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Welcome to 2020, hoping you have had a great start to the year.
Over the holidays we have had further horrific events that have tested the resilience of staff and families in many of our communities. It would be remiss of me if we didn’t congratulate the DoE, and particularly the Assets teams for their awesome work in getting our schools ready to start the year. And providing support for our schools. See the pictures below of Wytaliba PS & Bobin PS. It has been a fantastic effort & the teams need to be congratulated – Many thanks. Great news too that Kathy Powzun has been appointed Executive Director in SO & P to co-ordinate our continuing support for our schools.
The SPC President, Craig Petersen & I advocated for the extension of “Census date” to give schools more time to get their “actuals” in and thankfully this was agreed to. We know it has had a knock on affect to the delivery of the SBAR, but it will be out soon (at the latest April 22). Great news to that DoE have provided the same staffing dispensation this year for fire affected communities as it has done for drought affected communities.
Over the weekend you may have seen announcements in the media by the Minister that she is “unhappy” with LSLD and will review the processes. Whilst disappointed that the professional associations weren’t consulted in this, we certainly are open to suggestions for improvement. As I have said in the media if we had the full SRS (100% of the School Resource Standard) and if the tools were better and if we received some training LSLD may have landed in a better place.
Sitting behind this discussion is the Latham Manifesto “ Measurement & outcome-based funding in NSW schools”.
With 66 recommendations we all need to read & think about his thinking. The power of one politician to hold a whole government to task is a concern.
Following the horrendous bush fires that NSW has endured since late last year, Executive decided we needed to do something that would support our schools and their communities and the Adopt-a- school initiative was launched. During January all PPC Presidents were asked to check with their principals and let Executive know of any communities were struggling. We then asked you all to volunteer to be matched to these schools.
The first Phase 1 schools were from the Bateman’s Bay PPC. 27 schools were matched with 2 volunteer schools each. The next Phase, again from recommendations by PPC Presidents saw 17 schools matched with 2 schools each. These schools were from Mid North Coast PPC, Armidale PPC, Albury PPC, Port Macquarie PPC, Hawkesbury PPC, Wagga PPC and Queanbeyan PPC.
It’s not too late if Presidents, or even yourselves feel that this initiative could help your school following the bush fires. We have plenty more volunteer schools.
With this in mind, communications will go out early this week in recognition of the suffering communities that are drought affected are experiencing. This part of the initiative will be self-referrals …i.e. if you believe your families need subsidising for school activities or resources, then let us know. Drop an email to: admin@nswppa.org.au Subject Heading: Drought Affected Community support
We would love to hear stories of what you are doing to support our suffering school communities.
SMR – Staffing Methodology Review
SSP Supplementary Funding
After meetings & meetings and meetings, the first real results have been delivered. Our SSPs which have been poorly served by an antiquated and unfair staffing system for years were thrilled when an interim solution was announced. $37m of supplementary funding is to alleviate staffing pressures in SSPs and inform the future SMR entitlement solution. Many thanks to Anne Flint, Mark Gosbell and Kylee Thorson our PPA/SEPLA principals and the SSP Reference group for their hard work getting this over the line.
The funding is to enable principals to allocate additional resourcing to best suit the needs of their individual students and schools overall. Guidelines on how the funding can be used include:
- increasing executive entitlement and/or funding an existing initiative that is being funded through school or community funds
- increasing the number of school administrative and support staff employees such as school learning and support officers
- engaging dedicated specialists to address areas of specific student / school need under existing public service classifications (e.g. occupational therapists, physiotherapists, speech pathologists)
- increasing the capacity for Aboriginal Education Officers’ (AEOs) and other staff members to be utilised for targeted student support across schools in youth justice centres and other SSPs where there is an identified need.
Our next question relates to our mainstream schools that have Support Units and when will there be recognition of their staffing plight e.g. a 7 class Support Unit with a DP on a full class load. The SMR team are onto it!
Staffing
I’ve attended several meetings, including our HR reference Group where many of the pain points & possible solutions have been discussed. Some of the key points being discussed include:
- Executive positions and how they are filled
- Assessing teachers for Executive & Principal positions
- Casual supplementation – two types “Hub & Spoke” and “Inbuilt” a pilot of 47 clusters of schools to be piloted. A mixture of temporary and permanent positions being discussed and the processes and guidelines for these positions. It recognises the difficulties in getting casuals.
- Release time for primary Executive
27-29 October 2020
The Star Event Centre PYRMONT
Empowering school leaders through quality professional learning.
