Annual Report 2022

ANNUAL REPORT 2022

The Knox School

220 Burwood Highway

Wantirna South 3152

Victoria Australia

P: +61 3 8805 3800

F: +61 3 9887 1850

E: info@knox.vic.edu.au

www.knox.vic.edu.au

CRICOS Provider No. 00151G

The Knox School Limited

Registered School No. 1841

A.B.N. 16 095 158 222

The programs of, and teaching at The Knox School, support and promote the principles and practice of Australian democracy, including a commitment to:

• Elected Government

• The rule of law

• Equal rights for all before the law

• Freedom of religion

• Freedom of speech and association

• The values of openness and tolerance

Our Mission

To equip students to be the architects of, and advocates for, their learning through their lives.

The Principal’s Message

I know I am not telling you anything that you don’t know. However, let us consider that the students in our current prep classroom will graduate in 2034! Let’s just let that sit for a moment as we consider just how changed our world will be in 2034. What jobs will our prep students have an offer? what courses will they study?

Experts predict the rise of the biotech market, in particular agriculture. Also, that around 47% of jobs will be automated.

Will we all work from home?

How will the rise of AI change our everyday lives?

The world was very different in 1982.

Our cars looked different, our phones looked different, our hair certainly looked different and therefore surely it follows so too should our schools. The world has changed dramatically in the last 40 years, we are no longer preparing our students for the world of 1982.

2022 is different and it is complex.

As I sat in a classroom in the 1980s in the North of England, I recall I dreamed of becoming a teacher, a lawyer, a Doctor (also a Formula One driver, but that is a whole other story)

Students in our classrooms today may have similar ambitions, but they may also dream of becoming an app developer, a social media manager, a content moderator, or a cryptocurrency trader; jobs that in 1982 simply did not exist!

The Internet, as we know it, changed our lives significantly and the pace and possibilities of future technologies means that this trend will only continue, if not accelerate exponentially.

It is fair to say we may not fully understand the full implications of all of this, but what we do know is that we will require humans with the soft skills that automation simply cannot provide. Our world will need individuals with values, with skills to navigate the complexities and with dispositions such as strong character.

It is therefore our job to ensure that we provide an education which will allow our 2034 graduates to be world ready.

We cannot simply wait to see.

We must be proactive and forward focused!

In 2022 at TKS we are already making significant inroads towards our goals of future proofing our education ecosystem and supporting our students, your children… to be world ready.

In 2022 we know that it is not just about what to learn, but more importantly about how to learn.

In 2022 at TKS, through a range of programs and care structures we have supported our students to define themselves as learners, to map out their own journey and to make their mark on their world.

In 2022 we have continued to shift the traditional paradigm and focus on the process of learning and holistic student outcomes through the concept of the 3 journeys.

The notion of learning is a journey is not new, in fact it’s fairly well established.

The concept of learning as three journeys, intertwined and of equal importance is perhaps a little more intriguing. At The Knox School, we consider learning to be not just a singular undertaking, but rather a journey on three levels.

The first journey is the road well-travelled, that of the academic journey. These are the concepts of which we are all familiar, the stuff of academic disciplines, knowledge, facts and figures. The outcomes of this journey are measurable and quantifiable and are captured in the examinations assessments and coursework. This journey is still vital; it has not lost its importance. But it is not the only journey our students will take. If we look a little closer, we will see that this is just the surface of activity in a TKS classroom.

The second journey is more complex and it’s not as easy to measure. This is the skills journey. At TKS, we focus on the skills of collaboration, communication, critical thinking, and creativity - affectionately known as the 4 Cs. Skills for life beyond the walls of TKS and skills that will be required by our students to navigate the complexities in our world, not only now but 40 years from now in 2062. These are the skills that cannot be captured effectively by artificial intelligence or indeed automated.

The third journey is even more complex still. This is where we find the gradual development of attributes and dispositions that influence the overall learning itself; at TKS, we focus on character and contribution. These fundamental attributes and dispositions determine how our students respond to difficulty, uncertainty, and complexity, in the world around them.

