Annual Report 2006

ST SPYRIDON COLLEGE 2006

Educational & Financial Reporting

To The NSW Board of Studies

27 May 2008 – Educational & Financial Reporting 2

Contents Educational and Financial Reporting

SCHOOL POLICY ON EDUCATION AND FINANCIAL REPORTING Annual Report 2006

REPORTING AREA 1: A MESSAGE FROM THE CHAIRMAN OF THE

BOARD OF GOVERNORS……………………………………………………5

REPORTING AREA 2: VALUE ADDED INITIATIVES – TO MAXIMISE SCHOOL CERTIFICATE AND HSC RESULTS.............................................8 REPORTING AREA 3: STUDENT PERFORMANCE IN STATEWIDE TESTS AND EXAMINATION………………………………………………..10

REPORTING AREA 4: PROFESSIONAL LEARNING TEACHING

STANDARDS, TEACHER ATTENDANCE AND

RETENTION RATES………………………………………………………….13

REPORTING AREA 5: STUDENT ATTENDANCE AND RETENTION

RATES IN SECONDARY SCHOOLS,

POST SCHOOL DESTINATIONS…………………………………………..16

REPORTING AREA 6: ENROLMENT POLICIES………………………..18

REPORTING AREA 7: SCHOOL POLICIES……………………….……..20

REPORTING AREA 8: SCHOOL DETERMINED IMPROVEMENT TARGETS…………………………………………………………………….23 REPORTING AREA 9: INITIATIVES PROMOTING RESPECT AND RESPONIBILITY…………………………………………………………….23

REPORTING AREA 10:

STUDENT, PARENT AND TEACHER VOICES………………………...38

REPORTING AREA 11: SUMMARY FINANCIAL INFORMATION…..43


Policy on Educational and Financial Reporting Policy Statement St Spyridon College will meet the educational and financial reporting requirements as laid out in the Registered and Accredited Individual non-Government Schools (NSW) manual. The College will maintain the relevant data and will comply with reporting requirements of the New South Wales Minister for Education, Science and Training. This reporting will include public disclosure of the educational and financial performance measures and policies of the school as required from time to time.

Procedures for Preparation of Annual Reports The Head of College with the Executive Team is responsible for co-ordinating the final preparation and distribution of the annual report to the Board of Studies and other stakeholders including parents and the community as required.

The Parish President, with the Parish Executive Officer is responsible for the section on Financial Reporting.

The Head of College will establish and chair the St. Spyridon College Educational and Financial Reporting Committee. Its Terms of Reference will include:

• Identification of appropriate staff members who will be responsible for the collection, analysis and storage of relevant data for each reporting area and for providing the relevant information to the coordinator for inclusion in the report

• Determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness

• Preparation of the report in an appropriate form to send to the Board of Studies

• Setting the annual schedule for: o Delivery of information for each reporting area to the Head of College o Preparation of the report and presentation to the College Board of Governors o Preparation and Publication of the Report o Distribution of the report to the Board of Studies and other stakeholders

Committee Membership: Head of College (Chair) Principal, Senior School Principal, Junior School Enrolments Officer

Other Executive staff may be co-opted to support the work of the Committee.


Requests for additional data from the NSW Minister for Education

and Training

The Head of College is responsible for coordinating the school’s response to any requests

from the Minister for additional data. The Head of College is responsible for ensuring it is

provided to the Board of Studies in an appropriate electronic form.

DEST Annual Financial Return

The Parish Executive Officer is responsible for the collection of the relevant financial data

and for ensuring it is provided to DEST in an appropriate form.


Reporting Area 1: a Message from the Chairman Board of Governors

It is my pleasure as Chairman of the Board of Governors to provide this Message to the Board of

Studies Annual Report, which acts as a preamble to the information that follows and provides an

introduction to a College of which its community is justifiably proud.

As you will read in this report, 2006 represents the final year of the Strategic Plan 2002-2006, a

five year period that was marked by planned and systematic changes that have significantly

strengthened the College academic, pastoral care and building programmes and taken our school

to the next stage of development as dynamic future focussed learning centre. We are pleased to

announce that the Board of Governors has now approved the Strategic Plan 2007-2011.

The successful progress of our College, is a testament to the power of a positive attitude, shared

commitment and sheer hard work, by the education professionals across the K-12 continuum, the

Parish Executive Officer and Parish staff, Executive Parish members and of course the members

of Board of Governors. I commend the work and vision of the Head of College Mrs. Efrosini

Stefanou-Haag, the Principal Junior School Mrs Mary Hamer and Principal Senior School Mrs

Amelia Katsogiannis, who together with all staff, ensure that we are providing students with the

critical thinking skills required to manage the complexities of 21st Century society.

At Spyridon College, we have the advantage and good fortune to have a school that we can all

promote with confidence and with pride. We will continue to work together on the

implementation of the new Strategic Plan 2007-2011, with the conviction and enthusiasm that

this College richly merits.

About Our College

St. Spyridon College is a co-educational K-12 school, established in 1983 by the St. Spyridon

Community of South East Sydney, under the auspices of the Greek Orthodox Archdiocese of

Australia. It had its first full complement of students in 1993. St. Spyridon is the first Greek

Orthodox College in New South Wales. It attracts students across the Sydney metropolitan areas,

who wish to pursue educational excellence within a caring, family environment. Almost all St.

Spyridon students were born in Australia. They come from approximately 20 cultural and

religious backgrounds. The majority have at least one Greek Orthodox parent. Approximately

50% of the student population comes from the Eastern suburbs while the other 50% comes from

across the Greater Sydney metropolitan area. A parent-run bus service is provided, bringing

students from Sans Souci, Earlwood, and the Sutherland areas.


Our Affiliations

The College operates within the policies of the NSW Board of Studies. It is a member of the

following bodies:

Independent Schools Council of Australia (ISCA)

Association of Independent Schools in New South Wales (AISNSW)

Heads of Independent and Coeducational Schools (HICES)

Junior School Heads Association of Australia (JSHAA)

Independent Sporting Association (ISA)

Association of Heads of Independent Schools (AHISA)

Greek Orthodox Archdiocese Schools Council (GOASC).

In 2006, I was privileged to be a member of the AIS Board. Mrs. E. Stefanou-Haag Head of

College, was a member of the AIS Commonwealth and State Funding Advisory Committee. Mrs

A. Katsogiannis, Principal Senior School, was a member of the AIS Professional Development

Advisory Group.

Our Head of College was one of two Principals nationally to be invited to participate in House of

Representatives Forum on Teacher Education. The Forum was chaired by Prof. Skilbeck and

hosted by University of Tasmania. Professor Roslyn Arnold Dean of Education was the convenor.

Our Aspirations

A key responsibility of schools is to prepare students to manage futures that due to rapid

technological and social advances, that can neither be pre-empted nor predicted. St. Spyridon

College does this by encouraging students to excel in all that they attempt. We provide an

education that is academically rigorous and challenging. We believe that a strong sense of

identity and self worth, are the basis for managing the challenges of life with confidence and

success. Our pastoral care instills those values that inspire our students to make a positive

contribution to their school and the wider community.

The most distinctive aspect of Hellenic thought is the desire to solve the mysteries of the universe

through a logical and innovative search for knowledge. As a school with a Classical Greek

heritage we believe that we have a responsibility to promote the concept of a Thinking School.

