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- President’s Report:
- Introducing the 2022-2024 State Executive:
- The Fathering Project:
- Professional Learning Officer Position Update:
- 2022 APPA Conference:
- Welcome to the Principalship:
- Professional Learning | PLO Margaret Charlton:
- Education Perfect | Exectutive Officer Mark Pritchard:
- 2023 SBAR | Deputy President Michael Burgess:
- Simpler School Budgets | Deputy President Michael Burgess:
- Understanding a School’s Responsibilities and Options: Protecting Principals and Other Staff from Online Criticism (part 1) | Secretary Greg McLaren:
- Strategies to minimise the potential for Principal and other staff to be criticised on the Internet (part 2) | Secretary Greg McLaren:
- Responding to Internet Criticism Checklist (App1) (part 3) | Secretary Greg McLaren:
- Sound Scouts - the government funded free hearing screening app | Vice President Jude Hayman:
- Implementation of the new Behaviour Policy | Vice President Trish Peters:
- The Anxiety Project | Vice President Trish Peters:
- NSW Chief Behaviour Advisor | Vice President Trish Peters:
- Behaviour and Suspension Recording in Sentral and ERN | Vice President Leah Martin:
- Term 3 PPA Podcasts | Vice President Leah Martin:
- And finally…..
Pause a moment to look back at the break you had just three weeks ago… reflect on the opportunities you had to rest, reflect, rebalance, recalibrate. Now, sit for a minute and ask yourself what have you done in the last three weeks since resuming school… WE must deliberatly plan for and invest in opportunities to DAILY take the time to nourish our own wellbeing. NEVER has it been more important to do so. PRIORITISING yourself has a hugely positive ripple effect on your colleagues, family and school communities. YOU MATTER and so does the work you do. Keep in mind as well, WE HAVE the most acute awareness of what matters most for ourselves, our families and for our schools – protect these things and cut the ‘white noise’ out. Narrow and sharpen your focus and stay the course.
On behalf of the NSWPPA membership, I extend my thoughts and support to our colleagues again facing the ravaging flood waters. Over the past few weeks, I have reached out to colleagues and have heard from many – schools returned to learning from home and that threat of and actual flooding of homes and businesses has again been heartbreaking. Our principals have stepped up time and again to lead their communities with such heart and soul. Often too, they live in these communities and have an incredible responsibility. Please, as I have said time and time again, reach out to the Association and call if we can offer any support or assistance during this time. Just know we are indeed thinking of you all.
Term 4 has without doubt been off to a flying start. A succession of political announcements during the holidays certainly had us caught in a myriad of questions as opposed to a collective understanding of fact. Alas we have landed back in our schools and the students, staff and our communities have taken priority and our work in schools continues. Right now we are all needing information about SBAR bottom lines and a number of key initiatives that tie to staffing so we can secure what we have and be creative about. We all know the programs and initiatives we value most are tied to funding. Prioritising the practices that have had impact are the initiatives we need to invest in. I have been advised the SBAR will be released Week 4 … details regarding Curriculum Reform PL, QTSS and hopefully COVID ILSP will be at hand for us all. Thank you to the membership who have also voiced the same as the Executive and I in terms of what Principals and schools value and certainly about timeliness. In the Minister and Secretary meetings this term we HAVE been clear, concise and solution focussed to clarify the urgency of the work we do in schools and the current wellbeing status of the Principalship and the teaching profession at large.
One of the announcements during the holiday period I was briefed in full by the Ministers Office and attended the press release about the announcement that the Murdoch Institute was undertaking a deep and extensive piece of research into the wellbeing needs of primary aged students. THIS is the research we need so as the Government ensures the Department has personnel and programs in place to address the myriad of issues we seen presenting in our schools. WE KNOW WHAT we are seeing in schools and the time to act on this is now. Early intervention and prevention strategies, Wellbeing Officers and Counsellors are just the most obvious. The NSWPPA Anxiety Project HAS been taken to senior DoE personnel and repeatedly to the Minister – every time we hear the need for research and THIS is what we have asked for so that the requests we have to support primary aged children’s well being is acted on. When the opportunity presents, please champion your staff to contribute to the Murdoch Institute research. Wellbeing needs of our student population differs from school to school. The focus is on our settings and our students. Please contribute to these forums when they present.