This learning is complex and can be challenging. Indeed, these skills are not developed in a singular lesson or classroom, but over time. As such, this development requires carefully planned sequences of learning experiences, which allow our students to wrestle with challenges and apply their skill set in different circumstances and complexities. Over time, we see them actively grow, not only in a specific subject or discipline, but in their overall capacity as learners.

In 2022 our students at TKS have been engaged in working on real world problems, with real world outcomes and on significant projects that are meaningful.

In this way we can see our students working on projects and learning which make a genuine difference to our community, to our world and exploring learning which has their voice at the very heart of it.

To be clear, this learning journey does not replace the content or the academic disciplines, rather it combines and enlivens it. This form of learning provides both meaning and context.

This learning allows our students to not only achieve a grade, but to make a real difference to their world and to leave their legacy well beyond their time within the walls of TKS.

In the words of Paulo Ferreira, “Education does not change the world, education changes people and it is people who change the world.”

I would like to take this opportunity to congratulate each and every one of our students for their plethora of achievements this year. From achievements on the sports field to the dance floor, from the stage to the classroom we acknowledge and celebrate them all.

I extend my heartfelt thanks and gratitude to the many

members of the TKS community who have supported our students to achieve their personal best in any aspect of life at TKS.

In 40 years from now, another Principal will write such an article and may perhaps reflect on the world in 2022.

Perhaps they too will comment on our primitive phone technology and mock the fact that we drove our own cars and used actual dollar bills rather than cryptocurrencies.

They may mock our hairstyles and our fashion choices. It is difficult to imagine the changes they will have witnessed and the lives they… we will lead.

So… to the community of The Knox School, I leave you with this thought:

Where will you be in 2062?

What role or roles will you play?

What changes will you have made?

And how would you have made the world a better place?

Organisational Structure

strategy, school profile & enrolments

Principal

Head of Junior School

Head of Middle School

Head of Senior School

Deputy Principal

Deputy Head of Junior School Heads of House Career Development Practitioner

Heads of Deparment

Classroom Teachers/ Tutors

Director of Business Operations

operations & compliance

Admin/ Grounds/ I.T. Staff

Registrar

Director of Music and Performing Arts

Director of Marketing Director of International Program Manager of Strategic Implementation & DHJS

The Knox School Board

ELC Coordinator

The Knox School Board

Wendy Lewis, OAM

Wendy is Chair of The Knox School Limited. With over 35 years’ experience, Wendy has worked in manufacturing, accounting services, independent schools and tertiary colleges. She has qualifications in accountancy, education and philanthropy.

Wendy’s experience includes financial management, strategic planning, risk management and governance. She is the Chair of the Invergowrie Foundation, a philanthropic Foundation focused on advancing the education of girls and women in Victoria.

Wendy is also Executive Officer of the Collier Charitable Fund. She was CEO of Girl Guides Victoria from 2004-2014.

Sandra Ball

Sandra currently holds the position of Project Director at the VET Development Centre. Her business background includes executive management in the arts and education sector, including international students and the ESOS Act. She has attained a Master of Business Administration (MBA) degree, together with additional studies in Human Resources, Education Law, Registered Training Organisation legislation, Compliancy, and Training & Assessment in the Vocational Education and Training sector. Sandra was also awarded an AbaF Margaret Lawrence Scholarship which enabled her to undertake professional development at Melbourne Business School, Mt. Eliza Campus.

Sandra’s first contact with The Knox School was when her daughter and son commenced Pre-Prep in 2001 and 2003, respectively.

Ted Gale

Ted is an independent Information Technology (IT) consultant across a range of business sectors including Education, Federal, State and Local Government and utilities throughout Australia and New Zealand.

His background includes more than 30 years of Executive Management roles in the ICT industry, with experience in leading-edge technology including software development and requirements, business application consulting, plus technical, infrastructure and strategic ICT consulting.

Ted’s first contact with The Knox School was in 1997 when his son and daughter started in Years 7 and 5 respectively. In 2000 Ted joined the School Council, which he chaired from 2003 to 2007. Ted commenced as a member of the Board in August 2007.

