2019 Community Report - Mentone Girls' Grammar School · 2020. 7. 24. · Community Report 2019 11 Sport Highlights Our sporting teams achieved outstanding results across Junior and

2019 Community Report

Mentone Girls’ Grammar2

Table of ContentsPrincipal’s Message 4President’s Message 5We Believe That 6Celebrating 120 Years 7Fran Reddan’s Farewell 8Performing Arts Highlights 10Sport Highlights 11Student Results – VCE 12Class of 2019 Post School Destinations 13Student Results – NAPLAN 14Student Engagement and Satisfaction 15Student Attendance Rates 16Parent Engagement and Satisfaction 16Staff Engagement and Satisfaction 182019 School Council and Committees 20Financial Information 212019 Academic Staff 22

Community Report 2019 3


It is with great pleasure that we present Mentone Girls’ Grammar’s Annual Report for 2019. After serving at the helm of Mentone Girls’ Grammar for 14 years, Principal Fran Reddan has concluded her role as Principal. Since her appointment in 2005, she has built the School to be a leader in girls’ education and global enterprise for the ultimate purpose of empowering students to make a positive difference in our world.

Mrs Reddan’s final year coincided with the School’s milestone birthday of 120 years where our community witnessed a beautiful celebration at St Paul’s Cathedral. Since 1899, Mentone Girls’ Grammar has continued to provide a rigorous and remarkable education for girls.

This was the year where we facilitated bold changes to our learning environment. The Wellbeing Precinct became enhanced with the completion of the Aquatic Centre, the new playing fields and tennis courts and the Science courtyard. This new precinct has transformed one third of the School campus, providing excellent facilities for our girls to thrive both inside and outside of the classroom.

Strong academic results for VCE and NAPLAN are just one component of an education that empowers. The Enterprise Academy initiatives have also provided almost 100 girls with the confidence to voluntarily start a business, either individually or in a team. These are projects that our students wanted to do, which have led them to discover new passions and pathways. These have had a lasting impact on their confidence, resilience and leadership.

We hope that you enjoy this report of our 2019 year, a milestone year for Mentone Girls’ Grammar School.

2019 Principal’s Message

Fran Reddan PrincipalBA (Hons), DipEd, BEdSt, MEdSt, FACE, FACEL, AFAIM, GAICD


President’s MessageThe 120th year at Mentone Girls’ Grammar brought significant growth and development within the School. The Council has been committed to ensuring the School’s continued success in education by establishing strong relationships with students, staff and community, making decisions to best benefit the further development and educational progress of the School. At all times, we have sought to demonstrate strong governance of the School as a Council.

A key focus for Council was considering our long-term investment in the School’s infrastructure to help consolidate a bright future for every student. The completion of the Wellbeing Precinct and Aquatic Centre was an outstanding demonstration of the Council’s overall focus, noting the promise of the Aquatic Centre to be a main attraction for our girls’ health and education for years to come.

At Fran’s farewell function, our School Council publicly acknowledged and thanked Principal Fran Reddan for her extraordinary leadership and service to the School over the past 14 years.

The Council also oversaw the recruitment and selection of a new Principal, announcing the appointment of Ms Natalie Charles and sought to provide a smooth transition for her when she commenced her role in 2020.

As a Council, we have all been privileged to serve the staff and families of Mentone Girls’ Grammar and we thank the entire School community —students, parents, current and former staff, alumni, donors and supporters for their friendship, warmth and generosity.

Ms Janelle Donnelly School Council President


About Mentone Girls’ Grammar School

We Believe that...

Now is the time for women to thrive, take their place as role models and leaders in our society in ways not previously seen. The everyday actions of our young women will lead to a better society and make a positive difference to them, their families and communities in new, exerting and impactful ways. Through embracing a commitment to demographic principles at all times, global citizenship, enterprise skills, lifelong learning and daily wellbeing, our young women will have tools they need to thrive. It is our role to help them be empowered, confident, resilient and remarkable women.

