COMMUNITY REPORT 2016 - Camberwell Grammar · PDF file3103 Balwyn/Deepdene 151 3124 Camberwell...

COMMUNITY REPORT 2016

COMMUNITY REPORT 2016 1

CONTENTSCamberwell Grammar School is a leading independent school for boys. We are a learning community committed to ensuring that students discover their passions, develop a life-long love of learning and have a commitment to making a positive contribution to the world around them. Staff and students work together to develop a supportive and inclusive school community which motivates young people to engage with and lead their communities – locally, nationally and internationally.

This report is produced in accordance with national compliance legislation and is also published on the Camberwell Grammar School website at cgs.vic.edu.au

The Student Body 2Student Body by Age at Birthday in Current Year

Student Numbers by Year Level

Student Retention —Years 9 to 12

Student Body by Postcode DistributionStudent Attendance

Student Outcomes 5Naplan Results 10Student Destination 12Workforce 14

Staff RollFinance Report 18Parent, Student and Teacher Satisfaction 19


Student Body by Age at Birthday in Current Year*

Age Total5 216 247 278 259 2810 5111 4512 7813 16314 18115 18216 17917 16818 14619 9*As at 30 Jan 2017

Student Retention – Years 9 to 12

Year Feb 2016

Dec 2016

New Students

Departing Students

9 173 170 1 4

10 181 177 0 4

11 169 168 0 1

12 178 176 0 2

Student Numbers by Year Level*Junior SchoolPre-Prep 22Prep 25Year 1 25Year 2 25Year 3 25Year 4 50Year 5 50Total 222

Middle SchoolYear 6 52Year 7 184Year 8 174Total 410

Senior SchoolYear 9 174Year 10 180Year 11 169Year 12 177Total 700

School Total 1332

Overseas students 23Indigenous students 6*As at the start of Term 1, 2016

THE STUDENT BODYCamberwell Grammar School is an independent, non-selective school for boys.

Student Body by Postcode Distribution*

Post Code Suburb Total3127 Mont Albert/Surrey Hills 1593103 Balwyn/Deepdene 1513124 Camberwell 1433126 Canterbury 1433104 Balwyn North 863146 Glen Iris 71

3129 Mont Albert North/ Box Hill North

54

3101 Kew 503123 Hawthorn East 403130 Blackburn 353108 Doncaster 313106 Templestowe 303109 Doncaster East 303128 Box Hill/Box Hill South 283107 Lower Templestowe 273125 Burwood 223102 Kew East 193147 Ashburton/Ashwood 183105 Bulleen 153122 Hawthorn 153149 Mount Waverley 113150 Glen Waverley 113131 Forest Hill/Nunawading 93084 Viewbank/Eaglemont 73121 Richmond 73079 Ivanhoe/Ivanhoe East 63132 Mitcham 63133 Vermont/Vermont South 63111 Donvale 53145 Malvern East 5

Post Code Suburb Total3094 Montmorency 43113 Warrandyte 43114 Park Orchards 43151 Burwood East 43152 Wantirna South 43068 Clifton Hill 33070 Northcote 33095 Eltham 33181 Prahran 3

3003 West Melbourne 23032 Ascot Vale 23135 Heathmont 23142 Toorak 23144 Malvern 23148 Chadstone 23166 Oakleigh 2

Other 41* As at 31 January 2017

Some of the 99.00+ achievers with the Headmaster.

Top 3 Achievers – Eric Fan (99.95), Brandon Lam (99.90) and Terry Yan (99.90) with the Headmaster.


All 175 of our students who completed the year satisfactorily met the requirements of the Victorian Certificate of Education, and we are very proud of them all.

The results are again extraordinary across the full range of scores. Twenty-three students (13%) achieved an ATAR of 99 or better, placing them in the top one percent of the state. Thirty-five percent of our students achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top ten percent of the State. In addition, 68% of our students achieved a score of 80 or better. Our median ATAR score was 90.3. These are extraordinary results and I am very proud of our students for the hard work they did to achieve them.

There were nine perfect study scores across a wide range of subjects: Eric Fan in Chemistry and English; Matthew James (Year 11) in Accounting; Mike Ji in Chemistry; Oscar Lu (Year 11) in Chinese Second Language Advanced; George Nikolakakis in Legal Studies; Addison Peers-Johnson in English and History – Revolutions; and Terry Yan in Specialist Mathematics. Twenty-four percent of all study scores were 40 or above.

In 2016 the Dux of our School is Eric Fan who scored 99.95. Our Proxime Accesserunt are Brandon Lam and Terry Yan, each who scored 99.90.

