annual report 2018 - masada college€¦ · annual report 2018 יתדוצמו יעלס sal’i...

Annual Report 2018 ומצודתיסלעי sal’i umtzudati

My Rock My Fortress

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Mission

Masada College will be internationally renowned for

Jewish values and educational excellence.

Vision

In our students through Jewish values and a nurturing community,

Masada College engages and instils a genuine love of learning.

Student Portrait

Through attainment of our Vision and Mission

Masada College will develop students who are:

Motivated towards success and achieving goals

Responsible and resilient

Leaders

Ethical

Creative thinkers and excellent communicators

Confident

Community minded, globally aware, oriented

Masada College recognizes the Guringai people

as traditional custodians of the land on which this school stands.

President of Board of Management

2018 was always going to be a challenging year for us, however it has ended on a very sad note and we as a community have all been affected. The last few weeks has shown the impact and contribution that Wendy Barel had given to both the Masada community and the greater Jewish

community. We have heard so many wonderful stories and an outpouring of emotion for her and words can never go far enough in thanks and appreciation as to the commitment, contribution and legacy that Wendy has left. Not only on this school or community but on individuals. Individuals that she has no doubt changed their lives. This is true for students, teachers, parents or anyone that had come into contact with her.

Wendy’s legacy is immortalised in time with the thousands of students that had graduated from Masada or been under her wings and guidance in achieving and living up to their individual best. Her contribution to us is like the ripples in a pond when a rock is thrown, continually moving outwards and reaching more and more people. Wendy will not be forgotten.

We will move forward as she would have wanted for us to continue to grow and excel as a school a community and individuals.

2018 was the first full year of the implementation of our strategic plans, the launch of the HIVE and many other initiatives that continue to ensure that we deliver first class education to those that have committed themselves to the Masada way of life.

2018 has seen other changes and I look forward to the new leadership team taking Masada into the future and building on the foundations of the past. There are many exciting new plans ahead for us that the Board of Management is working on and these will be implemented in line with the Strategic Plan over the coming short to medium term.

Again the College needs you and your involvement. You are our ambassadors and play a vital role in the future of the College. The College does continue to face significant challenges, of these continues to be the affordability of providing a Jewish Day School education to our community. While some families are receiving some level of fee assistance, others either do not want to apply and struggle through, or choose to educate their children elsewhere. Whilst our enrolments numbers have grown over the past few years, there are still those in the community that elect not to support us. Your voice can make a difference and your support does as well. We want all those within our community to attend Masada to ensure a strong and vibrant future. You must decide on our future so please work with us on building a strong community.

On behalf of the Board of Management we wish everyone a great summer holiday and we look forward to welcoming you back in 2019 for the next instalment in the Masada journey. Mr David Guth

Campus Rabbi

In Parashat Chukkat, the Jewish people learn the shocking news that Moses who had led the people out of Egypt, through the desert to Sinai, who went up the mountain to receive the law, who had built the sanctuary, that would serve

as the religious centre for the people, the great Moses would no longer be

traveling with the people into the land of Israel.

There was shock within the community how would they continue without him? Moses throughout his career had to deal with a lot of complaints from the people. He wasn’t constantly scrutinised he left home early they would say, he had a fight with his wife. If he left late they would say he doesn’t care about us. There were the constant complaints of lack of food, lack of water, are we there yet? Moses in a moment of exasperation turns to Hashem and says. These people don’t need a teacher they need a mother! And Hashem answers that is true. You must be that mother to the People.

Moses’ career was spent mothering the people, taking care of all their needs, while at the same time educating them, preparing them for life on the other side of the Jordan, the Promised Land. Just when the people are about to embark on the next stage, came the shocking news. Moses will not be traveling with them. He will remain on the East side of the Jordan, Joshua the trusted student of Moses would lead them. Moses, prepared the people for the next chapter of their lives. He ensured that there was a successor in place, he blessed the people and took leave of them. Moses is never forgotten. His teachings have sustained and guided our people for over 3000 years. Moses’ greatest accolade is to be called Moshe Rabbeinu-Moses, our teacher. For as teacher, he left his greatest legacy - us.

Mrs Barel has been our leader for so many years. Her love for the College, the students and the staff, is legendary. She introduced programs such as The Leader in Me and the 7 Habits within the school to assist our students to be future ready. She nurtured students and staff and has left a mark on each one of us. Her legacy is in the students, who will leave Masada ready to take up the challenges of the Twenty First Century. Our community are the beneficiaries of Mrs Barel. Her love for education inspired all who worked with her. We are better for having had her in our lives.

We will miss her, but know that we are all better for having had such an incredible Eishet Chayil - a woman of valour within our midst. “A woman of Valour who can find? For her price is above rubies…”

Rabbi Paul Lewin

A Message from Key School Bodies

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College Principal

2018 has been a year of challenge, change and achievement. As we continue our quest to position the College with a strong culture of excellence and love of learning, through Jewish values and a nurtur-ing environment, we acknowledge the broad base of support that we receive from our students, staff and

families at our School. Central to our efforts to build an informed community are our dedicated teachers, administration and support team. In 2018, we sadly farewelled our hardworking, selfless and committed College Principal, Mrs Wendy Barel. Mrs Barel served at Masada for over 17 years and her monumental influence across various positions, including Head of Curriculum, Head of Senior School, Deputy College Principal and College Principal, along with her impact on Jewish Education will be sorely missed by the Masada and broader community. Mr David Cook, Head of Senior School also finished up mid-year to a new leadership posting at The Hill’s Grammar School. We thank Mr Cook for his hard work over his 13 years of service to the College and the difference he made to so many students at Masada. We welcomed Mrs Megan Laing to the Masada team in Term 4, as Head of Senior School. We are confident that her breadth of experiences in a multitude of leadership roles across Australia, South Africa and China will only strengthen our team. Mrs Danielle Blumberg should also be acknowledged for her tireless work in 2018. Mrs Blumberg led the Junior School as Acting Head and I thank her for her unwavering commitment and loyalty.

I would also like to sincerely thank Mrs Beverley Smuskowitz for her efforts in replacing Mrs Robyn Cohen as one of our ELC Coordinators in 2018. Through the provision of academic rigor and personal challenge with a caring and compassionate heart, our teams serve as teachers, parents, coaches, mentors and friends. Our staff across the College have enthusiastically focused their professional learning efforts on individual learning goals in working closely with their study groups, but also in respective school areas, namely in Flipped Classroom sessions in the Senior School and a continued focus on the Seven Steps to Writing and a greater understanding of the new science syllabus in the Junior School. Targeting the character strengths with our staff through the work of Martin Seligmann and Positive Education has also been a whole school focus. It has been heartening to observe the many achievements of our students in 2018, big or small. Achievements have been evident through some impressive individual and group ingenuities which have included a ‘first time’ whole school cross country carnival from K-12, a recent connection for our student councillors in the Junior School with the Sir Eric Woodward School, record numbers of students performing in Twilight Concerts and our ‘The Real Hound Inspector’ and ‘It's Cool in The Furnace’ productions highlighted the eclectic talents of our students. The Visual Arts and DAT Exhibition also helped further promote the creative pursuits of our students and showcased some truly wonderful pieces of work, especially from our Year 12 HSC students. Brad Neimann (Year 9) should be recognised for impressively completing his HSC in 2018 and Talia Miller (Year 11) was acknowledged for the Youth Award at the Jewish Changemakers Award. The year 2018 has been one of great achievement, especially with Masada College successfully being accredited for another five years through a rigorous inspection by NESA (National Educational Standards Authority). A sincere thank you to Gallit Kessel and her P&F team for running successful events like the Trivia Night, not to mention the ever popular sausage sizzles. I would also like to thank our hard working Board of Management, ably led by David Guth, who ensures our strategic vision is a continued focus. I thank our community for their support and encouragement and trust that 2019 will continue to strengthen and affirm our deep commitment to Masada College and the education of fine young people.

Martin Tait


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Head of Jewish Life Masada Cottage -Year 12 Gen17, the latest findings on a range of communal indicators around Jewish identity, communal involvement and religious affiliation paint a bleak picture for some in terms of our community’s future. However, when one examines the findings more closely, these results

can assist educators in facilitating meaningful education for Australia’s Jewish students. Two points stand out. The first is that many surveyed in Sydney saw Jewish education as a way to give students a sense of belonging to the community. The second is that across Australia those surveyed understood Jewish education as a way to provide for, and strengthen, Jewish identity.

