ICOSA Annual Report 2011
As part of our funding agreement with the Australian Government we are required to ensure that specific “School Performance Information” is made publicly available to the school community.
College context: please refer to the ‘Islamic College of SA Whole School Review Report 2011’ that can be viewed under ‘Achievements’.
Senior Secondary Outcomes and Post School Destinations
The results for the Year 12’s in 2011 were again excellent, and we are understandably thrilled with the way our College has performed. To be producing such good results is a feat that we should all be very proud of, and it provides great confidence for the other students who are coming through the College. A hundred percent of students received their South Australian Certificate of Education (SACE) and all that applied to university received an offer. One student applied for TAFE and was offered a course. Courses students are doing in 2011 are: Pharmacy, Medical Radiation, Psychological Sciences, Architectural Engineering, Law and Marketing, Design Studies, Education, Design, Events Management, Commerce, Pharmaceutical Science. Well done to all!
Vocational Education Training (VET) in a Trade We have a variety of VET courses offered to our students. As this area expands, with the intention of making available greater career pathways at our college, it is envisaged that students will develop skills that support them in the workforce and other vocational training courses. 2011 Certificate II in Retail began and Certificate II in Digital Printer will commence in 2012.
The percentage figure for the average student attendance rate shows the proportion of days that each student, on average, attended school over the whole year. The larger percentage, the smaller the number of days that students are absent from school. In 2011 our average student attendance rate was 93%.
‘Teachers and Non-Teaching Staff Qualifications
In our college all teachers have recognised teaching qualifications with a number of teachers with two or more qualifications – Bachelor Degrees, Post Graduate Degrees and Masters Degrees. All staff undergo Mandatory Notification and First Aid, and hold the necessary qualifications for teacher registration in South Australia.
Backgrounds of teaching and non-teaching staff consist of world cultures bringing an expansive knowledge and skills to our college. Teacher and non-teaching staff attendance and retention are high.
Expenditure and Teacher participation in Professional Development
All teaching staff are required to participate in professional development activities. These take a variety of forms from whole staff professional development, sub-school activities, specific curriculum focus activities for teams of teachers, and attendance at workshops, seminars and conferences for individuals or small groups of teachers. All teachers are encouraged to share their professional learning with other teachers at the school. A major focus continues to be in incoming Australian National Curriculum.
- Year 1
- Year 2
- Year 3
- Year 4
- Year 5
- Year 6
- Year 7
- Year 8
- Year 9
- Year 10
- Year 11
- Year 12
While associated costs can be identified for most of these activities, there are many for which it is not possible to allocate a cost. Teacher professional development that are not costed include acting as mentors to new staff, mentoring student teachers, and many of the out of hours meetings to review curriculum, assessment etc.
In 2011 the monies spent on staff professional development included special Commonwealth Government Grant monies and monies contributed by the college. Some staff also engaged in privately funded professional learning activities such as post graduate studies and other courses. The school is committed to providing professional development for all it’s non-teaching staff.
Parent, Student and Teacher Satisfaction
Feedback from parents occurs through a number of sources, some formal and some informal. It includes specific feedback to teachers, coordinators, office staff and the Principal. Such feedback is always welcome. The message in this feedback is positive and supportive of the college. Of course concerns are also expressed and this provides the school with the opportunity to enquire further and to address concerns.
School Income Broken down by funding source - 2011