Information on the 2007 School Year
Of the 70 full-time equivalent teachers on staff, the absence rate due to sick leave is 2.1%. This absence does not include days away from classes due to attendance at professional learning and camps etc.
In 2007, there were 72 teachers (67 FTE), 49 Support staff (34 FTE), 4 Marist Brothers and 4 Trainees on the College staff. 92% of the staff employed in 2006 continued on into 2007.
Degree – Masters: 10.3%
Degree – Bachelor: 65.4%
Diploma – Graduate: 29.5%
Diploma – Advanced: 23%
Certificate – Graduate: 6.4%
Particular studies in which staff members were engaged during 2007 were – Master of Education (Student Wellbeing); Graduate Diploma Information Communication Technology, Grad Diploma Careers Education, Grad Diploma Human Resources Management, Master Educational Leadership, Master Education Policy International, Master Religious Education; Master Arts (Theology); Inter-diocesan Leadership program; Country Dioceses Leadership program; Bachelor of Arts and Education.
- Expenditure and teacher participation in professional learning
Catholic College Sale teaching staff embraced further Professional Learning opportunities in 2007 with many personal and departmental goals achieved and exceeded throughout the year.
The development of the Year 9 Program last year saw many staff undertake Professional Learning opportunities so that they could effectively team teach and use resources to enhance the Year 9 classrooms.
Teachers were involved in Professional Learning at all subject areas last year attending workshops and lectures at large statewide and countrywide conferences. Many teachers were also involved in further Religious Education study offered via our own Catholic Education Office and other institutions.
Some of our VCE teachers enhanced their knowledge of their subject areas in 2007 by becoming VCE assessors. This meant that they were responsible for the marking of both Mid Year and End of Year VCE exam papers. Our VCE teachers also accessed many Professional Learning Opportunities related to VCE Study Designs, SAC Assessment and Writing and VCE Data interpretation.
Our Pathways and Careers departments excelled last year undertaking a large number training opportunities in the following areas; VET, Careers Advisement, On Track Data use and VET / VCAA funding.
2007 again saw a number of staff who undertook graduate study in the areas of Religious Education, Careers Education, Theology and ICT. These staff not only had full time teaching loads but were part time students themselves, a great commitment that should be applauded.
The different leadership teams at Catholic College Sale were also busy in 2007 enhancing both their Pastoral and Leadership skills. Many designated leaders attended courses in Restorative Justice, as well as attending Leadership training and conferences.
The overall spending in 2007 on Professional Learning has been accounted at approximately $39,000. This is an increase of $8,000 from the previous year and again does not take into account the cost of covering classes whilst teachers are away on Professional Learning. The 2007 spending on Professional Learning equates to approximately $115 per teacher.
At the conclusion of 2007 all teams including Administration and Maintenance set Professional Learning goals for 2008. Staff are already well on the way to achieving their goals with a marked increase in Administration training. The growing culture of Professional Learning at Catholic College Sale directly enhances learning and results at the College.
I am very pleased to report that there are also many teachers taking up the opportunity to develop and run their own workshops as well further enhancing the learning reputation of Catholic College Sale.
Sion Campus
Attendance at the Sion Campus is monitored on a daily basis both in the pastoral session at the start of the day and at the start of the afternoon lesson. Attendance data is maintained for all students on the student data base. Pastoral teachers are able to quickly detect when students are away and make contact with the parents where there is no note supplied or there is a lengthy period of absenteeism.
For the 2007 attendance data the relevant statistics are:-
Average Days absent Year 8 = 7.60
Average Days absent Year 7 = 1.15
Overall Average Days absent 2007 = 8.76
Student attendance for Years 7 & 8 in 2007, were both very good. There were no significant issues with unexplained absences or chronic absenteeism.
St Patrick’s Campus
Maximising attendance at school is essential for maintaining the academic progress of your sons and daughters. Students who rarely miss days of school are better able to keep up with the work for each of their subject areas, and are also able to consolidate their understanding of the work being taught. Absence from school can often result in gaps in their knowledge and can place undue pressure on students as they try to catch up. Sometimes when students get too far behind, the task becomes too overwhelming, and there is a tendency to give up. This can then lead to complete disengagement and lack of motivation. Consistent and regular attendance is vital if students are to fulfill their potential and maintain a sound knowledge base as they progress through the various year levels.
