Getting Curious About CURIOSITY ELC

13 May 2019
School Performance Report 2018
it's all about vision 
about Good Shepherd
strategic directions
professional engagement
teaching and learning
staff professional learning
benchmark results
student attendance
Good Shepherd Lutheran School
08 8264 7966
388 Montague Road
Para Vista, South Australia, 5093

it's all about vision 

Vision and Purpose

Around five years ago we developed and launched our Vision, Values and Learning Principles.  

Our Vision is an expression of the functional purpose of our school. Why are we here? What specifically do we hope to accomplish?

Active and connected, growing for LIFE

The Value of Vision

Developing the Vision, Vision and statements about learning was not easy.  We invested heavily and consulted across all stakeholder groups.  We talked and debated, researched and refined our thinking.  We were constantly reminded of the enormous privilege and responsibility that is, the education and formation of young people.   So, was the effort worth it?  After all, don't most Mission and Vision statements just get framed and  decorate an empty wall?      


I am thrilled that our Vision and Values continue to shape and impact our community.  Our school is a dynamic centre for learning.  Whilst it's hard to envisage what our world might look like when our Foundation students graduate, it feels very right to be embracing change and bravely growing into the future as it emerges.


The establishment of a community owned Vision, Values and Learning Principles has ...


1. promoted commitment and investment.

Our Vision and Values are clear and actionable . When you identify things you want to see happen in your time together, everyone has the opportunity at the outset to buy into those things and then afterward to work together toward those things.


2. made decision-making more objective.

Our Vision, Values and Learning Principles provide both a pointer and a filter for decision making.


3. empowered all stakeholders as learners.  

Our Vision, Values and Learning principles have set expectations  and provided tangible, actionable ways for every individual within our community to use their God given gifts to serve.


I thank God for keeping us alive to the wonders of each day.  My commitment is that we will keep dreaming big for Jesus' sake.  And even on the days that challenge and temp, that we will practice deep gratitude for the blessings we have received.  All glory be to God.



about Good Shepherd

Contextual information about the school

Good Shepherd Lutheran School is a Foundation to Year 6 primary school situated in the north-eastern suburbs of Adelaide. The school has an enrolment of around 420 students divided into 4 learning stages: Foundation, Years 1/2, Years 3/4, and Years 5/6.


Vision:  Active and connected, growing for LIFE.


Values:  Love, Optimism, Creativity.


Our school has a clear focus on proclaiming the good news of Jesus Christ and providing highest quality educational programs that seeks to prepare students for life. This is done in the context of a caring community. All students are valued as unique individuals who we challenge to fulfil their God given potential in life. Our curriculum focuses strongly on Literacy and Numeracy while also providing rich experiences through integration and project based learning in all other areas.  Our commercial aquaponics project is positively impacting the local community.

Our specialist areas include Visual and Creative Arts, Physical Education and German. We also have various processes in place to provide support to students on their learning journey. We enjoy strong partnership with our families who are involved in many aspects of school life.


Our students and staff enjoy the benefits of working in an extremely well resourced and safe environment.  School facilities are world class and include South Australia's first Independent primary school STEM Centre - The Ark: Centre for Discovery and Innovation.


Click here to take a virtual tour of Good Shepherd


Together with Endeavour College, Mawson Lakes, we aim to provide a seamless Foundation to Year 12 Lutheran education for families in the northern suburbs of Adelaide. Our graduating students have a priority entry to Endeavour College.  From 2020 Good Shepherd will become a Birth - Year 6 site with expanded playgroup opportunties and an ELC program for children aged 3 and 4

strategic directions

Strategic Directions - 'Geared for Success' - School Improvement Plan 2016-2019

The School Improvement Plan maps the school’s enactment of the vision…

Active and connected, growing for LIFE


and is underpinned by the values of Love, Optimism and Creativity, and the school’s Learning Principles.


Reform Areas

The Good Shepherd Lutheran School, School Improvement Plan purposefully address and serves to ensure the school’s improvement and innovation actions respond to the national school improvement agenda (NSIA) and the five reform areas

  • Quality teaching
  • Quality Learning
  • Empowered school leadership
  • Meeting student need
  • Transparency and accountability


Self Assessment

Self assessment provided a starting point for the development of this plan and utilised the following tools.

