Principal’s Message
Who
was your favourite superhero when you were
growing up?
Perhaps it was:
– Superman with his flying capabilities, wind and freeze breath, and x-ray vision
– Wonder Woman with her prodigious strength, speed and near invulnerability
– Or even Kung Fu Panda, and well… his kung fu combat moves!
What was it which made them so appealing?
Was it their colourful creative outfits, their character and personality, or was it their essential original story?
Now consider, what was their actual superpower and more importantly, how did it impact the world?
Now let me ask our students a different question. What is your own unique superpower?
Have you ever given it some thought?
Has anyone ever told you?
The good news is, we all have one; it is just that sometimes we can undervalue our own skills, attributes and talents. It is a common human trait to undersell our own worth.
Equally as common is the tendency to focus on the things we find challenging, difficult, or worse still, believe we cannot do!
In my role as Principal, have the privilege of witnessing the superpowers of our young people every day. Whether it be on the stage, the sports field or most commonly in the everyday interactions on campus.
You see, a superpower isn’t necessarily a show stopping, Hollywood-worthy, Tiktokable act guaranteed to go viral. Rather, it is the everyday actions, the gestures, the things you say – and most importantly – the things you do when you think no-one is watching!
For example, your ability to make people laugh when they need it most, your resilience and determination to push through when the going gets tough, or your ability to bring people together –to communicate with compassion and connect.
This, your everyday habits and behaviour, is where you will find your superpower. This is where you will find your true spirt.
So, once you have worked out what your superpower is, that’s not quite enough to acquire the credentials of a fully fledged superhero. For that, you are going to need a story.
Every superhero has one.
A story of self.
A story of who you are and who you are going to be.
A story which provides a framework, a narrative structure for your own personal journey in life, for your growth and ultimately a guide to ensure you remain true to who you are and to ensure you fulfil your potential.
Now let’s just pause for a moment and consider how awesome it would be if every single one of us in life were able to fulfil our true potential, to experience that feeling of making tangible impact in the world. Of making a difference and leaving a legacy far greater than ourselves.
The truth is, this is not such a crazy dream. It is not actually the stuff of sci-fi or fantasy.
This should be the everyday reality of schools. Our core business.
Put quite simply, it is our duty, our job and our privilege to create superheroes!
When you look at it through this lens, School seems a little different.
Instead of being referred to as a school, perhaps we could be referred to as a ‘Superhero Training Academy’ and our staff, no longer teachers, but ‘Superhero Growth Facilitators’. think that would look pretty awesome on our business cards.
Whilst this analogy may seem a little far fetched or whimsical, it is not as far from the truth as you may think.
Let’s take a closer look
If we begin with the premise that the role of education is to prepare our young people for life, providing them with the necessary knowledge, skills and resources required to fully participate, contribute and make meaningful impact in the world, then surely it follows that this must begin with a knowledge of who they are as individuals, who they wish to be, and what are their unique strengths, skills and talents? Ultimately with the intention of supporting them as they define, grow and cultivate their own unique self-story. It really is that simple.
However….
With 812 unique individuals, each with their own pathway to ‘superherodom’ – where do you even begin?
It is for this reason, at TKS, that we focus on the metaphor of education as a journey, rather than a destination. We recognise that superheroes are just not made of facts and knowledge but require a range of skills and a strong sense of personal character.
You will recognise this as the basis of our TKS 3 journeys
All of equal importance.
All working in synergy.
All targeted explicitly.
Every day,
In order to ensure each individual’s story is created appropriately, we must first define the narrative framework, progressing to the essential elements such as character, setting, plot twists and themes.
In essence, to get to know our students – to really know and understand who they are and what they require to thrive.
Over the last few years at TKS, we have introduced a number of different programs, pathways, opportunities and frameworks, all intentionally designed to support this purpose.
Many of you will be familiar with examples, such as the Junior School Learner Profile, Flexible Learning Periods, Electives in the Year 9 Cube, and the Student Commission to name but a few.
These examples are not simply a random set of initiatives, but rather carefully crafted elements of a holistic framework intended specifically to support our students on their superhero journey.
