SHENTON COLLEGE
Excellence, Community and Self
If you take only on thing away
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Most important
part of this
presentation –
Thank you
Good teaching, Good Planning, Good
Information, Good Relationships, Good
Communication
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Make a difference
Student: “I think it is more than the
characteristics of your teacher - it is
how they make me feel and how
they communicate with ME! “
communication with the student - a
success to learning
So what is it all about?
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If it is not about
awards then what
is it about?
What is your
checklist
If you not
improving today
your going
backwards –
Rafael Nadal
Report Card
My checklist:
A Centre of Excellence – to provide the very best teaching and learning experience
to every student in every class. WE had one clear, shared purpose: Shenton College
is “A Centre of Excellence” and this was strongly communicated.
WE improved our focus on creativity and critical thinking in our classrooms and
within our school and continued to involve ourselves in strong partnerships with UWA
and cross curricula initiatives
WE reflected on data and WE had explicit, clear and measurable goals set in faculty
plans and reviewed by staff throughout the year
WE identified strategies to achieve our purpose and strategically resourced them
with additional classes, extra initiatives, support funding and salary pool
WE put in place internal measure to allow more time for our teachers to focus on
education and tried to enhance our non teaching support for teachers
WE tried to ensured orderly and supportive environments for our staff and students
in clearly articulated policy, process and expectations.
WE recruited constructively and provided professional learning to enhance quality
teaching, improve quality training and gather quality feedback
WE established enhanced communication and connectivity with middle school,
senior school and community
WE focussed on our public schooling values and ethics culture and communicated
this widely
2010 Analysis of our Performance
WARNING: School comparison statistics
While several media outlets take the view that
curriculum council statistics display the best
comparative merits of each school, it should be noted
that researchers into school effectiveness disagree and
all state that schools account for at best 9 percent of
the variance between students.
However good teaching does make a difference
A Measure of our Performance –
Curriculum Council
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Top Public School: Ranked 13th in % of
students to achieve 75% or more in a
WACE course.
Top Public School: Ranked 15th in % of
eligible students within top third (65%)of
average scaled marks (top tricile)
100% Graduation
42 curriculum council awards
Analysis of Performance
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4 General Exhibitions:
Top 40 students in state based on av.
Of 5 scaled scores with at least two from Hum. and 2 math /science. Hannah Raffel, May Pham,
Sasha Quahe, Tom Crowhurst
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1 Course Exhibitions:
Highest combined mark in WACE course.
Ancient History : Hannah Raffel
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9 Certificates of Distinction:
Top 0.5 % or top 2
sitting the WACE course – combined mark. Ancient History – Hannah Raffel, Sasha Quahe;
Biological Science – Sasha Quahe;Engineering Studies – Guy McCauley; English – Nic Dyer;
Mathematics – May Pham; Modern History – Grace Hutchison, Isabel Inkster Hughes; Physics –
Sarah Biddle
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28 Certificates of Excellence:
in WACE course
18 or more A grades
Certificates of Excellence – our mission
for excellence
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28 Certificate of Excellence (awarded to students
who have achieved at least 18 A Grades in WACE
course units):Sarah Biddle, Callan Bright, Tom
Crowhurst, Poppy Damon, Harrison Davis, David
Duan, Nic Dyer, Oscar Fehlberg, Daniel Fortini,
Astrid Hansen, Kent Hosokawa, Isabel Inkster
Hughes, Grace Hutchison, Isobel Johnson, Karly
Kepert Anton Khau, Morgan Lewis, Guy McCauley,
Rockwell McGellin, Felix Pal, May Pham, Adam
Phillimore, Sasha Quahe, Hannah Raffel, Patrick
Spivey, Elliot Tan, Oliver Tod, Haiming Zhu
Analysis of Performance
