1

August

Regional Meet ings It has been an absolute pleasure to able to attend a number of local SPC meetings over the last couple of weeks. I have been able to attend South-West Sydney (Liverpool Catholic Club), Central West (CSU School of Engineering), Hunter (Hunter School of the Performing Arts), New England (Blair Athol, Inverell), North Coast (Bonville Golf Resort, Coffs Harbour). I also had (very) limited success with VCing into the Western meeting at Cobar from the roadside somewhere Toronto.

A number of groups have already booked me up for Term 4, and, in one case, Term 1 2020!! It is my intention to get to as many regional meetings as I can. However, remember that between myself, Christine, Andrew and Lindsay, we have pretty good coverage of the state, so don?t hesitate to invite one of the Deputy Presidents if I am unavailable.

It was a great privilege, whilst at the North Coast meeting to present Karen Connell with her Life Membership. Also of significance was the opportunity to present Past-President and Life Member Chris Bonnor with his 2016 Bill Kennedy Medal.

Conferences In the last couple of weeks I have had the opportunity to attend both the VASSP (Victorian Secondary Principals) and SASSPA Conferences. Both of these events were fascinating and provided some good insights into both organisations.

It was not surprising to see many areas of commonality between us and our Victorian counterparts. The conference theme was Leading with Wisdom in a Complex World. Key focuses included adequate preparation of students for tertiary study, how ethics and leadership come together and living in a complex world of technology.

The SASSPA Conference was a real eye-opener, with over 400 SAMs/BMs assembled together for some very high-quality PL specific to their roles. The first cohort of 30 SAMs/BMs to graduate from Deakin University?s Graduate Certificate of Education Business Leadership were congratulated on their achievement. It was great to hear the high-level discussions around school management from their perspective. I encourage colleagues to consider sending your SAMs/BMs to next year?s conference.

Com plex Suppor t Team (Vict or ian Model) We became aware of this during discussion with Sue Bell (President Victorian Association of State Secondary Principals) at our SPC State Conference. Like Jane Caro, who has subsequently written a very good article on increasing aggression towards principals, Sue was concerned with the reports and concerns that were raised by colleagues. The Victorian model fills the gap between EPAC/Legal/ WHS/Specialist Support Teams and works to remove the need for managing complex issues from the school, or at least providing a higher degree of support for principals.

Week 5| Term 3 | 2019

SPC Bulletin

President's ReportCraig Petersen

NSW Secondary Principals' Council

www.nswspc.org.au

2

We have provided a copy to the Department for consideration. I am pleased to see that this is being actively considered by DoE for inclusion in their strategy to support principals (Responding to Social and Traditional Media and Technology Misuse).

Suppor t for Pr incipals The SPC, primarily through our Professional Officers, continues to provide ongoing support and advice to colleagues. I am also pleased at the responses that I have had from senior officers in the Department who are working with us to support colleagues, especially when they become the focus of negative media attention (both mainstream and social). There is a clear undertaking to make a more supportive approach, based on a case by case basis.

Melbourne Declarat ion Review Neither PPA nor SPC were invited to the initial round of consultations which are underway to review the Melbourne Declaration on Education. There was a call for submissions earlier this year, with just over 100 received. Starting in late July, there have been a series of 17 consultation meetings in various locations across the nation.

We were able to gain invitations and have been represented at these. Phil Seymour (PPA) and I travelled to Tamworth to participate in the event that was held at Oxley HS on 19th August. Our basic position is that the goals of the Melbourne Declaration were valuable and remain largely valid, but have not been met.

As well as setting goals around equity and excellence, and providing a clearer explanation of what these broad terms mean, Governments need to identify the implementation strategies that will increase the likelihood that these goals will be met and should prioritise actions to enable the realisation of the next iteration of the Declaration and any attempt to water these down should be resisted.

Unfortunately, at the moment, the discussion seems to be focused around the goals and then the mechanisms to report on the achievement of any revised goals, with scant or litt le attention being given to implementation strategies.

Mult iple Media Request s There have been many requests for comment from multiple media. The main areas of interest over the last month or so have been:

- Workers? compensation claims for teachers in NSW public schools. 5,500 claims in 12 months, total of $90 million. $18 million ? work pressure; $15 million ? trips/falls on the same level; $11 million ? work-related bullying; $750,000 assaults on staff

- Increased aggression/violence towards principals/teachers

- Disparity between non-gov/government schools re: HSC Special Provisions

- NAPLAN Online - Bullying in the workplace - Schools formals ? and why some schools

won?t support the Year 10 Formal - Enrolment policy - Rich School, Poor School & general school

funding stories - SRE/Ethics

Enrolm ent Policy This is causing some angst for colleagues and major issues for both us and the PPA. We have made representation to Murat who has met with the operational EDs and all DELs on a number of occasions to address and clarify. Our position is that inadequate consideration has been given to the specific contexts of schools. The lack of permanent accommodation (eg 20 year + demountables are not permanent) must be addressed and there needs to be a more compassionate approach to the impact of the more vigorous approach for non-local siblings.

Updated packages have been provided to DELs to

encourage a 'sensible' approach to

implementation which allows principals and DELs

to make some adjustments within the intent of the

policy. I remain concerned that, as with the

previous policy, interpretation of the new policy

will be inconsistent with the intent.

We have gained clarification that the enrolment

cap is not the maximum number of students you

can take - local students will be enrolled even if

you have exceeded your cap. This has obvious

implications for School Infrastructure.

Annual Report/EV Cycle, SDD

There are a number of projects currently

underway that we and PPA are being asked for our

advice on. As expected, despite Minister Stokes'

announcement that the Department would

produce Annual Reports to meet our NERA

requirements from 2020 on, there are a small

number of areas where the DoE cannot harvest

data from their systems. These include Year 12

Post-School Destination Survey information and

Parent/Student/Staff Satisfaction Survey

information.

The other area which will impact a small number

of schools relates to milestones and evaluations.

For schools that upload this data into SPaRO, you

IN THIS ISSUE

(Click on the page numbers to go straight to each section)

Page 5:

Page 9:

Page 13:

Page 22:

SPC Senior Executive Reports

SPC Executive Reports

SPC Reference Group Reports

Out and About

Program Updates

won't need to do anything. If you do not use

SPaRO, then you will have to populate these fields.

My information is that only 200 schools (of the

total 2,200) will have to do this.

There is a proposal to align the school planning

cycle and external validation. PPA and SPC are

involved in these discussions and will provide

more advice as it develops.

Similarly, discussion continue regarding the

proposed changes to School Development Days.

This is becoming critical as schools wish to

commence their planning for 2020.

Initial Teacher Education I was alarmed recently to learn that half of the

final year teacher education students at a Sydney

university have already accepted offers of

employment from non-government schools. We

continue to advocate for enhancements to make it

quicker and easier for the Department to 'capture'

a greater share of graduating students.

I encourage all colleagues to work closely with

your partner universities to ensure that we are

able to provide quality practicum experiences for

ITE students in our schools.

Craig Petersen

Acting SPC President

August, 2019

Page 26

Page 30:

Page 31:

Opportunities, resources and upcoming events

SPC Contacts

3

4

Reports from the SPC Senior Executive

Chr ist ine Del Gallo Deput y President

NAPLANACARA still has not made it known whether they have truly found and

resolved the problem with the interruption to thousands of students? online testing this year. About 50% of principals have indicated that their school will attempt the NAPLAN online next year. It would be a travesty if students suffer the problems of this year in 2020.

Il lness Misadvent ure Appeals in HSC This year, HSC Illness/Misadventure appeals will be submitted online, instead of the posting in method. Hopefully this will be a more efficient process.