We give our students every support to fulfill their potential in their Learning Journey K-12. Our

programs explicitly address the four pillars of education as identified by the UNESCO

International Report on Education for the 21st Century “Learning;The Treasure Within”:


Learning to know, Learning to be, Learning to do and Learning to live together. These four

pillars rest on the cornerstone of Learning to love. We want our students to be people of faith,

people of compassion, people of discipline. Students need to have a sense of belonging in order to

embark on an “inner journey” where they develop strength of character, resilience, sense of

purpose and responsibility. In partnership with parents we endeavour to make their journey both

challenging and joyous.


Reporting Area 2:

Value Added Initiatives-To maximise School Certificate & HSC results

What did we do in Year 10 for the Year 12 Class of 2006? 1. Implemented the Progression Policy.

i. To progress to the post compulsory years of schooling (Year 11 and beyond) students were asked to formally express their interest in continuing, after giving consideration to the commitment that this entails.

ii. Consequently 3 students left for other schools, 5 left for TAFE at the end

of Year 10.

iii. All students had to sign an Acceptance Agreement that is co-signed by parents, indicating that they accept and agree to adhere to certain rules.

2. Preparing for the Preliminaries 10 day course included study skills, stress

management, community visits, global connections and the Careers Expo. 3. Counselling of subject choice was more formalised and more targeted with

individual support to students by the Dean of Upper School.

4. Professional Development continued to focus on more motivating and responsive teaching.

5. More focussed Pastoral care program working on student learning styles and

study needs.

6. Smaller classes for Literacy focus. What did we do in Year 11?

1. Continued with the Progression Policy. One student left at the end of Year 11 to go to TAFE.

2. New Building provided a sense of place for Upper School students and more study

spaces. 3. More computers available, logins enabling students to work on any computer in the

school.

4. New timetable structure – one hour period including silent sustained writing.

5. Information provided by the University Admissions Centre (UAC) suggests that studying more than the minimum number of units may advantage students of average or higher than average ability. Minimum number of 13units was studied by the students in Year 11. Developed 1 unit courses to support students. New Courses: Visual Design and Sports Lifestyle and Recreation

6. Smaller classes for Literacy focus.

7. Leadership Camp included study skills, stress management, team building

8. Compulsory for students to stay in examination centre for the duration of the whole

exam.


9. Counselling support provided to students through direct conferencing with Careers

Adviser, Dean of Upper School and Year Adviser.

10. Professional Development in Literacy.

What did we do in Year 12?

1. Continued with the Progression Policy. One student left during Year 12 to go to work. One student decided on a course of HSC Pathways, sitting for the HSC only for half the required units, to be continued in 2007.

2. Leadership program focussed on making students feel proud, involved and

responsible. 3. More structured Pastoral Care Program focussing on UAI, UAC, Special Provisions

and BOS requirements.

4. Consolidated timetable structure. Students maximised study time by utilising Library Pod and Senior Study.

5. HSC Elevation Winter holiday program held to assist students to focus during holiday

break in particular subjects. More in depth tutorial support by outside experts.

6. Minimum number of 11 units were studied by the majority of students.

7. Counselling support provided to students through direct conferencing with Careers Adviser, Dean of Upper School and Year Adviser.

8. Technology wing – air conditioning assisted with a more comfortable environment

for the HSC exams.

27 May 2008 – Educational & Financial Reporting

10

Reporting Area 3: Student Performance in State-wide Tests and Examinations

Performance Band achievement by %

HSC 2006 Total

Number of Students

Band 3-6

Band 1-2 School Statewide School Statewide

Ancient History 16 15 (94%) (87%) 1 (6%) (13%)

Biology 12 11 (92%) (85%) 1 (8%) (15%)

Business Studies 34 29 (85%) (83%) 5 (15%) (17%)

Chemistry 7 6 (86%) (89%) 1 (14 %) (15%)

Drama 3 3 (100%) (94%) 0 (6%)

Economics 12 11 (92%) (90%) 1 (8%) (10%)

English (Standard) 27 27 (100%) (80%) 0 (20%)

English (Advanced) 31 28 (90%) (98%) 3 (10%) (2%)

Food Technology 6 6 (100%) (87%) 0 (13%)

Hospitality Operations (VET) 11 10 (91%) (86%) 1 (9%) (14%)

Information Processes

and Technology

5 5 (100%) (84%) 0 (16%)

Information Technology (VET) 6 6 (100%) (69%) 0 (31%)

Legal Studies 8 8 (100%) (89%) 0 (11%)

General Mathematics 27 17 (63%) (76%) 10 (37%) (24%)

Mathematics 20 13 (65%) (83%) 7 (35%) (17%)

Modern History 18 17 (94%) (91%) 1 (6%) (9%)

Music 2 2 (100%) (96%) 0 (4%)

Physics 9 9 (100%) (91%) 0 (9%)

Visual Arts 1 7 (100%) (99%) 0 (1%)

Modern Greek Continuers 8 8 (100%) (94%) 0 (6%)

Personal Dev. Health & P.E. 9 8 (89%) (84%) 1 (11%) (16%)

Retail Operations (VET) 2 2 (100%) (81%) 0 (19%)

Serbian Continuers 2 2 (100%) (100%) 0 (0)

Please note: Band 6 is the highest band and Band 1 the lowest

Performance Band achievement by %

HSC 2006

Total Number of Students

Band E4-E3

Band E1-E2 School Statewide School Statewide

English Extension 1 15 14 (93%) (84%) 1 (7%) (16%)

English Extension 2 5 3 (60%) (79%) 2 (40%) (21%)

Mathematics Extension 1 6 6 (100%) (72%) 0 (28%)

27 May 2008 – Educational & Financial Reporting

11

Mathematics Extension 2 3 3 (100%) (82%) 0 (18%)

History Extension 1 15 10 (67%) (66%) 5 (33%) (34%)

Modern Greek Extension 1 4 2 (50%) (74%) 2 (50%) (26%)

Please note: E4 is the highest band and Band 1 the lowest

Performance band achievement by % School Certificate

2006

No. of Students Bands 3 – 6 Bands 1 – 2

School Statewide School Statewide

English – Literacy 64 (98%) 89% 2% (11%)

Science 64 (83%) 71% 17% (29%)

Mathematics 64 (100%) 89% 0 (11%)

Australian Geography. Civics and

Citizenship 64 (97%) 90% 3% (10%)

Australian History, Civics and

Citizenship 64 (95%) 83% 5% (17%)

Please note: Band 6 is the highest band and Band 1 the lowest

Percentage of students achieving elementary band or higher

2006 Test Year 7 Year 8

School Statewide School Statewide

English Language and Literacy

Assessment (ELLA) Overall

Literacy

Writing

Reading

Language

99%

100%

100%

100%

(96%)

(95%)

(97%)

(95%)

100%

100%

100%

100%

(98%)

(96%)

(97%)

(97%)

Secondary Numeracy Assessment

Program (SNAP) Overall

Numeracy

Number

Measurement

Space

Data

Patterns and Algebra

98%

100%

95%

95%

95%

94%

(93%)

(92%)

(89%)

(94%)

(90%)

(87%)

97%

100%

96%

98%

97%

98%

(95%)

94%

(92%)

(96%)

(94%)

(91%)

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BST and PWA results – percentages above benchmarks

Year 3 Year 5 2006 Test Percentage of students

achieving the benchmark Percentage of students achieving the benchmark

Basic Skills Test (BST)

School School

Aspects of Literacy

Aspects of

Numeracy

Primary Writing

Assessment

98%

100%

100%

100%

100%

100%

BST and PWA results – percentages in skills bands

Year 3 Year 5 2006 Test Bands 2-5 Band 1 Bands 3-6 Bands 1-2 Basic Skills Test (BST)

School Statewide School Statewide School Statewide School Statewide

Aspects of

Literacy 98% (73%)* 2% (27%)* 100% (94%)* 0% (6%)*

Aspects of

Numeracy 98% (91%)* 2% (9%)* 100% (94%)* 0% (6%)*

Primary

Writing

Assessment

100% (100%)* 0% (0%)* 100% (93%)* 0% (7%)*

* Relevant statewide % are provided in brackets

The overall literacy and numeracy band results indicate that the performance of the School’s

Year 3 cohort significantly exceeded that of the state candidature with 98% (literacy), 98%

(numeracy) and 100% (PWA) of Year 3 students at St. Spyridon College Junior School

falling into the bands 2-5.

