2013 Annual Report Tiwi College Pickataramoortiwicollege.com/images/report2.pdf · 2013 Annual Report 5 PRINCIPAL’S REPORT 2013 was a year of consolidating the Tiwi College Way.Many

2013 Annual Report 1

2013 Annual Report

Tiwi College

Pickataramoor

Principal: Mr. Ian Smith


Contents Contact Information Page 2 Vision & Mission Page 3 Principals Report Page 5 Teaching & Learning Page 8 Leadership & Effective Teams Page 9 Well-Being Page 10 Transition to Employment Page 14 Community Partnerships Page 15 Data Page 21 The Future Page 30

Tiwi College Contact Information Postal Address: LMB 127 Winnellie, NT 0822

Address: Pickataramoor, Melville Island, NT 0822

Tiwi Education Board Chair: Mrs. Jennifer Ullungura-Clancy

Principal: Mr. Ian Smith

Telephone: (08) 8970 9024

E-Mail: [email protected]

Website: www.tiwicollege.com

TEB Darwin Office Contact Information Postal Address: P.O. Box 36711, Winnellie, NT 0821

Address: Lot 2162 Armidale Street. Stuart Park NT 0820

Business Manager: Mr Anthony Parker

Telephone: (08) 89412390

E-Mail: [email protected]


TIWI COLLEGE VISION

“Terra Aequilibrium”

Anne McMaster 2010

The print, Terra Aequilibrium is used as a guide for the culture of Tiwi College. The ochre markings represent Indigenous country, the blue – non-Indigenous country. Both come together in the middle – a path used by both cultures moving into the future, in the spirit of parity and equality. This guides the Tiwi College approach at all levels. Tiwi and non-Tiwi work with one another, with respect shown to all cultures. We are here to learn from one another in order to move forward to a future of mutual trust and understanding; where “both worlds” are recognised and respected.


VISION “With leadership & guidance from Tiwi; our College community uses a holistic approach to develop key knowledge and skills required for vocational choices and happy, rewarding and healthy lives.” CORE VALUES The cornerstone of the culture of our college comprises the following values:

Trust

Care

Mercy

Respect

MISSION STATEMENT – Day School Via a holistic approach we aspire to:

Improve literacy and numeracy levels to ensure students have choices in future vocations.

Provide vocational education and training that streams directly into Tiwi and international industry.

Provide a flexible and diverse curriculum that promotes the strengths of the Tiwi whilst encouraging rich exploration of new concepts.

Improve student attendance rate to a level of sustained excellence.

Assist students reach their long term goals and provide hope for the future through an intimate well-being program.

Provide health care services to improve physical and emotional health.

Improve the skills, habits and knowledge required for sustainable, environmentally friendly living.

Reinforce the synergies between Tiwi Spirituality and the Catholic Faith.

MISSION STATEMENT – Family Group Homes Via a holistic approach we aspire to:

Provide a safe and mutually respectful environment

Develop daily and weekly routines that provide clarity of purpose and security

Improve the knowledge and skills required in home management in order to facilitate independent living

Improve knowledge and skills required to plan and prepare meals in a range of situations

Provide strategies for personal health care choices

Improve understanding of the methodology and consequences of basic household budgeting


PRINCIPAL’S REPORT 2013 was a year of consolidating the Tiwi College Way. Many small remote schools suffer from changes due to staff turn-over. We worked hard on improving all facets of college life for the young Tiwi and a clear college identity. Thus in the short – medium term new staff and students can begin their time here and quickly understand our standards, structures and procedures. Our main goals for the year were:

Follow a well-articulated Annual School Improvement plan

Define a Tiwi College approach to teaching

Consolidate our Behaviour Management and Well Being Culture

Strengthen our Tiwi Strengths Based Approach

Plan for our 5 year Independent Schools Review

Conclude Enterprises Bargaining Agreement

Establish a Strategic Plan for the College

Annual School Improvement Plan

The Annual School Improvement plan was much more explicit this year – with clearly defined implementation plans and targets. Team leaders were responsible for its management and it provided a handrail for staff at key times throughout the year. School Improvement Plan meetings were timetabled for academic staff. Both Academic and Family Group Home reports were tabled at our weekly Executive meetings. Tiwi College Pedagogy