In 2007, approximately 70% of the students from years 9 to 12 attended more than 80% of the scheduled school days. However, almost 15% of students were absent for 30% or more of the school year (only 1.5% of these were absent for more than 50% of the time). For many of the students who are recorded as absent, there are valid reasons such as illness or circumstances beyond their control. In these situations, exceptions are certainly made. However, for those students who do not have valid reasons for not attending school, the impact is likely to be seen in the results they receive, and the level of motivation shown toward their studies.
In the event of a student not being able to attend school, a note to the Pastoral Teacher of that student is required, preferably on the day of their return. However, in the event of foreseen absence, parents/guardians are asked to notify the Pastoral Teacher in advance. In the event of prolonged absence, parents/guardians are asked to notify the Pastoral Teacher before the number of days extends beyond two. Communication between home and school is encouraged as strategies may be implemented to minimise the impact of the absence. For instance, work may be sent home to ensure the student does not fall behind.
For VCE students, absence from school due to illness requires a medical certificate. There is a 90% attendance requirement for all VCE students, which if not met, can jeopardise their successful completion of the respective units.
The vast majority of students do the right thing and only miss school when necessary. They will benefit from this in the long run. For those who miss a significant number of days, they are placing their chances of success at risk, as well as putting themselves under unnecessary pressure as they try to make up lost ground.
Proportions of students meeting benchmark results
In 2007 our Year 7 and Year 9 students sat the AIM (Achievement Indicator Monitor) tests. These tests measure student achievement in the areas of Reading, Writing, Spelling and Mathematics. The results for our students in these areas are shown in the table below. The numbers relate to the Victorian Essential Learning Standards Scale, where students are expected to reach Level 4.5 by the end of Year 7 and 5.5 by the end of Year 9.
Area |
Year 7 College Mean |
Year 7 State Mean |
Year 9 College Mean |
Year 9 State Mean |
Reading |
4.4 |
4.3 |
5.3 |
5.2 |
Writing |
4.2 |
4.3 |
5.3 |
5.2 |
Spelling |
4.2 |
4.2 |
5.1 |
4.9 |
Mathematics |
4.3 |
4.2 |
4.9 |
4.9 |
In addition, at Year 7 only the AIM test results indicate how the students performed against National Benchmarks in Numeracy and Literacy. For 2007 the proportion of our Year 7 students achieving above National Benchmarks was 92% for Literacy and 90% for Numeracy.
Changes in benchmark results from the previous year
The 2007 AIM test results compared to those from 2006 indicate that the proportion of Year 7 students performing above National Benchmark level changed as shown below.
Area |
% above National Benchmark |
% Change |
|
2006 |
2007 |
|
Literacy |
96% |
92% |
- 4% |
Numeracy |
84% |
90% |
+ 6% |
Students at Catholic College have a wide range of extra-curricular opportunities available to them in the areas of Sport, Music, Drama, Debating and Public Speaking.
Students who find learning difficult are assisted with Study Skills help and talented students are encouraged and helped to explore their chosen fields of interest.
The College website contains a vast amount of information about the College and the College’s provision for its students. Refer: www.cc.sale.catholic.edu.au.
In the course of the year, the College newsletter regularly reports on the wide range of programs and events which are provided for the benefit of College students.
It is not possible to record here all the programs, events and developments, but some specific ways in which College students have benefited during 2007 were –
- The quality of the staff and the dedication of the staff, one of whom, Vin Hall completed 40 years as a teacher at the College.
- The presence of a chaplain in the College each week to minister to students and staff.
- Changes to the work habit descriptors on the interim and semester reports to support a culture of high expectations for student learning behaviours.
- The intensive research which led to the introduction in 2008 of a refreshingly new program for Year 9 students.
- The implementation of the new Victorian Essential Learning Standards (VELS).
- The development of a new staff leadership structure to better provide for the learning and pathways for our students.
- The inclusion of a senior production into the annual performing arts program.
- The training in, and use of, restorative justice as a manner of dealing with student management and conflict issues was made this year.
- The excellent achievements of our VCE students - 83% of students achieved an ENTER of 50 or above. About 7% of scores were 40 or above. The Median study score has risen steadily from 29 in 2003 to 31 in 2006; 90% of students receiving a first round tertiary offer.