This will be an exciting year for the PPA, with a range of high-quality professional learning opportunities available for principals and their school executive. This suite of opportunities has been designed by Principals for Principals and school leaders. An outline of this professional learning is provided below.
NSWPPA Professional Learning Programs 2020
The following range of programs will be offered for Principals and school leaders throughout 2020. As each course is opened for registrations course information flyers and links will be provided on the PPA website under the Professional Learning tab. Information will also be provided to your PPC President and Delegate at our upcoming State Council meeting.
- NSWPPA Principal Credential - Register now.
The Principal Credential enables leaders to focus their influence and their learning on the core business of teaching and learning to have the greatest influence on student learning outcomes. With key learning led by Ann McIntyre, this outstanding program has provided participants with the opportunity to reflect on and strengthen their own leadership exploring the evidence of their practice using the Australian Professional Standard for Principals. They are supported by experienced systems leaders, PPA principals with a commitment to the development of effective leaders. On completion successful participants will receive recognition for 50% of a Masters of Educational Leadership at Wollongong University.
The Principal Credential is without a doubt the most powerful learning that I have undertaken in 12 years as a principal. The calibre of presenters was outstanding and the opportunity to re-engage with research and educational theory has completely changed the way that I work. The opportunity to build leadership networks was invaluable, I would highly recommend this opportunity to both aspirational and experienced school leaders in any setting. (Principal, New Lambton South PS, 2019)
Beyond pedagogy and practice is the culture I enabled in my school. I embedded a commitment to continual improvement that would not have been possible without a deep reflection on the AITSL Principal Standard and the alignment of my practice to the standard through the leadership journey I have undertaken within the Principal Credential. (Principal, Thirlmere PS, 2019)
- 7 Habits of Highly Effective People
The 7 Habits is a powerful tool for creating great culture. As participants learn, model and reinforce The 7 Habits they develop high levels of character and competence. Using The 7 Habits, participants will effectively lead themselves, influence, engage and collaborate with others, and continually improve and renew their capabilities and so create a system for effectiveness in their teams and school.
Programs are scheduled for Rooty Hill, Kiama, Central Coast and Sydney (city). Registrations open in Week 7.
- Leading at the Speed of Trust
Trust is one of the most important aspects in today’s school environment and like any other discipline, creating trust is a learnable skill. Teams and schools that operate with high trust are significantly more effective than those who do not cultivate trust at the core of their culture. Through this program participants will be able to better manage change and lead high-performing teams that are agile, collaborative, innovative, and engaged.
Programs scheduled for Coffs Harbour, Campbelltown, Newcastle and Sydney (city). Registrations open in Week 7.
- The Tao of Team
Effective teams are built around a clear and compelling purpose where trust and connected relationships enable an effective team culture. This program will work through the purpose and process of forming a team, creating a team culture and effective team practices. This is a practical and interactive program that will replicate team-creation and team-building practices as well as trust and connected relationships that are enablers of effective team cultures. Participants practise the skills learned and begin to apply these in their own workplace context.
Programs scheduled for Newcastle, Wagga, Western Sydney and Sydney (city).
- Powerful Performance Conversations
This program will focus on the common features of challenging conversations that are critical for school leader effectiveness. This focus will include four conversation types; Performance, Boundaries, Alignment and Coaching conversations. Although some conversations require a certain level of assertiveness, the design of these conversations embodies the intent that each party in the conversation will leave it with greater clarity, a positive forward direction and with the relationship enhanced. The program is experiential, and participants will practise the skills learned and begin to apply these in their own workplace context.
Programs scheduled for Port Macquarie, Armidale, South West Sydney and Sydney (city).
- The Middle Leadership Imperative
The middle leader has become increasingly more important to the work of schools through increased accountability and responsibility of principals (Dinham 2016). The role of the middle leader is evolving with specific purpose in facilitating collegial professional learning and in the development of quality student learning (Ronnerman 2014). This program is designed to build the capacity of Assistant Principals to lead and influence others to achieve enhanced student learning outcomes.
Programs are scheduled for Newcastle and Sydney (city).
- Flourish
The purpose of Flourish is to improve the productivity, job satisfaction and overall sense of health and wellbeing of school principals. It has been co-designed with Principals for Principals. Flourish is a strategic and consciously designed experience to support principals through the process of embedding new work and lifestyle habits. The program provides support and space for principals to work on their wellbeing
Please follow the link on our webpage to access further information about this outstanding program.
- Art of Leadership / Art of Leadership Masterclass
Art of Leadership programs are full for 2020. Some places remain in the Newcastle AOL Masterclass program.