  • Lutheran Education Australia:  Better Schools Project 2009 – 2013
    • Thorough analysis of staff, student and parent data and the development of GSLS 
  • ACER School Improvement Tool: Audit 2014
    • Teaching staff ‘evidence gathering activity’ against all improvement elements.  This provided a natural audit process following the improvement agenda set through the GSLS – a strategic future 2012 goals.
  • Lutheran Education Australia:  Quality Schools Project 2016
    • Analysis by staff and governance teams 

A lengthy process of whole-school engagement prepared the school for change and the development of this improvement plan.  Learn more of our journey at 


2016 - 2019 FOCUS ELEMENTS

Five priority areas were identified from our self-assessment and review processes, including consultation with our parents, students and teachers. These inform our achievable yearly actions.


Excellence in learning

Good Shepherd Lutheran School values excellence and creativity in teaching and learning for all community members. A culture of challenge and support nurtures enthusiastic, independent learners, committed to lifelong learning. Excellence in teaching and learning is focused on improving student outcomes which includes spiritual, intellectual, physical, emotional, cultural and social dimensions. All learners should have access to quality learning experiences that ensure they develop their God-given abilities so that they may enrich the world. High expectations are established through reflective practice, collaborative planning, monitoring, providing feedback and reporting on the effectiveness of learning. The learning environment promotes active engagement, risk taking, motivation and a strong learner voice.


Ongoing improvement and innovation

Improvement at Good Shepherd Lutheran School is guided by our Vision:  Active and Connected, growing for LIFE, and our values: Love Optimism and Creativity. Excellence is pursued through a culture of reflection, collaboration, innovation and creativity. Evidence is gathered to develop and implement improvement plans and policies for the continuous development of teaching and learning, the school and its facilities. Ongoing professional learning encourages all members of the community to achieve high standards and develop their service and leadership capacity.


Strengthening Lutheran identity

Good Shepherd Lutheran School as an agency of the Lutheran Church of Australia, shares a recognisable Lutheran identity in which the gospel of Jesus Christ informs all learning and teaching, all human relationships, and all activities in the school. The rituals, symbols, visual displays and practices convey its Christ-centred identity. Our community is regularly involved in Christian worship which includes daily devotions. Christian Studies is an essential and distinctive part of the formal curriculum. We deliberately and intentionally share and live the good news of Jesus Christ with students, families, staff and the broader community.  Opportunities for faith nurture are actively promoted and maintained


Community building

Good Shepherd Lutheran School values the richness and diversity of the wider community and other education sectors. Positive and strategic partnerships are developed and maintained with students, families, local Christian communities, the broader community and Lutheran education. The relationships are built upon support, collaboration, trust and reconciliation. Our community lives out the gospel and is active in service of others. The multicultural and multi-faith nature of Australian society including the Good Shepherd School community fosters understandings of diverse cultures.  Good Shepherd Lutheran School promotes the understanding of, and respect for, Aboriginal and Torres Strait Islander people.


Leading effective organisation and management

In Good Shepherd Lutheran School, roles, responsibilities and procedures are clearly articulated so that staff can participate in its smooth and efficient operation. Data and knowledge management methods and technologies are used to ensure that resources (human, physical, technological and financial) are efficiently organised and managed to provide an effective, safe and caring, growth-oriented learning and working environment. Strategic planning ensures the ongoing improvement and sustainability of the school. Best practice is built upon effective collaboration between the governing body, staff, students, families, church and others.


An annual audit of our SIP progress takes place and the latest iteration will be published in July 2019



School council continues to effectively develop and monitor the broad direction and vision for the school.


School council is a committee comprising of chairperson - Matt Schmidt, vice-chair - Ash Schmidt, school council members - Debbie Schubert, Ashley Amaro, Matt Modra, Paul Schulz, Rebecca Crowe, Shawn Zeppel and new member in 2019 Tim Eckert. Council is supported by school /congregation leaders - Principal - David Wilksch, Director of Wellbeing and Education Administration - Bronwyn Holliday, Pastor - Reid Matthias, Director of Business and Finance - Garry Schwartz and Secretary - Pauline Gilroy.  


Council members are parents of the school.  Through professional learning and clear guiding principles, School Council understands that a clear delineation between governance and management enables our school to flourish day to day, whilst also having a responsible and innovative eye on the future.