The overall literacy and numeracy band results indicate that the performance of the School’s

Year 5 cohort significantly exceeded that of the state candidature with 100% (literacy), 100%

(numeracy) and 100% (PWA) OF Year 3 students at St. Spyridon Junior School falling into

bands 3-5.

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Reporting Area 4: Professional Learning Teaching Standards, Teacher Attendance and Retention Rates. The College Executives participated in Leadership Seminars conducted by the Association of

Independent Schools (AIS). All teaching staff participated in Professional Development

conducted by a range of Professional Associations

Professional Associations and Memberships of staff are listed below.

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PROFESSIONAL BODY ISCA Independent Schools Council of Australia AHISA Australian Head of Independent Schools in Australian AHISA National Committee on Social Issues HICES Head of Independent Coeducational Schools ISA Independent Sports Association AIS Secondary Professional Development Advisory Group HICES Deputies JSHAA Junior Schools Heads Association of Australia HICES Junior School Heads of Independent Co-educational Schools JSHAA Deputies’ Umbrella Group JSHAA Curriculum Group MANSW Mathematics Association of NSW Member AHISA Principal of Studies Australian College Educational Readership Art Gallery of NSW ASCD Association of Supervision and Curriculum Development ACHPER (Aust. Council of Health, PE & Recreation) JSHAA Support Teachers’ Umbrella Group JSHAA Librarians Umbrella Group ALIA Australian Library Information ASLA NSW Aust. School Libraries Assoc ALA American Library Association ASLA American School Library Association AIIP Association of Independent Information Professionals ASIST Association Science and Information Technology Modern Greek Teachers Association CSTA Computing Studies Teachers’ Assoc. SPELD Support Teachers’ Umbrella Group JSHAA Food Facts Nutrition Australia Nurtidate History Teacher Association. English Teachers’ Association. History Teachers’ Association. MANSW Mathematics Association of NSW JSHAA Curriculum Co-ordinators’ Group I JSHAA nfants Co-ordinator JSHAA G&T Umbrella Group EDA Educational Drama Association Visual Arts Teachers’ Network EBE Economics Business Education Assoc. LTA Legal Teacher Association.. JSHAA ICT Umbrella Group

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Teaching Standards

Category Number of Teachers Junior School

Senior School

Total K-12

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.

23 35 58

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

0 2 2

Teachers who do not have qualifications as described in (i) and/or (ii) above but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.

1 0 1

Teacher Attendance

• In 2006 the average daily staff attendance rate was 96%. Retention Rate

• The proportion of staff retained from 2005 is approximately 85%.

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Reporting Area 5: Student Attendance and Retention Rates in Secondary Schools, Post School Destinations Student Attendance

• 95% of Students attended school on average each school day in 2006. This

was similar to the daily attendance in 2005. Retention Rate

• At St Spyridon College in 2006 there was a retention rate from Years

10 to 12 of 84%.

17

Post School Destinations and HSC Class 2006 Highlights

We congratulate our students on their achievements and wish them well in their tertiary studies and future life choices.

23% of students achieved a University Admissions Index (UAI) above 90.

Highest UAI 99.30, Patricia Lianos, University New South Wales AAA Scholarship Winner.

University Entrance Scholarship Awardees Patricia Lianos (UAI 99.3), Nicole Joannou (UAI 98.95), Irini Lantis (97.25) also Top Achievers List - 10th in the State in Legal Studies.

33% students achieved 90 or more in at least one or more of their subjects.

90% of students have now begun Tertiary studies.

University Destinations of Year 12 Class of 2006 Destination by University Course Type

Combined Undergraduate Degrees:

Bachelor of Medical Science/ Bachelor of Laws Bachelor of Business/ Bachelor of Laws Bachelor of Optometry/ Bachelor of Science Bachelor of Communications (Journalism)/ Bachelor of Laws Bachelor of Engineering/ Bachelor of Commerce

USYD19%

UNSW33%

UTS19%

ND6%

UWS13%

OTHER10%

USYD - University of Sydney UNSW - University of NSWUTS - University of Technology UWS - University of Western SydneyND - University of Notre Dame

Sciences

25%

Business/Econ.33%

Arts14%

Education14%

OTHER6%

Law s8%

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Reporting Area 6: Enrolment Policies Enrolment Policy and Procedures All applications for enrolment are accompanied by:

• Birth Certificate

• Baptismal Certificate (where applicable)

• Reference by priest (where applicable)

• Report / Profile from School, Preschool or Child Care Centre (as

applicable).

All other things being equal, priority is given to siblings, children of Past Students, of clergy

of canonical Orthodox Churches, of Parish Executive members, of staff, as well as

benefactors’ children & grandchildren (identified by a confirmation letter from the Parish).

1. Kindergarten Entry

At the Kindergarten level, the cut-off date for the year of entry is the 31st May. Enrolments are

processed in order of receipt, and maintaining a balance of boys and girls. For priority to be

given at the Kindergarten level, applications must be received in the first year after birth.

As part of the Early Intervention Programme, the Infants Co-ordinator holds a school entry

assessment with the child prior to the year of entry. This is used to assist the College to best

meet the learning, social and emotional needs of the child on entry.

The assessment includes:

• Oral communication skills

• Literacy (print concepts, letter identification, phonemic awareness, sight words)

• Fine motor skills / physical development

• Social interaction skills and emotional maturity

• Information from Reports/Portfolio profiles from pre-entry institutions

• Information from reports from other professionals eg. Psychologists/ therapists.

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2. Entry to Years 1 - 12 All applicants are required to complete entrance examinations in English and Mathematics.

The Principal will make a decision on accepting an application using the following

information.

• The results of the entrance examinations

• The most recent school report

• Previous School References whet the Principal deems this to be relevant

• The interview

3. Progression to Upper School To progress to the post-compulsory years of schooling (Year 11 and beyond) students will need to formally express their interest in continuing, after giving consideration to the commitment that this entails. All students who meet the following criteria will be invited to continue their post compulsory education at St. Spyridon College:

• Apply diligence and sustained effort to their studies.

• Complete set assignments in the set time, and to a standard that:

- meets course requirements

- reflects a student’s best effort

• Attend all classes unless able to provide relevant documentation to explain

absence.

• Abide by the Student Principles and follow the school’s Code of Conduct.

• Support activities and programs that enhance the school’s ethos and culture.

Students who accept the invitation to continue their studies at the College will sign an

Acceptance Agreement that is co-signed by parents.

4. Acceptance Agreement Placement offers are made to parents in writing. To accept a placement, parents must

return a signed Acceptance Agreement, which outlines their commitment to paying all

fees and charges, and their agreement to support the school’s policies, ethos and

culture.