The ‘Rewarding Excellence ‘ announcement is not an initiative we haven’t seen before and we lived through times where these initiatives have been introduced and faded away. The Advanced Skills Teacher in the day was one such scheme. WE collectively agree that ‘performance pay’ has the potential to destroy collaborative culture. WE collectively agree we have a strategy in place (HALT) that needs to be invested in, grown and magnified. I am encouraged by the strategy of consultative voice. The team charged with this initiative will ensure the voice of every teacher, leader and Principal can have a voice at one of the multitude of round table events across the state. Please, again I ask you champion attendance at these opportunities.
We do have to ‘brace’ ourselves as we lead into a March election – we will be hearing MANY announcements as the ’politics‘ amplifies. Keep focused on what you can control and actively invest in the Term 4 things you know you need to achieve. Have clarity about the work you need to be spending most of your time doing.
Introducing the 2022-2024 State Executive:
Following the recent nominations for the position of Treasurer (elected unopposed), I am delighted to announce the 2022 – 2024 New South Wales State Executive:
President: Robyn Evans
Deputy Presidents: Rob Walker, Bob Willetts
Vice Presidents: Michael Burgess, Norma Petrocco, Greg McLaren, Leah Martin, Stuart Wylie, Trish Peters
Secretary: Michael Trist
Treasurer: Scott Sanford
We look forward to serving the NSWPPA membership in all endeavours – supporting, empowering, advocating and leading.
Last week I had the good fortune to meet with John Kirkland |The Fathering Project | NSW & ACT and founder Professor Bruce Robinson |Professor of Medicine about creating stronger school communities by engaging dad’s and male role models in building and growing stronger partnerships for their children. I have included the Fathering Projects Research Summary and was afforded much information that I will include in upcoming ‘What’s Hot’. Should you wish to find out more information, contact John on 0403 169 672 or email him john@thefatheringproject.org. Since meeting with John I have spoken to an number of Principal colleagues who have adopted the project and to see how they are engaging dads, granddads and male role models in schools is REALLY impressive, relatively simple and LOTS of fun. Not to mention the stories of impact it is having- it’s worth considering.
Professional Learning Officer Position Update:
Excitingly Mark Pritchard and I have had a number of enquiries about the opportunity for a colleague to join the NSWPPA team as the Professional Learning Officer. I feel confident we may land this position this time. I eagerly await Monday afternoon when the advertisement closes. I will keep you posted…
The 2022 APPA Conference is just days away, I will be presenting the Presidents Report at the NSWPPA Annual General Meeting, and it will detail the business of the Association and the support, empowerment, advocacy and leadership we have offered and actioned this year. I will send out an interim ‘What’s Hot’ after Conference and pre–State Council which will detail the work of the Executive, Chairpersons and myself. Don’t forget to download the 2022 APPA Conference app through CVENT (app store ). Point in time updates and communication to you personally.
Next week over 500 of us have the opportunity to connect in person at the APPA Conference – some 700 + colleagues in all from across the nation from the three sectors, Government, Independent and Catholic will be engaging in a Conference that without doubt is going to ensure our wellbeing and professional learning is the absolute focus.
Please extend my appreciation to your staff who will step into your role next week so you can reconnect with colleagues and take on new learning.
Look forward to seeing you all at the Educational Expo on Tuesday – you are welcome to bring colleagues from your administrative/ teaching/leadership teams too. Remember to let your DEL know who will be relieving for you whilst you attend the Conference.
Most importantly I am looking forward to celebrating how far we have come and everything we have achieved in our schools, individually and collectively.
We warmly welcome these colleagues to the Principalship - a noble and rewarding profession – such a privilege to lead a school through the successes and celebrations as well as through periods such as these. Together with our staff, students and communities we lean on our colleagues and share in our next steps. Please know there is much support available to our early career principals including your mentor, Principal School Leadership, Primary Principal Council Executive and colleagues as well as the NSWPPA Executive and Professional Support Officers – Wendy Buckley 0403 560 814, Geoff Scott 0427 451 359 and Phil Seymour 0412 673 378. I am also available at the end of the phone anytime, email or text 0429 547 619.