- The participation in the Australia-wide Marist sporting carnivals – cricket, basketball and netball.
- The involvement of our senior boys’ football team in the more elite division of the Herald-Sun football competition.
- The Strings group, which went from strength to strength taking out all three local eisteddfods.
- The incorporation of the St Patrick’s Old Collegians association, whose rules formally recognize that all former students of St Patrick’s College, Our Lady of Sion College and Catholic College Sale are entitled to become members of the one Association.
- The water grants to better conserve water on the College properties.
- The refurbishment of several areas of the College: the west wing of the St Patrick’s building (St Patrick’s Campus), the conversion of the former Arts building (Sion Campus) into a Music Centre; the conversion of a large classroom and male toilet (Sion Campus) into a sizable art classroom; the former lunchroom (Sion Campus) into a Functions Room; the Amenities building (Sion Campus)
- The camps and retreats for all students in Year 7, Year 9 and Year 12.
- The improved information provided on the College via the College website.
- The provision of parent forums on matters of relevance, such as internet safety.
Average standardised assessment results for Year 9 and Year 10 students
The College conducted standardised assessment for Year 9 students in 2007 using the AIM tests. The results of these tests are shown in point 6 above. The College did not conduct standardised assessment for Year 10 students in 2007.
- Senior secondary outcomes
In 2007 the College offered 37 VCE (Victorian Certificate of Education) subjects at Unit 3 & 4 level and 18 VET (Vocational Education and Training) certificate courses. In total 183 students completed at least one VCE Unit 3 & 4 subject with 78 of these students being in Year 11. The median VCE study score for 2007 was 30, with 8% of study scores being 40 or above. For our Year 12 students 98% satisfactorily completed their VCE in 2007. For those students completing VCE in 2007, 76% applied for a tertiary place, of these 84% received a first round offer of a place.
In 2007 there were 28 students enrolled the College VCAL (Victorian Certificate in Applied Learning) program, spread across both Years 11 and 12. Of the VCAL units undertaken 93% were completed satisfactorily.
- Proportion of Year 9 students retained to Year 12 or equivalent
In 2007 the College had 105 students enrolled in Year 12. This represents a 67% retention rate from the number of students enrolled in Year 9 in 2004, which was 156.
In March of each year all Victorian students who completed Year 12 in the previous year are contacted by the Department of Education and Early Childhood Development and surveyed in relation to their post-school destinations. The results of this survey are published in June as the On Track Survey. The 2007 On Track Survey showed that 72% of our 2006 graduates had received a University offer and 23% a TAFE/VET offer. Of those students receiving a University offer, 42% had enrolled in a University course and 16% had deferred their offer of a place. Of the remaining students 14% had enrolled in TAFE, 19% were undertaking an apprenticeship or traineeship, 8% were employed and 1% were still looking for work.
Sion Campus
The following table represents a selection of 31 students’ survey results taken from Year 8 students.
The results indicated that the bulk of students surveyed like coming to school and believe doing well at school is important.
With respect to school work being interesting the feedback shows a less positive response. This information will provide an opportunity for discussion within the Sion teaching staff and raises a greater awareness amongst staff of student perspectives.
Survey questions related to feeling safe, self image, and bullying reflected very positive responses from students, though for a small number of students issues exist. Regular Bullying Surveys, Restorative Justice Practices in dealing with issues which may arise, along with alertness and proactive responses from staff, all contribute to creating a respectful and safe environment for young people.
Sample statements |
Always |
Usually |
Sometimes |
Rarely |
Never |
1 |
I like school |
1 |
10 |
13 |
5 |
2 |
2 |
Doing well in school is important to me |
8 |
17 |
5 |
1 |
|
3 |
Most of the work I do at school is interesting |
|
4 |
17 |
8 |
2 |
4 |
When I need it my teacher (s) help me |
6 |
16 |
8 |
1 |
|
5 |
I feel safe at school |
15 |
15 |
1 |
|
|
6 |
I worry about not being popular at school |
2 |
|
2 |
11 |
16 |
7 |
I am bullied at school |
1 |
1 |
1 |
9 |
19 |
A random selection of students, from each of the four year levels at the St Patrick’s campus were recently surveyed. The same statements were used to gauge student satisfaction as were used in 2006 and 2007. They required students to respond with: Always, Usually, Sometimes, Rarely or Never to a number of different statements. Below is a summary of the results of the survey.