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Reporting Area 7: School Policies To ensure that all aspects of the school’s mission for providing a student’s welfare are

implemented, the following policies and procedures were in place (or developed) during

2005:

Policy Changes in 2006 Access to Full Text

Child Protection Policy encompassing:

• Policy statement

• Protocols than enhance ethos and

culture

• Professional conduct in relation to

Child Protection

• Definitions and concepts

• Legislative requirements

• Child Protection Legislation

Amendment Bill 2003 (Provided by

the AIS)

• Child Protection Procedures

• Investigation process

• Reporting and investigating

“reportable conduct”

• Procedural fairness

• Documentation

• Appendices

Policy Statement in Parent

Handbook 2006.

Full text, in Teacher Handbook Part

1 issued to all staff and members of

College Board of Governors

Security Policy encompassing:

• Critical incident policy

• Occupational Health and Safety Policy

including:

Rationale

Code of Practice

Policy statement

Management procedure

for each of the 12 systems specified

by the AIS guidelines.

• Draft Employees Acceptable use of

Information & Communications

Technology and Equipment policy.

{Completed and approved

{by the Board of Governors

Full text distributed to all staff

• Teachers Policy and

Procedures Handbook Part 4

Policy Statement in Parent

Handbook 2006.

Circulated to all staff and Board

members for response.

21


• Students Acceptable Use of

Information and Communications

Policy.

Parent Handbook 2006 distributed to

all new students for signature

Supervision Policy encompassing:

• Roles and responsibilities of Teacher

• Attendance

• Punctuality

• Staff absence

• Duty of care

• Duty of care and student attendance

• Duty of care and supervision

• Negligence

• Yard Duty

• Keys and security

Full text in:

• Teachers Policy and

Procedure Handbook Part 1

• Summary of main points in

Parent Handbook 2006, and

Study Planner 2006

Codes of Conduct Policy encompassing:

• Our principles as St Spyridon

Education Professionals

• Our principles as St Spyridon College

students

• Code of conduct for students

• Statement on student harassment

• Classroom behaviour management

• Consideration for ethical behaviour

management

Full text in:

• Teacher Policy and Procedure

Handbook Part 2

• Students’ Study Planner 2006

• School web page

Communication Policy encompassing:

• Formal and informal mechanisms that

facilitate communication between the

school and those with an interest in the

students’ education and well-being.

• Communication with parents section in

Student Planner and Parent Handbook

• Newsletter (fortnightly)

• Flyers, Bulletins and notes to parents

• Direct correspondence

• Parent/Teacher interviews

Means of communication and

reference to Communication in:

• Teacher Policy and Procedure

Handbook Part 2

• Parent Information Handbook

(2006)

• Students’ Study Planner

(2006)

• School’s Web page

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• Study Planner for two way notes

• Parent/Teacher meeting

Communication within the school:

• Staffroom whiteboards

• Study Planner – key dates and major

events

• Pigeon holes

• Telephone messages

• Email

• Staff and team meetings

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Reporting Area 8 & 9 School determined improvement targets & Initiatives promoting

respect and responsibility This section represents a comprehensive account of achievements against the Targets 2006.

The progress of the College over the 2006 school year was impressive in terms of learning

and teaching, student leadership, community service, profile within the Independent school

sector, quality buildings and resources.

We highlight especially the successful Board of Studies Inspection of our Junior School, the

strengthening of the school’s ethos and culture, and the outstanding HSC results of the Year

12 Class of 2006.

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ST SPYRIDON COLLEGE 2006 TARGETS

Consolidating our Gains Deepening the Learning Culture

1. All actions taken to ensure successful registration of Junior School

2. Teacher Induction policies and procedures are implemented in line with Teacher Accreditation Manual.

3. Occupational Health and Safety Policies & Procedures are completed and

approved by Board of Governors.

4. Pastoral Care and Student Leadership Policies and Procedures are revised.

5. Teacher responsibility for Student Assessment and Reporting. Procedures developed.

6. Promoting our school – at all levels.

7. Processes for tracking students on their Learning Journey K-12 established.

8. Literacy Agreement and Strategy implemented and monitored.

9. Establish HSC Elevation strategy including tutorial centre and holiday courses across subjects.

10. Develop the Strategic Plan 2007-2011.

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Progress on the 2006 TARGETS

Consolidating our Gains-Deepening the Learning Culture

1. All actions taken to ensure successful registration of Junior School

On the 12th May, three Board of Studies Inspectors (Mrs. M. Malone, Mr. J. McPherson and Ms M. Seraphim) visited the Junior School and went through Policy Handbooks, facilities, curriculum materials, teachers’ planning and programming documents, rolls and students’ workbooks. Although all aspects of a school’s operationsare analysed in detail, (particularly in relation to compliance with Government Policy and legislation), the Board of Studies is primarily concerned with the teaching and learning experiences provided to students by each independent school. During the debriefing session with the Head of College, the Principal and Assistant Principal of the Junior School, the BOS Inspectors granted verbally the maximum 5 year registration, without condition of the completion of any outstanding requirements. Inspectors’ feedback was unequivocally positive. Suggestions for additions to our documents were few and we were not required to submit any of them to the BOS. As Head of College I commended the Principal Junior School and all Junior School teachers on an outstanding result. In particular the work undertaken by Mr. Costas Gikas over the three years leading up to the Inspection, was highlighted. As Mrs. Malone, the Chief Inspector said, “This school has wonderful teachers, but wonderful teachers still need good leaders. At St. Spyridon’s they have them.” We thank the Parish Executive Officer and staff for ensuring that in terms of our buildings and facilities, all occupational health and safety measures were in line with legislative requirements. Inspectors’ commentary abounded with requests to congratulate teachers on their outstanding work with students. Some characteristic comments: “There is a strong educational focus, we are very impressed by the ethos…stimulating, beautiful and caring…the whole school is focused on students’ needs…this cannot be said of all schools we visit…. Curriculum shows real insight to BOS requirements and a thorough planning approach by the teaching staff … Teachers’ programs and day books reflect the school’s focus on high academic standards, the high expectations you demand from your students and the professionalism of your staff….Students are happy and relaxed and are supported to take educational risks... they receive reflective feedback from teachers-this is really good. …Programmes are up-to date, clear and logical. Congratulations on the quality of all documents. They are of a high professional standard … they are living documents as is appropriate to a reflective learning culture.”

2. Teacher Induction policies and procedures are implemented in line with Teacher

Accreditation Manual. All new Teachers to the School undertook Professional Development in the first term of their tenure. This induction included:

School ethos, orthodoxy School Policies eg. OH&S, Literacy Day to day routines Assessment and Reporting Procedures

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ICT requirements General support

Mrs Hamer and Mrs Katsogiannis attended a Professional Development inservice conducted by AIS and NSW Institute of Teachers on Accreditation Procedure and Policies for New Scheme Teachers.

Information has been gathered as to procedures. Discussions held with management team as to responsibilities. In 2006 there is no teacher in the Junior School requiring Accreditation.

New Scheme Teachers at the Senior School were introduced to the Teacher Standards as set by the NSW Institute of Teachers and were encouraged to begin their own processes of collation, registration etc. with regards to accreditation.

3. Occupational Health and Safety Policies & Procedures are completed and

approved by Board of Governors.

The Occupational Health and Safety Committee, was established to steer the development of the new College Policy on OH&S. Mr. Meintanis, Dean Senior programs and Mr. Gikas, Assistant Principal Junior School, attended a series of professional development sessions, and used the information and advice they gained to present the Committee with a series of drafts. A Draft was disseminated to all staff members and time was allocated at a special staff meeting of each campus, which provided feedback to the writers. The writers then prepared a final draft for the consideration of the Board of Governors. The Board endorsed the Policy.