Nicole |
Parker |
William Rose School |
Teri |
Clark |
Paxton Public School |
Amy |
Kurtz |
John Hunter Hospital School |
Megan |
Neilands |
Nords Wharf Public School |
Salena |
Langholz |
Raymond Terrace Public School |
Kristina |
Giorgi |
Smithtown Public School |
Michael |
Darcy |
Gilgandra Public School |
Renee |
Langdon |
Mawarra Public School |
Kellie |
Stojanovic |
St Helens Park Public School |
Lesley |
Kelly |
Avoca Public School |
Alison |
Forthuber |
Bellambi Public School |
Timothy |
Tarrant |
Kentucky Public School |
Amanda |
Van den Berg |
Dunoon Public School |
Narelle |
Stacey |
Quambone Public School |
Lauren |
Shepherd |
Cudal Public School |
Wendy |
Robb |
Wanaaring Public School |
Welcome, Welcome, Welcome – your communities are very fortunate to have you. Remember to update your details on the NSWPPA website so your contact details are accurate and you are contactable.
Professional Learning | PLO Margaret Charlton:
Building leadership effectiveness in 2023
Returning for 2023 is the highly acclaimed ‘Art of Leadership’ program. Eight programs will be offered across the year at a range of venues. Register promptly to secure a place in this outstanding program. If you have been put on a waitlist, the program will be full. Please select another program.
Art of Leadership
Audience: Principals, school executive
The Art of Leadership is structured upon a leadership effectiveness framework that identifies and builds the capabilities that both school experience and relevant research shown to be essential to successful school leadership. This framework encompasses four dimensions; Leadership of self, Leadership of others, Leadership of teams and Strategic school leadership. This practical, interactive program addresses the skills, processes and knowledge needed to lead a successful school with participants applying and refining skills in their own workplace context.
Please Note: Program invoices
Currently all program invoices from our Cvent registration system are being filtered by the DoE to junk mail. When registering please check there for your Cvent confirmation email and invoice. Please enable emails from Cvent to come to your DoE email account.
Education Perfect | Exectutive Officer Mark Pritchard:
Education Perfect is hosting an Education Perfect Innovate and Collaborate Conference (EPIC) free of charge on Friday 18th November between 8:30 and 4:30 pm AEDT at Stone & Chalk, Level 4/11 York Street, Sydney.
EPIC is full of excellent speakers, hands-on sessions, fully catered morning tea & lunch, as well as ample time to network and chat with colleagues from around NSW..
The programme will cover a broad range of educational topics including hands-on workshops and a panel discussion on student mental health and well-being.
A fully catered day followed by the opportunity to network with your colleagues over drinks and nibbles.
2023 SBAR | Deputy President Michael Burgess:
The 2023 SBAR will be released to schools on Monday 31st October. Recently announced resourcing will be included in the release.
Along with the SBAR there will be guides on using funding (including the new resourcing). I encourage you to access the guides to help you in planning.
Simpler School Budgets | Deputy President Michael Burgess:
The NSWPPA has been working with the DoE Finance team to reduce the unnecessary complexity of budgeting and planning. The changes will come into place when the SBAR is released on 31st October and will include:
- Detailed financial planning only in eFPT (no longer required in SPaRo)
- Staff planning is split into Entitlement and Flexible tabs
- Entitlement planning is managed in FTE positions only – no dollars display for this part of the allocation. (HINT - make sure you plan all of your FTE staffing in eFPT before the end of 2022)
- New reports to help you monitor your budget and staffing plans. (these will be available in early 2023)
- A new tile, ‘Allocation Vs Planned FTE’, shows the entitlement positions allocated to your school so that you can easily map your entitlement planning to these positions.
