School Renewal Action Plan - St Thomas More College
School Renewal Action Plan - St Thomas More College
School Renewal Action Plan - St Thomas More College
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<strong>St</strong> <strong>Thomas</strong> <strong>More</strong> <strong>College</strong><br />
<strong>School</strong> Report 2012 - <strong>School</strong> <strong>Renewal</strong> <strong>Action</strong> <strong>Plan</strong><br />
The following report summarises a very positive year for <strong>St</strong> <strong>Thomas</strong> <strong>More</strong> <strong>College</strong>. It also reflects the efforts<br />
of an extremely productive and dynamic learning community. The report is based on the <strong>College</strong>’s Internal<br />
<strong>School</strong> Review process, which has been validated by our <strong>College</strong> Pastoral Board and Brisbane Catholic<br />
Education. The considerations and future directions listed as part of this report will be used to guide our<br />
goal setting for 2013. The <strong>College</strong> goals for 2013 will be published early in 2013.<br />
The <strong>College</strong> completed an External review in 2011, and 2012 marked the end of the <strong>St</strong>rategic <strong>Renewal</strong> <strong>Plan</strong>.<br />
The <strong>College</strong> had the following Components to review in order to complete the 2008-2012 <strong>St</strong>rategic <strong>Renewal</strong><br />
<strong>Plan</strong>.<br />
Internal <strong>School</strong> review Components for 2012<br />
• 3.3 Cultural Diversity<br />
• 4.3 <strong>St</strong>aff Support<br />
• 6.3 ICT Resourcing<br />
• 7.2 Financial Equity and <strong>St</strong>ewardship<br />
The <strong>College</strong> goals for the 2012 year have been written under the new 2012- 2016 BCE <strong>St</strong>rategic <strong>Renewal</strong><br />
Framework which has four priority areas.
Priority 1 - Religious and Evangelising Mission<br />
Priority Goals for 2012<br />
Implement the new BCE RE Curriculum in Years 8-10<br />
<br />
<br />
Provide staff with professional development in regard to Catholic traditions<br />
Use the ‘Catching Fire’ framework to support prayer life at the <strong>College</strong><br />
The <strong>College</strong> has continued to grow as a faith community. Central to this growth has been our focus in 2012<br />
on Pastoral Care Prayer and the development of a whole-<strong>College</strong> approach to Liturgy. Work has also<br />
continued in religious and evangelising mission. In June of 2012 Mrs Denise Bryant retired from her position<br />
of Assistant Principal Religious Education after five years at the <strong>College</strong>. Mrs Bryant began her association<br />
with Brisbane Catholic Education at Our Lady’s <strong>College</strong> Annerley in 1973 and worked in various teaching<br />
and leadership roles during this time. The <strong>College</strong> community is most appreciative of her work and extend<br />
to her our best wishes on her retirement. Mrs Kathleen Ashton was acting APRE for terms 3 and 4. Mr John<br />
<strong>Thomas</strong> has been appointed as APRE from the start of the 2013 school year.<br />
<strong>College</strong> Masses and Mission Weeks. In 2011 the <strong>College</strong> moved to have Mass celebrated as a whole school<br />
community up to eight times during the school year. These masses were to replace the before school mass<br />
program where attendance was voluntary. Additionally, one mass each term would be dedicated to one of<br />
the Junnebei (House) Patrons as a way of further promoting the charism of this person. Mission weeks are<br />
now well established in the <strong>College</strong> calendar.<br />
The celebration of mass and liturgy has grown in 2012. The <strong>College</strong> is appreciative of the involvement of Fr<br />
Dan Ryan, Fr Augustine Obi and Fr Baiyi Gong (Peter). Of significance was the Year 8 Instructional Mass in<br />
Term 3 and the attendance of Year 9 to the Sunnybank Parish mass in Term 4. Further to this our Year 11<br />
students were invited to participate in the sacrament of Reconciliation on their retreat, which centred<br />
around various forms of prayer. This, along with the celebration of Eucharist, emphasises the way the<br />
<strong>College</strong> uses sacraments in our vision to be a sacramental community.<br />
Connection with the Parish and Parish Primary <strong>School</strong>s: The <strong>College</strong> has continued to build the connection<br />
with Parish and Parish Primary <strong>School</strong>s. At the start of the school year the <strong>College</strong> began a daily Parish bus<br />
service from the car parks of Parish primary schools. After the first year this bus is now full each day. To<br />
cater for the expected increase in numbers the <strong>College</strong> has purchased a 45 seat coach to run this service in<br />
2013. Additionally the <strong>College</strong> will begin a bus service from <strong>St</strong> Mark’s Inala and Our Lady of the Sacred<br />
Heart Darra. Both schools were identified by their proximity to the <strong>College</strong> and because of the relatively<br />
high number of students, who at the completion of Year 7, did not transition to a Catholic secondary<br />
college.<br />
Principals from Parish schools meet at least once a term with Fr Dan. These meetings, along with the<br />
meetings of APREs, provide valuable conversation around collaboration. The development of a Parish<br />
<strong>School</strong>s brochure has been one of the outcomes of these meetings in 2012.<br />
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A significant feature of our growing connection has been the increasing number of staff who attend week<br />
end mass at Our Lady of Lourdes. Although many staff reside outside of the Parish, the growing connection<br />
between the <strong>College</strong> and the Parish has been identified by these staff as to the reason why they attend<br />
mass at Our Lady of Lourdes. The appointment of <strong>St</strong>even Bird in May 2011 as Campus Minister, with his<br />
strong connection with the Parish, has also assisted with building relationships with the Parish.<br />
Visit to <strong>Thomas</strong> <strong>More</strong> <strong>College</strong> Adelaide: Over the long week end in May the <strong>College</strong> sent a delegation to<br />
visit <strong>Thomas</strong> <strong>More</strong> <strong>College</strong> Adelaide. Over the last couple of years we have had conversations with the<br />
Principal of <strong>Thomas</strong> <strong>More</strong> <strong>College</strong> in Adelaide about establishing a connection between the two colleges.<br />
Like us, they have the motto of ‘God’s Servant First’ and through conversations with the principal and a<br />
scan of their website, we appear to have more in common than our patron saint. They are the only other<br />
secondary college in Australia that is named after <strong>St</strong> <strong>Thomas</strong> <strong>More</strong>. The visit by the Principal, Deputy<br />
Principal and <strong>College</strong> Leaders was the first step in building a connection and relationship that over time will<br />
allow us to share ideas as both communities build the charism of <strong>St</strong> <strong>Thomas</strong> <strong>More</strong> in their college<br />
communities.<br />
Social Justice Work: The <strong>College</strong> continued to support social justice initiatives and in particular Caritas<br />
(through Project Compassion), the <strong>St</strong> Vincent de Paul Winter Appeal and Christmas Hampers and Catholic<br />
Mission. This year through staff and students through our fundraising activities such as Mission Weeks have<br />
raised over $1850 for charities such as Caritas and the Presentation Sisters.<br />
