in● lliance● THE ALLIANCE OF GIRLSa’SCHOOLS (AUSTRALASIA) LTD VOLUME 27 PO BOX 296, MALVERN, 3144 AUGUST 2003 in alliance The Alliance of Girls’ Schools (Australasia) Ltd

President: Barbara Stone MLC School, NSW

Executive: Beth Blackwood PLC, WA Lesley Boston The MacRobertson Girls High School, Vic Carolyn Grantsklans , SA Carolyn Hauff , Qld Susan Just Ipswich Girls’ Grammar School, Qld Ann Mildenhall Queen Margaret College

in this issue ●● 20032003 AnnualAnnual ConferenceConference ●● TransitionTransition IssuesIssues ●● TechTech AngelsAngels In Alliance Editorial Deadlines for 2003 FROM THE EDITOR... Volume 28 Thursday, 28 August 2003 …a transition point for The Alliance Keeping in Touch – alumni and community liaison Volume 29 Whilst this edition of In Alliance focuses on The Annual Conference brought together Thursday, 23 October 2003 the Annual Conference held at almost 200 attendees from member schools and Staff (inductions, review and gives an overview of transition programs in beyond. We had staff from co-educational schools processes, aspiring Heads) some of our member schools, there are other and a number from schools contemplating joining aspects we must address. the Alliance, an organisation that has grown so A new initiative of the Alliance is to provide much under Edwina. The conference setting was two students from member schools the delightful and Janet Freeman and her Staff are to opportunity to attend be commended for the National Coalition their support. This of Girls Schools conference was Student Forum in organised out of the Virginia in July. On Alliance office with page 13 of this issue no Committee set up we profile the for the purpose; winning entrants, particular thanks are Katie Keene from therefore due to Walford Anglican Edwina for her superb School for Girls in co-ordination of and Naomi speakers, venue, Hart from MLC accommodation and School . Katie the myriad of details and Naomi will be to be covered. Having asked to reflect on worked out of the their experience for Alliance office for the next edition of In many months, in Alliance. support of various tasks, I can appreciate Of great the array of tasks the significance for the Executive Director is Alliance, however, is called upon to play. the resignation of the Executive Director, Our last edition Edwina Sear who provided some joined the Alliance in The 2003 AGSA Conference Opening Ceremony commentary on November 2000. We Mentoring. In this pay tribute to Edwina’s work in this edition. The Edition, we look at how Mentoring is occurring in accolades she received, and continues to receive, ICT at Wellington Girls’ College, the “Tech demonstrate the esteem in which she was held. Angels” of the College. See the article on page 14. Letters, emails, cards and telephone calls have all How are you using mentors in your school? been showered upon her and acknowledge the As noted in my report to the Annual General importance of someone sitting just aside from the Meeting, this magazine is a forum for members to traditional educator who otherwise may sit in the share their wonderful programmes and for us all Director’s Chair! As Edwina noted in her parting to appreciate the diversity of opportunity email to members, “it is always difficult knowing available in Alliance schools. Over the years of when to leave a one person organisation”; but my Editorship, I have attempted to showcase a having seen through such a successful Annual range of issues: thus the remaining editions for Conference and placed the Alliance on a firm 2003 respond to areas not covered to date. financial footing, the time seemed right. In Alumni, bequests, fund-raising, staffing and retirement, she had hoped to spend more time recruitment are all areas of focus facing school with her mother, whose health was failing. Most leaders annually. We look forward to you sharing sadly, on the night of her final day in the office, some of what you are doing. and farewell from Victorian members, her mother died. Nancy Hillier, Editor Cover: Mr Max Eulo at the 2003 Annual Conference Opening Ceremony 2 FROM THE PRESIDENT...... a tribute to Edwina Sear

Few can appreciate the diversity of tasks growth rate from 78 schools to 106 (with 3 Edwina is called upon to undertake. Edwina further schools in the pipeline) has been was asked by the Executive to take on the significant, the Student Leadership and position of Executive Director, having come Annual Conferences run smoothly and from a large Architectural company where profitably and the profile of the Alliance has she was Executive Assistant to the Chairman. developed substantially. Your grace, poise Prior to this role she had worked in schools and sense of what needs to be done have and her own education had been as both a been a hallmark of this time. day and boarding student in girls’ schools, We wish you and David every happiness both in and Victoria. She as you move on to other ventures in life’s knew what to expect! journey. What we have seen in her leadership is Edwina and David Sear with Fiona and Dennis Godfrey My Report at the Annual General Meeting testament to her wide-ranging skills and at the Conference Dinner of The Alliance held at Loreto Kirribilli ability to cope with students at the Annual highlighted key elements of the past year. Our new Student Leadership Conference, staff, in their on- strategy: “Meeting the Challenges Together” going requests and we, as leaders of girls’ schools… continues to be pursued whether viewed through no mean feat. new initiatives such as the AGSA Ambassador Just as the role of Principal is seen as lonely and Program or the State “Think Tanks” as we isolated, so to is someone working alone in an envisioned our possible futures… The demographic organisation. It has been to Edwina’s credit that she and economic pressures on schools are likely to knows the members so well. Her extraordinary increase, the teacher’s role is inexorably changing attention to detail, her meticulous record keeping and and AGSA needs to ensure it meets the needs of well-developed links with banks, caterers, publishers girls’ schools in this context. As an Executive we see and designers, ASIC, lawyers, accountants and the a role of clearing house and a driver of best practice Tax Office, not to mention the Post Office, portray a in the operation of girls’ schools… hence our little of what it means to operate an organisation such Edwina and Heather Schnagl at the Annual Conference this year, “Knowing Women as The Alliance. Victorian farewell Growing Girls” was most timely. Thank you Edwina for all you have done in the time with us. The Barbara Stone, President,

