2014 Annual Report

2014 Annual Community Report
Contents
Our School ....................................................................................................... 1
Mission, Vision and Values ............................................................................... 1
School Overview .............................................................................................. 2
Corporate Structure .......................................................................................... 2
Principal’s Report ............................................................................................. 3
Governance ..................................................................................................... 4
Class of 2014 VCE Results .............................................................................. 5
NAPLAN .......................................................................................................... 6
NAPLAN .......................................................................................................... 7
Parent Satisfaction Survey ............................................................................... 8
Finance ............................................................................................................ 11
Staff ................................................................................................................. 12
Staff Qualifications ........................................................................................... 13
Contact Information
Williamstown Campus
67 The Strand
Newport Vic 3015 Australia
Telephone 03 9731 9555
Facsimile 03 9731 9500
Truganina Campus
300 Sayers Road
Truganina Vic 3029 Australia
Telephone 03 9731 9444
Facsimile 03 9731 9426
Website
www.westbournegrammar.com
Principal
Council President
Meg Hansen
David Horvath
Our School
Westbourne Grammar is an independent, select entry, coeducational Christian school from K-12. The program of curricular
and co-curricular activities is designed to ensure that all students are provided with opportunities to develop their skills and
attributes in a caring and challenging environment.
Westbourne Grammar School comprises the Williamstown campus (Prep to Year 3), Truganina campus (Kindergarten to Year
12), an International Centre and a Childrens’ Centre. We also have a dedicated facility which houses the Year 9 program.
The school has evolved from the original Williamstown campus which was established in 1867.
Our School, Your School, A World of Learning
School Values
Community
Recognising that actively building respectful
and sustainable relationships with other
human beings and, with our planet, builds
strong social capital, which in turn supports
our wellbeing. In doing so we acknowledge
our shared cultures and histories.
Creativity
Encouraging behaviours which encompass
notions of innovation, originality, liberation
and generative problem-solving in all that
we do.
Scholarship
Vision
Shaping learners who inspire the world.
Mission
An economically independent and vibrant community that
consistently provides the highest standards of excellence and
innovation within a stimulating, nurturing environment.
Celebration of the persistent learning at
a high level and the pursuit of excellence.
Understanding the importance of thinking
routines, self-regulation and reflection.
Courage
Developing the capacity to question without
fear. Understanding that ‘success is not
final, failure is not fatal, it is the courage to
continue that counts.’
1
School Overview
Our school focus for each student is on academic excellence and personal development and aims to give each student
opportunities to reach their full potential in an increasingly complex world. Westbourne Grammar School is a non-denominational
Christian school where all students attend chapel on a regular basis.
The Westbourne student body consists of a diverse range of cultural and religious backgrounds.
Westbourne Grammar’s international reputation is founded on:
•
•
•
•
•
•
•
•
•
•
•
academic excellence
educational continuity from Kindergarten to Year 12
state-of-the-art technology
provision of specialist environmental studies
vibrant and dynamic performing and visual arts programs
extensive sporting facilities
a dedicated centre for international students
a strong sense of community
students continuing into tertiary studies
extensive co-curricular programs
a tailored Year 9-specific program.
The majority of Westbourne students live in the western suburbs of Melbourne.
A network of school buses services the Western metropolitan area to transport students to and from school.
Corporate Structure
The operation of the School on a day-to-day basis is the responsibility of the Principal
and the School Executive team which comprises:
Meg Hansen (Principal)
Andrew McGregor (Associate Principal)
Louise Mahony (Head of Senior School)
Paul Barklamb (Head of Junior School)
Andrea Elliott (Deputy Head of Junior School)
Geoff Hayhow (Director of People and Culture)
Grant Finlay (Director of Learning)
Catherine Middlemiss (Director of Development and Community Relations)
Errol Tongs (Business Manager)
Rose Elsom (Manager ICT)
2
Principal’s Report
The 2014 school year has been a most successful one for the Westbourne
Grammar community.