A further twenty students earned scores of 99 or better – Bill Chen, Kevin Chen, Vincent Chen, Steven Dadalias, Nathan Fong, David Han, Mac Hill, Hanze Hu, Nathan Huynh, Cameron James, Mike Ji, Shaveen Kariyawasam, Brian Kim, Michael Liu, Hamish McLean, Addison Peers-Johnson, Kevin Ren, Ignatius Ting, Leo Wan, and Kevin Yu. These boys also

studied a wide range of subjects and actively involved themselves in the life of the school. It was pleasing to see that our Captain and Vice Captain this year were included in this group.

Congratulations once more to the Class of 2016 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously.

Dr Paul Hicks, Headmaster

Student Attendance Parents/Guardian are requested to report reasons for student absence to the school.

Teachers mark an electronic roll each period and the Administrative Officer identifies and determines the nature of any absence, records the details in the school’s administrative system and makes class teachers aware of a student’s absence through subsequent class rolls.

A daily student absence summary report is published on the school’s intranet for all staff.

Staff involved in the pastoral care of particular students liaise with parents should there be concerns regarding attendance.

A summary of each student’s attendance is published to parents on their semester report, a digital copy of which is stored on the school’s intranet.

Attendance data is forwarded to the Australian Government for Years 1-10 students biannually during Semesters 1 and 2.

Year

Average Days

Absent % Attendance

Prep 0.3 99.8%

1 7.2 96.1%2 7.9 95.7%3 8.0 95.7%4 4.0 97.8%5 6.5 96.4%6 5.7 96.9%7 1.6 99.1%8 7.3 96.0%9 7.4 95.8%10 6.0 96.6%11 6.3 96.3%12 6.3 95.8%

STUDENT OUTCOMES


Percentages of ATAR Scores 2016 2015 2014 2013 2012

99 and above 13 5.3 10.6 9 13

95-98.95 23 24.6 26 28 17

90s 51 46.2 50.8 50 54

80s 16 22.2 22.5 22 16

70s 15 12.9 10.6 15 14

60s 8.5 8.8 8.3 7 7

50s 5.7 4.1 1.7 2 4

Percentages of Study Scores and ATAR Scores 2016 2015 2014 2013 2012

Median Study Score 35 34 35 35 35

Average Study Score 34.95 34.0 34.77 35.05 34.8

Greater than 40% 24 17.9 24.5 25 23

Median ATAR 90.3 88.6 90.75 89.93 91.68

Average ATAR 84.9 83.0 84.9 85.33 85.15

Australian Tertiary Admission Rank (ATAR) 2016 Cumulative % of Students 2016 2015 2014 2013 2012