FROM THE EXECUTIVE DIRECTOR...... farewell

Recent review of current materials from a range of increasing range of opportunities for all. Of particular joy to me organisations allows me the opportunity to muse on the maturing has been the increase of membership to our current 106 and the Alliance and how it fits within the context of societal and increased involvement of Government and Catholic Colleges. It is business change. Headings such as “Self-Directed School only through such understanding that this organisation can be Reviews”, texts with sub-titles such as “Education in of reflective of current thinking and assist in new ways of being. insecurity” and conferences with titles “Implementing Great As indicated in my email to you, the timing of leaving a one- Governance” and “The Strategic Board” clearly demonstrate a person organisation is not easy. However, with another successful new order of operation. The Alliance is at a point where Student Leadership Conference, the Audit, the AGM and the decisions are being made around the new strategy of: “Meeting Annual Conference all successfully concluded, I felt the time was the Challenges Together”. right for another person to take on these ventures for 2004. I Andy Hargreaves in his text, “Teaching in the Knowledge have left at a time of strength of administration and wish you and Society” notes “the benefits of creative learning communities are your schools success and prosperity as you take on the most often offered to teachers of the affluent. Prescribed challenges so clearly articulated in the titles of papers and programs of teaching and learning are inflicted on the rest”; I programs daily passing your desk. would hope that my time with the Alliance has offered an Edwina Sear, Executive Director 3 THE TRANS-TASMAN VIEW... REFLECTIONS...... challenging and power-packed The AGSA Annual Conference 23-25 May 2003 What could be more exciting than waking up in Sydney on a Knowing Friday morning, a short walk from the Sydney Harbour Bridge and in full view of that jewel of an Opera House on a shimmering Harbour! Women: In fact as darkness lifted, I was stroking the lengths of the Olympic Pool before linking with the 8.45am bus that would take Growing me on a tour of 3 of the 10 schools that had opened their doors to Girls visitors. I came away from all three visits with great ideas for current projects in my own college, here in Wellington, New Zealand; the held at Loreto Kirribilli, Sydney building project at Queenwood, the new library at Pymble Ladies’ College, the gym and pool at . The tour was a great start When The Hon Justice Stone opened our 2003 Conference, to an invigorating few days. she shared the issue of choice we make as women: a woman can do everything but not all at once! There tend to be feelings Conference was an intellectually challenging time. It made me of failure amongst young women if they can’t “do it all at once, think hard about learning and pedagogy and the way we do things with young women apologising for not achieving it all!” to ‘grow’ our young women. This Conference allowed attendees to focus on the hard The Hon Margaret Stone’s opening address was a timely choices girls have to make and what we, as educators, have to reminder of the need to ‘balance inspiration and realism’ and that do to focus them on their choices. our task is to make young women aware of the compromises they might have to make in life if we are not to gear them to failure, SOME INTERESTING SITES TO VISIT… when they want both a successful career and a successful family life. http://sofweb.vic.edu.au/eys/resources/audproc.htm for The solid research base of Drs Kathy and Ken Rowe, who talked Auditory Processing Assessment about the impact of successful auditory processing and learning, http://abc.net.au/rn/talks/lm/stories/5820704.htm for recent indicated the dire need for teachers to understand how learning information about Auditory Processing happens. http://acer.edu.au where the Rowe and Rowe invited This delivery complemented JoAnn Deak’s presentation on brain submission, What Matters Most to House of Representatives research and the impact latest findings have, for how we teach girls Inquiry on the education of boys, is found. in particular. JoAnn was the highlight of conference for me and I was very pleased I had signed up for the Monday workshop to hear AND BOOKS TO READ… more of her stories. Who of us will forget the green blanket story or the lifeline and the helicopter? I have since read JoAnn’s book Girls Learning to listen, listening to learn, Will Be Girls and eagerly await the next publication. I have a Press, 2003. This documents the experiences of knowledge mission to get her out to New Zealand. building schools. I thoroughly enjoyed Barbara Lepani’s address; I was riveted by Alma Fleet’s account of the impact of Reggio Emilia on our preconceptions and previous knowledge about how children learn. Kris Needham and the students of Asquith Girls’ High School provided a fantastic model of school based research to improve learning – again something I could see immediate use for in my own school. Conference was a power packed few days. I listened, talked, networked and grew. Many thanks for the splendid opportunity. We acknowledge and thank Margaret McLeod, Principal, Wellington Girls’ College NZ for this article

All Conference photography by Edwina Sear and Nancy Hillier

4 THE 2003 AGSATHE 2003 CONFERENCE: KNOWING WOMEN - GROWING GIRLS THE SOUL OF A GIRLS’SCHOOL...... a South African perspective

