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Annual Report2017

2 | St Leonard’s College Annual Report 2017

stleonards.vic.edu.au | 3

Contents

From the Principal 4

College Council 6

St Leonard’s College in 2017 7

Student Outcomes: NAPLAN 2017 8

Senior Secondary Outcomes 12

Teacher Professional Learning 13

Teaching Staff 16

Satisfaction Surveys 20

Financial Overview 22


From the Principal

Our theme for 2017, Known, Nurtured and Loved,

provided a wonderful opportunity for our students, their

families, and our staff to celebrate and reinforce the

qualities that are evident in our community and central

to a St Leonard’s College education. I am sure we have

all enjoyed witnessing the many representations of this

theme and the deep understanding demonstrated by

so many, that the true purpose of education is to make

us perfectly human. Once again, this has been most

evident in our commitment to providing opportunities

for social action and engagement, revealing a strong

coherence between our pastoral and our academic

programs, especially the IBDP, which has proclaimed

since its creation in 1968: “At our heart we are

motivated by a mission to create a better world through

education.”

It is unquestionable that St Leonard’s College has

enjoyed another exceptional year of development,

growth and achievement. There have been many

inspiring stories of kindness, generosity, endeavour and

courage amongst our students, parents and staff in local,

national and international settings across the areas of:

academia, the performing and creative arts, sport and,

Known, Nurtured and Loved


most importantly, social action and engagement.

Creating a safe and supportive community that

provides a multitude of opportunities for excellence

is vital to the development, discovery and growth of

our young people, if they are to realise their multitude

of talents and discover their passions. Being known,

nurtured and loved highlighted the need to provide

our students with the challenges and support to

appreciate the inner wisdom of Samuel Beckett’s view:

“Ever tried. Ever failed. No matter. Try again. Fail again.

Fail better.”

Our strong mentor model remains central to the

development of resilience in our students, by building

in them an understanding that failure is not the same

as defeat, and that defeat only occurs when we stop

trying. These conversations and opportunities for

encouragement instil in them an inner strength built

on confidence and optimism. Those who have read,

Optimism: An Essay by Helen Keller, will recall her

powerful connection of these traits and attitudes:

“Optimism is the faith that leads to achievement.

Nothing can be done without hope and confidence.”

Whilst the purpose of an Annual Report is to

capture metrics that seek to inform - and our

metrics covering financial, professional learning and

academic outcomes are outstanding - those who truly

understand schools, recognise that the elements that

matter most are not represented in graphs or matrices.

As Helen Keller asserts. “The best and most beautiful

things in the world cannot be seen or even touched –

they must be felt with the heart.” It would appear that

our values and our vision continue to resonate with

the broader Bayside Community, which explains why

we remain the school of choice in Bayside.

I would like to thank our College Council, our parents,

teachers and general staff, but most of all, our brilliant

young people who are our lifeblood; for all that you do

to make this a truly humane and inspirational school.

One that is committed to our College Vision:

An education for life.

Stuart Davis

Principal


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

ChairNicki AmielBA, Dip Ed (Primary), MEd Studies

Vice-ChairsPaul GowerB Com, CA

Jen Neate

MembersKate Bennett ErikssonB Bus (Technology), ACPA, MAICD Howard Bishop B Juris, LLB, Grad Dip Ind &

Emp Rel

Penny Burns MA (Hons) (Oxon)

Traci Crampton BA (Retired November 2017)

Kate Eriksson B Bus (Technology), ACPA, MAICD

Cameron Frazer B Arch, GAICD

Phil Galloway B Eng, Grad Dip Management

Studies, MAICD

Ken Lark AB (Economics) JD, MBA

Melissa Marcus BA, LLB (Hons), LLM

Kim Visek-Johnson B Comm

Company SecretarySamantha Corrigan (January - October)

BFA, CPA, GIA (Cert)

Michelle Pearce (October - December)

B.Bus (Accounting), CPA,

GIA (Cert), MAICD

PrincipalStuart DavisBEd (Hons), MEd

Deputy PrincipalLisa SlingsbyBEd Studies, BA, MEd


St Leonard’s College in 2017

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?St Leonard’s College takes a holistic approach to the

education of its students, providing opportunities for

excellence in a broad array of pursuits both in and out

of the classroom to assist our young people to discover

their passions and interests.

