MOUNT SINAI COLLEGE

ANNUAL REPORT

2021

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Table of Contents 2021 ANNUAL REPORT: Educational & Finance Reporting……………………………….…………….. .……….3 Theme 1: Message from the key school bodies………………………………………….………..........................4 Phil Roberts – Principal’s Report…………………………………………………………………………...…4 Rozanna Pleshet – Infants and Jewish Studies Coordinator…………….……………………………....7 President’s Report – Anthony Berman………………………………………………...…….…….….…...10 Parents Association Report – Leah Balkin and Tova Archie………………………………………..…12 Theme 2: Contextual Information about the school and characteristics of the student body………..…14 Theme 3: Student outcomes in standardized national literacy and numeracy testing………………….…16 Theme 4: Senior Secondary Outcomes………………………………………………………………………………17 Theme 5: Teacher professional learning, accreditation and qualifications………………………………….18 Theme 6: Workforce Composition…………………………………………………………………………………….22 Theme 7: Student attendance and retention rates and post-school destinations in secondary schools……………………………………………………………………...25 Theme 8: Enrolment policies…………………………………………………………………………………………….26 Theme 9: Other school policies…………………………………………………………………………………………27 Theme 10: School determined priority areas for improvement ………………………………………………….31 Theme 11: Initiatives promoting respect and responsibility……………………………………………………….32 Theme 12: Parent, student and teacher satisfaction………………………………………………………………33 Theme 13: Summary financial information………………………………………………………………………...….35

Mount Sinai College 2021 Annual Report 2

2021 ANNUAL REPORT Educational & Finance Reporting Mount Sinai College has procedures in place to maintain the relevant data and will comply with reporting requirements of the NSW Minister for Education and the Australian Government Department of Education. This reporting includes participation in annual reporting to publicly disclose the educational and financial performance measures and policies of the school and requirements related to the provision of data to the Minister that is relevant to the Minister’s annual report to Parliament on the effectiveness of schooling in the State or data that may be requested by the Minister from time to time.

3.10.1 A registered non-government school must participate in annual reporting to publicly disclose the educational and financial performance measures and policies of the school.

ANNUAL REPORT PLANNING GUIDE Theme 1: A message from key school bodies Theme 2: Contextual information about the school and characteristics of the student body Theme 3: Student outcomes in standardized national literacy and numeracy testing Theme 4: Senior secondary outcomes (student achievement) N/A Theme 5: Teacher professional learning, accreditation, and qualifications Theme 6: Workforce composition Theme 7: Student attendance, and retention rates and post-school destinations in secondary schools Theme 8: Enrolment policies Theme 9: Other school policies Theme 10: School determined priority areas for improvement Theme 11: Initiatives promoting respect and responsibility Theme 12: Parent, student and teacher satisfaction Theme 13: Summary financial information Theme 14: Publication requirements

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Theme 1: A message from key school bodies 2021. What a year! Let me start as I always do with thanking the many who have given so much for so long in so many ways particularly this year. To our President, Anthony Berman and Board of Management who have done an incredible job of managing a multitude of issues in a truly tumultuous year we all thank you. As a matter of interest, Anthony has dedicated 11 years of service to the Board – 2 years to date as President. Anthony and the Board are all volunteers and they have been superb in ensuring our college has the highest standards of governance and compliance.

I want to acknowledge the support of the JCA to our school. When you support the JCA campaign with your donations and volunteering, this means that you are supporting Mount Sinai and our broader community and that's what underpins the vibrancy and continuity of this community.

To all of my colleagues – teaching and admin - a massive thank you to you all. You are wonderful people to work with. As 2021 comes to an end, we farewell a number of long-serving colleagues one of our most treasured being Helen Meyer. Helen has been on our leadership team for as many years as I have had a leadership team and been a valued colleague for 21 years. She brought not just the Feuerstein program to the College but a profound shift in thinking that acknowledged intelligence as not simply a static structure, but an open, dynamic system that can continue to develop throughout life.

Helen has always been the one to bring a conversation back to how children learn more than what they learn, and her approaches have always recognized the critically important intersection of family dynamics, therapeutic approaches, neuroscience, and psychological wellbeing – in other words – she truly aimed to understand the whole child. Whether it be therapeutic story writing, tactile, Feuerstein standard or basic, administering the many tools Helen has in her toolbox, approaches to understanding behavior, her knowledge, wisdom, and intellect has exemplified the best leadership one can find in a school.

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Helen also became synonymous with intraschool and interschool Chess and this is a portfolio area she has managed for all her years at Mount Sinai. We have been indebted to her and thank her sincerely for her loyalty, her passioned reasoning and unique insights at meetings and needless to say, her friendship, collegiality and humor. Yes, the Just Stop It YouTube video is still one of the best beginnings to a PD session run by Helen. I know I speak on behalf of my colleagues and our leadership team when I say you leave a legacy Helen that few can truly appreciate.

Judi Massel has asked – no demanded - me to keep this simple and quick. We farewell Judi Massel who has given 20 years of phenomenal service to the school imbuing a love of literature in generations of children and helping them to become more literate and learned.

We also farewell Rayzelle Levy who has also given 20 years of loyal, committed service as a classroom teacher. Rayz has been a fabulously organised - as in extremely organised - caring educator. She developed an expertise in Stage 2 pedagogy and never let the never-ending technological developments daunt her. Her loyalty to the College and dedication will be her lasting legacy. Rayz has earned and deserves time out and a life lived at a less frenetic pace.

And a special thank you to Caron Chados who stepped in at short notice replacing Deb Foyer on sick leave. Caron and Rayz developed a strong partnership and delivered the home learning with care and true professionalism.

Between Rayz, Judi and Helen we farewell - collectively - 60 years of service to the College. Each of these women leaves with our blessing and sincere thanks. They have contributed their own unique chapters to what has become the Mount Sinai story.