At St Stithians Girls’ College, a Methodist church school and one Ms Barbara Lepani spoke about Wisdom in Life: Harnessing the of five schools on a beautiful campus in Johannesburg, , Power of Mind. We were challenged as educators to go beyond we have a statement of strategic intent which states: “cleverness” to wisdom through the teaching of focus, discipline and ‘A South African school making a world of difference.’ values in a world which presented extremes, materialism and consumerism. Our youth are The Conference in Australia, seeking the spiritual, not Sydney made a ‘world of necessarily the religious. difference’ to Lisa and me as we visited seven different girls’ schools Professor Alma Fleet spoke during the week we attended. about the masterful educational Each school had a definite soul challenges coming from a little found in its pupils, its staff and in town in Italy called Reggio Emilia the very mortar of the buildings. where good teaching is about giving children a VOICE, teachers It is comforting and affirming to listening more and talking less; realise that across the sea, there where PEACE is taught as part of were similar issues in education; the ; where the management structures, curriculum unexpected is looked for; where changes, pastoral issues and all are the participants in the financial implications. educational community. What did the two South South Africa’s private girls’ Africans take away from the schooling can be rated as amongst the best of conference material? Much wisdom about girls’ “It is comforting and what we saw in Australia. I am aware, however, schools and the learning brain of girls: of the haves and have-nots in S.A. - the have- • We learned that more than ever it was affirming to realise that nots being the vast majority of schools. There is imperative as teachers to listen more, talk less across the sea, there were still much work to be done. and in shorter sentences. ‘Give children a The professionals we met were welcoming voice’ became a theme. similar issues in and generous. They treated the S.A. delegation • We learned to search for a balance in girls’ education; management as VIP’s, with warmth and grace. We thank them lives because unlimited freedom and unlimited structures, curriculum all. As professionals in the field of education, choices make women believe that unless they the speakers, the food and accommodation was do it all, and have it all, they are failures. changes; pastoral issues excellent and affirmed us as educators. • We learned about how different the brain and financial Every speaker who presented to the function is between girls and boys and , New Zealand, member educational implications thereof. implications.” Alliance was well chosen and of an excellent standard. • We learned that girls together grow community spirit, girls The Opening by the Hon comfort and support and Margaret Stone, Judge of the promote opportunities for Federal Court of Australia, spoke leadership. to us of the value of girls’ only education in that it provided • We learned the implications of women with opportunity to break different learning styles within the “glass ceiling” but it also the class and how to be more warned us that balance is inclusive of all. required, as the unlimited freedom We learned from Drs Kathy and and unlimited choices make Ken Rowe that our generation of women believe that they have to learners suffer from Auditory have it all, do it all NOW. We Processing difficulties (1 in 5), need to teach our girls that there which educators can remediate is a COST to wanting the world through appropriate intervention particularly in the prep school and to make choices with our eyes wide open. phase. Many children are ‘gulping for air’ in a sea of teacher- We acknowledge and thank Ivanka Acquisto, generated blah, blah, blah. Unstructured group-work just exacerbates Head of St Stithians, for this article the problem. What is needed is shorter sentences, few instructions at a time and routines. 5 THE 2003 AGSA CONFERENCE: KNOWING WOMEN - GROWING GIRLS depr fast-paced globalsocietyfullofchangeandtoxiclevels with herdiscussionaboutharnessingthe all us for thestudentsintheirclassrooms. BarbaraLepaniinspired fairly simpleinterventionswhichcanmake the needtotrainbothelementaryandsecondaryteachersinsome connection tolear us aboutsomeoftheissues schools andourclassrooms. DrsKennethandKathyRoweinformed research a varietyof especially movingforthisvisitor was It us. earth andthosewhohavegonebefore for thepastandourconnectionstosacred Catholic Chur Max EuloandMsElsie Mr by indigenous openingceremony,performed of JanetFreeman andherstaffwaswarmgracious.The School couldnotbo water andspectacularviews,wasa time visitortoAustralia,thecityofSydneyitself,withitssparkling many richmemories,whichIwillsavourforalifetime.Forfirst choices realistically withtheireyesopen. Justice Stoneargued thattheyneedtofacethose guilt andapologies,ratherthanempowerthem. choices andmaywellleavethemvulnerableto have itall,wedisguisethedifficultyofthose involve compr many ofthechoicestheymakewillinevitably and thereality they w they candoanythingsettheirmindsto, the messagewewanttoinspire themwith,that must trytoachievewithourstudentsbetween Mar pr speakers andideas,bothinspiring or year’s worthofconversationintothree days! many ofourconcernsare. Ithinkpackeda r how manydifferent kindsofschoolswe and NewZealand.Itwasfascinatingtolearn as wellrepr fr heads were world. Inadditiontomyself,there the around experiences withcolleaguesfrom visit avarietyofgirls’schoolsinSydneyandshare Particularly excitingformewastheopportunityto a feastforboththeintellectandspirit. workshop byJoAnnDeakatKambalaSchool,were M epr 6 om asfarawaySingapore andSouthAfrica, ganised andprovided uswitharicharray of ovocative. Thekeynotespeaker, Justice I On theheelsofh The conferenceitselfwasbeautifully The nextthree days,followedbytheday-long gar esented andatthesametime,howsimilar ession andanxiety.Shereminded usthatourstudentsneed br SNSFROM USINGS ought backfrom mytimeinSydneyattheAnnualConfer et Stone,reminded usofthebalancewe and practicalapplicationforour presentations thatbrought together ch Ministry,setatoneofr omise. Ifwetellthemtheycan esentatives from all ning andtoreading, ast amore beautifulsetting,andthehospitality er powerful beginningcame er ill inevitablyface,that Heiss, from theAboriginal around auditoryprocessing, its from theU.S. over Australia M marvellous treat. its developmental nature, and itsdevelopmentalnature, everence ARYLAND power ofthemindina a significantdif to Australia,thecityof spectacular views,was “For afirsttimevisitor Sydney itself,withits sparkling waterand a marvelloustreat.” Loreto Kirribilli ference ... ence Head of School Holton-Arms SchoolBethesda, Maryland,U.S.A. Head ofSchoolHolton-Arms ...a feastfortheintellectandspirit aesthetics, looking for the unexpected, and giving children real tools aesthetics, lookingfortheunexpected,andgivingchildren Emilia, whichiscommittedtolisteningyoungchildren,valuing Alma FleetenlightenedusaboutthepeacecurriculumofReggio fear, thr intelligence sothattheycanmovethrough thetrapsofhopeand spiritual intelligenceinadditiontoacademicandemotional ar and takethetimetovisitsomeofmanygirls’schoolsinthis in thenearfuture, youwillincludeWashin 2005! am lookingforward to theAllianceConfer ea. I would be delighted to see you at Holton-Arms. ea. IwouldbedelightedtoseeyouatHolton-Arms. In themeantime,IhopethatifyouvisitNorthAmericaanytime ough mereclever We acknowledgeandthankDiana CoultonBeebe T to speakfirsthandabouttheirexperience.Bill and analysis.Shebrought someofherstudents students asleadersforchangethrough inquiry of projects thatherschoolhaddonetoinvolve Knowledge BuildingSchoolsandaboutaseries Needham toldusabouttheCoalitionof families, heritage,andch children examples ofthekindcollaborativework and real problems tosolve.Sheshowedus collected aboutstudentattitudesinawiderange and singlesexschoolsthedatahehas sending me,andto Girls’ Schools,yourcounterpartintheU.S.for Australian hosts,totheNationalCoalitionof am gratefultomygraciousandgenerous confer to forward confer each presentation andgivefeedbacktothe arranged forsmallgroups tomeetanddiscuss students withmemoryanddeepprocessing. the kindofteachingthatwouldbesthelpour examples. Throughout bothdays,shemodelled andentertaining of additionalinformation Kambala, sheextendedthattalkwithawealth the classroom. Thenext between boysandgirlstheimplicationsfor andparticularly on learning, provocative talkabout not least,JoAnnDeakgaveusalivelyand of schoolsaround theworld.Last,butcertainly visit NewZealand,butyoucanimaginethatI My onlyregret isthatIdidnothavetimeto collaboration forexcellenceineducatinggirls. our twoassociationsthatencouragesglobal oppin presentedhis I couldnothaveaskedformore. Ileftthe Particularly meaningf ness, to realto wisdom.AssociatePr ness, ence feelingexhilaratedandenriched.I ence planners.Iknowweare alllooking have doneinaprogram that values the compilationofthosenotes. the r ence inW research gton, D.C.inyourtravels for thisarticle research on on research ildren’s voices.DrKris ul werethesessions day, inaworkshopat elationship between on thedif about bothco-ed ellington in the brain, ofessor fer ences 7 THE 2003 AGSA CONFERENCE: KNOWING WOMEN - GROWING GIRLS intr and Icertainlygainedadditionalinsights similar jobbackgrounds andinterests wasappreci able toreflect onwhat a sessions were speakers. could beallowedtolookatthree verymeatyandchallenging those whohadtoleaveearlymeantthat30minuteswasallwe analysis. AndthechangeoftimingonSundaytoaccommodate pr or schoolcommitments,missedtheRowetalkonauditory mor Rowe thenightbefore andthetwosessionsfrom theSaturday insuf first ofallbriefintroductions andchoosingar Our firstsessionof40minutesontheSaturday r afternoon the insightsafforded bytheterrific criticism wouldbethatthere wasinsufficienttimetodojustice perspectives thatare emanating from Susan Gr advised thatthedeliberations chaired by Mary- by chaired and Ifoundmyselfinagroup of a dozenorsosimilarsoulsably ‘general’. ThelastwasthecategoryIidentifiedmostcloselywith, whether weconsideredourselvesbestdescribedbythelabel or tobecurriculumorpastoralcare, judged ourmajorconcern assume inaschool,wewere furthersubdividedastowhetherwe high, andbecauseofthevarietyemphasesthatthisrole can perspective. this group todiscussthekeynote best reflect thenature ofourjobdescriptions,andtoassemblewith All conference participantswere • • • fr experience. the from and judiciouslyplacedsothatwecouldgainmore longer, at or fr J ...the luxury of reflecting withcolleagues ...the luxuryofreflecting 8 om theseperspectives: om thepr ocessing, sothere wasmuchexplanationr OB An innovativefeature However, The discussioninourgroup was We The representation We Key words orphrases Implications forpoliciesandpractices Ideas thatr oduction of‘JobAlike’Sessionsattwostagesthepr ning. Somedelegateshad,through thevagariesofairlineflights ficient time to do justice to what we had heard fromficient timetodojusticewhatwehadheard theDrs were askedtodiscusstheKeynotesessionswehadheard were askedtoappointar We oundwater A acknowledgeandthankJanetMaher, DeputyPrincipal ocess. Perhaps nextyearthese least givenasmuchtimestatedonthepr time constraints aside, in my opiniontheseJobAlike constraintsaside,inmy time LIKE esonate highlight oftheConference. Theluxuryofbeing the Confer Ann Roganfrom -Smith andpr contained intheword ‘general’! Ourmain of DeputyPrincipalsattheconference was we hadheard withcolleaguesof(fairly) GirlsGrammarforthisarticle Melbourne S of the2003AGSAConference wasthe ence. ESSIONS we recor ecor invited toselectagroup thatwould esented asar presentations from ourparticular Loreto group ofspeakerswehadheard. lively -r der from thegroup, and ded wouldbecollatedby Kirribilli. on thekeynote sessions couldbealittle equired as well as well as equired eflecting thedifferent ... ecorder, esearch document ated byallofus, and left ogramme, addr oceedings. equired esses and host for the day at Kambala, Principal Maragaret White and hostforthedayatKambala,PrincipalMaragaret Presenter JoAnnDeak,JudithWheeldon Presenter WORKSHOPPING WITH JOANN DEAK... …entertainment, excitement, challenge and inspiration