Dean of Senior Programs attended a four days Work Cover Accredited Occupational Health and safety Consultation Course. Committees were established and meetings took place as per OH & S policy.

Initiatives Promoting Respect and Responsibility

4. Pastoral Care and Student Leadership Policies and Procedures are revised.

The newly appointed Dean of Middle School together with the Principal of the Senior School, and the Year Advisers, reviewed the existing Pastoral Care and Student Services Policies and Procedures Handbook, the 2005 Pastoral Care Program Years 7 to 12, as well as extensive consultations with students via questionnaires and discussion groups. Following the review, the Dean of Middle School with the Year Advisers, put into place the following Pastoral Care initiatives that served to strengthen the students’ respect for themselves, their fellow students, members of the community of which they are a part and for all human persons. These initiatives serve to develop in students a strong sense of responsibility and sense of belonging to their College, to the Australian community and to the global community. Middle School Assemblies were introduced. The purpose of such a gathering is to reinforce the idea of the Middle School, assist students to understand the role of the Dean of Middle School, to create greater awareness of the activities of each year group during the term, to present MAPLE Awards ie Bronze/Silver/ Gold Star Certificates, to conduct the draw for Red Star Awards to present the Year Advisers’ ‘Pat on the Back’ Awards and provide opportunity for selected Middle School students to show their skills in the performing arts. The second Middle School Assembly held in the last week of Term 2 saw an unprecedented number of students receive bronze, silver and gold star certificates.

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Opportunity was also given to a group of Year 8's to showcase their musical talents at this assembly. The first Middle School Sports Day held at the Marrickville Indoor Sports Centre was a great success, with almost 100% attendance. This was followed by a trophy presentation at the Senior School. New Roll Marking procedures, which were successfully trialled in Term 2 with Year 9, were introduced to Years 7, 8, 10 and 11. An increase in the number of written explanations provided by parents has been observed. A review of Middle School student performance in exams and assessments during Semester 1 was undertaken. Students identified as under-achieving were interviewed by the Dean of Middle School in order to further clarify areas of concern, offer students guidance and provide staff with additional relevant feedback so that improvement in student learning may be facilitated. External Guest Speakers were invited to address various Pastoral Care Groups. These included:- • John Coutis ( all Groups) • Rob Synott, Careers Central Representative (Years10,11,12) • Ian Bradburn, Optimum Experiences (Year 11) • Col Harrison, Peer Support Foundation (Year 9).

Fundraising activities were very successful and clearly demonstrate the generosity and willingness of students to help those less fortunate than them.

Semester 1 Pastoral and Academic Care Initiatives by Year Level:

YEAR 7 & 8 • Year 7 & 8, MS Read-a-thon ($2,035); Year 7, Daffodil Day Year 10, Jeans for

Genes ($2,000). • Student Leadership Focus- Exploration of leadership and examination of past leaders

(Joan of Arc & Mother Theresa) - SRC nominations/ speeches/ voting • 25th March Presentations • Discussion and planning of fundraising activities • MS –Read-a-thon Guest Speaker + Premiere’s Reading Challenge Registration &

explanation of Process • Easter Focus Activities – poetry writing, Easter card making, decoration of Paschal

candles • Study Skills Seminar with Guest Presenter

YEAR 9 • Student Leadership Focus – Qualities of a Leader, Leaders VS Role Models, different

types of leaders, case study on a leader from the past • Year 9 have learned about the Peer Support Leader Program and attended a Peer

Support Leader Training Camp. • SRC nominations/ speeches/ voting • 25th March - research on the heroes of the revolution • School Service and Community Service discussions and planning - Gardening Duty

introduced, involvement with Greek Welfare Centre Activities, fundraising for breast and prostate cancer research

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• Easter Focus - planning and preparations for Easter Food Drive- ‘Donate a Tin Can’ Appeal

• Poverty in Australia Awareness workshop • Goal setting and building positive relationships • Study skills- preparing for the half- yearlies.

YEAR 10 • Leadership Focus – Young people as Leaders, identifying leadership qualities in others,

becoming a leader, case study on a leader from the past • Two Year 10 students attended a Community Relations Youth Day aimed at

promoting the benefits of multiculturalism. • SRC nominations/ speeches/ voting • Careers Education • Road Safety Trauma Forum – Superdome • 25th of March – a Historical perspective • BOS information and confirmations for SC • Easter Focus – Hymn singing • Resumé writing & Work Experience • Preparations for the Trip to Greece • Study Skill – preparing for the half yearlies

YEAR 11 • Student Principles reviewed & amended by Year 11 for new Study Planners & Parent

Handbook • BOS & Career information • Leadership Focus- as for yr 10 • SRC nominations/ speeches/ voting • 25th March Presentation • Fundraising introduction and brainstorm relating to the Kenyan Children’s Fund • Guest Speaker and video showing the Kenyan Children And their environment • AIDS AWARENESS – a scientific exploration into the spread of AIDS • Discussion, Planning and Preparation through allocation of tasks re Kenyan project • Study Skill – preparing for the half –yearlies.

YEAR 12

• Year 12 students’ meetings with Year Adviser, Mr Mavrommatis, Careers Adviser, Mrs Skerman and Dean of Upper School, Mrs Michalski, begun in term 1 and will continue Term 2.

• BOS & Career information provided • Leadership Focus- students prepared presentations on leadership to other Year groups

and educated them about the role of the SRC • 25th March – a review of significance and responsibilities during March • Managing Stress and preparing for Exams – Mrs Stefanou-Haag Presenter • Revisiting for the half-yearlies.

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Student Leadership

The Prefect Body

• Fortnightly meetings held to discuss & plan leadership activities/ initiatives. • Prefects were rostered to assist staff on playground duty at recess and lunch. • They take turns in leading the Friday morning Assembly. Every Wednesday they meet

with the Principal and the Dean of Middle School to plan the Agenda. • The School Captain, Vice Captain and Senior Prefect attended a Leadership Forum at

SCEGGS Darlinghurst and attended a morning breakfast hosted by SCEGGS Redlands, Cremorne. They represented the College at the Parish, Anzac Day service.

• Prefects assisted during 25th March preparations & on the day • The School Captain, Vice Captain, Senior Prefect and another 4 prefects attended a

Young Leaders Conference held at the Sydney Opera House.

The Student Representatives Council

• Nominations/ speeches and voting occurred in March. Elected members were presented their badges at the Goldstein, Aroney Assembly

• SRC met every fortnight to:- discuss any concerns raised by their peers, to plan activities aimed at increasing camaraderie / school spirit, discuss and plan fundraising initiatives, to be informed about any up coming leadership opportunities

• Students were introduced to the process and procedures of running a meeting. Each student in turn had the responsibility of acting as Chairperson, minute taker, reporter of SRC activities and messages on assembly and for writing the SRC Newsletter report.

• The SRC was instrumental in helping collect cans of donated food from their roll groups on behalf of Year 9’s ‘Donate a Tin Can Appeal’. In a similar manner they assisted Year 11’s Kenyan Children’s Fund Appeal, by collecting monetary donations once a week during roll call.

