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As the Term ends and we move into holiday mode you all should be patting yourselves on the back for the enormous efforts you have put into this Term. Your energy, goodwill and leadership have been really stretched as you have done everything to provide the best for your students and staff. Let’s hope conditions ease and the guidelines become easier.
So rest & re-charge the batteries as the weather warms….find some time for you !!
Good news on the Kinder Orientation and Year 6 Graduation and Farewell activities…just need a few more explicit guidelines to support us in these activities.
It has been a busy Term with lots of activity from the Department needing our input. So next Term, not now, please look at giving feedback on the Draft Behaviour policy and the Code of Conduct.
Thank you to the 900 plus colleagues who voted in our recent elections. Mark Pritchard (Returning Officer) reminds me that it is one of the best turn outs we have had.
Our new Executive become active following our Annual Conference in Term 4. Congratulations to the following who will take our Association to bigger and better things. Thank you for those who stood as candidates and were unsuccessful at this time.
President: | Robyn Evans |
Deputy Presidents: | Bob Willetts and Rob Walker |
Vice Presidents: | Michael Burgess, Jude Hayman, Trish Peters, Norma Petrocco, Michael Trist and Stuart Wiley |
We had two candidates for the Secretary but both were elected as Vice Presidents. We therefore have two vacant positions Secretary and Treasurer and the Returning Officer will follow up with further elections next Term.
A huge thanks to our departing Executive members Ian Reeson & Lyn Davis. Ian has been on Executive for many years and as website manager has been a key member of our communication improvements. His liaison role with various Reference Groups has been exemplary and his organisation of State Council has been extraordinary. Lyn has been an integral member of the Leadership Standing committee and key liaison for the wonderful work of the Leadership Standing committee over the years (we are now offering a great range of PL and have a Director of Professional Learning). Lyn has also been a strong voice with the Principal Support RG and was integral in pushing for 1.2 FTE Professional Support Officers to support our colleagues. Their support will be greatly missed.
Thank you to everyone who participated in this APPA backed event and thank you for sharing some of those activities online.
AT APPA we have talked about including our secondary colleagues in the Day, so next year we will be more inclusive and organise for them to be acknowledged as well.
With our partner stakeholders ( SPC and Federation) we have highlighted the scuttlebutt that is around us. There has been no unequivocal statement that the Government & DoE will not be pursuing performance contracts for principals. We will keep you posted.
Our Student Well-Being Reference Group chaired by Helen Craigie has long been involved in discussions with this draft policy which is out there for feedback. Helen & Executive Liaison Trish Peters have led thorough and detailed feedback on this. They understand the underlying principles in the policy built on the research provided by Prof Donna Cross and are supportive of it, but like many of us, aren’t supportive of some of the strategies in the implementation.
Further discussions will continue and along with PC, Federation and P & C, we will be pushing for a longer consultation period to get this right.
We know that Upper House member Mark Latham has a view on “earned autonomy”, Federation doesn’t support it and the Auditor General made some strong comments about the LSLD initiative. We’ve been working with the DoE on their response to the Auditor-General’s report to the Minister & Cabinet.
The Auditor General made the following conclusions:
The Department has not had adequate oversight of how schools are using needs-based equity funding to improve student outcomes since it was introduced in 2014. While it provides guidance and resources, it has not set measures or targets to describe the outcomes expected of this funding, or explicit requirements for schools to report outcomes from how these funds were used. Consequently, there is no effective mechanism to capture the impact of funding at a school, or state-wide level. The Department has recently developed a consistent set of school-level targets to be implemented from 2020. This may help it to better hold schools accountable for progress towards its strategic goal of reducing the impact of disadvantage.
A significant amount of extra funding has been provided to schools over recent years in recognition of the additional learning needs of certain groups of students facing disadvantage. Under the Local Schools, Local Decisions reform, schools were given the ability to make decisions about how best to use the equity funding in combination with their overall school resources to meet their students’ needs. However, multiple guidelines provided to schools contain inconsistent advice on how the community should be consulted, how funding could be used, and how impact should be reported. Because of this, it is not clear how schools have used equity funding for the benefit of identified groups. School annual reports we reviewed did not fully account for the equity funding received, nor adequately describe the impact of funding on student outcomes.
To help in the transition to greater local decision-making, the Department provided extra support by; establishing peer support for new principals, increasing the number of directors, developing data analysis and financial planning systems, targeted training and showcasing good practice. Multiple roles and areas of the Department provide advice to schools in similar areas and this support could be better co-ordinated.