In 2024, we embarked upon the next chapter of our own story at TKS with the introduction of the TKS Knoxpeditions. Students in years 7, 8 and 9 had the opportunity to extend their learning and grow their skills through these unique and highly innovative learning experiences. The natural evolution of our Junior School enquiry approach and Year 9 Cube pedagogy, with the Knoxpeditions sitting at the heart of our students learning journey.
As with any expedition, our learners set out on a real-world journey, navigating real world issues, applying the skills, knowledge and superpowers they have acquired to overcome complex challenges, ultimately arriving at an outcome or deliverable product for their chosen client.
In 2024, our students utilised their many and varied superpowers to deliver real world outcomes to a range of clients, from the residents at ARCARE Knoxfield, ORANA House and the Harwyn Pod Building company.
A real-world expedition is never easy and indeed our learners met with both challenge and failure along the way.
Undeterred, our learners understand that from failure comes feedback and feedback underpins growth.
As the entrepreneur Steven Bartlett reminds us,
If you wish to increase your success rate, you must increase your rate of failure.
And so it is with the growth of our learners.
Applying their toolkit of knowledge, skills and superpowers to navigate the challenges they face, working both as an individual and as a team to deliver real world solutions, making tangible impact and saving the world from impending doom.
Does any of this sound vaguely familiar?
Where have we come across such characters before?
This year, the feedback from our Knoxpedition clients demonstrates the impact our students are having in their community and the world around them.
Our learners are making a genuine difference, solving problems, delivering solutions and building relationships.
Our learners are not limited simply by the sum total of their knowledge reserves, but rather defined by the growth in their skills, their contribution and their character.
They are utilising their superpowers.
They are writing their own story.
So, in my opening asked you to consider your favourite superhero.
As you take some time to look around the community next time you are on campus, you will see the faces of many of my favourite superheroes.
For, at TKS, superheroes do not actually wear capes and masks, they wear a school uniform.
Ms Nikki Kirkup – Principal and Chief Executive
Organisational Structure
Our 2024 Board
Wendy Lewis, OAM Chair of the Board
With over 35 years’ experience, Wendy has worked in manufacturing, accounting services, independent schools and tertiary colleges. She has qualifications in accountancy, education and philanthropy.
Wendy’s experience includes financial management, strategic planning, risk management and governance. She is the Chair of the Invergowrie Foundation, a philanthropic Foundation focused on advancing the education of girls and women in Victoria. Wendy is also Executive Officer of the Collier Charitable Fund and a Director at Queens College Melbourne.
Sandra Ball
Chair of Property & Facilities Sub Committee
Sandra currently holds the position of Chief Operating Officer at the VET Development Centre. Her business background includes executive management in the arts and education sector, including international students and the ESOS Act. She has attained a Master of Business Administration (MBA) degree, together with additional studies in Human Resources, Education Law, Registered Training Organisation legislation, Compliance, and Training & Assessment in the Vocational Education and Training sector. Sandra’s first contact with The Knox School was when her daughter and son commenced Pre-Prep in 2001 and 2003, respectively.
John Csorgo
Chair of ICT Sub Committee
With over 30 years as a consultant, John has extensive experience in implementing solutions for a variety of organisations. His professional experience includes developing strategic plans and mentoring project and change managers for large scale public utilities organisations, Local and State Government and major private enterprises. John has qualifications in Education, ICT, Business Management and Project Management.
John is currently the Managing Director of Equal Bytes and has been the Board Chair of the Outer East Food Share from 2016. He is also on the Board of St Bedes College, a member of the Yarra Ranges Emergency Relief Network and President of the Dandenongs Trail Runners.
Reena is a finance professional with close to 20 years of experience in the commercial finance space across the US and Australia, supporting organisations to achieve their financial and strategic goals. Along with her business background, she is also a qualified secondary school teacher. Reena’s introduction to TKS comes as a parent, but she is passionate about education and helping to create a positive environment and structure for the community.
