications The following teachers were engaged in either full time equivalent or part time employment at St Leonardâ&#x20AC;&#x2122;s College in 2016. Casual teachers are not included in this summary. All are registered with the Victorian Institute of Teaching.

Anna Adams MEdSt (Monash), BEd (TTC), DipTeach (TTC) Gregory Anderson DT (Monash), BEd

Kimberly Anderson DipEd (Melb), BA (UORE)

Vaughan Anderson BBus (VU), GDipEd (VU)

Margot Anwar HighDipTeach Art & Craft (MelbSC)

John Arbuckle BTh (MCD), DipEd (Melb)

Nathan Armstrong BA (Deakin), BEd (Deakin)

Mel Asik BSc (Deakin), GDipEd (RMIT) Lara Banerji BSc (SUN), PGradDipEd (SUN)

Matthew Barker BACrA (UNSW), GDipEd (Melb), PGDip, MEd (Melb)

Timothy Barlow BSc (Monash), DipEd (Monash)

Belinda Barton BTeach (Melb), BBSc

Elizabeth Bawden-Nixon DipTeach (IECD), BEd (Melb)

Brieta (Ingrid) Beck BA (UOSSA), DipEd (UOSSA)

Lauren Binge BBiomedSc (Monash), PhD (Monash), GDipEd Sec Michelle Booth GDipEd (LTU), BA (LTU), CEd (Monash) Teagan Boughton BEdPE (Deakin) Ray Breed MSc (UOB), BEd (UOB) Clare Brown BEng (Monash), GDipSecEd (Monash) Sun Buntine BA (UCal), MEd (Colombia) Norman Burke GDipSecEd (Monash), BIT (Monash), AdDip LibArts (CIT) Elvira Caballero BA ModLang (UCVenez) Andrew Caris BSc (Monash), DipEd (Monash), BEd (LTU) Paul Carolan BA (Melb), DipEd (Melb) Katherine Cavnoudias BEd (Monash), BSc (Monash) Claire Charenton BA (Adelaide), GDipEd (LTU), MEd (USQ) Jess Chirnside GDipEd Sec

stleonards.vic.edu.au | 15


Lydia Chisholm BEd (VC)

Jacqueline Coker BEd (Monash)

Maddison Cooper BEd (Monash) Monica Costa BA (RMIT), BEd (Melb), MA (RMIT)

Anastasia Courtney BSc (Melb), BScHon (Melb), MTeach (Melb)

Fiona Creak BA (LTU), GDipEd (ACU)

Jane Cuttler BEd, DipEd

Greg Daniels BCom (Melb), BEd (Deakin)

Louise Daniels BEd (UTAS)

Simon Daniels GDip (Monash), BSc (Monash)

Stuart Davis BEdh (Lond), MEd (Monash)

Casey Deng BEd (Monash)

Julianne Dennett BA (Monash), DipEd (Monash)

Frances Devine BA (ANU), GDipEd (UCAN), GDipSpEd (VC), MEdSt SE (Monash)

Daniel Dunlevie BEdP (Melb)

Thomas Ellis BA (Deakin), BEdSec (Deakin)

Kate Esler BAh (Melb), DipEd (RMIT)

Merrin Evergreen BAppSc Biochem (LTU), BEd (Melb), PhD (Monash), MEd (Monash), PGDipEd (UA) Danielle Fee BOE (LTU) Susan Ferguson-Brown GDipEd (Monash), BA (ANU), BEcon (LTU), MSc, DFP (Deakin)

Susana Fernandez-McKeown BA (Melb), GDip Interp & Trans (Deakin), GDip Learn&Teach (CDU), MAppLing (Melb)

Thomas Fisher BEcon (Monash), EdD (Monash)

Barry Fleming PhD (UON), BScH (UON), GDipEd (Monash)

Barry Fletcher BEd (VC), AMusA (AMEB)

Emma Forte BA (Melb), MTeach (Melb)

Fiona Fowler MEd (Monash), DipEd (Melb), BA (RMIT)

Ian Fraser BA (Monash), DipEd (Monash) Katrina Frazer BEd VisArts (Melb)

Belinda Frew BEd (ACU)

Elizabeth Furman MEdSt (Monash), BMusEd (Melb), AMusA (AMEB)

Lara Gambino GDipEd (Monash), BScH (Monash), BTeach (Deakin), BHS (Deakin)