Financial planning systems designed to help schools budget for equity and other funding sources were not fit-for-purpose when originally introduced. Schools reported a lack of trust in their budget figures and so were not fully spending their allocated funding. Since then, the Department developed and improved a budgeting tool in consultation with stakeholder and user groups. It provided extra funding for administrative support and 1:1 training to help schools develop their capabilities. Despite this, schools we spoke to reported they were not yet fully confident in using the system and needed ongoing training and support.
Then the following recommendations:
By April 2021, the Department of Education should:
- Clarify the objective of equity funding and update guidance material and reporting requirements to consistently reflect this objective.
- Better integrate equity funding into school planning and reporting by:
a. supporting schools to set consistent measures and targets for improving educational outcomes for each equity group
b. providing schools with a four-year projection of funding for each equity group based on past enrolment trends
c. supporting schools to implement effective strategies for community engagement on the development of the school plan priorities
d. requiring schools to identify how they plan to use available funding sources to meet the additional learning needs of identified equity groups and the outcomes expected
e. requiring schools to report on how they have used funding to meet the additional learning needs of identified equity groups and the outcomes that have been achieved. - Measure and report on school and student outcomes achieved as a result of equity funding on an ongoing basis.
- Identify schools that have made significant and sustained improvements for specific equity groups and share better practice approaches for using equity funding.
- Identify schools that have not met expected growth for equity groups and provide tailored advice and support on effective approaches to lift performance.
- Strengthen guidance on implementing cost-effective and educationally sound interventions that target the learning needs of equity students. For example, by expanding upon the Centre for Education Statistics and Evaluation's 2015 'What works best' publication and incorporating additional evidence.
- Better coordinate support provided to schools on community consultation, strategic planning, resource allocation and strategic financial management.
- Improve training and support to lift the financial management capabilities of school principals, business managers, and Directors, Educational Leadership.
The re-structure is continuing and has been unsettling…what a time to pick?? This week the ED s in the field for our new Operational Directorates are being interviewed ( two new ones, one to replace the retiring Frank Potter and one to fill Lynne Irvine’s position permanently). The Deputy Secretary positions are also to be filled soon.
We have farewelled some incredible staff from Dep Secs Peter Riordan & Liana Downie, to ED’s Lynne Irvine and Jane Thorpe and Directors Ahmed Deria, Catherine Thompson, Ben Barnes, Sandra Robinson & Laurie Campbell. There are probably others that we haven’t heard about…. We just wish them all the best and to thank them for their tireless efforts to make our system the best.
We are flabbergasted with the loss of the role of Director Rural Education…incomprehensible.
We know there has been a lot of debate, controversy and ambiguity regarding the Business Managers role and what it looks like as it transitions from GSE to the SASS Award. Our HR reference Group has been working behind the scenes with the HR Corporate Team to bed down some clear guidelines to help principals with their decision making in this recruitment area.
Below is a handy link to the Business Manager transition guide. It highlights the move of the BM from GSE and gives some handy tips and information on this transition. Pay particular attention to the Frequently Asked Questions section as that provides even more detail on this transition.
To support this information on Business Managers, please take a look at the following link which provides SASS Statement of Duties. This will give a clear picture of where particular responsibilities lie for your SAS Staff.
Skye Seymour, HR Reference Group Chair
State Council for Term 3 was again held online over zoom for two full days. Your delegate should have by now reported on the comings & goings of Council which included the vote to purchase us a home.
We had both the Minister & Secretary attend online and they as usual were open & frank about happenings.
The Minister discussed:
- COVID-19 and acknowledgement the challenges it has presented. She thanked us all for the management, particularly the schools who have had to go non-operational.
- NAPLAN Review-sensible recommendations were made in the “East Coast” Review, happy where it has landed. The Minister addressed some of the recommendations. Disappointed that Dan Tehan is focusing on the online test and believes that needs to happen before reforming the test. The Minister wants to ensure the platform will be successful.
- Check in assessments-negate arguments about being anti testing. Also pleased with the Phonics assessment.
The Minister was asked many questions focused on our Well-Being, workload, Welfare support in primary schools, contracts, behaviour policy, drought supplementation and our involvement with NESA and the implementation work around the curriculum review.
The Secretary addressed Council and mentioned:
- 2020 challenging. COVID taskforce meets every morning, having to be very responsive. Following advice from Health. Will review guidelines at the end of this Term, hoping for some relaxation. Increased stress and anxiety at the forefront of concerns and actions to provide the support and infrastructure that is needed to address these issues and looks forward to our continued advice.
