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Boarding House staff celebrate National Boarders Week.
Boarding House staff celebrate National Boarders Week.
The 'Glue' of the Boarding House
Our Boarding House community is often referred to as a 'family', and an essential part of that is its staff.
Year 11 student Alice says, "the staff are a big part of the boarding community. The staff are the glue to the Boarding House community; without them, it wouldn't be the same."
"They organise so much for us behind the scenes and are always there for us."
The Boarding House has 22 staff, including residential boarding supervisors ('Resis'), boarding supervisors, tutors, the Director of Boarding Amanda Haggie and Assistant Directors Kerry Bacon and, now acting, Alex Baulch.
The dynamic team has a broad range of experience in education and adolescent health. They are typically post-graduate university students, best equipped to assist boarders to transition successfully to MGGS and boarding. The residential staff know each student in their complexity and provide an environment that enables them to thrive academically and personally. Boarders are supported daily within a trust-based setting. Residential staff also tutor in various subject areas, and external tutors are also available for subjects such as Maths, Science and Languages.
Year 11 student Alice says, "the staff are a big part of the boarding community. The staff are the glue to the Boarding House community; without them, it wouldn't be the same."
"They organise so much for us behind the scenes and are always there for us."
The Boarding House has 22 staff, including residential boarding supervisors ('Resis'), boarding supervisors, tutors, the Director of Boarding Amanda Haggie and Assistant Directors Kerry Bacon and, now acting, Alex Baulch.
The dynamic team has a broad range of experience in education and adolescent health. They are typically post-graduate university students, best equipped to assist boarders to transition successfully to MGGS and boarding. The residential staff know each student in their complexity and provide an environment that enables them to thrive academically and personally. Boarders are supported daily within a trust-based setting. Residential staff also tutor in various subject areas, and external tutors are also available for subjects such as Maths, Science and Languages.
Year 11 student Alice says, "the staff are a big part of the boarding community. The staff are the glue to the Boarding House community; without them, it wouldn't be the same."
"They organise so much for us behind the scenes and are always there for us."
The Boarding House has 22 staff, including residential boarding supervisors ('Resis'), boarding supervisors, tutors, the Director of Boarding Amanda Haggie and Assistant Directors Kerry Bacon and, now acting, Alex Baulch.
The dynamic team has a broad range of experience in education and adolescent health. They are typically post-graduate university students, best equipped to assist boarders to transition successfully to MGGS and boarding. The residential staff know each student in their complexity and provide an environment that enables them to thrive academically and personally. Boarders are supported daily within a trust-based setting. Residential staff also tutor in various subject areas, and external tutors are also available for subjects such as Maths, Science and Languages.
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Alice B (right) with fellow boarders Charlotte (middle) and Arabella (left).
Alice B (right) with fellow boarders Charlotte (middle) and Arabella (left).
Boarding House staff member Kirsten Pannekoek (right) with boarders Claudia, Sarah and Addie.
Alice, an international student from the UK, says the Boarding House community "has always felt like a second home for me".
"The staff and students have provided a welcoming community for everyone," she said.
"The Boarding House makes me feel safe and happy. With the Boarding House acting like a second home for me, I always feel comfortable and like I am part of one big family who supports and comforts one another."
Alice, who joined the School in 2022, said her relationship with the staff was "amazing".
"Right from the beginning, the staff were welcoming and made sure everyone had settled in," she said.
"They continue to check in and make themselves available at any time of the day if we need to talk to them or need help with something. Having a good relationship with the staff in the Boarding House is one of the most important things."
"They are the people we need to feel comfortable going to when we need help, encouragement or just a general chat. Having a good relationship makes it easier to talk to them and seek help when we need it."
Alex Baulch has been a member of the Boarding House staff for four years in roles including Assistant Director of Boarding while Kerry is on Parental Leave, residential staff member and Boarding House Co-ordinator. She supports students both overnight and during the school day, organises Boarding House activities, weekly events and notices, completes room checks, supports students with pastoral issues and works on-call overnight.
What she enjoys most about the boarding community is its members' warmth and welcoming nature.
"It extends far beyond just the residents in the Boarding House and immediate staff members, to include their families, local supports, day school staff and dining hall staff," she says.
"What is equally rewarding is knowing that the boarders find the same degree of belonging to this Melbourne Girls Grammar 'family' and can call the Boarding House home with the same amount of pride as I do."
Alice, an international student from the UK, says the Boarding House community "has always felt like a second home for me".
"The staff and students have provided a welcoming community for everyone," she said.
"The Boarding House makes me feel safe and happy. With the Boarding House acting like a second home for me, I always feel comfortable and like I am part of one big family who supports and comforts one another."
Alice, who joined the School in 2022, said her relationship with the staff was "amazing".
"Right from the beginning, the staff were welcoming and made sure everyone had settled in," she said.
"They continue to check in and make themselves available at any time of the day if we need to talk to them or need help with something. Having a good relationship with the staff in the Boarding House is one of the most important things."