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In a similar vein, we also farewell our senior statesman – my predecessor, former principal, Harry Taibel. The Taibel and Macklin family names have been synonymous with Mount Sinai College for as long as I have been associated with the school. Harry and Yaffa have seen 8 grandchildren (Olivia, Jessica, Ryan, Sophia, Ruby, Rachel, Michaela and Josh) come through the College – the first one beginning in 2004, and his last

grandchild – Josh – graduates tonight. Harry and Yaffa’s sons and daughters-in-law have been generous benefactors and the Taibel name appears in prominent places around the school and prizes awarded are done so proudly in the Taibel name. We all wish you both all the very best in your next chapter.

I said at last year’s speech night that if there was ever a year of the teacher it was 2020. Then we had 2021. Great teachers add value to students’ educational experiences in many ways – some that can be easily measured and some that cannot. I have always believed that the quality of an education system or school cannot exceed the quality of its teachers. There’s no doubt that teachers have an impact on people’s lives.

Whether it’s the way a ‘great’ teacher makes a student feel or how a teacher motivates a student to learn and excel, teachers connect with students on an emotional level and more so this year.

In the year we have had, I do want to acknowledge the unbelievably tedious but brilliant work done by two greats - Garron Forman and Amanda Eisman - throughout lockdown. The fact that home learning was done so well reflected the enormous work they did on timetabling behind the scenes. No less so, I thank Janine Sussman who similarly worked into the evenings ensuring the timetabling of our magnificent teachers’ assistants. I also want to thank David Colville (Director of IT and Innovation) who worked endlessly to ensure the IT infrastructure functioned as smoothly as it did.

So, once again, kudos to the staff (teaching, assistants, administration, ELC and Prep (who were open to the kids and taught every day) who all pulled together and demonstrated once again, that this intimate, independent Jewish community school called Mount Sinai College was an exemplar to many when it came to immediate adaptability. Being an Apple Distinguished School bestows many benefits and lockdown learning was no exception as we used technology effectively to teach and to connect. Collegiality, collaboration, adaptability, creativity were all evident.

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I don’t know if anything has been learnt through lockdowns or if we have changed fundamentally. I think we have an awareness of fragility that we didn’t have before. It’s as though we now have a sense of unease born from the knowledge of how quickly things can be taken from us.

We had some things taken from us in lockdown. Not just relationships with each other, but some things that bind us to the school we love. However, Jewish life has rhythms, and no virus was going to stop the College rhythm. I thank all of my colleagues for nurturing the many cultural rhythms, treats and customs in a year that was so disjointed. Yr 6: “Our teachers open your eyes to the world. They give you curiosity and confidence. They teach you to ask questions. They connect you to your past and future. They’re the guardians of your social heritage. We have lots of heroes today, and they are often celebrities – athletes, supermodels, media personalities. They come, they have their fifteen minutes of fame, and they go. But the influence of our teachers will stay with you. They are the people who really shape your life.”

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Rozanna Pleshet – Infants and Jewish Studies Coordinator In a time when belonging is more important than ever, it is reassuring to know that Mount Sinai offers and has always offered, a safe and caring place to belong. To grow. To identify. To be.

We were reflecting the other day that never have we had so much data but at the same time looked for solutions that are so simple. Those solutions are here – at Mount Sinai. For our Yr 6 – you have embraced change but honored the traditions. The solutions are invariably found in the traditions.

Year 6 – I want to conclude on my signature ending. Of all the years that you will reflect on school life, I suspect you’ll remember 2021 more than any other year. We farewell you all and wish you all the best as you sit the HSC in 2027 but more importantly, what is important as we track your future progress, is the person you are, the kindness you express, the compassion you feel and the courage you show because that’s what will define you as a Mount Sinai student.

Austrian neurologist, psychiatrist and Holocaust survivor Viktor Frankl said, "When we are no longer able to change a situation... we are challenged to change ourselves." The challenges of 2021 have been unprecedented, requiring that change be embraced. Humanity engaged as never before as we balanced concerns for the future and dealt with new and unexpected frustrations. When adapting to unprecedented circumstances, Judaism teaches to continually seek out hope, reminds that we are not alone, and that change is both necessary and inevitable.

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We are a people that understands change and hardship, but most of all, hope. Perhaps as a consequence of Jewish history, where examples of disruption are numerous, time and again, we are taught to value time over space. This year, as teachers, students and parents alike experienced a period of online learning, the importance of instilling this sense of hope and well-being was of paramount importance in the hearts and minds of our educators, woven into the fibre of their daily interactions and lessons. A focus on social and emotional learning ensured that students could flourish. Investment was made in educating students on how to interact sensitively and productively with teachers and peers. Students were encouraged to build resilience in the face of setbacks and manage emotions at times of stress.

“Zoom time” was devoted to aiding students in developing empathy for one another, learning how to listen to what was really being said by others, encouraging self-awareness and emotional selfregulation.

Ultimately, the purpose of all social and emotional learning is to foster kindness and build character. Gratitude, positive emotions, positive interpersonal relationships and high-quality connections build one’s character. So does Jewish education. At its core, Judaism provides a practical guide on how to live a flourishing life based on explicit mitzvot (commandments) and middot (virtues), aligning organically with Positive Psychology, the scientific study of human flourishing and social emotional learning.

