Get to know our school staff. We're all here to help.
A link to the DPS class formation and teacher allocation policy can be found here.
Our professional, university-educated teachers encourage students to develop a love of learning and a desire to succeed. They maintain the highest integrity and concern for your child’s wellbeing.
The principal is responsible for the educational leadership and management of our school. If you would like to speak to the principal, please contact us to make an appointment.
Our school administrative staff can answer inquiries or direct you to the appropriate staff member for help.
2025 Staff
Leadership Team
- Principal: Leslie (Lee) Shipley
- Assistant Principal Curriculum & Instruction Leader: Lynda Zalaf
- Curriculum Reform Instructional Leader: Claire Green (Mon-Wed)
- Assistant Principal Early Stage 1: Lynda Zalaf
- Assistant Principal Stage 1 (1-2): Renata Zadro
- Assistant Principal Stage 2 (3-4): Belinda Chan
- Assistant Principal Stage 3 (5-6): Nicholas Littlejohn
- Leader Student Wellbeing: Chau Luu
Assistant Principals (AP's) have a teaching load but also lead stage teams of students and teachers. Due to the extra workload, AP's are entitled to additional RFF time (off class) as part of the QTSS program (Quality Teaching Successful Students) which is funded by the Department of Education. This QTSS time is used to improve the teaching quality of teachers within their team as well as administration tasks and additional professional learning.
The APC&I leader position is an off-class position.
Classroom Teachers
- K Warin: Josh Jones
- K Bubuk: Andrea Haworth
- Stage 1 Wirriga: Anna Saviour
- Stage 1 Bunduluk: Jane Upton (Mon-Tues) & Connie Sheaves (Wed-Fri)
- Stage 1 Malya: Renata Zadro
- Stage 2 Dingu: Desiree Coppini
- Stage 2 Barruwaluri: Emma Barnett
- Stage 2 Wilbung: Josh Raven
- 4/5 Gudugulung: Belinda Chan
- Stage 3 Mariong: Kathy Keegan
- Stage 3 Wallu-mil: Nicholas Littlejohn
- Stage 3 Guruwin: Jason Dean
Support & Specialist
- Chau Luu - Learning & Support Specialist
- Jane Upton (Wed) QTSS release Stage 1 Malya
- Amber Taouk (Mon-Wed) Science
- Anshree Singh (Tues) QTSS release Stage 3 Wallu-mil and (Wed) QTSS release 4/5 Gudugulung
Library
- Trudie Bohan (Mon-Th)
- Sieun Lee (SAO - Library admin Mon & Fri)
English as an Additional Language or Dialect (EAL/D)
- Jennifer Benco
Student Learning Support Officers (SLSO)
- Samantha Besgrove (Mon-Wed)
School Administration Manager
- Melise Piccolo
School Administration Officer
- Tracey Haddock
- Carmel Impala (Mon - Thurs)
School Psychologist
- Tony Wai - Tuesday (odd weeks) and Tuesday & Thursday (even weeks)
General Assistant
- David Stopps (Mon, Tues & Thurs)
Class Organisation for 2025 - ‘STAGES NOT AGES’
Historically, classes at Dundas Public School have been mostly single grade, with ‘composite’ classes containing two grade levels formed to address the problem of uneven grade enrolments.
For 2025, we have made a philosophical decision to form stage-based ‘multi-age’ classes in Stages 1-3 (Years 1-6). The aim is the social and academic benefit of our students.
We will form three Stage 1 classes, three Stage 2 classes, a 4/5 multi-age class, and three Stage 3 classes. Kindergarten classes will remain just Kindergarten classes for 2025.
In K-6 schools, classes are organised in a variety of ways. Stage Based/Multi-aged classes are one type that may be used within schools as part of the class planning for a school year. Stage Based/Mutli-aged classes are commonly found in all schools, yet this structure can be quite different to a parent’s expectation for class structures because of their own experience of schooling.
The key to understanding staged-based classes is realising that growth is determined in stages and not by ages.
The syllabus documents (by which we teach) are in stages (and have been for over 20 years). Unfortunately publishing companies print their workbooks in ‘years’, which gives the community a false impression of teaching.
The curriculum is based on stages of learning from Kinder to Year 10. Each stage builds on the next stage. Curriculum content is organised around key concepts and skills.
Students revisit the same concepts every year, but it is expected that over time, students will develop deeper understandings and greater proficiency and competence in applying the skills and processes.
For example, students in Stage 2 (Years 3 & 4) focus on the same concepts in history. Students in Stage 2 also focus on the same skills in history. Students in Year 3 are simply at the beginning of the stage and Year 4 students are working towards the end of a stage. Students have two years to demonstrate achievement of the stage standards.
Dundas PS is already teaching curriculum in stages. Dundas PS delivers curriculum in Early Stage 1 (Kindy), Stage 1 (Years 1 & 2), Stage 2 (Years 3 & 4) and Stage 3 (Years 5 & 6), and each stage curriculum is organised across a 2-year period, Year A and Year B.
For example, in Stage 2, classes currently in Year 3 and Year 4 are already being taught the same Stage 2 units of learning. Students participate in stage assessments, stage expos, stage excursions etc.
A benefit of this structure includes being able to spread students more effectively between classes. It is always a challenge to separate students from others due to the small number of classes in a grade. Having more classes across a stage ensures that students that need to be separated from each other can be, resulting in more settled classrooms, focused on learning rather than behaviour management.
Another benefit of the ‘Stages not ages’ approach is that no ‘one’ group is seen to be disadvantaged – all classes in each stage will be given the same opportunities, expectations and strategies.
It makes sense to group children who are going through the similar stage so they can relate, help and experience together. Even within the same class, children will be at different levels. Teachers recognise this and usually extend the work of those who learn more quickly and give more attention to those who don’t. The class then becomes outcome based rather than competition based.
Multi-age grouping creates an environment at school like that of home, resulting in greater continuity, thereby easing the transition to the school environment.
Multi-age grouping reflects the social environment of the work force, which is made up of all different ages.
How will being placed in a multi-age class impact my child?
Research shows there is no discernible difference between composite and 'straight' year group classes in terms of academic performance because in theory, every class is a composite class.
Research has shown that students benefit from class structures that focus on these factors. The NSW DET published the report Multi-Age Classes in NSW (1997, p.23). This report found that these classes, based on educational principles, do not disadvantage students academically and may benefit them socially and emotionally.
A study by Professor John Hattie (2003), which brought together the research from over 50,000 studies about what makes the biggest difference in enhancing student achievement, showed that composite or multi-age classes do not have any disadvantage for a child. If anything, they can have a positive effect when compared with other class structures.
What makes the biggest difference for students, instead, is the quality of the teacher, the nature of the school, its teaching and learning programs and the professional learning undertaken by its teachers.
Some other research:
CESE http://www.evidenceforlearning.org.au/toolkit/setting-or-streaming/ Department of Education
https://education.nsw.gov.au/media/cese/Multi-age-or-composite-classes2010-to-2016.pdf