There will be webinars to assist Principals and SAMs understand the changes. I encourage you to register https://education.nsw.gov.au/inside-the-department/edconnect/finance-and-accounting/planning/simplifying-school-budgets/register-for-training
Guides and support are available to create your eFPT plan here https://education.nsw.gov.au/inside-the-department/edconnect/finance-and-accounting/planning/staff-and-financial-planning/create-your-plan
Guides and support are available to create your FTE staffing plan here https://education.nsw.gov.au/inside-the-department/edconnect/finance-and-accounting/planning/staff-and-financial-planning/about-efpt/efpt-staff-planning-page
More information her https://education.nsw.gov.au/inside-the-department/edconnect/finance-and-accounting/planning/simplifying-school-budgets.html
The following information is not a substitute to the department’s Legal Services directorate’s legal bulletin 42 Cyber bullying of staff (nsw.gov.au) or Misuse of technologies (nsw.gov.au)
Criticism of staff on the internet can pose significant difficulties to school communities. When they do occur, it is crucially important to discharge legal obligations to staff, take any underlying complaints seriously and remain focussed on the importance of supporting any affected students.
It is equally important that school leaders who are responding to criticism of staff on the internet have regard to their own wellbeing needs as dealing with matters of this kind pose significant challenges to the most experienced of Principals. NSWPPA can further professionally support you: NSW Primary Principals' Association (nswppa.org.au)
While it likely to be difficult to completely eliminate the potential for staff to be criticised on the internet, there are some basic strategies that can be implemented to minimise the potential for staff to be criticised, and if they are, to reduce the likelihood of other school community members joining in the criticism and thereby escalating its profile and impact.
These strategies include:
- acknowledging when things have gone wrong, apologising, remaining focussed on the student and addressing an oversight or error;
- reminding staff of their responsibilities under the department’s Code of Conduct;
- setting out clear expectations for student behaviour and the consequences if those expectations are not met;
- educating school community members about school policies and procedures;
- establishing and promoting expectations of acceptable standards of behaviour from members of the school community;
- providing staff with professional development;
- supporting staff to use school based and personal social media safely;
- identifying the potential for challenging behaviour from a member of the school community;
- factoring these behaviours into school planning; and
- maintaining awareness of developments in social media law and policy.
Acknowledging when things have gone wrong, apologising, remaining focussed on the student and addressing an oversight or error when it occurs
There are occasions where mistakes are made by school staff. It is important, even if the school community member’s response to what has occurred is disproportionate or offensive, to acknowledge what has gone wrong and address it.
An apology should be made where warranted. If the school community member’s response has been offensive the opportunity should be taken to comment on the nature of the school community member’s response, advise that complaints or concerns are welcome and reinforce the importance of raising issues and concerns in a more appropriate manner.
At all times it is critically important not to allow the behaviour of the school community member to distract the school from focussing upon the learning and support needs of any affected student.
Reminding staff of their responsibilities under the department’s Code of Conduct
It is important to remind staff of their responsibilities to students, parents and other staff under the department’s Code of Conduct. Potential breaches of the Code of Conduct should be referred to the department’s Professional & Ethical Standards directorate.
Clearly setting out expectations for student behaviour
Clear expectations should be set out for student behaviour, including online behaviour. The consequences of not meeting those standards of behaviour, including the potential for disciplinary action should be made clear.
Educating school community members about school policies and procedures
It is important for schools to:
- attempt to involve the school community in the development of school based guidelines (e.g. The school’s anti-bullying plan) Remember policies & procedures are State based;
- regularly promote relevant policies and procedures using a variety of means;
- inform members of the school community about the school’s legal obligations (e.g. privacy) and ask parents (and others) to notify the school when court orders are made.
- transparently outline how decisions about class placements, awards etc. are made;
- regularly remind parents how complaints and concerns should be raised with the school and of the standards of behaviour expected of parents;
- clearly and proactively advise parents about the approach that will be taken to issues of previous or likely future dispute (e.g. family law issues); and
- acknowledge complaints and inquiries as well as provide realistic timeframes for responses to issues raised by parents and regularly update on them if there are delays.