Our Academic Coordinator was given the task to define, articulate and incorporate a clear Tiwi-based approach to teaching. After analyzing the strengths and weaknesses of our students, this approach was planned out and during the second semester; weekly coaching sessions with teaching staff took place and evidence noted in planning and class observations. A Tiwi College Pedagogy framework was introduced incorporating six key areas of effectiveness. This guided staff Individual Learning Plans which in turn, framed coaching sessions, observations and pedagogical improvement. The framework also detailed planning which incorporated:

Pre & Post Testing

3-Wave Intervention model

Individual Learning Plans

Differentiated Learning

Data collection Behaviour Management & Well-Being Protocol

Our year began with two days of Professional Development for the whole community in Restorative Justice. A common approach to establishing strong relationships and seeing behaviours in terms of the effect on others in our community was established. The Tiwi College Restorative Practice approach using “Mana” as a key concept in resolving most issues within our community was strengthened and will continue to be articulated as the school‟s journey continues. It is pleasing to note that in 2012 when this approach was introduced, the number of long term suspensions decreased by 53% when compared to 2011 data. In 2013 we had a further decrease of 23% when compared to 2012 data.


Strengthen Tiwi-Strengths Based Curriculum

Our Tiwi-Strengths Based Curriculum revolves around the following areas:

Sport

Art

Music & Dance

Culture & Identity The aim is for the young Tiwi to feel proud of their achievements in a week at school and become more engaged with Tiwi College.

This curriculum area continued to be strengthened and incorporated in to our planning this year. Our sport programs were strengthened by the introduction of Physical Education and Health lessons. Art was timetabled and homework sessions were lengthened for Senior Boys. This year we had Music tutors in school for 2 blocks of one week. These were successful but we believe a different model can be used in the future to make the most of the time available. The Middle School Boys had an extremely pleasing Culture camp with Scotch College students in Yimpinari country. All girls had lessons from the Strong Women‟s group in pandanas preparation and basket weaving, with Kormilda students. Staff are keen to prepare more units of work “in country” for 2014 in order to consolidate “Two-Way Learning” We will be looking at an effective approach to incorporate Music & Dance in 2014 and beyond.


5 Year Routine Assessment

In 2013 Tiwi College underwent its first Routine Assessment. We were very pleased with the feedback received. Our strengths were observed as:

Active Involvement of key stakeholders

Positive relationships

Physical environment of college

Realistic and creative use of facilities

Curriculum renewal program

Family Group Home Structure

The hand delivery of student reports by staff & thus engagement with community We were asked to improve our Strategic Plan and use an accredited self-audit of the school each calendar year. Both of these items have been addressed. The Strategic Plan has been completed and we are nearing completion of the self-auditing tool for use in 2014. EBA After many months of negotiation and open discussions, we were very pleased to sign off on the first EBA in the history of Tiwi College. Many thanks must go to all staff involved in the process, along with Jacques Retief and Sheryl Saunders for their consultancy work with staff; and thanks to Gail Barker and Cheryl Salter for their work with the management team. The EBA now provides great clarity and structure of the working conditions for all. Strategic Planning

The TEB met several times this year with key personnel from KPMG to establish a 5 year strategic plan, with clear objectives and set timeframes in the areas of infrastructure, finance, community, staff and students. With this, a business plan for the years 2014 -2018 was also prepared, to assist in the planning and risk management of school operations. This was only made possible thanks to the kind support and efforts of Peter Chilman, Kristy Rees and Chelsea Quong. 2013 was a year that provided the community with a culture that was well understood. We established a clear balance between the requirements of the Australian Curriculum and providing our students with the opportunity to “fly” with our Tiwi Strengths Based approach. As a team we have regenerated our curriculum and improved our teaching methodology via a well-articulated Academic Plan. Our Family Group Home staff were guided by a detailed plan and received specific training in Certificate IV in Community Services Work. Weekly reports, community visits and one on one counselling, ensured students were well supported in their care. Our year was punctuated by the successful routine assessment and we as a community can be proud of the fact that the plan, devised by the Tiwi Elders so many years ago, is now definitely coming to fruition. Ian Smith


SCHOOL IMPROVEMENT OUTCOMES From our Annual School Improvement Plan, the Executive Team, Academic School and Family Group Home staff had meetings to plan strategies for improved outcomes. Our achievements are summarized:

Teaching & Learning Pedagogy & Curriculum Development The culture of pre and post testing was embedded into teaching practice.