Ahmad Samadi
Chair of Finance & Audit Sub Committee
Ahmad is a finance and accounting professional with over 16 years of experience in audit and assurance. He is a Director and Head of Audit & Assurance at Accru Melbourne and is passionate about helping the not-for-profit sector. Ahmad has served on not-for-profit Boards previously and works with numerous independent schools in achieving their financial objectives.
Craig Spagnol
Chair of Risk Sub Committee
Craig is a Solicitor and Notary Public and is currently General Counsel at Seaway Group. Before taking up law, Craig was a teacher at The Knox School from 1989 to 1999. He held positions including House Coordinator and Head of the Commerce and Humanities Faculties.
Reena Jacob
Finance
The Knox School Limited (TKS) is a not-for-profit company, limited by guarantee. All funds generated are used to continually reinvest back into the school in a responsible and sustainable manner for the future strategic benefit of students, staff and the wider school community. TKS remains in a sound financial position, recording a $1.66m surplus in 2024 (up from $1.25m in 2023) and having $5.7m in cash and no borrowings as at 31st December 2024. These surpluses will be used to fund continued refurbishments and upgrades to our facilities, including the planned Futures Hub in 2025 (render design below).
VCE Results
Our commitment to holistic learning is reflected in the TKS journey experienced by our 2024 School Dux, Rishika Rodrigues. An all-rounder who enthusiastically embraced so many co-curricular and extracurricular opportunities to lead, try and learn, her journey has also gravitated around her passion for The Arts and Music. TKS is proud to share that she has achieved an impressive 97.4 and her study scores include strong performances of 40+ in three subjects: English, Psychology and Visual Communication and Design.
Pathways
As a school community, we take immense pride in the holistic development of our students— an approach that transcends academics to nurture character, resilience and a sense of belonging. By fully embracing their time at TKS, this year’s graduates have built a strong foundation upon which they can continue to excel in their chosen pathways.
Our students are pursuing a wide range of industries and subject areas, showcasing their diverse talents and aspirations. From Medical Science to Law, Information Technology to Design, Sport to Education, Economics to Engineering, TKS students are preparing to make a lasting impact on the world in many different fields. Their achievements are a clear indication of the bright futures ahead of them.
Our Careers Development Practitioner, Jacky Burton, commented:
Throughout our work with students, countless inspiring stories unfolded as they overcame challenges and realised that success has many paths. While each journey is unique, I have no doubt that every student will ultimately discover the remarkable direction their dreams will lead them.
Happily, our 2024 graduates, now 2025 Falconians, continue to contribute to our innovative approach to learning and teaching with many of them returning as Falconian Tutors, a program that continues for our VCE students in 2025. We look forward to seeing how they continue to excel and make the world a better place!
Our 2024 graduates continue to succeed and we’re pleased to share more insights with you about the next exciting stages of their journeys…
At the end of last year we celebrated the remarkable achievements of our Year 12 students as they received their final VCE results, marking the culmination of their hard work, determination and resilience across their school journeys.
We are incredibly proud to announce that
of our students received first-round offers to their chosen universities.
This exceptional result reflects the hard work and dedication of our students throughout their respective academic journeys. In addition to the first-round offers, all five of our applicants for early entry programs were successful. This achievement is a testament to their commitment and ability to meet the rigorous criteria set by top universities. We are also thrilled to celebrate the success of three of our students, who were awarded scholarships to Deakin University, Monash University and the University of Melbourne. These scholarships not only recognise their academic excellence but also open doors to a world of opportunities at some of Australia’s leading universities.
Attendance
Attendance is a priority at The Knox School. Attendance records are kept for all students and the roll is marked each period and entered into the student information system. This enables teachers to keep a very accurate record of attendance for certifying authorities such as the Victorian Curriculum and Assessment Authority. Our roll marking system is also helpful for parent and teacher interviews and for use in counselling.