Beth George BA (SCU), BEd (CSU)

Diana Gilbert BEng (Monash), GDipEd (RMIT)

Jessica Gourley BPhysEd (Deakin) Elise Graham BAppSc (Deakin), BTeach (Deakin) Stephanie Graham BEd (Melb) Maria (Mary) Grande MA (RMIT), BEd (MelbCAE), BFA (VCA), C4 (AISV) Hugh Gundlach BA (Melb), BCom (Melb), Dip ModLang (Melb), MBusAdmin (RMIT), MTeach (Melb),

MCom (Melb), PGDipTeach (Melb)

16 | St Leonardâ&#x20AC;&#x2122;s College Annual Report 2016


Susanne Haake BA (Melb), PGradDA (Melb), GDipEd (Monash), GCert (UNE), Cert (Monash) Emma Hall BEd (UON) Katherine Hall BEd (UniStr)

Emma Harkin BSc (Melb), DipEd (Melb)

Jane Harrison BEd (Melb)

Fabienne Harte BA

Benjamin Hay BA (UQ), LLB (UQ), GDipLegPrac

Dianne Hay BB (Monash), GDipEd (Monash)

Rebecca Hayes BPod (LTU), GDipEd (VU) Georgina Hearnden BEd (Melb) Barry Hill BSc (Melb), DipEd (Melb), PGradDipEA (Melb)

Mark Hodges PhD (LTU)

Kate Hughes PGradCEd (UniSA), BEnSc (UniSA)

David Huntley BA (LTU), DipEd (Monash), BLitt (Melb)

Nicole Hutchinson BAMus (BOX), MATeach (Melb)

Felicity Hutton BEd (Deakin), MEd (Monash)

Christopher Hyde BSc (Deakin), BTeach (Deakin) Luisa Ingram BAppSc (Deakin), GDipEd (Melb) Michael James BScAM (Lond), PGradCEd (Lond), MSc

Caroline Jansen DEUG App Foreign Lang (UNS), PGradCEd (UniSA)

David Jennings BA (ACU), BTeach (ACU)

Carole Johnson BA (Monash), DipEd (Monash)

Peter Johnson BA (Monash), BEd (Monash)

Christopher Jones BAppSc (UOB), GDipEd (Melb), MAppSc HumMov

Merrilee Jongsma BEd Prim (CUTIN)

Hind Karim GDipEd (Monash)

George Katris BEd (Melb), CIVTASESS

Tracie Kellock BMus (UNSW)

Marilyn Kelmann BA (Monash), DipEd (TTC) Pat Kenny DipTeach (ACU), DipEd (Monash), MaEA (Deakin) Siti Kim BSc (MUR), Cert (MUR), GDipEd (Monash), MTeach (UTAS) Christina Klopfer DipEd (CCE), BEd (ACU) Mirella Lauretta MEd SE (Deakin) Cassandra Lawless BEd (ACU) Gail Llewellyn BEcon (Monash), DipEd (Monash) Jane Lukaitis GDipEd (Deakin) Helen Lyall BEd (SCVT) Daniel Mackay BEd (ACU) Coleen Malik BTeach (Deakin), BAppSc (Deakin), MEd (Deakin)

stleonards.vic.edu.au | 17


Robyn Marshall BEd (CC), MEd (Deakin) Andrew McAree BAppSc (FIT), GDipEd (Melb), MA (VU) Robert McArthur BA (Melb), BAHon (Melb), PhD (Melb), GDipEd (Melb) Dianne McCaughey BSc (ANU), GDipEd (CC) Monique McCorry BA (Monash), GDipEd (Melb) Matthew McDonald BAh (Melb), BL (Melb), PGrad DE (Melb) Nicole McGrath BA (Melb), BTeach Prim (Melb) Annie McGuire MEd Cameron McKenzie BSc (Melb), DipEd (Melb), GDipE (Melb), MEd (CSU) Tess McSly BECE (Monash) John Moore BA (LTU), GDipEd (Monash)

Lucy Moulton GDipEd (GU), BESc Sonia Murr BA (Melb), DipEd (Monash) Leah O’Toole BA (Monash), DipEd (Monash), GDipICTinE (Monash) Jahanna Parry PGrad DE (Melb), BECS (Melb) Sian Parry BMus (Melb) Veronica Parsons BEdSC (Melb), GDip (Monash) Stacey Pay DipChs