Establishing and promoting acceptable standards of behaviour from members of the school community
Schools should establish and promote the standards of behaviour expected of members of the school community beyond the School Community Charter (nsw.gov.au). Expectations about behaviour should be expressed positively and generally include:
- clear rules for entry/exit from the school grounds including any requirement to “sign in”;
- identify “out of bounds” areas;
- explain how to make appointments to see teachers/school counsellor/the executive/the Principal;
- establish how members of the school community are expected to interact with each other;
- set out how to make complaints or raise concerns in an appropriate manner – including that issues with other children must not be raised directly with a child in any circumstances;
- establish parameters for respectful communications with or about the school, students, staff and other parents on social media and the use of technology while on school grounds; and
- clear outcomes for school community members if behavioural standards are breached.
Providing school staff with appropriate professional development
Sometimes criticism on the internet is triggered by a mistake made by the school. While an inappropriate reaction is unacceptable in any circumstances it is important to remind staff of their professional obligations towards students and parents under relevant law and the Department’s Code of Conduct Code of Conduct (nsw.gov.au).
Providing staff with professional development in relation to key legal requirements (e.g. the obligation to consider making reasonable adjustments for students with disability) can minimise the potential for the kinds of incidents which may trigger criticism on the internet.
The department’s Legal Services directorate have designed resources to support school staff develop competencies in areas such as the duty of care, bullying, discrimination and exchanging student information. Schools are encouraged to alert staff to these resources and encourage staff to complete the modules. These modules can be accessed on the Legal Services website.
Where parents are known to consistently engage in difficult behaviour, consideration should be given to providing key staff with training in how to deal with people with difficult behaviour.
The NSW Ombudsman, amongst other agencies, provides training of this kind. Further information about the training provided by the NSW Ombudsman can be found on its website at https://www.ombo.nsw.gov.au/training-workshops-and-events/training-and-events-calendar
Assessing the potential risk for criticism on the internet impacting on staff and implementing strategies to minimise that risk
The risk of criticism of staff is foreseeable in certain circumstances. For example, on some occasions the nature and subject of media reports can trigger an emotional response in the community which is inappropriately directed towards a school where an event has taken place.
This emotional response can take the form of threatening, offensive and even obscene texts, emails or posts on the Facebook or other social media maintained by the school or more general. Staff need to be prepared for this kind of contact to be made.
Strategies to minimise the impact of this behaviour will vary according to the circumstances but can include monitoring the school’s social media, disabling its’ Facebook account, providing scripts to staff answering the telephone, briefing local members of parliament and arranging for someone outside of the school to review the school’s email inbox.
It is very important to include staff in planning the response of anticipated or actual criticisms and explain strategies the department may consider implementing in response to criticism, including the non-response.
Supporting staff to use school based and personal social media safely
It is essential schools/school staff comply with the requirements of the Code of Conduct and the department’s Social Media Policy and Procedures.
Staff also need to be mindful of the importance of keeping their own online interactions safe. Staff can be advised of the resources that have been developed by the Office of the eSafety Commissioner to be safe online including the technology check-up that has been developed to assist people protect themselves and their personal information online.
Identifying the potential for challenging behaviour from members of the school community
A previous school should consider informing the new school (where known) about previous difficulties between a school and a member of the school community, where these difficulties could re-emerge at the new school.
The transfer of this information between NSW government schools is authorised by work health and safety law and between NSW school sectors under Chapter 16A of the Children and Young Persons (Care and Protection) Act 1998.
The new school should be informed of strategies that have succeeded and those that have failed when the new school develops strategies to support the student.
Where another agency is also involved in providing support to the family it is possible that agency has also dealt with difficult behaviour. It may be possible to exchange information about the other agency’s response to this behaviour under Chapter 16A of the Children and Young Persons (Care and Protection) Act 1998 https://legislation.nsw.gov.au/view/html/inforce/current/act-1998-157
To be able to do this the other agency must be a prescribed body and the information exchanged must:
- relate to the safety, welfare or wellbeing of a child or young person (or class of children or young people); and
- assist the making of any decision, assessment or plan or to provide a service relating to the safety, welfare or well-being of the child or young person.