ATAR Cum % Cum % Cum % Cum % Cum %

99+ 13 5 11 9 13

95+ 35 30 37 37 29

90+ 51 46 51 50 54

80+ 68 68 73 72 70

70+ 83 81 85 87 84

60+ 91.5 90 90 94 91

50+ 97.2 94 95 96 95

40+ 98.3 97 98 98 99

ATAR Scores60

50

40

30

20

10

0

20162015201420132012

99 & above 95-98.95 90s 80s 70s 60s 50s

STUDENT OUTCOMES


Number of Students Receiving a Study Score of 40 and Better

MedianNumber in class

Number 40 and over Percentage of 40 and over

Subject Year Level 2016 2016 2016 2013 2014 2015 2016

Accounting 11 37 17 3 0 0 25 18

12 31 31 1 17 29 9 3

Art 12 32 14 1 15 25 18 7

Biology 11 38 23 9 35 32 29 39

12 32 37 7 26 17 8 19

Chemistry 12 38 66 26 36 29 11 39

Chinese FL 11 33.5 11 0 0 17 13 0

Chinese SL 11 35.5 16 5 11 0 0 31

12 27 8 0 0 0 25 0

Chinese SLA 11 32 7 1 0 11 17 14

Economics 12 34 58 13 12 22 5 22

English 12 35 153 38 27 33 25 25

English as an Additional Language

12 40 15 8 13 21 16 53

English Literature 12 38 19 7 55 78 29 37

French 12 33.5 14 3 26 6 8 21

Geography 11 34 18 1 20 31 18 6

12 35 18 4 21 27 21 22

History - Revolutions 12 35 20 4 15 26 50 20

Indonesian SL 12 25 11 0 13 40 14 0

IT Applications/Computing Informatics

11 37.5 2 1 100 0 33 50

12 36 9 2 5 57 33 22

Global Politics 11 39 9 4 0 15 9 44

12 38 2 1 0 14 50 50

MedianNumber in class

Number 40 and over Percentage of 40 and over

Subject Year Level 2016 2016 2016 2013 2014 2015 2016

Latin 12 31 35 3 10 4 3 9

Legal Studies 12 35 43 12 21 30 12 28

Maths - Methods 11 45 17 16 88 63 90 94

12 34 106 20 14 21 11 19

Maths - Further 11 41.5 4 2 100 0 100 50

12 34 57 11 26 17 8 19

Maths - Specialist 12 39 41 14 35 25 15 34

Music - Performance Solo

11 37 6 2 0 0 N/A 33

Physical Education 12 35 37 6 20 17 6 16

Physics 12 37 52 14 41 32 22 27

Studio Arts 12 31.5 10 0 20 20 0 0

Visual Communication Design

12 32 9 1 14 15 16 11

STUDENT OUTCOMES


NAPLAN RESULTSIn accordance with Schedule 2: School Performance Information (Schools Assistance Regulations Cth 2005).

Proportions of Year 3, 5, 7 and 9 Students Meeting National Benchmarks in Reading, Writing, Spelling, Numeracy

Year 3 Year 5 Year 7 Year 9

Reading 100% 100% 100% 100%

Writing 100% 100% 99% 97%

Spelling 100% 100% 99% 98%

Grammar and Punctuation

100% 100% 99% 98%

Numeracy 92% 100% 100% 100%

Change in benchmark results from the previous year: There has been no significant change in benchmark results from the previous year (previous years results are available online and by request).

Average Standardised Assessment Results for Year 3, 5, 7 and 9

Camberwell Grammar

School Median

State Median

Year 3Reading 517 442Writing 485 445Spelling 503 428Grammar and Punctuation 521 437

Numeracy 529 406


Numeracy 605 501


Numeracy 615 551


Numeracy 705 587

Source: NAPLAN Data Service, 2017 (http://naplands.vcaa.vic.edu.au)


The table below shows the destinations of the Class of 2016, with all those seeking an offer receiving one by the conclusion of the VTAC second round. Of the 15 students who received second round offers (8%), two had not received an earlier offer, some had rearranged their preference order and a significant number received higher preferences, including an additional seven first preferences. To date, 79% of applicants have received their first or second preference, with 88% receiving their third preference or higher, both of which exceed the outcomes of the Class of 2015.Together, Monash University and The University of Melbourne account for 64% of the offers received by the 2016 cohort, though The University of Melbourne continues to attract our highest achieving students (95+) with 37 offered places there compared to 23 to Monash.

Of the 15 students who successfully applied to interstate institutions, three are known to have accepted offers elsewhere, with two accepting places at the Australian National University and one to the University of New South Wales. One student has accepted an early offer to study at The Wharton Business School at The University of Pennsylvania, whilst another three students are still awaiting the outcome of their applications to study overseas.

Destination by InstitutionClass of 2016

NumberClass of 2016

% of offersClass of 2015

% of offers

Deakin 15 9 10La Trobe 7 4 5Monash 51 29 27RMIT 17 10 8Swinburne 12 7 6University of Melbourne 59 35 35.5Other Vic Universities 2 1 0TAFE/VET 3 1.5 4Private providers 5 2 0.5Interstate (ANU, UNSW) 3 1.5 4Total 174 100 100

STUDENT DESTINATION* The table below highlights the fields of study that students will be pursuing this year. Management and Commerce continues to top the list as the most popular area of study with 33% of offers, Society and Culture (which accounts for the Arts and Law courses) is a distant second with 18% of offers, and Natural and Physical Sciences follows closely behind with 17% of offers.

Destination by Field of StudyClass of 2016 Class of 2015 Class of 2014

Agriculture, Environmental 2 3 4Architecture and Building 6 7 4Creative Arts 10 15 6Education 4 2 3Engineering 17 17 12#Health 20 18 12IT 9 6 11Management and Commerce 69 51 67*Natural and Physical Sciences 36 47 43**Society and Culture 39 35 34

Total 212 (174 students), as double degrees count in more than one field of study# This includes offers in Medicine (4), Pharmacy (2) and Physiotherapy (3)*This includes offers in Biomedicine (9) and Science (27)**This includes offers in Arts (31) and Law (6)

Of the two students who elected not to apply for tertiary study, one has elected to work and travel in 2017, whilst the other has been recruited to play AFL with Collingwood under the father-son rule.

