Annual Report 2019
Contents
3.
Principal’s Message
2
Leadership
3
Governance
4
Garnsey Campus
5
St Anne’s Campus
7
Bairnsdale Campus
9
Academic Results
12
Student attendance
15
Tertiary Destinations
17
LEAD Surveys
18
Community Connections
20
School Finances
21
Staffing and Staff Qualifications
23
Annual Report 2019
Principal’s Message Mr David Baker
Gippsland Grammar is one of Australia’s leading co-educational Anglican schools, with a tradition of excellence in education extending almost 100 years. Located in the heart of Gippsland, the School has three campuses including St Anne’s junior campus and the Garnsey senior campus, both at Sale, and the Bairnsdale junior campus in East Gippsland. Enrolments at both junior campuses begin at the Early Learning Centres (ELC) with 3s and 4s kindergarten and Garnsey caters for students from Years 7-12. Gippsland Grammar is also the only boarding school east of Melbourne’s suburban fringe and is a home-away-from-home for students from East Gippsland, South Gippsland, Victoria’s High Country and the Latrobe Valley. In 2019, the School had an enrolment of more than 1000 students from ELC to Year 12. There were 20 indigenous students and 23 students who spoke a language other than English at home. Gippsland Grammar is committed to opportunity and excellence and our aim is to ensure all students fulfil their potential academically, emotionally, spiritually and physically. Our Anglican ethos is central to our School culture and the School values are explicitly stated as: compassion, leadership, excellence, responsibility and respect. Though there is a strong academic focus, the School also prides itself on offering a broad range of subject options including Vocational Education and Training (VET) alternatives and a VCAL program. In 2019, 20 students were engaged in the VCAL program, eight students completed their Intermediate certificate and five students completed their Senior VCAL certificate. The School offers two VET subjects on campus and provides access to additional VET options in collaboration with the local TAFE and other providers. We are proud of our students and staff and the results we achieved in 2019 across all of these areas. There is also a strong pastoral emphasis and recognition of the need to cater for each student’s holistic growth and their understanding of compassion in their dealings with others.
2.
Principal’s Message
Our strategic focus and commitment to retaining our traditions has been captured in our mission and vision. Mission Gippsland Grammar is an Anglican School community committed to opportunity and excellence. Vision To develop the cognitive, socioemotional and learning dispositions of our students to enable them to take their place as global citizens and leaders within a digital world. Overall, Gippsland Grammar enjoyed a very successful 2019: we grew in size, our financial performance was consolidated and our students excelled. As our current Strategic Plan came to an end, 2019 focussed on the development of a future focus for the School while also updating our Master Plan to reflect growth. Throughout the year, Hutton Consulting was engaged to run focus groups for staff, students and parents. From this process, Hutton Consulting senior education consultant Bruce Simons was able to offer insight into the current attitudes towards the School from within our community and also our community’s hopes and aspirations for the future. After a Board working weekend, the final plan ‘Our School, Our Plan’ was finalised and released to the community. This plan has a clear emphasis on wellbeing and consolidating our learning philosophy of Academic Care at Gippsland Grammar. The Board were also challenged to think about future capital projects and have agreed to work towards a new Visual Arts and Technology precinct. This was developed with the assistance of Craig Browne from Mclldowie Architects. As highlighted in our results below, the School’s academic performance continues to improve through the implementation of Visible Learning and improved intentionality. In 2019 the School also implemented VOS, a new Learning Management System across all three campuses. This LMS provides a platform for increased visibility and direction for students and enhanced feedback. The Garnsey Campus will
use VOS to begin continuous online reporting in 2020. The holistic nature and philosophy of the School continues to be a focus and provides opportunities for our students to develop in character and strengths is our ultimate goal. These opportunities are many and varied and provide our students with a context to develop their capabilities in leadership, communication, problem solving, innovation, collaboration and resilience. These capabilities enhance and improve their learning experience in the classroom and provide real world opportunities for thinking and learning. In particular, our Year 9 program is a strength of our School and in 2019, these experiences were enhanced as we partnered with Ballarat Grammar and the City Cite program. Our junior campuses continue to grow in size and also in terms of the value of the primary education we offer. Once again, the holistic nature of our School and the experiential learning opportunities provide a wonderful platform for the development of character within our School values and philosophy. In 2019 the second cohort of staff completed the Leadership and Growth program, as delivered by Sharee Johnson, Neville Lyncogln and Rosie Rowe. This program continues to be popular and continues to add value and purpose to all involved. I would like to thank all of our staff, teaching staff and School support staff for their dedication and commitment to Gippsland Grammar. Our staff are truly the strength of our School and we continue to attract quality teachers and support staff. As a School we offer a unique and extensive program for the professional development of all staff and this will continue to grow in 2020.
Annual Report 2019
Leadership The School Executive continues to deliver outstanding leadership to our School. It meets regularly to discuss the operations of the School and the setting and measuring of goals is critical to the strategic development and direction of Gippsland Grammar. We are very fortunate for the breadth of experience each member of the Executive brings to their roles. Each member of the Executive team has a large and timeconsuming operational role at the School and they also take responsibility for one aspect of the Strategic Plan. They include: Mr David Baker – Principal Ms Jan Henry – Deputy Principal (Head of Garnsey Campus) Mrs Liana Cartledge – Deputy Principal (Academic) Mrs Kate Ray – Deputy Head of Garnsey Campus Mrs Virginia Evans – Head of Bairnsdale Campus Mr Jie Van Berkel – Head of St Anne’s Campus Mr Chris Beckman – Business Manager The extended Executive team meet once per month to discuss the further aspects of the School’s operations. Mrs Emilie Davine – HR Manager Mrs Coran Johnson – School Registrar Mr Tony DeBono – Property Manager Mrs Zoe Curtis – Marketing and Development Manager (In early 2019 we farewelled Ms Melissa Farley and welcomed Mrs Zoe Curtis as the new Marketing and Development Manager. We thank Ms Farley for her commitment to the School.)
3.
Leadership
Annual Report 2019
Governance Gippsland Grammar is incredibly fortunate to have a highly skilled Board consisting of volunteers who meet at least twice each term to oversee the Governance of the School. Each member of the Board brings unique skills and attributes that value add to the overall Governance
We thank the Board members for their loyal and wise contribution to the Board and also to the broader Gippsland Grammar Community.
In 2019 the Gippsland Grammar Board of Directors consisted of 11 Directors, including: GIPPSLAND GRAMMAR – BOARD OF DIRECTORS Chair
Vicki McLeod
Deputy Chair
Brendan Shepherd
Valerie Jones Mike Oram
The Very Reverend Susanna Pain
Andrew Reynolds Helen Rose
Dr Valerie Shaw
Bill Jones
The Right Reverend Dr Richard Treloar
Kate Young
4.
Governance
Annual Report 2019
Garnsey Campus In another exciting year at Garnsey campus we strived to integrate the wellbeing of students into everything we do while also striving to make learning visible. This year we took further steps to integrate VOS - our new Learning Management system - with curriculum and communication initiatives across the campus. It was exciting to watch staff deliver curriculum and to use online assessment, which provided feedback to both students and parents. A variety of feedback methods were used in VOS with written comments, rubrics and verbal recording proving effective. Making feedback visible to parents further enables us to engage with parents through their child’s learning, and this will be more evident in 2020 when we will move to online reporting as we continue to develop our use of this Learning Management System. Wellbeing is defined at Gippsland Grammar as referring to the positive feelings we have when we are connected, resilient and able to flourish as individuals and a School Community. Throughout this year we have sought to develop tools and activities to support student wellbeing in a purposeful way. The use of Trustmapping has
5.
Garnsey Campus
Ms Jan Henry
expanded with students in Years 7-10 now providing feedback to Mentors about who students they trust and feel connected to in their class. This tool has been used to ascertain levels of connectedness and shared trust which has been addressed with action plans to support students and enhance their wellbeing. The importance of student voice and agency was a focus for our campus in 2019 and is evident in a number of initiatives, such as the student-led IDAHOBIT (International Day Against Homophobia, Biphobia and Transphobia) events were very positive. Students organised the assembly, contributed to the senior Chapel service and a developed a pledge to not use language which marginalises other students.