"They are the people we need to feel comfortable going to when we need help, encouragement or just a general chat. Having a good relationship makes it easier to talk to them and seek help when we need it."
Alex Baulch has been a member of the Boarding House staff for four years in roles including Assistant Director of Boarding while Kerry is on Parental Leave, residential staff member and Boarding House Co-ordinator. She supports students both overnight and during the school day, organises Boarding House activities, weekly events and notices, completes room checks, supports students with pastoral issues and works on-call overnight.
What she enjoys most about the boarding community is its members' warmth and welcoming nature.
"It extends far beyond just the residents in the Boarding House and immediate staff members, to include their families, local supports, day school staff and dining hall staff," she says.
"What is equally rewarding is knowing that the boarders find the same degree of belonging to this Melbourne Girls Grammar 'family' and can call the Boarding House home with the same amount of pride as I do."
Alice, an international student from the UK, says the Boarding House community "has always felt like a second home for me".
"The staff and students have provided a welcoming community for everyone," she said.
"The Boarding House makes me feel safe and happy. With the Boarding House acting like a second home for me, I always feel comfortable and like I am part of one big family who supports and comforts one another."
Alice, who joined the School in 2022, said her relationship with the staff was "amazing".
"Right from the beginning, the staff were welcoming and made sure everyone had settled in," she said.
"They continue to check in and make themselves available at any time of the day if we need to talk to them or need help with something. Having a good relationship with the staff in the Boarding House is one of the most important things."
"They are the people we need to feel comfortable going to when we need help, encouragement or just a general chat. Having a good relationship makes it easier to talk to them and seek help when we need it."
Alex Baulch has been a member of the Boarding House staff for four years in roles including Assistant Director of Boarding while Kerry is on Parental Leave, residential staff member and Boarding House Co-ordinator. She supports students both overnight and during the school day, organises Boarding House activities, weekly events and notices, completes room checks, supports students with pastoral issues and works on-call overnight.
What she enjoys most about the boarding community is its members' warmth and welcoming nature.
"It extends far beyond just the residents in the Boarding House and immediate staff members, to include their families, local supports, day school staff and dining hall staff," she says.
"What is equally rewarding is knowing that the boarders find the same degree of belonging to this Melbourne Girls Grammar 'family' and can call the Boarding House home with the same amount of pride as I do."
Boarding House staff and residents take a selfie before an excursion.
Boarding House staff and residents take a selfie before an excursion.
Boarders pose for a photo before an ice skating activity.
Year 11 Boarding House students at the Boarders Family BBQ.
Alex Baulch with boarders at the Boarders Family BBQ.
Alex says the values fostered and enhanced by strong leadership within the Boarding House and adhering to the wider values of MGGS – compassion, integrity, courage and self-discipline – are key to creating a strong boarding community.
"This has a flow-on effect to the staff we have in the Boarding House, who are enthusiastic, inclusive and enjoy spending time with students," she said.
"Furthermore, the strength of this community is grounded in the high priority placed on student voice and feedback."
She added the relationship between the Boarding House staff is strong, and they are supportive of each other and value communication and compassion when working with one another.
"As a residential supervisor, working in the same team every night not only provides stability for staff but also consistency for students," she said.
"This allows for a special connection and further adds to the sense of community that the Boarding House has."
Alex says recognising that the Boarding House's students come from diverse backgrounds and celebrating this as a community helps foster inclusivity, connectedness and cohesiveness. She adds the staff are open-minded and are always learning about the students, helping to forge the connections that bring the community together.
Once a boarder’s time concludes at MGGS, Alex says the Boarding House staff have an open-door policy for its Old Grammarians and welcome their return visits.
Alana Sattler says the culture of the Boarding House is why she has remained a member of its staff for seven years as a Residential Boarding House Supervisor, casual Boarding House Supervisor and tutor.
"The staff at MGGS in the Boarding House are all phenomenal. Part of the reason I have remained so long in the role has been because the culture and support are exemplary," she said.
"Everyone is incredibly kind, encouraging, approachable, accomplished, and bring something unique to the House."
"Considering the often-odd hours, close-working relationships with students and emotional element of the role, it's incredibly vital to have a trusting and positive working relationship with your colleagues."
"It's important for the students to have consistency and to see model working relationships in practice."
Alex says the values fostered and enhanced by strong leadership within the Boarding House and adhering to the wider values of MGGS – compassion, integrity, courage and self-discipline – are key to creating a strong boarding community.
"This has a flow-on effect to the staff we have in the Boarding House, who are enthusiastic, inclusive and enjoy spending time with students," she said.
"Furthermore, the strength of this community is grounded in the high priority placed on student voice and feedback."
She added the relationship between the Boarding House staff is strong, and they are supportive of each other and value communication and compassion when working with one another.
"As a residential supervisor, working in the same team every night not only provides stability for staff but also consistency for students," she said.
"This allows for a special connection and further adds to the sense of community that the Boarding House has."
Alex says recognising that the Boarding House's students come from diverse backgrounds and celebrating this as a community helps foster inclusivity, connectedness and cohesiveness. She adds the staff are open-minded and are always learning about the students, helping to forge the connections that bring the community together.