Council meets 10 times a year, and representatives also sit on a number of sub groups including finance, risk and compliance teams, policy team, staff care team, facilities development team, Connected Schools and Lutheran Education SA, NT & WA committees.

professional engagement

Teacher Qualifications

Good Shepherd Lutheran school has a teaching staff of 16.9 FTE. In addition the leadership team is made up of the Principal, the Director of Business and Finance,  the Director of Wellbeing and Education Administration and the Director of Learning Innovation. 

All teachers at Good Shepherd Lutheran School satisfy the requirements of the Teachers Registration Board for registration. A list of qualifications and the number of teachers holding these qualifications in the school are listed below. As some staff hold more than one qualification, the number of qualifications will be greater than the number of staff.

Masters:  5

Post Graduate Diploma/certificate: 13

Bachelor degree:  22

Diploma: 8

During 2018 2 staff completed the Lutheran Education Australia Staff Accreditation process.


Lutheran Support Officers - Curriculum

Good Shepherd Lutheran School invests more than 155 hours a week directly into classroom support via Lutheran Support Officers who contribute to the academic program in the classroom directly. 20 hours per week is assigned to the important role of school chaplain.

Workforce Composition

In addition to curriculum LSOs there are 5 FTE non-teaching staff involved in administration and maintenance. 

We do not currently employ any Indigenous staff members 

teaching and learning

Teaching and Learning

Good Shepherd is cementing it's innovative pedagogy based on our Learning Principles, Vision and Values. With clear and strong alignment to our vision and values there is a clear focus for future focused growth.


The introduction of the student directed inquiry learning and eventual development of the Aquaponics site has led to creative ways to learn through hands-on, meaningful and rich opportunities. The potential to connect with our community and learning across all curriculum areas is exciting. Sustainability and Science, Technology, Engineering and Mathematics (STEM) are key areas of learning which underpin the project going forward. This project has caught the attention of the wider independent schools education system as we champion 'student agency' (learner voice and choice).


We continue to embed a 'culture of thinking' across our school community.  The foundation of essential skills such as: critical and creative thinking, personal and social capabilities, empathy, ethical and moral capabilities, communication, collaboration, grit and resilience, leadership and entrepreneurial-ism are  essential skills we need to teach. When students have these fundamental skills, and are confident, creative, critical thinking, hard working collaborators, the 'other stuff' comes much easier. Innovation in practice and the use of agile spaces is also central to our pedagogical approach at Good Shepherd. 


At Good Shepherd we seek to add value to the educational experiences of our students and the experience of the wider school community. Value is added by extending upon statutory curriculum requirements imposed on schools, by our ethos, culture and environment, and through the experiences provided by the school. Through our stage structure, innovative learning opportunities are delivered.



In 2018 this included:

Curriculum Related Activities:

  • Operating under at new Learning Support Framework as developed through the Learning Support Policy review.
  • Learning Support Programs for students. This included accessing individual support for students with special needs along with access to a number of other programs. Some of these include Reading Recovery, Multi-lit, Sound Ways, and Rainbow Reading.
  • Programs for Gifted students. Students identified with special needs in this area are generally supported with extension and challenging activities in their classes. Differentiated learning has been a focus with significant support in professional learning and resources offered for teaching staff. Other activities offered to these learners, included Connected Schools Enrichment Days – History, Media Arts, Dance.  
  • Clubs - Chess, Coding Club, Explorers - a program that explores big concepts and looks at them through a biblical perspective.
  • Wellbeing Support LSO staff member employed.
  • Literacy Pro - Lexiles.
  • Scholastic Book Club.
  • Premier’s Reading Challenge.
  • Science Week which included a specialised Science learning focus across all year levels and various Buddy time and in stage team activities.
  • Book Share (a library and literature familiarisation program for Foundation students).
  • Various visiting speakers.
  • Student Involvement in University of NSW Competitions (ICAS): Digital Technologies, Science, Mathematics, Spelling, Writing, English.
  • School Entry Assessments (Reception and Year One).
  • Writing moderation within year levels as developed through the AISSA Cross-Schools Moderation Project (2017).
  • Swimming Program at State Swim.
  • Tri Skills program.
  • Ace Tennis program.
  • AFL football clinics.
  • Year 10 students from Endeavour College coach our students in various skills associated with sports.
  • Senior School Musical Showcase.
  • Providing a regulated and planned weekly timetable for daily playtimes of ‘Creative Play’ based activities in the yard.