School Excellence There is discussion presently about the timing and the duration of the cycles of School Plans, SEF and External Validation. Should any of these be lengthened, shortened, staggered, aligned, and staggered across the state? It is certainly not the best option to shorten the External Validation cycle from 5 years to less. We will continue to discuss with DoE.

The new version of the Annual School Report ? Minister Stokes vowed that principals and schools will no longer have to do ASRs. And this will be mostly so. There are several national requirements on reporting on schools that cannot be populated by CESE who will produce the report now ? post-school student destinations and school satisfaction surveys ? that schools will need to provide. Principals will also need to have their SEF Self-Assessment and School Plan Milestones done for the ASR to be generated. If principals choose, there are several opportunities in the ASR for

principal comment or explanation. This new protocol is a most welcome one for SPC.

Enrolm ent Policy The new policy was released with a sense that it was very black and white and all aspects of it must be implemented immediately. In the last few months, it has become evident that for some schools, some families and some communities that in some specific and generic areas this approach needed investigation. The Minister of Education has asked for a common sense approach to enrolment caps and classrooms, a sensible approach, over time. DoE now believes there needs to be a sensible, common sense, flexible, over time approach.

All principals will discuss with their DEL, by the end of this term, their school?s situation. If you had an early visit from your DEL regarding this, it needs to be redone and reconsidered, as things have moved and changed since the policy was first released.

Suppor t for Vulnerable pr incipals At the SPC Annual Conference, I spoke about the increasing abuse, threats, defamation and denigration of our colleagues from parents and the media. This needs to be addressed and our principals need more support. This is a very serious issue that affects principal well-being and the whole school community. It will drive some of our members prematurely out of their profession. It seems that women are attacked far more than male principals. SPC continues to raise the issue with the Minister, Secretary and Deputy Secretaries. Hence it is very pleasing to know that the DoE will no longer have their blanket approach of ?do not respond, say nothing, don?t give it oxygen, it will go away? to principal abuse by the media.

5

Lindsay Paul R/Deput y President

This is my first bulletin report as relieving Deputy President. I would like to sincerely thank the current

SPC Executive for their support in electing me to serve in this position. I would also like to thank Craig, Christine and Andrew for welcoming me to the senior executive.

I was honoured to attend a retirement function in Newcastle at the start of this term for Dr Sharon Parkes. Sharon and I have worked closely together for some time now, especially in the organisation of SPC Professional Learning days. Sharon will be well-known to many of you for her outstanding work in Principal Wellbeing. Her intellect and outstanding work ethic on the SPC executive will be greatly missed. We wish Sharon all the best for a long and happy retirement.

The senior executive is trialling a more portfolio- based structure over the coming months and the focus of this report is on Systems and Procedures. Some of the current work in this area includes:

Finance The planned SBAR this year is scheduled to be delivered earlier than previous years, with the aim for it to be available to schools on day 1, Term 4.

Budget adjustment notifications will now appear in the eFPT allocation detail report. The monthly budget adjustment PDF statements will no longer be emailed to schools. Enhanced descriptions as to the purpose of the adjustment and contact details for further clarification should also appear in the repurposed comment column of the report.

Year Advisors? and Supervisors of female students? allowances will be paid to schools for 2019 as upfront budget adjustments. It is proposed that these allowances will appear in the planned SBAR

in October and subsequently be reflected in the eFTP.

A suite of finance reports has been developed within the eFPT. These are being subjected to a ?test and learn? implementation with 150 schools currently having access to the reports. When deemed ready, they will be rolled out to all schools and should make monitoring of income and expenditure against the school budget more intuitive and easier to navigate than the current SAP reports.

Rural & Rem ot e Personal incentive leave & training days will be paid to schools for 2019 as upfront budget adjustments. It is proposed that these allowances will appear in the planned SBAR in October and subsequently be reflected in the eFTP.

After significant lobbying over an extended period, it was great to finally have a Director - Rural & Pathways. We welcome Laurie Campbell to the role. Laurie was previously a DEL in the south eastern corner of the state and before that worked in the Queensland system. I encourage regional SPC groups to invite Laurie to one of your regional meetings so that he gains current experiences from the field regarding issues of importance to rural schools.

At the opening of Education Week, Minister Mitchell announced the continuation of the Drought-affected staffing supplementation for 2020. Schools automatically placed on the program in 2019 will continue; schools who needed to apply for 2019 will need to apply again for 2020. Affected schools should have received email notification. In the schools who are granted access to this program, your minimum staffing level (both teaching and non-teaching) should be maintained at the 2018 level (as it was this year).

6

Hum an Capit al Managem ent (HCM) HCM is a major project currently underway regarding all matters pertaining to how we staff schools. Di Soltau (Principal, Maitland Grossman HS) is serving as a Principal in Residence with this project and has also joined our SPC Executive. As part of this project we will see the end of Taleoin the coming 12-18 months (I can hear the hoorays already) which will be replaced by SuccessFactors, a much more intuitive product. There is much work to be done in designing and testing this new product in our context and it is welcome news that the ?test and learn? philosophy will be used in the development process.

Vocat ion Educat ion & Training (VET) Andrew FitzSimons, who chairs our SPC VET reference group has been successful in aligning our internal group with the DoE reference group on the same day. This should enable us to have a more coordinated discussion with senior officers from the Department as well as TAFE regarding eVET and SINSW regarding facilit ies upgrades and maintenance relating to trade training. If VET forms an integral part of your school, I encourage you contact Andrew and join the reference group.

The SPC VET RG are currently finalising a position paper for endorsement by the executive and then ratification by State Assembly, hopefully in term 4. Issues highlighted at present include the significant additional workload created by compliance and administration, especially the impact this is having on schools maintaining the ability to staff future student VET needs. Also of concern is the ever changing rules, requirements regarding industry currency, ongoing provision of current trade level facilit ies and the impact of centralised assessment/ learning strategies on student engagement and achievement in local contexts. The reference group would welcome ideas and other concerns that you feel should be considered in this space.

Andrew Turvey Deput y President

Half way through another busy and hectic term and half way through our current school plans. Hopefully some good progress is being made with your current plan and below I

report on some thoughts with the process ? unfortunately this is limited as the confidentiality clause is in place but some good work is happening with making the process more user friendly than system driven.

School Excellence Advisory Group ? School Planning Mat t ers The school planning matters group has continued its work on creating a more user friendly planning tool so that the one size fits all approach becomes a thing of the past. A number of different approaches are being discussed which will bring all of the different processes together so that the SEF, the SEF S-aS and the school plan will integrate rather than being disparate processes.

The School Excellence Advisory Group will be looking at these plans and we are hopeful that these will then be released for the new planning cycle commencing next year. The SPC are pleased with the progress being made and believe that the proposals will make school planning even more school focussed and driven giving schools control over their planning and future focus.

EPAC The EPAC review has now been handed down and the senior executive of the SPC and the PPA have had their initial briefings with Deidre Mulkerin ? Deputy Secretary People and Culture and Peter Riordan ? Deputy Secretary ? Industrial Relations. This briefing was important to gain an insight in to the next steps process for the Department and for EPAC specifically. A few days later we then received the review document which as an association we are still reviewing

7

Some of the major findings would be around the organisation of EPAC and the staffing levels. Mark Tedeschi has called out the frequent turnover of staff and the on-going low staffing levels as being of concern for the timeliness of process which was one of our issues that we tabled at our face to face to meeting so this is pleasing to see.

Another finding is the closeness of the complaints handling team and EPAC and recommendations have come forth with this in mind to which Deidre and Peter have indicated a need for consideration in to the future.