Reporting formats aligned with the mandated Australian Curriculum criteria English, Maths & Science aligned with Australian Curriculum Tiwi Pedagogy Framework completed Planning and teaching accreditation using Appretio – aligned to National Teaching Standards Framework Improving differentiated teaching and learning techniques 100% completion of student Individual Learning Plans Academic staff participating in weekly coaching and reflections sessions for professional improvement Consolidation of Tiwi Strength Based Curriculum – Music introduced and Culture excursions established. Literacy Development 3 –wave model for intervention and differentiated learning initiated Genre teaching sequence and R-9 literacy mapping toolkit developed Pre-Post testing regime finalized Streamed reading comprehension program consolidated Literacy Agreement & Policy finalised Numeracy Development Numeracy Agreement & Policy is a focus for 2014


Leadership & Effective Teams Given our remote location and being independent, we try our utmost to contribute to the professional journey of our staff members, and realize the value of this in becoming a more effective school. Below are the formal programs supported in 2013: Leadership Principal‟s participation in Remote Schools study tour Principal & FGH Coordinator‟s participation in Boarding Australia Conference Assistant Principal‟s completion of Preparation for School Leadership Program

Whole School Restorative Practice 2 day workshop Certificate 2 First Aid and CPR upgrades Academic School Improvement Planning sessions/PD once a week Teacher Learning Journals introduced. Teaching & Learning Coaching done by Academic Coordinator weekly 3-wave triangle embedded into planning Reading Comprehension Honey Ant Dreaming ESL PD introducing Aboriginal English Family Group Home parents School Improvement Planning meetings once a fortnight Certificate IV in Community Services Work 100% successful completion Tiwi Assistant Teachers 100% enrolment in CERT III Educational Support This year we initiated a new leadership structure of the school, using Tiwi staff. The Tiwi Leadership Team met fortnightly to advise the principal on all workings of the school from a Tiwi perspective. 2013 saw the signing of the Tiwi College Enterprise bargaining Agreement ( 2013-2015 ).

This was the inaugural EBA and provides great clarity for the structure of school operations.


Well-Being Student Engagement & Attendance Student Engagement is vital for the life of Tiwi College and we have introduced more programs to embed this as part of our culture. We had the same staff including the Growing Young Women‟s Coordinator and the AFL Operations Manager do pick-ups and drop offs in the same communities as much as possible, in order to develop relationships with families and an understanding of the community.

Our FGH Coordinator began Community Engagement visits of a weekend to connect with parents and guardians of students. These were highly successful and resulted in students re-attending Tiwi College. Our Newsletters each term and regular feeding of information via our college Facebook page continue to be great tools of developing interest in the college and the promotion of the excellent programs we offer the young Tiwi. A Student Leadership group was initiated in 2013. These senior students met in the initial part of the Tiwi Leadership meeting and discussed concerns and raised ideas from their perspective. Our GYW Coordinator and the AFL-NT RDM were responsible for overseeing incentive based rewards and trips/competitions to further engage our students and help establish a culture of high attendance. The GYW program in particular was rich and diverse and is fast becoming a “draw card” for many female students. Our attendance rate was below our standards – 74.5% using NT-DET data and included those students “at-risk” due to an extremely poor attendance rate. It is up 4.5% from 2012 – however we are confident of 80% attendance rates and this will remain our goal. We once again experienced a high amount of funerals in the community during the year. We changed the method of data collection for student retention rates in 2013. This year we measured from January 2013 and compared with December 2013. On face value this was very poor by our standards and once again displays the importance of a rich school

engagement policy. The students‟ retention rate was 59%. Once more we had 4 students remaining at Tiwi College in to 2014 despite their “adult” age. This is very pleasing and a trend we wish to continue and strengthen, in order to assist students into the workforce.