Over the past year we have been addressing both points albeit without the results of Gen17 in mind. We too believe that it is imperative our students feel connected to their community. Judaism has never been a religion of withdrawing from either the community or the material pursuits of life. Indeed, Judaism is about how to live ethically in the world of commerce, politics and law in relation to others. This is vital for the survival of Judaism in general and our school and North Shore community in particular. We do not believe that we need to teach identity. Our students already know they are Jewish. Our challenge is to help them choose ways to live authentically as Jews in a world that competes for their attention, passion and commitment.

With this philosophy in mind, we have coined our approach to Jewish Life “#Livingclassroom”. Every time we teach about a chag (festival) or an ethical issue, we think about how we can enable our students to act on what they have learned, to internalise the lesson and apply it to their world; their sphere of influence.

Furthermore, we believe that we need to empower our students to lead this approach and persuade their peers to be involved in Jewish life in our College and the wider community. To this end we inaugurated the Jewish Life Madrichim. 18 young men and women returned from their Israel Study Tour (IST) and volunteered to give of their time during Year 11. They have led Rosh Chodesh learning across the school, run tefilla workshops with various Senior School classes, run tefilla in the upper Junior School, assisted with activities during chaggim and initiated our “Save a Child’s Heart” charity which we hope to run on an ongoing basis.

2018 has seen the inaugural Masada Israel Tour (MIT) and our Year 10 students spend Term 3 and 4 learning about Israel: its religious diversity, some of its socio-religious issues, its culture and geography as well as the “big” issues such as Boycott Divestments & Sanctions, the US embassy move, the viability of a two state solution and the infamous green line and “wall”. In journeying to Israel what they have learned in the classroom is experienced firsthand.

Encouraging their involvement in camps, shabbatonim, chesed activities and exposing them to a plethora of speakers provides our students with experiences and tools with which to find their place Jewishly in our world. Our students have been privileged to hear addresses by Prime Minister of Israel Bibi Netanyahu, past Prime Minister Ehud Barak, Alan Dershowitz as well as participating in workshops run by the author of their Jewish History textbook For the Sake of Zion, Dr Tuvia Book as well as Kabbalistic artist David Freedman, sand artist Sheli Ben Nun and IDF spokesperson Peter Lerner.

This in addition to our Purim celebrations, Pesach sedarim and experiences, Yom Hashoah, Yom Hazikaron and Yom Ha’Atzmaut Tekasim, Lag B’Omer, Generation Sinai, Shavuot celebrations and Chanukah concerts.

Change and growth takes time if we are to build on solid foundations that endure and provide our students, your children, with a profound knowledge of what it means to live Jewishly in the 21st century. We look forward to partnering with you on this exciting journey.

Morah Carolyn Steinman


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Masada College is a coeducational modern orthodox Jewish day school Early Learning Centre to Year 12. We develop independent thinkers, through Reggio Emilia & Culture of Thinking pedagogy. Catering for students across the learning spectrum we allow students to reach their potential, support & encourage academic excellence by offering students a range of learning challenges.

To cater for our more observant families, since 2015 we provide more hours and a greater depth of learning in Jewish Studies, offering a Torah Stream in our Junior School, Year K to Year 6.

Masada believes there is a leader in each child & fosters opportunities for students to take on responsibility & leadership ensuring our graduates are confident, responsible, Australian citizens. Masada, through its tolerant, caring & nurturing environment, promotes strong community values, with a specific focus on respect & responsibility.

Our Raising Responsibility behavioural management system underpins our values system.

Community awareness & involvement is reflected in the work initiated by our Charity Committee & Student Representative Council & the public recognition awarded to our students by external organisations. Our diverse range of co-curricular programs ensures our success in developing in our students a strong sense of community, pride in their heritage & identity.

Masada College (AGEID 2393) has an SES Score of 127.

We have a strong Learning Support Team who work closely with selected students and staff and staff liaise regularly with parents to ensure their students are provided with consistent and appropriate support. Small literacy and numeracy ability groups in the Junior school allow staff to provide very focussed support and address individual learning needs. Our non selective policy means we have children with attributes that range across the learning spectrum. We offer enrichment programs and have a strong focus on learning support.

Student Population

Masada College 2018 — 539 students, of which 320 were in the Senior & 219 in the Junior School. Gender balance whole school was 41% females; 59% males. The College enrols Overseas Students, enrolments being 55 (15% in Yrs 7—12 & 2.7% in K—6). Most of the Overseas students required some level of English as a Second Language / EAL/D and for Year 11—12 students we offered the NESA ESL English Course. The College has some students with special needs however our student population contains a fairly narrow range of backgrounds. As it is a Jewish school, the majority of our students are Jewish. Indigenous — 0%. Language Background other than English 34%.

We have Value Added to our education in the following areas:

Academic

Additional Teaching and Learning Opportunities

Exposure to Values Education

Community Involvement / Co-curricular Opportunities

Contextual Information about Masada College

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Student outcomes in standardized national literacy and numeracy testing

2018 NAPLAN Results The National Assessment Program – Literacy and Numeracy (NAPLAN) commenced in Australian schools in 2008. Below are the student’s results from the recent NAPLAN for Years 3, 5, 7 and 9 (Numeracy and Literacy Assessments). Our overall results in the NAPLAN tests were pleasing, with our mean (or average) result for each test comparing very favourably with the means for the State and in most cases statistically similar school group (SSSG).

The Years 5, 7 and 9 parents should be encouraged to compare their individual child’s results against the information they have from the 2016 NAPLAN tests for their child, to be given an indication of their child’s progress over the course of the last two years. As this is the first time we have completed NAPLAN online, there are some discussions on comparisons being made with the paper assessment. https://www.myschool.edu.au/school/43859/naplan

Year 3 Reading Writing Spelling Grammar &

Punctuation

Numeracy

School Mean 498 451 459 519 469

SSSG Mean 485 444 459 485 454

State Mean 434 401 418 432 408


Punctuation

Numeracy

School Mean 538 482 526 554 552Sc

SSSG Mean 556 502 538 550 539

State Mean 509 465 502 504 494


Punctuation

Numeracy

School Mean 578 543 580 587 605

SSSG Mean 588 553 582 592 601

State Mean 542 505 545 544 548


Punctuation

Numeracy

School Mean 606 584 622 623 669

SSSG Mean 630 595 621 627 650

State Mean 584 542 583 581 596

https://www.myschool.edu.au/school/43859/naplan

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Records of School Achievement & Higher School Certificate results

Higher School Certificate In 2018, over 76,732 students sat for these examinations in over 750 schools across NSW. Once again our Masada students have put in their best effort, worked as a team, well supported by our professional and enthusiastic staff and have reaped the benefits. Mazal Tov and Kol Hakavod to them all.

Masada

Subjects

% in Bands 5,6 at

Masada College

(E3 & E4 in Ext)

% in Bands 5,6 in NSW

(E3 & E4 in Ext)

Masada

Mean

State

Mean

Ancient History 50 36.47 82.80 72.76

Biology 75 37.07 82.58 74.09

Business Studies 85.19 37.4 86.08 73.62

Chemistry 66.67 42.24 82.95 74.82

Design and Technology 100 46.84 88.10 77.91

Economics 64.29 46.56 83.26 76.25

English (Advanced) 81.82 62.73 83.55 80.60

English (Standard) 31.58 15.16 75.43 68.66

English ESL 62.5 25.58 80.88 70.56

English Extension 1 100 95.39 82.38 84.16

English Extension 2 20 73.41 63.72 74.92

Food Technology 72.72 32.89 85.29 72.91

History Extension 100 78.87 74.40 77.70

Hospitality

(Food & Beverage)

71.43

23.92

83.00

72.00

Mathematics 84 51.91 86.32 78.20

Mathematics General 95.24 26.89 88.51 69.92

Mathematics Extension 1 92 79.86 86.04 79.29

Mathematics Extension 2 91.66 85.56 83.97 81.36

Modern History 70 42.23 83.25 73.88

Modern Hebrew Continuers 87.5 94.87 89.88 90.05

Music 1 60 64.86 82.88 81.50

Music 2 100 91.43 84.60 87.55

Music Extension 1 100 96.01 75.00 89.56

PDHPE 44.44 33.47 74.71 72.29

Physics 75 33.9 82.60 73.18

Society and Culture 71.43 47.72 82.97 76.74

Studies of Religion 55.56 41.19 77.62 74.63

Visual Arts 100 53.43 88.32 79.80

External Subjects

Chinese & Literature 100 71.06

Japanese Beginners 100 44.99

Legal Studies 100 44.52

Software Design &

Development

50 37.35

Year 11: Zero students accessed their Year 11 Records of School Achievement (ROSA) report.