Genia Janover

Principal of Bialik College for 20 years, Genia is one of Australia’s outstanding educational leaders, driven by her passion for educating children and maximising their talents and potential. She has demonstrated creative and inspiring leadership over a sustained period and led the way in educational innovation in a number of areas.

Genia is an ambassador for Independent Schools Victoria; a member of Council at Geelong Grammar School; Fellow of the Australian College of Educators and Fellow of the Australian College of Educational Leaders.

Craig Spagnol

Craig is a Solicitor and Notary Public and is Principal of Spagnol Legal, a city-based legal practice. Before taking up law, Craig was a teacher at The Knox School from 1989 to 1999. He held positions including House Coordinator and Head of the Commerce and Humanities Faculties.

Sarah Spencer

Sarah is a former student of The Knox School, which she attended from 1988 to 1995. Sarah returned to the school in 1999 to form the Alumni Association and in 2001 joined the school council for four years until 2005, when she resigned to relocate to London to work at one of the Magic Circle law firms.

Sarah returned from London in 2009 and is currently a Senior Lawyer at ANZ.

Andrew Wilson (until August 2022)

Andrew, a qualified chartered accountant, joined the Board in January 2017. Over the past decade, Andrew has had extensive experience as Chief Financial Officer and Company Secretary with leading consumer businesses.

Andrew has been on Boards with several organisations in the retail and entertainment sectors and been involved with business strategy and development, project management, risk management, capital management and mergers and acquisitions.

He is currently Chief Financial Officer and Company Secretary of Fun Lab Pty Ltd, an international and leading entertainment and leisure company based in Melbourne.

Ahmad Samadi (casual vacancy from September 2022)

Ahmad is a finance and accounting professional with over 14 years of experience in audit and assurance. He is a Director and Head of Audit & Assurance at Accru Melbourne and is passionate about helping the not-for-profit sector. Ahmad has served on not-for-profit Boards previously and works with numerous independent schools in achieving their financial objectives.

Financial analysis

The Knox School Limited is a not-for-profit company, limited by guarantee. All funds generated by the School are used to continually reinvest in both physical and human resources in a responsible and sustainable manner to ensure ongoing improvement and success for students. The School is in a sound financial position.

Major income areas 2022

66% Fees and levies (including local and international students

28%

6%

Major recurrent Expenditure 2022

Grants Recurrent (including State and Federal)

Other Income (interest, donations, facility hire, bus fees etc)

Wages (including superannuation and other ‘on costs’)

Administration (including legal, accounting, marketing , insurance)

Depreciation (accounting allocation of asset replacement)

Property (including materials, cleaning,painting, security)

Finance (including interest and bank charges)

Teaching materials, camps and fee support

Academic results

VCE Results

The number of students who completed VCE Unit 3 and 4 or Vocational Education and Training (VET) Units was 39

Entrance Rankings

• Our median study score was 32

• Our top student received an ATAR score of 98.6

• 6 Students achieved an ATAR over 95

• 28% of students achieved an ATAR over 90

• 47% of students were in the top 20% in the State with an ATAR score above 80

ATAR = Australian Tertiary Admission Rank

Year 12 student performance

Academic and non-academic pathways

• 39 students completed the year, all successfully attaining their VCE certificates with three students attaining a school assessed VCE, with the remaining attaining an ATAR.

• 39 students applied for tertiary study; 37 students applied for tertiary study through VTAC (Victorian Tertiary Admissions Centre); one applied directly to a private institution in Melbourne, and the remaining one student applied for a pre-apprenticeship. Three students also applied to interstate institutions, all successfully receiving an offer.

• All 37 VTAC applicants attained a VTAC offer, and the two direct applicants were also successful in attaining their offers.

• Of all the applicants, six students gained offers into double degrees.

• 33 (85%) students received offers to enter a bachelor’s degree; three (8%) students are entering TAFE Diploma courses which articulate into a Bachelor’s degree in 2024, with two (5%) students going on to a certificate/pre-apprenticeship course, and one (3%) commencing a traineeship (work and study).

• In all, every Year 12 graduate is, in fact, going on to further study.