Student Well-Being

Each week the Family Group Home parents conduct basic health checks of a Monday night. This then feeds into our “Clinic Run” of a Tuesday for students. This year we had full health checks for all students conducted by Top End Health and Hospital Services. Our FGH Coordinator, Solo Radaniva offered his services as a Relationships Counsellour. Any students who were reported with concerns or poor behaviour were seen by Solo as a means of re-engaging with school life. He initiated Community Engagement visits which were a tremendous success.

Joy Moreen‟s position as Tiwi Liaison Manager expanded and she now plays a pivotal role in communicating to our College community in many different areas, in particular, speaking directly to parents regarding student and staff concerns. Our Tiwi Staff have a forum to guide the principal in Tiwi related issues. They obviously have deep connections with our student body and are integral to ensuring our staff are kept informed about any issues relating to the welfare of our students Students completed perception surveys regarding all aspects of school life. Staff Well-Being

A budget was allocated for Staff Well Being. Programs and activities to maintain and improve morale and well-being, continue to be of importance, and ultimately assists in staff retention. Some practices such as use of college vehicles of a weekend and discounted flights at the end of a week are embedded in our EBA. Other activities included staff dinners, celebrations, touch football, church service, Milikapiti Social club visits and TIFL football participation.


Family Group Home Living

FGH Relationships-based Culture A relationships based approach was developed early in the year with key indicators of this program being:

Re-Entry formal lunches and engagement circles of a Monday

Celebrations

FGH Activities

Formal end of week lunches and engagement circles of a Friday

Take home food. Weekly personality based assessments of behaviour and attitude were conducted with an aim to improve overall scores throughout the year. Weekly awards were continued to promote positive behaviours Home Management Via plans implemented by FGH staff, all students were responsible for the following daily routines:

Individual health management routines

Making of beds

Making snacks and lunch for their day

Assisting with dinner preparation In teams, weekly routines included:

Cleaning of bedrooms

Cleaning of house

Assistance with Community Dinner preparation

Participation in Lifeskills program. All of the above were monitored and assessed both objectively and subjectively by Family Group Home Parents. Students, via daily routines, good nutrition and weekly sporting activities are continuing to show signs of the long term prevention of minor ailments through basic management of their health. This was definitively seen when we compared health reports of students

after the longer holiday breaks with the reports of the middle of each term.


Lifeskills Program A Recreation and Horticulture Lifeskills program was continued and broadened by the FGH parents. FGH recreation had a good balance of outside recreation activities and sport, against activities within the homes, such as pool and computer games. The Horticulture Lifeskills program saw gardens established at each of the FGHs and students participating in the maintenance of these. Via a grant through AISNT, fencing was bought and through an initiative for the girls, a class set of sewing machines was also purchased, to develop and strengthen a sewing program.

Of significance was the excellent participation of the FGH parents in our Learning to Drive initiative in 2013. Our senior students were involved in lessons as part of their Lifeskills program up to twice a week during semester 2.


Transition to Employment VET Delivery The Senior Boys participated in Certificate I in Agrifoods and began Certificate II in Construction Pathways (this will continue in 2014) via Charles Darwin University. Overall we had 28 students, primarily from our Senior Boys class enrolled in these Certificates. Overall we had a 58% successful completion rate of units of competency, with 122 out of a possible 210 units fully completed. Considering those students who did not complete

the full year of study – this is a good result. The most telling data from our VET delivery was from the students who remained at school for the year:

Out of the 47 possible units to be completed in Certificate I in Agrifoods, 40 were fully completed for a 85% completion rate. All remaining units were categorized as a credit transfer. This result will hold these young men in good stead for work at Tiwi Plantations

Of the 36 units delivered in Certificate II in Construction Pathways 18 units were successfully completed for a 50% strike rate.

Out of the 83 possible units to be completed overall – keeping in mind that Certificate II in Construction Pathways continues into 2014, these students completed 58 – for a 70% successful completion rate.

Pathways Thanks to Tiwi businesses on both islands, Senior Boys participated in a highly successful Work Experience week in companies around the Islands. The class had 100 % attendance rate in each business for the week and definite pathways for some established. This will be a model to be continued into the future. The Tiwi College Culture of developing students to be “Work Ready” was continued. Our Tiwi College on-site Work Experience Program continued in the areas of Horticulture, Construction and Kitchen Operations in terms 2, 3 and 4.