Many students joined the global climate justice movement and used their voice to activate about climate change. Our Student Sustainability Group was active in implementing a rubbish recycling program and in promoting climate justice. A number of students attended the AYCC Climate Justice Summit at Morwell’s Kernot Hall and, together with about 150 students from other Gippsland schools, they learned about and discussed issues regarding sustainability and justice in response to global climate challenges. The Summit started with an inspiring keynote on climate science from Federation University’s Dr Jessica Reeves, which was followed by a Climate Justice Panel discussion and various workshops and presentations by AYCC members.
The role of student voice was central in discussions to review our uniform. With a mandate for change evident in the parent, student and staff survey, a number of changes were implemented. The most significant changes was to allow female students to wear pants and shorts if they wish, and students across all campuses no longer needing to wear a tie in summer as a new open-necked shirt has been introduced.
In addition to the Professional Learning Projects undertaken by each staff member, this year our teachers enjoyed a rewarding and thought-provoking professional learning conference with founder and CEO of the Rites of Passage Institute, Dr Arne Rubinstein. Dr Rubinstein is an internationally recognised expert on rites of passage and adolescent development. He has been running programs for teenagers
Annual Report 2019
and delivering leadership training in Australia and internationally for more than 20 years and is the author of The Making of Men. The conference focussed on what rites of passage might provide much-needed answers and tools to support a generation of young men and women be happy and motivated about life. Our teachers continue to reflect on how we might use his work in our wellbeing and personal development programs. The Year 10 leadership camp this year used the Rites of Passage curriculum to work with students and it was a moving and thought-provoking program. A group of 12 teachers participated in the Teacher Leadership Program throughout the year, undertaking a Mindfulness course and an educational leadership course. In 2019 we also engaged with Project Rockit, an organisation which focus on cyber safety. Seminars with Years 7 and 8 students were engaging in considering the positive uses of technology as well as some of the Child Safety issues associated with the online space. Our Year 9 students attended a Digital Ambassador event at Latrobe Performing Arts Centre, run by young people for young people and under the auspices of Project Rockit. Using a strengths-based framework, the ambassadors explored the risks and rewards of the digital world and sought to foster empathy and equip students with the tools to challenge cyberbullying, create social change and use their online power for good. We
6.
Garnsey Campus
hope these students will take on the role of digital Ambassadors in 2020. The internationalisation of our School continued in 2019 with the first of our Chinese students – who are based at Blackwood House - graduating and all were selected into university. This internationalisation has benefits for all Gippsland Grammar students with some students once again travelling to Shanghai in January to attend the International Schools Choral Music Society Festival. They enjoyed participating in workshops with other students, rehearsals for the concert and the final combined performances. A number of French language students also travelled to France on a study tour which included visits to Paris, Versailles and the Loire Valley. We also welcomed visits from our sister schools in France and Japan. Unfortunately we were unable to visit Rwanda in 2019 but we remain committed to our mutuallybeneficial relationship with the Gahini Diocese, Rwanda.
in the School with teams participating in the Debating Association of Victoria competition. Our chess teams also performed very well in 2019. Music performances were again outstanding with highlights being the Autumn and Spring Concerts as well as the concert at St Paul’s Cathedral. The cast and crew of Legally Blonde The Musical gained many accolades for their performances at The Wedge. All aspects of this performance were exceptional and all those involved are to be commended. Students also continued to have great success in the sporting arena this year with victories in SEISA athletics and Cross Country and also in SEISA netball, tennis, hockey, cricket, and shooting. The School Rowing team increased the number of regular crews and performed well with students competing at State and National level. As always, the commitment of students, their sportsmanship and their enthusiasm were a highlight. Likewise, the commitment of staff and students to these co-curricular activities was, as always, impressive.
Performances in national competitions were again strong in 2019 with students participating in the Big Science Competition, Australian Mathematics Competition, Australian Problem Solving Mathematics Olympiad and ICAS competitions. Our Year 7 students also participated well in the Da Vinci Decathlon designed to challenge and stimulate the minds of students. Debating continued to be very strong
Annual Report 2019
St Anne’s Campus St Anne’s Campus had another successful year in 2019. We strived to make learning visible in all lessons, promote and foster the pastoral care of our students, and actively engage with our community through our Parent Engagement Model. The campus welcomed the new School year with our traditional ‘Welcome Picnic’ and throughout the year ran a range of parent information sessions, which included parenting workshops, VOS information sessions, parent/ teacher interviews and expert guest speakers. Our P&F committee is a committed and enthusiastic group which organised different social and fundraising events. This included the well-attended trivia and auction night, which included our teacher band providing musical entertainment – a highlight! The occasion raised about $18,000, which was a tremendous effort. A significant milestone for 2019 was the official opening of Kukun Kalak, our new Year 3 and 4 building. The name is a Gunaikurnai word meaning ‘grandmother tree’, which came from thinking about the significant elm tree in the St Anne’s grounds and wanting to honour its presence. This tree represents a place of gathering and coming together to learn as a community. Its roots are firmly connected to this place - its branches represent the families of the school and the leaves are its children; full of life, and reaching out for knowledge. Our new building is a contemporary learning space that our students will thrive in. Learning is visible through glass walls and sliding doors and furniture - such as
7.
St Anne’s Campus
the standing teacher desk - encourages teachers to be moving around the classroom, engaging students in the learning process. The large amphitheatre was extensively used throughout the year for Parent Information Sessions, guest speakers and as a learning space for students. Campus goals: 1. To develop and consolidate a whole school approach to making learning visible for each student 2. To routinely use specific data (evidence) to ensure teachers understand their impact on each student’s learning. 3. To empower and build capacity in our teams and individuals to enhance effectiveness and develop a sense of pride and fulfillment. Each team and individual teacher created their own goals, which funnelled down from our Campus goals. Learning remained a strong focus, particularly making thinking and learning more visible throughout our Campus. Support from Language of Learning’s Sophie Murphy and Luke Mandouit throughout the year improved our teacher clarity. Through our Growth and Feedback model, our team leaders collaborated with their teams to strive towards our campus goals.
Mr Jie Van Berkel
NAPLAN Our 2019 NAPLAN results were a great reflection of our efforts over the past few years. Our whole Campus analysis outlines our strengths, weaknesses and goals. We have created our 2020 ‘Big Picture’ goals to help us gauge how successful our NAPLAN results are. Time and resources have been put into our Big Write program that underpins our writing at both Junior Schools. Our NAPLAN five-year trend on writing is not reflecting the expected gains. So our first big picture goal is focused on writing. Our ‘Big Picture’ Goals are; 1. Continue upward trend with writing results ensuring that the tail end continues to move up rather than lengthen. In 2020 we will be providing more opportunities for our students to write more regularly. 2. All students achieving results within the state average or above across all areas. Student Numbers Student numbers in our Early Learning Centre (three-year-old ‘Reception’ and four-year-old ‘Transition’) continued to be strong, with both year levels at capacity and with significant waitlists. Our Junior School numbers have consolidated and we will begin 2020 with 310 students from Foundation to Year 6. Throughout 2019, we have had waitlists at both Year 2 and Year 4 and by the end of 2019, we were looking forward to four full year levels for 2020: Foundation, Year 3, Year 5 and Year 6.