Characteristics of the student bodyOn Census Day, 4 August 2017, St Leonard’s College

had an enrolment of 1,426 students (prep – year 12)

of whom 716 were boys and 710 were girls. ELC

enrolment was 81 students, of whom 39 were girls

and 42 were boys. There was four Indigenous students,

and 18 overseas full-fee paying students.

Student attendances in 2017The average student attendance rate from prep to

year 12 was 94.0%.

Student attendance is taken several times per day

and recorded electronically on the College database.

Parents are given an absentee phone line and email

address to report student absences. The College has an

SMS system to notify parents of unexplained student

absences and pastoral care staff work closely with

parents if school attendance is identified as an issue.


Student OutcomesNAPLAN Year 3 2017

Year 3: National Assessment Program Literacy and Numeracy Tests 2017This table displays scaled scores. The percentiles displayed in the table are interpolated values.

Students 10th 25th 50th 75th 90th Median Mean

ReadingNational 291,559 316 369 422 471 509 431 431

State 70,821 336 387 441 502 564 438 446

School 45 408 447 502 574 692 502 523

WritingNational 291,019 330 371 411 448 471 419 414

State 70,519 356 389 434 469 494 428 428

School 44 397 435 473 491 511 477 462

SpellingNational 291,877 301 355 409 457 492 419 416

State 70,757 316 369 424 479 530 428 423

School 44 378 407 466 508 537 466 457

Grammar and Punctuation

National 291,877 313 371 431 484 523 441 439

State 70,757 324 387 452 515 575 450 450

School 44 405 461 512 552 594 518 504

NumeracyNational 291,004 312 354 400 443 476 409 409

State 70,794 326 368 418 470 522 421 421

School 45 417 444 479 529 577 479 484

National

St Leonard’s College

State

Key90th percentile

10th percentile

50th percentile25th percentile

75th percentile

2

3

4

5

6

7

8

9

10

270

322

478

374

530

634

426

582

686

738

Scal

ed S

core

Band

Grammar & Punctuation NumeracySpellingWritingReading






State 706,864 418 462 513 567 616 512 516

School 85 486 532 581 627 696 575 584


State 70,501 417 457 486 519 557 489 486

School 86 452 477 510 548 583 512 514


State 70,660 414 460 506 551 589 511 504

School 86 457 496 548 577 611 549 540


National 291,496 392 440 491 537 572 500 499

State 70,660 399 449 503 560 617 506 506

School 86 447 482 542 626 683 545 554


State 70,477 421 456 498 544 590 500 503

School 88 463 494 538 610 661 541 551

National


State

Key90th percentile

10th percentile


75th percentile

4

5

6

7

8

9

10

478

374

530

634

426

582

686

738

Scal

ed S

core

Band




Year 7: National Assessment Program Literacy and Numeracy Tests 2017 This table displays scaled scores. The percentiles displayed in the table are interpolated values.