Our Vision is to be an international leader in educating, inspiring and empowering the next generation of women for a better world.

Our Mission is to empower girls to aspire to excellence, make a difference and, as democratic, enterprising global citizens, rise boldly to the opportunities of their times.

Our Commitment is to be:

• Personal, personable and professional in all we do. • Focused on educating, inspiring and empowering

young women. • Authentic, respectful and ethical in all our interactions. • Collaborative, enterprising and bold.• Embracing of democratic principles in all our processes

and decision-making.

The 3 Key Elements to our Plan

Education that Empowers:

Provide a well-rounded education that empowers through enterprise, creativity and innovation that has global reach that gives each student a voice and options for success.

A future facing School that Succeeds:

Continually demonstrate our capability to support the holistic needs of today’s students, as well as demonstrate our ability to innovate for the needs of the students of tomorrow.

A Community that Cares:

Cultivate a caring culture which shows respect, builds trust and promotes quality relationships, inclusion, wellbeing and pride for students, parents and staff - past, present and future.

Our WAVES priorities for living, learning and leadership underpin our approach now and into

Wellbeing in mind, body, spiritAchievement through setting and achieving goals and learning to lead.Values of respect and learningEnterprise where students take risks, reflect on outcomes and regroupSuccess that is planned and purposeful in a variety of endeavours


Celebrating 120 Years of Girls’ Education

2019 saw the 120th Anniversary of Mentone Girls’ Grammar School – a significant milestone of which, we are rightly proud. Not many organisations can boast of such longevity. The Simpson sisters, who founded our School in 1899, also took great pride in the education that they offered to their students. They believed in being ‘bold’ and to ‘never give in,’ which rings just as true for us today.

A magnificent Anniversary Service at St Paul’s Cathedral paid tribute to our School’s heritage and spirit. Students from all levels attended this Service, joined by Old Girls and former staff members, including past Principals, Mr David Hunt and Dr Jillian DeAraugo.

To further honour the Anniversary, we hosted a Gala Ball for parents at Albert Park earlier in the year. This snapshot in our School History will remain as bold as the spirit the Simpson sisters promoted in their first year of establishment.

The Simpson sisters established the School with the aim of empowering girls to succeed, and 120 years on, we believe they would be proud of what the School has become. We are committed to continuing their legacy of building future leaders who will serve with compassion and bravery that makes Mentone Girls’ Grammar truly remarkable.


Fran Reddan’s Farewell

After 14 years of leadership and service at Mentone Girls’ Grammar, we farewelled Mrs Fran Reddan, who indicated that it had been an honour and a privilege to serve as Principal. She thanked the Directors of the School Council, staff, students past and present, their parents and all those who had supported her, during her tenure as Principal. She was especially grateful for their guidance, encouragement and goodwill. She declared that the School has been empowering girls and young women for 120 years and noted that it would continue, long after she had left.

Under Mrs Reddan’s leadership, the campus was transformed physically and aesthetically with floral gardens and elite facilities. Our architecturally-designed buildings in tandem with the WAVES Pastoral Care and Leadership Program fostered growth to new heights under her direction. Mrs Reddan’s final year as Principal focused on the development of infrastructure, including the expansion of the Wellbeing Precinct and Aquatic Centre.

Fran’s Portrait was a beautiful oil painting created by the grandfather of one of our students, Mr An Pan. It was unveiled at her farewell function and now hangs proudly on the wall in the Prudence Lewty Hall Foyer,

adjacent to the portraits of her predecessors at Mentone Girls’ Grammar School.


The Aquatic Centre, opened in Term 1 2019.


Performing Arts Highlights

The Performing Arts Department achieved great success, reaping dozens of excellence awards and further cementing our reputation as a School that values and promotes the Arts.