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52nd in the State top 8%

1 student shortlisted for ENCORE

2 students selected for ARTEXPRESS

13 early acceptance offers to prestigious universities

6 students awarded Gold in Duke of Edinburgh Program

1 UNSW Co-op Scholarship for Engineering

Brad Neimann in Year 9 is the youngest graduate to complete the 2018 HSC in the State. Brad achieved an incredible ATAR score of 85.95.

Masada College is the 1st co-educational school on the Sydney North Shore NSW and in the top 20 co-educational schools in New South Wales.

Masada is a top ranked Language School incorporating Hebrew and Chinese and Literature, with 91% of our language students achieving in the top two bands.

Distinguished Achievers

In Courses across the State — 36 out of 68 candidates.

Five of our students achieved — 98 + for their best 10 units.

100% English Extension 1

100% Music

100% Legal Studies

100% Music Extension

100% Design&. Technology

100% History Extension

100% Visual Arts

100% Chinese and Literature

85% Business Studies

81% Advanced English

Higher School Certificate results

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Accreditation status of all teaching staff & Summary of qualifications of teaching staff

Teaching Standards Senior

School

School Total K—12

Category

Teachers who have teaching qualifications from a

higher education institution within Australia or as

recognized within the National Office of Overseas

Skills Recognition (AEINOOSR) Guidelines.

31 20 51

Teachers who have qualifications as a graduate

from a higher education institution within Australia

or one recognized within the AEI-NOOSR

guidelines but lack formal teacher education

qualifications.

0 0 0

Teachers who do not have qualifications as

described in (a) and (b) but have relevant

successful teaching experience or appropriate

knowledge relevant to the teaching context.

1 0 1

Teacher Accreditation

Level of accreditation Number of Teachers

Conditional 2

Provisional 9

Proficient Teacher 42

Highly Accomplished Teacher (voluntary accredita- 0

Lead Teacher (voluntary accreditation) 0

Total number of teachers 53

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Professional Learning and Teacher Standards

Masada College continues to be committed to a culture of excellence in professional learning. The core professional learning activities in 2018 continued to centre on the professional learning days at the start of each term, which aim to align and deepen staff immersion in the College’s vision, culture and strategy. Staff across the College were assigned to work on one of the seven strategic areas which formed a part of Professional Learning sessions. Parallel to these major days, teaching staff also participated in regular study group sessions, group-based observation and reflection around teaching practice. 2018 saw the development of new professional learning pathways in pedagogy, academic and leadership development.

These included the following programs:

Jewish Centrality

Teaching, learning and technology

Marketing engagement, reputation

Staff retention, recruitment, development

Academic Care

Facilities Improvement

Governance, stability, financial model and leadership

Professional Learning Student & Staff Well Being

Staff in Attendance

Key Note Speakers All Senior School Staff

Character Strengths - VIA All Staff

Behaviour Management – U Strong Junior and Senior School Leadership Team & Selected Staff in the Junior School

Goal Setting for students Senior School Staff

UR Strong (Friendship Groups) All Junior School Staff

Child Protection Investigation Course - AIS Select Junior and Senior Leadership Team

Professional Learning Compliance

Staff in Attendance

Accreditation Standards NESA 2018 and beyond All Senior School Staff

Anaphylaxis online course All Senior and Junior School staff

Child Protection online course - AIS All Staff (PL Day)

Evacuation Policy – Lock Down/Fire Drill All Staff

NESA Accreditation Update All Staff

NESA and AIS – New HSC Syllabus Training for Science, Maths, English and History

All Senior School Staff

Mandatory CPR All Staff

NESA Information sessions Selection of Junior School Staff

Security briefing with CSG: Shane Weinberg All Staff (PL Day)

OH&S Modules All Staff (PL Day)

Senior First Aid Training Selected Staff

Risk Assessment Training Junior School Staff update

Supervising Teachers Progressing to Proficient Teacher

Junior and Senior School Select Staff

Law Courses Selected Leadership Team

Other noted Professional Learning and recognition:

Numerous staff also completed Masters degrees.

Seminars and coaching with visiting experts.

Teachers were also recognised for incredible feats. Mr Ryan Gill (Head of Learning and Teaching in the Senior School) was recognised with the ACEL Keith Tronc Award for Outstanding Teacher Leadership.

Carla Gagliano (Head of Learning and Teaching in the Junior School) was also acknowledged for a State Teacher Award for her outstanding contributions to education.

Along with these formal activities, Masada staff continued to demonstrate a passion for professional learning by attending and presenting at a range of domestic, national and international conferences, completing graduate studies and accessing online learning platforms. Numerous NESA accredited courses were also introduced to Masada in 2018. We look forward to a continued culture of research informed professional learning in the years to come.

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Professional Learning and Teacher Standards

Professional Learning Staff in Attendance

Strategic Planning Groups All Staff – Professional Learning Day

Study Groups All Staff in the Junior and Senior School

Via Character Strength All Staff across the College

Grade Meetings and Stage Meetings All Junior School Staff

Heads of Department Meetings Heads of Department / Head of Learning and

Patron Meetings Patrons/Head of Academic Care

Senior Leadership Meetings Senior School Leadership Team

Junior School Leadership Meetings Junior School Leadership Team

SEQTA Training All Staff – Professional Learning Day

Critical Thinking Course (COT course) All new staff (part of induction)

Leader in Me Course All new staff (part of induction)

Meet the Rabbi sessions All new staff

EduTech Conference Selection Select staff

Google Classroom New staff and Senior School staff

Seven Steps to Writing Junior School Staff

Behaviour Management/Curriculum with Rabbi Rubenstein

Torah Stream Staff in the Junior School/Jewish Studies Staff in Junior School

Flipped Classroom Learning Senior School Staff

Mini COGE Course run by UNSW Ruth Phillips/Bronwyn McLeod

Junior School Staff/Year 7 Teachers in Mathematics and English – PL Day

Hebrew Training Ulpan Or All Junior and Senior School Hebrew Teachers

Multi-Lit Read Tutor Program Selected staff

Mathletics PL Junior School staff

Sound Wave (English) sessions Junior School staff

New NESA Courses Selected Staff

HSC Markers Chosen Year 12 Staff

Mark Church from Harvard PL – Cultures of Thinking All Staff – Professional Learning Day

Middle Leaders Course Selected Junior School Staff

First Light – Marketing PL Selected Staff

JNF Educational to Israel Selected Staff

Biannual Jewish Educators Conference to Israel Selected Hebrew/Jewish Life and Leaders

NAPLAN online PL Selected Staff

Harvard Course/s in US Selected Staff

Transgender Education All Junior School Staff

Coaching Accreditation Patrons/HOD’s/ Junior School Leadership

IPSHA Junior Heads Meetings Head of Junior School

AHISA PL Meetings College Principal

HICES/IPSHA Network Meetings Selected Staff

Heads of Jewish Education Meetings College Principal/Head of Junior School

Association of School Business Administrators Business Administration staff

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https//www.myschool.edu.au/school/43859

Workforce composition

A description of how the school manages student

non—attendance.

It is the policy of Masada College that an accurate

record of daily attendance is maintained using the

facility of an online attendance system.

All parents, Preschool to Year 12, are expected to

support the College’s rules.

Non attendance

Absences — Advance Notification

If parents know in advance that a child is going to be

absent from school for any reason, they should notify

the Head of the relevant section of the College as soon

as possible by completing the statutory request for

leave forms. Parents may not take children on

extended holidays in term time without written

permission. The Head of School will only grant permis-

sion for such holidays in exceptional circumstances.

Students who are absent during exam/assessment pe-

riods will be issued with an estimated mark and sepa-

rate examinations will not be provided for them,

except in extenuating circumstances.