Another major finding was the concern around the approach that EPAC has historically taken towards action in the Industrial Relations Commission. One of the concerns which SPC have had for a long time has been the risk adverse nature of this process and the manner in which EPAC have prided themselves on their win loss record which has been in their favour for numerous years where they have not lost a case that has been taken. Mark Tedeschi has called this out as being not best practice as it fails to allow the unit to judge their standards of action against practice.

Principals have also expressed concern as to this approach due to the failure of feeling supported right through to the end process. We are hopeful, that with this recommendation more cases will go before the commission ensuring staff are held to account for their behaviour and to the completion of their duties as per their employment contract.

Deidre and Peter have both committed to keeping in contact with SPC as the recommendations are put in place and sounding out the association with their ideas which is extremely positive that our voice is being considered rather than the review just being delivered.

Our follow up meeting with the Minister also gave us hope that the implementation of the review would be scrutinised by others outside of the

Department to ensure traction is maintained in implementation.

Suppor t for Pr incipals The Support of Principals Working Group has met a few times since the last bulletin report and has progressed the work to date. The Victorian model which the SPC tabled has had an impact on the thinking of the group and regularly gets an airing in discussions which is pleasing and in line with our initial comments and requests around having a ?flying squad? coming in to assist Principals under attack. With this support coming from specialist staff rather than the silos working in isolation from one another providing haphazard support to Principals when we need it the most.

The Legal Services Directorate has been a major player in this space with Margaret Baker working hard looking at existing law and how the Department can work in this space taking firmer and more decisive action on behalf of employees. This is a major move forward away from the stance of the past when the Department only took action if it was under threat as distinct from when its employees.

There is still a long way to go but I am very hopeful of the work being undertaken by this working group that we will see some genuine meaningful support for Principals when we are facing unwarranted attack from parents, community and media.

8

Denise Lof t s Execut ive - Healt h & Safet y

Staff Wellbeing is an area that Health Safety continue to refine. The most recent area of development is the Staff Wellbeing Framework.

St af f Wellbeing Fram ework . The project team meet and have continued to enlist consultation of PPA and SPC (we have both Mark Smith, Craig and Myself on this group). HSD has continued to work with Content and Engagement and has developed a draft Intranet home page. Section template will be used for the home page and it will be divided into six sections:

1. Being Well ?this will give an overview of what the program is and what it is trying to achieve.2. Being Well Mat r ix? this will cover the 9 key areas and it will be in a catalogue page that shows the

different levels of intensity. 3. Individual Self ? Assessm ent Tool . This page will explain the Individual self-assessment tool and

have a link to the tool.4. Healt h Topics? this will be divided into the five sections found within the assessment tool

(Diabetes, Heart, Nicotine dependency/Lifestyle and Psychology). Within these sections staff will find all resources relevant to that topic

5. Workplace Assessm ent Tool.This page will explain the workplace assessment tool and have the link to access it. This is still in working phase, as the assessment of needs, must be useful, user friendly and appropriate.

6. Workplace Topics.This section will have the sections as per the workplace assessment tool. (Employee engagement, Supportive leadership, Work/Life Balance, Recognition and Professional development) Within these sections staff will find resources relevant to that topic.

Fur t her inform at ion on the service and the launch will be communicated, currently we continue to consult on the platform and the way in which we can best engage with the platform, to support our staff.

HS Direct orat e and EAP The New EAP System is not getting the take up hoped for. The following figures indicate that the varying specialized suppprt lines are not being utiliesed. I encourage all Principals to, when needed take up th eservices. You will not that Rural and Remote and New teacher at July 29 surprisingly had no users.

Feedback on new EAP system Data ? Principals provided positive feedback on the EAP video and other resources that are in place. However, this recently has shown not as responsive as should be.

- Personal Counselling 915- Leadership 27- Rural and Remote 0- New Teachers 0- Post Incident ? 121

SPC Executive Reports

9

v

Im proved Service Delivery Subm ission In response moving forward: Submission for a new HS mode of Operation. On 15th August a detailed Operating Model Funding Submission developed by Health Safety to be tabled at the Exec Management meeting of all the Directorates and Secretary. The funding Submission outlined:

1. Resources, inclusive of staffing needed and 2. Mechanisms needed to support Health Safety to bring into line with other Directorates. 3. Early intervention, identify barriers and escalation setbacks.

In general terms the submission outlines, a change in the way HS work with schools, caseloads will be in a team structure, essentially the same person will manage a group of schools. The model will be scaled up and particularly deal with long term absence (both teaching and support). Currently, 2,500 active cases WC Cases, and 7,000 long term absences not due to work cover sit in the system. There is no system structure to deal with long term absences. The proposed model is to resolve 1,000 cases per year.

In terms of Complex Case management needs, there intends to be a specific conversation with PPA and SPC at what level of service this will sit.

Further to the Pilot of current Service Delivery trailed Pilot program in Regional North Operational Directorate has been running which focuses on new ways of working including communication. A report of active cases is compiled and given to DELS. It is expected that DELS are working with Principals. The pilot was seeing some positives with those DELS who are working with their principals the service is good, there appears from our understanding inconsistencies. The SPC and PPA reps were not aware of this working and had no feedback either positive or negative. Marnie Obrien HS Director said that she would like to meet with the Northern regional team to ascertain progress. SPC HS RG agreed that there needed to be deeper investigation on this Service Delivery Pilot.

Il lawar ra Sout h East Net work . The Illawarra South East Network, farewelled a number of Principals. John Hambly retires after an expectational career. He is a principal who has contributed immensely to our profession and will continue to coach/mentor new principals and some of us oldies too. The network conference in Week 4 was well attended by our Principals from Eden, Jindabyne and up to Bulli. As always we do our Term photo.

10

Warren Parkes SPC Execut ive

ICT+ t ool During and after the DER, principals (only), had access to a PNI tool that allowed them to monitor bandwidth usage, sites visited and location of devices using certain sites. The functionality of the tool was limited but it was better then nothing. Unfortunately it reach end of life shortly after the demise of the DER. For several years the IT Directorate have been working on the development of a replacement and it is now ready to use. It is called ?ICT+? and is available for staff to download from the Portal. Principals can also now delegate access to others (Business Managers, Computer coordinators ? ) via AMU. I have already used it to help inform the upcoming T4L roll out. The tool does everything the old PNI did it but also maps all T4L devices; type, age, warranty etc. A great planning tool for your next, imminent T4L roll out or technology plans.

T4L Hardware Once you get your latest points you will find that there are changes to the hardware available for schools. Do not be caught out. Have your team look ASAP for your T4L planning.

CIO awards Week 4 saw the second annual CIO, T4L awards hosted by Telstra. Congratulations to our secondary school winners with special mention to

- Dulw ich Hil l for Holistic Use of ICT- Bossley Park for Robotics Secondary- Rober t Townson for Maker Spaces- Dubbo School of Dist ance Educat ion for Digital Collaborative Communities- Bossley Park High School as t he Digit al Light house School for 2019

All entries submitted a 3 minute video on YouTube which you can watch via the Term 3 T4L newsletter, a link for which can be found on the Portal home page. I know these schools are not the only technology based pedagogical leaders. Consider entering for 2020.

EduTech EduTech runs every year at the new ICC in Sydney. It runs around the middle of the year - you get bombarded with the promotional emails in term 2. You can look at new products and programs, interact with private companies and DoE IT staff and play with IT learning toys. I have sent staff and students along over the years. Principals, consider sending IT leaders from your schools to bring back innovations for you to consider.

Single Sign On (SSO) For those paying attention to corporate notifications via email, you will have received messages that SSO was to commence Monday 19 August of this year.Instead we received an email indicating it would not now happen. Full credit to the team at Information Technology Directorate who consulted with us and decided that the product must have minimal impact on schools and currently some more processes need to be put in place so schools can plan appropriately. Watch this space.