The <strong>College</strong> also hosted a return visit by Warralong Community <strong>School</strong> in term 3. This was a great<br />
opportunity for the students who participated in the immersion experience in 2011 to reacquaint<br />
themselves with the students from Warralong. The <strong>College</strong> is continuing to work towards a yearly<br />
immersion experience as part of the <strong>College</strong>’s social justice program.<br />
<strong>College</strong> History Committee: The History Committee continued to meet during the 2012 school year. Of<br />
significance has been the appointment of a professional historian, Mr Neville Buch, as the lead researcher<br />
and writer of our <strong>College</strong> history. Significant research has happened in 2012, in particular in the recording<br />
of the oral stories of former and current <strong>St</strong> <strong>Thomas</strong> <strong>More</strong> staff, parents and students. Additionally, there<br />
has been significant archiving <strong>College</strong> records has taken place. The committee’s goal is to complete the<br />
important research phase by the end of 2012 and have a book detailing the <strong>College</strong>’s history completed in<br />
time for the 40 year anniversary in 2014. The aim is to write the book in 2013.<br />
Opening of new <strong>College</strong> Chapel: At the start of the 2012 school year we opened the new Chapel of <strong>St</strong><br />
<strong>Thomas</strong> <strong>More</strong>. Fr Dan Ryan led a staff liturgy which was also attended by members of the <strong>College</strong> Board<br />
and History Committee. The new Chapel has proved to be a great place to gather for staff and student<br />
prayer, liturgies and mass over 2012.<br />
Retreats: The <strong>College</strong> continued to further develop and refine our retreat program and there was some<br />
growth in integrating this program with the year level Life Skills programs. Significantly, our <strong>College</strong> still<br />
offers a retreat/outdoor education experience in every year and the work done in ensuring that there is a<br />
faith element in all year levels supports our evangelising mission. The generosity of staff in offering their<br />
time and energy in joining their Pastoral Care class as part of our overnight camp/retreat program also<br />
supports the development of better staff and student relationships.<br />
3
Summary in regard to 2012 goals: The delay in the publication of the new BCE Religious Education<br />
curriculum impacted on the goal to write new units over the course of 2012. The new curriculum was only<br />
ratified in term 3 and the new curriculum will be used to review and re-write, where necessary, new units<br />
in 2013. During 2012 some Religious Education teaching units were rewritten using the Dimensions of<br />
Learning framework. Additionally, the <strong>College</strong> did not undertake the ‘Catching Fire’ framework in 2012, due<br />
mainly to personnel changes. <strong>St</strong>aff were provided religious in-service titled ‘Becoming What You Believe -<br />
Exploring Mark’s Gospel and various prayer forms’ at the Professional Development Days in January. The<br />
<strong>College</strong> also hosted a PD presentation by AARE titled ‘Art, Religion and Spirituality in Australia’. This<br />
inservice presentation was attended by 11 staff.<br />
4
Priority 2 – Learning and Teaching<br />
Priority Goals for 2012<br />
<br />
<br />
<br />
Implement Phase One subjects from the Australian Curriculum.<br />
Work towards the embedding of the Australian Curriculum General Capabilities in teaching units.<br />
Work towards a greater alignment of curriculum, pedagogy and assessment as we move towards<br />
implementing the first phase of the Australian Curriculum.<br />
The <strong>College</strong> has continued to provide a quality and inclusive Catholic education to all students. This year we<br />
have continued our focus on improving student learning outcomes. Following our Curriculum Review in<br />
2010, the <strong>College</strong> curriculum has undergone significant change. This change has been focussed on the<br />
elements of ‘what’ and ‘how’ we teach. To this end we have continued to review our curriculum offerings<br />
and the pedagogical practice in our classrooms. Most significant to these elements has been the inclusion<br />
by the end of the 2012 school year of twelve new subject offerings in the Senior Curriculum and the<br />
implementation of Dimensions of Learning as the <strong>College</strong> learning framework.<br />
Senior Pathways and Curriculum Change: Our 12 Year 2012 students will be the first cohort who will<br />
benefit from the changes implemented following the Curriculum Review of 2010. In addition to the nine<br />
new subjects offered for the first time in 2011, the <strong>College</strong> will offer Graphics, Japanese and Chinese as<br />
subjects in the Senior Curriculum in 2013. These changes have provided this cohort of students a much<br />
broader curriculum than in previous years. This broader curriculum recognises that as an inclusive Catholic<br />
learning community, we value the learning of all students and recognise that students have strengths and<br />
needs which require a broad range of academic and vocational offerings. As at the end of term three, there<br />
are very positive indications that the changes implemented will result in better learning outcomes for this<br />
cohort than previously experienced.<br />
Dimensions of Learning: In 2012 the <strong>College</strong> continued to train staff in Dimensions of Learning (DoL). Other<br />
the course of the year 22 staff attended a three day training program on DoL. The training of staff in DoL<br />
has been the largest aspect of the <strong>College</strong> funded Professional Learning budget as we continue our goal of<br />
improving teacher capacity in this area. DoL training was first offered to Academic Coordinators in<br />
Semester One and then to other staff in Semester Two. Academic Coordinators presented their DoL units to<br />
other staff as part of the Professional Development Day at the University of Southern QLD at the start of<br />
Semester Two.<br />
In Term 3 the <strong>College</strong> hosted a weeklong conference on Dimensions of Learning. The presenter was Howard<br />
Pitler from McREL in the United <strong>St</strong>ates. The conference was attended by over fifty educators from<br />
Queensland as well as some from other states. The conference provided excellent publicity for the <strong>College</strong><br />
as well giving two of our staff the opportunity to become accredited DoL trainers. This will enable the<br />
<strong>College</strong> to have the option in the future to do in house training of staff in DoL without the need to engage<br />
outside consultants. The conference and our work in training staff in 2012 has been positive and the<br />
<strong>College</strong> will continue to focus on the implementation of a <strong>College</strong> wide learning framework in 2013.<br />
The Unit<strong>Plan</strong>ner: At the start of 2012 the decision was made to re-evaluate the requirement for staff to use<br />
the Unit<strong>Plan</strong>ner to plan and record their teaching units. This decision was made as it was recognised that<br />
staff need more training in DoL in order to fully maximise the unit writing experience in the Unit<strong>Plan</strong>ner.<br />
Some staff who were competent in DoL continued to use the Unit<strong>Plan</strong>ner.<br />
5
Homework Club: Homework Club has continued in 2012 in supporting students to improve their learning<br />
outcomes. Homework Club runs each afternoon in the library and it is well supported by staff and<br />