“To play the wrong note is insignificant; to play without passion, inexcusable.” - Ludwig van Beethoven

The Senior Concert Band also earned exceptional results by receiving the Platinum Award at VSMF, directed by Head of Performing Arts, Mrs Susanna Rummel.

The Performing Arts Department is to be congratulated on its commitment to inspiring students across Music, Drama and Dance. Our students are instilled with a deep and abiding love of the Arts which remains with them, long after they have left the School.

Success and RecognitionThe Kellerman Chorale won first prize in the Song des Jahres competition hosted by the Association of German Teachers of Victoria. Our ensemble also claimed first prize in the Weihnachtslied (Christmas Song) section with a performance of Es ist ein Ros’ entsprungen (Lo, how a rose e’er blooming). We had eight students involved from Years 10 -12 directed by acclaimed musician, Tony Toppi.

Mentone Girls’ Grammar performed ‘The Drowsy Chaperone’ in the School Production directed by Trent Bockman with musical direction by Tony Toppi. Students participated from Years 7 -12 across the cast, orchestra and crew. The show received Excellence recognition at the Lyrebird Awards with 17 nominations and two wins, while the Music Theatre Guild of Victoria recognised ‘The Drowsy Chaperone’ with one nomination and three commendations.


Sport Highlights

Our sporting teams achieved outstanding results across Junior and Senior School and will no doubt continue to excel with our new sporting facilities. Sport at Mentone Girls’ Grammar is designed to build self-confidence and resilience within our students through team-oriented activities. Our extensive Sport program provides many avenues to further empower girls to reach their full potential without feeling inhibited. We were proud to see our GSV teams in many finals and also the Carnival team results improve.

“2019 has produced amazing sporting achievements and memories that will go down in history.” - Libby Lewin, Head of Sport

Carnival ResultsWe retained our Division One position in Swimming, winning the Population Cup at the preliminary finals while moving up a spot in the ranking. We consolidated our Cross Country team in Division Two with our talented Juniors winning the trophy at both the preliminary finals and the championships. It was a great success for our Athletics team who finished in their highest position since 2002. Our extraordinary Dance, Aerobics and Glee Teams also took home a best ever record of 40 medals at the Nationals on the Gold Coast.

GSV Weekly Sport Finals Appearances16 teams made the finals for the GSV weekly competition, including six Netball teams and our undefeated Junior Soccer team. It was unfortunate that our Junior Soccer team was eventually knocked out of the competition on penalty shoot outs. Three Cricket teams (Outdoor and Indoor Cricket) were successful in making the finals. Basketball was the standout sport in 2019, with all of our Junior teams progressing to the finals along with the Intermediate A team.


Student Results – VCE

We were delighted to announce the VCE (Victorian Certificate of Education) achievements for the Class of 2019. Not only have our top students produced outstanding results, an extraordinary 25.9% have achieved in the top 5% of Australian university entrance scores (ATAR), and 41.2% were in the top 10%. Given our School is open entry, welcoming students of all academic ability, these excellent results are a testament to the true depth of our unique learning culture.

Importantly, we congratulate and acknowledge our students who have far exceeded their own personal expectations. 100% of them achieved their VCE.

ATAR Highlights • The Dux is Madeline Li who achieved an extraordinary 99.65 • The Dux Secundus, Nikki Kong achieved an impressive 99.30 • 2.4 % achieved 99+ • 25.9 % achieved 95+ • 41.2% achieved 90+ • 62.4 % achieved 85+ • 68.2% achieved 80+

It is remarkable indeed that over a quarter of the Class of 2019 was placed in the top 5% in Australia with ATARs of 95 or above. The median ATAR for our School was an outstanding 87.83.

Study Score Highlights

In individual subjects, the average study score in Victoria is 30 and the top score is 50. We are delighted that an impressive 53% of our Year 12 students achieved at least one exceptional study score of 40 or above in a diverse range of subject areas. The average in the State is 9%. (When we include our Year 11 students who completed a VCE course, the figure is 41.5%).