The senior girls had had a highly successful Work Experience Week for all Senior Girls in a variety of industries in Darwin. Throughout the year two students left Tiwi College as they had found employment. One student worked at Sport and Recreation, Milikapiti and the other entered the Milikapiti CDEP program. We had two graduates this year. Isadore Fernando graduated and was employed by the TEB as an Assistant Primary Teacher and Vanessa Daniels completed 2013 and is to enter the Tiwi Plantations workforce at the beginning of harvesting. She is currently employed at the Pirlangimpi Social Club during this time of transition.


School Community Partnerships

Friends of Tiwi College

Our school‟s year could not have been as successful if was not for the ongoing relationships with organisations that we call the “Friends of Tiwi College”. The Tiwi Land Council provided monetary support for cultural programs and excursions. Advice was provided to our Leadership team and TLC Pickataramoor staff were always prepared to assist in any aspects of daily operations. The Tiwi Land Council has been instrumental in ensuring TEB Members attend meetings and in supplying Governance training. The TLC a was vital partner in the development of our Strategic Plan and Business Plan via KPMG. The Tiwi Island Training and Employment Board assisted with the development of ongoing training for our Tiwi Assistant teachers. All of these staff members were enrolled as apprentices in Certificate III in Educational Support. This will be an extremely effective method of ongoing improvement for these staff members. Scotch College, Melbourne continued its long-lasting partnership with Tiwi College. In 2013 a wonderful exchange was developed for our Middle School Boys class and the Scotch Boys of the Indigenous Partnership Program. A highly successful “Two-Way Learning” excursion was held in Yimpinari country for these groups and a Melbourne Immersion trip was conducted by Scotch for the Tiwi cohort in return. The learning experiences for these young men were rich and meaningful. A model has been developed for ongoing success. Thanks to the support of the Bursar of Scotch, Ross Congleton, Tiwi College gained DGR status, allowing tax-deductable donations to a designated building fund. This has immense potential for our future success.


The Smith Family continued to refine outcomes for the Tiwi College young women. Personal development workshops and specific drama sessions were conducted to improve general self-confidence and for relationship building in the workplace. The Smith Family also oversaw a Work Experience week in Darwin for the Senior Girls class and the cross cultural immersion trip to Tintern College, Melbourne for the Middle School Girls. Smith Family staff also initiated our inaugural Driver Education program, a first aid course for all senior students and provided excellent activities for all young Tiwi at our annual Tiwi Ashes Day. The Hayden-Reynolds Project relationship with the college continues to grow and

thrive, as does its garden. The Tiwi Garden is set to become a great provider of produce for our Family Group Homes. With the assistance of grant money, the open air kitchen is now fully stocked and functional. Formal cooking classes took place in this modern facility in 2013. The Hayden-Reynolds project was also responsible for sponsoring the Books in Homes program. Together with the Indigenous Literacy Foundation, our school library was well resourced and an inaugural week-long Writer‟s Workshop was held in Sydney for our Senior Girls class, resulting in the publishing of a book entitled “Bangs 2 Jurrukuk”. We also received continued support in the area of ICT via the updating of laptop computers and the donation of class sets of headphones. With the Macquarie Foundation and support from many corporates, the Annual Fishing Challenge, culminating in the Tiwi Ashes, raised $295,000 for the Garden Project and associated programs at Tiwi College. The 2013 event was regarded as the best thus far and is fast becoming a celebration of the progress of the garden, the diverse cultures of Pickataramoor and a “kids-centric” fun day for all young Tiwi.

KPMG provided outstanding pro-bono consultancy support for the TEB and Tiwi College management to developing the Tiwi College 5 Year Strategic Plan and Tiwi College Business Plan 2014-2018. A charity golf day was organised by KPMG with all proceeds going to the college. Their guidance and on-going support in many areas has been immeasurable.


Morris Corporation has been a partner with Tiwi College since the successful Taste It; Do It Live It grant was established in 2011. This year a small but very important ceremony finalised the Joint Venture between Morris Corporation and Tiwi College. This business entity will provide opportunities on the islands and thus streamlined vocational pathways for Tiwi College students in the Hospitality areas of employment.