Annual Report 2019
Teachers and Leadership The St Anne’s Leadership team consolidated much of its work from 2018. Campus Deputy Sheryn Ray continued to enhance our Fellowships and other key events, along with providing guidance for our Service Captains. Sheryn also leads our Specialist team throughout the year and is our campus timetabler. Our Team Leaders and Learning Coaches Rebekah Tayler and Linda Vale had a positive impact within their F - Year 2 and Years 3-6 teams, respectively. Prue McNaughton and Tracey Grubb continued their positive work as our Curriculum Coordinators as they focussed on updating our Rubicon Atlas curriculum mapping, improving how we engage with assessment and implementing SMART spelling. These leaders, along our ELC Director Lisa Burgess made up our St Anne’s Leadership Team. New and returning teachers include those who filled the shared Physical Education role while Amy Laverty was on maternity leave – this role was shared by Kate O’Toole and Simone Langshaw with great success. Tracey Grubb taught Art while Louise Hulls was also on maternity leave and Mr William Lamb was our GAP student and did a wonderful job of integrating into our team and building positive relationships with our students. Our Early Learning Centre continued to have a positive impact on our young learners. ELC Director Lisa Burgess and her team have created a nurturing
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St Anne’s Campus
environment and positive program. This is evident in the ELC’s reputation within the broader Sale community and waiting lists at Reception (three year olds) and Transition (four year olds).
their Houses, often competing outside their comfort zones. Congratulations to our students for participating with enthusiasm and resilience in all of our House Competitions and to Wellington Binks for being the 2018 Rash Shield winner by just two points. Student Leadership We provided a broad range of leadership opportunities, particularly in Years 5 and 6. Our Campus Captain’s took part in the second IPSHA student leadership program while Deputy Head of St Anne’s Sheryn Ray and myself guided our Campus and House Captains throughout the year. Our Green Team and Student Representative Council continued to be active within the school community. Reflection
House Competitions Our strong House Competitions were once again successful in 2019 with public speaking, spelling, handwriting and singing complementing our traditional House athletics, swimming and cross country. It was fantastic to see students come together within
On reflecting and delving deeper into our success and challenges for St Anne’s Campus, it’s clear 2019 was a significant year. Our Campus has grown into a medium to large-sized primary school and, with this, comes positives such as financial and job security benefits. As a School Community, we finished the year with many opportunities to acknowledge and celebrate the preceding 12 months. This included our Christmas celebrations, Year 6 Valedictory and our class celebration days. With a new strategic and master plan for 2020 and beyond, the St Anne’s Campus is excited for the year ahead.
Annual Report 2019
Bairnsdale Campus Growth across the Bairnsdale campus in 2019 saw our enrolments grow to 146, including our ELC students. Increased interest in our Campus has been evident in the number of School tours this year and, as a result, improved numbers going forward for 2020. Our profile is currently strong in the East Gippsland community as we move into our 15th year of operation. Internally, the Bairnsdale Campus further strengthened its strong sense of commitment to the School Community by responding to the challenges of new projects, campus events and challenging times. We welcomed Mr Todd Cook as our Year 6 teacher. With his interest in environment and sustainability, Mr Cook became the leader of our Greenteam in 2019. Mr Cook is also a talented musician and our Community has benefited greatly as a result. Mr Brett Glover was appointed our Music Coordinator and his genuine love of music has been most influential, inspiring enthusiastic and vibrant participation. Our GAP student Ciara Fitzsimon also contributed to our music community with her love of the flute and her professional growth across the year is to be commended and as we farewelled
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Bairnsdale Campus
Ciara at the end of the year we wished her well as she embarks on her studies to be a primary teaching. Pathways coordinator and classroom teacher Ms Terese Hunter resigned from her position to then enjoy her long service leave and to determine where her next area of work shall be - we are grateful for Ms Hunter’s commitment to our students throughout her time with us. To continue our Campus tradition for retiring staff, Mrs Sandie Alexander planted a tree as she retired after 11 years of service to the Bairnsdale campus in a variety of administration and support roles. Campus goals 1. To develop and consolidate a whole school approach to making learning visible for each student. 2. To routinely use specific data to ensure teachers understand their impact on each student’s learning. 3. To ensure that we have a culture of positive support and collaboration. With our School goals providing the overall structure for our Campus, each Bairnsdale team and individual teacher created goals specific to their level and to their professional needs. In collaboration with the Head
Mrs Virginia Evans
of Campus, in Term 3 all teachers proposed a five week goal to improve student outcomes, either focusing on a thinking/teaching strategy, a small focus group, an individual student need or an area of learning. The goals varied from implementing thinking routines, to understanding student processing, to upskilling in the delivery of guided reading. Through explicit professional development with Melbourne University’s Sophie Murphy and Luke Mandoult we have continued to embed the language of Visible Learning, consolidating learning intentions, success criteria and focusing on effective feedback for future learning. There is evidence of a consistent approach across the Campus and a positive response from our students towards Visible Learning. Extending the practice of Visible Learning to engage student voice and agency has been the next step in the process. Mr Todd Cook and myself joined a team of five to further their understanding of student voice by attending the Science of Learning community at Melbourne University. The Bairnsdale Campus now has a good understanding of student voice in the learning process. Filtering this information across the school will be our future focus, with the inclusion
Annual Report 2019
of mediated learning, effective feedback and student empowerment. Providing opportunities to promote collaborative expertise, our Bairnsdale teachers met on both Tuesday and Wednesday afternoons for workshops, curriculum reviews, staff meetings, professional discussions and campus priorities. A priority has been adhering to the VOS timeline – our new learning management system to ensure successful implementation. Within the planning time each week, teachers have met with our Deputy Head of Junior School Mrs Fiona Carr and our Pathways teacher Ms Terese Hunter to discuss academic needs for both the cohort and the individual student. Curriculum and Learning The staff at Bairnsdale Campus continued using the Australian Curriculum in their planning, focusing on Mathematics, English, History, Science, Geography and the specialist areas of Music, Art, Physical Education, Library and Japanese. Digital Technology delivered by Ms Sharen Cameron in collaboration with the classroom teachers has included upskilling staff and moving towards an integrated approach across the curriculum. Our Musical production Wizard of Oz was a huge success with all of
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Bairnsdale Campus
our students (as well as some staff and Wilson the dog) delivering a performance to be so very proud of. Mr Brett Glover inspired each student to reach their potential and more importantly to enjoy the experience of being part of a team. Our Year 6 class travelled to Melbourne joining more than 1000 other students from across Victoria to attend the Halogen Leadership seminar. The day was a great success with the students greatly inspired by the guest speakers who spoke of resilience, understanding, compassion, leadership through your own actions and decision making.
With the analysis of data to inform our teaching a current campus goal, NAPLAN was one of the components analysed to inform teaching. We were pleased with our grammar and punctuation results, as that had been highlighted as a concern the previous year. Across the Campus the results were as expected however, we were able to identify a need to focus on providing ample and effective opportunities for students to read and write. An awareness of the crowded curriculum, the inclusion of technology and devices that may impact these areas will be an area of discussion and action. Campus and House Competitions
Two teams were entered in the Tournament of Minds at Federation University, Churchill. Selected students were guided through the process by teachers Ms Charlotte Cheadle and Mrs Penny Rankin who supported and prepared them for their presentations. This program encourages adventure in problem solving and discovery. Children who are part of a TOM team learn to work together with other team members, make decisions, solve problems and communicate effectively with one another. This year, one of our teams successfully made it through to the state finals receiving a wild card for their efforts.
The 2019 House Competition was once again a terrific way to showcase the many talents of our students. Our House competition included sporting events, academic competition and house spirit, which all contributed to the final tally of points. These events provide a forum to showcase the many talents of our students in various curriculum areas. With a close finish, Cranswick Dargo achieved the highest points resulting in their winning of the 2019 House competition. We were delighted with the achievements of many of our students who took part in various academic competitions during the year. There were some excellent results in the
Annual Report 2019
Chaplain Jackie and Reverend Edie. Our Christmas service was highlighted by the Foundation students Nativity whereby a real baby was used as Jesus to the delight of all. Further adding to the delight was that baby Jesus this year was Mrs Libby Crowe’s first grandchild: a very proud moment for our Foundation teacher.