We congratulate students and staff in the following 23 subject areas who achieved a score of 40 or above: Accounting, Biology, Business Management, Creative and Digital Media, Chemistry, Chinese First Language, Computing: Software Development, English as an Additional Language, English, Food Studies, French (External), Further Mathematics, Geography, Global Politics, Health and Human Development, History: Revolutions, Japanese, Legal Studies, Literature, Mathematical Methods, Physical Education, Psychology, Studio Arts.

Five students achieved perfect study scores of 50 in English, History: Revolutions, Further Mathematics and Biology.

VCE Baccalaureate

We are delighted that almost 20% of our students qualified for the VCE Baccalaureate, a globally-oriented VCE program which includes:

• A Unit 3 and 4 sequence in either Mathematics Methods (CAS) or Specialist Mathematics. • A Unit 3 and 4 sequence in English or Literature with a study score of 30 or above; or a Units 3 and 4

sequence in EAL with a study score of 33 or above. • A Unit 3 and 4 sequence in a VCE Language. • At least two other Unit 3 and 4 sequences.


Class of 2019 Post School Destinations

Figure 1 VTAC Offers by Institution

Figure 2 VTAC Offers by Course Type

VTAC offers by course type

Arts & Humanities 25%

Law 5%

Science & Biomed 20%

Medicine & Health Sciences 14%

Commerce & Business 19%

Creative Arts 6%

Engineering 3%

Education 4%

IT 1%

Building 1%

Music 2%


Student Results - NAPLAN

As an open entry school, our NAPLAN results are consistently strong, as illustrated by tables 1 and 2, with mean results well above those of all schools combined. It should be noted that in 2019, our students did the NAPLAN testing online.

Table 1 Percentages of Year 3, 5, 7 and 9 students above the minimum standard in 2019 compared to 2018 and 2017.

Table 2 2019 NAPLAN Results, Mentone GGS Means compared to all Australian Schools, as reported on the MY School website.

Year Level

Academic Year% MGGS students above the

minimum Standard

Reading

Writing

Spelling

Gram

mar

Num

eracy

3

2019 100 100 100 100 1002018 100 100 87 93 1002017 93 100 100 100 93

5

2019 100 100 100 100 1002018 100 100 100 100 1002017 96 98 96 98 98

7

2019 100 100 100 100 1002018 100 100 100 100 1002017 99 99 100 99 99

9

2019 100 100 100 100 1002018 100 100 100 100 1002017 99 100 95 96 99

Year Level Schools

Reading

Writing

Spelling

Gram

mar

Num

eracy

3 Mentone Girls’ Grammar 492 474 442 494 459

All schools 432 423 419 440 408


All schools 506 474 501 499 496


All schools 546 513 546 542 554


All schools 581 549 582 574 592


60.065.070.075.080.085.090.095.0

100.0

Student Engagement and Satisfaction

2019 Years 4 - 12 Student Surveys

With 583 responses to our student survey, we were delighted with their many positive responses including:

• 90.6% believed that their learning is interesting. • 92.9% agreed that they are taught to use information technology and social media in a responsible way. • 90% agreed that they receive regular feedback on their work. • 92.1% believed that the School provides a healthy and safe environment for all members of the School

community. • 94.3% believed that the School’s premises and equipment are well maintained. • 96.1% felt safe at School.

An important area for our School to work on is the provision of stronger EAL support, which is a challenge for all schools as the diversity of Melbourne’s population increases.

Other highlights from the survey include a Very High satisfaction rating for School facilities, co-curricular activities such as House, Performing Arts and Sport. Our girls have particularly enjoyed the refurbished Cobbalanna and our fabulous new Aquatic Centre and sports fields.

Survey overview:

• 583 students completed the survey, with a full range students from Year 4 to 12. • The overall average score from the Student survey was 88.8 % satisfaction. • Areas with blue bars are rated as ‘Very Good’ (Scoring between 80 and 100). • All 8 areas of the survey had responses ‘rated as Very Good’ (80-100).