During 2018 our students attended a number of excursions and school camps.

  • Stage 4 Camp Experience – passion project: In 2018 we continued the Stage 4 Camp, presenting students with a ‘Personalised Experience’ that tapped into the children’s areas of interest as shared through conversation and survey data. Students nominated their 3 day experience from the following: Fishing trip; World’s End Conservation Camping; My Kitchen Rules cooking; Media Design; Zoos and Walk; Farm life; Artist’s Retreat; Candle and Soap making, Circus and Good Sports.
  • Stage 3 camp Toc H Victor Harbor with an Aquatics focus.
  • Stage 2 Camp-in, Mengkiwodli;
  • Stage 1 pyjama parties.


Excursions included visits to:

  • German Film Festival at Arndale.
  • Endeavour College Drama production.
  • Gorge Wildlife Park.
  • Tea Tree Gully Library.
  • Civic park Playground.
  • National Motor Museum, Birdwood.
  • City Tour – significant places.
  • Morialta Playground.
  • Cleland Wildlife Park.
  • Local Parks Walks.
  • Belair National Park – cubby building with Nature Play SA.
  • Adelaide Zoo.
  • Connected Schools worship years 4-6.


Incursions included various guest speakers as primary sources for inquiry units of learning for all stages:

  • Positive Education Day (SEED Day).
  • Museum of Childhood/Toys.
  • Scientrific Bubble Show.
  • Connected Schools Art Workshop led by Endeavour College students.
  • ACE Tennis.
  • Tri-Skills.
  • Brainstorm Productions.
  • Author visit – Katrina Germein.
  • Code Camp.
  • Forensic Science.
  • Life be In It.
  • Living Eggs (incubated eggs hatching  into chickens).
  • Maranatha Health speaker.
  • AFL clinic.


Co-Curricula Activities:

  • Leadership Training for senior students (led by DW, BH, KS).
  • Mentoring program for Year Six.
  • Chess Competition.
  • Music Night for students learning instruments at school.
  • Various School Sporting Teams including: cricket, netball, basketball and football.
  • Student involvement in a range of SAPSASA teams and Knock Out Competitions.
  • Year 4 – 6 involvement in National Lutheran Schools Week worship service.
  • Senior Music Ensemble.
  • School Garden.
  • Groovy Gardeners Club.
  • Connected Schools Athletics Carnival.


School and Parent Community Links:

  • Before and After School Care.
  • Vacation Care.
  • Easter Chapel.
  • Reception children home visits by Stage 1 teachers.
  • Parent Information Nights for each class at the start of the year.
  • Reading and Writing information sessions.
  • Parent Teacher Interviews/Learning Conversations (end of Term One).
  • Transition visits for Reception students.
  • Class newsletters.
  • Digital platforms for sharing information with parents  e.g. blogs, Seesaw, Google Classroom.
  • “Circus” welcome party for all school families at the start of the year.
  • P&F disco night.
  • Special ‘Back to School Service’ at Good Shepherd church.
  • Morning teas after Chapel.
  • Class Carers program.
  • School assemblies.
  • Volunteer training sessions (for parent helpers).
  • Shed Men group.
  • Mother’s and Father’s day stalls.
  • Reception children receiving a Bible from the Good Shepherd Congregation.
  • Volunteers ‘Thank You’ afternoon tea.
  • ‘Dads and primary age children’ camp weekend (Men’n’Minors).
  • Staff vs Year 6’s netball match.
  • Stage 1’s Teddy Bear’s Picnic.
  • Mum’s and parent dinners.
  • SEED Day professional learning workshops for parents (Positive Education).
  • Grandfriend’s Day.
  • Cybersafety parent evening sessions.
  • Year 3 Digital Rollout Night.
  • Parent viewing of documentary “Most Likely to Succeed” with a feedback session.


Community Outreach:

  • Service project – Australian Lutheran World Service.
  • Service project – Lutheran Community Care (LCC).
  • Service project – LCC food hampers.
  • Service project – Australian Lutheran World Service.
  • Service project – Maranatha Health (Uganda).
  • Service project - Salvation Army.
  • Care packages for the Australian Defence Force serving in the Middle East.
  • Ring Pulls - The Rotary Club of Barossa Valley has been collecting rings pulls from canned drinks for more than 5 years.  In this time we have collected over 15 tonnes of aluminium ring pulls.  The ring pulls are sold to aluminium recyclers and the money raised is used to help provide prosthetic limbs for land mine victims in Cambodia.
  • Clean Up Australia Day for Schools.