100% of students successfully completed Year 12

2% are attending vocational education

* For the Class of 2016, as of 9 February 2017


Employees No. %Male 139 53.1%Female 123 46.9%Total 262 100.0%Indigenous 1 0.4%

STAFF ROLLAcademic StaffAll Academic Staff are registered with the Victorian Institute of Teaching.

HeadmasterDr P Hicks, BA(Hons), MEd, PGCE, PhD

Deputy Head – Head of Senior SchoolMs R Falloon, BSc, GradDipEd, MOL

Head of Middle SchoolMr R French, BA, DipEd, DipBusMgt

Head of Junior SchoolMr H Kelly, MEd, BEd

Mrs J Acland, BTheol, DipEd, MTSMr M Allen, BA, BEd*+Mr F Al-SalihiDr M Anderson, PhD, BSc(Hons), DipEdMr N Appleyard, BEd, DipTMr M Aram, BA(Hons), MA, PGCE#Mrs D Arasaratnam, BA, GradDipEd*Mrs K Arora, BA, AdDip FLE, CertIIIEdSupMr S Barry, BA, DipEd, GradDipEd#*+ Mr E BauerMr A Beale, BA(Hons), DipEdMr D Beardsley, BAppSc, BTeachDr D S Bird, BA(Hons), MA, DipEd, PhDMr B Bishop, BMus, PDM, GradDipEdMs S Blajer, BSc, BEd (Hons)Mr K Boyd, DipA, DipEdMs E Bond

*+ Mr C BradtkeMr T Brake, BE(Civil), DipEd#Ms S Braun, BAppSc, Bed#*+ Mrs D Brown#*Mr J Bunting, BA, BCom, GradDipEdMr S Burke, BEdRev C Butler, BTh, DipT, GradDipEdAdMr D Byrne, BMus(Hons), BA, DipEd, CertMusEdMrs C Casey, BA, DipEd, GradDipSchLibMr J Catanzariti, BBus, BTeachMr I Cathcart, BSc, DipEd*+ Ms Valli Chockalingam, BA, DipTMr M Christopher, BBus, GradDipEd#Mr R Clark, BEd, CertIV(Rec), DipRec Mrs P Clarke, BA, GradDipEdCouns, MAPsS, CertFamTher#Ms R Cleeve Gerkens, BA/LLB(Hons), DML(French), MTeach(Prim)Mr M Cody, BSc(Hons), GradDipComp, DipEdMr M Collins, BEd, GradDipEdMrs D Collins, BEd, TPTCMr S Cooper, BA, BEd, DipEdMr L Crawford, BEdMs R Crockett, BSc(Hons), DipEd*Mr A Crosby, BBus, GradDipEd(Prim)Mr T Cross, BSc, DipEd, CertOutRecMr K Da Costa, BA, DipEd, BSW

WORKFORCE Mr M Daniel, BA(Hons), BTh, MEd, MTESOL, DipEd, GradCertREMr J Davies, BEng(Hons), BTech(Hons)Ms S Davies, BA/LLB(Hons), LLM(IntLaw), GradDipEd#Mr X Davis, BA AppSc(PE)Mr R Devine, BA, BEdMr P Double, MEd, BEd, DipT, GradDipEdAdmin#Mr M Dowley, BEd, MEd, PostGradCertEdRes#*+ Mr R Dowling, BSc, BA, BEd, DipEdMs L Dubberley, BA, BEdMrs M Drummond, DipArts(Mus)Ms N Eckersley, BA, DipEdMs A Emenyeonu, BEng(Hons), PostGradCertEdMrs A Emmett, BEd, DipTMs A Fairs, BA(Mus), AMusA*Mrs J Floyd, BCA, BTech(Hons)Mr G Foster, MSc, DipEd#Mr L Fowler, BEng, DipEdMs C Gatley, BEd, DipTMr S Gough, BA(Hons), GradDipDramArt(Direc), GradDipEdMs E Grant, MAppSc, BSc, GradDipAdolChildPsyMr H Green, MEd, MA, BA(Hons), GradDipEd, GradCertAppLing, DipOutRec, GradDipEdLdshpMgt, CertIVWPTA, PSACMr J Grigg, BA, DipEdMr W Ha, BA, DipEdMr J Hall, BA(Hons)#Ms M Hall, BMus, DipT, GradCertHRMMr M Heyes, BSc, DipEdMr W Hone, BA, GradDipEd#Ms P HigginsMs F Howie, MEd, BEdSt, DipTeachECEMr L Ince, BSC, Bed, Med, GDQM Mrs H Irvine, TPTC, CertA, TSpTC, GradDipEdTESOL*Miss M Jackman*+Mr R Johns*Mr N Johnston, BA(Mus), GradDipTeach(Sec)Mr M Jones, BSc(Hons), GradDipEdMr N Jones, BEd*Mrs A KakerissaMs M Kelly, MEd, BEd, PGradDipArt(Cur)Mr M Kerr, BA(Hons), DipEd, LTCL, FTCL, AMusA, LMusADr M Khor, PhD, BE(Hons), MDiv, GradDipEd, MEd