• To date, three students have been awarded academic scholarships, with another one pending:- one student will receive $6,000 over their five-year program; one student will receive $5,000 over three-year program (pending); one International student received a one-off payment of $10,000; one student received a one-off payment of $5,000.

• It should be noted that various universities once again offered special Early Entry programs to Year 12 students in the light of the disruption and uncertainty they faced regarding successful completion of their VCE over the past two years. Numerous students took advantage and applied for programs at Swinburne University*, and one student also applied for the RMIT University** program, and all were successful in attaining a conditional Early Entry offer. The excellent news is that only one of those students needed to take up their Early Entry offer as the remaining students attained high enough ATARs to get into their preferred course.

• *The Early Entry program at Swinburne University did not require an ATAR but rather a written submission from the student, and an endorsement from the Careers office.

• ** The Early Entry program at RMIT University required students to attain a minimum ATAR and submit a written statement.

The anticipated post-school destinations of the 2022 Year 12 Cohort

The anticipated post-school studies of the 2022 Year 12 Cohort

NAPLAN TEST RESULTS

The NAPLAN test (National Assessment Program - Literacy and Numeracy) measures the percentage of students in Years 3, 5, 7 and 9 achieving the national literacy and numeracy benchmarks for their Year level.

Year 3

• 100% of students above the minimum standard in Reading.

• 100% of Students above the minimum standard in Writing.

• 98% of students above the minimum standard in Spelling.

• 98% of Students above the minimum standard in Grammar and Punctuation.

• 98% of students above the minimum standard in Numeracy.

Year 5

• 100% of students above the minimum standard in Reading.

• 94% of students above the minimum standard in Writing.

• 100% of students above the minimum standard in Spelling.

• 100% of students above the minimum standard in Grammar and Punctuation.

• 97% of students above the minimum standard in Numeracy.

Year 7

• 98% of students above the minimum standard in Reading.

• 97% of students above the minimum standard in Writing.

• 94% of students above the minimum standard in Spelling.

• 97% of students above the minimum standard in Grammar and Punctuation.

• 98% of students above the minimum standard in Numeracy.

Year 9

• 96% of students above the minimum standard in Reading.

• 94% of students above the minimum standard in Writing.

• 91% of students above the minimum standard in Spelling.

• 100% of students above the minimum standard in Grammar and Punctuation.

• 100% of students above the minimum standard in Numeracy.

Student attendance

Student Attendance

Absentee and Reporting Process

Attendance is a priority at The Knox School. Attendance records are kept for all students and the roll is marked regularly. The rolls are marked each period and entered on the electronic recording system. This enables teachers to keep a very accurate record of attendance for certifying authorities such as the Victorian Curriculum and Assessment Authority. Our roll marking system is also helpful for parent and teachers interviews and for use in counselling.

If the School has not already been notified of an absence, the Assistants to the Heads of School will send a text message (SMS) to the parent requesting an immediate response. The reason for absence is then entered against the students’ details. Students who are absent without explanation are subject to the School’s normal disciplinary procedures.

Continuous Online Reporting is available to parents of students in Year 7 and above. Comprehensive reports are distributed to parents and guardians at the completion of each semester. Reports outline gradings in each subject as well as general and constructive comments by teachers on a student’s progress. Parents are invited to follow up with the teacher or Head of School. Parent/ Teacher interviews are held at different times during the academic year.

Parent Satisfaction

Parent & Year 12 Student satisfaction

The Knox School is committed to listening to the views and expectations from key stakeholders and commissions independent surveys to provide performance feedback on a wide range of related education topics.

The feedback from these surveys greatly assists the School with both its operational and strategic planning and its determination to continually improve the educational experience offered to the students.

In 2022, 276 parents and 371 students participated in surveys and provided views on such areas as academic performance, pastoral care, extra-curricular activities & after-school clubs, sport, communications and reputation. This was the first whole school survey in 7 years.