• The SRC assisted during Open Morning and helped welcome and guide special guests who visited the school on other formal occasions

• Four SRC members (two from Year 10 & two from Year 11 attended a World Vision Global Leaders Conference

Junior School Pastoral Care Initiatives

Pastoral Care and Inclusivity Policy

Developing leadership qualities and how to lead others – link to Christian faith Developing the ability to work in teams and groups to achieve specific goals Focus on leadership skills for all students and ensuring opportunities for all to

contribute Early morning leadership meetings to identify, foster and encourage positive

leadership qualities Included library monitors in various leadership responsibilities Continuation of documented leadership tracking

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Student Leadership

HICES Leadership Day attended by 20 office bearers. Operated by “Rising

Generations”. Outstanding opportunity to view our students with other independent schools and their representative leaders. Our students showed a number of positive qualities as well as some aspects of hesitancy and lack of confidence in group and unfamiliar situations.

Regular Leadership Meetings to discuss and plan activities Reading to buddies and picnic lunch – all students Problem solving strategies in playground House Captains headed swimming /athletics carnivals Captains and prefects led Assembly in the morning, raising flags, organising music Assisted with Open Day, Information Mornings and Orientation Days Assisted with Year 1 and Kindergarten during Divine Liturgy Year 6 write and read stories to infants students Provided support to infants during lunch

Community

Performances for senior citizens Kalanta for parishioners Christmas Carols to Castellorizian Nursing Home 25th March Choir Anzac Day Service Buddies for incoming Kindergarten Radiomarathon 2006 Christmas Card Competition Shop For Your School participation Anti Discrimination Colouring Competition – Law Week

Fundraising Charities:

Jeans for Genes Daffodil Day Harmony Day

School Gift Initiatives:

Gelato Day Mad Hair Day Fruit Salad Day

Special Assemblies

Cyprus Independence Day 25th March Assembly for Independence Day and Annunciation Dormition of the Theotokos OHI Day Assembly Mothers Day Assembly

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5. Teacher responsibility for Student Assessment and Reporting

Junior School

Formal Assessments – outcome stated plus A-E graded on each students actual test Reports re written for the Half Yearly to comply with Federal Government

requirements (A-E common grades and reporting to parents). Yearly reports were extended to provide more detailed information for parents Yearly reports electronically developed Parent/Teacher interviews held after reports sent out as per Federal Government

requirements Year 3 and 5 participated in a pilot test “Speaking Task” conducted by EAA

Senior School Reports. Electronic reports were developed both Interim and Semester for all students Years 7 – 12. New formatted reports included:

Subject outlines for Years 11 and 12 Learning outcomes, behaviour outcomes Lesson absences (Year 12 only), school absences Assessments and Teacher comment

These reports follow the national Assessment Guidelines.

6. Processes for tracking students on their Learning Journey K – 12 established

Junior School students tracked academically through standardized tests and grade

assessment tasks Behavioural reporting tracked through teacher comments, interim progress reports

and counsellors reports and behaviour management plans Team meetings and cross stage meetings held throughout year Conferencing between previous and present class teacher, learning support teacher or

enrichment teacher at commencement of year Analysing of Basic Skills results monitoring of strengths and weaknesses Prep Middle School student profile proformas prepared providing information

regarding students work habits, behaviour and attitude Year 6 teachers met with Dean of Middle School and provided both verbal and

written communication about each student for transition to senior school

Processes established as follows.

Year 6 to Year 7: Dean of Middle School consulted Year 6 Teachers, accessed final reports and student files. All families for year 7 2007, were interviewed, interview notes were compiled. A profile was completed for all students. General profiles were collated and distributed on orientation day to students. Information shred with Teachers.

Years 7 – 9: Students were monitored through Semester reports, ELLA, SNAP, Competitions, students identified with learning difficulties were interviewed and counselled.

Years 10 – 12: Students were monitored through Semester reports. Students supported through small group interviews with Dean of Upper School, Year Adviser, Careers Adviser.

Years 7 – 12: Year Meetings with all necessary Teachers.

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7. Literacy Agreement and Strategy implemented and monitored.

Junior School facilitated Spalding 1 Course during the semester break. Two staff K. Sobell and H. Sullivan attended this 10 day in-service.

At Senior School Silent Sustained Writing was a feature of each lesson. Extensive and intensive team based Professional Development on subject specific literacy development, held in team groups.

8. Establish HSC Elevation strategy including tutorial centre and holiday courses

across subjects.

HSC Elevate Winter program held over 3 days in the school holidays. Program was organised for our students with external experts in: English, Chemistry, Physics, Economics, Business Studies, Mathematics Extension 2 and Visual Arts. 42 participants. Positive feedback from students in all but one subject. Congratulations to Dean of Upper School Mrs. Michalski for organisation.

9. Promote our school and its good work at all levels

A News Board was established near the canteen area of the Junior School. The aim of this being to promote, highlight and celebrate the activities and achievements of Senior School students to younger members of the college and their families. Head of College Morning Tea held at the Junior School. 40 people attended. Very positive feedback. Head of College visited the Bank of Cyprus Branch in Maroubra and presented Mr. Pavlou with a framed Certificate of Appreciation for the Bank’s support of the Business Supporters of Sports Scheme. Mr. Vatalis, General Manager was also present. This was publicised in the Kosmos. In 2006, the Bank of Cyprus provided a Prize for the highest achiever in Science, to be presented at the speech and prize-giving evening. Morning Tea for Mr. Lynch organised by Parish Office. Mr. Coudounaris was instrumental in attracting this wonderful benefactor. He had pledged $50,000 towards our scholarships scheme. St. Spyridon College hosted the Heads of Independent, Co-educational Schools Conference. Very well received. Praise for our students from all. Thank you to Mrs. Tsaconas for invaluable support with hospitality arrangements. High Commissioner for Cyprus visited our school and sang our praises to His Eminence and others. The Honourable Mr. Sourlas Deputy Speaker of the House visited our school and left with the best impression, which he shared with the Consul General.

P&F Annual General Meeting held-very warm and positive atmosphere. Attended by Mr. Souleles and Mrs. Coucouvinis, who addressed the meeting. P&F Thank You Supper held at Senior School. Parish President and Parish Executive Officer attended.

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P&F held Palm Sunday Lunch. Father, Chairman and Parish President attended with their extended families. We thank you for your support. Kindergarten Orientation. Parent Forum was well attended by fathers as well as mothers. Aroney - Goldstein Assembly-went beautifully. New outdoor sign at the Junior School erected. This sign was funded by Year 6 and the P&F Association. Stylus 2 and Stylus 3 distributed.

10. Develop the Strategic Plan 2007-2011

K-12 Professional Seminars were held on Strategic Planning and Promoting our school at the Junior and Senior Schools. Teachers worked in groups to propose the curriculum directions for the following five years and to identify the facilities implications. Following these, the Academic Leadership Team met to consider the teachers’ proposals for future directions with a view to establishing strategic planning directions. These meetings affirmed and strengthened the directions drawn from the K-12 Seminars. Together with the outcomes of the student and parent voices surveys, the content of these sessions were presented by the Head of College to the Board of Governors, at which the Chairman also invited all Parish Members who wished to attend. The Board Strategic Planning Seminars gave particular attention to the building and resource implications of the Educators’ proposals for a way forward. The Head of College together with the Chairman of the Board of Governors and the Board Working Group entrusted with the task, finalised the Plan, which consists of 7 Goals as follows: Goal 1: Students experience a dynamic and future-focussed learning culture Goal 2: A focus on students’ social, physical and spiritual well-being Goal 3: Exemplary practice in student leadership, Community Action and Global

Connections Goal 4: Develop students’ sensitivity to and skills in aesthetic appreciation and

expression Goal 5: Support educators to enhance professional knowledge, practice and

commitment Goal 6: A building program that values students’ learning, teachers’ work and their

relationship with students. Goal 7: Systematically implement programs that ensure Community Outreach,

Financial Strength and Security

The final Plan was approved by the Board of Governors amidst a feeling of optimism and enthusiasm for the school’s future progress.