students. <strong>St</strong>udents are provided with afternoon tea prior to beginning their homework or assessment tasks<br />
with volunteer teachers providing supervision and guidance. The <strong>College</strong> has been supported with this<br />
initiative by a $10000 grant from the Sunnybank Community Sports Club. The funds are used to assist with<br />
the costs associated with tutor payments and food.<br />
Learning Management System: In 2012 the <strong>College</strong> has been a BCE pilot school for the Life Learning<br />
Management System (LMS). This has meant that we have begun the process of moving from Moodle to Life<br />
as the LMS for the school. <strong>St</strong>aff have been provided professional development and support to assist in this<br />
change. The change has not been without some challenges. However, we are optimistic that Life will deliver<br />
more interactive and better support as a LMS for the <strong>College</strong> going forward.<br />
NAPLAN: The NAPLAN results for this year reflect the changing nature of each new cohort entering the<br />
<strong>College</strong> at Year 8. Our students are drawn from 35 primary schools, and the Year 9 cohort this year is<br />
comprised of 65% of boys. Along with PAT testing and teachers’ results, we make use of the NAPLAN data<br />
to review programs we have put in place to target our students’ needs. NAPLAN preparation was addressed<br />
in our weekly Core classes and integrated in the English and Maths programs. In addition, students received<br />
explicit teaching in English to address the Language Conventions test in the beginning of Term 2. The recent<br />
development of the wide reading program in Year 8 and 9 reflect our belief in developing vocabulary and<br />
language skills and or commitment to engaging students in the regular reading of quality and enriching<br />
texts.<br />
NAPLAN results, which are designed to inform Government at a federal level, provide us with a snapshot of<br />
our students at a particular point in time. We use this data alongside other sources, to continue to tailor<br />
our programs to provide a broad<br />
education to a diverse community of<br />
students.<br />
(<strong>College</strong> NAPLAN results over page)<br />
6
Comparison of NAPLAN mean results for Year 9 across 2009, 09, 10, 11 and 12 cohorts<br />
2008 2009 2010 2010 %<br />
In<br />
Bands<br />
8,9,10<br />
2011 2011 %<br />
In<br />
Bands<br />
8,9,10<br />
2012 2012 %<br />
in<br />
Bands<br />
8,9,10<br />
Reading STMC 556 577 572 37% 577 40% 563 40.8%<br />
<strong>St</strong>ate avg 568.2 570 564.9 40% 573 43.6% 567 40%<br />
Writing STMC 549 571 551 32% 575 47.6% 530 21.7%<br />
<strong>St</strong>ate Avg 555.3 558 564 40% 566 42.2% 539 29.1%<br />
Spell STMC 565 594 577 49% 591 58.5% 572 49.3%<br />
<strong>St</strong>ate Avg 567.8 569 572.9 46% 576 46.9% 571 44.5%<br />
Gramm STMC 565 579 571 40% 570 46.2% 568 44%<br />
<strong>St</strong>ate Avg 563 569 573.3 45% 568 41.4% 570 41.6%<br />
Num STMC 560 581 584 51% 582 42.7% 573 41.8%<br />
<strong>St</strong>ate Avg 570.7 579 576.7 45.2% 575 42.8% 575 42.1%<br />
Australian Curriculum: <strong>St</strong>aff have also continued to work in preparation for the Australian Curriculum. In<br />
response, there have been adjustments to the Junior <strong>School</strong> Curriculum as the <strong>College</strong> prepares for the<br />
introduction of the Australian Curriculum in the Junior <strong>School</strong> in 2013. There has been a slight adjustment<br />
to the mandatory core units in Years 8 to 10 to reflect the requirements of the Australian Curriculum and<br />
an increase in the elective options available.<br />
Transition Pathways Program: The <strong>College</strong> has continued to work in partnership with Brisbane Catholic<br />
Education on a pilot program to review and address the needs of ESL learners. The program is focussed on<br />
improving the educational outcomes of not only ESL learners but all students through the review of<br />
assessment tasks, SET <strong>Plan</strong>ning processes and our subject offerings. This program formalises the significant<br />
curriculum work already undertaken at the <strong>College</strong>.<br />
Empowering Local <strong>School</strong>s Grant: The <strong>College</strong> has been awarded a National Partnership Empowering Local<br />
<strong>School</strong>s project grant of $47,000.This grant will be used to support projects around the analysis of student<br />
outcome data and following the implementation of Dimensions of Learning and the curriculum changes.<br />
Extension and Foundation Classes: In 2011 the <strong>College</strong> introduced a Foundation class in Year 8 to support<br />
students who experienced educational challenges during primary school. For students in the Foundation<br />
class, the work was “pared down”, concentrating, in particular, on those areas leading directly to<br />
assessment tasks. This year the foundation class program moved into Year 9. In addition the <strong>College</strong><br />
7
introduced an Academic Extension Class in Years 8 and 9. These classes provide students with the<br />
opportunity to be in a class where the work is directed more at their academic capacity. The <strong>College</strong> will<br />
undertake a review of these classes in term 4 this year but the expectation is that these classes will be<br />
offered from Year 8 to Year 10 in the core academic subjects in 2013.<br />
Co- curricular Programs: The spirit and ethos of the <strong>College</strong> continues to grow through our co-curricular<br />
program. This spirit was undoubtedly enhanced by the many co-curricular events and programs which have<br />
occurred in 2012. Our ‘Excellence in the Arts’ program has continued to deliver high class productions.<br />
Bugsy Malone, which was directed by <strong>St</strong>even Days was an outstanding success in term 3 in a year which<br />
was packed with many high quality performing arts performances. Special mention must be made of the<br />
reinvigorated co-curricular Music Program under the leadership of Jessica Burke. This year we have had a<br />
significant increase in the numbers of students in this program. There are 88 students enrolled in both<br />
instrumental music lessons and ensembles. Our ensembles include: Marching Band; Concert Band;<br />
Drumline; Showchoir; Performance choir; Amore guitar ensemble; Frettz Guitar ensemble and an AMEB<br />
theory class.<br />
The sporting culture at <strong>St</strong> <strong>Thomas</strong> <strong>More</strong> <strong>College</strong> continues to flourish year by year. Sporting pride on and<br />
off the field is seen not just in the athletes but in the supporting students and families around them. The<br />
<strong>College</strong> now offers opportunities in over 15 different sports, across various age groups, genders and<br />
competitions. Opportunity, training and commitment have been the key factors in lifting the bar at STMC in<br />
sport. There have been a number of major success stories for 2012, which include;<br />
<br />
<br />
<br />
<br />
Increased numbers in all three <strong>College</strong> carnivals (Swimming, Cross Country and Athletics)<br />
Another successful year with the Primary Cluster Sporting Competition<br />
First place percentage trophy for SECA Athletics, three individual Age Champions<br />
An exciting 2012 QISSN and Confraternity experience June/July Holidays<br />
8
Eight STMC students representing Met West at a <strong>St</strong>ate Carnival – a <strong>College</strong> record<br />
The announcement of the first ever Sports Captains for 2013<br />
<br />
<br />
The third STMC Sports Awards Dinner<br />
First <strong>College</strong> sporting motto – TEAM MORE, Together, Everyone, Achieves, <strong>More</strong><br />