Absence notes / emails

On the day of his / her return to school, a child must

bring a note from home. The note must include the date

of the absence, the reason for the absence and in the

case of illness, the nature of the illness.

All absence notes must be handed in to the Office be-

fore recess. If the child has been absent due to illness

for three or more days, a medical certificate is required.

Telephonic Notification to the College

Parents whose child will not be attending school for any

reason, other than where leave has been granted, are

required to telephone the College reception and leave a

message on the answering machine or with the office

staff, before 8.30am. This is obviously not necessary

where the school knows the reason in advance of the

child’s absence, but it will assist the office staff in

following up absentees later in the morning.

Should there be no correspondence from parents by 12

noon an SMS is sent to Senior School parents alerting

them of the student’s absence and requesting feedback

and a call is made to Junior school parents.

Late Notes

These are only acceptable if the reasons given are

legitimate ones. Excuses such as 'woke up late' or

'missed the bus' will not prevent the student from

being punished and students will be expected to

catch-up on any work missed. Staff believe that

students from Year 3 onwards are old enough to take

responsibility for their actions and students should not

seek their parents’ help in defying school regulations.

Student attendance rates for each Year level and the whole school

School Year Attendance Rate %

K 93.2%

1 94.9%

2 93.1%

3 96.2%

4 95.7%

5 94.4%

6 94.2%

7 93.0%

8 91.5%

9 90.7%

10 92.0%

11 88.8%

12 82.8%

K-12 91.3%

Data source: Semester 1 and Term 3 STATS submission

https://www.myschool.edu.au/school/43859

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Retention of Year 10 to 12

The retention rate of students at Masada is always very high. Nearly all students have high academic aspirations and

continue through to Year 12. This has been a consistent pattern.

Post school destinations

Student Attendance

Years

compared

Year 10 enrolment

on census

Year 12 enrolment

2018

Year 10 enrolment at

census date

remaining in Year 12

on census date

Apparent

Retention

Rate %

Actual

Retention

Rate %

2016 / 2018 73 62 67 84.9 91.8

2015 / 2017 49 57 45 116.3 91.8

2014 / 2016 42 39 35 93 83

2013 / 2015 57 51 51 89.0 89.0

2012 / 2014 49 46 43 93.9 87.8

2011 / 2013 62 57 51 92.0 82.0

2010 / 2012 61 59 54 96.0 88.5

2009 / 2011 65 70 59 107.7 90.8

2008 / 2010 60 64 54 106.7 90.0

2007 / 2009 57 59 54 103.5 94.7

2006 / 2008 60 61 55 101.7 91.7

Nearly all Masada students continued on to tertiary studies —primarily at Universities, but also at specialised private colleges and TAFE. In 2018 there were 69 students completing the HSC. Of these students 63 were accepted into university courses in Australia. VET courses—16 students (20%) completed a VET course (which includes Hospitality and two students via TAFE).

Below is a table outlining the degree choices of the 2018 cohort and the percentage of students selecting each degree.

Degree

Areas of Selection

Degree areas of Selection

% of students Business/Finance 21/63 – 33%

Design/Construct/Engineering 12/63 -19%

Psychology/Teaching 3/63 – 5%

Mathematics/Science 9/63 – 14%

Health / Sport Science 8/63 – 13%

Other 10/63 – 16%

Places were spread across a number of Universities - % at each University

University of NSW 20/63 - 32%

University of Sydney 13/63 – 21%

University of Technology 12/63 – 19%

Macquarie University 9/63 – 14%

ANU and others 9/63- 14%

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Enrolment policies, including all prerequisites for continuing enrolment

Enrolment policies

Masada College is a comprehensive co-educational Jewish Day School that operates within the policies of the NESA. Masada College does not discriminate with regard to enrolments on the basis of gender, disability or special needs, however the College may not be able to accommodate all children given the limitations of space, number, specialised facilities and special needs teachers. Enrolment is necessary for new students and students re-entering the College. Once students have enrolled families are expected to support the College’s ethos and abide by and respect the College’s rules to maintain their enrolment. Signing the Parent Agreement is part of the enrolment process.

Enrolment Procedure

Enrolment procedure is as follows:

Return completed and signed Application Form with the Application Fee

Application Fee is $150 for local students and is non-refundable.

Application Fee is $300 for International students and is non refundable.

Applications are dated from the receipt of a completed and signed Application Form and the accompanying Fee along with required relevant documentation (ie birth certificate / passport / language test)

Interviews with the relevant Head of School For students new to the College, they and their parents must attend an interview with the Principal and or relevant Head of School. EAL/D students have to provide evidence of AEAS or IELTS language test and satisfy a required standard.

A place at Masada College will be offered if a vacancy exists Offers will be made in approximately June for the following year. Applications for immediate enrolment will be made subject to availability. Where the College is unable to offer a place, the applicant’s name will be placed on a waiting list. Places will be offered in strict order of receipt of the Application Form and Fee. Priority is given to siblings of students enrolled in the College and children of Masada graduates. For students whose first language is not English it may be deemed necessary to sit for an English test and based on the results a place may be offered conditional to completion of an intensive English program and EALD classes being attended on enrolment.

Acceptance Fee A place at Masada College is accepted with the return of the completed Offer of Enrolment Form, which is to be accompanied by a payment in full ($1000) for Local Students & ($5000) International students. Irrespective of the student commencing at the College the Acceptance Fee is non-refundable. For students applying from offshore, any offer of a place may be made after a Skype or We Chat interview and is conditional pending satisfactory face to face interviews on arrival.

Continued Enrolment Is dependent on payment of fees and respecting the ethos, rules and expectations of the College.

Accessibility Anti Discrimination The College will ensure that all new building works will comply with relevant legislation regarding disabled access at the time of construction. Older buildings not complying with such regulation will be improved over time subject to availability of funds and needs. Appropriate timetabling will be used such that easily accessible General Purpose classrooms are timetabled where disability access is an issue.

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A summary of school policies for student welfare, anti bullying, discipline, complaints and

grievances

Access and Changes to Masada College Policies

College policies can be accessed by students, parents, staff and the Board of Management from the College website and The School Handbook, as appropriate to each audience. The full text of policies can also be obtained by contacting the office of the College Principal which are kept on a school server. Support and communication of policies and guidelines is provided to staff at staff meetings, new staff inductions and training sessions. Policy content directly relevant to students is published in the student diaries. The full text of the enrolment policy is also available in this report.

There were some changes made in 2018 to the Child Protection and Attendance policies that align to elements communicated and reflected upon from the Association of Independent Schools (AIS). There were no changes made to the Anti-Bullying, Behaviour Management and Student Welfare or Community Grievance policies. Masada policies were reviewed as part of the NESA registration process and the College will be registered (following the audit) for another 5 years. Child Protection Policy

Masada College aims to ensure a safe and supportive environment for all students as well as meeting its legislative obligations in relation to child protection.

All staff are provided with a Staff Code of Conduct which outlines the legislative context of staff, their Duty of Care and their legal liability and provides general guidelines to ensure that Masada has a safe, supportive environment. Staff are also to complete annual child protection training.

The Child Protection document is intended to be provided and made available to staff including employees and contractors during their employment or engagement with Masada College to ensure a clear understanding of their duties and obligations under the key items of child protection legislation in NSW. This Policy outlines the key concepts and definitions under the relevant legislation including mandatory reporters, reportable conduct, and risk management. It also sets out expected standards of behaviour in relation to employees and contractors and their relationships with students.

There are three key pieces of child protection legislation in New South Wales incorporated into this policy, namely:

the Children and Young Persons (Care and Protection) Act 1998 (NSW) (the Care and Protection Act);

the Child Protection (Working With Children) Act 2012 (NSW) (the WWC Act); and

the Ombudsman Act 1974 (NSW) (the Ombudsman Act).

All staff are expected to read this policy on an annual basis (along with any new employees starting throughout the course of a year) and sign off that they have read and understood the policy. Staff are also expected to complete the AIS Child Protection module on an annual basis.