Parents

Overall satisfaction ranked very high with 80% of respondents noting very high levels of satisfaction, A selection of the parent top level findings are detailed below. These are listed as the top 5 reasons for choosing the School for their child. In relation to the top five areas parents noted as most important, expectations met/exceeded are:

• 84% of parents noted their expectations were met or exceeded in relation to the Quality of teaching

• 88% of parents noted their expectations were met or exceeded in relation to the Focus on student wellbeing, providing a safe and caring environment

• 91% of parents noted their expectations were met or exceeded in relation to the Balanced education

• 79% of parents noted their expectations were met or exceeded in relation to Quality education at a reasonable expense

• 90% of parents noted their expectations were met or exceeded in relation to the School’s values

Students

A selection of the students’ top level findings are detailed below; ranked in order of the importance the parents placed on reasons for choosing a school:

• 86% of students noted their expectations were met or exceeded in relation to the Quality of teaching

• 71% of students noted their expectations were met or exceeded in relation to the Focus on student wellbeing, providing a safe and caring environment

• 91% of students noted their expectations were met or exceeded in relation to the Balanced education

• 92% of students noted their expectations were met or exceeded in relation to the School values

• 69% of students noted their expectations were met or exceeded in relation to the School’s reputation

The Knox School Staff 2022

The Knox School Staff

Board of The Knox School Limited

Wendy Lewis OAM, Chair

Ted Gale

Genia Janover

Sarah Spencer

Craig Spagnol

Sandra Ball

Andrew Wilson

Ahmad Samadi

Executive

Principal & Chief Executive Nikki Kirkup B.A.(Hons.).QTS., Grad Dip Ed

Deputy Principal Melinda Davis M Ed , B Ed

Director of Business

Operations Ian Foster B.Bus., Dip Adv Bus., Mgt Cert

Head of Senior School and Student Wellbeing Phillip Henniker M EdLead , B A B Ed

Head of Middle School Toni-Ann Bright M Ed , B Mus Ed , Dip Ed Dip Mgmt

Head of Junior School Catherine Samuel M Ed , B Ed , B Teach

Head of Strategic Systems Travis Parker M Ed , B Comp , Dip Ed Cert.IV Training & Assessment

Senior Leadership

Assistant Head of Senior School Janelle Mathias B Sc , B Ed

Deputy Head of Junior School Simon Cowell B.Ed., B.Comm.Dev.

Head of Flinders Joanne Vanderpol B.VisualArts, B.Ed.

Head of Chisholm Chris Brand B Sc , Grad Dip Ed

Head of Paterson Cassandra Beveridge B A , B Ed

Head of Lawrence Lindi Chiu M.Ed.(TESOL), B.A.(Acc.), Grad Dip Ed

Head of Music and Performing Arts Nico Di Stefano B Mus , B Cont Mus Grad Dip Ed

Head of Sport, Health and Physical

Education

Director of International

Teaching Staff

Lynne Ansons B.Ed.(Primary), Dip.Teach.(Primary)

Sharmila Ashok M Sc , B Sc , B Ed

Meredith Atilemile B.A.(Hons.), Dip.Ed., Grad Cert Prof Writing

Krisztina Baka M HRM , B BusCom , Grad.Dip.Ed. (Secondary)

Gemma Beard Head of Languages B A , PGCE

Lachlan Beech B Ed

Gabby Buckle M Teach , B Mus

Jacky Burton B Ed , Grad Cert Careers

Carol Cartwright B.Ed.(Sec), Dip.Teach.(Sec)

Wendy Church Ph D , M Ed , B A , Dip Ed

Tina Cimino ELC Coordinator Dip Early Childhood

Bronwyn Cook B A , Dip Ed , Dip Lang

Emma Craig B Teach

Alison Crawford M Ed , B A , B Teach

Nicole Davies B.Ed., Grad.Cert.TESOL.

Oliver Dolbey B.Ed.(Hons.)

Peter Esdaile B Sc , Dip Ed

Troy Fiddes B Ed , B A

Kylie Field B.Ed.(Primary)

Emer Fox B.Ed.(Hons.)