11

Technology Reference Group (TRG) I will be stepping down from the position of chair of the TRG as of Term 4, 2019. Hilary Hughes, principal NSW School of Languages will be taking on the role. Congratulations to her on taking up this new role. I look forward to working with her and the TRG in the near future. You will find Hilary?s contact details for the TRG in the Term 4 Bulletin.

Michael Rat hborne Execut ive Repor t ?

Special Religious Educat ion (SRE) Despite what most of us would like there is never-ending activity in this space. Fairness In Religious Education In Schools (FIRIS) is an organisation committed to the removal of SRE from schools and to some extent they aren?t too concerned with how that is achieved. Their current approach is to randomly check school websites to see if they are compliant under the Department?s guidelines and when they establish that in general only about 20% are they launch GIPA requests of the Department and also obtain favourable media coverage. If you are using the School Website Service you should have a clear statement about how SRE operates/or doesn?t at your school under the ?Religion and Ethics? tab. There should also be relevant links to the curriculum being utilised by the SRE Providers. You need to identify the Provider as well. If you use another website service you are still required to provide this information.

You should just put what is required, there is no need to put elaborate narratives extolling the virtues of SRE as supplied by your ever-helpful SRE Provider.

Special Et hics Educat ion (SEE) Lots going on here as well. Primary Ethics is the sole Approved Provider of Ethics education in NSW public schools. Previously, they have operated solely in Primary Schools but they are now looking at expanding into Secondary Schools. The NSWSPC position in relation to it is similar to our position on SRE ? we are not opposed to Ethics education per se but given that we don?t believe that SRE should exist the alternative that we seek is not SEE but rather normal learning in the curriculum. Nonetheless, Primary Ethics approached a number of principals earlier in the year in relation to participating in a trial/pilot of their program. Allegedly this trial is to establish what might be different in delivering in a Secondary setting compared to a Primary one. The Department has given the okay for the pilot to proceed. However, if you are approached your participation or otherwise is entirely a decision for you based on your context. The Department will not be telling schools to be involved and neither will the SPC.

I will post on Share with more details but as always if you have any issues, concerns, rants etc. feel free to touch base.?

12

Greg Wilson Execut ive Repor t

SALM It is anticipated that the issues that postponed the automatic on-boarding of Sentral schools to the 3PI interface will be addressed in the upcoming EBS stability release. This release will occur in the next 2 weeks. It is anticipated that the automatic on-boarding of Sentral schools will recommence in mid-September.

Until then schools will need to continue to manually upload attendance data from Sentral to ebs. Schools will need to have their attendance data up to date before the team can on-board your school. You should receive an email from the 3PI team outlining the timeline for your school to be on-boarded to 3PI (if your school uses Sentral).

Connect ing Count ry Schools Program The program will cut the final 2 schools over in Week 4 of Term 3.

EdConnect and SAP HR We have followed up several issues for principal regarding SAP HR. The following are issues that you or your SAM my have experienced.

- The WBS/IO allocation not appearing on the SAP Employee Level Cost Report for a staff member who has more than one WBS/IO allocation. This defect is has been allocated to the technical team and is expected to be resolved by 20thAugust.

- Staff member on higher duties at another school for 1, 2, 3, 4 days a week. All leave requests go to the school where the staff member is doing the higher duties. The team is working to fix this issue. Until then the advice from EdConnect is for the principals of the school communicate.

We are also chasing up issues of inconsistent, inaccurate advice as well as inaccurate QRGs. If you have examples please let me know and I will follow up.

If you have issues with SAP HR (including the WBS/IO tool) please log a call with EdConnect. If you would like me to follow-up please feel free to send me an email.

If you would like assistance with follow up contact me via email greg.wilson@det.nsw.edu.au or phone (school number 66351281) and I will follow up. Information such as any EdConnect incident numbers help expedite the matter

13

SPC Reference Group ReportsAssessm ent and Repor t ing Reference Group Leon Weat hest one

The main discussion points from our meeting on 24 June are outlined below.

Discussed DoE future vendor solutions through DoE Marketplace

Requirem ent s Brainst orm ing and Ot her Concerns The following ideas and concerns were expressed:

- Reporting policy is behind times; a C in one school can be an A in another school because there are different philosophies and expectations in school leadership as well as subjective professional judgement

- Assessment and reporting needs to clearly identify where kids are good at; report on performance and achievement per student and not a comparison to a peer group (but parents in OC and Selective schools require it, thus there should be flexibility in any systems)

- Assessment and reporting that show what students have achieved and what the focus for the next semester is

- How pre-testing and post-testing can be reported- Flexibility of reporting to allow definition of what sections should be included; allow adding of

custom report sections, such as providing visibility of assessment types to give parents an understanding of what assessments have been done

- Different levels of granularity of assessment information available to parents; option to show what activities contributed to the final mark received by a student

- Current reporting is suited for general academic, but not fit for competency-based and life skills reporting

- Flexibility to fully customise information reported for students? social development and commitment to learning

- Allow reporting on NESA general capabilit ies- Comments that make sense to parents; NESA syllabus outcomes paraphrased in parent-friendly

language- Strand-based comments- Flexibility to accommodate integrated curriculum and assessment tasks that maps across multiple

outcomes; reporting is not imposed on a per subject basis- Flexibility to report on school-based program and curriculum- Flexibility to accommodate reporting for students in fringes / outliers, i.e. student with special

needs and students who are advanced and gifted- Reporting integration for students who are situate across multi-year or multi-stage units- Recording of assessment information should consider the different ways of collecting them and

the different ways assessment is done- Consider options for control and disabling changes when a report work item in a workflow has

been submitted for action or approval

14

- Flexibility to consider emerging gender categories, such as the use of ze in addition to the pronouns he and she

- In assessment planning, consider business rules for assessment dates and deadlines to ensure that student workload is reasonable and manageable

- Allow more vendors and manage stranglehold of a single vendor- School is the steward of its data; no third party outside of the school can access data without prior

authorisation from the school, a request should be made first; ownership of data should be local- Vendor system Customer satisfaction; manage service levels to provide leverage for Vendor quality

of service- Vendor product Changes have introduced new issues/pains, lack of prior warning or notice

(vendor should improve production rollout and release management and be held accountable)- Integration to parent portal should be single sign-on; difficult for parents to remember multiple

passwords- Accessibility guidelines

Pain Point s The following pain points were identified:

- Training of teachers in using AAR Vendor products (Video tutorials and other training materials would be helpful)

- Rollover of records and settings year-on-year- Timetable integration (data accuracy and knock-on effect of inaccurate data)- Difficult to view the status of student 's assessment and report through creation, review, proofing

and approval prior to release to parent/student.- Limitation in the number of decimal places in recording scores and the rounding off before final

calculation on student rankings, resulting in ranking ties that could be defined with greater levels of rounding

- Report text input fields with number-of-character limit truncates allows input longer than the maximum and truncates text when printing; system should not accept input less than the required number of characters; likewise it should not accept further input more than what is allowed so truncation is prevented.

Issues relevant to AAR to be further investigated by the group:

NAPLAN issues

- The place of NAPLAN- We understand the need for point in time data however the excessive admin burden and rankings

of schools cause undue stress to teachers, parents and students

Minim um St andards issues

- Linking the Minimum Literacy and Numeracy tests to the HSC- Why do we need to assess students on this silly minimum standards testing? Can we contribute to

making this go away?- Min Standards - yes our HSC needs to mean something but again, another admin burden for

schools.

15

Assessm ent issues

- Innovative assessment practices that align to general capabilit ies and futures learning outcomes and continuums.