Spiritual Dimension:

  • Weekly Chapel services.
  • Daily devotions in class.
  • School Pastor.
  • GSPV church assigned a Young Families Coordinator to work across our combined site.
  • Visits from Youth Team from Good Shepherd Church.
  • Counselling through Pastoral Care Coordinator.
  • Spiritual Leadership workshop for students through LESNW Office.
  • Easter Chapel.
  • SEED Day worship and mindfulness activities.
  • Staff daily devotion and prayer groups.


Special Occasions:

  • Senior School Musical Schowcase.
  • Connected Schools Sports Day – The Endeavour Cup.
  • End of Year Service and Graduation Ceremony.
  • Year Six Graduation Dinner/evening.
  • Final School Assembly.
  • Reception students receiving their Bible from the Good Shepherd congregation.
  • Opening of the STEM Centre “The Ark”.



David Wilksch was the recipient of the “AISSA Noel Volk Excellence Award for his outstanding contribution to the Independent sector.”

Karen Schoff was the recipient of the “AISSA Noel Volk Excellence Award for her outstanding contribution to the Independent sector.”


The Good Shepherd Early Learning Centre/Teaching and Learning:

Investigating, exploring, delving and creating are words to describe the year of growth and learning we as a leadership team have undergone as we developed our business plan, educational brief and initial prospectus.


With a strong alignment to our Vision, Values and Learning Principles our understanding of the early learning framework in a Reggio Amelia inspired centre, creates an exciting future for Good Shepherd. Having a smooth and organic transition from ELC to the junior school will better provide for growth and learning for these students and their families. Connecting an understanding of how children learn best and a commitment to support learning in a 'growth rich' environment will support the nurture and development of the whole child. We look forward to more learning ahead!



staff professional learning

Professional Learning

Dylan William (Institute of Education, University of London) is quoted as saying:

“If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve.”

Professional Learning at Good Shepherd Lutheran School is enacting our vision statement “Active and connected, growing for LIFE.” Teachers as learners impact students outcomes as they inquire, grow and immerse themselves in a world of change and opportunity.


The Australian Professional Standards for teachers, developed by the Government organisation AITSL, make explicit the elements of high quality teaching. Teachers at Good Shepherd record a personal professional learning log, and are accountable to the professional standards for teaching.


The following learning principles underpin learning for all members of our community:

Professional learning at Good Shepherd can be divided into three key areas of:

  • learning that supports the whole school development plan;
  • learning that supports team development e.g. Stage and staff teams; and
  • negotiated learning which supports the individual’s personal growth according to individual interests, past learning and previous feedback.

Learning principles -  Learning teams focussed on one learning principle and set a yearlong goal/growth area and met regularly to give feedback and share their learning in this area. This led to highly focussed growth across each stage learning team.


The whole staff focus learning areas were:

  • Embedding Science Technology Engineering Arts Mathematics
  • Assessment practices including moderation
  • Restorative Practices
  • Good Shepherd as a school which embeds and grows a Culture of Thinking
  • Agile and flexible learning spaces


School Registration – Through the process of Registration, Good Shepherd received outstanding feedback for its alignment of all policy, learning/curriculum and operational practices to its Vision, Values and Learning Principles. The Learning Innovation Team had significant input into refining and redefining learning areas and a future focus.


Cultures of Thinking Harvard University/AISSA project - 2018 marked the completion of a 3 year project for the educational leadership team (Principal, Director of Wellbeing and Education Administration & Director of Learning Innovation) in an exciting partnership between Ron Ritchhart, Principle Investigator for The Culture of Thinking Project, Project Zero, Harvard Graduate School of Education and author of Making Thinking Visible and Creating Cultures of Thinking. Embedding a ‘culture of thinking’ has been inspirational for our teaching team and students. 


An appropriate action research question was developed by our leadership team for our school setting and context:

“What change would we see in student engagement and learning if visible thinking was a priority for our community?”

The action research project has been designed to focus on the types of skills and dispositions and habits that will enable students to be successful both now and into the future.