Mrs K Kollmorgen, BA, DipEdMrs A Kollosche, DipVArts, BFineArt, GradDipEdDr T Kusserow, PhD, BA, DipEdMs N Layton*Mrs H Lowe, CertIIIChildrServMs Y Lu, BSc, GradDipEd#*+ Mr V McCormickMs M McDonald, BCI(Dance), BEdMrs K McDougall, BEdEC, DipT, GradDipLibMs K McDougall, MEd, GradDipEd, BA(OutDEd)Mr B McManus, BA(Hons), GradDipArtsAdmin, GradDipEdMr I March, BSocSci, GradDipEdMr N Martin, BEdMr R Mason, BEdMs K Massey, BSc, GradDipEd*+ Ms A MavridisMr S Meighan, DipMus, GradDipMusMr M Mews, BSc(Hons), PGCEMr T Miriklis, BAppSc(PhysEd)Dr G Morey-Nase, PhD, BA(Hons), DipEdMs C Morgan, BEd, DipTeachMr B Nguyen, BSc, MSc(HumMovt), DipEd*Ms C NiMs I Norris, BSc, DipEd, GradDip(StudWelf)Miss A Nucci, BA(Hons), MA, DipED Mr B O’Callaghan, AMusA, BMus(Hons), GradDipEdMr P O’Connell, MEd, BEc, DipEdMrs H Papageorgiou, BEd, DipT*Miss V PapaioannouMr F Petricca, BScEd+Mr D Perry*Mr B Peisley *Mrs J Pietralla, BEd(Librarianship)Mr M Pietralla, BA, DipEdMr V Piscioneri, BA(Hons), PostGradDipCurStudies, B.Litt, MA, DipEdMr S Pountney, BSc(Hons), DipEd, GradDipCompStudies, GradDipCompEd*Ms O Rae, MEd (SpecEd), BEdMr D Ramalingam, MEdMgt, BSc, AssDipMin, GradDipEdMr D Rayner, BCom, BEng(Hons), GradDipEdMrs L Reiger, MBIT, BEd, CertIVCareersEdMr G Roberts, BMus(Hons), ArtDip, LMusAMr P Robinson, MEd, BEd, DipT


Support Staff Business ManagerMr Chris Lloyd, Chartered Accountant, M.Corp Law, FCA, FCPA, FAICD, FCIS

Development DirectorMrs E Board, MEd, BEd, BA, GradDipBusAdmin, TTLC, TPTC

RegistrarMr P O’Connell, MEd, BEc, DipEd

Property ManagerMr G Briers, RBP, CertIVTrainAssess

Finance ManagerMr G Wensor, BEc, ACA

#Ms A Argyros, CertIVBusAdmin, DipMan#Mrs J Beasley, AssDipMaths, GradDipInfManMs J Bennie, BN, GradDipNurs, CertIVWorkTrain, RNMs K BoothMr P Brincat*Mrs M Carbone

Ms D Chapman, DipAplSciDr A Dai, PhD, MEng(Chem), BEd#Mr B DalyMrs J Dolling, BComm*Mr C EdwardsMrs J Elliott, CertIVTrainAssessMiss H Falconer, AssDipSocSci(Lib/Info)Mrs H FethersMr S Feldt#Ms N Frankland, CertOfficeSecre, CertIIIBeautServ, DipBeautTherapy*+ Miss A GerhkeMr C GoreMr A Green, AdDipCompSystEngin Ms T HayesMr A Hopcroft, CCNAMs S Hussey, CertIIIChildrServ#Mrs F Iversen, AssDipSocSci(Lib/Info)Mr D JamesMrs A Kerr#Mr G Leach, BAM, DipEd, CertIVTAAMrs S Li, MSc, DipEd