- Behaviour Strategy-consultation at the moment. Looking forward to feedback. Tapping into the best global advice they can find, consultation has been provided.
- Early Childhood Education-aware of the enormous gap, working on how to improve access and ensure quality.
- Latham report-the Government has responded.
- Curriculum review-ambitious timetable, the first area to address is Numeracy K to 3. Early mastery is vital.
- NAPLAN review-recommends reading the report, a number of good recommendations.
- People Matter survey-DoE has received significant responses. Important to take the pulse and get insight from staff
He was questioned about the re-structure, social media policy, increasing work load for schools, IT devices promised during COVID.
Executive Director, Sylvia Corish led a session on what to expect if you gave a COVID positive finding in your school that was really well received.
Deputy Secretary Murat Dizdar & A/Deputy Secretary Cathy Brennan discussed School Excellence in Action, the next phase in Connected Communities, the new Operational Directorates commencing in Term 4, principal Well-Being, QTSS and the Curriculum Review.
We were also addressed by the School Improvement and Education Reform Group (SIERG) - Georgina Harrisson, Group Deputy Secretary; Murat Dizdar, Deputy Secretary School Performance, Cathy Brennan, A/Deputy Secretary, School Performance, Martin Graham, A/Deputy Secretary Education and Skills Reform and Jane Simmons, A/Deputy Secretary Learning Improvement. The key group focusing on school improvement.
George focused on: they want a simplified structure. School performance work is driving things. They want to ensure there is clarity in the work of DoE. Communication and Engagements plans must be measured, organised and systematic. Organisation must be accountable and this will be improved. Need to bring Professional Learning into a structured organised site. Georgina stressed that all of the work she outlines will not all land in schools at the same time. Support will be aligned to the SEF so you know where to go. There is a lot underway to improve support to schools. Changes in statewide student services, want to maintain push toward consistence statewide.
We had an Aboriginal Education update by Karen Jones, Executive Director Aboriginal Education and Communities with Tanya Neal, Director Policy, Research and Engagement Aboriginal Education and Communities. Discussion focused on the partnership Agreement with the AECG for the next 10 years, Language & Culture nests, Kimberwali, DoE response to the Closing the Gap report; Aboriginal state-wide staffroom.
Kay Smith, A/Executive Director Learning and Teaching with Paul Wood, Director, Early Learning and Primary Education and Catherine Thompson, Director, Literacy and Numeracy led a session discussing:
- Statewide staffrooms-over 6000 members, moderators from school services. Kay is interested in feedback about the statewide staffrooms and is happy for direct emails and feedback from PPA groups.
- Learning from home-they had to change the way they worked and change Professional Learning so it was accessible to the current climate.
- EAfS, from 59 to 527 schools, cross sectorial funding. Two evaluations, Eribius and UTS. NAPLAN, progressions, teacher surveys and focus groups. Rapid diagnostic Positive trends-structures and processes, strong leadership, effective use of data, whole school approach.We were not impressed with the extension of ILs for another year.
- L3 Review- not continuing in 2021. Really disappointing…there were other options.
The program is now set and we are looking forward to this slightly unusual version of our conference. We will be operating the Conference out of Citadel Creative Suites in Crows Nest with MC Mike Munro AM co-ordinating the program.
Time | Tuesday 27th October | Time | Wednesday 28th October |
09:00 |
Mike Munro AM - Welcome Acknowledgement of Country National Anthem |
09:00 |
Operation Art Acknowledgement of Country |
09:05 |
NSWPPA President Phil Seymour |
09:10 |
Stan Grant Keynote presentation + live Q&A |
09:20 |
2020 Awards Ceremony. Mark Scott address. |
10:10 |
Professor Pasi Sahlberg Keynote presentation + live Q&A Growing Up Digital |
09:55 |
Shane Fitzsimmons AFSM Head of Resilience NSW, in conversation with Mike Munro AM |
|
|
10:30 |
Morning Tea break |
11:00 |
Morning Tea break |
11:00 |
Dr Julia Baird Keynote presentation + live Q&A Phosphorescence |
11:30 |
Farewell to NSWPPA President Phil Seymour. Special presentation by Deputy President Robyn Evans. |
12:00 |
Rabia Siddique Keynote presentation Equal Justice |
11:45 |
Annual General Meeting Zoom session with delegates |
13:00 |
Lunch break |
12:45 |
Lunch break |
14:00 |
Ronni Kahn AO – Oz Harvest. Keynote presentation + live Q&A A Repurposed Life |
13:30 |
Mike Munro AM Keynote presentation A Pasty Faced Nothing |
|
|
14:10 |
Jonathan Biggins presentation. NSWPPA President Phil Seymour to close conference and handover to PPC Presidents. |
14:45 |
Close of day 1 |
14:20 |
Zoom – PPC social and wellbeing session (led by PPC Presidents) |
This is the latest version of our program. You will note on Wednesday we have our AGM for the two delegates from each of our Principal Councils. As this session needs to be inter-active we will change to zoom for this session. We will then come back to a live stream after lunch. And finishing up with a social session (further details to follow). Our suggestion is that to fully participate in this year’s conference that you attend from home so the typical distractions of school don’t interfere.