The 75 participants in the JoAnn Deak workshop at Kambala on the Monday following the Alliance Conference were treated to a day of entertainment, excitement, challenge and, above all, inspiration. As promised, JoAnn Deak reviewed some of the newest data available on brain research in relation to gender differences. She then went on to outline ways in which our practice within schools should be informed by this knowledge. The implications surrounding our pastoral care of the girls in our schools was not ignored and each person there gained great insight no matter how experienced in the field of education. JoAnn herself used good pedagogical techniques to reinforce our own learning! We were provided with the opportunity to manipulate or become actively involved with reflecting upon the information we were given in some way. We were told wonderful, moving stories to illustrate her points and we were all able to relate to her anecdotes. Those involved with school organisation were interested to learn that we often expect adolescents to engage in critical learning tasks when they are not at a peak thinking time. Despite our timetabler’s best efforts to schedule prime teaching time at the beginning of each day, the brain research now tells us that these young women should really be in bed asleep at that hour and that school should begin for them some one and a half hours later than our current practice dictates. We were also challenged by the contention that much of the homework we set is in fact counterproductive to the learning process. It was explained that we learn most effectively that which we encounter first in the day after we wake naturally (primacy) and that which we encounter just before retiring to bed (recency). It is therefore important that new work not be attempted at this time as it may establish incorrect understanding which is deeply embedded. Further time was spent examining the issue of self-image for girls. JoAnn stressed the importance of moving on to ‘doing’ rather than continuing with analysis in isolation. She spoke of the significant connection between finding an activity or area of interest in which a girl regards herself as competent and transferring that competency into a more general confidence in herself. Many people within the room found this to be a powerful message. JoAnn Deak with a friend from Kambala The entire day was a stimulating and most enjoyable experience. Those present were given insight into ways of teaching with “The Brain in Mind” and there is no doubt that the schools represented will all benefit from members of their staff having the opportunity to hear JoAnn speak with such passion about issues which impact so directly upon that which we do within girls’ schools within Australasia. We acknowledge and thank Margaret White, Principal of Kambala, for this article