Visiting Music Staff Ms R Atkinson, LRAM, DipRAM Ms S Aw, BA(Mus), MMus*Mr C Bayliss, BA, BMusEdMs A Beadell, LMus, LGSM, MMus(Perf)Mr L Clayton, BMus(Hons)Ms W Couch, MA, BMusEd, GradDipMus, DipArtMus*Ms A DavisMr C Day, BMus, DipEd*Ms S Dixon, BMus(Adv Perf)Mr G Ellis, BMusEdMs M Falloon, DipMus, DM, DipEdMs A Farrands, BA, GradDipEd*Mr B Finnigan, BMusPerf, BMus(Hons), GradDipMus

Mr R Keijzer, MMus(Perf)Ms M Krupina, BMusEd, LMusAMr G Lee, MMusPerf, BMusPerf(Hons), LMusA, AMusAMr I Lowe, BMus, DipTeachMr A Marshall, BMus, GradDipEdMs H McMahon, BMus ANAMMs S Ng, DipMus#Mr A O’GradyMs Z Pepper, MMus (Perf)Mr E Pritchard, DipMusMs J Robertson, BA(Mus), GradDipPerf*Ms E Toh, BMus(Perf), MMus(Perf), GradDipEdMs E Viskic, BA(Mus), GradDipEd

Dr J Rodgers, PhD, BAppSc(Hons), DipEd, CertIVTAAMr G Ruffles, BAppSc, DipEdMrs P Runge, BA, DipEd*+ Mrs T SaroffMr K Schwab, BA, DipEdMs J Sharman, BA, GradDipEd, GradDipLib Ms C Shiau, MA, BEdMrs G Silberer, BCom, DipEd, GradDipBusDr J Smith, PhD, BSc(Hons), DipEdMrs K Smith, BA, MIMS, GradDipEdMr S Smith, BEng, GradDipEdMs A SpraggMr C Stein, BA, MA, DipEdMr A Stocker, BA(Hons), PGCE, CertHE*Mrs K Thiedeman,Mrs H Thomas, BEd, GradDipMusEd, AMusA, LTCL*+ Mr R ThomasMs K Thornburn, BTeach, BFine ArtMr J Tierney, BSc, DipEdMr J Tuckfield, BA(Hons), DipEd, DipIndEmpRelMs J Turnnidge, MEd, BSc(Hons), BA, DipEd

Mr J Victor, BA(Hons), HDE, CFPS, CertCompEdMrs B Wade, MEd, BFArt, BTeach(Hons)Mr R Wakely, MMus, GradDipEd, AGSMMrs A Walters, MEd, BEdSt, DipTMs E Wang, BEd, DipAcc*Miss M WangMr A Warne, BA, DipEd, GradDipCompMr J Watson, BAppSc, GradDipEdMr M Williams, MEd, BA(Hons), DipEd, GradDipTechEd, GradDipCompStdMr D Williamson, GradDipEdAdmin, DipTMr I Wilmoth, BA, LLB, GradDipEdMr G Wilson, BScEdMr M Wood, MA, MEd, CertGiftEd, CertIVTAAMs P Wood, BEdMr B Woodlock, BPD, BPC, GradDipEdMs L Wostry, BEd(Mus)Mr S Wyatt, MEd, BSc(Hons), BA, AMusAMr P Young, BA, DipEdMr R YoungMs M Zhang, BSc, DipEd

*+Ms L Liu*+ Mr P ManderslootMrs S Marchouba, DipAplPhysicsCompSci, CertlVAssTrain*Miss A McAlpine, GradDip BusHRMrs R McArdle#Ms L McNamaraMr H Meachem, BSportSc, CertIIISport/RecMs R MounseyMrs K MunroMr M NealMr P NewtonMrs R Nicholson, GradCertHealthPromPlan, GradCertIntHealth, GradCertAnaphyMgt, CertIVTrainAssessEd*Ms A O’Brien+Mrs M Page*Mrs C Parker, BBusMs L Perna, CertIVBusAdminMs M Perna, CertIVFinServices*Ms S Power, CPRM, CertDetDft(Mech), DipP, AdvDipGRC

Mrs D RichardsMs J Sangster, DipHotel/CaterOps, CertIVAdminMr I SpoljaricMs J Stasiak, CertIIIBusAdmin*Ms J StrykerMr M TarrMr M TowsonMrs L Turner*+Mr B Van StynMs M Walsh, BCom, DipLibStd, GradDip(Info/Lib)Mr J Wang, BEng, AdvDipSoftDevt, MTech, CCNAMr T Wells, BA(FArts)Mr M Warner, AssocDipHorticult, CertIVOHS, CertIIISportsTurfMrs M WattMr J Weymouth, BAppSc(CompSci), BMus(Hons), LMusAMs S White, DipBusStud#Ms R WilsonMr A YianniMr M Zanin, DipMus, DipEd

