The Pilgrimage visited several significant sites related to the story of the Sisters. At Constitution Dock, we heard the stories of the women who were unloaded from the prison ships after many long months at sea, only to have their children taken from them and placed into overcrowded and disease ridden orphanages. Most never saw their children again. At the Cascades Female Factory, we learned about the deplorable conditions that the female convicts faced in cramped, overcrowded and filthy lodgings. I was particularly moved as I thought of my own five times Great Grandmother, Jean McDougall, who was a convict at Cascades, and who arrived in Hobart the same year that the Sisters did. Stopping at the site of the old Queen’s Asylum for Children, we learned the sad fate of many of the children who accompanied their mothers on the prison ships, and were stolen away on the docks. The deplorable conditions and food shortage meant that there was a 10% mortality rate for children housed here. The Sisters, so appalled by the maltreatment of these children, established their own orphanage and sought to transfer as many as they could take.

High on the hill, beneath the shade of Huon pines, and overlooking the rugged coastline, we visited the grave of Mother John Cahill, Mother de Sales O’Brien and Mother Xavier Williams, three of the five original sisters who came to Australia. They rest peacefully together, and the legacy they left behind is written into the streets of Hobart.

I was deeply moved by the courage and enterprise of the Sisters, and those who followed in their footsteps. They advocated for the women and children of the colony. In a place where hope had been utterly dismantled by bureaucracy, they sought to bring dignity, compassion and love.

MSM marked Close the Gap Day on Friday 17 March. Our Social Justice Council organised an awareness-raising campaign for the day, putting up handmade posters around the College and producing a video and prayer for use in Homerooms. Our students were greeted at the College gates by members of the Social Justice Council, who provided hair ribbons in the colours of the Aboriginal flag. Thank you to our wonderful SJC for their excellent work on this important awareness raising campaign.

In 2023, we are launching a new initiative to provide each House with a special day of celebration. We hope to promote House Spirit and provide students with an opportunity to organise a fundraiser for Project Wakitikimi.

On Monday, we celebrated all things green with a special Irish-themed Spirit day for Aikenhead House. Our Aikenhead students raised funds for our major school project with a green-themed bake sale, lolly guess and leprechaun lob-a-choc stall. At lunchtime, Aikenhead house enjoyed a house cake and some Irish fun, including a green egg and spoon race and potato bowling! Thanks to our wonderful Aikenhead Captain Charlotte for her work on this special House Day, and to all of our wonderful Aikenhead students for displaying such magnificent house pride!

The implementation plan for achieving this goal is emerging and will be a process with a series of incremental steps across a number of years. With any adjustment to practices, however positive, it is essential to work at a pace that ensures the willingness, ability, and appropriate resources for success. It is important to note that many of the adjustments pertain to introducing a shared understanding and language of practice already undertaken at the College. To this end we are consolidating a Positive Behaviour Strategy, complemented by Restorative Practices. The tenets of Positive Psychology, already established in our curriculum have a shared foundation with both Positive Behaviour and Restorative Practices. For your information, below is an overview of how this looks in the school context.

A Positive Behaviour Strategy enables the College to ensure a safe, respectful, and productive learning environment by establishing a positive school climate where students and adults have strong, positive relationships and students understand what is expected of them as Mt St Michael’s learners. PBS provides a tangible way of working to nurture students by providing them with positive behavioural supports and meaningful opportunities for improving social and emotional skills, such as recognising and managing emotions, developing caring and concern for others, making responsible decisions, establishing positive relationships and handling challenging situations in a constructive way. At Mt St Michael’s College, our Principal, leadership team and staff members work together to establish and maintain a positive school climate. All adults aim to communicate, teach, and model the positive behaviours they expect students to exhibit in the classroom and in other parts of the school throughout the day. At MSM we set expectations and teach our students how to meet them, regularly reinforcing appropriate behaviours, which is why we see few incidents of inappropriate behaviour and are able to focus on teaching and learning. By being proactive in supporting positive behaviour, we are enacting what is commonly known as Restorative Practices. These practices align perfectly with the principles of Catholic education and our College values of Love, Hope, Justice and Compassion.

• Teach students to take accountability for their actions, through repairing harm and making amends which builds autonomy and self-efficacy
• Include students who have harmed or been harmed, and their surrounding community in restorative responses to classroom or social concerns
• Establish school-based practices facilitated by staff, such as circles, conferencing and peer mediation.

Teachers are an integral part of a student’s educational journey, and it's important that students value their expertise in the classroom. They have undergone years of education and training to become experts in their fields. They bring a wealth of knowledge and experience to the classroom that can help students learn and grow in ways they may not have thought possible. They spend countless hours outside of the classroom preparing lessons, providing feedback on draft assessment tasks, grading final submissions whilst also providing support to their students. It is important that students respect their dedication and hard work.
Teachers can provide valuable insights and advice that can help students navigate their educational journey. So how can students demonstrate their respect for their MSM teachers' expertise in the classroom? Here are some practical suggestions:

1. Attend class prepared and ready to learn. This means students should have completed all homework and bring all required equipment to the class.
2. Don't be afraid to ask questions. If students are struggling to understand a concept, teachers are there to help students learn, and want them to succeed.
3. Be respectful in all communications with teachers. Respectful communication involves treating their teacher with kindness and consideration. This means being polite and courteous in all interactions with them, and refraining from disruptive or disrespectful behaviour in the classroom.

By valuing teachers' expertise in the classroom, we create a positive and productive learning environment that benefits everyone. As the term draws to a close, I would like to thank the teachers at MSM for their professionalism and dedication. They truly enrich the lives of all the students at the College.