State 65,255 465 505 550 598 643 547 552

School 179 522 553 599 645 686 599 601


State 65,214 445 482 524 572 613 523 524

School 175 500 541 578 618 652 583 578


State 65,436 456 505 553 598 637 553 549

School 175 513 550 599 633 687 596 596


National 268,806 442 487 534 577 608 543 542

State 65,436 451 496 546 597 647 548 548

School 175 513 552 601 653 707 597 605


State 64,896 473 511 557 606 655 560 562

School 175 529 566 610 648 697 612 612

National


State

Key90th percentile

10th percentile


75th percentile

4

5

6

7

8

9

426

478

582

374

530

634

686

738

Scal

ed S

core

Band


10






State 61,190 497 541 588 631 667 590 584

School 165 568 600 644 674 699 643 637


State 61,271 466 513 568 618 666 570 561

School 166 554 597 634 669 713 629 633


State 61,412 492 538 583 627 670 579 581

School 167 539 580 622 672 718 623 624


National 252,606 479 523 568 608 637 576 574

State 61,412 478 526 575 624 670 572 574

School 167 551 584 626 673 718 628 627


State 60,772 520 551 591 636 683 590 597

School 165 579 617 658 699 735 657 656

National


State

Key90th percentile

10th percentile


75th percentile

5

6

7

8

9

10

478

530

634

426

582

686

738

Scal

ed S

core

Band



Senior Secondary Outcomes

Year 12 ResultsInternational Baccalaureate Diploma ProgrammeThe International Baccalaureate Diploma Programme (IBDP) Dux for 2017 was Lena Scally-Leprevost, who received

IBDP scores of 45 (notional ATAR 99.95).

In the IBDP, 82% of students achieved a notional ATAR of 90.00 or higher and the median notional ATAR was 95.90,

placing 50% of students in the top 4.1% of students nationally.

Victorian Certificate of EducationThe Victorian Certificate of Education (VCE) Dux for 2017 was Liam Baker with an ATAR of 98.80.

Combined VCE and IBDPOur combined VCE and IBDP results highlight the wonderful achievements of the class of 2017:

• 42% achieved an ATAR of 90 or above• 70% of students achieved an ATAR of 80.00 or above, placing them in the top 20% nationally

• Median ATAR of 87.40

Student RetentionIn 2017, 91% of students in year 12 had been at St Leonard’s College since year 9.

Vocational or Trade TrainingIn 2017, 11.8% of students completed a VET subject as part of the VCE program.

Tertiary DestinationsOf the students who applied through VTAC in 2017, 99.3% received a first round offer. Monash University was

the most popular destination for our VCE and IBDP graduates, with 36% offered a place in a course at Monash

University. Many students also gained places at The Melbourne University (24%) and RMIT University (14%).


Teacher Professional Learning

Throughout the 2017 academic year, St Leonard’s

College has continued to invest strategically in the

development of its teachers, recognising that “the

quality of a school cannot exceed the quality of its

teachers.” (McKinsey et al.). We continue to develop the

collective capacity of our teachers so as to ensure that

we remain at the cutting edge of educational research

and development.

In 2017, we prioritised key elements of the College

Strategic Plan for further Professional Learning

and Development, including but not limited to the

following:

Pastoral CarePastoral Leadership and Compliance Training• Workshops in mindfulness, well-being and

restorative practices

• Restorative Practices Facilitator Training

• Compliance training in child safe practices,

anti-bullying, anaphylaxis

• Managing student behavior

• Managing difficult conversations

• Developing student skills in self-management

• Mental Health and Wellbeing of Young People

• Positive Education in Schools

– National Conference

• Understanding, Treating and Managing School

Refusal

• Peaceful Kids

• Music and Wellbeing symposium

• Engaging Happy Healthy Partnerships

Academic Leadership and DevelopmentAcademic leadership – including both curriculum design and pedagogical leadership• Academic Leadership Forums

• Workshops in Interpretation of student learning

data (from both external and internal assessments)

to inform practice

• Assessor Training and Workshops

• Working with Interpreters

• IBO Pedagogical Leadership Workshops and

Conferences

• Leading Teacher Growth through Effective

Collaboration

21st century thinking and innovative learning pedagogies• Best practice in teaching STEM

