Funding Opportunities - 21 Nov 2017

Nov 22 2017
1.     Local Sport Defibril...

Victorian CaSPA Principals recognised for their service

Nov 21 2017
At the recent meeting of AGM of the PAVCSS on N...

South Australia Farewells some of its long serving Principals

Nov 20 2017
At the recent meeting of APCSS in Adelaide, ...

CaSPA Submission to Gonski 2.0 Panel on Educating for Excellence

Nov 19 2017

CCI Supports Principal Health and Well Being

Nov 18 2017
Above: Hugh Easton form CCI discuss well bei...

Daniel Delmage wins 2017 CaSPA Equity Scholarship

Nov 17 2017
At the recent CaSPA Board meeting, the Director...

Phil Lewis farewelled as President of CaSPA

Nov 16 2017
Phil Lewis finished his term on the Board of...

Francis Sullivan meets with CaSPA Board

Nov 15 2017
Francis Sullivan CEO of the Truth, Justice a...

Government Policy leads to School Fee Increases

Nov 14 2017
Catholic schools along the nation's east...

Gonski 2.0 gives 'dumbed down' curriculums a D-minus

Nov 13 2017
Australian students have suffered as a result o...

Pure discrimination from SA government on school funding

Nov 12 2017
Bishop of Port Pirie and NCEC Commissioner, Gre...

Catholic Sector anticipates better outcomes from Review of SES

Nov 11 2017
The Catholic sector hopes the National School R...

Profiles: Sr Marg Ghosn [NSW]; Sue Lennox [NSW]: Matt Byrne [Vic]

Nov 10 2017
We thank the following colleagues for sharing t...

Funding Opportunities - 9 Nov 2017

Nov 09 2017
1.     Student Mentoring Pr...

Self Awareness - The key to success in the classroom AND as a school leader

Nov 08 2017
Those who have worked in the field of Profes...

CaSPA News


Funding Opportunities - 9 Nov 2017

Posted on 9 November 2017
Funding Opportunities - 9 Nov 2017
1.     Student Mentoring Program (VIC)
Grants are available to help Victorian organisations and government schools develop new or expand existing mentoring programs for students from disadvantaged backgrounds. Current programs support over 700 government school students covering a diverse student cohort with a focus on students from disadvantaged backgrounds. The grants help students excel in reading, maths, sciences and arts, develop strong critical and creative thinking, build resilience, and stay in education longer. Applications close 15 November 2017.

2.     Victorian Youth Week (VIC)
Victorian Youth Week (formerly National Youth Week) is a week-long celebration of young people (aged 12-25).
It gives young people an opportunity to express ideas and views, and act on issues that affect their lives. Victorian Youth Week 2018 will be held from Friday 13 to Sunday 22 April 2018. Applications close Friday 24 November 2017.

3.     Bell Shakespeare's Regional Teacher Mentorship 2018
Supported by the Australian Government and Teachers Mutual Bank, the Regional Teacher Mentorship offers 30 teachers from regional, rural and remote Australian primary and secondary schools a fully-funded, year-long mentorship with Bell Shakespeare. The Mentorship includes four days of Professional Learning at Bell Shakespeare HQ in Sydney, and ongoing support throughout 2018. All travel, accommodation and Professional Learning expenses are provided at no charge to schools. Applications close 27 November 2017, 5pm.

4.     Indent Event Development Grants Program (NSW)
MusicNSW is pleased to announce the Indent Event Development Grants Program is now open for application. With two levels of funding up to $5,000, the grants are open to groups of young people (aged 12-25) in partnership with a support organisation such as a local council or local youth service. The grant funds all-ages music events in 2018 such as gigs, band comps, regional tours and more. Applications close 1 December 2017.

5.     Armistice Centenary Grants Program
The Armistice Centenary Grants Program (ACGP) provides grants of between $3,000 and $50,000 for local community-based projects and activities that commemorate the end of the First World War, remembering Australian service men and women from all conflicts and celebrate a just and secure peace. Schools are eligible to apply.  Applications open 11 November 2017 and close 5.00pm (AEDT) 28 February 2018.

6.     Jetstar Flying Start Program
Jetstar's Flying Start Program offers grants of $15,000 cash plus $15,000 worth of travel to community groups and organisations from across Australia. Applications are now open for grants to fund projects that will enrich the lives of people in their local community. Applications close 31 March 2018

7. Country Education Foundation Scholarships guide
The Country Education Foundation (CEF) has compiled its annual scholarships guide that includes hundreds of grants available to students from universities across Australia. The scholarships available range from one-off $500 grants, through to those that are worth thousands of dollars over several years. See the guide here

Posted in: Funding   0 Comments

Self Awareness - The key to success in the classroom AND as a school leader

Posted on 8 November 2017
Self Awareness - The key to success in the classroom AND as a school leader

Those who have worked in the field of Professional Mentoring and Appraisal would be aware of the importance of a leader who has an accurate sense of themselves.  This does not mean one has to excel in all areas of leadership - rather that one is aware of your strengths and failings, and what you do that can lead to "high yield" outcomes and what actions of yours that can have the reverse impact.