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Both social and emotional learning and Jewish education ultimately seek to enable students actualize their best selves, while simultaneously understanding their place within their community and the world at large. Our unique school setting with its interdisciplinary curriculum of secular and Jewish education, enables the implementation of such learning to occur routinely and seamlessly throughout the day. Character traits are developed through a Jewish lens. Our strong values-based ethos as encapsulated in our “6 Kinds of Best” permeates a curriculum that enhances character development, social, emotional, and spiritual well-being. Daily life including our Jewish rituals, learnings and practices at the College provide opportunities for these attributes to be enacted and thrive. Explicit links relating to the building of resilience, character strengths, and optimism are clearly articulated by staff to students in the themes and messages embedded in Torah passages, weekly Shabbat Parashot and Jewish Festivals. Such learning assists students in developing a sense of their own well-being and Jewish identity. Zoom Challah bakes, Musical Havdalah events. Friday Prayers and Assemblies maintained a sense of community. Themes of gratitude for every new day were shared during daily Tefillah.

Acts of Kindness were abundant as students responded overwhelmingly to Shavuot food collections, engagement in their own charitable initiatives, schoolwide initiatives such as “Spreading the Love on Tu B’Av” The“Triple T’s of Elul” and Rosh Hashana baking. All designed to develop and maintain a sense of purpose and community. Our educators were particularly heroic this year as they tirelessly delivered an exemplary online learning experience that was varied and engaging. In addition, they maintained and continued their own professional development. Our current area of focus is to further strengthen our understanding of Hebrew language acquisition. Staff are in the process of examining guidelines, identifying skills in the four language proficiencies of speaking, writing, listening, and reading and reviewing goals for student learning.

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The primary focus is to distinguish between language achievement and proficiency and enhancing lessons accordingly. ‫חוֹרין ְל ִהבָּ טֵ ל ִממֶּ נָּה‬ ִ ‫”"ל ֹא ﬠָ לֶ י� הַ ְמּלָ אכָה ִלגְ מֹר ְול ֹא אַ ָתּה בֶ ן‬ “It is not your duty to complete the work, but neither are you free to desist from it” Pirkei Avot -- Ethics of Our Ancestors The bedrock of all that we do at the College is our team spirit. This year, our educators exemplified this team spirit as never before as they met each challenge with determination, a sense of conviction, much laughter and boundless optimism. I am indebted to my devoted team of “Morot” Carolyn, Dana, Deena, Liraz, Michelle, Ruthie and Osnat and dedicate this quote from Rabbi Jonathan Sacks Z”L to them and the entire MSC staff: “Teachers open our eyes to the world. They give us curiosity and confidence. They teach us to ask questions. They connect us to our past and future … We have lots of heroes today, and they are often celebrities. They have their fifteen minutes of fame, and they go. But the influence of good teachers stays with us. They are the people who really shape our life.” All in all, another eventful year to say the least. May we continue “from strength to strength”

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Anthony Berman – Presidents Report As the President of the Board, it would be remiss of me not to begin this report without first and foremost recognizing the whole Mount Sinai teaching and admin staff for coming together and seamlessly delivering a truly outstanding academic few months of on-line learning. All staff have been truly in a league of their own.

It’s been a challenging year for everyone, personally and at times professionally. However, the schooling and on-line learning approach that Phil and his team have innovated can be, we hope, a positive note to reflect on in years to come.

The College Board is excited to deliver upon the new Prep dual model – which, pending government approval - will certainly be a ‘game changer’ in the new year for many families looking to send their child/ren through our outstanding Prep program. It will mean families can now have access to a longer day (7:45am - 6pm), the Mount Sinai holiday program and the Government subsidy – currently available to all ELC families.

We are also pleased to announce, that for a 4th designation – now 12 years in total – Mount Sinai has been recognised as an Apple Distinguished School. This recognition really places us amongst the top calibre of educational innovators. I’m sure your children can attest that the suite of resources to which this designation gives us access, improves teaching within the classroom and ultimately leaves our children extraordinarily well-prepared to take on high school with more direction and confidence for their future.

At the next AGM in June 2022, I will be finishing my role as President of the College Board. I’m leaving with 11 years under my belt, and with rewarding memories to share with close family and friends. I often reflect on what each of our board members bring to the table. And not only is it the unwavering commitment and dedication, generosity of time and drawing on their own professional expertise to guide us through challenging times, but it is the belief in Mount Sinai, the belief in our children and a passion to ensure these fine people one day move into leadership roles that will guide our community.

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I’ve witnessed the entire transformation of our College campus (stages 1 and 2) come to fruition, and of course our impending 40th celebration that I hope you will all join us in celebration.

I’m truly proud and grateful to have led such an incredible team of volunteers who tirelessly show up each and every time with the school and community’s best interests at heart. I also want to take this opportunity to thank my wife and 2 girls, Gia and Mila, for allowing me the time to commit myself to the school and this role and look forward to continuing with the College as Past President next year.

Wishing everyone well over the break and looking forward to an exciting 2022.

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Parents Association Report – Leah Balkin and Tova Archie What a year it has been for all!

We began 2021 with great enthusiasm, hoping for an active PA year to find new ways to engage our parent body and continue to raise funds for our school. We reflected on the positives that came from forced changes in 2020 and were excited to expand our PA Executive with new energy and fresh ideas.

The first six months were busy with chaggim-connected initiatives. We helped fulfil the mitzvah of matanot le’evyonim through collecting care items for those less fortunate. Pesach seder preparations and set up were achieved by our team of dedicated PA helpers and enjoyed by all those who could attend.

We also launched our PA ‘art on a bottle’ with our grape juice sale for Pesach. Many seder tables were decorated with the beautifully labelled bottles in colourful yiddishkite imagery made by the kids in 2019 under the professional guidance of Lani Kay and Stacey Potash.

The school has accepted these artworks as our PA contribution to add an aesthetic enhancement to the school building. Our fundraising efforts also enabled the installation of well-being messages in Hebrew and English to liven the school stairwells.