9 10 TRANSITION IN THE MIDDLE students duringthesetimesofadjustment. support program canprovide anextradimensioninassisting paths, subjectselectionsandacademicperformance. Apeer to youngadultandduringthistimestudents’grapplewithcareer College inPerth,W Australian adolescents.Penrhos factors thatpromote community, whichareconsidered identification withtheschool student’s senseofbelongingand of transitionpointscanpromote a adolescence. Successfulnegotiation particularly whentheyoccurduring str eight daycycleduringformtimeand designandrunactivities pr student populationand24formteachersinvolvedintheBigSister Y Y fr confidence andself-esteemmayalsobemore fragile.Themove they are copingwiththechangesofadolescenceandwhenself- belonging inanewschool.Thisoccursattimetheirlifewhen w as environment cope withadifferent andusuallybiggerschool to They havetolearn varied andcomplex. primary schoolyearsare the transitionfrom students astheymake 9. Theissuesfacing School attheendofYear fr Y entry intoMiddleSchoolin Penrhos major transitionpointsat Senior School(10-12).Two Middle School(7-9)anda of aJuniorSchool(K-6), pr it transition inthecare and specificallyaddr stronga traditioninpastoralcarehas pr start theircontactduringorientationforYear 7andconcludethe maintain contactwiththosegirlsoverthenextthree years.They Students inYearar 10 natural andfriendlycontactbetweentheolderyoungergirls. College. Thegirlsnamedtheprogram ‘BigSister’because ofthe become animportantpartofpastoralcare deliveryatPenrhos students through these acr B ear 12sworkingwithYear9s. ear 10sworkingwithYear 7s,Year 11sworkingwithYear 8sand ears 7or8andthemove om MiddletoSeniorSchoolparallels om MiddletoSenior ogram. BigSistersmeetwiththeirMiddleSchoolformonceper ovides foritsstudents. ogram duringorientationfor essful timesforstudents, oss MiddleandSeniorSchoolswiththeaimofsupporting T Penrhos A There are are There IG ransition periodscanbe pr ogram basedonverticalpeerconnectionswasestablished College are the College are S College consists 96 SeniorSchoolstudents,theentireMiddle ISTER ell asdevelopfriendshipsandasenseof estern estern esses theissueof resilience in e linkedtoaYear group 7form and periods oftransition.Theprogram has Australia ... Y ear 10.Atanyonetimethere are the movefr om adolescence We their transitiontolifebeyondschool. involvement intheprogram. Thisundoubtedlyassiststhemin communication andleadershipskillsasaresult oftheir significantly from mentoring role theyundertake. the program hasbeenoverwh excellent opportunity to form str excellent opportunitytoform girls whowishtobeinvolved.The ‘dr Sisters playinourschool. younger girlsandconfirmationoftheimportantrole thatBig genuine reflection ofther Sisters aspartoftheirschoolfamily. about whatfamilymeanttothem,theYear 7sspokeoftheirBig a ChapelServiceonthethemeoffamily.Intheirdiscussions and middleschoolstudents. making amajorcontributiontothesuccessfultransitionofprimary community withineachFor on trust,r acknowledgeandthankJaneClarke, SchoolCounsellor op out’oftheprogram andwehaveasignificantwaitinglistof ...trust, respect andfriendship ...trust, respect Head ofSeniorSchool,MegMel Senior Schoolgirlsalsobenefitfrom theleadershipand In ourschool,anetworkof espect andfriendship.” the experienceandgrow inconfidence, with theirgirls.Activitiescanrangefrom ‘getting toknowyou’games,team building exercises, craftactivities,collation of portfolios,preparationforChapelsand assisting theformteacher. TheBigSister pr Counsellor, Pieta Counsellor, Pieta School Counsellor, elationship betweentheseolderand br Penhros Collegeforthisarticle Penhros opportunity forMiddleandSenior School studentstodevelopmeaningful and long term and longterm ogram iscoordinated byMiddleSchool school. SeniorSchoolgirlsactasrole m oad peersupportnetworkwiththe Recently, a Year 7form class planned The BigSisterprogram provides a integral role in gr elming. There havebeennogirls support, andhaveplayedan models andmentorstotheyounger of between them.TheBigsistershave and strong bondshaveformed confidence oftheyoungergirls positive peerr significant impactonthe The olderstudentsgain year. oup.” friendship oftheirBigSistersthis loved havingthesupportand ong positiver fer Y transition. of integrationduringtimes significant impactonthesuccess ear 7states“theYear 7shave positive contactthathasa girls. Itisthisongoingand ed advice,encouragement, Big Sisterprogram provides an ville states:“theresponse to Monica Cormack, Headof Monica Cormack, The finalpresentation wasa The oldergirlshavea r elationships withinthe Cameron andSenior Jane Clarke. fostering asenseof elationships is elationships based NEW ENVIRONMENT: NEW LEARNING EXPERIENCES...... feeling connected and valued Transition to Middle School at Walford Anglican School for Girls