Over the year we have been deeply engaged in thinking about two important
concepts: mindfulness and mindset. Mindfulness quite simply means ‘paying
attention’, or to put it more broadly, ‘paying attention with flexibility, openness
and curiosity’. Educators know that children who are able to give their entire
working mind to a learning task can achieve incredible levels of understanding
and, eventually, mastery in a timely manner. More significantly, they can tackle
something that is seemingly unreachable. Importantly for educators, the
research shows that it is possible to establish a growth mindset, and developing
strategies to achieve this in a school setting has been a focus point for the
Westbourne’s Effective Learning Team over the past year. During this time,
we have conducted extensive research into what effective learning ought to
be, trialled a range of methodologies and consulted and surveyed students.
We have concluded that for many of our students, their experience of learning
has tended to be somewhat shallow and fixated on recall. At the same time,
we discovered that students were wanting more opportunities to try different
ways of learning and thinking. One of the most surprising outcomes of our
investigation was that when students were able to self-select (rather than
being selected) for intellectual games and competitions such as the daVinci
Decathlon, we had 50 participants from a wide background of achievement. Not
only was this a stark contrast to the usual 20 selected by the School, but the
overall performance of the self-selected group in these problem-solving games
was quite brilliant.
At Westbourne we strive to ensure that all students achieve competency in
the essential fundamentals of literacy and numeracy. We know that this is the
beginning of the learning experience and something that enables students
to build their skills and knowledge, take charge of their own learning and
develop deep and enduring understandings which can then be applied in an
extended abstract manner to unfamiliar, real world problems. In this context,
2014 has seen the school-wide introduction of the SOLO Taxonomy learning
frame. Highly effective as an educational tool, SOLO (Structured Observation
of Learning Outcomes) Taxonomy is enabling our teachers to: differentiate
learning; encourage the development of higher order thinking skills; scaffold
learning; ensure that learning is visible for both student and teacher; understand
processes and practices that assist students to ‘learn how to learn.’
During 2014, Westbourne once again surveyed its parent community in order
to measure general satisfaction with the School and the quality of teaching. A
key focus of the survey was the identification of particular strengths and the
clarification of any areas that needed improvement. Further information about
the survey is included in this report.
I would like to take this opportunity to thank all those who have supported
our endeavours over the past year - the School Council, its President Mr
David Horvath, alumni and parent organisations. In addition, I acknowledge
Westbourne’s outstanding student body and excellent staff - both academic
and professional. Finally, I thank the Executive Team for its vision, dedication
and commitment to the School.
Meg Hansen
Principal
3
Governance
Westbourne is a public company limited by guarantee. Its directors form the School Council which has responsibility for the
Governance of the School, determining general policy and setting the School’s strategic direction.
Operational matters are delegated to the Principal.
The School Council as at 31 December 2014 comprised the following members:
Chair: Mr David Horvath BSc, B App Sc (Ph Ty)
Vice Chair: Dr Mark Krawczyszyn MBBS, FRACP
Secretary: Mrs Diane John
Treasurer: Mr David Stewart BComm, ACA
Directors:
Ms Claire Brown BA, Grad Dip Ed, MEd
Mr John McElvaney MBA, Dip Bus, Dip C D, Cert Ed FAICD
Mr Ian Fox CPA, FTIA, FIPA, FNTAA, SMSF specialist
Mrs Shona Taylor
Mrs Rocio Vucetich Karibian BBA, Grad Dip Interpreter/translator (Spanish/English)
Mr Jason Wyatt
The Principal, Associate Principal, Head of Senior School, Head of Junior School and the Business Manager all attend Council
meetings as observers. The Council meets seven times a year.
The Council Executive consists of the Chair, Vice Chair, Secretary and Teasurer. The Executive meet as required.
The Council has the following sub-committees:
Executive
Governance and Audit
Finance
Maintenance and Grounds
4
Class of 2014 VCE
Results and Destinations
201
4
ATARs:
Westbourne %
National %
This means that Westbourne students performed five times
above the national average at the elite end of the results
scale.
100
At 80.15, our median ATAR indicates that over half of
Westbourne’s VCE students were ranked in the top 20%
of the nation. These outstanding results demonstrate
the strong and growing culture of collaborative and
mindful learning at Westbourne and the concern and
encouragement shown towards one another by both the
staff and students. Activities such as student-initiated
study groups flourished and complemented the many extra
support classes run by teaching staff during lunchtimes and
after school.