- HSC internal assessment - teachers are concerned about the fewer non-exam style tasks. Students who get significant help completing their research style tasks (sometimes unfairly but not able to be proven) end up with high internal ranks at the end of the course.

- A student who is more poorly ranked but is in fact a better candidate is then disadvantaged as their lower rank but perhaps higher HSC exam result will be advantageous to the higher ranked (perhaps less deserving student).

Repor t ing issues

- Reporting - excessive outcomes/jargon statements that parents cannot interpret that take hours to write, proof and produce. What do our parents want?

DoE Marketplace Assessment and Reporting initiative

- Functionality: will it do everything we need it to do- User friendliness- Levels of support available- Will it be able to evolve as a platform/program- Overarching - is an assessment and reporting package an essential for today's requirements i.e.

Secondary schools cannot reduce administrative load without using a package of some type? If the answer is yes, then as an essential, the doe should provide each school with a grant to support the purchase and ongoing maintenance of said package.

General Assessm ent and Repor t ing RG Issues

- Learn about the broader issues raised through this team as s new member.- Student self assessment & reporting is in the pilot phase at my school and is supported by Sentral.

This semester we released our first class report in this manner. With excellent outcomes for the students, teachers & parents. This is the way of the future as far as we see it at our setting. What is the feeling of the group? Are there any issues in rolling this out to whole year groups? Happy to provide the samples of end product & self assessment process.

- Clear processes for expected standard of programming, assessment and reporting, based on best practice, NESA requirements and School Excellence Framework

- Getting all teachers to adhere to/ work towards the expected standard- Having online system to help with programming so all areas that need to be covered are covered

16

Healt h and Safet y Reference Group Anne Vine

Continuing dialogue about management of long standing work cover cases was held. Although sympathetic, a major impediment to change in this area seems to be lack of staff and funding. A new service delivery solution which would include a dedicated person for a group of schools and improved communication is being proposed. The Regional North trial, in which DELs are given information about active cases which they can then share with principals, has had good responses, but it seems that not all principals have had any change in communication and a deeper investigation into this pilot is needed. An interim solution has been proposed, but is awaiting the Directorate?s submission, mid August.

Ambulance Concerns ? An issue was raised from the SPC about when to call/who should call an ambulance to the school in the case of an incident. The protocol is that the first on scene should do so and time should not be wasted waiting for a first aid officer or organisational process to occur. It was also noted that Wellbeing should be notified in case of escalation. A fact sheet reaffirming this protocol will be distributed to schools in the near future.

Flu Shots- These will not be funded by the DoE, but investigation into a possible ?bulk price? deal will occur.

Incident Notifications ? Why are there 2 numbers? - One incident is a reference number for student information and the other is for linking all the categories on the H&S SHIELD system. We have suggested that clarification of this system may be helpful.

The H&S Dashboard that is collating all of this information is available to DELs on SCOUT so that they can have information about incidents in their schools. Both SPC and PPA strongly advocated for this to be available to Principals.

Administration of Medications e-learning - This new e-safety learning program is being finalised and staff are encouraged to complete early rather than wait until their credentials expire.

Emergency Management Scenarios - The recent Nepean flood plains emergency response exercise (DEERUBIN) will provide feedback on the state of whole of community responsiveness to a catastrophe. The NSW Government is hoping to run similar exercises, annually.

Asthma in Schools - The new protocols will be in place soon, just finalising details about issues around, for example, purchase of spacers. Schools are reminded that if a student does not have medication then there is an agreement in place with Westmead hospital for situations in which parents are not providing the school with medications.

The next meeting of this group is on Friday 18 October. Please let me know if there are any issues arising out of your networks. Additionally, new members are always welcome!

17

Schools Inf rast ruct ure Reference Group Brendan Maher

The main discussion points from our meeting on 9 August are outlined below.

Service Level Agreem ent

- SLA refers to all school based projects requested delivered by SINSW, outside of Program Maintenance and Tier 1 /2 Notifications.

- Processes involved in the delivery of projects. Includes AMU delivered insurance jobs.- Document review and feedback. RG reviewed days allocated for stages of the processes so that it

considers the workload of current AMU projects.- Projects up to $50K and up to $150K will have 20 days turnaround times for development. Projects

over $150K will have 30 days allocated for development. Tender processes and design in addition to these times.

- This SLA also covers project that are locally school funded but overseen by SINSW.- Application for projects is on AMS on the Web.

Enrolm ent Policy

- October/November anticipated enrolment figures released. - RG discussed inaccuracy of data held by SINSW in relation to number of classrooms and allocated

spaces. SINSW will follow up with review of all schools on Principal request. Principals can also contact ASO?s for further assistance.

- Education facility guidelines underpin all learning space design and functions. - Question asked regarding Support Unit Classes. When schools are at cap and take on new Support

classes, Schools can conditionally accepted the unit pending that a demountable is provided. BM to follow up staff accommodation queries, as from Term 2 meeting it is up to the school to provide adequate space for staff. If a school has accepted a Support Class and are under the cap, then a demountable will NOT be provided. Concerns discussed related to housing of ED/BD in mainstream areas, concerns to be discussed with ASO/LWO on each basis.

- Changing of boundaries ? discussion with DEL. Last reviewed in 2015/16. - Discussed the replacement of long term demountable classrooms in schools where their cap

necessitates more student accommodation. SINSW frequently review growth data, but no long term plan in place for replacing demountable for permanent buildings. Principals can send individual issues to RG or discuss with DEL.

- Discussed footprint and issues related to school funded classroom developments for alternative programs. Large gap between system and the needs of kids. Includes oncost and ongoing maintenance. SINSW will develop a clarification and standards policy to assist schools. Concern was that school will outlay local funds to develop space then have it included in classroom audit, removing its original purpose.

- Principals are encouraged to check their school map to ensure all areas are correctly classified. School map available online from AMS.

- Development of flexible learning spaces that will not be included in the learning space audit that informs enrolment caps.

18

Before and af t er school - $50M grant OOSH

- Schools will be applying for this to enlarge OOSH facilit ies, including new builds and outdoor equipment. Will go through application SLA process.

- Committee has been developed to assess applications and provide feedback to SINSW.- SPC Request - Secondary school access to applications to be verified as there are several Central

and High Schools that would greatly benefit from the projects and allow communities to make more use of facilit ies. BM to follow up.

Tree Safet y

- Application for supplementary funds for Tree work/removal. Form to be tabled for next meeting. Allows schools that have had to outlay funds for further tree remediation and removals can claim through SINSW for reimbursement.

- Will be actioned for AMS on the Web. In the meantime, contact ASO for supplementation funding.- Every AMU has a compliance officer for TS and FSS. Contact local ASO for more information.

Fire Safet y St at em ent

- Schools received funding for compliance certificates when lodged to council. Any cost associated with getting the annual FSS is at the cost of the school.

- Principals to go through your ASO to confirm and check processes and costs.- Concerns raised about inconsistency of messages from ASO?s across different areas. SINSW to

follow up and clarify.

ASO Changes and Recruit m ent

- Approximately 80% of extra 56 ASOs have been recruited and are in place. Ratio is aimed to be 1:15. ASOs are to be in schools at least one day per month on average, with extra mobile technology to allow more work to be carried out while on site. Far Western school issues raised related to travel distances and time.

- New England ASO ? RG raised concerns over closure of Armidale AMU Office. SINSW discussed processes around consultation for the closure and support of ASO staff. SINSW work with the relative unions resulted in the Bathurst office remaining open. The model is to have a density of ASO?s in each office to allow for effective PL and support. BM contacted SINSW late Term 2 to follow up concerns and relayed individual school concerns and contacts

Dist r ibut ion of excess furnit ure in good condit ion

- Schools with excess furniture, often due to upgrades of purchasing FF suites are encouraged to contact local school?s as first offer. If not needed, then Principals can discuss with each ASO as to pick up and storage. This may be at the cost to the school.