These success stories have not come about overnight; these achievements have been up to five years in the<br />
making. 2013 will bring new opportunities and new challenges to our students and with two new Sports<br />
Captains leading the way, the <strong>College</strong> sport will continue to grow.<br />
9
Priority 3 - Professional Practice and Collaborative Relationships<br />
Priority Goals for 2012<br />
<br />
<br />
<br />
Develop a framework for a whole school approach to Pastoral Care<br />
Align RTC processes with our pedagogical practice and whole school approach to pastoral care.<br />
Provide targeted professional development to support DoL, Unit <strong>Plan</strong>ner and Pastoral Care<br />
Dimensions of Learning: The <strong>College</strong> is committed to the ongoing professional support of staff in<br />
Dimensions of Learning and the writing of units of work in the Australian Curriculum. This year through the<br />
leadership of our Academic Coordinators we have made considerable progress in both these areas<br />
particularly through the writing of units in DoL. This year we have worked to ensure members of the<br />
<strong>College</strong> Leadership Team and Academic Coordinators received training in DoL in Semester 1, 2012. The<br />
training was delivered by an accredited DoL trainer. Following this training, Academic Coordinators were<br />
provided support days to assist them in the writing of units in DoL. The training process took place during<br />
Semester One and culminated with a presentation of units of work by Academic Coordinators to all staff at<br />
the <strong>St</strong>aff PD Day on July 6.<br />
The implementation of a whole school learning framework takes time. It will not be achieved in one or two<br />
years. In 2012 we have continued to build on the work done in 2011 to build teacher capacity in unit writing<br />
and DoL. The Unit <strong>Plan</strong>ner provides a mechanism to record and cross reference our units of work. However<br />
it will not by itself bring about sustained curriculum and pedagogical change unless staff are supported with<br />
training in DoL. To this end, we engaged the services of Lisa McDermott from Continuing Professional<br />
Development for Teachers (CPD 4 Teachers) to train and support staff in the development of units of work<br />
in the Australian Curriculum using DoL.<br />
The <strong>College</strong> also hosted a conference in Term 3 on Dimensions of Learning. This was attended by two staff<br />
who are now accredited DoL trainers.<br />
Pastoral Care Programs: This year the <strong>College</strong> Pastoral Coordinators began incorporating the Mind Matters<br />
framework in pastoral care programs. Mind Matters has a focus on mental health and resilience and is<br />
widely accepted and used in schools throughout Australia. As with our curriculum move to DoL, Mind<br />
Matters provides a framework for the delivery of a coordinated pastoral care program. This year we began<br />
the process of having Pastoral Care staff trained in the Mind Matters framework.<br />
Further to this the <strong>College</strong> has continued to review RTC processes in order to better support students. This<br />
has included improvements in recoding of student RTC files and specific interventions to address<br />
attendance issues. The <strong>College</strong> continued to offer intervention programs to in order to pastorally support<br />
students including the Tom <strong>St</strong>rong ‘Chill Out’ program.<br />
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Priority 4 – <strong>St</strong>rategic Resourcing<br />
Priority Goals for 2012<br />
<br />
<br />
<br />
Develop a five year ICLT <strong>Plan</strong><br />
Develop a the <strong>College</strong> Education brief and <strong>College</strong> Master <strong>Plan</strong><br />
Evaluate and possibly introduce the Life LMS as replacement for Moodle<br />
In 2012 the <strong>College</strong> completed a new Education Brief and Building Master <strong>Plan</strong>. Both have been endorsed<br />
by Brisbane Catholic Education and take into consideration the resourcing and curriculum needs needed to<br />
prepare for the arrival of Year 7 in 2015. Following on from these documents the <strong>College</strong> submitted plans<br />
to the Block Grant Authority for funding to construct the following buildings.<br />
<br />
<br />
<br />
Application 1 – Five new specialist classrooms including – Performance Music, Visual Arts, Drama,<br />
Catering Kitchen and a Dining Room.<br />
Application 2 – New Administration Building including Support Services.<br />
Application 3 – Six classrooms plus three flexible learning areas.<br />
Whatever the outcome of the application, our enrolment increases over the last two years, and the arrival<br />
of Year 7 in 2015, mean that the <strong>College</strong> will need more teaching spaces. We will work with Brisbane<br />
Catholic Education and our architects to ensure that the decisions around building and resourcing support<br />
our teaching and learning goals.<br />
In 2012 the <strong>College</strong> was granted funding of $44,000 to support the introduction of the Life LMS. This<br />
funding has been used to provide professional support to assist staff in using this new system. Over 2013<br />
the <strong>College</strong> will eventually migrate all files from our current system (Moodle) to the BCE Life LMS. The<br />
move to a BCE supported system has the potential to be more cost effective as well as the benefit of the<br />
increased functionality of the new LMS. As a pilot school the <strong>College</strong> is placed ahead of other BCE <strong>College</strong>s<br />
in the roll out of the LMS.<br />
Summary<br />
This report shows that 2012 has been another year of significant growth at <strong>St</strong> <strong>Thomas</strong> <strong>More</strong> <strong>College</strong>. The<br />
<strong>College</strong> has continued to review curriculum offerings in light of the Australian Curriculum and the<br />
implementation of Dimensions of Learning. At the heart of our curriculum journey has been the commitment<br />
to providing an educational pathway that values the student who is on a VET Pathway as equally as those<br />
students who are on an Academic Pathway. Further to this our co-curricular program has continued to grow<br />
and provide opportunities outside of the classroom where students can demonstrate their gifts. I thank all<br />
staff and students for the contributions made to making 2012 a success. I look forward to the opportunity in<br />
2013 to build on our efforts and achievements of this year.<br />
Peter Elmore<br />
Principal<br />
10 October 2012<br />
11
Internal <strong>School</strong> Review Report 2012<br />
Sunnybank – <strong>St</strong> <strong>Thomas</strong> <strong>More</strong> <strong>College</strong><br />
Priority 3.3 Cultural Diversity<br />
<br />
<br />
<br />
<br />
<br />
Aboriginal and Torres <strong>St</strong>rait Islander education<br />
English as a second language<br />
Languages other than English<br />
Refugees and migrants<br />
Intercultural understanding<br />
<strong>College</strong> Goals for 2012<br />
<br />
<br />
<br />
<br />
Develop our procedures and support our staff in regard to RTP<br />
Develop a framework for a whole school approach to Pastoral Care<br />
Align RTC processes with our pedagogical practice and whole school approach to pastoral care<br />
Provide targeted professional development to support DoL, Unit <strong>Plan</strong>ner and Pastoral Care<br />
Evidence<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Integrated Multiculturism unit within SOSE curriculum<br />
Integrated Social Justice within the RE program with a focus on the <strong>St</strong>olen Generation and<br />