90
80
70
60
50
40
30
20
10
0
Above 99
Above 95
Above 90
Above 80
Above 50
The Westbourne Grammar School Year 12 Class of 2014
achieved outstanding success with both their VCE results
and tertiary offers, continuing to build on Westbourne’s
strong position amongst the State’s high achieving
(independent) schools.
In 2014, 33 students achieved ATARs at or above 90,
placing them in the top 10% of the nation. Of these
students, 18 ranked higher than 95% of students nationally
and five ranked higher than 99%.
201
4
University
Offers
Other Universities
20%
Higher ATARs mean that students qualify for highly
sought after University courses. Eighty-three percent of
Westbourne students were offered a place in the course
that was their first or second preference, with students
being accepted into highly prestigious courses such as
Biomedicine and Health Sciences, Law, and Commerce.
All Westbourne applicants received a first round VTAC
university course offer. Thirty-one percent of students were
accepted into the University of Melbourne and Monash
University, followed closely by RMIT and Deakin University.
Thirteen students were offered places to study at ACU.
2014 Offers by Field of
University of Melbourne
18%
Study
Biomedical and Health Sciences
3% 3%
Commerce / Business
6%
Law and Arts / Humanities
Natural and Physical Sciences
Monash University
13%
ACU
10%
2% 2%
28%
7%
Engineering
Creative Arts
Environmental Studies
12%
Architecture and Building
Education
Deakin University
13%
RMIT University
26%
13%
24%
Information Technology
5
NAPLAN 2014
Each year all students in Australia sit national standardised tests at Years 3, 5, 7 and 9. These tests are designed to measure
National Performance in Literacy and Numeracy.
The 2014 national testing results show that Westbourne students are performing well above state and national benchmarks.
Westbourne Students’
Median Score
State Median
% at or above the
National Minimum Standard
Reading
493
431
100
Writing
477
428
100
Spelling
473
421
100
Grammar/Punctuation
485
431
100
Numeracy
475
416
100
Reading
493
431
97
Writing
453
428
96
Spelling
451
421
100
Grammar/Punctuation
465
431
100
Numeracy
439
416
100
Reading
551
506
100
Writing
512
477
99
Spelling
531
500
98
Grammar/Punctuation
550
497
98
Numeracy
539
490
99
Reading
587
548
100
Writing
583
523
99
Spelling
583
554
99
Grammar/Punctuation
608
545
99
Numeracy
601
543
100
Reading
635
550
99
Writing
616
558
97
Spelling
622
591
98
Grammar/Punctuation
625
581
100
Numeracy
631
588
99
Year 3 Williamstown
Year 3 Truganina
Year 5
Year 7
Year 9
6
NAPLAN 2014
The following tables detail the changes in the percentage of students achieving at or above the national minimum standard in
Years 3, 5, 7 and 9.
2011 % at or above
2012 % at or
the National minimum above the National
standard
minimum standard
2013 % at or
above the National
minimum standard
2014 % at or
above the National
minimum standard
% Change
2013-2014
Year 3 Williamstown
Reading
100
100
100
100
0%
Writing
100
100
100
100
0%
Spelling
100
100
100
100
0%
Grammar/ Punctuation
100
100
100
100
0%
Numeracy
100
100
100
100
0%
Reading
100
100
100
97
-3%
Writing
100
100
100
96
-4%
Spelling
100
100
100
100
0%
Grammar/ Punctuation
100
100
100
100
0%
Numeracy
97
100
100
100
0%
Year 3
Year 5
Reading
99
97
99
100
+1%
Writing
98
100
99
99
0%
Spelling
100
100
99
98
-1%
Grammar/ Punctuation
98
98
100
98
-2%
Numeracy
97
99
97
99
+2%
Reading
100
99
100
100
0%
Writing
99
100
99
99
0%
Spelling
99
99
100
99
-1%
Grammar/ Punctuation
99
100
99
99
0%
Numeracy
100
100
100
100
0%
100
99
99
99
0%
Writing
99
99
99
97
-2%
Spelling
100
99
99
98
-1%
Grammar/ Punctuation
100
99
98
100
+2%
Numeracy
97
100
99
99
0%
Year 7
Year 9
Reading
Attendance
The total average attendance rates of all students in 2014 were:
94.53%
Williamstown Campus
92.08%
Truganina Campus
The average attendance rate by year level for 2014 is detailed below:
Level
Year Level 0
Year Level 1
Year Level 2
Year Level 3
Year Level 4
Year Level 5
Year Level 6
Truganina Campus
Attendance Rate %
Level
94.03%
94.66%
93.99%
94.98%
92.85%
92.85%
92.46%
Year Level 7
Year Level 8
Year Level 9
Year Level 10
Year Level 11
Year Level 12
Attendance Rate %
93.12%
90.69%
91.39%
91.81%
91.90%
91.84%
Williamstown Campus
Level
Attendance Rate %
Year Level 0
Year Level 1
Year Level 2
Year Level 3
97.22%
93.30%
92.30%
95.35%
Student absence is recorded daily and parents are contacted when no prior advice has been received. Where students have
unexplained absences in the Junior School parents are contacted by the Class Teacher in the first instance and followed up by
the Deputy Head and/or the Head of Junior School. For Senior School students, the Head of House will contact parents to discuss
reasons for unexplained absence and the Head of Senior School will follow up with parents if the absence becomes excessive.
