Staff Overview 2017 ( as at May)

Year Prep:

Room 1      Andrea Couper
Room 2     Janine Tucker
Room 3     Rachel Hanslow-Sells
Room 4     Alica Scott & Nadia Bovalino

Administration Staff

School Principal:  David Foley
Assistant Principal :  Stephen Hayes
Business Manager:  Donna McGregor
Reception / Administration : team include .......
Donna Rowe,  Karen Fudge,  Lina Filardo

Year 2
Room 9     Kate Hocking
Room 10   Claire Amsellem
Room 11    Michelle Mercer
Room 12    Natasha Soundy

Year 1
Room 5     Jess Rogers
Room 6     Cara Grant & Lyndell Whiting
Room 7     Michelle Lucas

Room 8     Belinda Lee

Year 4
Room 19   Lisa Smith
Room 20   Jarrod Wait
Room 22    Anthea Eames / Shelley Gunn / Matthew Georges

Year 3

Room 15    Hayley Ball
Room 16   Gemma Twomey
Room 17   Shannon Devlin

Room 18   Amanda Theodore

Year 6
Room 23    Josh Darling
Room 24    Kate van Noorden
Room 25    Stephen Sankovic

Year 5
Room 27    Amanda Newing & Lucy Van Haandel
Room 28   Kate Doherty & Kate Petty
Room 29    Michael Farrell

Support Teachers:
Julie van Noorden
Tandy Johnson
Melissa Osman
Nicole Ryan
Clarissa Valentine

Tandy Johnston
Tracey Scott
Debbie Edwards

Eryn Flynn

Danielle Craigie

Specialist Staff:
Helen Skerry ( Library Tech)
Antoinette Harris (First Aid)
Andy Milne (ICT Tech)
Joseph Fudge (ICT Tech)

 

 

Specialist Teachers:
Music : Amy Cecil
P.E. : Sarah van Nieukerk
Art: Wendy Hayes & Teresa Sciola
Italian:  Teresa Sciola
ICT Coach: Lyndell Whiting
Science: Jo Harwood
Environmental Cooking: Jo Harwood & Leanne Lupton

Integration Aides:
Moira Wilkins,  Sharon Burch,  Kylie Davies, Leanne Lupton,  Sarah Revell,  Sue Arber,

School Council President:  Adrian Higgins  

Consultants: Terese Kenneally ( Psychologist), Renee Ball ( Speech Therapist), Danni Ferlita (Occupational Therapist).

Parents & Friends Assoc Core Team:  Tiffany Kent, Wendy Kilcullin, Natalie Duffy.                                        


Staff Overview

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.

Staff Endeavour:

  • 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.