If the School has not already been notified of an absence, the Assistants to the Heads of School will send a text message (SMS) to the parent requesting an immediate response. The reason for absence is then entered against the students’ details. Students who are absent without explanation are subject to the School’s normal disciplinary procedures. Continuous Online Reporting is available to parents of students in Year 7 and above. Comprehensive reports are distributed to parents and guardians at the completion of each semester. Reports outline gradings in each subject as well as general and constructive comments by teachers on a student’s progress. Parents are invited to follow up with the teacher or Head of School. Parent/Teacher interviews are held at different times during the academic year
Your Say
Building on the trajectory from last year, 2025 has seen further pleasing growth within the school, starting the year with 829 students – an increase from 812 in 2024. We continue to be delighted to see a return to the larger cohorts in the Senior School and full cohorts across the Junior School and ELC.
The increasing enrolment at the school contributes to the expansion of the TKS community and presents significant opportunities for institutional growth as well as enhanced experiences for our students.
At TKS, we acknowledge the complexity and changing nature of the world and recognise the importance of considering community perspectives as we plan for the future. Over the past year, we have engaged with students, staff, and parents to reflect on the evolving environment and the role of education, as well as the responsibilities of TKS.
In 2024 we continued to utilise the Independent School Victoria (ISV) LEAD Survey. Used by the majority of Independent Schools in Victoria, the survey not only provides insight into feedback from our own community, but moreover allows for us to benchmark data against other similar schools in Victoria. The survey is standardised across all participating schools and thus provides a useful tool for monitoring our understanding of our local and regional environment within the sector overall.
In 2024 LEAD Surveys were utilised in
130 Independent schools across Victoria and collated
103,845 responses.
Following the delivery of the final reports earlier this year, we have thoroughly analysed the data to identify the key insights from the survey. Although response rates among parents were limited, the feedback has provided a valuable basis for both recognising TKS’s strengths and identifying areas for further enhancement as we continue to review and develop our TKS programs and structures.
In 2024, several expanded programs, revised structures, and co-curricular options were implemented for TKS students from ELC to Year 12. These changes were based on community feedback, including information gathered from parent and student surveys, and were made in consideration of broader developments in the education sector.
Over the past year, we have engaged with our community to gather feedback on multiple aspects of these programs, as part of our ongoing commitment to continuous review and improvement.
I would like to take this opportunity to thank families who have attended the consultation and engagement sessions throughout last year and those held more recently in 2025. Your input has helped us to shape the many aspects of life here at TKS.
829 students
The Process
In 2024, surveys were distributed to parents across Years 5 to 12. The survey questions were grouped into categories, and within each category, there were up to approximately a dozen questions. Survey questions asked the user to rate their level of satisfaction on a scale of 0 to 10.
Respondents were asked to consider their answers in relation to the past 12 months.
The overall LEAD Report delivered to the school brings together all data sets into one report to present stakeholder perceptions against real performance data collected from reliable sources such as ACARA (Naplan) VTAC (ATAR) and Commonwealth DESE Financial Questionnaire (financial reports).
Common questions were asked of all stakeholder groups within each domain; responses were then collated to provide an overall indicator score.
Summary of Responses
In 2024, overall satisfaction was surveyed against nine indicators and provided a 360-degree review of performance.
In 2024 we received 73 parent responses out of an estimated population of 632 – an 11.5% response rate.
Beyond the Headline
The data revealed several favourable trends at an aggregate level, which was promising for the school; however, we aimed to conduct a more detailed analysis to better understand the underlying factors contributing to these results. The reports enabled us to review each domain and analyse question subcategories influencing overall results. We focus on high scores to identify strengths and, more importantly, on the lowest quartile responses to highlight areas for improvement.
Top 5 Responses (highest level of agreement)
The data presented highlights several positive factors worthy of recognition, particularly the perception of the school as a safe and welcoming environment, and the acknowledgment and encouragement of our students’ learning. This feedback serves as valuable confirmation of our core School Values and our strategic commitment to Personalised Learning.
However, we know that growth involves both recognising our strengths and considering issues from multiple perspectives.
The lower quartile responses indicated concerns about communication, specifically concerning student achievement and the diversity of learning programs available at the school. Additionally, there were concerns regarding opportunities for parent involvement and the selection of co-curricular programs provided.