7
The Parent Satisfaction Survey
In 2014, as part of the School’s continuous review and improvement process, the Principal commissioned a parent satisfaction
review, covering most key aspects of education at Westbourne.
The feedback from these surveys greatly assisted the School with both its operational and strategic planning and its determination
to continually improve the educational experience offered to students.
A total of 652 parents from ELC to Year 12 participated in the surveys and provided views on such areas as academic performance,
pastoral care, co-curricular, sport, communications, reputation and facilities.
From the results, we have identified some areas where further improvement can be made and the School Council will be using
this input for its future plans.
Parent Views
A selection of the parent top level findings are detailed below, ranked in order of the importance the parents placed on reasons
for choosing a school for their child:
•
•
•
•
•
90% of parents’ expectations were met or exceeded with quality of teaching
91% of parents’ expectations were met or exceeded with the well qualified, professional staff
95% of parents’ expectations were met or exceeded with the balanced education
93% of parents’ expectations were met or exceeded with the academic standards
95% of parents’ expectations were met or exceeded with the School’s reputation.
2014 Westbourne Years K-12 Parents - Expectations Met/Exceeded - Top 10 (n=610)
90%
91%
95%
93%
95%
93%
90%
89%
91%
Class sizes
Focus on
pastoral care,
providing a
safe and caring
environment
80%
Quality of
teaching
Well qualified,
professional
staff
Balanced
education
Academic
standards
The School’s
reputation
The School’s
culture and
values
Facilities and
resources
Good
education at
reasonable
expense
Expectations Met/Exceeded
8
Parents were asked to provide open responses to the most valued aspects of Westbourne Grammar School. The most frequently
nominated aspects are:
2014 Westbourne JS Williamstown Parents
Excellent teaching by caring, compassionate staff
A high quality, well balanced education
Strong sense of community
Very good communications between School & parents
High quality pastoral care
2014 Westbourne JS Truganina Parents
A high quality, well balanced education
A welcoming, supportive & inclusive community
Committed, enthusiastic teachers
Students' happiness at & affection for the School
High standard academic program
2014 Westbourne SS Truganina Parents
A high quality, well balanced education in a co-ed environment
Very good teachers who value & respect their students
Strong sense of belonging to a welcoming, supportive community
Wide range of challenging opportunities
Observing students' growth into well-rounded young people
Westbourne’s Parents Say What They Value About the School
Amici ELC parents:
• Ability to interact with all staff on the premises and get to know how they form a big part and impact our child’s life and
development every day.
• Staff at Amici are fantastic and have exceeded expectations in their dealings with myself and the early education and care
of my daughter.
• I feel confident that my child is safe and respected as a member of the school.
• It is the best school in the area for my child.
• My family and I have an extremely long and loyal history with Westbourne and it has played an enormous role in who I am
and how I raise my children. The friends I made at school, I am still very close with. Sadly my husband and I are not in a
financial position where we can afford to send our children however they both at least attended crèche for all those essential
pre-school years and for that I am thankful.
• I trust that Westbourne will provide a better all-round education and school environment than other local schools, and that
my child will enjoy the experience. I am confident that Westbourne will uncover and enhance the best qualities of my child
and provide the ideal environment for her to excel.
• The way my daughter loves her Amici teachers, I know they genuinely care about her and she them - she is in good hands.