Attendance and Exemptions Policy

Regular attendance at Masada College is an important prerequisite for students to obtain the best possible outcomes from their education in all of the academic, social, co-curricular and spiritual dimensions of the College. It is also a legal requirement (see Education Act). The College has a responsibility to monitor that all registered students attend school regularly and that all absences from school are explained through the provision of a written note, email or telephone call to the Reception Staff from a student’s parents or guardian. The College asks families to make holiday travel arrangements outside of the scheduled school terms where best possible, avoiding disruption to the learning and homework routines of their children. Parents should always inform the College in writing to the Head of Senior School for Senior School students, or to the Head of Junior School for Junior School students well in advance of when they are planning to take their children out of school for an extended period of time (five school days or more). The College will keep a daily record of student attendance on its central computer Administration system, and keep permanent copies of the College’s enrolment register and the annual College roll in the College Archives. In addition, the College will keep copies of all notes, emails, SMS messages, and written copies of telephone messages from parents that explain a student absence. The College Principal of Masada College maintains a register, in a form approved by the Minister, of the enrolments and daily attendances of all students at the College, which includes information for each student as required by Section 3.8 of the NESA Registered and Accredited Individual Non-government Schools (NSW) Manual. Where the parents of a student of compulsory school age seeks an Exemption from Attendance at School or an Exemption from Enrolment, the College Principal will process the parent’s application in accordance with the guidelines from NSW Department of Education. The College Principal may exercise the Minister’s delegation under Section 25 of the Education Act in relation to granting and cancelling a Certificate of Exemption from being enrolled and attending school in certain prescribed circumstances.

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A summary of school policies for student welfare, anti bullying, discipline, complaints and

grievances continued

Anti-Bullying Policy (no changes were made in 2018)

It is the intention of Masada College to create a school environment in which all students can feel safe. This is our number one priority as a College. The College employs strategies to educate the school community about the impact of bullying, the role of upstanders and appropriate use of technology. Strategies include the following:

A Leader in Me program that aligns to Stephen Covey’s 7 habits to be a successful leader

Expert presentations

Shule services and assemblies

Well-being sessions in the Senior School

Peer Support Program

Patron Meetings with Years 7-12

Class meetings in the Junior School

National Anti-Bullying Days and Forums

Data collection through surveys

Personal Development, Health and Physical Education curriculum

Parenting seminars

Leadership and Governance

Responses to bullying are determined by the details and severity of the incident but may include:

Informal approaches such as shared concern

Strategies for mediation

Tracking of issues on SEQTA with team meetings and Patron sessions

Counselling

Punishment through the College’s discipline procedures

Referral to the relevant authorities. Meetings with families on isolated incidences

Community Grievance Policy (no changes made in 2018) The College seeks to provide an appropriate response to complaints and grievances, one which promotes fairness and respect, protects privacy and leads to improvements and confidence in the outcome. The Community Grievance Policy provides the processes and clear steps for dealing with matters of concern (related to services, behaviour, policies or procedures) identified by parents, staff or students. These procedures will afford any person who may be negatively affected (as a result of a complaint or grievance), the right to be heard and the right to an impartial decision. Individuals raising a complaint or grievance will be protected from potential victimisation. All serious matters will be investigated thoroughly, adopting the principles of procedural fairness and maintaining appropriate confidentiality. The policy identifies points of contact recommended for listed areas of concern. The College can also be contacted by members of the community and the public and the protocols are also available on the Masada College website.

Behaviour Management and Student Welfare Policy (no changes were made in 2018) The school will foster a caring and supportive environment for all students through a consistent and positive behaviour management and welfare plan. The strategies are designed to encourage personal responsibility and self-discipline in our students. The Belief Statements include:

in providing a co-operative, caring and supportive environment in the whole school

that self-discipline is a team effort involving the parents, school staff and students

that each member of the school community (students, staff and parents) should have ownership of the school behaviour management program

that in order to have a safe and orderly school climate where students can learn effectively, there needs to be guidelines for student behaviour that are clearly communicated and reinforced

that each member of the school community must accept the responsibility and consequences of their own behavior

that each person in our school community has the right to have a feeling of value, belonging, success and happiness

that in order to guarantee all students the excellent educational climate they deserve, we will tolerate no student interfering with another student’s welfare or learning

that consistency is important in the prevention of inappropriate behaviour

that efforts must be made to restore a student’s confidence after corrective measures have been carried out

in the positive reinforcement of good behaviour

that each member of the school community has both rights and responsibilities

that consequences should be transparently communicated and apply to all

The Raising Responsibility behavioural management system is incorporated across the Whole College.

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Priority areas for improvement for 2018 and achievement

In 2018 the College continued to focus on the implementation of its Strategic Plan. The table below outlines the priorities and achievements made in some of these areas in 2018.

1. Jewish Centrality

1.1 Map out a Senior School Year 7-12 Vision for the Torah Stream

Priorities Reviewed the prospect of Torah High for Years 7 and 8 and marketed and gauged interest in school and

external Jewish community (specifically in the Eastern Suburbs) through parent briefs and education Looked at Torah Stream starting in Years 7 and 8 Targeted recruiting Torah Stream Teachers within Australia and abroad Achievements Torah Stream started for Years 7 and 8 Recruited some quality Torah Stream Teachers Completed an audit of the Junior School Torah Stream with a focus on curriculum, behaviour management and

teaching pedagogy. Managed to achieve some excellent results and this has flowed into Senior School with usage of teachers from the Junior School

1.2 Enhance integration within Masada College, Jewish population (families) and between all students.

Priorities Build Torah Stream parent engagement eg on P&F and or Board of Management Specific social events to promote cross cultural mixing (Torah and mainstream) Achievements Presence of Torah Stream parents at P&F functions (BINGO evening, Trivia Evening etc…) Two parents joined the Board of Management and one has headed the Jewish Centrality Committee Rabbi coaching a basketball team in the Senior School Secular/Torah and Jewish Studies Teachers working together in PDH

1.3 Masada College as a school of choice for Jewish students Priorities Adequate review time for Jewish Studies/Life programs Formally benchmark Jewish program against alternate Jewish school programs Review timetabled hours of formal Jewish Studies lessons and alternative options Increase on Campus Jewish activities and holiday camps out of school hours (eg for non-Masada Jewish

students and families) Suitable work space provision to allow informal staff to have their own spaces Consider Dean of Jewish Life- appointment to symbolise centrality of Jewish life at Masada Review prayer programs – consider Israeli family’s views Achievements Staff given allotted times within school time and on PL days to plan Jewish Studies and Life programs Opportunities to view colleagues teaching to see different styles Opportunities to view other schools (namely Emanuel and Moriah) as well as attending Jewish Educators

Conference in Melbourne to see other Jewish Studies programs Visit Israel (for some staff) to gain another perspective Teachers completing degrees (domestically and internationally) Jewish Camps for Years 7-12 have continued and are now more specifically designed for our Jewish students

with the changing population of students at Masada Kool Kiddz using Masada as a Vacation Care facility for both current students and external Jewish students A work space has been allocated to the Informal and Formal Jewish Life Departments We currently have a Head of Jewish Life/Hebrew. We are now looking at a position for a Head of Informal Life

(currently led by Head of Jewish Life and shared amongst madrichim). Prayers have been reviewed in both the Junior and Senior School. In the Junior School our Head of Jewish Life

has differentiated prayers with our Jewish and non-Jewish students which is more meaningful for students. In the Senior School, we have also differentiated prayers and have grade levels leading morning sessions across Years 7-11. We also have earlier prayers for our Torah Stream students.

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1. Jewish Centrality cont.