Bottom 5 Responses (lowest level of agreement)
The value of feedback
At TKS, we are cognisant that we serve the needs of a large, diverse, and growing community. We understand that a community of this size will hold a vast range of views and perceptions –sometimes aligned, but often, conflicting. Such tensions are inherent within any dynamic community and are in fact a necessity for progress. Rather than viewed as an obstacle, they can be a catalyst for evolution, enhanced inter-cultural understanding, and growth.
Through our ongoing process of community consultation, utilising surveys, forums, and established communication channels, we are able to differentiate the tides from the waves.
4
5
In 2025, many of the concerns emphasised above are at the forefront of our understanding, and work to refine our offerings in these highlighted areas already underway. The Parent Ambassador Group, launched in 2024, is one such example of our commitment to not only offering enhanced opportunities for authentic parental involvement, but moreover to provide more effective channels of communication as part of the strengthening of the partnership of home and school.
As we continue our TKS Strategic Planning process, which honours the achievements of our predecessors and prepares the way for the future of TKS towards 2030 and beyond, we will engage with our community to share more details of our plans and to seek input on our future strategic goals and actions.
In the coming months, look out for further opportunities to participate in a range of parent forums and mini surveys. We understand that scheduling and attending such events can be difficult for many of our families, and we will therefore provide several diverse formats for contributions.
On behalf of the TKS community, we thank you for your time, your reflections, and your continued support of this wonderful community.
I look forward to engaging with you in the next steps of our journey and beyond.
As with all communities, our attention can often be drawn to the waves; turbulence which demands our immediate attention. Waves can be loud, visually demanding and can cause short term damage; however, a wave does not create a permanent imprint on the land. A tide, however, is more rhythmic, sometimes less obvious and over time can make permanent changes on the coastline; not necessarily damage, but certainly change.
Aligning this analogy to the feedback cycle and strategic planning of a school, all too often, our attention can be drawn to the waves; to the fads or the everyday turbulence, most of which will fade and diminish causing no lasting impact. The tides however (in this case the trends) are something that we should pay close attention. Trends in not only education, but within the wider community locally and globally.
Staff List
Board of The Knox School
• Wendy Lewis OAM, Chair
• Reena Jacob
• Sandra Ball • Ahmad Samadi
• John Csorgo • Craig Spagnol
Executive
Principal & Chief Executive Nikki Kirkup
B.A.(Hons.).QTS., Grad.Dip.Ed. Chief Financial Officer Dwayne Wathen
B.Bus., B.Com., CA (ANZ).
Head of Community, Toni-Ann Bright Culture and Operations
B.Mus.Ed., Dip.Ed., Dip.Mgmt., M.Ed.
Head of Learning, Liana Gooch
Teaching and Innovation
B.A., Dip.Ed.
Head of Junior School Simon Cowell
B.Ed., B.Comm.Dev.
Head of Senior School Janelle Mathias
B.Sc., B.Ed.
Senior Leadership
Deputy Head of Senior School Emma Kenny and Student Wellbeing B.A., B.Teach
Deputy Head of Junior School Sarah McKenzie
B.Ed., Grad.Cert. Innovative Learning Design
Year 7 Coordinator Natasha Tereshchenko
B.A., M.A., M.Sc., PGCE
Head of Students Years 7-10 Christian Stuckey
B.Sc., Dip.Ed.
Head of Academics Alison Crawford Years 7-10 (Acting)
B.A., B.Teach; M.Ed.
Head of VCE and Tracey Blunden
Senior Students Years 11-12
B.Sc (Hons); M.Ed; PGCE; Senior Marketing and Emma Amory Community Engagement Manager
B.Communication Design; M.Teach (Primary & Early Childhood)
Registrar Tania Castles
Human Resources Business Partner Fiona Kapkidis
B.Mus., GradCertBusMgt., MAHRI., MVMTA.
Senior Head of Sport Strategy, Nathan Bower Programs and Pathways
B.Ed(Health & PE); GradDip Career Counselling (Elite Performers); DipBMgt; DipVocET Design Futurist of Technology, Isaac Rule Digital Innovation and Timetabler B.TchLn.; M.EdLead.
Heads of Department
Head of Languages Gemma Beard B.A., PGCE.
Head of Commerce Bryden Chew B.A.(Hons.), PGDE.