We sincerely thank our committed team of bakers headed by Simon Lipshitz, our super-hot dog day veterans under the dedication of Leanne Goldschmidt, our wonderful yachad meal team headed by Jess Sarak, and also Kahlee Tintner who has assisted us with all our design needs and running of Book Club. The care and time put in by our parent volunteers where it was possible is what drives the success of our PA initiatives and we thank you for your support and contribution.

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We are truly grateful to our PA Exec for their time and input this year, despite mostly on Zoom and the initiative taken by Kerri Gonski and Kim Moddel as Preschool PA representatives. We thank our Class Parent representatives for their help in coordinating, supporting and engaging each year group.

As lockdown hit, we saw our community rally together to support each other which was truly special to be apart of. We distributed PA yachad packs to those impacted by isolation restrictions and sent sustenance platters to our school staff in appreciation of all their hard work. Whilst the wheels were still in motion behind the scenes, we were happy to end lockdown with our Zoom PA Trivia Night fundraiser for parents and support the MSC Zoom Student Disco with chocolates and glow stick packs for all our kids.

It has been four years since we first took on PA and whilst bittersweet, this will be our final note as your PA Presidents. It has been wonderful to welcome new families, invite your energy and volunteer power to our offerings, and support the school in the best way we could.

The baton will be handed to incoming PA President, Kerri Segal. We warmly welcome Kerri, mum of three girls. Kerri has assisted on our PA Exec and with many initiatives and brings with her new ideas to continue the legacy of the PA as an integral supporter of our school community. We hope PA activities will go from strength to strength under your guidance – behatzlacha!

We offer our thanks to the Board, Phil, office team and entire staff for their continued support of our PA initiatives. Our personal thanks and gratitude extends to them all, for keeping the wheels of our school in motion under unique and strenuous conditions.

We thank you for the honor of being your PA Presidents and we wish MSC continued success and growth in the new year. Toda Raba!

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Theme 2: Contextual information about the school and characteristics of the student body Mount Sinai College: Honouring Tradition. Embracing Change. Mount Sinai College has created a unique teaching and learning environment and instilled meaningful Jewish values and knowledge for over 40 years. We aim to educate students who are confident and proud of their heritage, and we encourage them to develop values and attitudes that enrich their intellect. Our ethos blends the best of our Australian and Jewish heritage, and we strive to be active in ensuring Jewish continuity. In recognition of the ways in which Mount Sinai College has embraced 21st century learning practices - and created teaching / learning opportunities that deepen learning, are relevant, meaningful and personalised - we have been recognised as an Apple Distinguished School. In essence, we have become synonymous with academic excellence, proud Jewish identity and care for the individual. The carefully selected teaching team embraces an evidence/research-based approach to teaching, employing best practice across all Key Learning Areas. Our College is a unique community, family-centred school situated adjacent to Maroubra synagogue. The school is very well-resourced offering students outstanding facilities. By watching our students at work and play, what becomes evident is the energy and atmosphere of happy and purposeful learning that characterises Mount Sinai College.

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Please visit the My School web site for further contextual information http://www.myschool.edu.au/

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Theme 3: Students outcomes in standardized national literacy and numeracy testing The My School website is a resource for parents, educators, and the community to find important information about each of Australia’s schools. My School contains data on a school’s student profile, NAPLAN performance, funding levels and sources and other financial information. You can also see enrolment numbers and attendance rates. My School provides information that allows everyone to learn more about Australian schools, and for schools to learn more from each other. For parents, My School provides information to help make informed decisions about their child’s education. View the College’s profile by going to http://www.myschool.edu.au/ Simply type in ‘Mount Sinai College’ under school search for a comprehensive report. The College maintains a proud academic tradition and the 2021 NAPLAN results confirm, once again, the standard of excellence for which Mount Sinai College has become renowned.

Our school prides itself on ways in which we implement dynamic and formative assessment, not merely summative assessment methods. We also measure students’ wellbeing and ensure our teaching and learning environment encourages curiosity and critical thinking.

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Theme 4: Senior secondary outcomes (student achievement )(N/A)

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Theme 5: Teacher professional learning accreditation and qualification At Mount Sinai College, a high priority is placed of developing staff capability. Professional learning is delivered in different ways as follows: •

• • • • •

•

Wednesday morning sessions - to reflect on articles, practices, ideas and general classroom and pedagogical approaches (all staff) Wednesday afternoon sessions - designed to meet various professional needs linked to the College’s strategic plan (all staff) Pupil free days – used as a way of developing our understanding of core KLA’s (all staff) Integrated - Professional learning and performance and development are closely interconnected and are embedded within our College culture and practice and linked to the College’s strategic plan. Immersive - Intensive, holistic experiences that challenge beliefs and values, and radically alter practice. As and Apple Distinguished School, these sessions are often delivered by Apple. Design-led - Disciplined, problem-solving processes that require deep understanding of and engagement with users. These may be delivered on Wednesday afternoons or through industry-based service providers. Open - Ideas and resources are freely exchanged in unregulated online environments. Staff often contribute to various social media platforms related to education and / or view webinars in their time.