Brooke Plymin BHSc (Deakin), GDipEd (RMIT) Joshua Probyn-Smith BEd (Monash)

Jacqueline Raphael GDipEd (Melb), BAppSc (SUT)

Christopher Raudys BA (BendColAE), GDipEd (Melb)

Jill Reilly DipAppSc (RMIT), DipFFSN, TTTC Eleanor Richards BEdSC (Melb), PGrad DE (Melb) Jonathan Ricketson BA (Melb), MTeach (Melb)

Craig Rodgers MEd (Melb)

Vince Rossignolo BEd (Melb)

Rebecca Rouse BMus (Melb), MTeach (Melb)

Camille Ruiz BA Teach (UNE)

Jonathan Samson-Gower BEng (UTAS), BTeach (UTAS)

Marietta Samson-Gower BA (UTAS), BTeach (UTAS), CertEd (UON)

Tim Sanatamaria BA (Melb), BTeach (Melb)

Cameron Sayers BEd (Deakin), GDipAHW (Melb)

Keellee Scarff BEd Sec (ECU)

Philip Schmidt BSc (Monash), DipEd (Monash)

Prue Schwarz BA Hons (Melb), PGradDE (Monash) Alan Scott BEd (VC), DipTeach (VC) Yunyun Shan MTeach (Monash)

Linda Shardlow BSc (Melb), GDipEd (Melb), MEd (Melb)

Sarah Sheridan BMus (Wales), Cert (URE), PGCert Dyx & Lit (York)

18 | St Leonard’s College Annual Report 2016


Robyn Shiels BSc (Melb), MA (UOFT), DipEd (Melb) Jason Shulman BEd Sec (Melb), MEd (Melb), PGCert CurLead (Melb)

Tarko Sibbel BMus (Melb), MMus (VCA)

Lisa Slingsby BEd (UQ), BA (UQ), MEd (Melb)

Kate Slorach DipTeach (VC), BTeach (Monash)

Gary Smith BA (Melb), DipEd (Melb), MEdSt (Monash), GCert (CENQ)

Nicole Smith BEd Prim

Jane Smitten BECE (Monash)

Antoinette (Nina) Sofo DipMus (Deakin), DipTeach (ACU), AssocDegAppPerf (BOX), BMusP (Melb) Annabel Southey BA (Melb), BSc (Melb), MTeach (Melb) Jane Stafford BECS (Melb) Vanessa Stevens BA Hons (Monash), GDipEd (MelbCAE)

Mimma Tamborriello DipTeach (Melb), BEd (Melb)

Marianne Tattersall BEd (Deakin), MCD (ECU)

Annette Taylor DipTeach (ECU), BEd (ECU) Rocco Toce BEd (Melb) Virginia Tonc BScEd (Melb), DipEA (HIE), PGDip Mgmt (AHRI) Deane Toohey BA (UC), GDipEd (UC) Maya Treacy BEco (Usakti), MAcc (Swinb), MTeach (Deakin) Deborah Trengove PhD (Melb), BA (Melb), MEd Psych (Melb), DipEd (SCVM) Barry Tudor BEd (Melb), GDipSW Carolyn Tudor MEd LPC (Monash), MEd (Monash) Claire Tyrrell BHS (Deakin), BTeach (Deakin)

Rhonda Vaughan BSc (Melb), GDipEd (RUS), GDip C (Deakin)

Elise Wackett BA (Melb), DipEd (Melb), PGDipH (LTU)

Margaret Walsh BA (UCant), DipEd (CHRTC) Philip Walsh BEd (Adel) Martin Wareham BSc (NCL), MSc (NCL), PGCertEd (KU) Emily Wassink BA (Monash), GDipEd (Monash), MEd (Melb) Kim Webb BSc (Monash), PGrad DE (UQ) Juliette Wegdam BA (AHK) Justine Werba BBioSc (Monash), DipEd (Melb)

Amanda White BTeach (Deakin), BAppSc (Deakin), MEd (CSU)

Donnah White BA (VCA), DipEd (LTU), DipEd (ACU), MSpecEd (Monash)

Janet Wilson DipEd (Monash), DipInfMgt (Melb), BEcon (Monash)

Ashley Wood BEd (Melb), GDip (Monash), MEd (UOF)