Some would say that the capacity to "see yourself as others see you" is one of the most significant markers of a successful leader's DNA...

In the light of this, the following article by Nikki Davies in Education HQ Nov 3, 2017 certainly adds weight to this principle:

It's a theory that has been supported by a number of studies including recent research by Nicholas Papageorge and Seth Gershenson (2016) that suggests teacher expectations have a causal impact on student academic attainment.

Yet teacher expectations are broader than this and not only revolve around our expectations of our student's academic prospects and classroom behaviour, but around our school community, our colleagues, executive, our students' parents and carers, our own performance and the teaching experience itself.

While expectations are important markers for knowing when we are successfully moving toward our goals and when we are not, and for creating boundaries that protect our sense of self and what is and isn't appropriate from ourselves and others, they can also be problematic.

Problematic expectations include those that are too high or unrealistic for us, or others to meet, and those that are unfair because they are based on biases and judgements.

Each can have significant consequences for our professional practice and for others in the school community.

Expectations are informed by our beliefs, attitudes, biases and experiences and are about what we anticipate will or should happen in our classrooms and in our schools.

We have expectations about what our role as a teacher is, what we expect from others in terms of their behaviour or work ethic, and what we expect each lesson should look like, sound like and achieve.

When these expectations aren't met, we can become anxious, frustrated, angry, defeated and stressed, all of which impact our ability to teach, and our student's ability to learn.

Developing our self-awareness though, can help us to avoid the personal and professional consequences of unhelpful and even harmful expectations.

Self-awareness is generally seen as the keystone of Emotional Intelligence (EI) because without it we are less able to demonstrate empathy with others.

Self-awareness is understood to require a profound understanding of our emotions, strengths and limitations, values and motives.

Combined with other elements of EI self-awareness allows us to construct a specific response to situations and people that demonstrates our ability to understand others, their needs, and the contextual elements of the moment.

While there is still debate around the conceptualisation and operationalisation of EI, psychologist and author Daniel Goleman identified four major dimensions that describe the foundations of it including self-awareness, social awareness, self-management or self-regulation, and relationship management.

In terms of the skills associated with EI, self-awareness is described as the perception of emotions in ourselves and others, social awareness as the ability to analyse emotional information and understand emotional changes, blends and transitions, self-management as the ability to generate and use emotions to facilitate different types of thinking, and relationship management as the ability to regulate our emotions and the emotions of others.

In the classroom, these explanations are particularly useful for teachers in helping us to recognise any unhelpful expectations and responses we might have to students, and where they might be coming from.

However, there is a significant difference between having these skills and applying them in appropriate contexts and this is where self-awareness is so important to teacher expectations around themselves and others.

In the workplace, self-awareness is associated with outcomes including higher levels of job satisfaction, more effective decision making, improved morale, increased productivity and higher employee retention levels.

When applied to the issue of teacher expectations, self-awareness can help to moderate the impacts of teacher stress and reduce levels of teacher burnout by not only providing a platform for us to identify those expectations that aren't useful, but by helping us to be more realistic about them and about others.

The process of self-awareness requires us to turn our attention inward rather than outward, analysing and assessing the sources of our expectations and the emotions and behaviours they trigger.

Once we have identified these we can then move on to reflecting on if, and how, these expectations can or should be moderated.

But how do we develop our self-awareness in a way that is less about the self-recrimination, negative self-perceptions and emotions which are associated with depression and anxiety, and more about the proactive and productive analysis that is linked to increased wellbeing, reduced stress and greater resilience?

The practice of heightening self-awareness has two essential stages with an integral element of the first stage of self-awareness being self-reflection.

Self-reflection allows us to examine the underlying motives and values that drive our expectations and our actions.

In terms of our expectations of others, this might require us to look at whether our expectations of others are fair or based on generalised judgements rather than an understanding of the individual influences that form each of us.

In terms of ourselves in might mean analysing whether our expectations are ours alone or have been informed by what we think others require of us.

The second stage of self-awareness, after acknowledgement of our expectations and whether they are useful or harmful to ourselves or others, is self-acceptance - which isn't about simply going on as before.

Instead self-acceptance, which has origins in the humanist tradition of psychology that links self-acceptance with lower psychopathology, higher self-esteem and increased acceptance of others, is about change.

While the two might seem dichotomous, self-acceptance is less about accepting the status-quo and more about accepting what was, with the view to moving toward what could be - in this case, altering our expectations or at least our responses to expectations not met.

