Cathie Ireland

MLC is a large Girls school with over 2000 students. The school has four sub schools that are overseen by Heads of School. The Junior Secondary School has an enrolment of 540 Students.

The main responsibilities of the Head of JSS are to oversee the overall running of the Junior Secondary School which includes:

• Leading the JSS wellbeing and Mentor teams
• Implementation of Curriculum for Learning and Wellbeing
• Leading JSS wellbeing support meetings
• Leading and supporting JSS Executive team
• Development and management of JSS budgets
• Oversight of JSS calendar in conjunction with other Heads of School
• Member of School Leadership team
• Member of School Management team
• Member of Learning and Curriculum group
• Member of Student wellbeing committee
• Planning and delivery of JSS assembly
• Recruitment
• Implementation of the whole school strategic plan
• Delivery of Professional Development programs
• Implementation and development of school policies
• Conflict resolution for staff and students
• Community partnerships and relationships
• Annual performance Reviews for ESS staff
• Oversee enrolment process for Year 7 & 8
• Overall Responsibility for Education outdoors programs at Banksia
• Responsibility for JSS Tours

Achievements

• Reviewed and developed new enrolment procedures for Year 7
• Created the "Enrolment Experience" for Year 7 which has now been adopted by all sections of the school.
• Increased the enrolment at Year 7 by one class.
• As a result of refined enrolment process - waiting list at Year 7
• Trained staff to be part of the "Enrolment Experience".
• Developed a start of Year program for Years 7 & 8 called Setting up for success
• Introduced "Curriculum showcase" for incoming Year 7 students and families
• Introduced Pathways night for incoming families
• Changed the format of start of Year parent nights to a format that promotes fun, interaction and a sense of community
• Implemented new shape of the day as result of Curriculum for Learning and Wellbeing
• Successfully relocated Years 7 & 8 into new learning centre
• Led staff learning on the accordances of spaces and their impact on learning in consultation with University of Melbourne
• Successfully transitioned teachers into new learning spaces
• Led tours to Vietnam and Hong Kong

Turner House is the Girls only Primary School of Firbank Grammar School. It has an enrolment of approximately 300 students from ELC – Year 6 and 45 staff

Key responsibilities:

• Overall responsibility for running of the school
• Campus budgets
• Recruitment and Induction processes
• Member of the School Executive team
• Oversight of the Teaching and Learning Program
• Implementation of the whole school strategic plan
• Professional Development programs
• Implementation and development of all school policies
• Conflict resolution
• Community partnerships and relationships
• Annual performance Reviews

Achievements:

• Restructure of the Junior School Specialist Program
• Evaluation and restructure of teaching loads
• Introduction of Professional learning Teams aligned with the Strategic plan
• Streamlining of all processes related to meetings
• Increased community engagement through parent education programs
• Review of Outdoor Education Program
• Development of P – 6 Social Emotional Curriculum in line with the Australian Curriculum
• Development of staff essential agreement
• Restructure of the Student Leadership structure based on a model of Servant Leadership
• Development and implementation of Transition programs

Grimwade House is the Coeducational Primary School of Melbourne Grammar School. It has an enrolment of approximately 680 students and 90 staff

Key Responsibilities:

• Overseeing the Pastoral Care of all students and staff
• Daily running of the school
• Daily organisation and staffing
• Member of the School Executive team
• Responsibility for the implementation of the school Code of Conduct
• Recruitment
• Overseeing the school Calendar and events
• Development and responsibility for the implementation of the Social Emotional Curriculum
• Professional Development for staff in the area of Well Being
• Implementation of all school policies
• Conflict resolution
• Community partnerships and relationships
• Annual performance Reviews

Achievements:

• Development of Bullying guidelines in line with the school Bullying Policy
• Evaluation and implementation of documentation process
• Introduction of Timetabling Procedures using ICT
• Streamlining of all processes related to organisation of events, calendar, absences
• Developed risk audit procedures for excursions, camps and incursions
• Development of P – 6 Social Emotional Curriculum in line with the Australian Curriculum
• Developed a common understanding amongst staff of the language, procedures and processes associated with the Code of Conduct
• Restructure of the Student Leadership structure based on a model of Servant Leadership (this model has now been adopted at Senior School)
• Introduced the concept of Emotional Literacy to staff
• Development and implementation of Mindfulness programs
• Development and implementation of Transition programs