Head of Differentiated Learning Erin Rollason
B.Sc.,Grad.Dip.Ed., M.Learning Intervention
Head of Mathematics Patrick Mete
B.Sc (Hons); M.Teach (Secondary)
Head of Library Services Marianne van Niekerk
B.Ed., Grad.Dip. (Library Science), M.Ed., Cert.IV TESOL.
Head of Humanities Renata Machado
B.A.; B.Teach (Secondary)
Head of English Liesl Schultz
B.A., Dip.Ed.
Head of Science Darragh Sheehan
B.ScEd.
Head of Music and Performing Arts Nico di Stefano
B.Mus., B.Cont.Mus., Grad.Dip.Ed.
Head of Technology, Art and Design Maria Ana Sanchez
B.A (TESOL), Post.Grad.Cert. in Curriculum Leadership, M.ITEd
Head of Health and Physical Education Emma Nemec B.PhysEd
Learning Design Leaders
The Cube Birgit Verhagen
B.Ed., Dip.Teach.(Primary) Literacy (JS) Catherine Mason B.Ed.
Sport (JS) Celeste Fletcher
B.App.Sc., M.Ed. Music and Performing Arts (JS) Daniel Nealon
EAL
B.Mus., Grad.Dip.Ed.
Brooke Henderson
B.App.Sc., Grad.Dip.Ed. Enrichment
Alison Crawford
B.A., B.Teach; M.Ed. Inquiry (JS) Lisa Sheppard
B.Ed., B.Mus.(Hons.)
STEM (JS) Nicole Parker
B.SC., Dip.Ed., Dip.Behavioural Neuroscience (Hons.), Cert.III Children’s Services, Cert.IV Training & Assessment
Numeracy (JS) Patrick Mete B.Sc (Hons); M.Teach (Secondary)
Teaching Staff
Lynne Ansons B.Ed.(Primary), Dip.Teach.(Primary)
Sharmila Ashok B.Sc., B.Ed., M.Sc.
Leah Battalis B.Health & PE., Cert.IV Outdoor Ed
Michelle Beaman B.Early Childhood (Hons.)
Lachlan Beech B.Ed.
Glenn Bennie B.Ed., Cert IV Training & Assessment
Cassie Beveridge B.A, B.Ed.
Chris Brand B.Sc., Grad.Dip.Ed.
Laura Brummell B.A., B.Psych Sc (Hons); M.Teach (Hons)
Jacky Burton B.Ed., Grad.Cert.Careers
Carol Cartwright B.Ed.(Sec), Dip.Teach.(Sec)
Linda Cheng B.A.,Grad.Dip.App.Linguistics; M.Teach
Lindi Chiu B.A.(Acc.), Grad.Dip.Ed., M.Ed.(TESOL)
Kathy Clarke B.Ed.
Melinda Collard B.Comm (Hons); M.Teach
James Dann B.A. M.Teach
Oliver Dolbey B.Ed.(Hons.)
Troy Fiddes B.Ed., B.A.
Katherine Fitzgerald B.Sc., Dip.Ed., M.Couns.
Celeste Fletcher B.App.Sc., M.Ed.
Emer Fox B.Ed.(Hons.)
Navita Gupta B.Sc., M.Teach., B.Early Childhood
Stephanie Hall B.Ed., (Early Years & Primary)
Rebecca Heasman B.App.Sc.,Dip.App.Sc., M.Teach. (Secondary)
Brooke Henderson B.App.Sc., Grad.Dip.Ed.
Chris Hilton B.A.(Sec).
Mark Jeffs Dip.Ed.(Primary), Dip.Outdoor Ed.
Denise Jin B.A. (Chinese), B.A(Ed.) Grad.Dip.Teaching
Neil Johnson B.App.Sc.(PE).
Jane Lawrence M.Ed., Ed.D., M.Ed.(Special Ed.), B.App.Sc., Grad. Dip.Ed., Grad.Dip.RE., Grad.Dip.Curric., Cert.II IT.
Sandy Li M.Teach.
Rongxi Liu B.Teach., B.Econ.