AFL-NT continued its School Of Excellence program. Much support was provided for girls‟ carnivals and representative football via our Growing Young Women‟s program and our inaugural Art & Football trip to Melbourne prior to the Dreamtime Game at the MCG. For the senior cohort a leadership camp was held for in Brisbane and the Gold Coast. Representatives were able to participate in the Thunder Cup in Darwin. Our Middle School cohort participated in the Northern States Cup in Darwin and representatives participated in the Michael Long Cup. Combined sides participated in matches against Xavier Catholic College, Wurrumiyanga and St. John‟s College Darwin.


Community Engagement Student & community engagement has been important to the improvement of the culture of Tiwi College. 2013 was no different, with many initiatives and programs providing a variety of rich experiences for our students and an improvement in the connectedness to our college community. The following is a summary of our ability to “value add” for the Tiwi College community:

Our „Taste It; Do It; Live It” grant in conjunction with Morris Corporation was extended this year, with a focus now towards active participation in sport and recreation and funding for special catering events, such as:

o Catering for Tiwi Ashes day. o Funding of sports equipment & sports uniforms for coaching o Hayden-Reynolds kitchen equipment o Kitchen Operations classes funding

Matilda Zircon continued to be of support. With guidance from Traditional Owners of the area, we were able to base a wonderful “Learning in Country” camp with Scotch College, using their mine site at Jessie River. The Directors of MZI have given us the opportunity to utilize the site as a satellite camp in 2014 and beyond.

Essendon Football Club and Alcaston Gallery, Melbourne provided the school with great support in a highly successful AFL Football & Art Excursion for our Senior Boys, in the lead up to the Dreamtime game at the MCG. The excursion highlights included:

o Producing artwork at Scotch College & participating in their Indigenous Partnerships Program.

o A sellout show of Tiwi College students‟ work at Alcaston Gallery. The Victorian Museum bought four pieces of artwork to complement their Baldwin Spencer collection.

o Students participating in Essendon Football Club‟s build up and participation in the Long Walk and attending the Dreamtime game at the MCG.


The Indigenous Literacy Foundation participated in their inaugural visit to Tiwi College as part of their Tiwi tour. A great partnership was developed that will bring exciting programs in the future.

o In 2013, ILF partnered with the Hayden Reynolds Project to provide a writers camp in Sydney for our Senior Girls. The girls produced a sensational book entitled Bangs 2 Jurrukuk and thanks to Allen & Unwin, had this published for sales and distribution.

o This book has since been developed into an “App” for downloading as an electronic book.

o We believe we can make this an annual event.

SEDA ( Sport Education Development Australia ) conducted a pilot program for one week with our girls. This involved mentoring our students in Sports and Recreation coaching and then conducting coaching clinics for Milikapiti School students for a day. This was a huge success, with plenty of upside for the future.

CSIRO continued to oversee valuable learning experiences for our students. During 2013 they included our students in the following:

o Senior Boys and carbon study field trips o Science lessons for classes o Our wonderful “peer teaching” program, with Milikapiti School. This

involved the design and construction of a 3-D model of the Tiwi Islands;

used as a teaching tool about the effects of Global warming.


Our Growing Young Women‟s Program has cemented itself to be a model of student engagement programs, thanks to funding from ABA. 2013 highlights were:

o Back to Back 9 a-side Tiwi Island AFL premierships o Back to Back Ryco Cup premierships o SEDA week o Girls Culture & Sports Camp with Kormilda College o AFL Australians u/18 championships

Special mention must be given to Natasha Bennett our Coordinator, who was selected as NT Assistant Coach and Cecellina Mungaptopi, who was NT‟s Most Valuable Player and selected in the Australian Boomerangs side.

o PARCS & State Athletics trips. Special mention must be made of Cecellina Mungaptopi who won

three gold and one silver from her four nominated events in the State Championships and Alex Kantilla, for two gold from his two nominated events! Alex was selected to participate in the National Championships.

o PARCS Basketball trip

Sr. Anne Gardiner and Kevin Doolan have continued to deliver Religious Education and Personal Development programs fortnightly – focusing on self-esteem, resilience and the dangers of substance abuse to the Tiwi.