Refugee/Asylum Seekers<br />
Email data base created and information distributed to indigenous students and their families.<br />
Naidoc Week celebrations within the school through activities throughout the week and assembly.<br />
Offer of after school tutoring at homework club for indigenous, International and ESL students.<br />
Weekly activities in celebrating Chinese New Year (character writing, Chinese cooking, Chinese<br />
games, tai chi)<br />
Dedicated ESL classes.<br />
Offer of Japanese within Middle school<br />
Offer Chinese tutoring<br />
Developed relationship with universities with support for external Chinese classes.<br />
Position created for 2013 (International Coordinator)<br />
Dedicated ESL teacher<br />
12
Established networking relationship with Multicultural development association.<br />
Involvement of Father Augustine and Father Peter at school and Year level Mass and retreats as a<br />
spiritual leader and role model.<br />
Developed a relationship with Griffith University International Office.<br />
We have an association with Griffith University - Uni Reach Program. Dedicated schools program<br />
aimed at wider participation of tertiary study.<br />
Dedicated Indigenous liaison within the school.<br />
Involvement in USQ dedicated Indigenous tertiary program.<br />
In-service for staff on cultural diversity of International students on customs.<br />
Integration of Mindmatters which is a whole school curriculum approach to understanding<br />
diversity.<br />
<strong>St</strong>aff members visited China to strengthen partnerships with agencies, schools and to meet parents<br />
of present students to gain greater understanding of culture and the needs of students and<br />
families.<br />
Well established and positive relationships with current families of the <strong>College</strong>’s culturally and<br />
linguistically diverse student body have been established.<br />
Employment of a bilingual school officer (Chinese)<br />
Hosted a contingent of teachers from Peoples Republic of China and Taiwan.<br />
As part of our ANZAC service both the Australian National Anthem and New Zealand National<br />
Anthem are used.<br />
Incorporate welcome to country at assemblies and significant school events.<br />
Incorporated multicultural food options at the tuckshop.<br />
<strong>St</strong>rengths identified across Component<br />
Integration of culturally diverse students within the<br />
school Community<br />
Opportunity for teachers to access Reading to<br />
Learn course for developing skills in supporting<br />
students with literacy needs particularly NESB<br />
students.<br />
Pastoral support offered to culturally diverse<br />
students and their families.<br />
Highlighted achievements and activities of<br />
International students through the school<br />
newsletter with a particular focus on connecting<br />
with parents overseas.<br />
Many aspects of the curriculum have a global focus<br />
encompassing studies and understandings of<br />
Development needed across Components<br />
Greater development in working with families within<br />
cultural context.<br />
Continue to develop relationships with the local<br />
community which is culturally diverse to support<br />
cultural programs within the school.<br />
To develop and expand the LOTE Program within the<br />
school so students recognise the advantage of second<br />
language learning.<br />
To continue to develop our understanding at the staff<br />
level of issues that may arise through cultural<br />
misunderstanding.<br />
To develop a program of overseas travel for students<br />
so that their knowledge and understanding of<br />
13
<strong>St</strong>rengths identified across Component<br />
Australia as part of a wider world.<br />
Intensive support for low level literacy students<br />
from culturally diverse backgrounds where<br />
required.<br />
Development needed across Components<br />
themselves as global citizens could be expanded.<br />
To continue to ensure that best practice in supporting<br />
students from linguistically diverse backgrounds,<br />
through professional development of teachers occurs.<br />
To continue to develop ways to embrace and<br />
celebrate the cultural diversity of the college<br />
community through multicultural festivals,<br />
celebrations and /or demonstrations on a regular<br />
basis.<br />
Develop a database of existing cultures within the<br />
school community to strengthen partnerships and to<br />
inform teaching practice.<br />
Further develop the study tour program.<br />
Rating of Achievement for component:<br />
1 2 3 4 5 6 7<br />
Noting of Achievement for Annual Report:<br />
<br />
Many aspects of the curriculum have a global focus encompassing studies and understandings of<br />
Australia as part of a wider world. Curriculum across subject areas is culturally diverse and<br />
inclusive.<br />
Noting of <strong>Action</strong> for Annual <strong>Action</strong> <strong>Plan</strong>:<br />
<br />
<br />
<br />
To continue to develop ways to embrace and celebrate the cultural diversity of the college<br />
community through multicultural festivals, celebrations and /or demonstrations on a regular basis.<br />
To continue to ensure that best practice in supporting students from linguistically diverse<br />
backgrounds, through professional development of teachers occurs.<br />
To develop and expand the LOTE Program within the school so students recognise the advantage of<br />
second language learning.<br />
14
4.3 <strong>St</strong>aff Support<br />
• Selection, recruitment and induction processes<br />
• Career development and succession planning<br />
• Feedback and appraisal processes<br />
<strong>College</strong> Goals for 2012<br />
<br />
<br />
<br />
Develop a framework for a whole school approach to Pastoral Care<br />
Align RTC processes with our pedagogical practice and whole school approach to pastoral care.<br />
Provide targeted professional development to support DOL, Unit <strong>Plan</strong>ner and Pastoral Care<br />
Evidence<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<strong>St</strong>aff Performance and Development Program<br />
<strong>St</strong>aff Induction Program – <strong>College</strong><br />
New <strong>St</strong>aff Induction Program – BCE<br />
iRecruit – BCE Processes for employment<br />
Catholicjobs Online - Recruitment<br />
Formation of the History committee to write <strong>College</strong> history<br />
Conference – Classroom Instruction that Works- <strong>St</strong>aff attending 5 Day Training Program<br />
Unit plan from the Unit <strong>Plan</strong>ner and associated staff unit planning meetings<br />
Induction Program for new staff – Induction Booklet<br />
Minutes from <strong>St</strong>aff Meetings in relation to Internal <strong>School</strong> review and <strong>College</strong> Goals<br />
Use of staff meetings to share professional practice<br />
<strong>St</strong>aff Well Being Program<br />
Coffee and Computers after school computer workshops<br />
Review of curriculum and the development of an all school curriculum framework.<br />
<strong>St</strong>aff in-service on the Dimensions of Learning.<br />
<strong>St</strong>rong fields for positions advertised<br />
PAR review Processes<br />
Review of PAR <strong>St</strong>ructure to Support <strong>College</strong> Goals<br />
<strong>St</strong>aff Handbook<br />
Parent feedback on the quality of staff<br />
<strong>St</strong>rengths identified across Component<br />
<strong>St</strong>aff Professional Development Template and<br />
meetings with staff to align their professional<br />
learning goals and <strong>College</strong> Goals<br />
Review of staff induction program and<br />
processes<br />
Initial work on DOL Learning framework and<br />