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Highlights in 2006 Co-curricular Activities and Sports

In line with Recommendation 1 of the Strategic Plan 2002-2006, the College continued

to take initiatives that expanded the curriculum experiences of our students. The

following section represents some of the highlights of the co-curricular program K-12.

Junior School Concerts:

Congratulations to our talented Junior School teachers for their excellent concert

productions presented to a capacity filled hall. The presentations in both Greek and

English were outstanding performances by young students displaying their talents in

acting, singing, dancing, and preparation of backdrops and props. The performances were

integrated with the various KLA’s of English, HSIE, Religion, Health, Music and Greek

Language Culture Mythology and Dance

Year 3 and 4 – “The Lion King”

Year 5 - “Plutos” by Aristophanes in Greek

Year 6 - “The Idle Australian” written by Miss Cachia and Mrs Inchley teachers

demonstrating the multicultural and diverse society of Australia.

Kindergarten - “The Bugs Christmas”

Year 1T - “The Nativity”

Year 1E - “Whats Cooking”

Year 2 - “Holidays in Greece and Cyprus” written by Mrs Ieroklis

Romeo and Juliet: Outstanding performance by students Years 7 to 10. Congratulations to

Miss Karene Lucas, all other staff including the Visual Arts team for the superb

backdrops. Thank you to Father Steven, Board and Parish members who supported the

College with their presence. Mrs. Deanne Coucouvinis, Dr. Thomas Savoulis, Mr. James

Phillips, Ms. Maria Skettos, Mr. Elias Economou, Mr. Peter Souleles.

Spare the Rod and Spoil the Child: Outstanding performances of the Greek Play given by

20 students of Modern Greek. Commendations to Mrs. M. Faletas and the Greek Team.

Musical Snapshots Evening was another excellent evening of performances, including the

HSC final pieces. Congratulations to Miss Christina Savva. Thank you to Father Steven,

Board and Parish members who supported the College with their presence- Mrs. Deanne

Coucouvinis, Mr. James Phillips, Ms. Maria Skettos, Mr. Elias Economou.

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Benefactors’ Dinner hosted by the Hospitality Classes was a resounding success. MC, Mrs.

Coucouvinis, speaker, Mr. Souleles. His Eminence was the special guests for the evening

and left with the best impressions. Congratulations to Mrs. Grillakis and Mrs. Lambi and

Years 11 and 12 Hospitality students.

TOM (Tournament of the Minds): Two teams from the Junior School Maths /Engineering

(Mrs Inchley) and English (Ms. Cachia), took part in this year’s competition. Both teams

presented themselves well during the competition.

Aerobics teams – Boy’s (7th overall) and Senior Girl’s (8th overall) competed at the National

School aerobics in Brisbane.

FISAF National Aerobics: Three teams Boy’s (3rd), Senior Girl’s (4th) and Junior Girl’s (7th)

competed in Brisbane.

Junior School Sport Highlights

• Primary Year 6 ASISSA Sports Boys: Soccer, Girls: Netball

• John Volas attended Primary Schools Sports Association Basketball (Gosford) as

Manager -Coach of CIS Girls’ Team. Alexis Mavrantonis and Victoria Nikitianos also in

CIS team.

• Fotini Panselinos (Yr 6) represented NSW in Australian National Championships –

Gymnastics, receiving a Silver Team medal. Selected for the Australian National Squad

for Rhythmic Gymnastics 2006-2007.

• Junior School Aerobics: Senior Girls’ and Boys’ Teams elected to represent NSW at the

National Aerobics Competition (Adelaide).

• ASISSA Athletics Carnival: 58 students represented St. Spyridon JS. 14 students

selected to represent ASISSA at the CIS Athletics Carnival.

• HICES Athletics Carnival 58 students represented St. Spyridon JS in Division 1. To

remain in Division 1 for 2007.

• Junior School Athletics Carnival: 8th September. Nemean House overall winners.

• JS held its Swimming Carnival

• HICES Swimming Carnival (JS)

• ASSISA Swimming Carnival (JS)

• Primary Sport Years 3-6: Swimming at The UNSW Pool

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• Selection Trials for Netball/Soccer and Basketball ASSISA. The following year 6

students have been selected:

o Netball: Anthea Stylianakis, Kayla Want, Ellen Fotopoulos

o Basketball: Alexis Mavrantonis, Victoria Nikitianos

o Soccer: Theodore Penemenos, Michael Horafios, Peter Kolistasis

CIS Selection:

o Basketball: Alexis Mavrantonis, Victoria Nikitianos

o Soccer: Theodore Penemenos

o CIS Award: Fotini Panselinos (yr 6) (Red Award)

Senior School Sport Highlights • Four students were selected to represent the ISA in soccer with George Spanos being

named Captain of the team.

• George Spanos was selected to the NSW Combined Independent School soccer team

(for the third year in a row) and was named vice captain. Mr. Peter Mavrommatis was

team coach and Mr Peter Meintanis was the assistant coach.

• In Netball the Open C netballers became ISA champions with the Junior A’s losing in

the semi-finals.

• Congratulations to all teachers and students involved in the Greek Orthodox Archdiocese

National Sports Competition. Six participating schools: St Spyridon College, St

Euphemia College, All Saints Grammar, St John’s and St Anargyri Melbourne and St

George Adelaide. St. Spyridon College won the following championships:

o Basketball – boys

o Basketball – girls

o Indoor Soccer – girls

o Netball

o Soccer – boys

o Tennis – junior team.

This represents six of the nine events held. Students’ conduct was outstanding as is

appropriate for the premier school. This year’s competition was hosted by All Saints.

Next year it will be held in Melbourne hosted by St Anargyri.

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• Intermediate Girls Swimming team- ISA Champions. This is the second time we have

won a division in ISA swimming

• Intermediate Girls Basketball Team-ISA Champions.

• Yvonne Stefadouros, Year 9, selected to represent NSW in the Australian Gymnastic

Championships. She is a member of the NSW Women’s Artistic Gymnastics Team.

• Open Girls basketballers finished second in the St Catherine’s Tournament. This is a

competition for girls from private schools in the Eastern Suburbs. To reach the finals St

Spyridon defeated St Clare’s, Ascham, and Moriah College.

• Peter Meintanis was chosen as the assistant coach of the CIS Soccer Team.

• U14 Girls made the FUTSAL (Indoor Soccer) State Championships. They came

second in our region. State Finals will be held late July.

• Senior School Athletics carnival held. House T-shirts enhanced school spirit. Excellent

organisation by Sports master Mr Anthony Condous.

Parish Trip to Greece - by all accounts this was a wonderful trip. Congratulations to

Mrs. Tsaconas Mr. Souleles, Mr. Economou, Mrs. Faletas Mrs. Koutsoukis, for bringing

everyone home safe and sound.

Junior School Co Curricular program commenced week 1 term 2. The following activities

were offered:

o Early Bird Spalding Infants and Primary o Early Bird Mathematics Primary o Basketball o Singing/Choir o Tournament of the Minds (2 groups) o Cooking (3 groups) o Scrabble Club/Word Challenge o Mural painting (infants playground) o Public Speaking o Computer Club o Drama Club o Jazz dancing o Chess Competition (Eastern Suburbs Chess Association )

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Reporting Area 10: Student, parent and teacher voices

Student Voices Over the last 3 years, a Student Voices survey is filled in by students in Years 7 to11 in one of

the Pastoral Care lessons, usually led by the SRC Representative. In 2006, the

overwhelmingly positive response and high level agreement by students across the year

levels, was that the students love their school.