She has blossomed in her time there and I know she is better for her Amici time.
Williamstown parents:
• The strong sense of community at the Williamstown campus.
• I value the compassionate, caring and expert teaching at the school. I value the school’s commitment to our child and witness
how this is transforming our child into a life-long learner every day.
• My child’s overall progress and happiness with his environment. He loves school.
• We truly value all the staff at the Williamstown campus, who in our opinion, all do a wonderful job and are genuinely
interested in our child.
9
• Education provided to my child. Dedication demonstrated by the teachers. The ability of the school to be flexible with the
learning needs of students. Open communication and fostering a strong relationship between the school and parents.
• The values and openness and willingness to listen and support.
• Our daughter is thriving. Family and friends have commented on how she seems to have grown since she started at
Westbourne, not physically but as a person. She was always confident and articulate, but even more so now. She amazes
us with what she’s coming home talking about. Her teacher has been confident enough to approach us with recommended
solutions to a couple of areas in which she’s needed some additional support, which we appreciated very much.
• Individual approach to support each child at the level they are at. I love that my child is challenged and extended through
additional tasks and homework.
Junior School Truganina parents:
• My children are definitely getting one of the best educations they can with some really wonderful people.
• Sense of community and engagement. Teachers are genuine and you can see they love their choice of career. It shows in
the interest taken in all children.
• Teaching staff are very supportive and dedicated. Strong pastoral care program - my child seems happy, challenged and
excited about learning new things. I appreciate that her teachers have set up caring classrooms where the well-being all
class members is valued.
• The sense of community. My child enjoys going to school every day and gets excited about learning.
• My children’s access to a well-rounded, balanced education.
• I value the education and also the teachers that my children have had so far. I do believe the teachers work very hard for
our children.
• Westbourne’s commitment to ensuring my child is safe and providing him with a well-balanced curriculum.
• The nurturing care provided in the Junior School, the involvement of the Principal and teachers in events, the communication
and willingness of the classroom teachers to provide feedback
Senior School parents:
• I feel my child is valued, and respected for having a go. I feel that every child is encouraged and given the opportunity to
have a go at everything.
• The fact that it is a very suitable school for my son. He is growing well as a student, a person and a leader.
• The support offered by the school and the organisation. Everything is very well organised which helps. We most value the
wonderful caring teachers we have met. They are providing wonderful role models.
• I value the attitude of the students and the staff that allow students to be enthusiastic about learning and the concept that it is
okay to be a good student. The concept of ‘dumbing down’ is not accepted and this is the main reason we chose the school
as opposed to a more local high school.
• The enjoyment my daughter gets from going to school and the challenges she overcomes while being there. I love hearing
about what amazing things she has learned both academically and the life experiences shared by her teachers. All the
teachers are great and some are even more outstanding than others so they are all a positive influence on my daughter.
• Community. The friends my sons have made which all have shared values. The expectation that students will do their best.
• Teachers have always been receptive to feedback from my family and if I ever have any concerns they have been listened
to and addressed.
• My child is learning in a caring and challenging environment. She has made good friends and is developing a diverse group
of friends.
10
Finance
As a Not for Profit incorporated body, Westbourne Grammar School’s annual accounts are published each year and are on
the public record. A summary of income and expenditure for 2014 appears below:
11
Staff
Teaching staff at Westbourne Grammar are highly qualified,
motivated and strongly committed to their task of supporting the
School’s comprehensive learning program.
All teachers are registered with the Victorian Institute
of Teaching and all participate regularly in professional
development activities, both internally and externally. All staff
are also involved in Westbourne’s sporting, cultural and pastoral
care programs.
The average attendance rate for staff at Westbourne Grammar
is 97.2%.
The composition of the staff at Westbourne Grammar is detailed
below.