Professional Learning on Demand.
The intent of the NSWPPA is to provide professional learning opportunities for school leaders across NSW. Whilst programs will be advertised at determined venues, the opportunity to respond to local need is welcomed. If your local PPC or network of schools wishes to run any of our professional learning programs in your area, please contact us to discuss how we can match the program to your needs.
A link has been provided to a downloadable version of this professional learning information.
For more information please contact:
Margaret Charlton l Professional Learning Officer
Mob: 0408 905 051
mcharlton@nswppa.org.au
‘Use of School Funds’ Workshops – we need your help
During Term 1 State Council, and at your coming PPC meeting (or the next), we are asking members to be involved in a workshop focussed on the use of school funding, particularly flexible funding within schools, and the impact on student learning outcomes. This has become even more important given comments by the Minister relating to changes in the LSLD strategy in the media recently. The workshop will
- Identify what’s working
- Identify what’s consistently not working
- Promote sharing amongst members to further improve learning outcomes across our public education system
- Inform planning for NSWPPA professional learning programs
- Identify people which can lead the delivery of NSWPPA professional learning programs
- Provide the Association with data for use in discussions with the DoE
- Provide the Association with data to assure the general public of the value of the additional funding allocated to schools since the introduction of needs based funding
- Provide data for further research into effective teaching and learning programs
In order to promote the benefits to our students and collegial sharing bringing about further improvements to our work, and to underline to all the value of this funding, the NSWPPA has created a tool for capturing how we are using the funds. The tool is known as The PI Tool. It is accessed by logging on to the PPA website and found in Quicklinks on the dashboard (landing page after log in).
In preparation for the workshop you will asked to collate information for three to five initiatives in your school (more if possible) according to certain fields of information. You are asked to have this information brought together in a Word file, perhaps with the assistance of school executive member(s), grouped by the initiative. We are really hoping everyone will do this, as the data that will be captured is extremely important for our work. Please complete the pre-workshop tasks as explained in the email, come along to your PPC meeting and input your program details. Further information about the workshop and data capture is available from Vice-President Rob Walker.
I have been asked ..what is the role of the contact person in your Primary Principals Council?
At your PPC meeting the President invites Principals to be the contact person for Reference Groups each year. Your role is to access the reports from your Regional representative on the Reference Groups and share the report back to your PPC. In the event that you don’t receive a report, you will find the reports on the NSWPPA website. Alternatively you can contact me.
It is also the contacts role to put forward any issues to your Regional Representative to discuss at the Reference Group meeting each term. From time to time you may be asked to attend a Reference Group meeting if the substantive member from your region is unable to attend.
Term 1 each year Chairpersons of Reference Groups declare Regional Vacancies. I then contact the PPC Presidents in the Region to call you as the PPC Contact people to see if you would be interested in taking up a position on the Reference Group.
Presidents discuss the candidates with the Reference Group Chairperson at the Term 1 State Council Meeting and then that candidate is ratified by the members in attendance for a position on the group.
If a vacancy comes up during the year, the Presidents need to talk amongst themselves and decide who will relieve in the position until the follow years Term 1 State Council Meeting.
Looking forward to some of our current contact people joining Reference Groups for the first time! Your PPC President will have contacted you by now if you are eligible or keen to be involved at an Association level.
Robyn Evans
Deputy President
Over 100 principals with primary enrolments (primary, SSP and Central schools) were involved in the recent Principal Induction, provided for the first time by the School Leadership Institute. It was great to see the latest group keen to make a difference for the students in our schools. Members of the PPA Executive had ¾ hour to discuss who we are, how we operate and what we do.
I attended the breakfast meeting for the Central Coast PPC earlier in February to update colleagues on the latest happenings/ events/ issues. Congratulations were in order for the new Executive including new President Jonathon Moxon and another tribute to PPA stalwart and Life member Kerry Moore. Good discussions on SMR and HCM ( DoE reps are available to come to PPC meetings to discuss)
Last week saw many of our Reference Groups meeting for their Term 1 meetings. I attended the Assets RG where a wide range of topics were discussed including local trades scheme, demountable program, fast track initiative, maintenance backlog, safety & compliance issues, cooler classroom program, sustainability strategy and future focused learning.
A big focus was on the amount of work required to get Bobbin PS and Wytaliba PS back online following the fires and the inspection of 180 sites over the holidays to make sure they were clear for usage on Day 1. Chairperson Brent Kunkler praised the AMU teams for a super enormous effort. Just incredible what they did.