Irene Lu B.Ed (Primary); M.Ed
Shelley Lloyd-Smith B.Ed.(PE)., B.Sc., Dip.Fitness Leader, Dip.Mgt.
Valerie BOccTher; DipEd (Primary); Markantonatos M.Ed (Student Wellbeing); DELF
Jacqui Martin-Hill B.Ed., Dip.Teach., Dip.Ed.
Catherine Mason B.Ed.
Melodie Matheson B.A., Grad.Dip.Ed.
Michelle McDonald B.A., B.Early Learning,Dip.Early Childhood
Rachel McElhatton B.A (Early Childhood); PGCE Primary Education
Gerard Morais B.App.Sc.(Hons.), Dip.PE., Cert.IV Training & Assessment
Brittany Morgenthaler B.Ed.(Hons.)
Brenden Morris B.Sc., Grad.Dip.Ed.(Sec).
Daniel Nealon B.Mus., Grad.Dip.Ed.
James Paraskeva B. BioSc.; Grad.Dip.Ed
Manisha Patel B.A.(Hons.), B.Early Childhood Ed.
Stephenie Peels B.A., Grad.Dip. Learning & Teaching, Grad.Cert. Catholic Studies., M.Ed.Leadership,
Leonie Rizzi B.A., Grad.Dip.Ed., Dip.Counselling
Isaac Rule B.TchLn., M.EdLead.
Mikayla Scholtz B.EdEarlChildPri
Lisa Sheppard B.Ed., B.Mus.(Hons.)
Philippa Tarlinton B.EdEarlChildPri Jean Trungove B.A.(Hons); DipEd; Cert IV Training & Assessment; MVMTA
Manager of Data Analysis and Curriculum Design: Rami Stiglec B.Sc.,(Hons.), Grad.Dip.Ed., Ph.D. Senior School House Coordinator: Alex Wilson B.Ed., M.Ed.Mgmt. Kellie White B.EChildEd
Ken Wang B.Sc., M.Teach. Teena Weaver B.Ed., B.Teach. Boyd Williams B.Ed., Dip.Teach.(Primary) Kathryn Williams B.Tech; B.Ed Shumin Zhang M.Acc., M.Ed., M.Teach., LLB.
Library Services
Head of Library Services: Marianne van Niekerk B.Ed., Grad.Dip.(Library Science). M.Ed., Cert.IV TESOL.
Library Technicians: Rhonda Marchione ALIATec. Nadia Douglas DipLib. Anna Craig Dip.Mgmt., Dip. Library & Information Studies
Careers
Career Development Practitioner & VET Coordinator: Jacky Burton B.Ed., Grad.Cert.Careers
Music Teaching Staff
Head of Music and Performing Arts: Nico Di Stefano B.Mus., B.Cont.Mus., Grad.Dip.Ed. Aysegul Akkaya B.Mus., M.Mus. Karman Melitsis B.Mus., Dip.Ed., M.Mus. Simon Baldwin M.Mus.
Erin Brown B.Mus.(Hons.), A.Mus.A.
Ben Carr B.Mus., B.Mus.Tech., Dip.Mus.
Sean Connolly B.Fine Arts, B.Mus.(Hons.), M.Mus.
Andrew Darling B.A; B.Mus; M.Mus
Nicholas Henderson B.Mus Jazz Performance (Hons)
HeuSeung Jeong B.A., M.Ed., M.A. Lincoln McKenzie B.Mus.(Hons.)., B.Mus.Perf.,Cert IV Aud.Eng.
Daniel Nealon B.Mus., Grad.Dip.Ed.
Joanna Ou B.Mus., M.Mus., M.Teach.
Leonie Rizzi B.A., Grad.Dip.Ed., Dip.Counselling Clynton Royle B.Mus.(Hons.)
Tom Sinclair B.A., B.Mus.(Hons.), M.Intp&Trans.