ICAS competitions. These programs effectively supported our learning program and our Academic Care educational model. Our students performed very well in inter-school sporting competitions at district, zone, regional and state level. Achieving a first for our junior campuses, our soccer team progressed through to State level. This achievement certainly created an air of excitement in our community with our parent body being both supportive and fully engaged in this process. Parent Javier Rodriguez, along with Mr Todd Cook coached and encouraged our boys to this great success. Individual students were also impressive in achieving state level in the sporting arena: Charlee Latham in equestrian; Jadah Frith in cross country, swimming and athletics (a wonderful achievement) and Aiden Rodriguez in athletics. Parents and Friends This year the P&F were active in both preparation and delivery of our Campus production The Wizard of Oz. They assisted in sewing costumes, preparing props, serving and selling of pre-show snacks and coming together for a number of working bees. Our Trivia night was also a great success with generous donations for our silent auction, many community members attending and live music provided by Mr Todd Cook and Geoff Stagg. Highlights A highlight of not only 2019 but also of my overall time at Gippsand Grammar was the official opening of the Caitlin Fischer garden in the ELC. This
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Bairnsdale Campus
community event was a culmination of many months planning, many generous hands at work, and donations from all members of the community, both internally and externally. While the garden was in dedication to past student Caitlin Fischer who tragically died in 2016 during an equestrian event, the occasion was special and memorable and will provide a source of continuity of her memory as a wonderful scholar at Gippsland Grammar (Class of 2015). Our Year 6 class collaborated with Reverend Edie Ashley in a biological study which involved recording data about the water conditions of the Gippsland Lakes as well as the shoreline and nearby bushland. They also observed birdlife, animal life and the impact of the waves from boats. Those involved in the Greenteam presented their findings at the Schools Sustainable Conference, sharing their knowledge and understanding of their findings, with confidence. Parent Engagement is always a focus and our Twilight School in Term 4 allowed our parents to understand further our approach to learning and provided valuable insight into the their child’s day at school. Our students decided what they wanted to share with their parents and what was important to showcase on the night. Two significant traditional events that highlight our Anglican ethos are our Easter and Christmas Services. We all travelled to Raymond Island to share in an outdoor Easter Service located on the shores of the island. It was a special occasion to be together and to hear the Easter story from both
The SRC have been active in Service Learning, fundraising, participating and educating our students on the needs in our community. As a School there has been a focus on wellbeing and mindfulness and at the Bairnsdale Campus we are promoting this through the SRC. Our SRC under the leadership of Mrs Joy Hay-Smith have been strong in student voice, have been committed to their cause and have role modelled the importance of being resilient and aware of others needs around us. Joining together with St. Anne’s As a result of reviewing last year’s Combined Fellowship, this year we spent the day with our friends at St. Anne’s enjoying purposeful activities together, organised by our collaborating teachers. We were grateful to the St. Anne’s community for welcoming us so enthusiastically and I believe this encouraged greater connections amongst the students during camps, sports days and musical events. I have personally found that working with Head of St Anne’s Campus Mr Jie Van Berkel on alternate Mondays has also provided a great source of collaboration and has encouraged alignment across the junior campuses. In Term 4 our combined professional development day working with Melbourne University’s Sophie Murphy and Luke Mandouit was most successful due to the willingness of our teachers to share their expertise and build connections for further collaboration across the campuses. Reflection Overall, 2019 was a year with many wonderful occasions to both showcase and celebrate the talents of our students and to come together as a strong community. The strength of our community was evident in supporting each other during challenging times, where families and staff were impacted through death, illness, accidents and extreme weather conditions. Schools are called upon to respond to these challenges and I am proud to be part of the Bairnsdale campus that do this so well.
Annual Report 2019
Academic Results Gippsland Grammar was thrilled to celebrate another outstanding year of VCE results with its class of 2019 among some of Victoria’s highest achieving Year 12 students.
This represents a great result for all of our students and also for our wonderful teachers who work tirelessly with our students across all year levels.
An amazing 20 per cent of the School’s Year 12 students achieved an Australian Tertiary Admission Rank (ATAR) above 90, which placed them in the top 10 per cent of students in the State. And 43 per cent of students achieved an ATAR above 80 per cent, placing them in the top 20 per cent.
The School is equally proud of the 11 students from the cohort who secured apprenticeships through the School’s VCAL program. Gippsland Grammar’s 2019 Year 12 cohort included 88 students from across Gippsland, the Latrobe Valley and far East Gippsland. The cohort also included five students from Ivanhoe Grammar Shanghai and of the 88 students, 24 were boarders at the School’s Blackwood House.
Gippsland Grammar’s Dux for 2019 was Ben Harms with an ATAR of 99.55 and Year 11 student Hannah Husodo also achieved a perfect study score of 50 for Biology. Students joining Ben Harms as the School’s highest VCE achievers were Tom Finlay (Sale) with an ATAR of 98.4; Maya Pigot (Sale) with an ATAR of 98.15; Cameron Mekken (Orbost) with an ATAR of 97.65, Kali Irvine-Nagle (Devon North) with an ATAR of 96.2; Will Johnson (Sale) with an ATAR of 95.1; Grace Mackie (Lakes Entrance) with an ATAR of 95.1 and Max Luckie (Traralgon) with an ATAR of 95.05.
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Academic Results
Annual Report 2019
Gippsland Grammar – NAPLAN results 2019
While individual reports are reported only in the bands, aggregated school data is reported on the 1000 point scale.
NAPLAN tests are the national benchmarking tests taken by all students in Years 3, 5, 7 and 9. In addition to establishing an idea of the profile of each year’s cohort, NAPLAN provides valuable diagnostic information for each student, which we use when assessing our programs for individual needs. We are also able to identify areas in which our programming may need to be strengthened by comparing our performance on each aspect of the testing with the state-wide statistics. Performance is reported on a scale ranging from 0 to 1000, with of 10 bands, as follows: • • • • • • • • • •
Band 1: scaled scores < 270 Band 2: scaled scores > 270 and < 322 Band 3: scaled scores > 322 and < 374 Band 4: scaled scores > 374 and < 426 Band 5: scaled scores > 426 and < 478 Band 6: scaled scores > 478 and < 530 Band 7: scaled scores > 530 and < 582 Band 8: scaled scores > 582 and < 634 Band 9: scaled scores > 634 and < 686 Band 10: scaled scores > 686
• • • •
Year 3 results are reported in Bands 1 to 6 Year 5 results are reported in Bands 3 to 8 Year 7 results are reported in Bands 4 to 9 Year 9 results are reported in Bands 5 to 10
The concept of a State or National benchmark has been replaced with a minimum standard defined by a particular band as follows: • • • •
For Year 3 the minimum standard is Band 2 For Year 5 the minimum standard is Band 4 For Year 7 the minimum standard is Band 5 For Year 9 the minimum standard is Band 6
We have given a comparison of NAPLAN results from the past four years as an indicator of the differences between these Year groups. Please note: this means the results are from different cohorts.
Year 7 NAPLAN Results (2016-2019) 2019
Component
School mean (2019)
State mean (2019)
School mean (2018)
State mean (2018)
School mean (2017)
School mean (2016)
% at or above expected level
Reading
586
552
593
548
577
582
100
Writing
546
523
540
514
547
547
98
Spelling
574
548
566
547
575
556
98
Grammar and Punctuation
583
546
583
549
575
589
98
Numeracy
597
562
590
556
583
591
100
Year 9 NAPLAN Results (2016-2019) 2019
Component
School mean (2019)
State mean (2019)
School mean (2018)
State mean (2018)
School mean (2017)
School mean (2016)
% at or above expected level
Reading
610
587
618
591
612
612
97
Writing
581
558
573
551
593
588
92
Spelling
598
585
596
586
593
582
99
Grammar and Punctuation
599
577
594
584
592
590
95
Numeracy
630
599
641
603
619
613
100
13.
Academic Results
Annual Report 2019
Year 5 NAPLAN Results (2016-2019) Bairnsdale 2019
Component
School mean (2019)
State mean (2019)
School mean (2018)
State mean (2018)
School mean (2017)
School mean (2016)
% at or above expected level
Reading
540
516
530
521
558
547
100
Writing
485
487
481
479
514
485
94
Spelling
509
506
496
508
546
498
94
Grammar and Punctuation
535
507
515
512
554
511
100
Numeracy
532
507
500
504
538
508
100
Year 3 NAPLAN Results (2016-2019) Bairnsdale 2019
Component
School mean (2019)
State mean (2019)
School mean (2018)
State mean (2018)
School mean (2017)
School mean (2016)
% at or above expected level
Reading
436
447
444
448
485
466
100
Writing
444
435
409
422
460
439
100
Spelling
434
428
384
426
426
432
100
Grammar and Punctuation
469
454
383
441
493
472
100
Numeracy
411
421
387
419
471
440
100
Year 5 NAPLAN Results (2016-2019) St Anne’s 2019
Component
School mean (2019)
State mean (2019)
School mean (2018)
State mean (2018)
School mean (2017)
School mean (2016)
% at or above expected level
Reading
531
516
533
521
539
546
100
Writing
485
487
481
479
491
503
88
Spelling
508
506
529
508
515
507
98
Grammar and Punctuation
523
507
522
512
531
558
96
Numeracy
532
507
520
504
522
536
100
Year 3 NAPLAN Results (2016-2019) St Anne’s 2019
Component
School mean (2019)
State mean (2019)
School mean (2018)
State mean (2018)
School mean (2017)
School mean (2016)
% at or above expected level
Reading
476
447
464
448
470
485
100
Writing
453
435
434
422
414
448
100
Spelling
455
428
433
426
423
471
97
Grammar and Punctuation
474
454
455
441
471
497
100
Numeracy
463
421
422
419
451
448
100
14.