WESTBOURNE GRAMMAR SCHOOL STAFF AS AT DECEMBER 2014
Staff Breakdown
Teaching Staff
Non-Teaching Staff
Total Staff
Female Full Time
88
21
109
Female Part Time
14
23
37
-
22
22
102
66
168
Male Full Time
47
20
67
Male Part Time
4
1
5
Male Casual
-
20
20
51
41
92
Female Casual
Total Female Staff
Total Male Staff
Work Area - Primary Teaching Staff
Female
34
0
Male
13
0
Total Primary Teaching Staff
47
Work Area - Secondary Teaching
Female
68
0
Male
38
0
102
0
Work Area - Administration
0
43
Work Area - Grounds & Maintenance
0
10
Work Area - Ancillary Staff
0
17
Work Area - Casual Staff (Music, Sport etc)
0
37
Total Secondary Teaching Staff
Indigenous Staff
Female
0
0
Male
0
0
Total Indigenous Staff
0
0
0
153
107
260
TOTAL STAFF
12
Staff Qualifications
PRINCIPAL
Meg Hansen, BA, DipT, MA (Hons), PGradDipArts, SecTeachDip
ASSOCIATE PRINCIPAL
Andrew McGregor, BSc, DipEd, MEd
HEAD OF JUNIOR SCHOOL
Paul Barklamb, DipT (Prim), BEd, Grad DipEd, AdminGradCertSpEd,
CertGiftedEd
DIRECTOR OF LEARNING JUNIOR SCHOOL
Andrea Elliott, DipT (Prim), BEd (Prim), GradDipEd
ICT MANAGER
Rosemary Elsom, BEd, MInfoTechEd, PGradCompEd
DIRECTOR OF LEARNING SENIOR SCHOOL
Grant Finlay BA, GradDipEd QTS
DIRECTOR OF PEOPLE AND CULTURE
Geoff Hayhow, BEd, MEd
HEAD OF SENIOR SCHOOL
Louise Mahony, BSc, GradDipEd, GradDipRE, GradDipDiet
DIRECTOR OF DEVELOPMENT AND COMMUNITY RELATIONS
Catherine Middlemiss
BUSINESS MANAGER
Errol Tongs, CA, ACIS
SCHOOL CHAPLAIN
Rev Matthew Thompson, BCom, LLB
ACADEMIC STAFF JUNIOR SCHOOL
Nicole Armatas, DipEd (Prim), BEd (Prim)
Melissa Balfour, BEd (Prim)
Paul J Barklamb, DipT Prim), BEd, Grad DipEd, AdminGradCertSpEd,
CertGiftedEd
Gary Barty, DipT (Prim), GradDipEdStudies, AdvCertAppLanguage
DipT (Prim), GradDipEdStudies, AdvCertApplLanguage
Kylie Baxter, BEd (Prim), GradDipEd
Simon Beraldo, BEd (Prim)
Alison Birchall, BT, BA, MEd
Georgia Boam, BA, DipEd, GradDip, DipQTS
Joseph Borg, BEd, DipRec
Julie Brophy, DipLib&IS
Audrey Buttigieg Cardona, Bed (Hons) Prim&Art
Andrea Cameron, DipT (Prim), BEd
Sylvia Chambers, BAppSc, Cert (EdSup)
Mario Chrisanthou, BEd (Prim)
Asher Colvin, BEd (Hons), MEd
Nikola Cook, BSc (Hons), PsyPGCE
Simon Corcoran, BEd (Prim,Sec)
Anah Creet, B Fine Arts, BEd
Melissa Davis, BEd (Hons)
Christine Degiorgio, BEd (Sec), BEd (Prim), GradCertSpEd
Cathy Dekievit, BA (Psych), Dip Lib&IS
James Diery BEd (Prim), BA
Andrea Elliott, DipT (Prim), BEd (Prim), GradDipEd
Cameron Elston, BMusEd (Hons), LMusA
Lyn Franklin, DipT, BEd, GradDipEdStud, MEd (LD)
Catherine Grech, Dip (TPrim), BEd(Prim)
Jill Green, DipT (Prim)
13
Jonathon Hannett, BEd(Prim, Sec)
Tracy Hannett, BEd(Prim, Sec)
Vera Hillas, BMusEd, GradCertOrff, MusEd
Catriona Jackson, BEd(Prim)
Jo Keller, CertIIIEdSupport
Kim Kennedy, BEd(Prim), Grad Dip(SpEd)