When practiced properly, self-awareness should enable us to more fully understand our values and experiences and the way they form and inform, our expectations of ourselves and others, as well as how they influence our emotions and behaviour.

Self-awareness then is about providing a path forward to a less stressful and more genuine professional practice.

Posted in: Leadership   0 Comments

Latest research - Aspirations, intention and choice when choosing VET

Posted on 7 November 2017
Latest research - Aspirations, intention and choice when choosing VET
While school students view VET as a positive experience offering practical and work-related learning, some hold negative views of the value, prestige and importance of VET study. This indicates a misalignment between their occupational aspirations and their understanding of what VET offers when planning for their future.

Find out more about how students choose VET by downloading the summary and research reports on the NCVER portal.

Posted in: VocEd   0 Comments

2017 School Census provides sobering view of CaSPA enrolments - what will they look like post Gonski 2.0?

Posted on 6 November 2017
2017 School Census provides sobering view of CaSPA enrolments - what will they look like post Gonski 2.0?

The results of the 2017 Commonwealth Census of School Enrolments provides a very sobering message to CaSPA Schools.

CaSPA has obtained a copy of the official Census used to calculate funding for schools and systems which are based on enrolments in schools at August 2017.

When compared with the data provided at the corresponding time in 2016 we find these key take aways:

  • a very small increase of around 200 students across the country [.06%]
  • decreases in half the jurisdictions:
    • the most pronounced in South Australia [-1.45%]
    • then WA [-0.9%]
    • followed by ACT [-0.64%]
    • and a small decrease in NSW [-0.025]
  • the only significant growth in numbers was in Victoria and Queensland which saw an increase of around 1,000 students across the two jurisdictions
  • NT saw a large percentage increase [1.83%] but this came off a relatively small base and represented 40 students
  • Tasmanian numbers remained stable

In meetings with principals around the country in the last few months, there is growing concern about the effects of what is proposed in the Gonski 2.0 funding models. There is considerable anecdotal evidence from principals who indicate that their prospective intakes for 2018 are down on previous years, as families consider the prospect of a decline in funding for schools and the necessity of those schools raising fees in order to maintain operations.

At CaSPA we would appreciate hearing from you, if you believe your school is being adversely affected in this way, please pass on your information to

Posted in: Catholic Secondary Principals Australia   0 Comments

Broadening Teacher Workload - when is enough, enough?

Posted on 5 November 2017
Broadening Teacher Workload - when is enough, enough?
Teachers are under increasing pressure to be "counsellors, researchers or data analysts" as well as educators, a new global report has found, amid concerns that parents are expecting schools to pick up their "slack".

"Pressures on teachers are well documented and appear to be increasing, in part owing to new expectations," according to the UN Educational, Scientific and Cultural Organisation's latest global education monitoring report, released on Tuesday.

The report also found that despite increasing expectations for teachers, teaching continues to be undervalued in society.

"Beyond instruction and facilitating learning, teachers are asked to be counsellors, researchers or data analysts."

President of the NSW Secondary Principals' Council Chris Presland said that expectations being placed on Australian teachers are "now massive".

"We are picking up a lot of the slack of what I would call under-parenting," Mr Presland said.

"Parents who are under pressure are turning to schools on [things like] the issue of cyber-usage by students. Obesity is another issue.

"It's not that schools don't have a role to play [but] schools have no capacity to monitor what a student does on their computer in their bedroom."

The report also found that despite increasing expectations for teachers, teaching continues to be undervalued in society.

A 2014 OECD survey of more than four million teachers across 34 countries, including Australia, found that fewer than one in three teachers "reported that teaching was valued".

The UNESCO report also found that the vast majority of teachers in Australia said that standardised tests such as NAPLAN and PISA are affecting their teaching practices.

About 75 per cent of Australian teachers surveyed said that "accountability pressure had led them to teach more to the test", with the report finding that teachers often respond to test score pressures by narrowing the curriculum, "shaping the testing pool" and even "explicit cheating", the report said.

"Often, various types of unintended negative consequences more than outweigh the benefits of high-stakes accountability, particularly among the most disadvantaged schools and students."

It also found that standardised tests are not clearly improving student learning.

An evaluation of 11 countries, including Australia, that use "test-based accountability" found that six countries saw a decline in their PISA mean maths scores between 2003 and 2015, while five saw some increase, according to the UNESCO report.

"An overview of performance in the PISA study showed that sanction and reward systems did not yield substantial improvement," the report said.

"The most studied test-based accountability systems including those of Australia, the Republic of Korea and the United States did not show improved PISA performance on average or at the bottom of the distribution."

Mr Presland said Australia's "obsession with NAPLAN and PISA is out of control".

"We're looking for so much more from our education system and what our schools can do that an obsession with such a narrow measure is doing damage," Mr Presland said.

From SMH, Oct 24, 2017

Posted in: wellbeing   0 Comments
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