The Director of Learning Innovation continued to participate in a parallel “Leading Thinking Skills Hub” action research project which gives leaders an opportunity to strengthen their leadership skills as they implement a teaching and learning priority in their school. Through AISSA, support was given to lead a current change initiative that was linked to school priorities, and considered research and sustainability for the change process.


Professional learning of staff is coordinated by the Director of Learning Innovation. In 2018 staff were involved in the following professional learning activities:

Learning that supports the whole school development plan:

Learning that supports team development e.g. Stage and staff teams: 

  • Several of our teachers attended ‘Equip’ Professional Learning days to support them in teaching Christian Studies.
  • Ongoing training in Restorative Practices led by trained staff members.
  • Ongoing training in the integration of Digital Technologies into all learning areas occurred throughout the year.
  • Various Learning Support workshops for the teaching team throughout the year, led by our Learning Support leaders including strategies for teaching students with Dyslexic type behaviours and Spelling.
  • Ongoing professional discussions at team and whole teaching staff level on matters of curriculum: unit evaluation, moderation of student work, inquiry, integrated curriculum, Christian Studies,  and Cultures of Thinking.
  • Moderation and development of quality assessment tasks.   Following the year long project in 2017,  the Learning Innovation Team developed our moderation protocol for English and Mathematics, based on the learning from the project.
  • Karen Schoff invited to attend the Cross Sector work on the ACARA General Capabilities.   At the IDEALab Karen represented SA independent schools to participate in two day-long sessions working with all three education sectors in South Australia to develop a teachers narrative for the General Capabilities. The work comes out of a high-level Steering Group, reporting to the Minister and chaired by Helen O’Brien (formerly Chief Executive , Catholic Education) which focuses on strengthening the General Capabilities in South Australian schools. T
  • STEM Action research project (AISSA)
  • Professional learning discussions and development of curriculum at a Connected Schools level including ICT, Integrated Curriculum, Music, LOTE, Principal meetings, Deputy Meetings, Director of Learning meetings.
  • Valuing Safe Communities training was undertaken by new staff members.
  • A school wide focus on Positive Education and Growth Mindset training for the staff.
  • Australian Curriculum – various training opportunities through the Association of Independent Schools of South Australia (AISSA)
  • Dyslexic Type Behaviours. Led by the Learning Support coordinators with a focus on spelling and phonics.
  • The continuation of the journey to integrate the learning management system EDUMATE. Professional Learning was offered on a ‘as needs basis’. Specific 1:1 learning through 'Edumate champion' teacher Shane Poole in curriculum planning for individual teachers.
  • Learning and Teaching @ GSLS. Understanding the curriculum; Professional learning; reporting; learning spaces. Led by Director of Learning Innovation
  • Cultures of Thinking: Theory; practice; thinking routines; 8 Cultural forces – what is happening now and where to next? Led by the Leadership Team.
  • Year 3 and new upper primary students Digital Rollout Night. Key headings included: Supporting parents and students in learning about the goals for digital learning at Good Shepherd in 2018. This includes:
  1. Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
  2. Responsible use of digital devices at GSLS.
  3. Learning and digital devices
  4. Safety and security of digital devices
  5. Parent responsibilities and partnership with GSLS.
  • For our teacher leaders: AISSA and Harvard University: Cultures of Thinking introductory workshop. In this one-day workshop the eight cultural forces that are the keys to shaping and understanding group culture were identified and explored.  
  • Positive Education: what is it? Unpacking  PERMA led by Principal and teacher leader of Positive Education (Bec Ingham).
  • Christian Studies: Various opportunities led by the Christian Studies lead teacher (Therese Abraham):  clarifying general understanding of what Christian studies is within the classroom and a discussion re assessment and appropriate assessment tasks for students to be completing. Teachers planned with the CS lead teacher.
  • Connected Schools Professional Learning inaugural 2 day Conference – “Be Well Learn Well 2018”. Held on site at Endeavour College, the Learning Leaders planned a 2 day conference for all staff in Connected Schools, culminating in staff worship with Holy Communion and a time of social connection. Champion teachers from our schools, para professionals, AISSA and LESNW staff supported the program leading break-out sessions. The key note speaker was internationally acclaimed Dan Haesler who spoke on ‘Engaging Kids Today’ & ‘Exploring Mindset’.