Sue Freemantle B.A., Dip.Teach.(Primary), Grad.Dip.(Psych)

Zoe Guo M Ed , B Ed , M Educational Management, Grad Cert Languages

Rebecca Heasman M.Teach.(Sec), B.App.Sc., Dip App Sc

Brooke Henderson B App Sc , Grad Dip Ed

Christopher Hilton B.A.(Sec)

Mark Jeffs Dip.Ed.(Primary), Dip.Outdoor Ed.

Neil Johnson B.App.Sc.(PE)

Emma Kenny Head of English B A , B Teach

Gerard Morais B.App.Sc.(Hons.), Dip.PE., Cert.IV Training & Assessment

Brittany Morgenthaler B.Ed.(Hons.)

Brenden Morris Head of Mathematics B.Sc., Grad.Dip.Ed.(Sec)

Manisha Patel B.A.(Hons.)., B Early Childhood Ed

Sara Powell B.Teach.(Primary), B.A., M Specialist Incl Ed

Cara Priestley B Teach , B Early Childhood

Michelle Richardson B.Early Childhood (Hons.)

Ben Ritchie Head of The Humanities M Ed , B Com , B A , Dip Ed

Isaac Rule B TchLn

Liesl Schultz B A , Dip Ed

Darragh Sheehan Head of Science B ScEd

Lisa Sheppard B.Ed., B.Mus.(Hons.)

Rami Stiglec Manager:Academic Program Ph.D., B.Sc.(Hons.), Grad Dip Ed

Bridie Stillman B.Ed.(Primary)

Caroline Townsend B Ed , B Bus , Grad.Cert.TESOL

Marianne van Niekerk Head of Library Services M Ed , B Ed , Grad Dip (Library Science), Cert.IV TESOL

Birgit Verhagen Head of Technology, Art and Design B.Ed., Dip.Teach.(Primary)

David Waddell B A , Dip Ed

Kit Waley B Ed

Catherine Walton B.Ed.(Primary)

Teena Weaver B.Teach., B.Ed.(Primary)

Boyd Williams B.Ed., Dip.Teach.(Primary),

Nicole Wong M.Teach., B.A.(Hons.)

Rainda Yang M Teach , B Comm

Alex Wilson M Ed Mgmt , B Ed

Program Jing Jing Wang Ph D , M Ed , M A , B A

Director of Marketing Barrye Dickinson

DipSchMkt.(CMS)., LRSM., LTCL , ATCL , L Mus A A Mus A

Jane Lawrence Head of Differentiated Learning Ed D , M Ed , M Ed (Special Ed.), B.App.Sc., Grad.Dip.Ed., Grad Dip RE , Grad Dip Curric , Cert II IT

Ben Liu M Teach , B A

Shelley Lloyd-Smith B.Ed.(PE)., B.Sc., Dip.Fitness Leader, Dip Mgt

Karen Lucas M.Sc., B.Sc.(Hons.), Dip.Ed.

Melodie Matheson B A , Grad Dip Ed

Janelle Mathias B Sc , B Ed

Library Services

Head of Library Services Marianne van Niekerk M Ed , B Ed , Grad Dip (Library Science). Cert.IV TESOL

Library Technicians Rhonda Marchione ALIATec

Nadia Douglas DipLib

Prudence Doig

Careers

Career Development

Registrar and Administrative Manager

Tania Castles M Edplus

Sandra Mattison B.Ed.(Primary)

Michelle McDonald B A , B Early Learning, Dip Early Childhood

Practitioner & VET Coordinator

Jacky Burton B Ed , Grad Cert Careers

The Knox School Staff 2022

Music Teaching Staff

Nico Di Stefano

Head of Music and Performing Arts

Karman Melitsis

Assistant Head of Music and Performing Arts

B Mus , B Cont Mus , Grad Dip Ed

B Mus , M Mus , Dip Ed

Simon Baldwin M Mus

Alister Barker

B.Mus.(Hons.), PGDip.(Perf)

Erin Brown B.Mus.(Hons.), A.Mus.A.

Ben Carr B Mus , B Mus Tech , Dip Mus

Kate Cole B Mus , A Mus A

Samuel Davies

Eric Di Florio

Head of Strings

B Mus

Erin Kersing M Mus , B Mus , A Mus A (Perf.Teaching)

Geoffrey Hall B.Mus.(Hons.), B.A.(Mus), B Sc

Nathan Juriansz M.A., B.Mus.(Hons.)., A.Mus.A.