the Unit <strong>Plan</strong>ner<br />
Establishment of <strong>College</strong> History Committee<br />
Development needed across Component<br />
The need to continue to work on <strong>St</strong>aff Induction Program<br />
particularly in regard to RTC<br />
<strong>St</strong>aff professional learning needs to be targeted towards<br />
DOL<br />
15
Rating of Achievement for component:<br />
1 2 3 4 5 6 7<br />
Noting of Achievement for Annual Report:<br />
The <strong>College</strong> development of a professional learning plan which supports the <strong>College</strong>’s annual goals and the<br />
Internal <strong>School</strong> Review<br />
Noting of <strong>Action</strong> for Annual <strong>Action</strong> <strong>Plan</strong>:<br />
The <strong>College</strong> and Brisbane Catholic education have identified the need to consider the staffing implications<br />
as a result of Year 7 to Secondary. The results of the staffing impact survey indicate that BCE needs to<br />
increase the number of continuing secondary teachers by approximately 238 FTE between 2012 to 2015.<br />
Thirty-eight (38) teachers are required to account for growth in the 2012 to 2014 period, while a further<br />
200 teachers are required to account for the significant enrolment increase in secondary schools from 2014<br />
to 2015.<br />
These needs are on top of our own demands caused by growing enrolments. The following table outlines<br />
our projected enrolment growth over the coming years.<br />
Year<br />
level<br />
2011 2012 2013 2014 2015 2016<br />
7 0 0 0 0 70 120<br />
8 143 130 120 120 120 70<br />
9 114 143 130 120 120 120<br />
10 93 114 143 130 120 120<br />
11 93 93 114 143 130 120<br />
12 75 93 93 114 143 130<br />
Totals 518 573 600 627 703 680<br />
While we have developed an induction program and this is supported by a systemic BCE program there is<br />
still a need to further develop the new staff induction program in order to better induct staff into the<br />
learning community.<br />
While staff are provided a copy of the <strong>College</strong>’s Annual <strong>Action</strong> <strong>Plan</strong> and they meet annually with the<br />
Principal to discuss their goals and how these align with the stated <strong>College</strong> goals, there needs to more work<br />
done in involving staff in the <strong>College</strong>’s annual goals. To this point the review of each priority has been led<br />
by a member of the leadership team. This approach needs to be supported by more communication and<br />
16
consultation with staff. This aspect of the <strong>College</strong> Internal review was highlighted by the External Review<br />
this year.<br />
The establishment of the <strong>College</strong> History Committee in 2011 will in time assist staff and students again a<br />
better understanding of the <strong>College</strong>’s mission. The creation of Mission Weeks in 2011 and the move to<br />
<strong>College</strong> Mass each term will also assist in this area of the<br />
Priority 6: Resourcing - Component 6.3 ICT Resourcing<br />
Elements<br />
• Development of infrastructure and Applications<br />
• Financial Sustainability<br />
• Support and Maintenance<br />
• Equity of Access<br />
<strong>College</strong> Goals for 2012<br />
• Development of a 5 year ICLT <strong>Plan</strong><br />
• Development of the <strong>College</strong> Education brief and Master plan<br />
• Evaluation of and possible introduction of the Life LMS as replacement for Moodle<br />
Evidence<br />
• 1:1 laptop program implemented across Years 9-11, will be 9-12 in 2013.<br />
• All staff provided with a laptop computer<br />
• Extensive wireless network across the whole school campus<br />
• All classrooms equipped with data projection facilities<br />
• Curriculum access to our solar power generation system<br />
• <strong>St</strong>aff employed to manage and service the laptop program<br />
• IT service desk<br />
• Collaboration with BCE in set up of the wireless network<br />
• Three classrooms plus the resource centre equipped with class sets of desktop computers<br />
• New school bags introduced with padded laptop compartment<br />
• Budget processes incorporate adequate provision to fund ICT now and into the future<br />
• “Soft” text resources being investigated to eliminate the need for text books<br />
• IT service desk monitors and implements maintenance and servicing as required.<br />
• Acceptable use of IT systems and resources enforced by staff and student agreements<br />
• Implementation of additional IT systems from BCE<br />
• System engineer contractor on staff<br />
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<strong>St</strong>rengths identified across Component<br />
Development needed across Component<br />
<strong>St</strong>rong integration of ICT across the school How to implement laptops across all year levels 7-12<br />
1:1 laptop program years 9-12 How best to facilitate access to online resources<br />
Monitoring and implementation by ICT service<br />
desk<br />
Rating of Achievement for component:<br />
Continue to improve monitoring of appropriate student<br />
use of ICT resources<br />
1 2 3 4 5 6 7<br />
Noting of Achievement for Annual Report:<br />
There have been many achievements in ICT at the <strong>College</strong>. The success of the 1:1 laptop program where<br />
the <strong>College</strong> was a leader within BCE has been wonderful. The <strong>College</strong> is focused on the use of ICT across the<br />
school and curriculum. The management of ICT equipment by the <strong>College</strong> service desk has resulted in a<br />
historically low rate of damage or downtime. The staff have effectively used their laptops in the delivery of<br />
learning experiences for students.<br />
Noting of <strong>Action</strong> for Annual <strong>Action</strong> <strong>Plan</strong>:<br />
Development of a plan to widen the laptop program to year 8 and year 7 needs to occur. A five year plan is<br />
being developed for this and overall integration of ICT into the future. The <strong>College</strong> will need to keep abreast<br />
of new technology and how it may best be used within the <strong>College</strong> curriculum.<br />
Priority 7 – Component 7.2 Financial Equity and <strong>St</strong>ewardship<br />
Elements<br />
<strong>St</strong>affing<br />
Ecological sustainability and environmental impact<br />
Provision for needy and marginalized<br />
Fees and concessions<br />
Evidence<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<strong>St</strong>affing managed transparently through BCE iRecruit processes<br />
Refugee families receive extensive learning support services<br />
Refugee families have access to a generous fee concession process<br />
<strong>College</strong> Counsellor available<br />
<strong>College</strong> Campus Minister/Chaplain available<br />
Rainwater tanks (in MPC and will be in new Admin)<br />
Extensive mulching<br />
Oval only watered by rainwater<br />
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Large solar power systems on Practical Arts Building roof<br />
Vegetable garden maintained by students<br />
Bee hive (native bees)<br />
Repairs to any water leaks are prompt<br />
New water meter installed at a cost of $16,000<br />
Comprehensive fee concession application and assessment process available to all families<br />
Fee payment accepted by many methods including direct debit, Bpay, EFT, cash, cheque, cards<br />
Security lighting controlled by photo electric cells<br />
We have a site with many trees<br />
Fee Policy revised in 2012<br />
<strong>St</strong>rengths identified across component<br />
Fee concession processes for needy families<br />
Development needed across component<br />
<strong>More</strong> work on embedding ecological practices<br />