Obtaining this kind of information can help the school avoid “making the same mistake twice” or “recreating the wheel” when dealing with school community members with difficult behaviour.
Further information about the exchange of information between prescribed bodies can be found in Legal Issues Bulletin 50 Information provided for the welfare of children (nsw.gov.au)
Factoring potential triggers into school planning
Attempts should be made to identify and avoid triggers to difficult behaviour to the extent this is possible and do what is reasonably practicable to avoid those triggers. For example:
- consider the individual when drafting correspondence and avoid “bureaucratise” and unintentionally offensive or patronising language. Also recognise the potential for copies of your communication to be posted online and draft correspondence accordingly;
- consult with the Director Educational Leadership and check the Controversial Issues in Schools Policy (nsw.gov.au) has been complied with prior to engaging in issues that may prove controversial;
- learn what you can about a school community member’s past experience and reflect upon the difficulties they may be facing;
- try to keep track of external factors that may impact on the family (such as an upcoming court date for their child);
- if “sudden” changes to school routine trigger difficult behaviour give those affected as much notice as practicable to any proposed changes; and
- plan for difficult conversations.
Principals may use the “EAR” approach to difficult conversations with parents. This involves:
- EMPATHY (e.g. – I can tell by your tone of voice you are distressed)
- ATTENTION (e.g. Work through the issues – this includes the issues on the parent’s list as well – such as I want to listen carefully to your concerns about Mary seeing a counsellor)
- RESPECT (Find something that you can respect about the parent and let them know. e.g. I understand that you know Mary best and it is important that I listen to what you are saying).
To this I would add a further “R” for recording the outcomes of conversations. Further information about:
- managing unreasonable complainant conduct can be found in the NSW Ombudsman’s Managing unreasonable conduct by a complainant Manual 2021 https://www.ombo.nsw.gov.au/Find-a-publication/publications/guidelines/state-and-local-government/unreasonable-complainant-conduct-manual
- the practical application of the “EAR” approach to managing high conflict behaviour can be found on the Queensland Office of the Information Commissioner’s website at https://www.oic.qld.gov.au/__data/assets/pdf_file/0017/20708/Managing-High-Conflict-Behaviour-presentation.pdf and
- conducting difficult interviews in the education context can be found in Legal Issues bulletin 33 Difficult interviews and related issues (nsw.gov.au)
Keeping informed of changes in social media law and policy
Social media practices change at a rapid rate. It is important to keep informed of new developments in social policy law and policy.
This can be done by checking for relevant information in publications like Schoolbag, monitoring the safety Commissioner/Australian Media Communication Authority website and signing up for newsletters such as the safety Commissioners – eSafety News at https://www.esafety.gov.au/newsletter-subscription or the ACMA general updates newsletter at https://www.acma.gov.au/theACMA/Newsroom/Newsroom/Latest-news/subscribe-to-our-digital-products
Conclusion: This is no easy task and a checklist of proactive and responsive actions when criticisms are pending or launched is at Appendix 1 to this paper and a list of resources which may be of assistance is at Appendix 2.
Thank you to DoE Legal Services Directorate for providing guidance
Further information: Misuse of technologies (nsw.gov.au)
Responding to Internet Criticism Checklist (App1) (part 3) | Secretary Greg McLaren:
Proactive Strategies
- Do not disclose personal information
- Advise staff to change passwords
- Encourage staff to check their own privacy settings
- Set out clear expectations for school community social media use
- Acknowledge when things go wrong and apologise
- Keep focused on the student
- Educate the school community about policies and procedures
- Promote standards of acceptable behaviour
- Provide staff with professional development
- Support staff to use social media safely
- Identify the potential for challenging behaviours
- Factor challenging behaviours into planning
- Maintain awareness of developments in social media
Responsive Strategies
- Discharge reporting requirements
- Block the community member
- Collect evidence
- Find the website
- Report inappropriate content to the relevant social media service
- Do nothing
- Negotiating/mediating with the critic
- Reporting to the police
- AVOs
- Fixated Persons Unit
- Defamation
Sound Scouts - the government funded free hearing screening app | Vice President Jude Hayman:
The majority of students are unlikely to have had their hearing checked since birth. Parents and carers are seldom aware that hearing can change after the newborn test and, as there’s no routine testing for preschoolers, hearing loss can go undetected. Viruses, trauma, genetic disorders and, most commonly, persistent ear infections, can all contribute to a student experiencing hearing issues throughout their early school years. An estimated 1 in 10 children start school with some form of permanent or temporary hearing loss.
