School Performance Information for 2006
1.The average staff (teachers) attendance for 2006 was 98.84 %
2.Staff retention of teaching staff 2006 compared to 2005 was 17%.
3.Teacher qualifications of 4 teaching staff in 2006 were
Diploma of Education – Early childhood Education
Graduate Diploma in Educational studies-learning difficulties
The Extra lesson
Post Graduate Diploma in Education
Diploma of Education, Bachelor of Education
B.A Liberal studies (K-12 in a contained classroom)
Multiple subject Teaching credential
Steiner Teacher Training
Masters of Divinity
4. Expenditure and teacher participation in professional learning in 2006
In July 2006 for their professional development all four teachers attended the Kolisko Conference inSydney. This was a five day conference titled “The Health-Giving Power of Education “which focused on the therapeutic aspects of Steiner Education and included lectures and workshops on topics such as “Challenging Children”, “The Role of a School Doctor” “Gender Needs”, “The Over-Sensitive Child”, and many others, all related to the central theme. The conference also provided opportunities to network with other Steiner teachers from acrossAustraliaand internationally. We had AISWA consultants come to the school to hold workshops about bullying issues and how to address them.
The expenditure per teacher was $700 in 2006.
5.Student attendance average was:
Preprimary student attendance was 95% average per year
Primary school average attendance was 91.8%
6.Percentage of students in Year 3 and 5 achieving the national literacy and Numeracy benchmarks for their year.
In 2006 all class 5 students (5) participated in the WALNA testing. 100% of the students were above the literacy benchmarks for their Year. 80% are above the numeracy benchmark for their Year.
In year 3 one student participated in the test and was above the benchmarks for Literacy and Numeracy for their year. Statistics on such small numbers can look deceiving.
7.The changes in WALNA results to 2005 are:
Year 5 (one student) reached above benchmark results in all tests. This translates into a 20 percentage point drop in Numeracy.
Year 3 has no percentage point change compared to 2006 in Numeracy, spelling and writing. In reading there was a 50 percentage point increase in students achieving above benchmark results.
8. Values the schools holds
A Steiner curriculum is based on a universal pattern of child development. While recognising the diversity of individuals and their cultures, this picture of a common experience forms the foundation of the education we offer atGoldenHillSteinerSchool. There are two key aspects;
a) The three aspects of the human soul are thinking, feeling and willing. Every aspect of our education seeks to develop a proper relationship between these three faculties, so they may be developed and harmoniously working together in order that each individual may form worthy ideals and carry them out in the world.
b) Education in our school is also based on the stage of the child, in terms of seven-year cycles, since thinking, feeling and willing do not develop simultaneously but in an unfolding series of cycles. The curriculum is tailored to respond to the needs of children in each stage of childhood. During the first seven years, the child learns mainly through imitation, during the next seven years the child learns through beauty, hence the artistic emphasis that imbues our curriculum. Respect and concern for others
Reverence and respect for the individual child.
Against the background of a common path of development, each child brings an individuality. Each child has his own temperament, family environment and destiny to pursue. The central task of our education is to strengthen the individuality of the child to establish faculties that enable the child to relate to the world and other people in a successful way.
Respect and concern for others in the school community
Our school promotes a sensitivity and concern for the well-being of others. Each person is encouraged to be caring and compassionate, and respectful of others. Conflict is seen as an opportunity for growth and is managed constructively.
Participation in the wider community
Our school is an integral part of the Denmark Community and participates in aspects of life in the wider community where possible. We also encourage members of the wider community to share aspects of our school life.
Environmental awareness and responsibility
GoldenHillSteinerSchoolis committed to developing an awareness in each person of the interdependence of all elements of the environment. We encourage respect for our natural and cultural heritage. We endeavour to work towards using resources sustainably and taking responsibility for caring for the school grounds and surrounding environment appropriately.
10. Parent, student teacher satisfaction.
In 2006 the school employed 2 new teachers with extensive teaching experience and thereforeFTEenrolments went from 37 in 2005 to almost 50 in 2006. The Kindergarten grew in numbers as well and the overall satisfaction was demonstrated through increased enrolments in al classes throughout 2006.