1.4 Continuous improvement/s for Torah Stream for ELC to Year 6

Priorities Daily morning davening PL Opportunities Recruiting high quality staff and PL Timely program reviews Achievements

Davening is still a focus across the College. For the Torah Stream students this occurs from 7.45am-8.45am in the Junior and Senior Schools

Torah Stream students now run a separate program for swimming carnivals in the Junior School. We have managed to include T/S students in the Learn to Swim and Surf Awareness programs with careful organisation that has helped cater for their needs

Completed an audit of the Junior School Torah Stream with a focus on curriculum, behaviour management and teaching pedagogy. Managed to achieve some excellent results and this has flowed into Senior School with usage of teachers from Junior School

Organised behaviour management as an area of focus with the Torah Stream Teachers and ongoing PL and observations with strategies were implemented with an external expert

Programs are checked each term and reviewed with feedback for teachers 2. Teaching, Learning and Technology

2.1 Review and enhance assessment methods and data usage to inform future teaching Priorities

Provision for collation of anecdotal notes and evidence

More consistent and purposeful assessment and data collection

Review peer schools and subject literature for best practice assessment that fit the Masada context

More forums for staff discussion/mediation on data

Close analysis of NAPLAN results and HSC results and use of analysis to inform teaching

Centrally stored results/data Achievements

Introduction of SEQTA has helped with collation and accountability of curriculum and assessment notes. Training has occurred in this area in the Senior School

A more consistent approach has started that has been led by the Head of Learning and Teaching and Heads of Department in the Senior School

Designated staff have collaborated closely with other Jewish Day Schools (Emanuel School and Mount Sinai ) and other independent schools (Scots College, Bunbury Cathedral Grammar School). Ideas are also shared amongst at HJEI meetings

Staff attending mandatory AIS forums and PL re curriculum and assessment

Analysis of NAPLAN information has shared being shared in detail with Classroom Teachers in the Junior School (Years 3 and 5) and Maths and English Teachers in Years 7 and 9. Presentations have also occurred with staff on areas of strength and weakness to work re teaching and learning in the classroom

A greater analysis has occurred of HSC results happened with Head of Senior School/Head of Learning and Teaching and HOD’s. This was shared in detail with areas to work for future cohorts

NAPLAN and HSC results are stored on school server 2.2 Development in tracking and reporting of student progress Priorities

Consistent College wide student tracking and reporting.

Review current learning platform.

Investigate online facility for results/data including informal student information. Achievements

The introduction of SEQTA as the new learning platform has helped improve the tracking of students academic results and this has helped create earlier conversations between teachers and students. This is also helping the link between home and school with Parent Teacher conferences.

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2.3 New curricula options Priorities

Develop and evaluate proposals for elective option

Review offerings elsewhere – gaps and opportunities

Integration of subjects in the Junior School

Teacher development and release to explore and introduce options

Review timetable options for flexibility with curriculum

Align new curricula with existing subjects and across grades Achievements

Elective options were reviewed and discussed. Classical Hebrew and Drama were introduced as HSC subjects, as well as some additional online subjects (namely Ancient History and Legal Studies). This will continue to be reviewed on an annual basis and on the interest of students

Constant communication happens with AHISA schools to ensure we are offering a good variety of subjects

More opportunities have been opened for young teachers as HSC markers (good for staff and Masada College). The College has provided additional time for these Yr 12 teachers

PDHPE was introduced between the Torah Stream and Classroom Teachers. This has provided another opportunity for team teaching

A review of the timetable occurred with the prospect of the whole school being on one timetable. This did not happen due to some logistical constraints but will be looked at again for possibly 2020

In the Junior School the addition of Class Teacher time with the introduction of the Leader in Me time and the Senior School introduced an assessment period, along with a wellbeing period

2.4 Develop a Master Technology Plan Priorities

Review of all hardware and software needs for Masada

Review of staffing and training requirements

Review sector best practice in comparable schools

Scope possible innovations beyond the classroom e.g recorded lessons

ELC – explore creativity and building technologies

Introduce interactive projectors to phase out smartboards

Provide sustainable ICT facilities to support teaching and learning

Professional learning for staff

Evaluation of resources and infrastructure

Technology in all classrooms

ICT student monitoring system

Tapping into community expertise Achievements

Audit has started with reviewing all hardware and software

Introduction of SEQTA Learning Platform for all teachers

Synergetic is planned to be introduced in admin for 2019

New projectors introduced into the Hall and Teperson Centre

Hardware review is still required across whole campus

SEQTA Training has supported new platform learning across the College, especially for teaching staff and designated admin staff

Flipped learning sessions have been effective in senior school

New curriculum software occurs on a regular basis in Junior and Senior School that aligns with the syllabus

Comparisons are always made with progressive schools, often evident at the EduTech Conference that Masada is well attended

Teachers lessons have been recorded as part of Study Groups. This has provided good opportunities for reflection with the introduction of new technology

Many interactive boards have been introduced across the College. The aim will be the eventual phase out of the Smartboards

Staff are always provided with opportunities for PL with technology, both internally and externally aligning with their goals


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2.6 Explore possible STEM related initiatives Priorities

Appoint a STEM Coordinator

Evaluate potential for Robotics, Coding, 3D printing, laser cutting

Thematic, integrated learning and cross subject themes

Flexible learning and space utilisation

Year K-8 STEM scope and sequence

Develop university links Achievements

Coding, Robotics introduced across K-6 through Junior Engineers as a co-curricula but now as part of the syllabus

3D printer and laser cutter introduced into the DAT room and forms part of courses with their usage

Flexible learning spaces are evident in the Junior School and Senior School for STEM (eg regular classrooms, library, DAT room)

More integration of learning across Junior and Senior School with coding (eg Year 5 and 6 with Years 7 and 8).

University links happen on a regular basis with guest speakers, especially with Years 10-12

2.7 Implement a Staff Technology Professional Learning program Priorities

Source and review external agencies to support and scope

Emphasis on enhanced individual student learning

Differentiated learning approaches through technology Achievements

Evident with Junior Engineers in the Junior School

Technion is Israel has opened up the opportunity for a student to attend in 2018 (with limited numbers from across Australia and the world) in the area of science and technology

2.8 Communicate benefits of Masada pedagogy (eg Leader in Me and A Cultures of Thinking). Priorities

Parent Communication on each program

Promote link between Culture of Thinking/Leader in Me and independent lifelong learners

Metrics to report on student outcomes from these programs

Further develop High Potential Learners (HPL) opportunities

Action research to build Masada academic profile (eg partner Macquarie University on how Masada students achieve)

Achievements

Communication is evident on website, via email, social media, school magazines, links and various other platforms

COT and Leader in Me promoted through website, NESA courses, internal PL, assemblies, email, conferences

High Potential Learners (besides being in Years 5 and 6) progressed to the Senior School for Year 7 in 2018 in Mathematics and Literacy. We are also looking for other subject areas for 2019 and beyond

2.9 Define attributes of Masada Teaching pedagogy Priorities

Reggio play based

Inquiry based

Direct instruction

Student centred learning

Leader in Me

Culturally inclusive approach

Values based curriculum

Connected to and integrated with flagships eg Culture of Thinking

Professional Learning for staff that is aligned with Masada Pedagogy Achievements

All 9 areas continue to be a focus across the College

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3. Marketing engagement, reputation 3.1 Develop a 3-year College Marketing Plan

Priorities / Achievements

Review current marketing plan – what is required/needs of College/budgets

Focus on short and long term marketing plan – year to year and move to 3 year plan

3.2 Conduct marketing and communication audit to review


Complete thorough audit

Look at possible Marketing company to help upgrade Masada with a new look – this aligned to strategic plan 3.3 Create consistent and aligned marketing collateral in line with Vision, Mission and Marketing Plan

digital, print outputs


Employed First Light to work with College on new Marketing plan that aligned to strategic plan

New website, digital print, marketing campaign were incorporated under the HIVE. 3.4 Enhance features on website and social media linked to new marketing messages to engage readers and

convey identity

Priorities

Develop upgraded website under the new elements of HIVE (Happiness, Inclusion, Values and Edge). This will incorporate all stakeholders from students, parents and staff

Look at new social media opportunities

Look at new internal and external communications platform

Achievements

New website and new messaging - https://www.masada.nsw.edu.au/about-us/

Facebook, Instagram introduced with success

Vision 6 incorporated into internal and external messages – new school newsletter (The HIVE) 3.5 Review and enhance signage on College campus and exterior to it

Priorities

Ensure signage happens with new HIVE look both internally and externally

Achievements

Evident with signage at front of school, at ELC gates, as well as at the front of the College as you enter

3.6 Initiate an Alumni search to build database


Research database with alumni information on MAZE. Look at new platform to help better support needs of storage and allow progression for future. Synergetic was the agreed platform to be implemented in 2019

Look at information from 50th Year Anniversary as a starting point for alumni search 3.7 Develop an alumni services ‘menu’ for graduates


This is a work in progress and will be a focus for 2019 and beyond

3.8 Establish a Foundation for endowments and fundraising

Priorities

Developing a foundation is a work in progress

Achievements

The P&F have been active with fundraising opportunities through BINGO evenings, Trivia nights and through

general charity fundraising (Cancer charity with Pink Stumps, BIG morning tea etc…)