Whether a student is new to Walford, or a current Year 5, the correspondence can occur during the remainder of the year. A tour takes transition to the Middle School can be both exciting and daunting. Year 6 place and big sisters escort their little sisters to various parts of the students are excited by Walford Middle School’s well resourced school including Middle School play areas, answering questions along computing laboratories, a two storey Information Centre, new the way. At Walford, we have found that classrooms and of course, the tuckshop. However, a larger campus an older, friendly face on the first school can equally daunt students, older girls day helps students relax and settle more sharing their playground and many confidently into their new environment. new and unfamiliar teachers. Our aim Many students in their later years at at Walford is to devise a transition Walford often comment on their big program that will help Year 6 students sister relationship as being a fond settle comfortably into their new memory of their early years in the environment and excite them about school. their new learning experiences. Behind the scenes, teachers work Walford Anglican School for Girls, very hard to prepare for the Year 5 – 6 located 5km from Adelaide’s CBD, is an transition. Collaborative learning of 720 students from activities are essential on Orientation Early Learning Centre (ELC) to Year 12. Day so that opportunities are The school is divided into three sub- maximised for students to meet new schools. The junior school, Prep – Year 5 friends. The learning support is located with the ELC in close proximity coordinator and Head of Middle to the secondary campus, while the School meet with parents of students Middle (Year 6 – 9) and Senior Schools with special needs during this time to advise of suitable support (Year 10 – 12) are located together on the program which will nurture each student to achieve her maximum main campus. potential. Year 6 teachers are included in this process so that they can factor students’ learning needs into their new year programs. All parents The Middle School underwent an exciting change in 2001, of Year 5 students are invited to an evening session where information complemented by the introduction of the International Baccalaureate about the Middle School is shared. The Year 5 – 6 transition is also a Middle Years Program (IBMYP), a new building development and the time of change for parents and thus we include them in the process by decision to move the Year 6 students, previously located in the Junior electing early on year-level parent representatives who can plan a school, to the secondary campus. This prompted us to review our number of social functions during the year, bringing parents together. practices to ensure that a suitable transition program was in place, enabling the students to feel connected and valued in their new At Walford, the transition to every year level is considered important, environment. but the Year 5 – 6 transition requires extra attention. Nurturing a connection with a new environment is paramount for students entering a Early in Term 4, teachers arrange for the current Year 5 students to Middle School for the first time. Once the student feels connected to her write to the new students, introducing themselves and Walford. school, she develops the confidence to pursue new opportunities and Continued communication is encouraged, via letters and emails and in thus maximises the potential of new learning experiences. some cases, phone calls so that a relationship is well established prior to Orientation Day. This takes place toward the middle of Term 4. On this We acknowledge and thank Rebecca Clarke, day, all students in the Middle School move up a year, enabling the Year Head of Middle School, Walford 5s to visit as Year 6s. The girls attend a day of school in casual Anglican School for Girls, clothing and have an opportunity to meet for this article. their Year 6 teachers and each other as well as experience a variety of lessons that they can look forward to in the following year. The highlight of the day is the big sister activity. On joining the Middle School each student is placed in a House. A special lunch takes place on Orientation Day involving the new Year 6 students, their House leaders, and a ‘big sister’ who is allocated to mentor a Year 6. These lunches provide wonderful opportunities for the older girls to meet their younger sisters in a relaxed environment and to swap email addresses so that 11 12 TRANSITION IN THE MIDDLE S feeling. anxieties thattheyoungergirlsmaybe the JuniorSchooltotalkthrough any Yearprimary area. 7studentsalsovisit into theclassroom environment inthe meet withstudentsandgainaninsight also invitedtovisittheYear 6classesto Y teachers whowillbeteachinga the studentscomingup.All on briefing a support for staff other specialeducationand the HouseTutors, aswell between theYear 6teachersand number ofmeetingsarearranged the curriculum. thr facilitated inavarietyofways enjoyable aspossible.Thisis pr is essentialthatthistransition young peopleandtheirparents it moving ontotheseniorcampus. and thenactsasatrustedadultforstudents both sitestogetknowtheyoungerstudents Italian. TheSchoolCounselloralsoworksat the teachingofReligiousStudies,Chineseand of staffmovebetweenthetwocampusesfor andpurposive.Anumber strong campuses are communication andlinksbetweenthetwo Junior School,itisessentialthatthe of ourstudentscometoMertonHallfrom our 12 Schoolandasaround onehalf enter MertonHallCampus wide varietyofprimaryschoolsand a meet upwithnewstudentsfrom leave theMorrisHallCampusand when theJuniorSchoolstudents transition beginsattheendofYear 6 of theyear. and meetingnewteachersatthestart names finding classrooms,learning adapting toa ar commencing inY is achallengingoneforallstudentsbutwith130newgirls rates andstages.There physical changesforyoungpeopleandalldevelopatdifferent Schooling. Thisisatimeofrapidsocial,emotionaland ear 7classinthefollowingyearare ound 40%ofourstudentswere ocess ismadeassmoothand ough internal structures and structures ough internal RNBADINTO PRINGBOARD At theendofeachyeara To Melbourne Melbourne GirlsGrammarthis At Melbourne T ransition isanintrinsicpartoftheMiddleYears of

relieve theanxietiesof strange envir Girls GrammarisaP- ears 7-9inTerm 1, is noquestionthattheleapintoYear 7 onment, in Year7. Transition Programme forYear GirlsGrammar 6studentsmovingintoYearTransition Programme 7atMelbourne S ECONDARY ...self reliance, independenceandorganisation ...self reliance, a “taste”ofmovingaround todifferent locationsforavariety get to able arranged ona‘mock’timetable.Thesestudentsare pr O ospective Year RIENTATION Late inOctobertheSchoolholdsanOrientationDayforall S CHOOL the responsibility for Years 7to9students.EachHouse/year level group meetsforr or Students are encouragedtogetknowthe girls intheotherlevelstheirHouseanda wide varietyofIn activities makethisa students inYear 9intheMiddleSchool D ar “what todoif…atMGGS”.Allmentors 7 studentsforwhomafulldayofclassesis ar W the aspectsoforientationtheyshould cover. ound andgiveheracrashcoursein YIN AY e givenpriornotificationandbriefedon Leadership isanimportantfocusfor orship Periodatthestartofeveryday. is allocatedamentortoshowher the startofyear. Eachnewgirl commencing inY arranged onaHousebasisandis implemented forthosestudents end ofTerm 1. an ‘EasterEgg’swaptowards the S games oractivitiesandsomehave M together whilstothersengagein O Some groups haveBr ... 7 studentsintoourcommunity. assist theintegrationofYear TRUCTURE and activities are organised to and activitiesare ‘big sister’inYear 9.Meetings that eachYear 7studenthasa ar and theMiddleSchoolCaptains Pastoral Care A numberofstrategiesare IDDLE CTOBER into Y of specialistsubjectsandalso of theyearsothattheycanLEAP ar exchanged phonenumbersand e few otherstudents,possibly day, thestudentshavemeta the school.Atendof themselves withthelayoutof have achancetofamiliarise e usuallyimpatientfortheend responsible forensuring of thefifteenHouseT -House and ear 7. S CHOOL r oll callandaHouse eality. at theSchoolis ears 8and9at Inter-House H eakfast OUSE utors WEEK ONE-YEAR 7 CAMP INCREASING INDEPENDENCE AND DEVELOPING Term One of Year 7 at does not begin ORGANISATIONAL SKILLS with textbooks, new uniforms and timetables. It begins with a 4-day The pathway from child to adulthood is long and frequently camp in North-East Victoria. The purpose of the camp is for students ‘bumpy’. However, the basic aim of the Middle School Curriculum is to get to know one another and their five House Tutors, the to develop the self-reliance, independence and organisational skills Principal and the Head of Middle School, whilst participating in a necessary to equip students for the VCE and beyond. It is at this variety of challenging activities. When all students are in unfamiliar most formative time that students are given help with developing territory and are grouped according to House they learn a great deal their study and organisational skills in Personal Development and about each other and make new friendships. Then, when they come other core subjects, and whenever necessary a more individual into School on the Monday morning to face timetables and new approach for support or extension is offered by the Special subjects they can take some comfort in knowing they have some Education Extended Curriculum Departments. friends to share this experience with. THE MIDDLE YEARS-A TIME OF CHANGE CURRICULUM PROVISION Being new to the Middle School should not mean being lost and In Year 7 it is important that students are given the opportunity to lonely. At Year 7 the students are all eager to meet new friends and experience or ‘sample’ the wide variety of subjects within a structure move beyond the groups of girls they knew in . They which facilitates cooperative and collaborative learning by allowing are friendly by nature, welcoming and ready to participate in the students to form working relationships with their teachers. This is variety of sporting, musical and dramatic activities on offer. In fact, achieved through the semesterisation of some subjects and in the Middle School, being ‘new’ is an integral part of the encouraging teachers to teach two or more subjects to Year 7 experience, but it does not last for long. students. We acknowledge and thank Lynn Broadway, Head of Middle School, Melbourne Girls Grammer for this article