Gideon Marcus M.Mus.(GSMD)., Grad.Dip.Ed., Grad Dip Mus , Cert HE Psych

Lincoln McKenzie B.Mus.(Hons.)., B.Mus.Perf., Cert IV Aud.Eng.

Anya McLeod M.Teach., B.,Mus.(Hons.).

Georgie O’Malley B.Mus.(Hons.).

Joanna Ou M Mus , M Teach , B Mus

Patrick Schmidli B Mus

Alex Spicer B.Mus., Cert.IV Jazz Perf.

Briony Swan B.Mus.(Hons.), A.Mus.A., Grad Dip Ed

Scott Zimmer B.Mus.Perf., Dip.Orchestration

Support Staff

Daily Organiser Michelle Ozcan Cert.IV Training & Assessment, Cert III Hosp , Dip Bus

Programming

Laboratory Technicians Sulo Dissanayake

B Sc

April Dacumos-Hill

B.Sc., Grad.Dip.Reproductive Sciences

ELC Aides Nikki Nikias

Adv.Dip.Children’s Services

Kate Husband

Dip.Children’s Services, Adv.Dip.Comm.Sect.Mgt.

Lakshmi Ramakrishnan

B Sc , Dip Early Childhood, Cert.III Financial Services

Mozdeh Jafari Modrek

Dip.Early Childhood & Care

Teacher Aides Farial Mahmud M.Econ., Cert.IV Ed.Support

Emily Fung

B.A., B.Ed.(Sec)

Jo-Anne Massey Kelly Begley LLB , B Com , Cert III Ed Support

TAD assistant Jaszmin Dennis-Hayne

School Archivist Frank Reid M Ed , B A

Community Engagement

Community Engagement Coordinator Beth Higgs Cert III Accounting, Dip. Project Mgt.

Finance and Administration

Accounts Mathew Simon CPA Jenny Peterken

Human Resources Manager Jenny Lutz Dip Accounting, Cert Ed Support

Payroll Coordinator Inna Makhlin Cert.IV Financial Services

Risk and Compliance Manager Yota Polydorou B Ed , Dip Teach Cert.IV(WHS)

EA to the Principal Jenny Lutz Dip Accounting, Cert Ed Support

EA to the Director of Business Operations Judy De Jong

EA to the Deputy Principal Michelle Ozcan Cert.IV Training & Assessment, Cert III Hosp , Dip Bus Programming

EA to Head of Senior School Sonia Lili Cert.IV Bus.Admin.

EA to Head of Middle School Claudia Chialastri Cert.IV A&WT., Dip Sec Studies

EA to Head of Junior School Nicola Thomas Dip Bus Studies, Cert.Prof.Editing & Proofreading

EA to Music and Performing Arts Shani Cossins Dip.Business., Adv.Cert.IT.

Enrolment Assistant Michelle Lu Grad.Dip.Int’l Bus.

Front Desk Managers Barb Harrington Christine Manuel

School Nurse Colleen Norvill Div.1 Reg.Nurse, Immunisation Accredited

School Counsellor Lucas Tuan-Mu B.Sc.(Psych)., B.A.(Hons.), Grad Dip Counselling , Grad Dip Psych

Technology Services

Technology Services Manager Torian Jamieson Dip Telecomm

Systems and Development Officer Cameron Andrews Dip IT , MCP

Essential Applications Officer Theo Sfiris B.Comp.Sc., Adv.Cert.IT., M Web Tech , Ass Dip Bus

User Support Officer Dush Kombala Adv.Dip.Comp.Sc.

Multimedia Studio Manager Stephen Fitchett Dip.Television Production

Grounds and Maintenance Manager Wayne Greig Cert Horticulture

Shaun Colenso Cert.IV Turf Management

Brooke Jeffs

Leigh Rigby Cert.IV Turf Management

Bus Drivers

Jay Kumarage

Juliana Moore

Corinne Tucker

Colin Hunter

Mark Gaze