Wednesday afternoon sessions per term included (in italics): • Curriculum (English) • Apple Badge teacher training • Continuing work on the College’s School Improvement Service with Philippa Miller and Sandra Dugan (AIS) with most sessions devoted to this • ACER / Cars and Stars Reading Comprehension analysis • Security (CSG) WHS • Gifted and Talented – differentiation and identification • Feuerstein training • Managing student behaviors including the work of Dr Ross Green (Collaborative Problem Solving) • IT sessions with Director of IT and Innovation • Anaphylaxis (WHS) • Downs Syndrome NSW Senior Support Specialist • College psychologist talking about ‘projection’ • Dr Green – Lives in the Balance – managing challenging behaviors • Psychologist – Lindy Freedman – using different ‘lenses’ • KidsMatter

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2021 Professional Development Courses include: Name IPSHA (Independent Primary Schools Heads Association) Each meetings has professional development as its focus Principal Principals’ meetings and conferences x4 School Counsellors’ Conference Psychologist Infants Infants Coordinators’ meetings x4 Coordinator Gifted and Gifted and Talented Coordinators’ meetings x4 Talented Curriculum Coordinators Meetings x4 Coordinator IT Coordinator ICT Integrators Conference and ICT meetings x4 Music Teacher Music Coordinators’ meetings x4 Librarian Librarians’ meetings x4 Deputy Principal Deputy Principals’ meetings x4 Conference x 1 Curriculum issues Learning Learning Support meetings x4 Support Coordinator For staff not at New Scheme Teachers x4 Proficient teacher

Term 1-4 2 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4

In 2021 there were courses / conferences / webinars / podcasts undertaken by many colleagues from the following providers but owing to COVID, all of these were on Zoom: • • • • • • • •

AIS (Association of Independent Schools) – various staff at different conferences and courses. Apple Australia – 4 staff participating throughout the year. This involved breakfast meetings and Apple conferences. Apple Australia – all staff participating as required. This involves Apple working alongside staff throughout the day to improve their understanding of using IT to enrich learning. Feuerstein Academy / Feuerstein Institute Kodaly / Orff Music – music teacher only participating. PETAA (Primary English teachers Association of Aus) – all staff participating and subscribing. Podcasts and webinars - undertaken by staff at various times throughout the year School Improvement Plan – Leadership Team with Dr Frances Whalen and Joanne Geary 4 sessions – one per term.

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Theme 6: Workforce composition School staff •

Teaching staff 20

•

Full-time equivalent teaching staff 19.2

•

Non-teaching staff 14

•

Full-time equivalent non-teaching staff 11.8

Teacher accreditation Level of accreditation

Number of Teachers

Pre-2004 teachers

8

Conditional

0

Provisional

4

Proficient Teacher

7

Highly Accomplished Teacher (voluntary accreditation)

1

Lead Teacher (voluntary accreditation)

0

Total number of teachers (should be the same as reported on My School)

Teacher qualifications*

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Number of Teachers

Category i.

Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

ii.

Teachers having a Bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications,

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0

*Note that the number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with Conditional accreditation may not be included.

Name

PR Principal

Teacher Accreditation status * Accreditation number *Level (if applicable) or Existing teacher Proficient Teacher

1. 2. 3.

• • • • •

Formal qualifications Institutions Years obtained (if applicable, date AEI-NOOSR equivalence granted)

Diploma Teaching (Kuring-gai C.A.E.) 1985 Bachelor Education (Kuring-gai C.A.E.) 1988 Master Education (UNSW) 1990 Master Dispute Resolution (Charles Sturt University) 2011 Teacher’s Diploma Licentiate Trinity College London (Trinity College) 1986

GF Deputy Principal

Proficient Teacher

•

RP JS & Infants Coordinator Infants Coordinator HM Learning Enhancement Coordinator AE (Accreditation and Primary Coordinator)

Proficient Teacher

• •

Bachelor Arts (UNSW) 1984 Grad Diploma Education (Primary) (Sydney Institute of Education) 1985

Proficient Teacher

• •

Diploma Teaching (Sydney Teachers College) 1980 Graduate Diploma Educational Studies (Kuring-gai CAE) 1986

Proficient Teacher

• •

Bachelor of Education (Sydney University) 2007 Graduate Diploma of Psychology (CSU) 2017

JS

Proficient Teacher

•

Diploma Teaching Early Childhood (Sydney College Advanced Education) 1985 Bachelor Education (Sydney College Advanced Education ) 1988 Graduate Diploma Education Studies (Kuring-gai College Advanced Education) 1990

•

• •

Bachelor Social Science (Natal University) 1992 Aus Bachelor degree (AEI-NOOSR) 2005 Higher Diploma in Education (Rhodes University) 1994 Aus Grad Diploma (AEI-NOOSR) 2005 (DET Ref No. syd.june1)

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DC (Coordinator of IT & Innovation)

Director of IT and Innovation

EJ (College Psychologist)

N/A

Hannah A

Provisional

•

Bachelor of Primary Education (University of Sydney) 2017

Kylie S

Provisional

• •

Elsie B

Provisional

• •

Bachelor of Education (Early Childhood) 2010 Avondale College, Cooranbong, New South Wales

Arianne B

Proficient Teacher

• •

Jesse B

Proficient Teacher

•

Natalia F Deborah F Hazel G Danielle G (Teacher’s assistant)

• • • • • • • •

Proficient Teacher

• • •

Proficient Teacher

• •

Proficient Teacher Proficient Teacher

• • • • •

Grad Cert Manage’t (IT) Apple Certified Master Trainer Apple Certified Systems Administrator Masters in Manage’t (IT) (currently studying) B.A. B.A (Hons.) H.Dip.Ed. (P.G) M.A.(Clin.Psych.)

Laurea in Science of Architecture (University of Rome) 2013 Master of Teaching (University of Sydney) 2019

Diploma Teaching (Sydney College Advanced Education) 1987 Bachelor Education (Sydney College Advanced Education) 1989

Bachelor Arts Education (Pepperdine University 2004) Bachelor Arts at University of NSW 2008 Master of Teaching (primary) University of Sydney 2010 Certificate IV TESOL Greenwich College 2010

Bachelor of Arts (University of Sydney) 2012 Master of Teaching (Primary) (University of Sydney) 2015

Bachelor of Primary Education (University of Witwatersrand) 1991 DET Ref 00/1073255

Bachelor of Arts Education (Edith Cowan University) 1996 Bachelor of Education with Honours (Edith Cowan University) 1998 Master of Education with Merit (Special Education) (The University of Sydney (2004) ACECQA approved Early Childhood Teacher (2017)