* New 2016# Departed 2016+ Temporary appointment


4% Administration Expenses

11% Depreciation

56%

CostsStaffing

6% Property Expenses

4% Finance Expenses

11% Capital Works

8% Teaching Resources

5% Other

3% State Grants

10% Commonwealth Grants

82% Fees

FINANCE REPORT *2016 Income

2016 Expenditure

Parent SatisfactionThe school surveyed parents in 2016 using question items designed by the Australian Curriculum and Reporting Authority (ACARA). The survey was carried out electronically. Overall 110 responses out of a total possible 1319 students were received, giving a low return rate. 21 Junior School parents, 53 Middle School parents, and 51 Senior School parents responded (some parents have boys in more than one section of the school).In almost every area the school achieved 80% approval ratings, with respondents indicating either ‘agree’ or ‘strongly agree’. It is interesting to note that 81% of parents felt that their son’s learning needs were being met, with most parents finding that the teachers are approachable and improvement-focused. In addition, parents raised many useful points for improvement which the school will look into. Camberwell Grammar School is committed to constant improvement and welcomes feedback from parents and students.

PARENT, STUDENT AND TEACHER SATISFACTION

* Detailed figures andtotals available online atwww.myschool.edu.au


Strongly Agree Agree

Neither Agree nor Disagree

Disagree Strongly Disagree NA

Teachers at this school expect my child to do his best.

50% 47% 3% 0% 0% 0%

Teachers at this school provide my child with useful feedback about his or her school work.

35% 54% 8% 2% 1% 0%

Teachers at this school treat students fairly. 31% 50% 14% 4% 1% 0%

This school is well maintained. 75% 23% 2% 0% 0% 0%

My child feels safe at this school. 62% 28% 6% 2% 1% 0%

I can talk to my child’s teachers about my concerns.

59% 35% 3% 1% 3% 0%

Student behaviour is well managed at this school.

33% 47% 14% 6% 1% 0%

My child likes being at this school. 57% 33% 6% 2% 2% 0%

This school looks for ways to improve. 42% 46% 8% 3% 1% 0%

This school takes parents’ opinions seriously.

27% 51% 15% 4% 4% 0%

Teachers at this school motivate my child to learn.

33% 50% 13% 3% 2% 0%

My child is making good progress at this school.

40% 42% 13% 4% 1% 0%

My child's learning needs are being met at this school.

37% 44% 14% 6% 0% 0%

This school works with me to support my child's learning.

31% 50% 14% 5% 1% 0%

Parents indicated a very high level of satisfaction with the school: Student SatisfactionThe school surveyed students in 2016 using a mix of question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu.au/reporting/school_opinion_information.html#2) and those designed for the school’s student wellbeing programme. The survey was carried out electronically with students from Years 4 to 11. Overall 725 responses were received, giving a high return rate. Students indicated a very high level of satisfaction with the school:

Strongly Agree Agree

Neither Agree nor Disagree

Disagree Strongly Disagree NA

I feel like I belong to the school community. 27% 56% 12% 3% 2% 0%

I feel safe in the classroom. 43% 44% 9% 3% 1% 0%

I have a range of supportive friends at the school.

37% 49% 10% 2% 1% 0%

My school cares about me as an individual. 24% 47% 20% 5% 4% 0%

I feel respected by my teachers. 25% 48% 19% 6% 2% 0%

Teachers at the school treat students fairly. 17% 45% 26% 7% 5% 0%

I enjoy being at school. 30% 42% 19% 5% 4% 0%

Students indicated that they felt the school was a safe place for them, with a range of support from teachers and their friends. There was a high level of respect for and from teachers, with most students happy with their experience of the school. However, there are still several areas where the school can improve, and ongoing work with teachers and pastoral care teams across the schools will continue in 2017.


Teacher SatisfactionThere is a high level of teacher satisfaction at Camberwell Grammar School, as shown by a number of critical indicators. One key indicator of staff satisfaction is the very stable set of teachers the school has. In 2016, the annual turnover was just eight out of 151 permanent members of the academic staff. Another indicator is the very low rate of staff absences. Teachers took on average only 0.4 days sick leave - a number dwarfed by the days spent on professional development. Indeed, the school is demonstrably able to attract and retain top staff: Camberwell Grammar School has a disproportionately high number of VCE examiners, examination setters and leaders of subject associations, and the number of teachers eligible for long service leave is a sign of the stability of the teaching body.Teachers meet regularly with the Headmaster and the Heads of Schools, and have a number of additional venues for having their voice heard, including an active Common Room Association (CRA). The President of the CRA has regular meetings with the Headmaster to discuss matters of importance to staff wellbeing and satisfaction. In 2016, staff were offered free and confidential counselling services and a range of other features designed to support staff in their personal and professional lives.