BOUND FOR THE UNITED STATES NCGS STUDENT FORUM

KATHERINE KEENE NAOMI HART Katie is a Year 11 student at Naomi is an excellent example Walford Anglican School for Girls of the sort of “whole person” that in Adelaide, having attended this leaders of girls’ schools aspire to school since reception. (Katie’s grow: musical, sporty, a great mother is also a Walford old public speaker, a good mind, a scholar.) Katie is outstanding thoughtful and compassionate academically and has been person and an activist. Challenges accelerated into Year 12 excite her. Her spirit is indomitable. mathematics and physics this year. She has a strong sense of herself as In the application process for an insatiable learner with a the chance to represent the responsibility to build a better Alliance in the US, students were future. Although quietly spoken, required to make a film about themselves. In her short film Katie she can influence the groups she chose to present a rainbow as a symbol of what she is and belongs to, regardless of size. believes. A rainbow is multi dimensional and this is reflected in Last year, as well as being awarded Dux of Year 10, Naomi Katie’s wide ranging interests including Tournament of Minds, organised the making of hampers to be distributed by the hockey, tennis, netball, choir, debating, public speaking and Salvation Army, was involved with Interact (a school version of drama. A rainbow radiates to all irrespective of who they are. Rotary) and the Duke of Edinburgh’s Award scheme, represented Katie values the opinions of others and values opportunities to the school at soccer, hockey, cricket, softball, cross country, absorb energy from others. She believes young people are part athletics and public speaking and acted in MLC School’s award of a universal community. Finally a rainbow can take something winning Amnesty International Drama group. Naomi also sings negative and make something positive from it. Whether this with the school choir and chamber choir and plays saxophone in means donning a frog costume to participate in the swimming the concert and stage bands. carnival when you are not a good swimmer or participating in In everything her benchmark is excellence. Naomi will be a activities just for the fun, Katie has a positive outlook on life that worthy ambassador for AGSA and its schools. inspires and motivates others.

13 TECH ANGELS...... learning to be; learning to do; learning to know; learning to live together The four pillars of U.N.E.S.C.O’s Delors Report: http://www.unesco.org.

2003 has seen many ICT initiatives at came together in a 1.5 day hands on Wellington Girls’ College. conference to celebrate the beginning of a three-year collaboration as part of the MOE These build on the work begun 5 years Lead School ICT project. earlier through the partnership of Laurence Zwimpfer Board of Trustees chair and The conference introduced the First Margaret McLeod Principal who set a Blue Class intranet that ties the three schools and Skies ICT project in place. the software packages and skills needed to create materials for the intranet. The work This article outlines aspects of the of the conference has been further Wellington Girls’ College ICT infrastructure as supported with a formal tutor based PD the physical learning environment and the training programme available to staff at process for developing Tech Angels as ICT each school. coaches at Wellington Girls’ College. In a ‘no excuses’ multi media THE INFRASTRUCTURE environment, the need for professional prompting and support of teachers as In 2003 Wellington Girls’ College has an learners became apparent. Mentoring infrastructure of 282 PCs and laptops, fibre needed to be offered, on the spot and just optic cabling, servers and a recently in time. The Tech Angels were invented. upgraded system from Windows NT to 2000. Principal Margaret McLeod with her Tech Angel This is uniquely Kiwi answer to bridge All staff and students at Wellington Girls’ Cherrie Kong our digital divide. There are multiple College have their own individual desktops benefits for staff and also the students’ on the First Class Intranet and are able to home communities. access these from anywhere at anytime. “Although the teacher’s Tech Angels are public service orientated Internet and intranet services are open but within students, who select this leadership role from many the parameters derived from Netsafe and the MOE. role is still essential, offered in the school. These students want to There are currently no time restrictions on staff or develop their own skills in ICT in a wide range of student use of the intranet and Internet, an classrooms of the Net areas. They are happy to give up time to coach and exceptional deal with the ISP provider Comnet. support staff. They even write their own course There is a fixed monthly charge for the school. With Generation will become materials e.g. How to make a PowerPoint costs taken care of there is only the learning to focus presentation and present it in a PowerPoint reader. on. more student-centred, Each Tech Angel has up to two hours of training Access to equipment and training is the key to with teachers and per week and delivers at least a thirty-minute lesson changing teachers. The computer stock held in the students engaging in and provides support to two staff members school includes fifty-seven STELA laptops– the individually for an agreed period of time. school B.O.T pays the lease. Each department has at least one PC and printer. Seventy PCs are in time learning activities Over the 18 months this innovation has been tabled labs. Pods of up to ten PCs are strategically together.” operating the staff of the college have come to rely placed near music/art/ graphics and multi-media. on this support. When ICT support or help is Thirty PCs are not timetabled and are available all Educating the Net Generation, Don Tapscott required they nearly always say “Perhaps a tech day on a drop in basis, in the library and in a http://www.ascd.org angel can show me.” The surprising outcome is how separate supported teaching area. Forty- much teachers actually prefer and feel they can five PCs have Pinnacle video editing learn from the Tech Angels. Interestingly capability. Staff and students alike borrow the teachers also show the angels how the ten digital, still and video cameras much they appreciate their support by from the library or department resource exhibiting their new skills. areas. With the change to the 2000 and For the 60% of staff who are XP operating systems all the staff can currently working with an Angel, the make use of the peripherals more easily. outcome has been transformative. They comment frequently on how their confidence and enthusiasm has altered. ICT AND THE The passion and interest the angels take in their mentoring has been infectious. LEARNING ENVIRONMENT Digital concepts that did not seem In this multimedia environment the important in the past, for example using staff of Wellington Girls’ College, Kapiti multimedia as part of a lesson or College and Queen Charlotte College engaging in discussion about how the students see the intranet as part of 14 lesson, have become interesting and worth spending valuable time on It is hard to say what has changed this ICTPD culture the most. The infrastructure? The laptops and peripherals? The move to Windows 2000 and XP? The stream of inspirational speakers? All provided the motivation. But the addition of such a simple intervention as the Tech Angels may have tipped the balance. It is certainly true that many schools like us engage in ICTPD. However we have looked towards a multifaceted approach. Teachers as learners, students as teachers. Tech Angels make this a win-win opportunity. Those choosing Tech Angels are a wide mixture of staff. However it is those staff who have not previously connected with ICT as users, who comment most often about the non-threatening and gentle nature of the coaching and how good they are feeling about ICT. Any Year 13 student has the opportunity to be an Angel. No special interest or ability is required, as all are part of the extensive training programme. In a school like Wellington Girls’ College the angels are a mixture of cultures, interests and abilities. Tech Angels grow their responsibilities through the year. Using the mantra of planning, dialogue, presentation, support and feedback the Angels are metamorphosing into skilled trainers.