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Top performing /
Leading School in
14 courses 17 99 Club
winners –
students awarded a ATAR
rank of 99 or more
17 -99 Clubbers
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Biddle Sarah Katherine
Butenschon Lina Mali
Crowhurst Thomas George
Davis Harrison John
Duan David
Dyer Nicholas Timothy
Helm Mimi Franziska
Hosokawa Kent
Hughes Isabel Grace Inkster
Hutchison Grace Isabella
Khau Anton
McCauley Guy James
Pal Felix Zalan
Pham May Thuy
Quahe Sasha Fay Hui Mian
Raffel Hannah Zoe
Zhu Haiming
Shenton leading in WACE in the state CC
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Ancient History - top 3 schools (only public school)
Computer Science - top 2 schools (only public school)
Drama
Engineering studies – top 3 schools
French – top 8 schools (only public school)
Literature
Mathematics 3A/B- top 6 schools
Mathematics 2C/D - top 10 schools
Mathematics 3C/3D
Mathematics - Specialist
Media Production and Analysis – top 6 (only public school)
Modern History – top 10 (only public school)
Music
Politics and Law- top 10 schools
Longitudinal Analysis
2010
2009
100%
99%
85%
79%
46%
52%
55%
33%
12%
57%
28%
16%
87.7
88.3
23%
15%
0%
16%
12%
23%
69%
12%
19%
63%;
17%;
20%
2008
2007
2006
2005
Graduation
Rate
96%
98%
98%
97%
TEE Participation
Rate
76%
71%
66%
74%
Percentage of TEE Students With 1or
More Scaled Score of 75+
45%
38%
47%
41%
TEE Triciles High/Mid/Low
54%
43%
52%
52%
28%
31%
30%
27%
18%
26%
18%
21%
Median
TER
88.8
85.6
88.90
88.70
Course Stage Unit
Achievement % Pairs of A in
Stage 3;2;1
NA
NA
NA
NA
Course Stage Unit Participation
in Stage 3;2;1
NA
NA
NA
NA
2004
2003
95%
91%
74%
76%
37%
33%
48%
29%
23%
44%
31%
25%
88.7
83.9
NA
NA
NA
NA
Longitudinal Analysis
SHENTON COLLEGE
WACE CC Awards
45
40
Number of Students
35
30
General Exhib
Subject Exhib
25
Cert of Distinct
20
Cert of Excell
Total
15
10
5
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
General Exhib
1
4
2
3
1
2
2
2
2
4
Subject Exhib
1
1
1
1
3
2
2
3
3
1
Cert of Distinct
12
6
5
8
15
14
12
17
11
9
Cert of Excell
12
9
12
16
13
21
8
20
14
28
Total
26
20
20
28
32
39
24
42
30
42
Year
Graduation Rate
ATAR Participation and Performance
Av. Scaled Score comparison
75 plus comparisons
Subject or Course that was best or second
best mark
English / University entry
Year 12 Performance Targets 2009 2010
Course
performance at above expected or expected when
compared with like school students – Achieved
School improvement (ATAR)
• Individual TEE Subject
performance
School improvement (ATAR)
• Tertiary Performance (Median
TER)
• Tertiary Performance (TEE
Triciles)
• Tertiary Performance –
(Percentage of TEE students with
1 or More Scaled Score of 75%)
Greater
School improvement
• Graduation Rate
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than 85% Median TER {Achieved 87.7%}
Greater
than 48% in High Tricile, {Achieved 55%}
Less than 20% in Low Tricile {Achieved 12%}
Greater
than 38% with 1 or more scaled score of 75%
{ Achieved 46%}
Greater than 98% of students graduate (Achieved 100%)
Analysis 2010 - Well done
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Quality of Teaching and Learning
Outstanding Counselling and monitoring
Strong Grading
Enhanced cross curricula activities
Meticulous Support for students
Planning, Assessment Rigour and quality
of feedback
Outstanding Pastoral Care
Key Initiatives and early discussions
2011
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IPS implementation and planning: target setting, linked to plans,
performance and priorities.
NAPLAN support, early intervention and preparedness
High Performance Learning (HPL) Class initiative continued
One School, One College, One Staff – enhanced communication,
teacher expertise, social interaction
Meaningful “discussion based” staff meetings
Evidenced based decision making. Data driven, teacher driven
ISMART Performance management – Target linked. Removing the
fluff
Communicating our successes: Web, newsletters, highlights Active Marketing your class, your students
Exam preparedness and performance
Digital education Revolution and ICT culture
VET as a pathway – UoC, 220 nominal hours, Cert 11 or higher
Counselling for success
New Staff 2011
Lynda Kuntyj – Arts HOD
Lisa Sharratt – Science
Gavan Ryan
Adam Smith
Denise Gianatti – Mathematics
Grace Shih – LOTE Japanese
Ryan Florence
Russell Corr – S&E
Sandra Standsjö – Deaf
Kelly Houlahan
Clem Blechynden
Matt Connaughton
Tonia Fahey – School Psych