By conducting a simple hearing check with the free Sound Scouts app, you can ensure that students with hearing issues are identified and supported, enabling them to listen and learn.
Endorsed by Hearing Australia and funded by the Department of Health, the Sound Scouts hearing check app is free for children aged 4+. Over 100,000 tests have been conducted in more than 2150 schools across Australia.
Sound Scouts is:
- evidence-based
- easy and fun to use
- includes 3 game based activities completed in 7 - 10 minutes
- provides an indication of a child's hearing & listening abilities, in quiet and in noise
- generates an automated report with clear next steps to be shared with parents/carers
Easily downloaded from the App Store, Google Play or Microsoft Store: https://www.soundscouts.com/au/download/
With the science built in, screenings can be conducted by school staff at a convenient time. All that is required is a touchscreen tablet, good quality adult headphones and a quiet space. Sound Scouts recommends the Sennheiser HD 300 headphones.
To ensure that no hearing issues are left undetected, ideally all students should be tested, but to begin, schools should test Kindergarten followed by Year 1 & 2 and then Year 4 students in preparation for the transition to high school. At a minimum, students with learning, behaviour or speech issues should be tested.
There is no charge to the school to use this service and Sound Scouts provides the resources & training needed to set up a screening program including parent permission forms, Screening Guide and access to the Sound Scouts Integrated Management Portal:
- School Resources:
https://www.soundscouts.com/au/schools/school-resources/
- Understanding Results:
https://www.soundscouts.com/au/support/#understanding-results
- Screening guide:
https://simplebooklet.com/soundscoutsscreeningguide#page=12
- Sound Scouts Integrated Management Portal:
https://ssimpl.soundscouts.com.au/portal/
Identifying a suitable person to oversee the screening program may be a challenge for some schools, however the person supervising testing doesn’t need to be a teacher, any responsible adult, such as a parent or support staff, can facilitate testing. Testing can be carried out in groups of two and can be done progressively over time.
Schools can also encourage parents to test at home by including information in their newsletters. Sound Scouts can provide a newsletter insert.
To get started or for more information, contact Sound Scouts on 1300 424 122 or team@soundscouts.com.au
Implementation of the new Behaviour Policy | Vice President Trish Peters:
Although there were several hot topics over the last school holidays, one of the hottest since our return was the implementation of the new behaviour policy and procedures. What many of us experienced on Day 1 Term 4 was changes to systems that, in some cases didn’t work as expected. The DoE provided all schools with a simple method for recording suspensions etc on ERN to give a similar experience to ebs4 without the double entry required. Schools who use third party systems (e.g. Sentral, Compass, etc) do not need to use ERN to record suspensions.
Over the last week or so, ITD have been working with these third-party providers to fix the glitches that many of us have experienced and have had daily meetings to resolve problems. The DoE is also working to provide a range of updated letter templates for schools.
Since Sentral is a NSWPPA corporate sponsor, I am providing a link to their Wellbeing requirements for NSW Department of Education Term 4 2022. The new NSW Department of Education (NSW DoE) Behaviour policy requires configuration updates to how incident and suspension data are handled within Sentral. This document contains an overview of the changes and new workflow process.
And a video regarding the new suspension policy:
The Anxiety Project | Vice President Trish Peters:
Another great announcement was that world-leading child health researchers, the Murdoch Children’s Research Institute, have been tasked with looking at the mental health and wellbeing of NSW primary school students and helping to create innovative social and emotional support measures for our youngest learners. The work will be completed by February 2023.
You don’t need to wait though, as our own Wellbeing professional learning – The Anxiety Project – is ready to be factored into your school improvement plan.