We have welcomed immersion trips and excursions from St Edmunds College, Kormilda College, St Johns College, St Patrick‟s College, Brisbane, St Parick‟s College, Adelaide and Youth With a Mission.

Sporting exchanges and competitions have been held against Xavier College, Wurrumiyanga and Milikapiti and Pularampi Schools.


Data

STAFF RETENTION RATE

Based on 2012 to 2013, our staff retention rate was 91 % New staff employed for the beginning of 2013 were: Bronny Burger Senior Girls teacher Melina Davidson Middle School Girls teacher Richie McCann Senior Boys teacher Cheryl West Academic Coordinator Dunstan Maetoloa Family Group Home Parent

Nadine Maetoloa Family Group Home Parent Staff Retained from 2012 into 2013 were: Ian Smith Principal Sila Pati Assistant Principal Solo Radaniva Family Group Home Coordinator Anthony Parker Business Manager Carolyn Pavy Financial Administrator Karen Kehoe Administration Officer Judy Harmer Office Manager Joy Moreen Tiwi Liaison Manager Phil Harmer Maintenance Manager Paula Callus Hospitality Manager Jeff Winston Fleet Manager Natasha Bennett Growing Young Women‟s Coordinator Stephanie Mackenzie Primary School teacher Josh Mackenzie Middle School Boys teacher Anne McMaster Art teacher Bianca Daniels Primary School Assistant teacher Aussie Wonaeamirri Middle School Boys Assistant teacher Laelia Dunn Middle School Girls Assistant teacher Mark Tunmuck Smith Senior Boys teacher Diane Moore Senior Girls Assistant teacher Pisa & Meaghan Ravula Family Group Home Parents Isoa Waqairagata Family Group Home Parent

Akanisi Domolala Family Group Home Parent Anthony & Stefanee Lyons Family Group Home Parents Tim & Viola Vea Family Group Home Parents Shane Tipuamantimirri Football Operations Manager Filipe Soqali Groundsman & Garden Assistant Aliti Soqali Cleaner & Hospitality Assistant Throughout the year the following new staff joined us: Steve Wilson Senior Boys teacher Debbie Coombes Primary Assistant teacher Gladys Puruntatameri Middle School Girls Assistant teacher Mohuanga Vetekina Family Group Home Parent Sheree Vetekina Family Group Home Parent Stephanie Redgment Hospitality Manager


STAFF RETENTION RATE ( Cont.)

Notes: Measured via staff Intentions December 2012.

Management 100%

Academic Staff 50%

Tiwi Assistant teachers 100%

Family Group Home Parents 100%

TEB Office Staff 100%

3 new positions were created in 2013, requiring new staff to be employed at the beginning of the year.

We were aware of the movement of the Hospitality Manger and Family Group Home 6 parents after term 1

Thus overall 2013 was a year that was very settled in terms of staff turn-over.

Retention rates of 90% and over are rare in Remote Indigenous Schools. We are very proud of this achievement.

STAFF COMPOSITION

2013 Teacher Qualifications

Masters 14 %

Degree Bachelor 100 %

13%17%

27%16%

19%

8%

Tiwi CollegeStaff Composition

executive

academic

FGH

operations

tiwi

business

Comments:

We are very pleased with the percentage ( 19 % ) of Tiwi Staff employed. They comprise the 2nd largest group of employees at the school.


STUDENT ATTENDANCE

Student attendance for the school year was as follows:

Semester 1 Semester 2 2013

Avg Enrolment Attendance Avg Enrolment Attendance Avg Enrolment Attendance

Primary 11 76.4% 13 86.4% 12 81.9%

Middle Years 31 84.2% 36 75.6% 33 79.5%

Senior Years 33 66.4% 29 65.9% 31 66.2%

Sum: 74 75.2% 78 73.8% 76 74.5%

Whole School Attendance Rates

(Data collected every 4 weeks of the school calendar year )

Comments:

We would regard 74.5% as a disappointing result. We aim for consistent 80% + attendance figures.

We have used NT-DET data and not used any “passive students” thus the above figures display a worst case scenario.

We are looking at providing a more engaging curriculum that suits our clientele at the senior years & thus improve the attendance rate for this cohort.