Strengths as perceived by students:

Good teachers that care about students and go out of their way to help.

Friendly students, community school, Greek school, family atmosphere, chance to learn about

our religion and culture.

Things they’d like to see changed:

More sports; get rid of demountables; build a proper Hall.

Parent Voices Below, is a summary of responses to the Parent Partnership Voices Survey, which was

conducted at the Year 10 Parent Forum 2006, and filled in by the 55 parents of the 60 parents

present that same evening. Parents expressed appreciation of teachers and indicated their

desire that more work be done on buildings and facilities. They expressed their willingness to

support the values and ethos of the College in a way that was most gratifying to staff.

1. What do you most value about our school/what do you most appreciate?

“Students are given an education that enables to reach their potential as confident Greek Australians”

Academic and Teaching Standards

Expertise and dedication of staff/ Calibre of teachers/ High standards/ Academic standards

and focus/ Place of learning/new methods of teaching reflect on my child’s improvement/

education level and valuable skills / preliminary course is great/ Personal commitment of

teachers for their students/ teachers students can rely on for support/ time and understanding/

caring and nurturing/ faith in all students/ Friendly teachers and staff Mr. Condous/ Head of

school caring and sincere/ The firm but kind leadership of the Executives. 31 (56%)

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Pastoral Care and Values

Wholistic approach to students’ education/ High moral ethics/ Christian Values/ Language/

Hellenic touch/ cultural identity and sense of belonging/ determination/loyalty/ Discipline/

behaviour of our students/ respect in the way they conduct themselves. 23 (42%)

School Spirit

Happy students/ Closeness among students/ Family oriented school/feel part of an extended

family/ Good atmosphere/ great sense of community 14 (25%)

2.. What would you like to see changed or improved about our school?

More sports / Basketball courts rebuilt/better sporting facilities/ Completion of buildings/

Hall/ (very little) except demountables/ quicker progression with buildings /new crossing.

19 (35%)

3. What would you be able to contribute to making these changes or improvements?

Support for the values of the school/ any changes teachers feel fit/ whatever is required

toward the changes/ any help I am asked to provide/ whatever the school asks. 12 (22%)

Making sure my child studies and does what is right by the school. 10 (18%)

Teacher Voices In 2006, the K-12 Team, met together on three professional development days leading up to

the development of the Strategic Plan 2007-2011. What follows is a faithful summary of

teachers’ words, thoughts and feelings as expressed during the seminal gathering held in

September, to provide feedback to the draft Strategic Plan 2007- 2011 and to review the

changes made to the Education Professionals Principles by the Academic Leadership Team

and which had been developed in 2001 by the teachers of that time.

It is clear that St. Spyridon teachers are proud of their professional work at the College, that

they value each others’ impact on students’ learning and not only do they only support the

shared vision, but actively contribute to its development and implementation.

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Workshop 1: What are our qualities as a group of education professionals?

St. Spyridon Teachers have high levels of subject area expertise and together we represent

vast array of professional experiences. This statement is drawn from the written feedback and

informed the development of the new education professional principles.

We are a team of dynamic educators dedicated to educating the whole person-mind, body and

soul. We set high standards for both ourselves and our students. We are committed to lifelong

learning for ourselves and our students. We are passionate about learning. We are actively

engaged in discussions that focus on students’ progress. As Teachers we undertake many

hours of professional development and keep up with the latest developments in educational

practice. We reflect on our practice and review programmes to accommodate students’

abilities and learning styles. We are enthusiastic about exploring the links across the subjects.

We are open to self evaluation and use an eclectic mix of old and new resources and

pedagogies.

As Teachers we provide inspirational examples of leadership. We are student- focused and

are willing to go the extra mile for their students. We create a happy and secure environment

for young people. We are committed to social justice and values education.

As a team we are warm, nurturing and caring, we are pragmatic and efficient. We are

committed to integrating the values and ethos of the school in our teaching and learning

activities. We build on the strong family and community spirit.

We provide and receive collegiate support and emotional support. This strong collegiality is a

vital in enhancing the strengths of each teacher and students. Our College develops

leadership in teachers and students.

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Workshop 2: Do the new elements in the Educators’ Principles resonate?

“Our Principles can be defined by our motto: Forever Excelling.”

Yes, they are very good and they correlate well with the Mission Statement. The Principles

give a sense of our faith and the academic focus. The Principles show our professionalism.

New elements ring true to a contemporary application of traditional Orthodox values in

which accountability is paramount. They challenge us to challenge ourselves to move out of

our comfort zone. They are challenging but achievable.

Workshop 3: What are the things that we, as the education professionals, will work on for our students in the future?

We need to challenge our students to think critically, to develop judgment.

We need to find ways of developing higher order thinking,

Risk taking and other lifelong learning practices that promote independent learning-less

spoon feeding.

More leading and less following from the students

We must strengthen Greek Orthodox ethos and programs.

We must strengthen K-12 links and especially Years 5-9 links to prevent regression in Senior

School.

We should find new ways to define success; of rewarding things other than academic-redefine

success.

We must teach students to take responsibility for their own learning and behaviour.

Workshop 4: Our Hopes and Dreams for the future.

Curriculum: More global perspective for our students.

Broader outside world experiences. More appreciation for cultural diversity.

Greater focus on Middle Schooling pedagogies.

Metacognitive learning.

Development of a Stage 6 Orthodox Studies Curriculum

More support for Special education in the Senior School. Introduce Gifted and talented

classes at the Senior School

Greater links across the subjects especially in the Middle School.

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Extend State and national links- as we do in Sports to other disciplines ie the Arts.

More Band 6 results at the HSC.

Health & Well-Being: Healthier canteens. More PDHPE at the Junior School. Greater focus

on healthy lifestyles.

Class size and Facilities: Smaller classes at the Junior School-at least to take into account

State school class numbers.

New Infants building.

Demountables replaced with new facilities for drama, music and sports at the Senior School.

Access to computers that work in the Infants and more computers in the Junior School

classrooms and Greek language rooms.

More use of technologies-including interactive whiteboards.

More professional development on using new technologies.

Promotion of our School: Our strengths as an Orthodox school for all students. Promotion of

the strengths of our teachers via newsletter.

Response to Student, Parent and Teacher Voices

The College authorities moved to address areas where the students, parents and teachers wish

to see changes and improvements. Goal 6 and Goal 7 of the Strategic Plan 2007-2011, focuses

on the improvement of existing buildings and more importantly on the erection of new and up

to date facilities.

A critical part of this is the establishment of a Foundation or Charitable trust that will assist

the College to raise the funds for these projects.

In addition, a group of five Year 10 parents worked with the Head of College to develop a set

Parent Partnership Principles. These are designed for the mutual support of parents in

assisting their children to maximize home study time.

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Reporting Area 11: Summary Financial Information

INCOME 2006 COLLEGE

tuition fees and other income

42%

State grant- per capital15%

State- interest subsidy5%

Commonwealth-general recurrent

33%

Building Fund contribution4%

Commonwealth & other1%

tuition fees and other income

State grant- per capital

State- interest subsidy

Commonwealth-generalrecurrent

Commonwealth & other

Building Fund contribution

COLLEGE EXPENSES 2006

teaching general63%

loans interest5%

building and operation expenses5%

ministration expenses18%

ects, resources, students' stationery

9%

teaching general

subjects, resources, students'stationery

administration expenses

building and operation expenses

loans interest

Documents

Annual Report 2006