Cindy H (Teacher’s assistant)

N/A

• •

Graduate Diploma Education Bachelor Applied Science

Emily L

Proficient Teacher

• •

Bachelor Science (Psychology) (UNSW) 2002 Master of Teaching (University of Sydney) 2004

Aiden L

Proficient Teacher

•

Bachelor of Education (Primary Education) (University of Sydney) 2008

Rayzelle L

Proficient Teacher

•

Transvaal Teachers’ Diploma (Johannesburg College of Education) 1974 Australian Bachelor degree (AEI-NOOSR) 2005

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Natalie S Emma B Lori F

Gina S

Proficient Teacher

•

Bachelor of Education (Primary) (University of Sydney) 2017

Proficient Teacher

• •

Provisional

•

Bachelor of Business (University Hiberniae Nationalis) 2014 Post Graduate Certificate in Education (University of Sunderland) 2017

Provisional

• • •

Bachelor of Education (University of Notre Dame) 2019

Master Teaching (Monash University) 2018 Bachelor Arts/Economics (University of California) 2001 Bachelor Science (University of California) 2001

Elana S

Proficient Teacher

• •

Judith M (Library)

N/A

• •

Bachelor Arts (University of Cape Town) 1973 Higher Diploma Librarianship (University of Cape Town) 1974 Associate membership (AEI-NOOSR) 1999

Joel W (PE)

Proficient teacher

•

Bachelor of Applied Science (Exercise and Sports Science) Sydney Uni 2011 Grad Diploma in Physical Education (Aus College of Physical Education) 2013

•

Bachelor Music Education (Sydney Conservatorium of Music) 1993 Master Education Creative Arts (University of Technology, Sydney) 2005

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Theme 7: Student Attendance, and retention rates and post-school destinations in secondary schools

The College’s student attendance policies are outlined in the policy documents under: 3.8 Attendance (see also 3.6.2 Safe and Supportive Environments – Enrolment and Attendance) A copy of this policy is available on request.

1. 2. 3. 4. 5. 6. 7.

The School will monitor the daily attendance and absence of students in the School by maintaining a daily register for each class, of students. Student absences from classes or from the School will be identified and recorded in a consistent manner by the staff member responsible. Unexplained absences from classes of the School will be followed up in an appropriate manner with the student and/or their parent or guardian. The School will notify parents and/or guardians in an appropriate manner where a student has a poor record of School or class attendance. Where unsatisfactory class or School attendance is identified, the attendance issue and any action taken will be recorded, as appropriate, on the student file. Students travelling with their family overseas for periods longer than 10 days must apply for an Extended Leave (Travel) form The daily attendance rolls must be kept for 5 years.

Level K 1 2 3 4 5 6

Attendance 92.70% 87.53% 89.39% 89.05% 88.47% 88.23% 87.78%

2021 Student Attendance (Year K – Year 6) 26

89.02%

Theme 8: Enrolment Policies

Expresssion of Interest

Pre-enrolment visit with parents

Request enrolment application and meet child

Offer of place and request for deposit

Confirmation of enrolment

Orientation

Commencement

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Entry to Mount Sinai College

Entry to Mount Sinai College is open to any pupil desiring a Modern Orthodox Jewish education coupled with a secular education based on the curriculum laid down by the New South Wales Board of Studies. The College maintains a policy providing equal opportunity for boys and girls and for children with additional educational needs where the college can provide a reasonable adjustment without causing unjustifiable hardship.

Withdrawal

Once a pupil is in attendance at the College, a term's notice of withdrawal must be given in writing to the Principal. In default of such notice, a full term's fees will be payable, unless special circumstances acceptable to the Board of Management are established.

Exclusion from the College

If the Principal, or any person deputing for the Principal, considers that a student is guilty of a serious breach of the rules or has otherwise engaged in conduct which is prejudicial to the College or its students or staff, the Principal, or Deputy, may exclude the student permanently or temporarily at their absolute discretion. Furthermore, if the Board or the Principal believes that a mutually beneficial relationship of trust and cooperation between a parent and College has broken down to the extent that it adversely impacts on that relationship, then the school, the Board or the Principal may require the parent to remove the child from the College. No remission of fees will apply in either case.

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Theme 9: Other school policies All policies and procedures are captured in CompliSpace and can be sourced on request. CompliSpace ensures that all policies up kept up to date and contextualised to marry up with the College’s culture, history and operational ways and means.

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Have changes been made?

Changes to Child Protection will ensure that each domain under The Child Safe Standards will be addressed.

The College has in place and implements policies and procedures in relation to: 1. Security, with specific reference to: a. students b. buildings and facilities c. evacuation procedures 2. Supervision, with specific reference to protocols and guidelines, including risk management, for students undertaking on-site and off-site activities. 3. Codes of conduct for members of the College community, with specific reference to: ˗ • rights and responsibilities of students and staff within the College community • behaviour management • anti-bullying including contact information for College Liaison Police and/or Youth Liaison Officers and other support services available to the College community • if relevant, the staff supervision of any student leadership system if it provides authority for students to discipline or direct other students at the school • management and reporting of serious incidents and emergencies 4. Complaints or grievances, with specific reference to processes for raising and responding to matters of concern identified by students and/or parents 5. Pastoral care, with specific reference to: ˗ • personnel responsible for pastoral care including access to counselling • identification and provision of support for students with special needs • health and the distribution and monitoring of medication • response to serious incidents and emergencies • homework 6. Maintaining a student enrolment and attendance register 7. Student attendance, with specific reference to: a. processes for monitoring attendance data b. intervention strategies to improve unsatisfactory attendance, including implementing strategies designed to improve student engagement in College and learning 8. Communication, with specific reference to formal and informal mechanisms available between stakeholders interested in a student’s education and wellbeing. Each of these policies and procedures is articulated in the following documents.