Camberwell Grammar School recognises that a teaching staff that is supported and appreciated is essential to the success of the school; while the school is committed to having the highest expectations of its teachers, it is also dedicated to ensuring that the school remains a positive, respectful, encouraging and exciting place to work.

Instructional Coaching for TeachersCamberwell Grammar School has a history of excellence in academic performance and we are justifiably proud of the efforts of our students and their teachers in working to achieve this. However, rather than resting on our laurels, we have taken the pro-active step of developing and implementing a professional development programme that will help to ensure that these high standards are maintained and enhanced in the future.

The programme is called Instructional Coaching and its primary focus is the continual improvement in student learning. The notion of professional coaching has been around for a very long time, and has taken various forms, depending on the nature of the profession. Coaching, applied to education, can also take a variety of forms that reflect the values of the institution in which it operates. Our model of coaching is based on respect for the knowledge and skills that our teachers have already acquired, and acknowledges their ability to think and meet challenges inherent in the complex practice of teaching.

The process is a partnership between the teacher and a trusted colleague whose role is to assist the teacher reflect on their practice, always with a view to enhancing students learning. It is a non-evaluative and non-judgemental process that uses evidence, gathered from the teacher’s own classes, to make collaborative decisions about future practice.

Instructional coaching is an ongoing process, driven by the teacher who, through reflection on their own practice, identifies those areas they wish to refine and further develop. The role of the coach is to help their colleague identify areas to be developed, refine skills, identify their particular goals and plan for future learning.

As part of the School’s strategic plan, the Junior School successfully implemented an instructional coaching programme in 2013 and, at the beginning of 2014, the secondary sections of the School also implemented a programme of instructional coaching. Although the coaching programmes operate in slightly different ways in the primary and secondary parts of the school - a reflection of the different stages of education of the boys, both approaches are underpinned by the same research-based idea that student learning improves as teaching improves, and teaching improves when professional development is driven by the teacher, targeted to the individual teacher, provided on site, and is collaborative and ongoing in nature.

After eight months of preparatory work in 2014, four members of the teaching staff were appointed to work under the guidance the Director of Staff Development as instructional coaches for the Middle and Senior Schools. Each coach works closely and individually with a small number of teachers to refine teaching strategies.

This work involves the usual initial planning by the teacher, lesson observations by the coach - occasionally supplemented by filming - and formative feedback sessions with coach and teacher. During these feedback meetings, the discussion centres on the quality of student cognitive engagement and the teaching strategies that can enhance their learning. The purpose of the meetings is to provide support to the teacher as they work to achieve their teaching goals. Many topics arise during these professional conversations - improvement in formative assessment, enhancement of intellectual engagement for all students, refinement in differentiated instruction for students and the encouragement of independence in learning - to name just a few. The content of conversations may vary but the focus is always on the improvement of learning outcomes for students.

There are many forms of Professional Development and many forms of coaching. So what are the benefits of the Coaching model we have developed here at Camberwell Grammar School?

Few of us would question the benefit of coaching in sport - certainly the top players and teams in the world see coaching as an essential element in ensuring that the player or team continually improves, and either stays at the top of their game or strives to reach the top. And so it is in schools with instructional coaching.

The benefit of this type of professional development is that it is supportive, personal, individualised and intensive. Its purpose is to help teachers continually improve and stay at the top of their game. Research over the past decade has shown that this type of professional development is significantly more effective at impacting positively on student learning outcomes than the more traditional off-site, short, seminar or workshop-styled professional development.

The Instructional Coaching Programme has been embraced enthusiastically, and is now mandatory for all teaching staff at Camberwell Grammar School. It is a clear illustration of our commitment to continuous improvement and, in particular, its desire to ensure the continued high standards in teaching and learning.

55 Mont Albert Road Canterbury Victoria 3126 Australia PO Box 151 Balwyn Victoria 3103 Australia+61 3 9835 1777 www.cgs.vic.edu.au ABN: 12 004 131 159

COMMUNITY REPORT 2016 - Camberwell Grammar · PDF file3103 Balwyn/Deepdene 151 3124 Camberwell...

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