Many well-being initiatives don’t specifically target anxiety, rather, they are generalised well-being programs not addressing the issue of child anxiety.
This is a whole of school approach to manage anxious behaviour and build resilience co-designed with principals using cognitive behavioural therapy techniques that require “seemingly modest changes to significant adults” behaviour.
Expressions of interest for The Anxiety Project close on 7 November and we are keen to get started by the end of the year.
Clicking on the image will take you to the NSWPPA website Anxiety Project Page where you can read the flyer and download an EOI.
NSW Chief Behaviour Advisor | Vice President Trish Peters:
The creation of a NSW Chief Behaviour Advisor, to lift behaviour standards in schools was another hot topic. The media announcement advised,“Teachers across school sectors have told us they want greater support for dealing with disruptive students and that’s why we’re introducing the role of NSW Chief Behaviour Advisor to lead on best practice for improving and maintaining respectful student behaviour.” Let’s watch this space – recruitment is imminent!
Behaviour and Suspension Recording in Sentral and ERN | Vice President Leah Martin:
In line with the Student Behaviour Policy, there are changes to the way suspensions and formal cautions are recorded. A positive aspect of this change is that we are no longer required to duplicate the entry of suspensions. Suspension recording done in third party software does not need to be duplicated in ERN.
PPA executive continue to be involved in regular meeting with the IER team, as well as daily meetings with Sentral to support successful change to more efficient ways of working under the new policy.
Sentral are responding to issues, questions and concerns with frequent overnight updates and have created a range of resources to support schools with the new processes.
This Sentral video tutorial is a handy overview of how to create suspension records in Sentral. Sentral has also published this help guide for recording suspensions. We can expect enhanced letter templates on Sentral in the next week.
These comprehensive QRGs for updating behaviour and suspension records in ERN have been released by the Department and you can refer to this Staff Noticeboard article from Term 3 Week 9 for more information.
A number of questions have been received about why formal cautions appear in the suspension categories in Sentral. As formal cautions belong under the suspension part of the Student Behaviour Policy, this is not an error and we do need to adjust to recording formal cautions in this way.
Please continue to raise any issues or concerns through EdConnect and the Sentral Help Centre, where relevant, so these issues can be tracked and resolved as quickly as possible. As always, please continue to reach out to us for any support, questions, clarification or feedback.
Term 3 PPA Podcasts | Vice President Leah Martin:
We have created two 15 minute podcasts for our membership to share the business of the Association and the incredible work of our Reference Groups.
Podcast episodes can be accessed in the members only section of our website so you will need to log in using your email address and password. If you have forgotten your password, there is a simple reset option on the login page.
Episode 2, our Term 3 Executive Update, is an update from our President, Robyn Evans and Deputy President, Bob Willetts, on some key initiatives of the Association to support, empower, advocate and lead colleagues this term. Robyn brings us an update on the highlights of our meeting with the NSW Minister for Education and Bob shares the outcomes of a workplace wellbeing forum held with senior DoE officials and our PPA.
Episode 3, Term 3 Update from Reference Group Chairs & Exec Liaisons, includes updates on important topics that our Reference Groups have been working on. This episode features:
- Staffing Strategies & Principal Reclassification | Michael Trist, Vice President & HR RG Executive Liaison
- Carry Forward Policy & Simplyfying School Budgets | Karen Mortimer, Chair Finance & Admin RG
- SAM Marketplace | Michael Burgess, Deputy President & Executive Liaison
- IER Update | Mark Gosbell, Chair SSP RG & Trish Peters, Vice President & Executive Liaison
On behalf of the NSWPPA Executive: Bob Willetts, Michael Burgess, Jude Hayman, Trish Peters, Norma Petrocco, Michael Trist, Stuart Wylie, Leah Martin, Greg McLaren, Gregory Grinham, Mark Pritchard, Lisa Beare and Margaret Charlton I thank you for the way you have started term 4 and challenge you to amplify the fabulous things happening in your school and stay the course to ensure what matters most in your school is the focus.
Robyn Evans
NSWPPA President