Overall, we were very happy with this excellent response from our students, as we are committed toproviding the best possible learning program for our students.

Figure 3 Student Satisfaction Survey


Parent Engagement and SatisfactionResearch and feedback are vital for our continuous improvement efforts, and each year, we conduct surveys that help us better understand our community’s perspectives. Our 2019 Parent Survey yielded feedback from 313 parents, noting their high levels of satisfaction for the learning environment, resources and facilities, in addition to the priority placed on our School values and culture, not to mention the abundant opportunities available in the co-curriculum.

Figure 4 2019 Survey – Reasons for Selecting our School

Student Attendance Rates in 2019

Student Absentee Rates across the whole School are monitored closely by the relevant Head of School, and Heads of Year in the Senior School. Our attendance officers in Junior and Senior School routinely follow up unexplained absences, ringing or texting parents to collect this information. Students have a portal for late sign-in and early departure, which is easy to use. Strong communication between School and home allows us to monitor and support students with medical conditions that cause more frequent absence.

Student Retention: Out of all the students who were enrolled in Year 9 in 2016, 94% continued to complete Year 12 in 2019.

Year Level % AttendancePrep 92.89%Y1 93.44%Y2 95.26%Y3 94.46%Y4 96.24%

Year Level % AttendanceY5 93.49%Y6 94.40%Y7 94.15%Y8 93.51%Y9 94.69%

Year Level % AttendanceY10 93.76%Y11 94.36%Y12 94.92%

Table 3 2019 Attendance Rates


Why Parents Select our School

The reasons for selecting Mentone Girls’ Grammar as the School of Choice remains consistent with previous surveys from 2015 and 2016 with ‘Academic Excellence’ and ‘School Reputation’ being the top reasons, closely followed by the size of our School. This validates our continued commitment to cultivating a strong sense of excellence and community.

Top 3 Areas: Learning Environment, Values and Culture, Resources and Facilities

We were delighted to receive either Very Good or Good ratings in all segments of the survey. This is a tremendous result and we were especially pleased to see that ‘Learning Environment’, ‘Values and Culture’ and ‘Resources and Facilities’ feature as our top three survey areas. Other high-scoring areas were ‘Leadership and Direction’, ‘Teaching Standards’, ‘Curriculum’ and ‘Co-Curriculum’. This underlines the high quality of our educational offering.

Priority Areas for Review

We scored well in all our areas of review, however, the survey data suggests to us that parents may not be fully aware that our quality programs include our Co-curriculum, Homework, Pastoral Care and Wellbeing programs for the whole School, which we will continue to enhance.

We will be working next year to make these even more visible. Two new initiatives are SchoolTV, an online service about parenting which is accessed through mConnect and also our two new data ‘dashboards’ related to student results and participation. The Student Results dashboard aggregates real-time student assessment data into a single page while the Student Participation dashboard aggregates real-time data related to student awards and attendance. These dashboards together with SchoolTV are important examples of new wellbeing initiatives that we have provided for students and parents.

We are frequently reviewing our methods of enhancing all Learning Extension programs for students. Traditional SAIL classes are one part of the program. Students are provided with additional learning support within the Music Instrumental Program, GSV Sport and Aerobics by offering private lessons, group or ensemble work and co-curricular activities. The Enterprise Academy continues to offer value to student endeavour by expanding their knowledge and real-world experience in a practical classroom setting.


Teacher Workforce Composition

As can be seen from the list of academic staff, our teachers are well qualified, with 48% holding additional qualifications beyond their teaching credential. 18% of our academic workforce are male and we have a healthy mix of demographics with respect to age and years of teaching experience. While there is ethnic diversity within our staff, we did not have any staff members who have identified as an Indigenous person.

Teacher Satisfaction

We conducted our Annual Staff Survey during Term 3, 2019 and a 100% response rate was achieved for both teaching and non-teaching staff. Again, we used the Council of International Schools Surveys for teaching and non-teaching staff.