Learning that supports team development e.g. Stage and staff teams:

  • Classroom teachers met regularly as Stage teams to support one another and to discuss teaching practice specific to their areas.
  • Lutheran Schools Officers (LSOs) were given regular opportunity to attend special training days provided for them through ‘Learning4all’ workshops, engagement in teacher professional learning, and staff led in-house training.
  • Curriculum conversations on a regular basis between new teachers and the Director of Learning.
  • Ongoing professional discussions at team and whole teaching staff level on matters of curriculum: unit evaluation, moderation of student work, inquiry, integrated curriculum, and Christian Studies.
  • Ongoing Digital Technology focus: in professional stage teams, review apps and plan for 2019.
  • Classroom teachers BI/TA invited to lead a breakout session at the Connected Schools 2 days conference on Wellbeing/Mindfulness in the classroom. Their sessions were well attended.
  • STEM Action research project (AISSA) - Technologies as an Australian Curriculum subject, led by Monica Williams, Senior Consultant from the AISSA. A yearlong project completed in 2018, with the AISSA consultant working with our teaching teams to better develop an understanding of the content of the Technologies curriculum. Teachers and teams developed units of work. The project culminated in teachers sharing their learning in a celebration format with their peers.


Negotiated learning which supports the individual’s personal growth according to individual interests, past learning and previous feedback:

  • Key staff attended a series of Curriculum Leadership sessions run by AISSA.
  • Professional Learning Plan (PLP) meetings with the Director of Learning and follow up throughout the year.
  • Planning meetings with the Director of Learning Innovation.
  • As required in support of Professional Learning Plans, teachers Watching Others Work (WOW) within our school setting.
  • The introduction of the Snapshot Observation Tool, focussing on the 8 Cultural Forces, as a way to self-evaluate our own growth and development after they observe a colleague teaching.
  • Principal and Director of Learning Innovation participated at a sector level on various AISSA teams.
  • Director of Learning Innovation  shared and lead professional learning sessions for leadership teams at a sector level through the AISSA.
  • Christian Studies Key teacher participated in ongoing professional learning through Lutheran Education South Australia, Northern Territory, Western Australia (LESNW).
  • Individual teachers given opportunity to share their growth from professional learning opportunities undertaken outside the school.
  • Sharing learning and best practice in flexible learning spaces. How do we best meet the needs of learners in our classrooms? Personal journeys of classroom teachers at Good Shepherd Lutheran School.
  • Beginning Years teacher conference through LESNW.
  • German Teacher’s State Conference (with our languages teacher, Tania Siebert,  presenting and leading a session for attendees.)
  • German Teachers Hub met at GSPV and was led by our languages teacher, Tania Siebert in professional learning. 
  • The Australian Curriculum, Assessment and Reporting Authority (ACARA) invited our German languages teacher, Tania Siebert to be involved in an illustration of best practice on the Australian Curriculum website to be used nationally by German teachers. A huge honor for our Tania recognizing her professional expertise and practice. 
  • The Australian Curriculum, Assessment and Reporting Authority (ACARA) invited our stage 3 and 4 teams to submit assessment and moderation in English and/or mathematics as illustrations of best practice on the Australian Curriculum website to be used nationally by teachers. A huge honor for our teams recognizing their professional expertise and practice. 
  • Director of Learning Innovation /Stage 2 teacher invited to speak at the SA Literacy and Numeracy Conference on Cross School Moderation. The session was attended by leaders and teachers from Catholic Ed, Independent schools and Department of Education sites of learning.
  • Director of Learning Innovation  invited to participate with a AISSA senior consultant in an Australian Institute for Teaching and School Leadership (AITSL) workshop in Melbourne to develop leadership/aspiring leaders tools for the AITSL website to be used nationally. This was attended by senior leaders from  all sectors in every state and territory. 
  • A large staff team attended International leader in inquiry - Kath Murdoch's Inquiry 2 day workshop.


benchmark results


In 2018, all Australian students participated in annual testing of the reading, writing, spelling and numeracy skills at year 3, 5, 7 and 9.

One of the major purposes of the NAPLAN assessment is to give parents and care-givers information about the progress of their children in relation to nationally agreed benchmarks. These benchmarks represent the minimum standard of literacy and numeracy skills expected of students in Australian schools at these year levels. The table below outlines the percentage of students who scored above the benchmark.  Good Shepherd strives to have every child participate in this testing regardless of their individual capacity to achieve.  The testing is included in the program and presented to students as merely another classroom activity, no more or less important than any other.  Stress levels are minimised and an inclusive approach values all children’s efforts regardless of learning needs.  