Diana Liston, B Arts & Science (Hons), DipEd
Cynthia Mantello, DipEdSup
Brenton Menzies, BEd(Prim)
Kim Mitchell, BA(Ed) (Hons)
Michelle Monaghan, BEd(Prim,Sec) (Hons)
Susie Moxey, GradDipEd(Prim), BBusM
Annette Murdoch, DipTeach, BEd
Bronwyn Nisbet, BEd, MEd(Hons)
Keisuke Ogawa, GradDipEd, BA (Bus)
Rebecca Ratu, BEd(Prim)
Elizabeth Reader, DipT(Prim), BEd
Jane Reid, BEd(Prim)
Anne Richardson, GradDipEd (Prim), MBA, BB, GCLD
Dianne Robinson, DipT(Prim), GradDipEdStudies(Mus),
AMusA, MIMT
Vanessa Rogasch, BEd (PhysEd)
Julie Shutie, BEd(Prim)
Rachel Snowden, DipLib&InfoSt
Kara Sutherland, BEd(Prim)
Nicole Sutton, DipTeach (Prim), BEd
Helen Toner, BA, Grad DipEd(Prim),
GradCertCreativeIndustries
Tanya Turczyniak, BEd, DipTeach(Prim)
David Walker, MEd, Grad DipEdAdmin, GradDipSc Ed,
DipT(Prim)
Kerry Whelan, BEd(Lib), MEd
Emma Woodall, BTeach(Prim), BEd
Harrison Wyatt, BEd(PhysEd)
ACADEMIC STAFF SENIOR SCHOOL
Amrita Ahuja, BCom (Hons), BEd, MCom
Rachel Almond, BSc, GradDipEd
Melissa Avery, BA, ComDes, GradDipEd
Paul Basilio, BA, BEdTeach
Joseph Beckitt, BMus, MMus
Evan Behrens, BA, GradDipEd
Paige Bell, BA, GradDipEd, GradCertComp
Alan Bennetto, BSurv, DipEd
Alison Birchall, BA, BEdTeach, MEd
Sarah Busuttil, BMus
Desmond Callan, BEd, GradDipJapanese
Mary-Louise Callan, BEd,(PhysEd/Sc)
Catrin Charles-Edwards, BBE, BEd
David Ciavarella, BEd,PhysEd
April Cincotta, BAppSc, GradDipEd
Sara Cook, BSc, BTeach(Prim,Sec)
Tonya Cook, BEd
Luke Creamer, BAppSc, BTeaching(Sec)
Robyn Douglas, BSc, GradDipEd
Rosemary Elsom, BEd, MInfoTechEd, PGradCompEd
Brendan Evans, BAppSc, GradDipEd, GradCertApSc
Stephen Evans, BAppSc
Lisa Farrell, BCom, GradDipEd
Carol Farugia, BSc, GradDipEd
Grant Finlay, BA, GradDipEd, QTS
Helen Fisher, BA, CertIIInfTec, DipEd, MA
Kate Galati, BA, BBus, GradDipEd
Rhys Gannell, BEd
Jane Garnham, BA, GradDipEd, GradDipLitEd
Helen Gauci, BEd, DipT
Deborah Greene, BSc (Hons), PhD, GradDipEd
Damon Grieve, BA, GradDipSecEd
Ragnar Haabjoern, BAppSc, BEdTeach, GradCertSusP,
MEd (Sc&Env)
Meg Hansen, BA, DipT, MA (Hons), PGradDipArts,
SecTeachDip
Diana Hatton, AMusA, BMus, DipEd, LMusA
Lesley Hayes, BAppSc, GradDipEd, GradDipBusMg
Geoffrey Hayhow, BEd, MEd
Matthew Healy, BAppSc(PE), DipEd, MA
Timothy Horton, BA, DipEd
Barbara Howe, BEd
Sandra Jenkins, BA, DipEd, GradCertTESOL
Alexander Johnson, BA, GradDipEd
John Johnson, BAppSc, DipEd, DipBusStu
Kerstin Keller, BA, GradDipEd, LLB
Eileen Langwell, BSc
Laureen Lansdown, B Fine Arts(Hons), GradDipEd
Andrew Leach, AMusA, BMus, DipEd
Sonya Lill, BEd
Kimberley Lillington, BA, GradDipEd
Graham W Long, BSc (Hons), DipEd
Bronwyn J Macdonald, BA, GradDipChLit, GradDipEd
Louise M Mahony, BSc, GradDipEd, GradDipRE,
GradDipDiet
Carol Martin, DipArts, DipEd, GradDipCareer,
GradDipComputerEd, MEd
