The construction of the Shanahan Learning Centre was a major disruption to all teaching and support staff, students and neighbours. I am pleased to report that all those affected “soldiered on” with no significant complaints for the inconvenience. At this point I would like to particularly acknowledge and thank Wendy Weir and Craig Friend for their commitment.
2014 has been an exciting and challenging time for the leaders of the College. Apart from the normal rudiments and busy schedule of offerings on the College Calendar, we have undergone a full and rigorous Board of Studies Inspection at both campuses and have erected a magnificent resource called the Shanahan Learning Centre.
I consider it a tremendous personal honour to lead the community at St Edward’s. In this, our 60th year of operation, it is exciting to be ‘the boss’ at Christian Brothers East Gosford. But I recognise that leadership of the College is both distributed and shared. It is assumed by all the staff, parents and the students.
The past year has seen the College continue in the consolidation of both its academic achievements and sporting attainments. One can only be in awe of the efforts of all the staff and the students in considering the results attained year on year which continues to improve.
This year has been one of deep reflection and consideration for the College Board. The membership of the Board did not change greatly but for the resignation of Scott Conners, a leader of the future. His contribution to discussion, debate and ideas was of significance. He will be difficult to replace and I thank him for his contribution during the year past.
2010 has been a year of significant change both at senior executive level and on the Board of the College. At the commencement of Term 1 we welcomed Dr Michael Slattery, newly appointed College Principal, who succeeded the retiring Br Peter Hester. At the conclusion of Term 2, Michael Walsh, long serving Deputy Principal, departed for long service leave prior to commencing retirement.
In 2009 the following priorities were successfully implemented: Priorities flowing from the Strategic Plan, continuing the implementation of Restorative Justice practices with students and the development of a College Master Plan for facilities.
In 2008 the following priorities were successfully implemented: Priorities flowing from the Strategic Plan, preparation for registration and accreditation by the Board of Studies was commenced, continuing the implementation of Restorative Justice practices with students, development of a College Master Plan for facilities and teaching strategies to improve the literacy skills of our students.
The school priorities for St. Edward’s College in 2007 were based around improving the relationships between the boys and staff by educating staff, boys and parents in the Restorative Justice approach to managing behaviour. Towards the end of 2007 the priorities for 2008 were endorsed. They included the implementation of the strategic plan for the College.
Enrolments at the The Haven Education Centre stabilised at 12 with four teachers, a teachers’ aide and a number of volunteers on the staff. An application for tax-deductible status was successful and further fund raising initiatives resulted in the Haven acquiring a sounder financial footing for 2007. A significant amount of time was invested in the development of a strategic plan for the 2007–09.
During 2005 The Haven Education Centre was in its second year of operation. One of the priorities for the College was to continue its support for the students and teachers at the Centre. The school priorities for St. Edward’s College in 2005 were based around improving the approach to teaching in the classroom in order to more effectively engage the boys in learning.
One of the major priorities for 2004 was the establishment of The Haven Education Centre as an annexe of the College. This involved the hiring of staff, enrolment of students and seeking to establish the Centre on a sound financial footing. Another College priority was based around improving the approach to teaching in the classroom in order to more effectively engage the boys in learning.