Vice President Bob Willetts instigated a meeting with the Minister’s Chief of Staff, David Cross, and DoE Director attached to the Minister’s Office Scott Davidson discussing the increased work load currently landing on our desks. Chair of our Principal Support RG Grace Palamara and Shellharbour PPC President Greg Wells combined to discuss the Shellharbour’s survey and impact that COVID has had on our role. We offered solutions including:
- Publicly acknowledge that it is NOT “Business As Usual” (BAU) in schools and communities, and that ALL staff in schools are experiencing significantly increased workloads that require a systemic response.
- Cease ALL non-essential policy/procedural changes, reviews, inquiries to allow schools to focus on:
- student wellbeing (staff and parent wellbeing).
- teaching and learning,
- The development of school strategic improvement plans (with an extended timeline).
- Increase funding or FTE to manage the huge increases in current school complexity relating to student wellbeing demands, and the resulting increased workload of principals, teachers and SASS staff. Possible actions include:
- Increase in the “Principal’s Support” entitlement on the SBAR
- Increase QTSS
- Increase SASS entitlement
- Increase counsellor/wellbeing officer provisions in primary schools.
Vale John McMillan (Johnny Mac/ Macca)
As advised recently we were notified of the passing of our past President & Life Member John McMillan. Past President Geoff Scott contributed the following:
John McMillan, Past President of the NSWPPA, sadly passed away on Sunday 13th September after a long battle with cancer. John was a great warrior for Public Education and held a number of senior leadership positions in Principal organisations for over 30 years. These key roles included: Regional President of the Metropolitan South-West Primary Principals’ Council in the early 1990s, NSW Representative on the National Councils of both the Australian Primary Principals’ Association (APPA) and the Australian Government Primary Principals’ Association (AGPPA), member of the NSWPPA State Executive and State NSWPPA President for two terms of office – from 1999 – 2001 and again from 2001 – 2003.
A man of great strength and commitment, John always gave 100% to anything with which he was involved. His leadership saw him take the fight for Public Primary Schools, their students and colleague Principals, to the highest level. John never backed down in his advocacy, he called a spade a spade and called out hypocrisy for what it was. He continued to make a strong contribution in the education arena after his retirement, supervising undergraduates from the University of Newcastle, providing insightful contributions to the NSWPPA as Past President and being instrumental in establishing the Association of Retired Primary Principals (ARPP). John served as ARPP President from 2005 – 2016 and was the first person awarded Life Membership of ARPP.
His career as a teacher began in the 1960s and culminated in the role of Principal at a number of schools, ranging from Portland Central School, Cabramatta and Denistone East Public Schools. John was awarded Life Membership of the NSWPPA in 2004 in recognition of his outstanding contribution to Public Education and to the Association. He received an ACE Leadership Fellowship and was recognised by the NSW Government and Department of Education with the Meritorious Service to Public Education and Training Medal. Macca, or Johnny Mac, as he was affectionately known throughout the profession, was always concerned with the individuals who make up the profession and took a strong interest in their wellbeing. In addition to his serious leadership side, John will be long remembered for his sense of collegiality and conviviality – a good friend and colleague to many, many people.
John is survived by his wife, Margaret – also a senior educator - their children and grandchildren. Deepest sympathy is extended on the loss of a good man. Vale John McMillan.
Sentral Academic Reports FAQs
Reports time is here again! To help support you during this busy time, Sentral have designed a quick guide and video tutorials to cover everything you need to know about academic reports. Click on the link below:
And finally…..
Look after yourselves….take the time to rest, lull about, read a good book, walk and enjoy the early Spring weather.
Best wishes
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.