JENNIFER MACKRELL HOD CHEMISTRY, WELLINGTON GIRLS’ COLLEGE What has the mentoring/coaching/having a tech angel been like for you? Excellent. I have learnt new skills when I need to use them - I have then been able to use them and practise immediately. The one-on-one mentoring has worked really really well, even better than I imagined. What have been the tangible and intangible benefits of having Matea as a tech angel? Matea is so keen to help. I just feel that might stress her sometimes. I think she was quite pleased to see my successful PowerPoint presentation in her class yesterday (“You did this all by yourself?”) I really like having the students in a teaching role - I think it is good for their confidence and our humility.

BARRY SWEENY What makes a successful mentoring program?

Where there’s an openness to feedback and other ideas to take on some complex professional challenges which may not work perfectly the first few times they do them and then make mistakes in front of each other and to learn, knowing that they’re going to be supported. So if you take those values or those norms that are established within a good mentoring relationship, and extend that to the entire school, what you capture then is that the adults who are going into their job everyday go in expecting to learn just as much as the students. In what ways can a mentor be supportive? The mentoring relationship creates that kind of support system, TheThe skiesskies areare veryvery blueblue where a very effective person who’s there to support you and encourage you and challenge you in your learning is also there to help you get up off your knees and dust off and try again. It’s the andand thethe TechTech AngelsAngels trusting relationship that mentors have with their protégés that make that happen. areare ourour skywriters...skywriters... http://www.ascd.org/cms/index.cfm?TheViewID=1040

15 THE TECH ANGEL PROGRAMME TERM ONE TERM TWO TERM THREE

Basic training in Windows trouble shooting Networking training – Windows 2000/XP Further Network training Intranet Trouble shooting Basic repairs and maintenance of Studio MX (Dream weaver) (Natcoll) peripherals and cables/switches/hubs Acrobat and PDF training Photoshop (Image ready) Natcoll Photoshop Training (Natcoll) Microsoft Office intensive Further Photoshop (in house) Pinnacle Multi Media training (video editing using Pinnacle software)

RGANISING NGELS O A STUDENT PERSPECTIVES... We talk as a group once a week and then communicate through Being involved in the Wellington Girls’ College Tech Angel email and chat rooms on the intranet. programme has been really rewarding. It has given me an The Angels log each session with their teachers, to chart needs and opportunity to make use of my organisational skills especially and direction. They plan jointly, presentations to provide their teachers with the ability to put in place systems that I think will benefit the school. scaffolding that encourages experimentation and play. We consult about One of these systems involves our small team of Tech Angels tutoring the skills and directions we need to take as a school using ICT and how the staff in one-on-one lessons. Personally, I find these lessons to be this will move teachers into situations of comfort and fun. really enjoyable especially since they give me a reason (and the We all agree, that we are building the digital leaders of the future opportunity) to learn more skills. I have had the privilege of teaching when Angels take these ICT training communication and collaboration my Principal (Margaret McLeod) and other members of the staff. I skills. find it very satisfying that they would want to come to me for help and I love seeing them marvel at the technology as I unveil it to Of the 17 Angels at Wellington Girls’ College many are not the them. obvious leaders and communicators of their year group. They have found a home in the school, have gained a sense of belonging and Cherrie Kong, Head Tech Angel 2003 contribute to a newly emerging leadership group. This successful experiment has lead to a high profile, for this group Joining the Tech Angel Team has become one of my most of students and now the students see ICT support as quite ‘cool’. rewarding commitments this year! I absolutely love it, and feel as if it is an invaluable opportunity for any student wishing to advance The reported comments from our first tentative foray into Tech in this fast approaching, extremely vital IT world of ours. I have Angels in 2002 revealed that being a Tech Angel actually supported learnt so much, and have applied my knowledge in so many ways, learning for these students, increased the learning of others and led to a for example giving computer lessons to the teachers and going to Te greater level of ICT activity in a wide range of subject areas at Wellington Kete Ipurangi organised by the Ministry of Education to reward kids Girls’ College. doing various educational activities on the WickED site. As a Tech The programme is being Angel I have also had the privilege to developed for our cluster partners attend a 3-day course held at Kapiti College and Queen Charlotte Natcoll, where I learnt how to use College who are initiating their own Flash MX at the generous expense of ‘angel’ programme. Students from our College. these schools will share the holiday Matea Osti, Tech Angel 2003 STAR courses. With STAR funding we employ In addition to this, the school was tutors from Natcoll Design Technology supported by ICT mentors for the Tech here in Wellington. In 2002 the Tech Angels who pushed boundaries. These angels became so involved that full time web designers, Matt Poff of further opportunities were developed the Media Unit of The Correspondence in specialist areas school, Marc Broad, Match Two Angels graduated with Communications and a number of staff wonderful grades from a from CWA New Media and Natcoll programming course through Weltec Design Technology are again proving 2002. Tech Angels entered the 2002 that partnerships are the way forward NZOOM competition in the secondary for schools in ICT. individual areas. Amal Shawani won The skies are very blue and the Tech angels are our skywriters. an individual award for science with an exceptional piece of work in the physics of sound waves. We acknowledge and thank Wellington Girls’ College for this article in alliance Correspondence: AGSA, PO Box 296, Malvern, Victoria 3144 Design: Kerri Valkova Tel: (03) 9589 6373 16