Survey Overview

• 72 Teachers completed the Survey.• The overall average score from the Teacher Survey was 92.6 % satisfaction.• Areas with blue bars are rated as ‘Very Good’ (Scoring between 80 and 100).

Staff Engagement and Satisfaction

Overall, we were very happy with this excellent response from our Teachers.

Areas for Improvement have been identified as follows:

1. Continue to develop innovative approaches to teaching and assessment.2. Develop our teacher’s ability to support EAL students in their classroom.

Figure 5 Teacher Satisfaction Survey

60.0

65.0

70.0

75.0

80.0

85.0

90.0

95.0

100.0


Annual Review Conversations for Teachers

Every teacher engages in an annual a review conversation with either his/her Head of Department, or another senior member of staff. This process, developed as a feedback and feed-forward conversation occurs according to our conversation protocol, continues to be a highly valued annual conversation by our teachers. In addition the process enables us to identify teachers with leadership aspirations, with discussions of how to support and grow these members of staff.

Appraisal for Teachers

Twenty-seven teachers completed our Teacher Appraisal process that utilises the “Educator Impact” 360 Degree assessment, involving self-assessment, student assessment and peer assessment. Under this process, each teacher participates in a first round of evaluation of his/her teaching.

The surveys cover eight core competencies that relate to AITSL’s Professional Standards for Australian Teachers as follows:

1. Setting Objectives2. Calibrating Difficulty3. Driving Surface and Deep Learning4. Providing Feedback5. Building Relevance 6. Communicating Effectively7. Creating Relationships8. Classroom Management

• Ask students to complete a survey on their teacher based upon the same eight areas.• Observe a teacher’s practice and on the basis of their observations completing surveys relating to the

eight core areas.• Choose a particular area of practice to develop in the second half of the year, and the process is

repeated, with all surveys based upon more detailed questions relating to the particular area selected. • Reflect and report on the results based on level of improvement in selected areas.

Statistics Related to Teacher Engagement and Professional Learning

• 100% of Teachers participated in professional learning activities during 2019.• 92% of Teachers continued to be employed at Mentone Girls’ Grammar School at the commencement

of 2019.

The Appraisal Process further requires Teachers to:


School Council

Ms Janelle Donnelly (President)

Mr Ashley Reed

Mr Ross Symons

Mr Bradley Cornwell

Mr Scott Phillips

Mr James Stewart (Chair, Finance, Governance & Risk Management Committee)

Ms Nicole O’Donnell

Ms Tara Chandler Scott (Chair, Building & Assets Committee)

Dr Heather Schnagl AM

Ms Amanda Robertson

Dr Heather Schangl AM

Ms Amanda Robertson

In attendance

Mrs Fran Reddan (ex-officio, Principal)

Mr Brian Trumble (ex-officio, Business Manager, Company Secretary)

Mrs Kay McCullough (ex-officio, Senior Vice Principal)

Building & Assets Committee

Ms Tara Chandler-Scott (Chair)

Mr James Stewart

Mr Simon Summers (resigned 31/12/2019)

Mr Mark Woodland

Ms Janelle Donnelly

Mr Andrew North

Ms Carmen Florea

In attendance

Mrs Fran Reddan / Principal

Mr Brian Trumble / Business Manager

Mrs Kay McCullough / Senior Vice Principal

Mr Chris Bateson, Property Manager

Finance, Governance & Risk Management CommitteeMr James Stewart / Chair

Mr Bradley Cornwell

Mr Scott Phillips

Ms Janelle Donnelly

In attendanceMrs Fran Reddan / Principal


Mr Gary Cameron / Finance Manager

Ms Helen Georgio / Risk and Compliance Manager



Foundation Board

Ms Amanda Robertson /Chair

Ms Janelle Donnelly

Mr Bradley Cornwell

Mrs Ursula McGinnes (resigned 31/12/2019)