Once a boarder’s time concludes at MGGS, Alex says the Boarding House staff have an open-door policy for its Old Grammarians and welcome their return visits.
Alana Sattler says the culture of the Boarding House is why she has remained a member of its staff for seven years as a Residential Boarding House Supervisor, casual Boarding House Supervisor and tutor.
"The staff at MGGS in the Boarding House are all phenomenal. Part of the reason I have remained so long in the role has been because the culture and support are exemplary," she said.
"Everyone is incredibly kind, encouraging, approachable, accomplished, and bring something unique to the House."
"Considering the often-odd hours, close-working relationships with students and emotional element of the role, it's incredibly vital to have a trusting and positive working relationship with your colleagues."
"It's important for the students to have consistency and to see model working relationships in practice."
Alex says the values fostered and enhanced by strong leadership within the Boarding House and adhering to the wider values of MGGS – compassion, integrity, courage and self-discipline – are key to creating a strong boarding community.
"This has a flow-on effect to the staff we have in the Boarding House, who are enthusiastic, inclusive and enjoy spending time with students," she said.
"Furthermore, the strength of this community is grounded in the high priority placed on student voice and feedback."
She added the relationship between the Boarding House staff is strong, and they are supportive of each other and value communication and compassion when working with one another.
"As a residential supervisor, working in the same team every night not only provides stability for staff but also consistency for students," she said.
"This allows for a special connection and further adds to the sense of community that the Boarding House has."
Alex says recognising that the Boarding House's students come from diverse backgrounds and celebrating this as a community helps foster inclusivity, connectedness and cohesiveness. She adds the staff are open-minded and are always learning about the students, helping to forge the connections that bring the community together.
Once a boarder’s time concludes at MGGS, Alex says the Boarding House staff have an open-door policy for its Old Grammarians and welcome their return visits.
Alana Sattler says the culture of the Boarding House is why she has remained a member of its staff for seven years as a Residential Boarding House Supervisor, casual Boarding House Supervisor and tutor.
"The staff at MGGS in the Boarding House are all phenomenal. Part of the reason I have remained so long in the role has been because the culture and support are exemplary," she said.
"Everyone is incredibly kind, encouraging, approachable, accomplished, and bring something unique to the House."
"Considering the often-odd hours, close-working relationships with students and emotional element of the role, it's incredibly vital to have a trusting and positive working relationship with your colleagues."
"It's important for the students to have consistency and to see model working relationships in practice."
Alana says it is a challenge each year to get to know the new boarders but being present and active, finding common interests and assisting them even with mundane tasks helps her create connections. She adds the ability to compromise, communicate and have compassion are also key to maintaining the strong Boarding House community.
"I find it important to be authentic with students and genuinely take an interest in them as individuals is a key ingredient in connecting – even when you're not up with all the latest trends," she says.
"Having been around for a while, I am quite fortunate to have a rapport with several students. It's fantastic to be able to come in whenever I work and have students give me updates on their lives or be excited to tell me about an academic achievement we have been working on."
"Students get exposure and access to the rich life experiences of our staff in a unique way which I think assists to create a varied and informative experience for them as well."
Alana said the environment created for the staff and the boarders contributes strongly to the Boarding House's community.
"It can be a daunting experience for parents to entrust their children to our care so, for them as well, it's important that staff foster a caring environment which includes looking after each other," she said.
"It's also crucial to feel supported by management and knowing the leadership team in the Boarding House (Amanda, Kerry and Alex) are wholeheartedly behind the staff.
"Their ability to balance the needs of staff with the best interests of the students is commendable. Not only is there a sense of pride in being an MGGS boarder but also in being an MGGS staff member, which contributes to a strong boarding staff community."
Alana says it is a challenge each year to get to know the new boarders but being present and active, finding common interests and assisting them even with mundane tasks helps her create connections. She adds the ability to compromise, communicate and have compassion are also key to maintaining the strong Boarding House community.
"I find it important to be authentic with students and genuinely take an interest in them as individuals is a key ingredient in connecting – even when you're not up with all the latest trends," she says.
"Having been around for a while, I am quite fortunate to have a rapport with several students. It's fantastic to be able to come in whenever I work and have students give me updates on their lives or be excited to tell me about an academic achievement we have been working on."
"Students get exposure and access to the rich life experiences of our staff in a unique way which I think assists to create a varied and informative experience for them as well."
Alana said the environment created for the staff and the boarders contributes strongly to the Boarding House's community.
"It can be a daunting experience for parents to entrust their children to our care so, for them as well, it's important that staff foster a caring environment which includes looking after each other," she said.
"It's also crucial to feel supported by management and knowing the leadership team in the Boarding House (Amanda, Kerry and Alex) are wholeheartedly behind the staff.
"Their ability to balance the needs of staff with the best interests of the students is commendable. Not only is there a sense of pride in being an MGGS boarder but also in being an MGGS staff member, which contributes to a strong boarding staff community."