Academic Results
Annual Report 2019
Student Attendance St Anneâ&#x20AC;&#x2122;s Category
Attendance Days
Less Than 90%
90% or more
Overall Attendance %
Y1
All Students
1730
10
29
92.43%
Y2
All Students
1932
4
38
95.82%
Y3
All Students
1799
11
30
92.50%
Y4
All Students
2189
8
40
95.00%
Y5
All Students
2035
6
39
94.23%
Y6
All Students
1960
6
37
94.95%
Indigenous Only
45
0
1
92.71%
11,645
15. Student Attendance
94.22%
Annual Report 2019
Garnsey Y7
Y8
Y9
Y10
Category
Attendance Days
Less Than 90%
90% or more
Overall Attendance %
All Students
4558
31
73
92.37%
Indigenous Only
216
2
3
89.99%
All Students
3926
29
61
91.47%
Indigenous Only
78
2
0
81.17%
All Students
4091
30
64
90.98%
Indigenous Only
4548
2
55
94.81%
All Students
4378
44
59
89.07%
Indigenous Only
48
0
1
99.44%
16,953
90.96%
Bairnsdale Category
Attendance Days
Less Than 90%
90% or more
Overall Attendance %
Y1
All Students
487
3
8
92.28%
Y2
All Students
740
6
11
90.75%
Y3
All Students
718
5
11
93.52%
Y4
All Students
614
11
5
79.95%
Y5
All Students
772
5
13
89.45%
Y6
All Students
553
7
6
88.56%
3,884
88.95%
Student attendance is recorded for each period or session via electronic entry (Garnsey) and paper entry (junior campuses). Absent students are reconciled against the role by 10am and parents are contacted either by phone or SMS also by 10am. Students are required to submit a written note to their Mentor teacher either before the absence or upon return.
16. Student Attendance
Annual Report 2019
Tertiary Destinations 2019 Tertiary Placements
2%
1% 1%
2%
3%
2% 3%
23%
3% 5% 6% 8%
17%
Apprenticeships
Melb Uni
Monash College
Federation
La Trobe College
Swinburne
Monash uni
Deakin
Vic Uni
RMIT
La Trobe
ACU Other
17. Tertiary Destinations
Annual Report 2019
LEAD Surveys In 2019 the School community participated in the ISV LEAD Survey (Independent Schools Victoria Listen Evaluate Act and Deliver Survey). The 2019 survey indicated improvement in most areas and informed many aspects of the new Strategic Plan: Our School, Our Plan. The graphs below present a snapshot of our results from parents, students and staff and compare these results to the previous surveys and also the like schools mean.
Year 12 Student Exit Survey
Overall Means per domain versus all schools and statistically similar schools 10.00 9.00 8.00
7.55
7.65
7.45
7.69
7.53
7.13
7.59
7.43
7.07
7.00
6.20
6.00 5.00 4.00
Academic Program
Teaching Quality
Learning Outcomes
2015 - Gippsland Grammar
Personal Development
Pastoral Care
Resources
2017 - Gippsland Grammar
Transition
School Ethos/Values
Maintaining Contact
7.89
6.97
7.43
6.06
4.42
5.46
7.17
6.50
6.86
6.89
6.43
6.54
8.16
7.18
7.52
7.41
6.46
6.78
6.88
6.36
6.77
7.92
7.05
7.29
7.36
6.73
7.07
7.65
1.00
7.10
2.00
7.28
3.00
Overall Satisfaction
2019 - Gippsland Grammar
ISV Mean
Overall student survey
Overall means per domain 10.00 9.00 8.00
7.21
7.39
7.50
7.12
7.29
7.24
7.61
7.48
7.51
7.46
7.00 6.00 5.00 4.00
7.29
7.11
7.16
7.46
7.21
7.44
7.80
7.61
7.25
7.40
7.24
7.40
7.20
6.98
7.14
6.94
6.74
6.99
6.83
6.75
7.08
7.40
7.24
7.40
7.25
6.99
7.26
7.10
6.91
2.00
7.02
3.00
1.00 Academic Program
Discipline & Safety
2015 - Gippsland Grammar
18. LEAD Surveys
Learning Outcomes
Overall Satisfaction
Pastoral Care
Personal Development
2017 - Gippsland Grammar
Peer Relationships
Resources
School Ethos/Values
2019 - Gippsland Grammar
Transition
ISV Mean
Annual Report 2019
Parent Satisfaction survey
Overall Means per domain versus all schools and statistically similar schools
19. LEAD Surveys
Annual Report 2019
Community Connections Our Community continued to work tirelessly to support our students, our Old Scholars and their activities in 2019. The School has an active Parents and Friends association at each of our Junior Campuses and thriving support groups at Garnsey, in particular the McColl Club and the Friends of Performing Arts. In Term 2, Mrs Sarah Guinness was appointed the School’s Development Co-ordinator and is the School’s primary liaison for all Old Scholars. Under Sarah’s watchful eye, the 2019 reunions were incredibly successful with high attendance numbers and plenty of positive feedback. The 10, 30 and 40-year reunions were held
20. Community Connections
in the Chapel of St Anne at our Garnsey Campus, with events following in various venues around Sale. The five and 20 year reunions were held in Melbourne. For the first time, 2019 saw our inaugural 50-year reunion, which was well attended and much enjoyed by more than 30 students from St Anne’s and Gippsland Grammar. The Old Scholars Association has been active and supportive of all of these events. During 2019, Sarah Guiness and Principal David Baker interviewed Gippsland Grammar’s second-oldest known Old Scholar Bev Cook who is currently living in a retirement home in Bairnsdale. The interview will be used as part of a series for the School’s upcoming centenary celebrations with similar interviews done with Old Scholars from each decade.
Annual Report 2019
School Finances Gippsland Grammar Sources of income 2003 - 2019 60% 55%
55%
53%
51%
50% 48%48%
50% 45% 40%
40%
40%
40%
45%
30%
20%
10%
7% 5%
4%
5%
4%
4%
0% 2003
2008
2013
Net Income from Parents
2017 Grant Income
2018
2019
Other Income
Gippsland Grammar Income by Category 2019
Net Income from Parents, $12,769,423.00, 51% Commonwealth Recurrent Grants, $9,832,499.00, 40% State Recurrent Grants, $1,336,460.00, 5% Other Government Grants, $- , 0% Other Income, $946,212.00, 4%
21. School Finances
Annual Report 2019
Gippsland Grammar Expenditure by Category 2019
Employee expenses, $14,149,075.00, 58% Other tuition expenses, $1,472,606.00, 6% Buildings, grounds and caretaking, $1,358,820.00, 6% Administration expenses, $3,216,620.00, 13% Boarding expenses, $682,159.00, 3% Depreciation expense, $1,463,536.00, 6% Borrowing costs, $413,138.00, 2% School bus expenses, $1,115,678.00, 4% Other expenses, $489,247.00, 2%
22. School Finances
Annual Report 2019
Staffing Workplace Diversity by Age and Gender (Excludes Casuals) Age
Years of Service
Gender
Age
%
Years
%
Female
Male
<20
3
<5
41
72%
28%
20-29
5
5-9
27
30-39
16
10 - 14
17
40-49
33
15 - 19
10
50-59
30
20 - 24
0
60 >
13
25 - 29
1
30 >
3
Work Area Work group
Gender
Age Group
Total
FTE
F
M
U20
20-29
30-39
40-49
50-59
60+
Admin/IT/Uniform shop
24
9
6
0
4
12
9
2
33
27.76
Boarding **
2
2
0
1
0
1
2
0
4
3.5
ELC
10
0
0
0
1
5
2
2
10
4.2***
Executive
4
3
0
0
1
2
3
1
7
7
Maintenance
7
11
0
0
1
5
8
4
18
15.3
Rowing
2
2
0
4
0
0
0
0
4
4
School Support*
20
2
0
2
3
5
8
4
22
13.17
Teaching
81
29
0
4
24
39
30
13
110
90.99
Total
150
58
6
11
34
69
62
26
208
165.92
*School support includes Canteen, Learning Assistants, Science, Food Tech and Library Assistants, Language and Gap Assistants (excluding Boarding GAP assistant captured in Boarding), Bairnsdale After School Care, School Psychologist ** Head of Boarding is counted in Teaching category *** Excludes ELC Teachers who are instead categorised as Teachers
23. Staffing
Annual Report 2019
As in previous years, we have been very fortunate in appointing excellent staff who have already contributed greatly to our School. New staff who joined Gippsland Grammar in 2019 include: Jackie Belot, Lisa Singer, Dan Davies, Rachel Patton, Stephanie Dumesny, Zoe Hilliar, Erin Gustas, Marc Bain, Clay Hunter, Masami Sugisaki, Louise Sullivan, Todd Cook, Simone Langshaw, Carly Williams, Leanne Fairbrother, Alex Nair, William Lamb, Neeve Caldwell, Flynn Davis, Lucy Hobson, Ciara Fitzsimon, Belinda Mynhardt, Katie Steele, Justin Henderson, Jennifer Gardiner, Sommer-Lea Collins, Zoe Curtis, Kellie Mowbray, Claire Henry, Fumiko Nakagawa, Katrina Francis, Peter Frederick, Eleanor Brinkhoff, Lucy Li, Amanda Foulkes and Prue Bramich. We also farewelled a number of staff throughout 2019. Many of these staff had been with the School for some time, others had assisted in filling short term vacancies on fixed term contracts or had been on specific programs offered such as Language Assistants, GAP Assistants and Assistant Rowing Coaches. These staff included John Heuchan, Robyn Gillies, Thomas Lungu, Moko Ichikawa, Elliot Baumgarten, Belinda Mynhardt, Tomomi Wynne, Clare Baldwin, Wendy Johnson, Ana English, Karin Allan, Erin Gustus, Prue Cliff, Robyn Davis, Sally Howe, Sharyn O’Reilly, Lucy Leeming, Julie Ripon, Melissa Farley, Sandie Alexander, Rupert Stephenson, Jenny Candy, Terese Hunter, Glenn Taylor, Jane Baker, John Gaulke, Kaylene O’Doherty, Kath Penton and Russell Amy. This resulted in a Staff Turnover rate of 5.9%. No staff identified as indigenous. Staff who also took extended periods of leave during 2019 included Louise Hulls, Amy Laverty, Tammy Lopardi, Leah Stoffels, Jan Chalmer, Tyler Smith, Liana Cartledge, Wendy Ryan, Janet Robertson, Glen Dihood, Colleen Battersby, Sally Howe, Sharyn O’Reilly and Daniel DeKeersmaeker.