Mr Jay Doherty

In attendance



Ms Roslyn Holloway / Advancement Manager & Executive Officer

Investment Committee - Foundation

Mr Bradley Cornwell / Chairman

Ms Janelle Donnelly

Mr Jay Doherty

In attendance



Ms Roslyn Holloway / Advancement Manager & Executive Officer

2019 School Council & Committees


Financial Information for 2019

Our Infrastructure Development program commenced with the opening of the Aquatic Centre in January. The Aquatic Centre has an eight lane 25m pool with diving facilities, a technique pool and a fitness gym. Further work on this project included three multi-purpose courts that opened in Term 2 and a combined Hockey, Soccer and Tennis facility that opened during Term 3. The courtyard between the Science building and the Simpson Arts Centre was architecturally landscaped, making another attractive space for student recreation.

Development continued with the refurbishment of Cobbalanna Senior College that saw upgrades in classrooms and the creation of collaborative learning spaces in the common areas on both floors of the facility.

2019 Areas of Expenditure

Total Tuition Fees 73.7%

Other Income 5.0%

Philanthropy 1.4%

State 2.3%

Federal Grants 17.6%

2019 Sources of Revenue

Employee Related Expenses 68.7%

Curriculum & IT 9.2%

Depreciation 7.1%

Marketing & Community Development 2.7%

Facilities, Maintenance & Cleaning 5.8%

Other Operating 5.2%

Banking and Finance 1.3%

Figure 6 2019 Areas of Expenditure Figure 7 2019 Sources of Revenue


2019 Teaching Staff and their Qualifications

Aikman Edwina: GCEdRes, ProfCertPosEd, MEd, MEdAdmin, MEd(IB)(PYP), GDipPsych, BSocSc, BEd(Primary)

Armstrong Julia: BEd(Environmental Science), PostgradCertEdAugustine Rebecca: BA, B.Bus(Hons), GDipEdBarrow, Sam: Sam: BHPE(Hons)Blampied, Joanne: BASci(Nursing), DipEdBockman, Trent: PostGDip Ed, BachDBoyle, Shannon: BA(Hons), MA, DipEdBrewis, Edward: BA(Hons), GDip(Primary)Brown, Clive: BEd, Dip TeachingCairns Samantha: BEd, GCertCallant Sarah: BBus, BCom, MTeach(Sec)Centelles, Tifany: BA, DipEd, MEdCiempka, Donnah: BEd Early ChildhoodCostabile, Rita: BA/Bed(Secondary)Curigliano, Frank: BA BBehSc, BLitt, GDipEdCurtain, Vicki: MBIT, BA, DipEd, GDip Teacher Librarianship,

Cert IV Theolde Mareuil, Dominique: BDip(Engineering), Doct (Kinetics/Catalysis),

GDipEd(Distinction)D’Souza, Diane: BSc, BEd, GDip(Digital & Cyber Forensics),

MTeach, MCompFederici, Kylie: BBus(HR Management), GDip

Teaching(Primary)Fordyce-Voorham, Sandra: PhD, MEd(Ed Admin), BEd(Home Economics),

GDipCompEd, Cert IV Training & AssessmentFranklin Kerry: DipTeach(Primary), GDipSpecEd(Learning

Difficulties)Frost, Joanne: BA(Hons), Postgrad CertEdGaff, Camilla: BEd(Primary)Garland, Mark: GDipEd(Sec), BComp(Multimedia &

Programming), BBus (Accounting), Cert IV Training & Assessment

Gasperino, Stephen: BA, DipEdGleeson, Matt: BA, DipEd, BSocWkGold, Carmela: BVisual Arts, DipEd(Secondary), Dip in

Transpersonal Art TherapyHanlon, Lisa: BA, GDipEd, MAHawthorne, Anna: BBiomedScHeberling, Claudia: BA, DipEdHeidari, Beni Elham: MChem, DipEd, Cert IV TAEHird, Louise: DipTeach(Primary), GDip(Movement &

