Probe into Victorian Teacher Regulatory Body

Aug 22 2017
MELBOURNE, Aug 8 -  Education Minister Jam...

We need to change the way we select future teachers

Aug 21 2017

As a teacher, I know that the intellectual...

Three reasons why your students should enter the Tax, Super and You Competition

Aug 20 2017
Have you got creative students? If so, the ATO ...

Your Assistance Requested for: Strengthening Research Rich Teaching Profession

Aug 19 2017
CaSPA has been a reference group member to t...

Singapore Questions Value of its own PISA Results

Aug 18 2017
The PISA fallacy in Singapore: insights from...

Aust Government provides online STEM resources

Aug 17 2017
The Australian Government has launched a new we...

Principal for a Day - Sept 7, 2017

Aug 16 2017
On Thursday 7 September participating business ...

Funding Opportunities - August 15, 2017

Aug 15 2017
1.     Western Chances Scho...

A Window gives insight into the story of Sacred Heart College, Geelong

Aug 13 2017
SACRED Heart College has unveiled a stained-...

NCEC meet with CaSPA and other Key Stakeholders

Aug 12 2017
Above r.: Andrew Watson, CaSPA; Mark Mo...

CaSPA Equity Scholarship Recipient - Mary Farah

Aug 11 2017
The CaSPA Board awards an annual scholarship...

CaSPA Data Project - Life After Principalship

Aug 10 2017
The final area of focus in the current serie...

Planning Well Under Way for Cairns 2018

Aug 08 2017
Above: Kerry Swann and Frank FitzGerald at a...

CaSPA Students figure prominently in Future Leader Awards

Aug 07 2017
We congratulate the Principals, staff  ...

Case Study - From Greenfields site to Flourishing College - Greg Miller

Aug 06 2017
In 2016, Greg Miller [above] was appointed t...

Leadership Excellence Award

Download the Application Form


The CaSPA Leadership Excellence Award is sponsored by the Catholic Super [CSF] in collaboration with Catholic Secondary Principals Australia to recognise and celebrate the strategic and successful pursuit of excellence by Principals in Secondary Schools and Colleges within Catholic Education in Australia.

The Award

The Catholic Superannuation Leadership Excellence Award will comprise a crystal trophy and a scholarship which is currently valued at $2,000.

Nomination Protocols

Nominations for the Leadership Excellence Award in each State and Territory will be open to all Secondary School Principals working within the Catholic Education Sector who are members, through their State/Territory Principals' Association, of Catholic Secondary Principals Australia [CaSPA]. Such nominations, together with appropriate achievement substantiation, will be made to the Executive of the Catholic Principals' Association in each respective State and Territory and will address the Award Selection Criteria as outlined.

State and Territory Associations will evaluate all nominations and will forward the most outstanding to the Catholic Secondary Principals Australia Board for consideration.

  • The larger jurisdictions may have multiple nominations
  • The smaller jurisdictions may not have a nomination in a particular year

The Board, comprising a Director from each State and Territory Catholic Jurisdiction, will make the final recommendation for the Leadership Excellence Award.

Current CaSPA Board members are ineligible for nomination, but can be nominated for the Awards Ceremony immediately following their resignation as a Director even if they are no longer serving as a Principal.

Selection Criteria and Details of Key Performance Areas

Outstanding Leadership in any Catholic Secondary School environment necessarily involves focussed and strategic attention on building capacity in the Key Performance Areas of:
1. Catholic Identity and Ethos;
1.1. Ethos: Catholic beliefs, values, traditions and practices are integrated into the daily life of the school and underpin the school culture and ways of working.
1.2. Formation: The school is a faith community, nurturing spiritual development both individually and collectively, in collaboration with the parish and community.
1.3. Relationships: Positive, respectful, empathetic relationships demonstrate witness of Christ and are the cornerstone of all interactions between school stakeholders.
2. Teaching and Learning;
2.1. Culture: A culture of high expectations supports the belief that all students are deeply valued individuals and capable learners.
2.2. Curriculum: There is clear alignment between assessment, teaching, learning and reporting within an appropriate range of learning pathways.
2.3. Assessment and Reporting: Quality assessment practices provide accurate and timely feedback to students and teachers, and advice to parent/carer.
2.4. Engagement: Students are actively and purposefully engaged in rich learning experiences; teachers know curriculum content and how to teach it.
2.5. Inclusion: There is provision for all learners regardless of background.
2.6. Engagement: Teachers and other staff model active engagement in self-reflection, professional learning, team work and professional commitment.
3. Leadership Capacity;
3.1. Mission and Strategy: Leaders and teams think, plan and act strategically to live and share the mission of Catholic education.
3.2. Instructional Leadership: Leaders and teams make teaching and learning the core focus of the school.
3.3. People and Networks: Leaders and teams understand, value, build capacity in and care about people; they work in communities and networks.
3.4. Organization and Management: Principals and teams use technologies and collaborative planning to provide a secure, effective and efficient learning environment and support structures.
3.5. Parents and Community: School leaders provide explicit processes and structures, and actively facilitate parent/carer and partner engagement with the school.
4. Pastoral Care and Well-Being;
4.1. Organization: The school organization and culture promotes pastoral care and positive health and wellbeing.
4.2. Care. Stakeholders work together to plan, share and evaluate wellbeing and pastoral care learning and practice.
4.3. Responsibility. Partnerships with parents/carers and service providers put a range of pastoral care and wellbeing services within reach of all students and staff.
4.4. Intervention. Targeted interventions are planned and delivered when staff and students are at risk of not achieving reasonable health and wellbeing outcomes.
5. Communication, Networks and Community.
5.1. Partnership: There is a robust partnership between teachers, parents/carers and students, and the school and its community.
5.2. Cultural Diversity: School culture is attuned to and respectful of community cultures.
6. Finance, Facilities and Resources including ICT; and
6.1. Finance: Effective financial management complies with appropriate standards and optimizes learning outcomes.
6.2. Facilities: Effective facilities management promotes safety, comfort and optimum learning.
6.3. Resources: The effective management of resources, including information and communication technologies, promotes efficiency and positive learning outcomes.
6.4. Stewardship: Environmental stewardship and sustainability are key factors in decision making about learning and school management.
6.5. Human Resources: People who work for and with the school are managed and led creatively, respectfully and in accordance with legal and policy frameworks.
7. Innovative practice by means of  strategic planning, implementation of improvement focussed initiatives, protocols and processes to ensure the achievement of excellent outcomes for :
7.1. the School/College
7.2. Leadership Team
7.3. Staff, Students and Community
7.4. The broader Catholic Sector
7.5. Education in the local Region
7.6. Education in the broader/jurisdicition and National Education Communities


Tell a FriendPrint This PageBookmark SitePrincipals LoginEnquiry