As Good Shepherd grows in its multi-cultural make-up we relish the opportunity to support students from non-English speaking backgrounds to develop mastery of literacy and numeracy skills.


student attendance

Student Attendance

Foundation         90.58%

Year 1                    93.74%

Year 2                    92.92%

Year 3                    92.90%

Year 4                    92.67%

Year 5                    92.74%

Year 6                    92.94%

Overall                92.58%



School income broken down by funding source

The school receives funding from a number of different sources. The income of Good Shepherd can be summarised as follows:


Commonwealth Government

For recurrent purposes (daily running of the school) 

including per capita funding and special grants.               $3,023,873

For building and capital purchases                                          $0


State Government Funding                                                                  

Includes per capita and special needs funding                    $873,516

For Building and Capital Purchases                                          $116,000


Student Fees                                                                                      $1,466,664

Sundry Income                                                                                  $239,368


2018 Quality Schools Satisfaction Survey


Throughout the year our improvement agenda was data driven, as we continued to respond to the 2016 Quality Schools Project data from students, staff and parents.  We also anticipated and benefited from the 2018 iteration of the QSP.  This provided longitudinal data enabling us to measure success and begin shaping a new School Improvement Plan proposed to be launched in late 2019. 


In addition, community satisfaction measures, were many.


Parent Satisfaction

Feedback from parents occurred through a number of sources, some formal and some informal. Parents were regularly encouraged to express concerns and provide feedback to the school about school related issues.


  • Use of an ‘Exit Survey’ given to families when they leave the school. This survey provides a clear indication of their satisfaction about the school.
  • In a number of less formal ways we also provide opportunities to gauge parent satisfaction through: Learning Conversations, Parent Information Nights, Parents and Friends Association, specific feedback to teachers and class carers.
  • The staff of Good Shepherd also try to maintain an ‘open door’ policy allowing parents to speak about concerns as soon as possible when they arise. Involvement in ‘Restorative Practices’ empowers parents as contributors to the problem solving process and in celebration of goals achieved.
  • In our Newsletter we also encouraged parents to raise concerns or questions about anything that is happening in the school. A school email address is in place, for the specific purpose of receiving comments and suggestions about any aspect of the school.
  • Feedback surveys were launched after a number of community events.


Staff Satisfaction

Staff are provided with a variety of opportunities to provide feedback about the school and to also share in decision making:

  • Consultation Committee. This committee is set up with regular time allocated for staff to provide feedback and raise school related issues that can be considered by management.
  • Staff representation at Leadership Team meetings. If staff have specific issues or concerns these can be raised by representatives at Leadership Team meetings.
  • Conversations with senior management. These are scheduled and provide staff with the opportunity to provide feedback about the school in general and also in relation to their specific role within the staff structure.
  • Stage team review process was launched in 2018
  • Staff meetings also provide opportunity for staff to raise issues and concerns while also evaluating and giving feedback about specific school related issues.
  • Leadership staff are accessible to staff so that they can discuss concerns and provide feedback about school related matters as they arise.

Student Satisfaction

In addition to the ongoing Quality Schools Project goals, indicators of student’s satisfaction were derived from feedback from parents, students meetings, class meetings, class and individual approaches to the Principal regarding school related issues, issues that arise from time to time in counselling sessions with the Pastoral Care Coordinator and teacher observations.


School leaders meet regularly with the School Captains and Vice Captains to discuss issues of general wellbeing within the school student body. These discussions are very useful in helping staff gain a sense of how the senior students feel about the general climate within the school.



I celebrate that our students continue to benefit from a high functioning, highly professional and extremely well-connected community.  I give thanks that gratitude, trust and integrity are characteristics of Good Shepherd Lutheran School.


My passion is to continue to lead our school along its ‘good to great’ journey and I acknowledge that this is a journey without end.  We’re not ‘great’; thinking so would suggest all has been achieved and every relationship and interaction is without fault.  Rather, we must be humble, acknowledge our vulnerabilities and continue to be active and connected as together we grow for LIFE. 



Getting Curious About CURIOSITY ELC
2019 SIP Audit.pdf