Com m unicat ion Concerns

- Inconsistency with communication and role identification across AMU. Some regions get different and conflicting information compared to others. If Principals have concerns they can contact the local SINSW Director or BM can relay to RG for follow up.

19

- Consultation being finalised now for realignment. Once this is completed then all schools will have a comprehensive list of staff in various roles in SINSW for direct contact, including compliance officers for Tree and FFS.

Cooler Classroom s

- AC for admin spaces. Admin spaces aren?t covered under Cooler Classrooms. Legacy systems will left in place or through discussion with ASO schools can fund upgrades to Admin spaces during works.

- Installed systems increase O2 and decrease CO2 ? fresh air systems, not just AC. - Concerns raised that communication to schools in Round 1 has been poor in relation to where

each project is up to. SINSW indicated it is a five-year program, but round 1 schools have already informed their communities and should not be waiting five years for delivery.

- Schools requiring electrical upgrades etc need to be informed so that schools can plan for this. Communication is needed urgently for Round 1 schools to be updated on progress of each individual project.

- Some schools have had AC unit fail and ASO informed them that they cannot replace due to the school being on CC. SINSW clarified that the unit can be replaced regardless of CC. Discuss with ASO if the delivery of CC can replace it, if not schools can go ahead and replace at their cost.

- Any further Cooler Classroom queries can come directly to Brendan Maher Brendan.maher1@det.nsw.edu.auto follow up with SINSW directly.

Healt hy Cant eens

- All canteen upgrades are at the cost to the school. There is no SINSW program for funding the necessary upgrades. Some schools with P&C run canteens will still have to complete the necessary upgrades, essentially schools are responsible for the compliance of this area.

- Compliance is based on the Healthy Canteen Guidelines: https://healthyschoolcanteens.nsw.gov.au/

- SINSW put canteen and toilet upgrade to treasury to run a full program, but this was not funded.

Road Safet y

- SINSW own to the gate. BM requested feedback on ASO review of school carparks and on site road systems. Schools have not had any feedback.

- Concerns with external road safety and construction can be reviewed with Regional WHS and Road Safety Officers. Local council need to be also involved if there is a need for upgrades.

Maint enance and cleaning

- Spotless (Riverina) ? currently on an improvement plan ? fortnightly meetings to review and support improvements across all areas.

- SPC schools needed for the trial for cleaning and assessing future focused spaces in schools.- Survey development for cleaning contractor, being done in Term 4.- High Schools in NSYD and SWSYD are encouraged to be involved. All areas need to be represented

in the survey. If interested please email Brendan Maher.

20

Back log reduct ion program

- $621 million by 30/6/20 with an annual budget of $321M to follow on to ensure backlog doesn?t grow. Gone to treasury now.

The reference group reviewed the Electrical tag data from four regions. Main points to consider:

- 88% of failures of items were visual; bare wires, exposed leads, burnt our powerboards. Schools need to have systems in place to review frequently used item.

- 12% failed during a machine test- Main failure items ? soldering irons, stage lights, sandwich makers, pie warmers, power boards.

Other projects

- Replacement of internal door locks to meet lockdown procedures. Doors can be locked from the inside - $3M

- Asbestos Removal Program, including vermiculite - $4M- RCD Survey and refits - $5M

Chemical Safety in Schools ? reminder for schools to frequently check CSIS in schools. Has not been updated therefore schools need to use the current CSIS package. Discussed training of specialist staff in schools such as Science/Laboratory Techs under SASS staffing. Classification was removed but there are SASS staff with a lot of knowledge that needs to be retained.

VET Reference Group Andrew Fit zSim ons

- VET is becom ing a nat ional focus. Just maybe it is emerging as a national priority. Both the PM, the Opposition and the Business Council of Australia are talking up the need to revitalise the VET sector across Australia. Ent er t he SPC........!

- The RG eets face t o face on Tuesday 270819; 0900-1300. 1 Oxford St.- Our T4 m eet ing w il l be a VC.- The SPC VET Reference Group is trialling aligning m eet ing days and locat ions w it h t he DoE's

Reference Group. Both entities will meet in succession on Tuesday 270819.- Provision of SVET facil i t ies remains a focus. - The CEO of SINSW will provide an update on their approach to improving SVET facilit ies;

particularly in light of the demise of the Commonwealth funded Trade Skills Centre.- The Mr Craig Robinson CEO of TAFE Direct ors Aust ralia will up date us all on national trends

and strategic thinking. - Members will receive an update on ref ined prot ocols for EVET 2020.- We are seeking exem plars of DoE/TAFE niggles that might now be more easily resolved in the

reunited bureaucratic context. ie we have a common Minister and Secretary.- We are seeking new m em bers.

21

SPC Professional LearningGeof f Hast ings - SPC Direct or of Professional Learning Fiona Walsh - SPC Execut ive

NESA and accredited learning from SPC

Although it is not something that has arrived in a big way yet, maintenance of accreditation will become an issue over the next few years for all principals. SPC PL is determined to support this in as meaningful a way as possible

On many occasions the professional learning thrust of SPC has been articulated ? the focus is on lead level accreditation, the only level of the teaching standards in NSW that are at least partially relevant to principals.

The SPC is currently a category 1 provider ? we have to register each course that we develop with NESA. We currently have three courses registered and the descriptors e are meeting are spread across a number of standards. We currently have another 6 courses to register. By the finish of that process we will be able to become a category 2 provider and register our own courses.

Becoming a category 2 provider is important because at that stage we will be able to register our Annual Conference and Professional Learning Days as accredited hours at lead. Our aim is for Principals to be able to use SPC PL only to meet their requirements for maintenance.

Term 3 Professional Learning Day ? ?Schools - A St ep Towards t he Fut ure? Our next SPC Professional Learning Day is a slight departure from, but relevant to, our usual Term 3 technology/future schooling based themes. The focus is on the work of principals and their leadership teams who have built different structural models - physical and learning based. We are extremely lucky to be able to have three different approaches to this challenge outlined through a different sort of keynote from working principals. Three of our colleagues will share the lectern to explain their approach to the challenge of ?school? and ?learning? in three very different contexts. There will also be a Q&A run at the end of the keynotes.

The workshops on offer will delve into the detail behind the keynotes and we are also hoping for a contribution from the DoE Futures Unit.

Term 4 Professional Learning Day Keep a space in your diary for our Term 4 day which has a focus on how schools are meeting challenges and opportunities presented by special needs students who have chosen our system as their education provider of choice. Everyone knows that public schools cater to the largest number of students with special needs and that it is an area in which the sharing of best practice on a leadership level has been sorely neglected. This day will be the first step in the SPC?s PL initiatives this area. The date is Friday 22 November.

22

Out & AboutChr is Presland's Ret irem ent Funct ion This was a wonderful evening formally recognising the incredible contribution Chris has made to the SPC and public education. We wish Chris all the best in his retirement.

23

Lot s of SPC m eet ings! It has been a wonderful start to Term 3 with a range of SPC Reference Group and SPC Regional Meetings taking place.

24

As mentioned earlier in the Bulletin it was an honour to present SPC past President Chris Bonnor with the 2016 Bill Kennedy Medal at the recent SPC Retired Principals Meeting. Also picutred on this page is former ED Mark Grant opening the AITSL School Leadership Roundtable as CEO and photos from the Catalyst Innovation Lab Pitch, SASSPA conference and Melbourne Declaration Forum.