Summary of Student Welfare

Relevant Policies: 3.6.1 ….. Child Protection 3.6.2 ….. Safe and Supportive Environment 3.6.2 ….. Safe and Supportive Environment: Bullying and Behaviour Management 3.6.2 ….. Safe and Supportive Environment: Duty of Care (Excursions) 3.6.2 ….. Safe and Supportive Environment: Duty of Care

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3.6.2 ….. Safe and Supportive Environment: Pastoral Care and Administration of Medication 3.6.2 ….. Safe and Supportive Environment: Risk Assessment

Summary of Student Discipline Relevant Policies: 3.7 ….. Discipline

Summary of reporting Complaints and Grievances

3.6.2 ….. Safe and Supportive Environment – Complaints and Grievance Policies and Procedures

Summary of Anti-Bullying

Relevant Policies: 3.6.1 / 3.6.2 Discrimination, Harassment and Anti-Bullying

Defining Bullying

Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening. Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time (for example, through sharing of digital records). Bullying of any form or for any reason can have immediate, medium and long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying.

Behaviours that do not constitute bullying include: •

mutual arguments and disagreements (where there is no power imbalance)

•

not liking someone or a single act of social rejection

•

one-off acts of meanness or spite

•

isolated incidents of aggression, intimidation, or violence.

However, these conflicts still need to be addressed and resolved. Versions of the definition of bullying suitable for students at various ages are available in the Resources section.

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Exploring the definition further

Bullying has three main features: •

It involves a misuse of power in a relationship

•

It is ongoing and repeated, and

•

It involves behaviours that can cause harm.

How are the College’s student welfare, anti-bullying, discipline and complaints and grievances policies disclosed publicly? Parents may request hard copies of any policy document.

Summary of Policy

Changes in 2021

Access to full text

In 2021 (as in 2020) the policy was revised to include some of the areas discussed

The full text of the school’s anti-bullying policy can be

Student welfare The school seeks to provide a safe and supportive environment to support the mental, physical and emotional

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wellbeing of students through programs that:  meet the personal, social and learning needs of students  provide early intervention programs for students at risk  develop students’ sense of selfworth and foster personal development…

at the parents and teachers BeYou meetings.

accessed by request from the principal.

Further work has been undertaken in developing the tiered structure related to the BETLS model

Documenting on GradeXpert for the purposes of correct NCCD classifications has also been a continued focus.

Anti-bullying The school policy provides processes for responding and managing allegations of bullying including the contact information for the local police School Liaison and Youth Liaison Officers.

In 2021 the College continued to address the issues of inappropriate social media use introducing classroom visitations from external and internal professionals.

The full text of the school’s anti-bullying policy can be accessed by request from the principal.

The College invited parents and students to attend sessions with Dr Kristi Goodwin.

Summary of Policy

Changes in 2021

Access to full text

The College staff developed a tiered system of identifying behaviours that obstruct learning or deteriorate the social and cultural fabric of the school. These were reviewed and edited slightly in 2021.

The full text of the school’s anti-bullying policy can be accessed by request from the principal.

Discipline The school expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school. All behaviour management actions are based on procedural fairness. Parents are involved in the processes of procedural fairness when sanctions result in suspension and expulsion of

These were placed in a tiered structure which outlined

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a student. Disciplinary actions do not include exclusion.

consequences and related to the Discipline Policy.

The College continues to work and encourage a multidisciplinary approach to discipline which involves the College’s psychologist, the Coordinator of Special Needs and Learning Enhancement Coordinator. Other professionals (Speech; psychologists, psychiatrists, paediatricians etc) are used on a case-by-case basis.

Complaints and grievances resolution The policy uses as appropriate, procedural fairness in dealing with complaints and grievances and includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate how parents raise complaints and grievances and how the school will respond.

No changes were made in 2021

Parents who make a complaint may do so to the Principal. This will be documented and shared with the Board of Management.

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The full text of the school’s anti-bullying policy can be accessed by request from the principal.

Theme 10: School determined priority areas for improvement

Mount Sinai College’s focus is on preparing students to meet the challenges of their future by honoring tradition and embracing change. MISSION STATEMENT • • • •

To purposefully prioritise and work towards exemplary standards of corporate governance and compliance. To build community, identity and well-being through collaborative practices of rituals, behaviour and values of modern orthodox Jewish life. To continuously develop the professional capacity of the teaching team and ensure the teaching and learning practice and culture of the College aligns to our vision. To instil in each child a love of learning.

In 2019-20, Mount Sinai College started the process of developing a comprehensive School Improvement Plan working with consultants from the Association of Independent Schools.

Building Community

Jewish Identify

Transforming Learning

Developing Integrity

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The core areas identified for the 2020-2021 improvement plan: How to use data more effectively to inform better teaching practice in the classroom. The focus has been on English (specifically, Reading Comprehension) and identifying the learning outcomes and success criteria This is a 2–3-year project that has to date been highly successful in examining teaching practice.

Area

1. S.I.S. (School Improvement Service) Using data effectively to inform teaching practice and improve student learning and outcomes.

2. Managing Student Behaviours

Priorities

Examining data collected in English with reference to comprehension.

Introducing the work of Dr Ross Green (Collaborative Problem Solving) to assist students who have challenging behaviours.

ALSUP descriptors as a focus for students who experience: • • • • • • • • • • • • • • • • • • •

Achievements

AIS consultants worked with the leadership team and staff for most of 2020/21. This work was extended and accelerated into 2021 (notwithstanding interruptions owing to lockdown).

By using the ALSUP (ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS) and working with a small number of students there has been an obvious improvement in their behaviour.