The Royal Children's Hospital Education Institute brings together and disseminates education and health knowledge to provide the best possible outcomes for students, schools and the community. The Institute works with young people who have health conditions that impact upon their school attendance and social connections

Key Responsibilities:

• Developing protocols, processes and documentation that facilitate educational and social opportunities for the students on the Back on Track program
• Ensuring that students referred to the Back on Track program, have links or connections to their school
• Managing, distributing and documenting all new referrals to the Back on Track program
• Leading and providing support to the Victorian Back on Track Education Program Coordinators in the development and delivery of innovative educational services and products
• Liaising regularly with the National Coordinator of the Back on Track program to plan and direct the development of the program
• Convening regular team meetings for the Back on Track Team
• Developing external relationships with the key partners involved in the program such as the BMDI (Bone Marrow Donor Institute) and The University of Melbourne
• Initiating and developing strategic partnerships to enhance the attainment of the goals set out in the strategic vision of the Back on Track program
• Contributing to quarterly reports as required by the contract with BMDI
• Development of the on – line volunteer program
• The Royal Children's Hospital Education Institute brings together and disseminates education and health knowledge to provide the best possible outcomes for students, schools and the community
• The Institute works with young people who have health conditions that impact upon their school attendance and social connections

The King David School is a progressive Jewish day school with an enrolment of over 800 students from Day Care to Year 12

Key Responsibilities

• To oversee the overall day to day running of the Campus
• Management of all issues related to student and staff welfare
• Building relationships with all areas of the community
• Establishment of strong communication channels with staff, students and parents
• Overall responsibility for curriculum development and implementation
• Chairing all Campus meetings
• Marketing and publicity for campus/school activities
• Managing all Campus budgets

Achievements:

• Preparation of all relevant documentation for the Registered schools board
• Implementation of new procedures related to student movement and safety
• Development of new timetable structure
• Introduction of Multiple Intelligences and Thinking curriculum
• Development and implementation of Positive Behaviours policy and procedures
• Development of Mathematics curriculum
• Development of Literacy curriculum
• Successful implementation of the 'Connections' program in the Middle School (Years 5-8) in 2006
• Amalgamation of primary and secondary campus' and their staff
• Restructure of leadership structure
• Successful relocation of campus

Sacred Heart Girls' College Oakleigh is a Catholic Girls' Secondary School with an enrolment of approximately 1000 students

Key responsibilities:

• To oversee the pastoral care and welfare of all students at the College

Achievements:

• Development and implementation of policies -College Code of Conduct, Bullying, Safety, Camps
• Revised and updated Student Diary
• Implementation of revised procedures for Parent/Teacher Interviews
• Development of a whole school camps program
• Introduction, planning and conduct of College Open Day
• Development and implementation of new student leadership structure
• Introduction, planning and conduct of College House Chorals Competition
• Restructure of discipline processes and procedures
• Introduction of student induction program
• Introduction of time-tabled Pastoral Care Period
• Restructure of Academic Presentation Night

• Reviewing the programs, practices and procedures of Catholic Primary Schools in the Melbourne Archdiocese
• This includes the analysis of data, reports and school visits with a view to present written and verbal reports outlining recommendations for future improvement

• The development and presentation of professional development programs
• Topics covered including: Leadership, Effective Teaching, Emotional Intelligence and Conflict Resolution
• Presented at EDUtech- co presented with architect of Building project around design, consultation and student voice

• Verification of Department of Education Schools in the area of Performance and Development Culture
• This includes the analysis of data and reports to recommend accreditation as a school with a Performance and Development Culture

• Panel member for Disciplinary Hearings conducted by the Victorian Institute of Teaching
• This includes the reading of reports and statements in line with the evidence presented at hearings to determine the status of teacher registration