Catriona Woodford BA (Monash), BEd (Monash) Benjamin Woolhouse BTeach (Deakin), BAppSc (Deakin) Katherine Zachest BEd (Deakin)

stleonards.vic.edu.au | 19


Satisfaction Surveys

St Leonard’s College participates in the full range of surveys conducted biennially by Independent Schools Victoria (ISV). The Listen, Evaluate, Act, Delivery (LEAD) surveys benchmark St Leonard’s College against other independent schools. The full suite of surveys was conducted in 2015, and will run again in 2017. Results of the 2015 surveys are summarised below. Parent satisfaction

• Pastoral care

The survey showed high parent satisfaction in all

• Personal development/leadership

categories in relation to the relevant ISV reference

• Discipline and safety

groups. The categories surveyed included:

• Resources • School ethos and values

• Curriculum/academic program

• Peer relationships

• Quality of teaching

• Transition

• Learning outcomes

• Academic rigour

• Pastoral care

• Feedback

• Discipline and safety

• Teacher knowledge

• Resources

• Teacher practice

• Parent involvement

• Teacher/student rapport

• Year transition

• Overall satisfaction

• Overall satisfaction • Willingness to recommend the school to others

Staff satisfaction The survey showed overall high staff satisfaction with

Student satisfaction

the College across all the categories surveyed. The

The survey highlighted very high student satisfaction

categories surveyed included:

across all areas when compared with the state mean. Categories in the survey included:

• Resources and offerings • Technology

• Academic program

• School ethos and values

• Learning outcomes

• Student behaviour

20 | St Leonard’s College Annual Report 2016


• Discipline • Learning support • Pastoral care • Parent involvement • Quality of teaching and learning • Teaching practice • Feedback • Goal alignment • Leadership and morale • Staff collaboration • Professional development • Overall satisfaction

stleonards.vic.edu.au | 21


Income Sources Actual 2016 Income Sources Actual 2016 11.8%

Income Sources Actual 2016

11.8%

Financial Overview

11.8%

14.9%

%

%

73.3%

Income Sou Actual 20

Fees (net) income (73.3%) Government grants - recurrent (14.9%)

2016 Actual Financial Results

Government grants - capital (11.8%)

73.3% Income Sources Actual 2016

11.8%

Expenditure Actual 2016

73.3% Expenditure

Income Sources Actual 2016

Actual 2016

0.0% 7.1%

11.8%

14.9%

)

)

Salaries and r

6.5%

Teaching and

4.7%

14.9%

Administrativ Building and

4.5%

Sundry admin

Financial (0.0

11.5%

Depreciation

65.7%

73.3%

73.3% 0.0%

Fees (net) income (73.3%)

7.1% 0.0% Government grants - capital (11.8%) 7.1% 6.5% Government grants - recurrent (14.9%)

4.7%

Expenditure Actual 2016

4.7% 4.5%

6.5%

Salaries and related (65.7%)

Fees (net) income (73.3%)

Teachingand andrelated materials (11.5%) Salaries (65.7%)

Government grants - recurrent (14.9%)

Administrative and clerical (4.5%) Teaching and materials (11.5%)

Government 0.0%grants - capital (11.8%)

Building and grounds (4.7%)(4.5%) Administrative and clerical

7.1%

Salaries and related (65.7%)

Sundry (6.5%) Buildingadministration and grounds (4.7%)

6.5%

4.5%

Teaching and materials (11.5%)

4.7%

Administrative and clerical (4.5%)

Financial (0.0%) Sundry administration (6.5%)

11.5%

4.5%

Building and grounds (4.7%)

Expenditure Actual 2016 11.5%

Sundry administration (6.5%)

11.5%

Depreciation and amortisation (7.1%) Financial (0.0%)

65.7%

Financial (0.0%)

65.7% 65.7%

Depreciation and amortisation (7.1%) 0.0% 7.1%

Depreciation and amortisation (7.1%)

6.5% 4.7% 22 | St Leonardâ&#x20AC;&#x2122;s College Annual Report 2016

4.5%


stleonards.vic.edu.au | 23


St Leonard’s College

stleonards@stleonards.vic.edu.au

P (+61 3) 9909 9300

ABN 52 006 106 556

163 South Road, Brighton East VIC 3187

stleonards.vic.edu.au

F (+61 3) 9592 3439

CRICOS 00343K

24 | St Leonard’s College Annual Report 2016

Annual report 2016  
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