Alex Spicer B.Mus., Cert.IV Jazz Perf. Briony Swan B.Mus.(Hons.), Grad.Dip.Ed., A.Mus.A. Scott Zimmer B.Mus.Perf., Dip.Orchestration
TKS Casual Relief Teachers
Claudia Dittloff B.A., Dip.Ed., Dip.Bilingual Ed. Tiffany Droge B.App.Sc. Rob Malpeli B.Sc., Dip.Ed. Kevin Oundu B.Ed; M.Teach
Deb Spencer B.Ed., Dip.Teach., Grad.Dip. Learning Disabilities
Kit Waley
Amy Warner B.Ed.
Support Staff
Daily Organiser (SS): Beth Higgs Cert.III Accounting, Dip. Project Mgt. Daily Organiser (JS): Celeste Fletcher B.App.Sc., M.Ed.
Laboratory Technicians: Deepthi
Hettipathirana B.Sc
Katherine Bullard B.Sc.
May Wong B.Sc/Eng; ; DipTraing&Assess; Cert III of Early Childhood Education; Cert IV LabTechnqs; Cert IV Leadship&Mgt
ELC Assistants:
Kate Brett Dip.Children’s Services,Adv.Dip.Comm.Sect.Mgt.
Preeti Chaudhary B.Com., Dip.Early Childhood & Care, Cert. III Ed. Support
Lakshmi B.Sc., Dip.Early Childhood, Ramakrishnan Cert.III Financial Services
Lidia Gu B.CompSc; M.EIE; Cert IV. AdvMktg; Dip. Early Childhood & Care
Co-educators: Farial Mahmud M.Econ., Cert.IV Ed.Support
Sarah Tusan Cert. IV Business Studies (PR)
Jo-Anne Massey Cert. III in Auslan; Cert. IV Community Service Work
Lifei Bai Diploma in Children’s Services; Cert. III Education Support
TAD Assistant: Jaszmin Dennis-Hayne
Community Engagement
Community Engagement Coordinator: Beth Higgs Cert.III Accounting, Dip. Project Mgt.
Head of International Students: Natasha Tereshchenko B.A., M.A., M.Sc., PGCE. Social Media & Events Coordinator: Max Bimbi B.A.
Finance and Administration
Finance Manager: Mathew Simon CPA.
Accounts: Barb Harrington
Human Resources Business Partner: Fiona Kapkidis B.Mus., GradCertBusMgt., MAHRI., MVMTA. Payroll Coordinator: Inna Makhlin Cert.IV Financial Services
Risk and Compliance Manager: Yota Polydorou B.Ed., Dip.Teach., Cert.IV(WHS)
EA to the Principal and Chief Financial Officer. Administrative Manager: Jenny Lutz Dip.Accounting, Cert.Ed.Support
Executive Assistant: Michelle Ozcan Cert.III Hosp., Cert.IV Training & Assessment, Dip.Bus. Programming
EA to Head of Senior School: Sonia Lili Cert.IV Bus.Admin.
EA to Head of Junior School: Melissa Armsden Cert. III.Bus Admin
EA to Music and Performing Arts: Shani Cossins Dip.Business., Adv.Cert.IT. Enrolment Assistant: Michelle Lu Grad.Dip.Int’l Bus. Front Desk Managers:
Barb Harrington
Christine Manuel B.Econ.
School Counsellors: Hannah Grande B.Psychological Science; Grad Dip Psychology (Advanced); M. Professional Psychology., M. Public Health; MAPS
Annie Parish BA., GDipPsychSc., GDipPsych(Adv)., MProfPsych. School Nurse: Colleen Norvill Division1 Registered Nurse, Immunisation Accredited Heather Lockhart Division 1 Registered Nurse
Technology Services
Technology Services Manager: Sandra Chapman Ass.Dip Comp.Sys.Eng. Systems and Development Officer: Cameron Andrews Dip.IT., MCP.
User Support Officer: Dush Kombala Adv.Dip.Comp.Sc.
Multimedia Studio Manager: Stephen Fitchett Dip.Television Production
Grounds and Maintenance
Manager: Wayne Greig Cert.Horticulture
Shaun Colenso Cert.IV Turf Management
Brooke Jeffs
Leigh Rigby Cert.IV Turf Management
Bus Drivers
Mark Gaze
Colin Hunter Jay Kumarage Russell Leech
Juliana Moore
Corinne Tucker