25

Program UpdatesPr incipals, School Leadership (PSL)

St af f ing Currently there is a full complement of Principals, School Leadership (PSLs). There are also 21 Principal Coach-Mentors (P C-Ms) working across the state.

The ongoing recruitment process for the PSL workforce commences in Week 7 Term 3. Temporary PSL positions (up to three years from 2020) were advertised in iWorkforNSW in Week 4 Term 3, closing 28 August 2019.

The PSL/P C-M team is currently coaching 545 NAFTPs and relieving principals, as well as an increasing number of more experienced principals.

PSLs and Pr incipal Wellbeing PSLs continue to support principals in dealing with a range of matters including managing contentious issues, working with them at times of crisis, providing professional learning around wellbeing and use of the wellbeing framework.

Since the start of the year, PSLs have supported 236 principals around wellbeing as well as 322 interactions to support principals through contentious issues.

In a recent survey, newly appointed, first time principals (NAFTPs) who have received support from a PSL over the past twelve months were asked the question ?to what extent has a PSL positively enhanced your wellbeing in order to manage the complexity of the role?? 67% of respondents indicated that PSL support positively enhanced their wellbeing either a great deal or a lot.

Collaborat ion and Program Delivery Data Skills and Use Capacity Building Program, co-designed with Evaluation Capability Building (ECB) is in implementation phase across all operational directorates with uptake currently from 75 networks across the state.

A mapping of PSL skills has been conducted recently and will be shared with the PSL working group.

SPaRO allows principals to give individual feedback about the impact of PSL and P C-M work on their leadership development.

Ext ernal Validat ion There have been 285 of the 407 External Validation (EV) panels undertaken to date. Feedback has been overwhelmingly positive.

School Excellence & Policy Im plem ent at ion This year, 407 schools are participating in External Validation (EV) with 182 schools having participated in EV to date. Work has commenced to prepare for the 2020 EV process.

26

All schools have now completed their 2018 School Excellence Framework Self-assessment Survey (SEF S-aS) and 2018 Annual reports. The High Performance team is working with stakeholders to refine the 2019 Annual Report, and to prepare for automation of the majority of the Annnual Report. The majority of the fields will be centrally populated to streamline the process with the aim of reducing the administrative burden on school principals. Schools will only populate those sections for which there is no centrally held data.

In line with the Executive Priority Project: Improve school performance and student outcomes,the school planning cycle is under review.Each school?s journey towards excellence will be strengthened by a simplified, plain English school planning template, with a proposal that the simplified plan is acknowledged as a Strategic Improvement Plan of four year duration.

Meetings for the School Improvement Curriculum Monitoring (SICM) program have begun with six of eight policy focus meetings, and five of nine curriculum focus meetings completed. Feedback has been overwhelmingly positive from participating schools, directors and facilitators. We were pleased to welcome Sharon Ford, Executive Director, Leadership & High Performance and Andrew Turvey, Deputy President SPC to the most recent meeting to observe six secondary schools deeply engrossed in sharing their curriculum implementation and monitoring processes. Each conversation is guided by trained facilitators who prepare detailed reports for the Director, Educational Leadership demonstrating how each school is meeting NESA requirements and identifying areas for development. NESA observers have also shared encouraging feedback on the progress of the program, which will be completed by the beginning of Term 4 2019.

Mast ery of Teaching In 2019, the Mastery of Teaching Program expanded to 21 rural, remote, and regional networks. During Semester 1, 50 primary and secondary principals; 21 Directors, Educational Leadership; 20 Highly Accomplished and Lead teachers (HALTs); and over 70 teachers participated in the program?s first phase. This is a phase of robust identification and is designed to identify teachers operating at the Highly Accomplished Teacher stage and ascertain a teacher?s readiness to achieve high level accreditation.

During the program?s first phase, principals? knowledge of the teaching standards was pivotal. Their ability to identify expert practice proved insightful. After principal nomination, directors made network level nominations. Then, existing HALTs visited network nominated teachers? schools, after which, teachers completed a structured self-reflection process.

From this process, over 7,000 data points were collected and collated to provide a snapshot of each teachers? practice. Each teacher?s de-identified evidence set was considered by an expert panel comprising HALTs, primary and secondary principals, and members of the Mastery of Teaching team with Dr Ahmed Deria, Director High Performance, as Chair. This expert panel made recommendations about each teacher?s readiness to enter Phase 2 of the program.

Panel feedback and initial Phase 2 support materials are currently being provided to all teachers. Teachers entering Phase 2 will also be provided with coaching support from existing HALTS and a two-day Sydney-based professional learning workshop at the end of Term 3 2019.

27

Ext ended Pr incipal Induct ion Program : Inst ruct ional Leadership The majority of newly-appointed, first-time principals from Cohort #1(2018) have engaged in the first two components of the extended induction program. The first component was the highly-evaluated, instruction leadership residential. The second component was Workshop 1 of the Growing Great Leaders series. The next workshop program will be the first of the Open-to-Learning? (OTL? ) workshopsand will be held in November. The OTL? workshops will be presented by the 19 NSW DoE principals; Principals, School Leadership; and Principal Coach-Mentors who are currently training to be OTL? facilitators.

Newly appointed principals who were substantively appointed in 2019 will be invited to be part of Cohort #2. The learning journey in the Extended Principal Induction Program: Instructional Leadership program will commence with the Residential from 12-14 November 2019.

Pr incipal Induct ion Conference The Semester 2 Principals Induction Conference 2019 was held at the Novotel Sydney International Airport on 31 July ? 2 August and was attended by 56 newly-appointed, first time principals. The conference consisted of three full days of keynotes, workshops, and presentations. The conference program was grounded in evidence-based research and aimed to deepen principal?s understanding of their role, support principals in meeting their accountabilit ies, develop leadership capability by strengthening school leadership and management practices, build collegial networks and introduce newly-appointed, first-time principals to senior officers in the Department. Its structure was informed by the Australian Professional Standard for Principals and Leadership Profiles.

Deput y Pr incipal Induct ion The Semester 2 Deputy Principal Induction Conference 2019 was held at the Novotel International Airport on 14? 16 August. It was attended by 55 newly appointed and long term relieving deputy principals in primary and high school settings.

The Australian Professional Standards for Teachers and the Leadership Profiles informed the structure of the conference program, which was grounded in evidence-based research and:

- aimed to deepen deputy principals understanding of and capacity in their role- supported deputy principals in meeting their accountabilit ies- developed leadership capability by strengthening instructional leadership and management

practices- built collegial networks- introduced newly appointed, first-time and long term relieving deputy principals to senior officers

in the department.

Updat e: Professional learning for non-t eaching st af f So far in Term 3, the professional learning for non-teaching staff team have provided professional learning at the following events:

- Principal Induction Conference- Deputy Principal Induction Conference - Staff Development days across the state.

Further professional learning will be delivering throughout Term 3:

28

- The School Administration Officer and School Learning Support Officer Induction Conferences- Presenting at the School Administrative Support Staff Professional Association (SASSPA)

conference information on professional learning opportunities for non-teaching staff.

St rat egic Schools Resourcing The team previously known as LSLD has transitioned to a new team known as Strategic Schools Resource (SSR). This changes reflects the LSLD reforms being finalised. During the transition from the work of the LSLD to the SSR, we are ensured a commitment to improving outcomes for students and ensuring there is a greater focus on:

- strategic development of effective evidence and fact-based, needs-based funding models - support schools with evidenced-based best practice research on effective use of needs-based

funding- promoting what initiatives are working well in schools across the state.