The most common answer given to the statement ‘I like school’ was usually with 41% of the sample giving this response. Of the remaining students, 80% indicated that they either liked school always or sometimes.
Students were asked to indicate whether doing well in school was important to them. 82% of respondents indicated that it was usually or always important to them. Only 2% indicated that it rarely or never was important to them.
How interesting do students find the work set? Three quarters of the students indicated that work was interesting sometimes, usually or always. There was however 25% who indicated that they rarely or never find the work interesting.
When asked if ‘My teachers help me, if I need help’ 73% of students responded with usually or always. When Sometimes was included this lifted to 94% of students.
Nearly 90% of students feel safe at school usually or always. Of the remaining responses 1% felt safe never and 3% rarely.
Bullying was investigated with the last question of the survey. The overwhelming majority, 70% indicated that they were never bullied. 16% indicated that they were bullied rarely and 10% sometimes. This leaves 2% of students who indicated that they were bullied always.
The information gathered from the survey enables us to work toward an even better environment at the school. The data allows us to target areas for improvement.
Having any students feel unsafe or bullied in the school is unacceptable. While the numbers are small we continue to work in this area to bring about a safe and positive environment at school. Bullying surveys together with peer support programs, specialist presenters such as the REACH foundation and the vertical pastoral system will continue to contribute to improving this area.
Engaged students are more likely to work to their capacity and extend themselves. It is important therefore that programs that we run capture student interest and encourage them to try their best.
It is pleasing to see that so many of our students ‘like’ school. It should be a place they want to be each day. Being at school is a very important starting point to many aspects of a young person’s development not just their academic learning. We will continue to develop the College in a way that best meets the needs of the students attending our school.
During 2007 staff at Catholic College Sale were given the opportunity, via a Staff Satisfaction Survey, to deliver their feelings on a number of issues.
Some of the statements Staff were asked to indicate their satisfaction on included –
- I have the equipment and resources to correctly do my job
- My job allows me to utilize my talents daily
- My opinions matter to this organization
- The organization provides me with new experiences, career advancement and a chance to grow
- I believe that those in leadership positions care about the employees in this organization.
Once the staff results were collated it was clear that staff were very satisfied with the professional friendships and connections they have made at Catholic College Sale. Other areas where a high satisfaction was indicated included; resources available to staff, encouragement to undertake professional learning, untilisation of talents and valuable experiences gained by being employed at Catholic College Sale.
Areas uncovered by the survey and targeted for improvement included – communication and information exchange and accountability.
By surveying staff each year we are able to develop Professional Learning that will enhance our staff’s happiness and overall professional capabilities. The survey results also enable policy direction and development.
Our staff are the College’s greatest resource and Staff Satisfaction surveys also allow the College’s Leadership to target certain areas for improvement so that the working environment at Catholic College Sale is a positive one.
Staff Satisfaction Surveys will be conducted again in Term 3 of this year and the results of these will be published again early in 2009.
The College is grateful to the many parents who took the time to complete surveys at the Parent-Student-Teacher meetings during 2007. The surveys indicated a high level of satisfaction with the College.
The results of the survey are recorded below. Parents were asked to rate each item according to a six-point scale, 1 (low) to 6 (high). The responses were collated and an overall score given for each item.
- The religious development of your child/ren through the College Religious Education / Faith and Ministry program – 4.96
- Regard to your child/ren feeling safe and respected at the College – 5.22
- The way your child/ren is/are cared for at the College – 5.26
- The ability of the College to meet your child/ren’s individual learning needs – 5.0
- The out of class activities / programmes available to your child/ren at the College – 4.75
- The new items of College uniform – 4.78
- The support your child/ren receive from his/her teachers in the classroom – 5.07
- The information provided in the reports in relation to how your child/ren is/are progressing – 4.75
- The effective and timely communication between home and school – 4.46
- The homework given to your child/ren – 4.41
Areas that the College needs to give some attention to are ensuring that there is good communication between home and school, our reports are understandable, the student uniform be of a high quality and homework given to students is reasonable and coordinated.