• Technology in the service of learning

– using iPads effectively

• Developing staff teaching STEM subjects

• Strategies to Identify and Nurture 21st century skills

– student dispositions and understandings

• Use of One Note as a collaborative learning tool

• Cybersafe Workshop

• Apple Teacher Training

• DigiCom Conferences

• Exploring new technology innovations for

K-12 Music

• Inquiry pedagogies for teaching mathematics

• NoTosh design ongoing workshops


Curriculum DevelopmentDeveloping Concept-based Curriculum Design and Thinking Cultures• Creating a culture of learning and thinking

- Ron Ritchhart from HGSE Plenary and workshops

throughout the year

• In-house PL workshops for beginners on

Building a COT

• Nurturing Creativity

• Introduction to Reggio Emilia

• The 10 practices of an Inquiry Teacher

– Kath Murdoch

• Making the PYP Happen

• Pedagogical coordination in dialogue with

Reggio Emilia

Discipline Knowledge and Course Design• VCE new course designs

• IB Diploma and PYP principles and practices

• IB regional workshops - for those new to teaching

the course as well as for those leading the courses

• VCE Examiners feedback workshops

• Annual Conferences for each discipline

• IB Extended Essay Training

• Seven Steps Writing Approach

• Staff external examination assessor roles

Differentiation Building understanding of best practice in teaching students with learning needs• Workshops on addressing the needs of students

with ADD and ADHD, Autism spectrum disorder,

Dyslexia and Working Memory issues

• Special focus on teaching students who do not

speak English as their first language.

• Continued focus on developing knowledge

and strategies for teaching and understanding

indigenous cultures and ways of thinking so

that teachers are more effectively able to teach

indigenous students.

• Cultural Awareness workshops

• SMART spelling Course

• National Indigenous Education Forum

• The Ultimate Course in Dyslexia

• Autism Spectrum Disorder

• Individual Education Plans

• Practical Strategies for teaching students with

ADHD in the mainstream classroom

• Digitech Curriculum for Students with diverse needs

• MultiLit reading

Managing Learning Schoolbox Learning Management System• Training in the effective use of the LMS

• Using and Interpreting data to inform practice and

identify areas of student need

• Leaning analytics in schools

• Using data for effective leadership

Building a Culture of Learning and Growth for Staff TRIAD Model• Action learning and collaborative practice model

• Peer observation and feedback strategies

• Professional Sharing

• Reading Groups to encourage professional discourse

around “best practice” and innovations in Teaching

and Learning

General• Women in Leadership

• Behaviour Management for Beginner Teachers

• School Law

• Staff Recruitment for Principals and Senior Leaders

• Advanced Workcover and RTW Management

• Claims Management workshop

• Health Safety and Wellbeing Masterclass for

Managers and Supervisors

• Enrolments - VRQA minimum standards

• MicrOpay STP EOY

• First Aid Training


• Remote First Aid

• Wilderness First Aid

• CPR and Asthma training

While offering staff a range of opportunities to learn by

attending external conferences, workshops and training,

our most important commitment to the development

of staff is to provide them with opportunities to

continue their learning on campus, putting new ideas

and learning into practice, receiving feedback on their

efforts and making adjustments to their practices

where necessary. To that end, we continue to invest in

structures and processes that will allow staff to learn

with and from each other. Our TRIAD action learning

model of professional development is an iterative

process of examining current practices, implementing

new learning and teaching strategies, analysing

evidence and data on student learning and measuring

the impact on student growth. Teachers engage in

structured professional conversations about their

practice and the learning of their students and make

adjustments where necessary. This is 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

evening 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 research to inform practice.

Furthermore, our ongoing relationship with Harvard

Graduate School of Education and its Project Zero

work has proven inspiring for the many staff who have

had access to the in-house workshops provided in

2017. This opportunity for staff to work with leading

educational researchers has allowed us to further

develop the work we began in 2016 and to continue

to build a shared vision and understanding of what it

means to build a Culture of Thinking across the College.

Through 2017 we continued to offer all staff access to

both in-house and external opportunities to develop

their skills, knowledge and understanding of best

practices in the teaching of students with particular

learning needs. As a mandatory part of annual VIT

registration, all teachers must be able to demonstrate

continued development and expertise in their capacity

to differentiate the learning for students.