Dance), Cert III in Fitness InstructionHood, Amanda: BEd(ECE)Howgate Jacqueline: BA(Comb Hons), P.G.C.E. (UK)Hu, Xun: PhB, MTeachHutchings Nathan: BA, BA(Ed), GDip(eCommerce),

MEd(Leadership)Hughes, Roslyn: BA (History), DipEdJedd, Kelly: Cert IV Training & Assessment, Grad Cert

Careers & Education, GDipEd, BHScKado-Jewell, Hiromi:

BA, DipEd, GDipEd(Applied Linguistics)

Killalea, Georgia: BA, BEd(Primary)

Killeen, Jane: BEd(Primary)(Hons) Kondratowicz, Konrad: DipEd, BA(Fine Art)Krizmanic, Natalie: BA, BTeach(Secondary)Kucfir, Paul: ME, GDipEdLawrence, Michael: BEd, MEd(Gifted Ed)Lewin, Libby: BAppSc, GDipEd(Physical Ed/Outdoor Ed)Li, Xin: BSc, DipEdLohmeyer-Collins, Philippa: BSc(Hons), GDipEd, Assoc Deg TheolMacKinnon, Robyn: BH(HlthPromEd)Marton, Ella: MA(Music), GDip MusicMassey, Susie: BEd(Post Primary Phys Ed)Mavridis, Maria: BSc, DipEdMcCullough, Kay: BSc(Ed), BSc(Hons), GDipEd(Comp),

MEd(Studies of Asia), MACE, FACELMilligan, Leah: BEdMorrow, Letitia: GDipEd, GCEd Stud, Dip Art & DesignNaidoo, Swasti: Further Ed DipO’Connor, Olivia: BSc(Behav)(Hons), PostgradDipEd(Primary)Oliver, Jennie: BA, DipEdOpie, Leah: BEdParks, Rebecca: BA, BEd, GDipPsych, PostgradDipSpecEd,

GDip(Gifted Ed), MEd(Research)Pascall, Eliza: BPEdOutEd, MTeachPrezens, Allyson: Diploma (Primary Teaching), Grad Dip

Ed(Special Education)Robinson-Lay, Louise: BA, GDipEd (English/History), MEdRoss, Melissa: BBus(Accountancy), CPA, GDipEd(Secondary/

RE), MEd(Mathematics)Rummel, Susanna: BMus(Hons), DipEdSaunders, Kellie: BAppSc, Bsc, BEdShackleton, Aimee: BSc, BTeach, MEd, ADE, MIEExpertShepherd, Fiona: BA, DipEd(Primary), GradDip Early Childhood

TeachingSherman, Pam: BEdSohal Ryan, Trish: BA, BEdStSpaziani, Maria: BSc, DipEd, MEdStudSturgeon, Sarah: BSc, PostgradDipEd(Secondary)Swenser, Steven: BSc(Hons), GDipToppi, Tony: BMus, GDipEdWardlaw, Kathrin: BHuman Movement(Phys Ed)Ware, Michael: BcompSci, GDipEdWearne, Claire: BCreative Arts, GDipEdWilliams, Christian: BEdWolfe, Lorna: LLB(Hons), GDipEd(Primary)Wright, Lisa: BCA(Perf), MTeach


Views of the Wellbeing Precinct and Sporting fields seen from above.

MENTONE GIRLS’ GRAMMARPrincipal: Natalie Charles

11 Mentone Parade, Mentone VIC. 3194 AustraliaPhone: +613 9581 1200 Fax: +613 9581 1299Email: [email protected] www.mentonegirls.vic.edu.auCRICOS 00324B

Documents

2019 Community Report - Mentone Girls' Grammar School · 2020. 7. 24. · Community Report 2019 11 Sport Highlights Our sporting teams achieved outstanding results across Junior and