Students have also been proactive across the Junior and Senior Schools with local, national and international charities (Pink Stumps, BIG morning tea, The BIG Kitchen, Sir Eric Woodward School etc..), especially through SRC groups

https://www.masada.nsw.edu.au/about-us/

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4. Recruitment, Retention, Development of Staff

4.1 Revise practices and policies to ensure hiring and retention of the best staff

Priorities

Mentoring program new staff

Engage appropriate staff in interview process

Further links with pipeline of graduating teachers through University engagement

Staff wellbeing monitoring Achievements

Staff assigned to a mentor over the course of the year. This is usually someone on a grade/stage or within a Learning Area

Leader in Me has been introduced as part of the induction process

Relevant staff have been assigned to interview process whether it be a Head of Department or Team Leader. This has brought a different perspective as well, to the observation lessons for teachers

Staff wellbeing continues to be a focus. Besides staff naturally looking after their peers, especially with Masada being a community school, it is common for staff to bake for others, show gratitude through messaging etc. We also introduced wellbeing sessions to staff PL days, such as yoga, circuit training, painting, walking, mindfulness sessions and the like. We also have staff running sessions in Pilates, yoga and the like before and after school

4.2 Build the Masada College case

Priorities

Define attributes of Masada from an employee perspective

Build a staff recruitment pack

Website placement of dedicated page on staff recruitment

Alignment of recruitment with ethos and identity of College

Staff welfare and culture

Embed staff exit interviews and trend tracking of ‘next post’ as a process

Achievement

A staff induction pack has been introduced

A dedicated page on staff recruitment has been added to the website

Staff exit interviews happen from either the Head of Junior, Head of Senior or College Principal 4.3 Complete and review job description and appraisal system/ process for all staff

Priorities

Consistency between contracts

Probationary and review cycles in place

Achievements

A review on contracts has been happening with the new Head of Business Admin and College Principal in line with the MEA

Probationary reviews happen after 6 months with line managers

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4.4 Staff Induction tied to Strategic Objectives

Priorities

Evaluation of new staff induction annually

New staff mentoring support system

New staff handbook – consistent approach to key areas such as discipline Achievements

Reviewed annually 4.5 Staff Professional Learning that supports strategic objectives

Priorities

Promote professional learning that develops consistent staff behaviours

Ongoing PL for all staff around Leader in Me and Cultures of Thinking

Robust staff appraisal system linked to a set of agreed criteria

Build a culture of professional learning amongst staff/executive where continuous improvement is valued and recognised

Achievements

PL is promoted and is valued at Masada College and staff should align to their goals

Leader in Me (especially in the Junior School) is promoted on a regular basis annually and Cultures of Thinking

across the College

Appraisal system is a priority for 2019 / 2020 4.6 Position Masada as a centre for excellence

Priorities

Continue with our Think Centre with possible expansion of courses on offer

Enhance inclusive approaches adopted

Staff Leadership in external training promoted and acknowledged

Consider practices such as recording Masada teaching and learning for training and external sharing Achievements

Think Centre continues to grow with Masada now acknowledged as a NESA accredited centre for courses.

Employment of a Student Liaison Officer for our EAL/D and International Students – closer partnership with homestay and overseas families, as well as Guardian companies

4.7 Increase staff engagement in College Life

Priorities

K-12 meets and professional learning

All students to attend a set number of school events to support their peers and their students

Enhanced working links between Junior and Senior School

More structured mentoring and buddy systems

Enhanced staff feedback systems

Achievements

ELC to 12 staff meet for professional learning meet at the beginning of each term for relevant areas

Students attend set events to support peers (assemblies, presentation nights, speech nights, carnivals, noted

Jewish festivals etc…)

More links have happened between the Junior and Senior Schools – study groups, observation of classes,

buddying systems between grade levels, transition events etc

Staff have been involved in feedback. College Executive will always ask for feedback from the team following an event. This is taken on board reflectively

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5. Academic Care

5.1 Enhance student academic progress, attainment of full potential

Priorities

Enhance the monitoring of student well being

Achievements

IEP meetings have been introduced for students with specific needs across the Junior and Senior School

A changed format with Patron meetings with a greater focus on the child with strategies and a more formalised plan

Targeted Professional Learning for staff that is relevant to overall wellbeing – this started with a focus on Via Character Strengths with all staff to enable a whole school approach – a continued focus on Stephen Covey’s The Leader in Me philosophy

Tracking of students through SEQTA – more accountability on teachers with documentation and communication to students and families

5.2 Enhance communication to students and between staff

Priorities

Audit and streamline teacher-student communications

Key written communication in language of its community where feasible, so all parents can access it

Junior School – explore ways to enhance the role of class teacher

Achievements

All areas are ongoing 5.3 Encourage students to engage in philosophy and service and community engagement

Priorities

Gather student input on what service projects they would like involvement with

Have Masada College students visible at as many community events and offering support wherever feasible

Developing globally aware citizens with a strong sense of social conscience

Enhance opportunities for early years’ integration of students and parents

Establish a Charity Club in Junior School

Achievements

Students are provided opportunities in leadership roles to develop service projects. Some have included Pink Stumps Day, Big Morning Tea and the like. However, students don’t need a badge to be part of a service project. This year we had a Year 11 student organise a ‘sleep out’ at school for Years 7-10 to help create an awareness on homelessness

Students were active in community events such as the Association of Jewish Service and ex Service Men and Women at the Jewish Museum, ANZAC Day ceremonies, Remembrance Day Service at Masada, a JCA events in the East and North to name but a few. Many also represented the school with distinction at a memorial service for our ex-College Principal

5.4 Foster of a culture of inclusivity for all students

Priorities

Consider EAL/D for Hebrew speakers

Build in topics for Hebrew speakers

Look for opportunities to share cultural experiences of non- Jewish students

Ensure clear communication between enrolments and classroom teachers on students

Achievements

Jewish Life camps catering for all students from Jewish to non-Jewish with the changed program and activities

Masada Israel Tour element being implemented for Year 10 students as part of the trip to Israel

EAL/D students in senior school being involved in targeted reading programs from Monday to Friday

Chinese celebrations are shared at the beginning of the school year. Opportunities have also been developed in Mandarin classes in this area with the aim of sharing across the College in events such as assembly

Employed Student Liaison Officer for International students to work closely with Enrolments and Academic Team

Enrolment Office is now providing earlier information on students (via email) to class teachers and Patrons. Teachers also meet with new students at the beginning of each term more formally (often at the conclusion of a PL Day)

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6. Facilities Improvement

6.1 Develop and execute 10-year campus Master Plan focusing on feasibility for campus development


Campus renewal – maintenance has occurred in numerous areas across the College including bathroom renovations for students and staff, upgrade of lighting in classrooms, upkeep of garden at the front of the College (improved aesthetics)

Resource Centre – a Think Centre has been developed to support courses run internally and externally at the College (these are NESA accredited courses). The Centre is also used for High Potential Learning lessons, STEM lesson, along with Staff PL sessions

Indoor Sports Centre – a work in progress

Breakaway spaces for learning – this has been developed, especially in the Junior School for Torah Stream lessons, as well as for support in Maths and English

Futuristic classroom fit outs- A Junior School Library has been fitted out. This has separated the Junior and Senior School learning and has created another open plan space for learning across K-6. We are in the process of working on the Senior School Library/Resource Centre

STEM classroom facilities – additional facilities have been added to Technologies and STEM (IT upgrades and 3D printers have been welcomed additions)

Outdoor learning spaces and playgrounds – further plans are organised for 2019/2020

Repair oval. This is currently happening

Provide Informal Life space (s) – this has been organised for both the Informal Department and for students, as well as the Formal Jewish Life Department

Covered walkways. We have developed a covered walkway area to the Senior Staff Area

Senior student common room. This is planned for the future

6.2 Communicate a new Master Plan to community

Priorities / Achievements The President of the Board of Management communicated elements of strategic facilities plan at the AGM, namely:

Long term plan for a swimming pool and multi-purpose centre

General maintenance and upkeep of campus

Stem opportunities with new classrooms

Repair of oval

Senior Student common area

New Technology and advancements

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7. Stable Governance, Financial Model and Leadership

7.1 Renew Board Policy (Governance Handbook)

Priorities

Review and update current policies and procedures

Specify communication plan with parent community via the website and other modes

Succession planning to be developed and finalised Achievements

Policies and procedures that were reviewed were Attendance, Child Protection and Anti-Bullying. This aligned well with a successful registration for another 5 years