Scholarships and post-graduate study grants were

awarded in 2017 to successful applicants in a range

of areas including, but not limited to, Women in

Leadership, Masters of Education and Masters of

Instruction.

We continue to build on and refine our Induction

program, using feedback loops and appointing

dedicated Induction Mentors. Rather than the ad hoc

system of “buddies”, induction mentors now lead small

groups of new staff through a dedicated induction

process.

Each year, selected staff attend the VIT mentor training

program to ensure we have qualified staff to guide

our graduate teachers through a dedicated mentoring

program. In 2017, six graduate teachers successfully

achieved full registration.

Investment in the learning and development is critical

for St Leonard’s College to remain at the forefront of

Educational Thinking and Practice. To that end, we

must continue to engage globally-recognized education

thinkers and leaders so as to inform and develop our

staff.


Teaching StaffWorkforce CompositionIn 2017, 71% of teachers were female and 29% were male. There were no Indigenous employees.

Teacher Standards and QualificationsThe following teachers were engaged in either full time equivalent or part time employment at St Leonard’s College

in 2017. 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) Andria Arendze GDip (Wesley Ins), BA SSS (Monash), BA (Monash), Cert IV Workplace Training (Melb) Nathan Armstrong BA (Deakin), BEd (Deakin) 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) Ray Breed MSc (UOB), BEd (UOB) Nathalie Brennan MATeach (LTU), BA (Melb) Michelle Brent DipTeachP (ACU) 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) Katherine Cavnoudias BEd (Monash), BSc (Monash) Claire Charenton BA (Adelaide), GDipEd (LTU), MEd (USQ) Daniel Charles BEcon (Monash), MATeach (Melb) Jess Chirnside GDipEd Sec Lydia Chisholm BEd (VC) Diane Clifford GDipEd (Monash), BSc (Monash), GradDip TL (CSU) Jacqueline Coker BEd (Monash) Maddison Cooper BEd (Monash) Monica Costa BA (RMIT), BEd (Melb), MA (RMIT) Fiona Creak BA (LTU), GDipEd (ACU) Jane Cuttler BEd, DipEd


Louise Daniels BEd (UTAS) Simon Daniels GDip (Monash), BSc (Monash) Stuart Davis BEdh (Lond), MEd (Monash) Julianne Dennett BA (Monash), DipEd (Monash) Frances Devine BA (ANU), GDipEd (UCAN), GDipSpEd (VC), MEdSt SE (Monash) Kate Esler BAh (Melb), DipEd (RMIT) Megan Fallon GDipES (Monash), MaEd (Melb), BBSc (Monash) 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) Belinda Frew BEd (ACU) Elizabeth Furman MEdSt (Monash), BMusEd (Melb), AMusA (AMEB) Lara Gambino GDipEd (Monash), BScH (Monash), BTeach (Deakin), BHS (Deakin) 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) Lynn Griffen BA (QUN), TG (GLAS), MEdSt (ACU) Hugh Gundlach BA (Melb), BCom (Melb), Dip ModLang (Melb), MBusAdmin (RMIT), MTeach (Melb), MCom (Melb), PGDipTeach (Melb) Susanne Haake BA (Melb), PGradDA (Melb), GDipEd (Monash), GCert (UNE), Cert (Monash) Katherine Hall BEd (UniStr) Emma Harkin BSc (Melb), DipEd (Melb) Jane Harrison BEd (Melb) Fabienne Harte BA Benjamin Hay BA (UQ), LLB (UQ), GDipLegPrac Rebecca Hayes BPod (LTU), GDipEd (VU) Georgina Hearnden BEd (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) 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) 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) Annie Ly MTeach (Melb), BSci (Melb), GDipEd (Melb) Helen Lyall BEd (SCVT) Daniel Mackay BEd (ACU) Coleen Malik BTeach (Deakin), BAppSc (Deakin), MEd (Deakin) Robyn Marshall BEd (CC), MEd (Deakin) Marjan Mossammaparast BTeachH (Melb), BA (Melb), MstEd (Melb) 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) Nicole McGrath BA (Melb), BTeach Prim (Melb) Annie McGuire MEd Cameron McKenzie BSc (Melb), DipEd (Melb), GDipE (Melb), MEd (CSU) Tess McSly BECE (Monash) Yingmei (Zhu) Missen GDipES (Monash), MInfoMan (Ianz) John Moore BA (LTU), GDipEd (Monash) Michelle Moore BEd (Melb) Lucy Moulton GDipEd (GU), BESc Sonia Murr BA (Melb), DipEd (Monash) Sarah Nieuwkerk GDipES (LTU), MMus (Melb), BMus (Melb), BA (Melb) John Oien GDipEd (Melb), BMusP (Melb) Timothy O’Leary GDipES (LTU), BArch (LTU) 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) Adam Quayle GDip (LTU), MstEd (Melb) 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) Samantha Sammut BEd (UON) 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) 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) 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) Nicole Smith BEd Prim Jane Smitten BECE (Monash) Jane Stafford BECS (Melb) Vanessa Stevens BA Hons (Monash), GDipEd (MelbCAE) Natalie Stewart MstEd (Melb), BEd (UTas) Linda Su BA (Monash), BEd (Monash) Rosanna Tait GDipEd (LTU) ,BSC (LTU) 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) 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)