Donald Mackenzie, BSc (Hons), PGD Ed, MSc
Christine McGowen, AssDipAo, BA, DipEd, TC
Andrew McGregor, BSc, DipEd, MEd
Murray McKean, BAppSci, BEd
Lorraine Merritt, BEd(PhysEd)
Clare Meyerhoff, MA (Hons), PGCE
Rosemary Michael, BMus, GradDipEd, GradDipMus
Adrian Michielin, BPsych, GradDipEd
Marcus Michielin, BEng (Mech), GradDipEd
Amy Miles, BA, PGCE English
Amanda Mitchell, BAFineArts (Hons), GradDipEd, MFA
Kylie Mobilia, BA, DipEd, MEd
Joanne Mullenger, BEng (Hons), GradDipEd
Sharon Muller, BBus, GradDipEd, MEd
Clare Myerhoff, MA (Hons) PGCE
Sophie Murphy, BEd, DipSpEd, MACE, MACEL
Michiyo Naito, BAJapLit, BAEng, MA
Andrew Newcombe, BEd
David Newlyn, MSc(Hons), PGradCertEd(Chem)
Dennis Nowak, BA, GradDipEd
Sharon O’Brien, BMusEd
Malamati Papasimeon, BSc, GradDipEd
Michelle Pil, BEd
Kimberley Powell, BA, GradDipEd
Warren Pratt, BA, GradDipEd
Vanessa Raimondo, BA FineArts (Hons), GradDipEd, MFA
FineArts
Rosemarie Reber, BA, BEd, HonFA
Craig Rodgers, BScEd, MEd
Annemarie Rothwell, BEd
Catherine Ryan, BEd, MBIT
Louisa Scerri, BA
Jason Smith, BMus (Hons), DipEd
Stefanie Thom, BEd, MMus
Matthew Thompson, BCom, LLB
Rebecca Thompson, BSc (Hons), PGCE
James Tizard, BSc, PGradDipEd
Megan Turner, BEd, PGradDipEd
Robert Utting, PGCE(Sec), BA (Hons), PGradCertEd
Kate Volakos, BA, PGDip (Psych)
Atsuko Wakida-Henderson, BA, GradDipEd, MA
Rachelle Walsh, BSc (Hons), GradDipEd, GradDipMet
Joshua Wang, GradDipEd(Sec), BTech(IT)
Beulah Watson, BMus
Nina Wei, BArchae, MSc, Anthro
Paul Wiggins, BSc (Hons), GradDipEd,
Tracy Williams, BA, DipEd, BEd
Donna Zaharopoulos, BEd
14
AMICI – WESTBOURNE EARLY LEARNING CENTRE
Hanaa Abdelsaid, CertIIIChildServ
Kristie Alexander, BEd(Prim)
Kerry Attenborough, CertIIIChildServ
Crystal Baldacchino, CertIIIChildServ
Tina Black
Janice Burke, DipT, PGrad, CertIVTAA
Anna Calabretta, CertIVBus
Donna Carr, CertIIIChildServ
Stephanie Carroll, DipChildServ
Eliza Cavalida, DipChildServ
Lina Chen, DipChildServ
Andrew Curmi, DipChildServ
Lora Dimitriou, DipChildServ
Christine Donohue, CertIIIChildServ
Anita English, DipChildServ
Elisha Gillespie, DipChildServ
Najwa Hamra, CertIIIChildServ
Irene Hashmi, CertIIIChildServ
Saleena Horton, BEd
Sandra Lenon, BEd
Leanne Lloyd, DipChildServ
Michele McDonald, AdDipChildServ
Karen McLennan, GCEd
Pauline Makdissi, DipChildServ
Aida Mariona, FootSafetyLevel2
Helen Menzies, CertIIIChildServ
Lauren Olcorn, GradDip, BA, DipChildServ, CertIVTAA
Kristy Orange, DipChildServ, CertIVTAA
Sharon Portelli, DipChildServ
Renee Randall, DipChildServ
Chelsea Randalls, BTeach
Debbie Rippon, CertIIIChildServ
Stacey Robinson, AdDipChildServ, CertIVTAA
Doris Wang, CertIIIChildServ
Kimberley Wilson, CertIIIChildServ
Chantelle Xerri, DipChildServ
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15