24. Staffing
Annual Report 2019
Staff Qualifications Principal Mr David Baker - MEd (UNE), BEd (Math Sci), GradDip Ed Admin. (Melb), MACEL, GAICD Deputy Principal and Head of Garnsey Campus Ms Jan Henry - BA (Melb), DipEd (Melb), MEd (Monash) Deputy Principal (Academic) Mrs Liana Cartledge – BA (Monash), DipEd (Monash), M Org L’ship (Monash), MACE Deputy Head of Garnsey Campus Ms Kate Ray - BEd, BA (Deakin) Head of St Anne’s Campus Mr Jie Van Berkel – BEd (Melb), Cert IV in Business and Personal Coaching Head of Bairnsdale Campus Mrs Virginia Evans – BEd (ACU) Business Manager Mr Chris Beckman – BSc, Cert IV Information Technology (CHIS), Dip Super Mgt Deputy Head of St Anne’s Campus Mrs Sheryn Ray – DipPrimaryTeach, BEdPrimary (Deakin) Lead Teacher (Bairnsdale) Mrs Fiona Carr – BEd, DipEd (NTU) Chaplain Ms Jackie Belot – Graduate Diploma Divinity (RC), Bachelor Social Science (ACU), Grad.Dip.Ed (Latrobe) Finance Manager Mr Ken Anderson – B.Ec (Monash, Grad.Dip Accounting (Monash), CPA Program (CPA) Human Resources Manager Mrs Emilie Davine – BBus IR/HRM (RMIT), Cert IV Workplace Training & Assessment (EVGT) Marketing and Development Manager Mrs Melissa Farley - BBus (RMIT), Adv Dip Financial Planning (Kaplan Professional) Mrs Zoe Curtis- BA Public Relations (RMIT) Property Manager Mr Tony DeBono – DipEng (Dept of Defence) Registrar Ms Coran Johnson – BBus (RMIT) Business Analyst Mr Neil Storer – BScHons (Computer Information Systems) (University of Bath), QTS (GTC-UK)
25. Staff Qualifications
Senior School Teaching Staff Mrs Karin Allan – B.A (Monash), Dip.Ed (Melb), M.Education (CSU) Mr David Arnup – BEd (Monash) Mr Marc Bain – MBA (QMU), BA (QMU), DipEd (Monash) Ms Clare Baldwin – B.A (Latrobe), Dip.Teaching (Melb) Rev’d Nikolai Blaskow – BA (Syd), DipEd (New England), Lit Theology (Melb) Miss Cass Booth - BSport and Outdoor Rec., BEd (Monash) PL Mrs Liz Bullers - RGN (Oxford,UK), RM (Nottingham, UK), CertEd (Greenwich,UK) Cert HSC (Open Uni, UK) GradCertEd (USQ) Mrs Jenny Candy - BEd (Melb) Mrs Leanne Caithness - BSc, GradDipEd, GradDipPsych (Monash) Ms Katrina Chilcott – BCA (Music) (UTas) Mr Brad Cruickshank – AmusA Mr Dan Davies – BAppSci (RMIT), Master of History (UNE) Mrs Robyn Davis – BA (Monash), DipSecondaryEd (Monash) Mr Daniel De Keersmaeker – GradDipEd (Ghent Belgium) Mr Kai Dettbarn - BSc (Hons) (UWA), DipEd (Melb.) Mr Glen Dihood - BCom (Melb) GradDipEd (Monash) Mr Mark Dolbel – DipEd (Charles Sturt), BEcon (Macquarie) Mrs Sonia Duggan – BA, BEd (Sunderland University UK), Med (Monash) Miss Stephanie Dumesny – Dip Children’s Services Ed (TAFE), BEd (FU) Miss Jenny Dyke - BEd (Rusden), GradDipBus (Monash), GradDipAdolescent Health & Welfare (Melb) Miss Laura Evans – BMus Perf (Hons) (University of Adelaide), MTeach (Deakin) Mr Josh Flanagan - BSc, GradDip, MTeach (Melb) Mr Don Gaskill - CertEd (Leeds) Mr John Gaulke - MEd (W Syd), GradDipICTEd (Melb), BSc (La Trobe), CertIV Training & Assessment Mrs Jan Gilmour - BEd (Melb), GradCertGiftedEd (Monash) Mr Matthew Goss – B.Mus (Victoria College), B.Ed (Deakin) Ms Erin Gustus – BEd (Ballarat), GradCert Religious Education (YTU) Miss Justeen Hahn - BSci ,DipEd, GradDipStudent Welfare (Melb) Mrs Bree Henderson – BEd (ACU), Dip Com Healthy (Tafe) Mr Justin Henderson – BEd, BMgt (Ballarat), MEd (Melb), Cert IV Assessment & Training (TAEA) Mrs Sharyn Henderson – BEd (Ballarat) Ms Zoe Hilliar – MEd (Monash), BA (Melb), GradDipEd (Latrobe) Mr Andrew Hodges – BA, DipEd (Macquarie University) Mr Michael Howard - BSc (Monash), DipEd (Monash) Mr Clay Hunter – BA, BAppSci, BEd, MEd (USA) Mrs Faye Kennedy - BA (Deakin), PostGradDipEd (Charles Sturt) Mr Nick Kuch - BEdVET/Secondary (Victoria) CertIV in Training & Assessment Ms Christina Kyriakou – BA Journalism (Monash), BA (Monash), DipEd Secondary (Monash) Miss Celine Lechappe - (Rennes 2 France), PostgradCertEd Secondary French (Oxford Brookes) Ms Lucy Li – DipBus, BBus, MTeaching (Monash), Diploma of Interpreting (SYD) Ms Nadine Lineham - BEd (Vis. Arts) (Melb) Ms Sarah Little – BEd (Prim and Sec) (Deakin), BSc (Deakin)
Annual Report 2019
Miss Emma Neal – BEd (Deakin) Mr Andrew Nicholas - BSport/Outdoor Recreation, Bed (Monash) Mrs Tracey Nicholas - BBusCom (Monash), GradDipEd (Monash) Mrs Sharyn O’Reilly - BA (Deakin), BEd (Victoria) MEd (Deakin) Ms Rachel Patton – BA (Melb), DipEd (ACU) Ms Cindy Petersen - BA (LaTrobe), DipEd (Monash) PL Mrs Karen Rankin - DipTeach (La Trobe) and BEd (Monash) Mr Chris Ray - BAppSc, GradDipEd (Victoria) Mrs Michelle Reynolds – BApSci (Ballarat), GradDipEd (Ballarat) Mr Peter Ries - MAVisualArts, BA (Monash), GradDipEd (Melb) Ms Jenny Roberts – BProf Writing and Lit (Deakin), BEd Primary and Secondary Art & English (RMIT) Ms Wendy Ryan - Trade Accredited Chef (William Anglis), GradDipTechnicalEd (Latrobe) CertIV in Training & Assessment Ms Toni Salveson - BEd (Melb College) Ms Sally Sharp – BA Eng (Materials) – Honours IIA (Monash), Grad.Dip.Ed (Melb), M.Ed (Melb) Mrs Arun Singh - BEd Secondary (University of South Pacific, Fiji), DipEd (Fiji) Mr Tyler Smith - BA (University of California), MEd (Lewis and Clark) Mr Rupert Stephenson - BArts (University of Adelaide) BEd Secondary (University of SA) Ms Masami Sugisaki – BA, GradDipEd (Monash) Mr Paul Van Eekelen - CertIV in Training & Asst, CertIV Music Technology, BA (Music Industry) (RMIT), GradDipEd (Monash) Mrs Nadine Williams – BSc.Hons Physiology (Uni of Wales, College of Cardiff, Gr1 Cert Grammar & Oral Italian (Uni of Pisa, Italy), PGCE (Uni of Wales, Swansea) Miss Megan Wills – MTeach (New England), BEng (UNSW) Mr Edward Wilson – BSc Computer Sci (Macquarie University), DipEd MathEd (Macquarie University)