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.

Information was captured on the following

categories:

Parent

• Curriculum/academic program

• Quality of teaching

• Learning outcomes

• Pastoral care

• Discipline and safety

• Resources

• Parent involvement

• Year transition

• Overall satisfaction

• Willingness to recommend the school to others

The full suite of surveys was conducted in 2017.

Parents, staff and students were invited to partake in

the survey.

The Executive of the College have reviewed and

incorporated parents comments in their strategic and

operational planning. However there was only 16%

response rate from parents.

We would like to thank those who took the time to

respond. We look forward to a stronger response in

2019 when we conduct the next ISV Lead Surveys

which will enable the College to strategically plan for

the future.


Student satisfaction

• Academic program

• Learning outcomes

• Pastoral care

• Personal development/leadership

• Discipline and safety

• Resources

• School ethos and values

• Peer relationships

• Transition

• Academic rigour

• Feedback

• Teacher knowledge

• Teacher practice

• Teacher/student rapport


Staff satisfaction

• Resources and offerings

• Technology

• School ethos and values

• Student behaviour

• Discipline

• Learning support

• Pastoral care

• Parent involvement

• Quality of teaching and learning

• Teaching practice

• Feedback

• Goal alignment

• Leadership and morale

• Staff collaboration

• Professional development



Financial Overview

2017 Actual Financial Results

65.8%

73.3%

10.5%

4.3%

4.7%

7.4%

7.2%

14.5%

12.2%

0.0%

65.7%

0.0% 7.1%

Income Sources Actual 2017

Fee (net) income (73.3%)

Government grants - recurrent (14.5)%

Other Income (12.2%)

Salaries and related (65.8%)

Teaching and materials (10.5%)

Administrative and clerical (4.3%)

Building and grounds (4.7%)

Sundry administration (7.4%)

Financial (0.0%)

Depreciation and amortisation (7.2%)

Expenditure Actual 2017

65.8%

73.3%

10.5%

4.3%

4.7%

7.4%

7.2%

14.5%

12.2%

0.0%

65.7%

0.0% 7.1%


St Leonard’s College163 South Road, Brighton East VIC 3187

P (+61 3) 9909 9300F (+61 3) 9592 3439

ABN 52 006 106 556CRICOS 00343K

[email protected] stleonards.vic.edu.au

annual report 2017 - st leonard's college · 8 | st leonard’s college annual report 2017 student...

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