Amendments were also made to the Masada College & Masada College Jewish Day School Constitutions

Communication has been a continued focus and with the introduction of SEQTA (new Learning Platform) we are hoping for an improvement in this area

Succession Planning is focus area with position changes in leadership and across the College in general 7.2 Enhance Board parent communication


The Board have been proactive in this area and constantly review ways to improve communication to families this is done in numerous ways

The board timely updates through email and via the website to the community

A pie chart of information for parents on budget and allocation of funds happens through the annual report which is made available on the school website

7.3 Financial costing of Strategic plan initiatives


Review sibling discount. Looked at other schools and have remained status quo at this point

Review staff discount. A 25 percent discount has been proposed and is under review

Incentivisation of advance payment of fees. This is something that is an ongoing discussion at Board level 7.4 Implementation and monitoring of the Strategic plan


Sub committees have been established with overarching responsibilities to team members leading each one. This is ensuring strategic plans and directions are being met. They are also presented at Board level on a monthly basis

The College Principal in close consultation with the President of the Board is ensuring strategic directions are being adhered to

Progress reports on strategic directions are communicated at Staff Professional Learning Days, at Speech and Presentation Nights, at Board Meetings and through the Annual Report which is made available on the School Website

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Promoting respect and responsibility

Leadership

2018 has been an opportunity for the student leaders to be able to step in and be seen around the school through a number of dynamic initiatives. Our student leadership body at Masada College consists of the prefects, peer support leaders, house captains, sport captains, music captains, international student leaders and the SRC.

All student leaders participated in leadership training with ‘Burn Bright’ at the commencement of their role. Through this course students were able to develop their leadership skills, unite as a body and plan for the productive year ahead. Students eagerly embraced the training that was on offer and the experience from the day proved invaluable, as they reflect on themselves as individual leaders as well as being part of a team.

Led by our School Captains, Alexa Silber and Nathan Rogut, the prefect body has played a pivotal role in creating a positive atmosphere and vibe through student unity, respect and inclusivity. Starting with Friendship Day the prefects turned into a singing ensemble and delivered singing telegrams and roses to delighted students and staff. Not only did the prefects bring joy to Masada students, they also supported a worthy cause – The Butterfly Foundation. Money raised from this day was donated to The Butterfly Foundation which supports girls with eating and image disorders. Their initiatives continued with a hilarious Purim play and highly successful Purim Ball. Amongst other events they organised was the Shavuot dinner. Our prefect body this year had the enormous responsibility of farewelling Mrs Barel and Mr Cook. Both assemblies required a tremendous amount of thought, time and effort and were executed superbly.

The peer support leaders have worked well with Year 7 this year. The Year 11 students developed a wonderful rapport with Year 7 and it was great to see their relationship grow across the year. The first day was very exciting with the peer support leaders warmly greeting Year 7 and giving each student a gift to welcome them into high school. There was a welcome BBQ where there was a great vibe. At the Year 7 camp the peer support leaders were able to spend a day with Year 7. This enabled them to bond as well as participate in games and activities. The peer support leaders also ran Homework Club for the Year 7 students where they could be supported with homework, assignments and assessment tasks. Peer support leaders also ran workshops with Years 7 and 8 where they presented on various topics such as cyberbullying, co-curricular activities and study skills.

For the house and sport captains, 2018 was the year of team spirit. House participation rates were high for swimming and athletics carnival. The leaders created a great vibe at these events encouraging all to enjoy, regardless of their ability. This year’s initiative from the house captains was to revive the teacher student relay race at the athletics carnival. This was a great success with students winning. The cross country this year was from K to 12. The junior years enjoyed having the seniors as role models and helped create unity across the whole school. The house and sport captains worked together to write a combined entertaining Purim play, with each house telling a section of the story with a different theme.

They encouraged as many as possible to be involved. After school sport has again been popular with our sport captains helping to manage teams. House and sport captains supported the perfects and represented the school at various functions and events throughout the year.

The International Student leaders Le Wang and John Gu organised and ran a very successful International Day with Chinese food on the menu. The food available was delicious and was immensely popular and enjoyed by students and staff. This day allowed for celebration of Chinese culture and an appreciation of their customs. This year we had a very select group of SRC members and the emphasis was on getting involved, being seen and hearing the student voice. Across the year, we held successful BBQs, tracksuit and mufti days, fairy floss and fudge days. As a group the SRC always had ideas and were very proactive with their goal of raising money and hearing from fellow students. This year saw the SRC raise over $1000 which is a remarkable success. Leadership in the Junior School students helped with Sausage Sizzles. Our BONIM program, Hebrew ‘to build’ in which all Senior School students partake involves community service work. Our Year 6 students organized a fete to fund raise for the Junior School learning to plan, work in teams and be responsible. Our Peer Support ran a Peer Mentoring program after school to support younger students with homework, study and exam preparation as well as looking at social interactions. Leader in Life talks happened in Assembly in the Junior School. Our Leader in Me program recognizes the leader in us all and promotes proactivity. The year of stepping up and being seen has been a productive one with our student leaders. They have grown into their roles and embraced the responsibilities and challenges that comes with being a leader. The efforts of the student leaders to represent Masada College at various events and all the work they do behind the scenes is often unnoticed. We thank you for your commitment and service to our school and the community. You have all done a marvelous job.

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Parent, student and teacher satisfaction

Parent, students and teacher satisfaction and feedback is most valued at Masada. We encourage open communica-tion of concerns or ideas and where ever possible we pro-vide appropriate channels for these. Parent Student Staff Communal

In 2016 / 2017 an external consultant was appointed to review and revise the current Masada Strategic Plan. The focus was looking at the Mission, Vision, Values across the College. Seven Key areas of Strategic Focus were: Jewish Centrality, Teaching & Learning & Technology, Marketing / Engagement / Reputation; Staff Retention / Recruitment Development; Academic Care; Facilities Improvement, Governance Stability Financial Model & Leadership.

Students, Staff, parents Board Members and the broader Masada & Jewish community were involved in a consultative process to work on the above are-as.

The Masada Strategic Plan has agreed to a five year focus implementation involving all stakeholders.

An active parent run Board of Management and Parents and Friends provide opportunities for parent discussion and feedback.

Parents are encouraged to communicate directly with the appropriate contacts at the College and did so in the course of 2018 with a great deal of positive feedback both in written and verbal form and suggestions moving forward.

The Annual General Meeting always has a discussion forum incorporated into its structure and no issues were raised at this forum.

Year 12 parents have a comprehensive exit survey which is analysed and compared to previous years. The 2018 cohort has reflected a positive and satisfied parent body, as did correspondence from parents in Year 12 and other years. Year 12 & Year 6 parents were given the opportunity to also meet with the College Principal to discuss further.

Parents and students and staff who leave Masada to attend other schools are requested to participate in an exit interview which also provides useful information and is usually of a positive nature.

Junior School staff members were given a survey to fill in for the teaching preferences for 2019.

Student

Junior School Captains conduct weekly meetings with Head of Junior School and Head of Academic Care discussing pertinent leadership initiatives, Assembly organisation and the like.

Have their Student Representative Council (SRC) to voice their ideas / concerns through this. The College Executive have an open door policy and encourage students to communicate with them and this also resulted in ongoing improvements and modifications taking place in 2018.

Prefect meetings are held weekly, as are meetings with Peer Support and House Captains, Student Representative Council fortnightly, all of which are formally minuted and distributed. Student questionnaires / surveys were carried out with open discussions in Years 7—10.

Year 12 students complete a comprehensive exit survey which is analysed on an annual and comparative basis and for the first time this was conducted on line.

The 2018 survey reflected a satisfied attitude on the part of the students towards all aspects of the College—ranging from amenities, academic & co-curricular programs, pastoral care, religious programs, school spirit, daily routines and staff support.

Publication requirements

Masada College 2018 Annual Report has been

provided to:

NESA via RANGS on line

is published on College Website

http://www.masada.nsw.edu.au/

Publicly available upon request call 9449 3744

Policies and Procedures are available to the

Minister upon request.

http://www.masada.nsw.edu.au/

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Financial information Source for Income & Expenditure — 2018 Commonwealth Financial Questionnaires

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