I also attended the HR Reference Group Term 1 meeting where discussions focused on bringing the group up to speed with the work being done with the SMR (Staffing Methodology Review) team and the HCM (Human Capital Management) team. Discussions centred around:
- Supply issues – casuals particularly. They will be piloting a trial of 2 types of remedies – in built relief and a Hub & spoke model …more details to come
- SSPs – supplementary staffing
- HCM is the industry term that refers to people management & systems. The graphic below shows what they are attempting to do:
NSWPPA Principal Credential Program
Principals Australia Research Foundation
Congratulations to our NSWPPA Leadership Standing Committee on the successful application for a research grant from Principal Australia Research Foundation. The NSWPPA will receive $25,000 to evaluate the impact of the NSWPPA Principal Credential program, on both current and aspiring principals as well as the principal facilitators who operate as system leaders for the learning of their colleagues.
The research will provide new information about the effectiveness of practices to guide association led professional learning that develops the capacity of both current and emerging school leaders. The Leadership Standing Committee will engage Ann McIntyre as an academic research expert to develop this project. This is a wonderful recognition of the impact of this outstanding program.
APPA Roundtable of Childhood Anxiety
Last week APPA led a roundtable with various national stakeholders from all three school sectors (principals and parent groups) and Early Childhood Australia. Following a survey that many of you completed last year, Michael Hawton and Dr Rob Steventon discussed the results and led discussions on how as a group we might move forward on addressing students who exhibit anxious behaviours before it escalates to clinical anxiety.
In November 2019, the Australian Primary Principals Association (APPA) sent to all Australian Government, Independent, and Catholic Primary School Leaders a survey to begin a discussion on anxiety in Australian Primary School children. Almost 700 replies were received.
The survey comprised two parts:
Part 1
Principals were asked to respond to 10 statements. For each statement, six Likert-type categories of responses were provided. In broad terms, Principals responded that:
- They have many discussions with teachers about students' anxieties.
- They and teachers have many discussions with parents about students’ anxieties.
- They have many discussions with colleagues about levels of students’ anxieties.
- Students' anxieties place high demands on time and resources.
- Schools are inadequately resourced to manage for anxious students.
- Most parents do not have the skills to manage their children's anxieties.
- Students' anxieties negatively influence academic results.
- Anxious students socialise with difficulty.
- Student absence from school increases with students' levels of anxiety.
Part 2
In addition to obtaining Principals’ Likert-scale responses (Part 1), leaders responded freely to two open requests:
Request 1: “Without identifying your school or any individual, please provide any general comments you wish to make related to childhood anxiety in your school or in primary schools generally”
494 individual comments were given and were coded thus:
- Comments relating to prevalence of anxiety: 211/494 ~43%
- Comments relating to parents: 201/494 ~41%
- Comments relating to staff: 92/494 ~ 19%
- Comments relating to hypothesised causes of anxiety: 79/494 ~ 16%
- Other: 47/494 ~ 10%
Request 2: “Please provide any comments you wish to make in relation to the prevalence of childhood anxiety over the last 3 - 5 years”
Approximately 600 comments were provided to the Survey’s Request 2:
NOTE: As the comments were very similar to those for the first request, an analysis at the level for Request 1 was not applied..
APPA PROJECT - FINAL REPORT
The broad findings and implications arising from Part 2 are:
- Principals are very concerned about the incidence of anxiety and its increase.
- Providing for parents and caregivers with mental health concerns is beyond schools’ responsibility and expertise. Rather, their responsibility is to parents’ and caregivers’ children. Nevertheless, teachers’ work necessarily involves them with children’s parents.
- Respondents’ comments clearly support a view that children’s anxieties are highly connected to many parents’ parenting practices.
- Parents feel “at a loss” and do not know how to cope for their anxious children.
- A small number of parents hold that the school (alone) is responsible to improve their children’s anxiety concerns.
- Leaders report high levels of concern about their own and the teachers’ abilities to cater for significant numbers of anxious students.
- Leaders hypothesise causes for students’ anxiety at school. The dominant causes that they suggest are:
1. Parenting practices
2. Children’s performativity anxiety
3. Societal influences.
Hope the remainder of the Term runs smoothly. If you have any issues don’t forget to contact your PPC President and turn up to your local meeting.
Your executive is, as usual, here to support you.
Phil Seymour
On behalf of the NSWPPA Executive, Robyn Evans, Ian Reeson, Lyn Davis, Bob Willetts, Michael Burgess, Jude Hayman, Michael Trist, Stuart Wylie, Trish Peters, Rob Walker and Mark Pritchard.