The SSR team includes both a state office and field support team providing the following services:

- manage and maintain the needs based funding methodologies and Resource Allocation Model (RAM)

- deliver the School Budget Allocation Reports (SBARs) - provide support to schools for the SBA and effective use of needs based funding- provide support through the Field Support team

To reflect the transition to SSR, you can expect to see the old LSLD website being updated from mid-September 2019. For practical ideas on the effective use of needs-based funding, view the extensive range of school funding snapshots on our current website.

The Field School Suppor t Team in Term 3 During Term 3, the Field School Support team will focus their support state-wide, through a targeted course School Planning, Budgeting and Resourcing for New and Relieving Principals and Aspiring Leaders.Dates and locations are now available on MyPL, with courses commencing Week 5, Term 3, 2019.

The course is designed to empower new school leaders to make quality needs-based funding allocation and resourcing decisions that optimise NSW public school and student outcomes. Participants will develop their understanding of the annual school funding cycle, including staff entitlements, the School Budget Allocation Report (SBAR) and the enterprise Financial Planning Tool (eFPT). New school leaders will increase their understanding of the links between school planning and resourcing and the development of a school budget utilising SAP school financial reports.

As a follow-up, new and relieving principals and aspiring leaders may request further support which will be provided through a school visit. These school visits will provide personalised support relevant to the needs of individual schools.

Ear ly delivery of t he 2020 Planned SBAR in Term 4 The SSR team is currently working on the delivery of the 2020 Planned SBAR. As in previous years, the SBAR and the accompanying Guide will be emailed to the school account during the first week of Term 4. Earlier delivery of the SBAR would provide schools with more time to plan and budget for the following year. It will also align with the budget training and support provided to schools throughout Term 4.

29

OPPORTUNITIES, RESOURCES & UPCOMING EVENTS

2020 Harding Mil ler Educat ion Foundat ion Scholarship applicat ions are now open

The Harding Miller Education Foundation offers life-changing scholarships to female, public high school students in Australian public schools. Each scholarship is valued at $20,000 over four years and provides critical resources and support to enable our scholars to excel and reach their full potential.

The HMEF's mission is to bridge the long-term societal gap of opportunity for girls within the public-school system who are experiencing financial disadvantage.

Since 2016, the HMEF has supported over 350 girls from more than 130 public schools within Australia. These scholarships are for girls studying between Y9-Y12.

To find out more and apply online go to www.hardingmillereducationfoundation.org.au

The Public Educat ion Foundat ion?s 2020 Scholarship Round is now open!

There are over 20 different scholarships for students facing barriers to learning because of social, economic and geographic factors. The scholarships target specific areas of disadvantage: refugee, Indigenous, rural and remote and low socio-economic backgrounds as well as subject specific scholarships.

For further information: https://publiceducationfoundation.org.au/scholarships/students-scholarships/

s PC Contacts: Executive

The SPC Executive is revising its portfolio structure. Full details will be available in the next SPC Bulletin

�ontact Details

M: 0429 054 149 E:craig.f.petersen@det.nsw.edu.au

Northern Beaches Secondary College Mackellar Girls Campus �ampbell PdeManly Vale NSW 2093

rr: 9949 2083 E:christine.delgallo@det.nsw.edu.au

Name

:raig Petersen

A/President

:hristine Del Gallo

Deputy President

Lindsay Paul Macintyre High School

R/Deputy President 5wanbrook Road lnverell NSW 2360

rr: 6722 1555 E: lindsay.paul@det.nsw.edu.au

Andrew Turvey Karabar High School & Distance Education Centre

Deputy President Donald Road Queanbeyan NSW 2620

If: 6298 4333 E: andrew.turvey@det.nsw.edu.au

Mark Mcconville rroronto High School

Treasurer Field Ave Toronto NSW 2283 If: 4959 1788 E:mark.mcconville@det.nsw.edu.au

Kim Chapman Rouse Hill High School 105 Withers Road Rouse Hill NSW 2155 rr:9836 1890 E: kim.chapman2@det.nsw.edu.au

:harles Gauci �owra High School PO Box 72 Cowra NSW 2794

rr:6342 1766 E: charles.gauci@det.nsw.edu.au

Denise Lofts Ulladulla High School PO Box 132 Ulladulla NSW 2539

rr: 4455 1799 E: denise.lofts@det.nsw.edu.au

Dianne Marshall �offs Harbour Senior College 1363 Hogbin Drive Coffs Harbour NSW 2450

rr: 6659 3054 E:dianne.marshall2@det.nsw.edu.au

30

31

Warren Parkes Robert Townson High School Thunderbolt Drive Raby NSW 2566

T: 9824 7777 E: warren.parkes@det.nsw.edu.au

Michael Rathborne Uralla Central School Park Street Uralla NSW 2358

T: 02677 84204 E: Michael.Rathborne@det.nsw.edu.au

Narelle Vazquez Northmead Creative and Performing Arts High School 28 Campbell Steet Northmead NSW 2152 T: 9630 4116 E: narelle.vazquez@det.nsw.edu.au

Fiona Walsh West Wallsend High School 20 Appletree Road West Wallsend NSW 2286 T:4953 2111 E:fiona.walsh@det.nsw.edu.au

Greg Wilson Woodenbong Central School Unumgar Street Woodenbong NSW 2476

T: 6635 1281 E: greg.wilson@det.nsw.edu.au

32

Reference Group Leader School

Aboriginal Education Adrian Bell Eden Marine High School

Assessment and Reporting Leon Weatherstone John Edmondson High School

Curriculum Andrea Connell Sydney Girls High School

Distance Education Hilary Hughes NSW School of Languages

EPAC Susan Wyatt Mosman High School

Finance and Administration Michael Smith Gosford High School

Learning - Now for the Future Mike Saxon Shayne Player

Liverpool Boys High School TLSC Tumbi Umbi Campus

Legal Services Jann Pattinson Davidson High School

Professional Learning Fiona Walsh West Wallsend High School

Principal Support Sharon Parkes Warners Bay High School

Professional Standards/Accreditation

Anna Tsoutsa Auburn Girls High School

Rural Education Gary Hunt Yanco Agricultural High School

Schools Infrastructure Brendan Maher Lake Macquarie High School

School Learning and Improvement

Kim Chapman Rouse hill High School

Staffing/HR Jeanne Bathgate Baulkham Hills High School

Student Wellbeing Melanie Meers Anson Street School

Technology Warren Parkes Robert Townson High School

VET Andrew FitzSimons Dapto High School

WHS Anne Vine Kariong Mountains High School

SPC Contacts: Reference Group/ Interest Group Leaders and Employed Officers

33

Int erest Group Nam e School

Equity Nicole Hunt Nyngan High School

Exchange Student Programs TBC TBC

International Students Mia Kumar Burwood Girls High School

Multi Campus Colleges Craig Petersen Denison College

Multicultural Education TBC TBC

Selective Schools Megan Connors North Sydney Girls High School

Senior Schools/Campuses Dianne Marshall Coffs Harbour Senior College

Special Religious Education Michael Rathborne Uralla Central School

Sports High Schools TBC TBC

SSP/ETU Toni Simpson Induna Education & Training Unit

Tanya Burns Administration Officer E: Tanya.Burns6@det.nsw.edu.au

Tom Coll Professional Officer E: tom@nswspc.org.au T: 0459 801 510

Geoff Hastings Director of Professional Learning

E: pldirector@nswspc.org.au T: 0411 138 699

Amy McKeown Executive Officer/SPC Website Manager

E: administration@nswspc.org.au T: 9514 9078

Paul Tracey Partnership Manager E: partnership@nswspc.org.au T: 0402 220 456

Terry Tunkunas SPC Principal Futures Website Manager

E: pfwebmanager@nswspc.org.au T: 0419 016 316

SPC Employed Officers