Difficulty maintaining focus Difficulty handling transitions throughout the day Difficulty shifting from one mindset or task to another Difficulty taking into account situational factors that would suggest the need to adjust a plan of action Difficulty considering the likely outcomes or consequences of actions (impulsive) Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g.,“Everyone’s out to get me,” “Nobody likes me”) Difficulty persisting on challenging or tedious tasks Difficulty attending to or accurately interpreting social cues/poor perception of social nuances Difficulty considering a range of solutions to a problem Difficulty shifting from original idea, plan, or solution to new Difficulty expressing concerns, needs, or thoughts in words Difficulty appreciating how his/her behaviour is affecting others Difficulty managing emotional response to frustration so as to think rationally Difficulty starting conversations, entering groups, connecting with people/lacking other basic social skills Chronic irritability and/or anxiety significantly impede capacity for problem-solving or heighten frustration Difficulty empathizing with others, appreciating another person’s perspective or point of view Sensory/motor difficulties Difficulty handling unpredictability, ambiguity, uncertainty, novelty Difficulty seeing “greys”/concrete, literal, black & white, thinking

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Theme 11: Initiatives promoting respect and responsibility Year 6 represents the culmination of 7 years of education at the College. The leadership team and staff promote good values and acknowledge these to be the strength of the College and one of the main reasons as to why people are attracted to the school.

The College is a Jewish school. As such, it would be the expectation that each child interprets his/her faith in ways that demonstrate respect and responsibility to self and others.

The College promotes the The 6 Kinds of Best Values policy (see Welfare policy) weekly through assemblies and classroom practice. Mount Sinai College has created a unique teaching and learning environment and instilled meaningful Jewish values and knowledge for close to 40 years. We aim to educate students who are confident and proud of their heritage, and we encourage them to develop values and attitudes that enrich their intellect.

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Our ethos blends the best of our Australian and Jewish heritage and we strive to be active in ensuring Jewish continuity. The College fosters and develops ethical behaviour derived from the Jewish moral and spiritual heritage. This is apparent through the teachings of Jewish studies and attendance at synagogue on a weekly basis. Mount Sinai College aims to lay the foundations of Jewish and secular learning in an inclusive and enriching environment. In essence, we have become synonymous with academic excellence, proud Jewish identity and care for the individual. On surveys, the College pastoral care ranks highly.

The College entered its 11th year of the Interfaith Program which brings Jewish and Muslim schools together. This program, delivered and designed by staff and Together for Humanity, has been a resounding success. This success has been captured in a comprehensive report which is available to the community on request. (

[email protected] )

The College’s Yr 6 Charity Committee is responsible for raising considerable sums of money to disburse to Jewish and non-Jewish charities every year. Students raised money through community initiatives the proceeds of which were allocated to worthy causes.

Our team promotes the values of Growth Mind Set / Perseverance / Determination, and these virtues are woven into the fabric of the school’s well-being and teaching practices.

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Theme 12: Parent student and teacher satisfaction

Each year, the College conducts a comprehensive survey – a process that is outsourced. Results are made widely available to parents. Improvement targets are determined as a result. Parents who wish to see the results of the survey are advised to contact the principal [email protected]

The College adheres to an ‘Open Door’ policy and welcomes parents to become involved in the operations of the College through Board membership, sub-committee level, Parents’ Association etc. The level of parental involvement is high. The Principal is made aware of concerns or needs through regular discussions with the PA Executive. Regular meetings take place each month.

Once again, in 2021, the students in Years 5 & 6 completed a Gallup Survey. The Gallup Student Poll is a 20-question survey that measures the Hope, Engagement, Well-Being and Faith of students in Years 5 and 6. The primary application of the Gallup Student Poll is a measure of non-cognitive metrics that predict student success in academic and other youth-development settings. Gallup’s research has shown that hope, engagement and wellbeing are key factors that drive students’ grades, achievement scores, retention and future employment. The results of this are available on request.

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The more intimate environment at the College allows us the opportunity to probe student satisfaction. Students meet regularly at SRC meetings to discuss issues that may affect their welfare. The ‘Buddy’ system – whereby a Year 6 child ‘adopts’ a kindergarten child and looks after him/her works extremely well in promoting social cohesion and responsibility.

Mount Sinai College promotes an open dialogue with staff and provides staff with every opportunity to express themselves on any number of issues. Staff are valued and respected highly. The morale of staff is high. Every second year, staff are provided with an opportunity to discuss substantive issues at formal appraisal. New Scheme Teachers are provided the necessary scaffolding.

The Principal interviews parents when undertaking kindergarten enrolments. Questions asked focussed on level of satisfaction, perceived areas of improvement and communication.

There are many occasions throughout the year that promote social cohesion and ultimately provide feedback. Such occasions include: • • • •

Grade evenings – a forum for discussing with parents the educational program for that particular year level. Parent teacher interviews – conducted biannually. Jewish festivals and commemorative days – Pesach, Purim, Shavout, Sukkot, Bat Mitvah programs. Grandparents’ day.

Mount Sinai College Year 6 students take part annually in an Interfaith program which is supported by Together with Humanity. Once a term we work closely with an Islamic school – Arkana College – a similarly sized K-6 junior school. Our structured interfaith excursions include visits to a synagogue, mosque, cooking together at Our Big Kitchen in Bondi (and making food for charity) and visit to each other’s school. In 2021, Mount Sinai College students and parents visited Arkana College to help break the fast of Ramadan.

The video clip explains the Interfaith work.

https://youtu.be/9hducUN-1TM

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Theme 13: Summary Financial Information

Recurrent/capital income Commonwealth recurrent grants 33%

Fees & Private Income 56%

State recurrent grants 9% Government Capital Grants Other Capital Income 2% (Building Fund) 0%

Recurrent/capital expenditure Non-salary expenses 22%

Capital expenditure 15%

Salaries, allowances, related expenditure 63%

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