Fee collection processes Further planning for enrolment growth and Year 7<br />
Ecological stewardship<br />
Solar power<br />
Master planning<br />
Rating of Achievement for component:<br />
1 2 3 4 5 6 7<br />
Noting of Achievement for Annual Report:<br />
The <strong>College</strong> has excellent transparent staffing practices that are aligned to the school’s mission and strategic<br />
renewal plan. The <strong>College</strong> uses the BCE iRecruit staffing computer system to monitor the process and appoint<br />
all staff. The <strong>College</strong> has implemented many sound ecological practices and raised awareness among staff and<br />
students. There are also systems in place to assist needy families to afford a Catholic education for their<br />
children. Fees are collected in a timely manner, which enables fairness to all <strong>College</strong> families.<br />
Noting of <strong>Action</strong> for Annual <strong>Action</strong> <strong>Plan</strong>:<br />
While a great deal of planning has occurred in creating the new <strong>College</strong> master plan, there needs to be<br />
more work in planning the implementation of Year 7 in 2015. There needs to be more work on embedding<br />
sound ecological practices within the school and integrating them into the curriculum. The <strong>College</strong> needs to<br />
continue to expand solar power generation. There is scope to include solar panels on the new admin<br />
building.<br />
19
Principal’s Address 2012<br />
In the spirit of the national goal of reconciliation, I acknowledge<br />
Australia’s indigenous peoples and in particular, the Jugera people<br />
on whose land we gather this evening. I also acknowledge those<br />
who have led us in prayer to open our awards evening.<br />
Distinguished guests, staff, friends, students and families of <strong>St</strong><br />
<strong>Thomas</strong> <strong>More</strong> <strong>College</strong>, it gives me great pleasure to present the<br />
school report for 2012. This report brings together what has been<br />
another strong year of growth for our <strong>College</strong>. For your benefit there will be a written report available on<br />
the <strong>College</strong> website in the coming days.<br />
From the outset I would like to acknowledge those students who have distinguished themselves in many<br />
areas of school life this year. Tonight we will present awards to those who have excelled in academic<br />
achievement; those have proven themselves to be outstanding role models and those who have shown<br />
persistence and determination in the face of challenges. I thank all students, for contributng to a successful<br />
2012 and I recognise that there have been many contributions made that we will not formally recognise<br />
tonight. I also make special mention of our Year 12 students this evening who are joining us for the last<br />
awards night. I especially recognise our student leadership team for their work in 2012. To our <strong>College</strong><br />
Captains Amarna, Jessica, Jayden and Harrison – as the year ticks down you should all feel very proud of<br />
how you have led our student body in 2012.<br />
In recognising our successes in 2012 I must acknowledge the dedication and involvement of many people.<br />
Firstly, I am indebted to the <strong>College</strong> Leadership Team: Deputy Principal, Mr John <strong>Thomas</strong>, Assistant<br />
Principal Miss Veronica Wasiak, (Acting APRE) Mrs Kathleen Ashton and Mr Tony Baker <strong>College</strong> Business<br />
Manager – I appreciate the many hours of dedication and your wise counsel. I also thank Sharne Davies for<br />
her ongoing commitment to the <strong>College</strong> and support of me. In the June of this year, Mrs Denise Bryant<br />
retired as APRE after 5 years at the <strong>College</strong> and a long career with BCE – a career which began next door at<br />
Our Lady’s <strong>College</strong> in 1973. I thank Mrs Bryant for her leadership and her commitment to <strong>St</strong> <strong>Thomas</strong> <strong>More</strong><br />
and to the wider BCE community.<br />
I thank the parents who have shown their support the <strong>College</strong> in so many ways – I especially thank those<br />
who have assisted with co-curricular sport and performing arts, with uniform shop, tuck shop, the P & F and<br />
the <strong>College</strong> Board. In particular I thank Amanda Fitzpatrick as president of the P & F, Selina Kadell as chair<br />
of the <strong>College</strong> Board and Marie Hillcoat as uniform shop convenor. All three have had long associations<br />
with the <strong>College</strong> and still continue to volunteer their time.<br />
I also thank those in the wider community who contribute to our <strong>College</strong>. I thank Mrs Bettina Lumsden and<br />
Mrs Vick Maguire from Bendigo Bank at Acacia Ridge for your ongoing financial support and more<br />
importantly your genuine interest in our students. I also recognise this evening, Colleagues from Brisbane<br />
Catholic Education. I thank the principals at our local Catholic Primary schools who join us tonight. Mrs<br />
20
Wallis, Area Supervisor South – I thank you for your support this year and I ask that you thank the Executive<br />
at BCE for their ongoing support of the <strong>College</strong>. We recognise that as a <strong>College</strong> we are part of a bigger story<br />
in regard to the education of our students.<br />
Finally I thank the staff. It has again been a year of hard work and many achievements. It has been a year<br />
when we told you to try ‘Life’ and your response was that I need to get a better a ‘Life’. I am of course<br />
talking about our new Learning Management System. The last three years has been an incredible story of<br />
growth for the <strong>College</strong>. A story built around how we present and how we learn – To steal a quote from<br />
Mark Twain - “You can never be overdressed or overeducated.” Enrolment numbers have increased from<br />
450 to an estimated 630 in 2013, we have plans in at BCE for the construction of buildings which total over<br />
7 million dollars in new facilities, we have put on 12 new subjects in the senior phase of learning; our cocurricular<br />
programs have continued to grow in both number and quality. None of this could have been<br />
achieved without a committed and passionate staff. So to all teachers and support staff I say a heartfelt<br />
thank you.<br />
Our journey of change has been significant. We sometimes forget what great work has been done. Marie<br />
Curie -The first woman to be awarded a Nobel Prize, in 1903, for Physics said that ‘One never notices what<br />
has been done; one can only see what remains to be done’. So as I present the school report tonight I want<br />
to review not only 2012 but also where the year sits in the context of our plans.<br />
Our work has been considerable - I hear often that the school has changed and that there are great things<br />
happening at the <strong>College</strong>. This is undoubtedly so, but in reflecting on our change it is also important that<br />
we take the time to consider the purpose of the change and more significantly how does the change<br />
improve what we do.<br />
Over the last five years, our <strong>College</strong>, like all schools has experienced some of the most profound challenges<br />
to education – The Australian Curriculum, the introduction of NAPLAN Testing , the preparation for the<br />
move of Year 7 to Secondary, the Digital Revolution and the introduction of 1 to 1 laptop program - all well<br />
intentioned changes to improve education. As an educator nothing drives me more than to see<br />
improvements in teaching and learning. However, we must remember that ‘Change does not necessarily<br />