Mrs Katie Howard – BEd (Brighton University), BAHons (University of Kent Canterbury), Mrs Louise Hulls – BTeaching Primary/Arts/Visual Arts (ACU) Ms Terese Hunter - BEdPrimary (Monash), GradCertSpecialEducation (Charles Sturt) Mrs Julie Jago - DipTeach. (Monash), GradDipRE (Christ College) Mrs Wendy Johnson – BA (Deakin), TPTC (Burwood) Mr Evan Lamb - BComm (Deakin), GradDipEdPrimary ( Monash) Mrs Simone Langshaw – B.App.Sci (Deakin), B.Ed (Monash) Mrs Amy Laverty - BHPE (Latrobe) Ms Lucy Leeming – BA (Acting) (Ballarat), GradDip (Secondary Education Drama & English) (Monash) Mrs Liz Magnuson - BA, DipEd (Melb) Miss Prue McNaughton - BMgt, BA (UniSA), GradDipEd (Monash) Mrs Elizabeth Noble - DipT (Melb), GradDip Tch/Librarian (Queensland) Mrs Kathleen Penton - DipTeach (Perth), BEd (Perth) Mrs Kate O’Toole – BA (Latrobe), GradDipEd (Latrobe) Mrs Penny Rankin – BCom (Deakin), BLaws (Hons) (Deakin), GradDipEdPrimary (Monash) Mrs Kristen Rich – BTeach (Monash), BEd (Monash) Mrs Nicole Roberts - DipEd (Melb) BEd (Monash) Mrs Sally Stevens – B.Early Childhood (Macquarie University) Ms Louise Sullivan – MEd (CSU) Mrs Fiona Sutherland - BA (Hons) DipEd (Latrobe) Mrs Rebekah Tayler - BPrimaryEd (Monash) Mrs Linda Vale – DipPrimaryTeach, BEd (Deakin) Mrs Tomomi Wynne – B.Sc, Grad.Dip.Ed (Monash), M.Education (Latrobe University)
Junior School Teaching Staff Ms Bree Alexander – BEd (Primary) (Monash) Mrs Etsuko Boulton – GradDipEd (Uni of Technology Sydney), BForeign Studies (Aichi Prefectural University), Professional Cert Modern Languages (Melb), Prof Cert Ed (Melb) Mrs Jan Chalmer - BEd (Victoria College) Ms Charlotte Cheadle – BA (English/History) (ANU), GradDipEd (University of Wollongong) Mrs Prue Cliff Mrs Ellen Condron – BEd (University of Tasmania), Cert IV Bus Admin (East Gippsland Tafe) Mr Todd Cook – BEd (Ballarat) Mrs Linda Cooper-Lothian – BSci Special Education (Ball State University Indiana USA), Grad Cert Special Ed (Mercer University Georgia USA), GradDipEd (Primary) (RMIT), Vocational Grad Dip (Autism Institute Melbourne) Mrs Libby Crowe – Dip Early Childhood Education & Care (MCAE), DipEd (East Gippsland Tafe) Mrs Liz Dawson – BEd (Primary) (Monash), GradDipEd (Monash) Mrs Anna English – B.Sci (Deakin), Grad.Dip.Ed (RMIT) Ms Angela Foulkes – Cert III Integration Aide (Monash), Cert III Children’s Services (TBMT) Ms Alison Fraser - BEd (ECE) (James Cook University) Mrs Elisha Froud – BEd (PE) (Ballarat) Ms Jenni Gardiner – Cert III Children’s Services Mrs Katie Germaine - DipMusicPerformance (Box Hill), BMus (Monash), GradDipTeach (Secondary) (ACU) PL Mr Brett Glover – BMus (Alto Saxophone), GradDipEd (Middle Years) (Latrobe) Ms Lisa Goode - BEd (Canberra) Mrs Tracey Grubb - BPrimaryTeach, DipEd (Monash) Mrs Joy Hay-Smith – DipTch (Primary), GradDipEd (Monash)
Director - Early Learning Centres Mrs Lisa Burgess - BEdEarly Childhood (MCAE)
26. Staff Qualifications
Pathways Teacher/Speech Pathologist Mrs Michelle Sands - BHlthSc (Speech Pathology) (Charles Sturt), GradDipEd (Monash)
Early Learning Centre Staff Mrs Jenny Banwell - DipChildren’s Svcs (EG Tafe) Ms Colleen Battersby - CertIIIChildren’s Svcs (EG Tafe) Mrs Danielle Carpenter – BA (Ed: ECE), BEd (ECE) (Edith Cowan University) Ms Sommer-Lea Collins – Cert III Children’s Services (EGT), B. Early Childhood (Monash) Mrs Annette Dilks - NNEB (Nottingham UK) Mrs Jenny Gaskill - CertEd (Liverpool) Mrs Tammy Lopardi - BEd (Early Childhood Ed) (Deakin) Mrs Carol Oram – DipChildren’s Svcs (Early Ed. And Care) (Advance TAFE) Mrs Lisa Singer – B.Ed Early Childhood (Curtain University) Mrs Sharon Smith – BEdEarlyChildhood (Melb) Mrs Katie Steele – Cert IV Commercial Cookery, B.Early Childhood, Dip.Children’s Services Education (EGT) Mrs Katie Whitfield – DipCommSvcs – Childcare (VUT) Ms Carly Williams – BEd (Swinburne) Mrs Sharyn Wright – DipEd Early Childhood (Melb) After School Care Staff (Bairnsdale Campus) Mrs Elizabeth Hadden - DipCommSvcs – Childcare Mrs Michelle McGrath - DipCommSvcs – Childcare Mrs Margaret Cotter - DipChildren’sSvcs (Ed and Care) Careers and Vocational Guidance Mrs Julie Kennedy-Ripon - BScEd (Melb) GradCertCareersCounselling (RMIT) CertIV in Training & Asst
Annual Report 2019
School Psychologist Mr Steve McAnulty - BA, DipEd (Monash), GradDipSocSc (Psych) (Latrobe), GradDipCounsPsych (Monash) MAPS School Assistants Mrs Suzanne Rautman - Home Eco Asst/ Levels 1 & 2 Safe Food Handling (East Gippsland TAFE) Mrs Katherine Bittner - Laboratory Assistant Cert IVLaboratory Technology (TAFE), Cert. IVBus(TAFE) Information Services Centre Staff Mrs Jacinta Fleming –MEd (Charles Sturt), BA (Monash), GradDip Ed (Monash) Mr Anthony King - AdvancedCertMechEn, Cert IVWorkplace Trainer and Assessor (TAFE), Authorised Worksafe Assessor (W.S.V.) Mrs Joy Reid - BA, DipEd, DipCat(Syd), MEd, TeacherLibrarian (Charles Sturt) Ms Jodie Martin – BSocWelfare (Monash), Grad.Dip.Bio Medical Science (Monash) Information Technology Services Mr Greg Dennison – CertIV IT (TAFE) Mr Michael Grattan - Cert II Electrical (Electro Comms) (RMIT) Mr Max Hancock – BA (Psychology) (Monash), Cert IV OHS, Cert IV Training & Assessment (TAFE) Mr Geoff Stagg – CertII Arts (TAFE), CertIII