STUDENT RETENTION

Student retention of those students from term 1 2013 into term 4 2013 was as follows:

Primary 58%

Middle School 61%

Senior School 59%

College Average 59%

Of the 32 students who did not remain at school for the whole year, the breakdown of their movements can be seen below:

Comments:

This is a disappointing result. Retention of students in a Remote Indigenous setting is complex and difficult; yet this is an area for improvement.

The choice of parents to send their students to boarding schools on the mainland is a personal one that we will not interfere with. It should be noted however that this is a distinct risk for the secondary schools of the Tiwi Islands.


VET

Comments:

A clear indication of success lay with the Certificate I in Agrifoods result. Those students who remained our Senior Boys cohort for the year had an excellent completion rate of the units delivered in this course (85%).

The Construction Pathways course will be completed in 2014.

Our full year cohort had a completion rate of 70% completion rate when compared with all enrolled students ( 58% ).


NTOEC

Our Senior Girls class has more of an academic focus and were enrolled in NTOEC for curriculum delivery. They are working through year 10 and Stage 1 & 2 subjects over a longer time frame when comapred to mainland schools due to the various literacy standards within the class. We are confident of successful completion of Stage 1 & 2 untis in the years ahead.

Comments:

Units have been rolled over to enable time to complete the work

8 units have been successfully completed during 2013 with a confident prediction of 16 to be completed by the end of term 1 2014.


NAPLAN

Reading

Persuasive

Writing Spelling

Grammar and

Punctuation Numeracy

Year 7

388 355 - 421 304 267 - 342 409 374 - 444 310 272 - 348 434 403 - 465

SIM 392

385 - 400

ALL 541 SIM 339

330 - 347

ALL 517 SIM 415

407 - 422

ALL 549 SIM 355

347 - 364

ALL 535 SIM 421

413 - 429

ALL 542

Year 9

427 388 - 466 331 279 - 384 419 376 - 463 356 312 - 400 430 397 - 464

SIM 436

429 - 443

ALL 580 SIM 338

328 - 347

ALL 554 SIM 440

432 - 448

ALL 583 SIM 366

358 - 375

ALL 573 SIM 440

433 - 447

ALL

Comments:

Year 3 & Year 5 students were not present to sit the NAPLAN.

Our average score in all but one test is below that of “like schools” which is disappointing.

The scope of our scores is wide. Most data displays that our highest score is above the highest of “like schools”. However the same also applies to our lowest scores.

A definitive intervention strategy will be implemented in 2014 to address this.


NAPLAN (cont.)

Comments:

This is the first trend that has been developed from NAPLAN assessment in the life of Tiwi College.

Compared to all other students in Australia, beginning at the same level of Numeracy – our year 5 students who originally sat the test outperformed these students when they reached year 7 by half a band level. A remarkable achievement.


FINANCE

2013 Income by Funding Source Funding Source Amount ($)

Subsidies 2713964

Abstudy 1440376

Unexpected Grants 612460.7

Fuel Tax Credits 44981

Interest Received 34057.03

Building Fund Donations 20400

Other 13353.63

Donations 10331.98

Administration 9090.91

Hospitality sales 4782.63

Profit on sale of equipment 3065

Rent 1213.64

Building Fund Interest 63.19

Comments:

The school is still heavily reliant on various Government funding sources

Ways to increase donations via our DGR status is a priority.

More creative use of our Hospitality area as an income source is being investigated.


THE FUTURE 2014 is set to be a pivotal year for the future successes of Tiwi College. A clear foundation has been established with the following:

Engaging Curriculum & Tiwi Pedagogy DGR Status 5 Year Strategic Plan 5 Year Business Plan College Vision Master Plan Much improved financial situation and solvency status Improved staff retention

Should the much anticipated Tiwi Economy gather momentum via the export of woodchips at the international standard wharf at Port Melville; Tiwi College has the ability through well laid plans to use any income in a prioritised manner. In the next few years our main challenge will be to expand the college population in a strategic way, whilst retaining our established culture. It is a challenge our team is looking forward to meeting.

Documents

2013 Annual Report Tiwi College Pickataramoortiwicollege.com/images/report2.pdf · 2013 Annual Report 5 PRINCIPAL’S REPORT 2013 was a year of consolidating the Tiwi College Way.Many