Staff Overview 2019
Room 1 - Josh Darling
Room 2 - Janine Tucker
Room 3 - Rachel Hanslow-Sells
Room 4 - Alicia Scott & Nadia Bovalino
School Principal : David Foley
Assistant Principal : Stephen Hayes
Business Manager : Donna McGregor
Administration : Donna Rowe, Karen Flower, Lina Filardo
Room 9 - Kate Hocking
Room 10 - Claire Amsellem
Room 11 - Michelle Mercer & Hayley Reynolds
Room 12 - Natasha Soundy & Alicia Moore (term one)
Room 5 - Shelley Gunn
Room 6 - Hayley Ball
Room 7 - Michelle Lucas
Room 8 - Matthew Georges
Room 19 - Lisa Smith
Room 20 - Jarrod Wait
Room 22 - Cara Grant
Room 15 - Shannon Devlin
Room 16 - Andrea Couper
Room 17 - Michael Farrell (year 3/4)
Room 18 - Kate Doherty & Nicole Ryan
Room 27 - Stephen Sankovic
Room 28 - Jess Rogers
Room 29 - Thomas Cadzow
Room 30 - Amanda Theodore & Ellen Canny (year 5/6)
Room 23 - Gemma Twomey
Room 24 - Kate Petty & Nicole Ryan
Room 25 - Steph Deacon
Helen Skerry (Library Tech)
Danielle Craigie (First Aid)
Andy Milne (ICT Tech)
Joseph Fudge (ICT Tech)
Performing Arts : Amy Cecil
P.E. : Sarah van Nieukerk
Art : Wendy Hayes & Teresa Sciola
Italian : Teresa Sciola
STEAM : Jo Harwood
Cooking : Karen Koutsodontis
Integration Aides: Moira Wilkins, Kylie Davies, Leanne Lupton, Sarah Revell, Sue Arber, Jodie Karslake
School Council President: Adrian Higgins
Consultants: Terese Kenneally ( Psychologist), Meredith Potts ( Speech Therapist), Danni La Ferlita (Occupational Therapist).
Parents & Friends Assoc Core Team: tba
The support and well being of our staff is very important. We provide an innovative and stimulating learning environment. Sophisticated organisational and leadership structures are in place that assist in setting clear directions and monitoring improvement toward them. This is illustrated through the school’s team structure. The school leadership team takes a strategic perspective, curriculum teams provide teaching and learning detail to strategy, and unit level teams are operational – developing and executing plans to achieve strategy and move the school closer to its ultimate goals of improved student outcomes. Examination of various curriculum and operational plans reveal a strong degree of alignment among them in terms of school purpose. Various key improvement strategies and actions designed to enhance teacher capacity, support students and provide effective leadership are resourced.
The independent School Reviewer, Peter Fotheringham reported that the "Overall effective school performance is a function of the quality of teaching and learning occurring in the classrooms. There is whole-school agreement about good instructional practice, including approaches to literacy and numeracy and there is clear agreement about effective teaching practice which is observable in classrooms".
Various data and anecdotal evidence supported the School Self Evaluation contention that the school’s teachers possess high levels of capacity and commitment. The School Self Evaluation reported that the school has “a focus on purposeful teaching as efforts are made to ensure instructional practices are relevant, effective and based on sound research practices". "Recent implementation of a literacy program called ‘Write To Read’ emphasising phonemic awareness and phonics instruction has added to the meld that forms school wide agreement about instructional practice. Other elements include the use of the Early Years Literacy Program instructional strategies and routines, High Reliability Teaching Strategies, explicit literacy and mathematics teaching, the use of ICT, and assessment for learning practices. A school-wide assessment schedule describes comprehensive and ongoing use of assessment data to monitor learning and inform teaching practice. Teams perform a key role in generating shared responsibility and accountability for teaching practice. Reviewer observation of classes revealed consistent approach to teaching across the school in the literacy block, including within class ability grouping of students".
Teaching is becoming a more public activity at the school; it is modelled, observed and supportively critiqued by others. Examples of this approach include peer coaching, Japanese Lesson Study and classroom modelling sessions. Staff membership of School Improvement Teams in Literacy, Numeracy, ICT, Access and Assessment and Reporting had a clear purpose: to drive the teaching and learning programs.
to ensure that all teaching and learning methods in the classroom are of the highest possible standard
to provide an innovative and stimulating learning environment
to engage in effective Professional Development that empowers staff to deliver the curriculum in a way that nurtures and encourages each child to achieve their individual potential.
to actively pursue opportunities to expand the school into inter-related fields of curriculum provision
to maintain office administration systems which support and best serve the business needs of the school and staff
to network to encourage support, the sharing of ideas, and the sourcing of new opportunities for the school
to involve other members of the leadership team in the management of the school through definition of roles and responsibilities and active involvement in the various school team meeting structures and processes
to provide a Workforce Management Profile which while being consistent with the overall goals of the school, is sufficiently flexible to accommodate the differing goals and abilities, and needs of staff
Significant resources are devoted to professional learning designed to further build teacher capacity, with teacher learning occurring through various activities and organisational structures.