SPaRO and Annual Reporting | Deputy President Bob Willetts

The PPA executive are continuing to work on reducing the administrative burden by continuing to with the department to improve the functionality of SPaRO for planning, monitoring progress, self-assessment and external validation.

Over the last 5 years annual reporting processes have been significantly streamlined. Recently the executive have provided feedback through the School Excellence Advisory Group on ways to continue to enhance the 2021 annual reports.

NSWPPA Awards | Vice President Jude Hayman (repeat)

Every year we have the honour to recognise the work of our colleagues through the nomination and selection of recipients of the following awards which are presented to the successful recipients at the NSWPPA State Conference.

Awards are

LIFE MEMBERSHIP or FELLOWSHIP
DISTINGUISHED SERVICE AWARD
PROFESSIONAL AWARD
ABORIGINAL EDUCATION AWARD
SOCIAL JUSTICE / EQUITY AWARD

Please see the attached document for nomination criteria and submission information

Nanga Mai Awards | Vice President Jude Hayman

The 16th Annual Nanga Mai Awards ceremony will be held by the NSW Department of Education on December 1 at the Sydney Opera House. Celebrating the outstanding achievement of Aboriginal students, Aboriginal and non-Aboriginal staff, Aboriginal community members and public schools demonstrating excellence across a diversity of areas.

Nominations Close On 30 August 2021

Online EALD professional development for teachers and school executives | Vice President Jude Hayman

The Aboriginal Outcomes and Partnerships directorate and the Connected Communities directorate are pleased to announce a new online professional learning course for teachers and school executives. The Teaching Aboriginal and Torres Strait Islander English as an additional Language or dialect Learners (EALD Hub) has been developed in collaboration with the NT, WA, Queensland and South Australia departments of education.

The Hub is made up of 8 online units which will provide teachers with high quality professional learning in relation to meeting the language learning needs of Aboriginal and Torres Strait Islander EALD Learners. Topics include; Identifying EALD Learners, Assessment and Reporting and How Standard Australian English Works.

Each module is comprised of e-books and a learning journal which will enable teachers to reflect on their learning as they progress through the modules. All participants will receive a certificate of completion once all requirements have been met.

For staff in NSW public schools the Hub will provide additional strategies and knowledge for teaching Aboriginal students who use Aboriginal English as their main home dialect.

The Hub is based on the Capability Framework: Teaching Aboriginal and Torres Strait Islander EALD Learners which was launched in 2013. A copy is attached for your information.

The self-directed course will allow teachers to claim up to 15 hours of teacher identified professional learning for NESA accreditation purposes.

The Hub can be accessed here; https://nswealdhub.powerhousehub.net/ New users will be required to register before accessing the learning materials.

Please contact Adrian Robinson, EALD Advisor, AOPD for additional information.

Behaviour Strategy | Vice President Trish Peters

The joint statement of the NSWPPA, Secondary Principals Council, the NSW Teachers Federation and P & C Federation was effective in pressing the pause button on implementation. Although we had strong alignment with other organisations on many points in the statement, the PPA has a strong commitment to the intent of the strategy, particularly in the areas of inclusion, disability and early intervention.

President, Robyn Evans, and I had a high-level meeting with Sally Blackadder and key members of the implementation team last Friday to put the PPA position on the table. Robyn advised that our two priorities were confidence that the strategy was to be well-resourced to deliver its intent, including further detail about what that resourcing would look like, and she also spoke strongly about the major concerns we have in the suspension and expulsion space.

Sally’s presentation showed that many of the concerns the PPA had raised were considered and had been acted upon. The issue of in-school suspension was acknowledged as a major concern and, although not off the table completely, will be further explored and any response co-designed with principals.
Suspension was hotly debated. We saw that our feedback that continued misbehaviour and persistent disobedience should be considered in the categories for suspension was acted on.

Still not resolved is suspension length; we were adamant that a five-day suspension in K – 2 was not sufficient time to mobilise all the resources and personnel needed to resolve in that time, particularly for our rural and remote and small schools where access remains an issue. The team committed to including this concern in future co-design workshops.

All in all, a good result from the joint statement to pause and reset. There’s more work to do and the NSWPPA is in a strong position to influence the outcome.

Conflicts and Secondary-Private Employment | Secretary Greg McLaren

In recent times a number of Principals have been questioned by their DEL and/or PES about their own Conflict of Interests and Private and Secondary Employment declarations.

Conflict of Interests Explained

Conflicts of interest arise when personal interests may conflict with the interests of the department or the public. Employees must be objective and impartial and be seen to be so. Particular care should be taken in respect to recruitment, personal relationships, m selection of service providers, and financial decisions.

All Principals and other members of staff are responsible for declaring any conflict, or reasonably perceived conflict of interests, that may arise in their work. More information can be found at:

Private and Secondary Employment Procedure & Private and Secondary Employment policy

The Private and Secondary Employment Procedure contains mandatory provisions that must be read and applied in conjunction with the Code of Conduct, and the Fraud and Corruption Control Policy. It contains guidance for employees wanting to undertake employment other than their primary employment with the department.

All Principals and other full-time permanent employees as well as temporary employees are required to seek approval for private or secondary employment under the Private and Secondary Employment Policy. Undertaking private or secondary employment without written approval is considered to be a breach of discipline. Proactive suggestions and training:

• Maintain registers of employees completing all mandatory training, including Code of Conduct training.
• Consider supplementing mandatory training with further school-based discussion. Use the Private Secondary Employment Policy and case examples in the Guidance on Misconduct to reinforce expectations of staff and the processes associated with private and secondary employment. Draw particular attention to the specific requirements of working as a tutor as outlined in Private employment in the tutoring industry advice to staff, noting possible conflicts of interest.
• Discuss policy requirements with employees and that applications must be submitted for approval, with any conflict of interests appropriately considered.
• Schedule a reminder to staff at the beginning of, and midway through, each academic year by providing the link to the Private and Secondary Employment Policy, Procedures document and application form. This could occur as part of Term 1 and Term 3 School Development Day agendas in addition to inclusion in regular written communications from the Principal.
• Complete a twice-yearly check of previously approved Private and Secondary Employment applications and check with staff as to their current situation. Update school personnel files accordingly.
• Submit approved Private and secondary employment applications to the appropriate EDConnect email address as shown on the application form, that copies are filed appropriately within the workplace, and that the employee receives their approved copy.

Primary Principal Council Membership | Executive Officer Mark Pritchard

A number of Principal colleagues have made enquiries with the Executive about moving from one PPC. Schools are aligned with PPC Groups across NSW. Historically, these have been arranged geographically so that all PPCs are functional. As custodians of our school sites we are aligned to specific PPC’s.

Occasionally, there has been a member moved from one PPC to another for extenuating circumstances. Unfortunately, this is not as easy as some would believe as by stacking PPC’s with many colleagues it actually weakens the operation of another. Whilst we understand the requests regarding working with community of schools’ colleagues, friends, proximity to your home, we are not always in a position to approve the requested moves.

All requests are taken to the Executive to consider and review. We aim to honour the operationalisation of the Association.

Please note:

6.7.1 "Area Primary Principals' Councils will operate across the state. Their prime function is to be the peak advisory body on matters related to primary education for their area."

6.7.2.3 "The Area Council will:

provide a regular forum for the discussion of educational leadership and management, professional development and welfare matters pertaining to Primary Principals within their area"