Ed Curr IT Support (TAFE) Learning Assistants Mrs Louise Anderson - Integration Aide (TAFE) Mrs Samantha Gladman - Integration Aide (TAFE) Miss Claire Henry – BEd (CDU) Ms Sally Howe - Integration Aide, Cert (East Gippsland TAFE) Miss Serena Lothian – CertIII Children’s Services (Partners in Training), CertIII Integration Aide (Monash) Mrs Kellie Mowbray – School Services Officer Certificate (Monash) Mrs Kaylene O’Doherty – DipChildren’s Services Education (East Gippsland Tafe), Dip Prof Counselling (Australian Institute of Professional Counselling) Ms Danielle Sage – CertIII Education, CertIIISpecial Education Mrs Lucinda Schenk Integration Aide, Cert (TAFE) Mrs Bec Scriven – CertIVEdSupport (TAFE) Mrs Alanna Stephenson – CertIII Children Services, Dip Children Services Mrs Rachel Storer – BA (Linguistics) (Monash), BEd (English & ESL) (Monash) Mrs Vasanti Sunderland - School Service Officer (Integration) - Gippsland Institute of TAFE, Cert IVCommunity Services - Disability (Adult Support Services) - Gippsland Institute of TAFE, Cert IVCommunity Services - Disability (Residential) Gippsland Institute of TAFE Mrs Michelle Thompson – DipCS (ECE&Care), DipCS (Outside School Hours Care), DipEdSupport, CertIVTraining and Assessment (TAFE) Ms Vanessa Walsh - Integration Aide (TAFE) Head of Rowing Mr Nick Bartlett – BA (Archaeology) (Newcastle University UK) Head of Boarding Mr Stuart Llewellyn – BSc Honours, Certificate I to IV Outdoor Recreation. Residential Boarding Supervisors Mrs Leanne Heywood – CertIVTraining & Assessing, CertIIIBusAdmin Mr Warren Stewart
27. Staff Qualifications
Administrative Staff Mrs Sandie Alexander – CertIII Children’sSvcs (Community College Bairnsdale) Mrs Prue Bramich – Cert III Business Administration Mr Kevin Broughton – BSc Hons Computer Studies (University of Glamorgan) Ms Sue Bryant Mrs Gerardene Caldwell Mrs Christine Callaghan - DipHotelM, CertIIIBus (TAFE) Mrs Nicole Cooper-Warneke Mrs Sue Davies - CertIIBusAdmin, Integration Aide (Triscott Ed. Services) Mrs Kellie Davis Ms Leanne Fairbrother – B.Bus, B.A, Master of Public Health (Monash) Mrs Rowie Gray – Dip Nursing Div2 Mrs Sarah Guinness Mrs Sarah Kuch Mrs Lynette McGowan – BBus (Victoria University) Ms Danielle Sage – CertIII Education, CertIIISpecial Education Ms Jodie Smolenaars – DipEd Early Childhood (East Gippsland Tafe) Mrs Melissa Tatterson – Cert III Sport/Rec (TAFE), Int Aide (TAFE) Mrs Natalie Walsh - CertIIInfoTech (TAFE), CertIIIBusAdmin (TAFE) Mrs Gemma Westman Mrs Ann Young - CertIVBusAdmin Canteen Staff – Junior School Mrs Janet Robertson - St Anne’s Mrs Prue Cliff – St Anne’s Mrs Anne Smith - Bairnsdale Cleaning Staff Mr Russell Amy Mrs Sharon Bates Mrs Maureen Burns Mrs Narelle Christie Mrs Janette Gale Mr John McParland Mrs Fiona Myers Mr Chris Redman Mrs Helen Salisbury Mrs Sheridan Watts Maintenance Staff Mr Warrick Brown Mr David Davidson Mr Robert Kerton Mr Neville Mowat Mr Andy Nance Mr Mark Robinson Mr Glenn Taylor Clothing Shop Mrs Amina Holland Mrs Leanne Morelli Claresco Editor Ms Lisa Baker ANNUAL FIXED-TERM POSITIONS Japanese Language Assistants Miss Aya Sugiura/Miss Moko Ichikawa/Miss Fumiko Nakagawa French Language Assistants Miss Claire Prajoux/Mr Eliot Baumgarten
Annual Report 2019
2019 Gap Students Miss Alex Nair Mr William Lamb Miss Neeve Caldwell Mr Flynn Davis Miss Lucy Hobson Miss Ciara Fitzsimon 2019 Boarding GAP Tutors Miss Belinda Mynhardt 2018/2019 Assistant Rowing Coaches Mr John Heuchan Miss Robyn Gillies Mr Thomas Lungu
Weekend Boarding Supervisors Ms Emily Gasko Ms Joanna Holdsworth Mr Craig Martin Mr Paul Mylius Ms Christine Ripper Student Support Assistant Mr Jason Roberts Archivist Mr Tim Gibson, BEd (Melb)
2019/2020 Assistant Rowing Coaches Miss Katarina Francis Mr Peter Frederick Miss Eleanor Brinkhoff CASUALS Instrumental Music Staff Mrs Lyn Biggs - DipTeaching (Primary), BEd (Primary) (Monash) Ms Sarah Caddie - BAppSc (Deakin), DipEd (Monash) Ms Carryn Caithness Ms Claire Cochrane - GTCL, LRCM, LTCL, DipEd Mr Don Cook - BA (Music Industry) (RMIT Ms Caroline Crawford – BMus, DipEd (ACU Melb) Miss Julie Dixon Mrs Alison Dunn Mrs Joy Ellis - BEdHDipTch (Sec) (Rusden) MVMTA Mr Colin Iversen - BMus, DipEdMusEd (Exeter), HDipEd. (Witwatersrand), MA (Keele) Mrs Rosemary Iversen - BA (Rhodes), HDipEd ( Post Grad ) ( Rhodes), ABRSM Adv Cert (Cello) Mrs Jenny Lang - BEDDipTeach (Music) Mrs Julie Lockhart - BMus (Hons) (Melb) Ms Vicki Pappas – CertlV Training & Assessment (NMIT) Mrs Karen Phelps – AMusAPianoforte (AMEB) (Victorian College of the Arts) Ms Hilary Rigg Miss Victoria Shaw – AMusABA Music Performance, BAPsych (Hons), DipPsychotherapy, CertIVTAA Mrs Tamara Warden BMusic (Melb) RAAF Transition Aide Mrs Amanda Canfield – MA (New England), BA (UNSW) Outdoor Education Mr Steve Anderson - BEd (Melb) Miss Bridgett Bragg Mr Peter Brown Mr Shawn Clement – BA Outdoor Education (Latrobe Bendigo), DipEd Science (Charles Sturt University) Miss Laura Collins – Cert III Sport & Recreation Mrs Anna Feely – BEd (Deakin) Miss Jessica Flasza - BOutdoor Ed (Latrobe) Miss Larrissa Napora – Dip Adventure Guide (Thompson Rivers University) Mr Patrick Nash - DipEdOutdoor Rec Mr Matt Renshaw – BApSci, Cert IV Training and Assessment, DipOutdoor Rec Mr Mick Kennedy-Ripon - BAppSciFisheries (Aust Maritime College, Tas), GradDipEd (Charles Darwin, NT) Mr John Watson - BSport and Outdoor Ed (Latrobe)
28. Staff Qualifications
Annual Report 2019
