We are very excited and proud to announce that Bill Panas has been appointed Principal of The Lakes South Morang College.
Bill has been a key driver of the College vision for many years, and we look forward to him guiding our College community into the future.

THE VISION HAS BEGUN!​

​Initiatives implemented in the role of Acting School Principal @ The Lakes South Morang College in 2022

​In 2022, with the support of the leadership team, I introduced a clear narrative for change underpinned by open and transparent communication.

This became evident to the our students and the college community through regular Principal Newsletters (written and video) to families, presentations at college assemblies and key events including information nights, transition meetings and special ceremonies like the Awards Night, in School Council organisation of meetings, Agendas and formal Principal Reports, through formal accountability reporting such as the Annual Report, School Performance Report and Census.
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Staff received weekly Principal in depth emails throughout the year covering all facets of school operations and the consultative committee was successfully used as the vehicle to address industrial matters and issues pertaining to employment. Feedback was always carefully prepared and researched, on time and accurate. The changes I implemented to Workforce Planning were extremely well received by staff who have appreciated and heavily endorse our commitment to achieve the best possible outcomes for student resourcing and programs.
I believe I have made an immediate impact with the improvement agenda that introduced focusing on academic rigour, high expectation, school pride and a positive climate for change in our community. 

ACADEMIC RIGOUR

• That every student makes 12 months growth annually. That their development is tracked and that resources are made available to support their individual learning. Eg: TLI and MYLNS, extra ES support staff and identify students that can move from the medium NAPLAN bands to the high levels.
• Leadership opportunities and collaborations with formal training, SRC, Peer Support, feedback groups, community liaison and work experience , further studies through VET and Polytechnic, Local Council, Future careers forums, excursions and camps.
• Teachers attestation to include goals that will coincide with the development of student rigour at school. The provision of further resources to support student learning growth, opportunities to collaborate and discover best practice and to extend and provide psychological safety.
• Home Group teachers to revert as Learner Coaches so that the pivotal focus is on learner agency and specifically individual leaning growth in accordance to student data, interest and engagement.

HIGH EXPECTATIONS

Dividing my time equally between the primary and secondary campus to lead and support the needs of each campus. To effectively lead I have had to:

1. separate the performance data and identify the challenges for each campus.
2. resource funding specific to the targets set in the AIP for each campus and as indicated in the Student Resource Package (SRP).
3. develop separate meeting schedules for each campus to address respective needs, goals and targets
4. realign leadership structures to reflect DET FISO 2.0 goals and targets specific to the campus.

This has worked to address numerous individual campus challenges as evidenced in the School Review. The performance data clearly indicates that each campus is at a different point of their development and there are reasons that are attributed for this current situation:
The development of individual student IELPs and pathway plans based on summative and formative data, ATTS outcomes and POS / SOS responses.

SC as the leading voice of the community. Advocating School Pride, a positive climate for change and upholding protocols that set the standard of high expectation of behaviour and process.
Official reporting processes provided to all staff with details on school performance – Census including enrolment data, AIP, Annual Report, NAPLAN, VCE/VCAL, ATTS, SOS, POS and School Review.

PLCs to implement college priorities of learner agency and numeracy growth in a systemic fashion.
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Wellbeing and engagement initiatives under the SWPBS and the positive Model umbrella introduces successfully by an invested college community that owns and drives the program.

SCHOOL PRIDE

• Updated school facilities: painting, fences and gates, shade sails, lockers, dedicated year 7 pod and play areas, shade sails, vape detectors on secondary campus, improved uniform garments.
• Outdoor seating, updated Principal Newsletter software and format, Updated Aspire, social media ramp up with Instagram and facebook, reimaged Sentral format and college boards installed in the General Offices of both campuses.
• Highlight student and staff achievement more prominently including Year 6 and year 12 college dux.
• Leadership position – Amplify that drives student growth and addresses the professional learning needs of all learners in our college.
• Retaining experienced and excellent staff because they are committed to our goals, believe in our students and want to make a difference to their education.
• Transition initiatives to demonstrate the changing nature and learning pedagogy, the high quality of our work, the high level of staff and student collaboration, student achievement and school facilities across the domain areas.

POSITIVE CLIMATE FOR CHANGE IN OUR COMMUNITY

• Awards Night reverts an evening offsite event to reflect changing attitude of our family demographic. The decision for the change is part of the changing college narrative to strengthen college values, celebrate student success and academic rigour and builds community connections with business, prominent community members and long-standing college partners participating as award presenters and guests of honour in a setting that auspices this important event in our college.
• School Council lead with “Hot Topics” carefully selected for discussion after canvassing our community needs and issues.
• Senior School has successfully completed its inaugural year. Over 98% VCE graduates have a uni placement of choice. Our VCAL graduates have achieved employment or placement at a tertiary of further education setting.
• 2022 Workforce Planning devised to increase collaboration and communications with staff to a high level so that the organisation is sleek in design and decision making is consultative, inclusive and timely.
• Wellbeing Tiered Model developed to provide a consistent and sustained response to Tier 1, 2 and 3 cases across the college and linked into the distribution of the mental Health Fund resource.
• The development of the CELS South Morang campus to compliment our education precinct alongside Merriang SDS and stimulate community participation in our college and students. It is anticipated that the facility will be built and opened in term 3 and will support our need for exposure, enrolments, improved facilities and highlight us a a prominent educational precinct in The Mill Park Lakes area.

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As the Acting Principal, I took on the role as the organiser of the important School Review with enthusiasm. I believed that the outcomes from this detailed and consuming process would form a wonderful springboard for the future plans of the college. I was able to engage a large component of our school community-students, parents/carers, teachers and administrative staff, principals from other schools as challenge partners, and educational leaders from the region to provide honest, relevant and effective feedback.

My professional approach, extensive knowledge of DET processes and policy, ability to bring a community together to address a common purpose and meticulous level of organisation was evident through this process.

I believe the work that I started on the 5-point school improvement agenda was affirmed in the outcome of the School Review. As a result, my application for the role of the College Principal is
on the following:
1. Strong levels of Transformational and Inclusive Leadership
2. Individual learner growth and agency with high expectation

• IELPs and Pathway Plans supported by the role of PLCs
• Learning Coaches to replace HG teachers
• Continuous Reporting & Assessment

3. Optimise Student Wellbeing initiatives specific to needs
4. Develop strong community partnerships and school pride
5. Embed a P-12 positive culture for learning so that learning and transition is seamless and complimentary.
 

Key Outcomes to look forward to:
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1. Students owning their learning and understanding their learning needs supported by quality contemporary resources (staff, facilities and programs) and opportunity for many exponential and leadership experiences in a safe and dynamic environment.
   
   
2. Experienced Learning Coaches who know their student’s learning data and set challenging but achievable goals at all times, focusing on an evidence-based learning pedagogy that is consistent in practice, robust and engaging.
   
   
3. Transformational and transparent leadership that is intent on high levels of informative and accurate communication with all stakeholders who know and are intent on taking the whole college community on a successful learning journey as a school of choice.
   
   
4. Development of strong community connections with local providers, community groups and alumnis supporting school programs, fundraising opportunities and college events that build school pride and a positive culture.