assure progress, but progress requires change’. As a <strong>College</strong> we have responded to these external changes<br />
along with attending to our own <strong>College</strong> goals. But our challenge as Catholic educators has been to ensure<br />
that in the light of such change, that we remained true to the Catholic values that underpin our <strong>College</strong> –<br />
Values such as inclusion and an opportunity for all. Values that have been part of Catholic education long<br />
before we began printing Year 12 outcomes data or NAPLAN results in newspapers.<br />
One of the most recognisable changes to schools has been the use of the management speak of the<br />
corporate world. Don Watson in his book ‘ Bendable Learnings’ refers to this language as ‘edu-babble,’<br />
Governments have re-imaged education through the filter of business management theories and brought<br />
this edu-babble to schools.<br />
We talk of schools in terms of ‘performance indicators’,’ ‘a school improvement agenda’, ‘outcomes’ being<br />
‘client focussed’ and ‘accountable’. As a nation, like so many times in our short history, we have followed<br />
the path of the education changes of the United <strong>St</strong>ates and England. Places where high stakes testing have<br />
21
led to a narrowing of curriculum and a school system divided clearly between the winners and the losers<br />
based on standardized test results. Ultimately they provide stories for the media about the winners and the<br />
failures. However, while our reading, writing, grammar and numeracy scores do matter, they do not fully<br />
define what a complete education is, any more than a knife, fork and spoon constitute a dinner.<br />
So tonight on our night that is dedicated to recognising the achievements of our <strong>College</strong> and most<br />
importantly our students - let’s pause for a moment to consider what is truly important in education. What<br />
really matters once we strip away all the edu-babble associated with changes, standardised tests and<br />
outcomes?<br />
When we began our curriculum renewal at <strong>St</strong> <strong>Thomas</strong> <strong>More</strong> <strong>College</strong> we asked some big questions about the<br />
purpose of school. The goal of our curriculum review in 2010 was not simply about improving test scores or<br />
our outcomes data- Our changes were about delivering a curriculum which provided better pathways and<br />
opportunities for all students. What is the difference between the two?<br />
Well the difference between these two objectives is best told through a story – a true story based on an<br />
experience of an American businessman named Jamie Robert Vollmer. The story goes that he had been<br />
engaged to speak to a large assembled group of teachers and school leadership personnel around the<br />
issues of school organisation and performance. He commenced his address with the statement: "If I ran my<br />
business the way you people operate your schools, I wouldn't be in business very long!"<br />
You could imagine the reaction from the assembled audience. Vollmer represented a group of business<br />
people dedicated to improving schools. He was an executive at an ice cream company that had become<br />
famous in the 1980s when People magazine chose his company’s Blueberry Ice-cream the “Best Ice Cream<br />
in America.” Sounds to me like someone who is appropriately qualified to provide advice on how schools<br />
should be run.<br />
He was convinced of two things. First, schools needed to change; they were archaic and out of step with<br />
the needs of our emerging “knowledge society.” Second, teachers were a major part of the problem: they<br />
resisted change lacked the rigours of the corporate world and they had no idea about how competition<br />
leads to improvement. They needed to look to business about how to produce quality outcomes. Zero<br />
defects! A Continuous improvement agenda! In retrospect, the speech was perfectly balanced — equal<br />
parts ignorance and arrogance.<br />
As soon as he finished, a woman’s hand shot up. She appeared polite and pleasant. She was, in fact, a<br />
razor-edged, veteran - a high school English teacher who had been waiting to unload. (Sound like an English<br />
teacher you know?)<br />
She began quietly, “We are told, sir, that you manage a company that makes good ice cream.”<br />
He smugly replied, “Best ice cream in America, Ma’am.”<br />
“How nice,” she said. “Is it rich and smooth?”<br />
“Sixteen per cent butterfat,” he crowed.<br />
22
“Premium ingredients?” she inquired.<br />
“Super-premium! Nothing but triple A.” He was on a roll. He never saw the next line coming.<br />
“Mr. Vollmer,” she said, leaning forward with a wicked eyebrow raised to the sky, “when you are standing<br />
on your receiving dock and you see an inferior shipment of blueberries arrive, what do you do?”<br />
In the silence of that room, you could hear a pin drop, but he wasn’t going to lie.<br />
“I send them back.”<br />
She jumped to her feet. “That’s right!” she barked, “and we can never send back our blueberries. We take<br />
them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant.<br />
We take them with ADHD, physical impairments, and English as their second language. We take them all!<br />
Every one! And that, Mr. Vollmer, is why it’s not a business. It’s school!”<br />
So let tonight be a celebration of the true meaning of education - a celebration of our students, our staff<br />
and all in our school community who value a holistic education – an education that is more wholesome and<br />
more life giving than OPs or standardised tests. We know that our students are not always perfect. We<br />
know that life does not give everyone the same opportunities and some students have bigger challenges.<br />
We also know that students have achieved in schools and went on to have perfectly well functioning lives<br />
well before we had those of the corporate world tell us how to educate children.<br />
So as we reflect on our story of change, 2012 marks an important point in our vision to provide<br />
opportunities for all students. This will be the first group of Year 12 students who graduate as the<br />
beneficiaries of the changes introduced following our curriculum review in 2010. They have had access to<br />
10 new subjects and new opportunities which have been added to our senior curriculum – added through<br />
the dedication of curriculum leaders and teachers. They are the first cohort to –<br />
<br />
<br />
<br />
<br />
graduate with the benefit of better access to TAFE and University courses through the Bendigo<br />
Bank Bus,<br />
the first cohort Maths C students in well over a decade,<br />
the first cohort of ESL English students,<br />
the first group who have had the opportunity to select from a broad curriculum which values the<br />
academic or vocational aspirations of our learners – 86 Year 12 students with access to 30 senior<br />
subjects plus university and TAFE subjects. A curriculum which reflects the diversity of our learners.<br />
Jamie Vollmer has since grown from his experience at the meeting. His company still only uses the finest<br />
ingredients in manufacturing ice cream. However, he now states proudly on his website that his primary<br />
goal is to help teachers and work with them to create schools that unfold the full potential of every child.<br />
From the day we opened the doors in 1974 this <strong>College</strong> has always been about unfolding the full potential<br />
in every child – no matter what their challenges or imperfections. I thank all staff for their commitment to<br />
this ideal and let us remember this as tonight we celebrate the successes of our students in 2012.<br />
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