Funding Opportunities - Sept 22, 2017

Sep 22 2017
Public Education Foundation's GO Foundat...

Are we developing appropriate skills for the digital economy?

Sep 21 2017
Project overview and objectives This workin...

Memo to the Principal: Are you the source of workplace dysfunction?

Sep 20 2017
Rudeness and bullying are rife, says Stanfor...

Research Confirms Students live up to Expectations of their Teachers

Sep 19 2017
Key  findings of NSW Governement Research ...

Psychometric Testing for 2018 Teacher Training aspirants to be introduced before the end of this year

Sep 18 2017
Victorian schools are scrambling to prepare ...

Australian Curriculum - A mile wide and an inch deep...

Sep 17 2017
A CROWDED curriculum is crushing Victorian scho...

Data Project - How CaSPA data compares to Australian Principals

Sep 16 2017
As you may be aware, the Commonwealth Depart...

You are invited to support Research into Parent Engagement in our Schools

Sep 15 2017
CaSPA is supporting this important initiativ...

Principals' Award Conditions - Comparison across Australia

Sep 15 2017
Over recent years, CaSPA has undertaken to s...

Future bright for quality VET in Schools studies

Sep 14 2017
New research linking the 2006 VET in Schools Co...

Prof Greg Craven meets with CaSPA Board in Perth

Sep 14 2017
The Board of CaSPA sees it is important to m...

Executive Officer Vacancy - Kildare Education Ministries

Sep 13 2017
Kildare Education Ministries is seeking a faith...

Principal Well Being - A new report focused on Catholic Sector

Sep 12 2017
For some time CaSPA has been working with CC...

CaSPA AGM held in Perth 10 Sep, 2017

Sep 11 2017
The CaSPA Constitution directs the Board to ...

Teaching Fellowship valued at $45,000 for you or your staff

Sep 11 2017
The Commonwealth Bank Teaching Awards were crea...

CaSPA News

 

Expulsion: the decision no school wants to make

Posted on 1 September 2017
Expulsion: the decision no school wants to make

Everyone agrees on one thing expelling a student is always complex. The story of 15-year-old Jamie, who was expelled from his private school after buying 100 tabs of LSD, has unleashed debate about how schools respond to students involved with drugs.

The teenager's former school has acted "entirely appropriately", according to Independent Schools Victoria chief executive Michelle Green. "The incident reported in The Age involved criminal conduct that put students at real risk of physical and psychological harm, leading to a student being admitted to hospital after an overdose," she said.

Ms Green said most schools had codes of conduct that detailed acceptable and unacceptable behaviour, and the consequences of breaking these rules. "Students and their parents accept theses policies when they enrol."

Schools are not immune from the drug issues in our society. New figures from the Crime Statistics Agency show 258 drug offences were recorded at Victorian state and private schools, during school hours, over the past three years.

Expulsion for drug use was "prevalent", according to a recent report by Victoria's Ombudsman.

While Jamie (not his real name) acknowledged he deserved to be expelled, he did not like the way his school went about it. He said he was expelled before he had a chance to sit down with the principal and tell his side of the story.

He also spoke of the embarrassment of being arrested by police on school grounds and said his parents should have been informed the school was investigating him.

Jamie, who faced 22 criminal charges including drug trafficking, said on Thursday his sentence had been reduced on appeal from 18 months' probation to a good behaviour bond and no conviction.

Vernita Zigouras, a spokeswoman for the Australia and New Zealand Education Law Association and a former state school principal, said schools must follow natural justice processes. "The student needs to know what he has been accused of, and then given an opportunity to reply," she said.

Schools should investigate the allegations, and suspend the student while this takes place, she said.

In state schools, principals must follow a lengthy process before expelling a student. This includes conducting a preliminary investigation into the student's alleged behaviour, seeking support from the Education Department and organising a behaviour review conference with the student. They must then take into account their age and social circumstances.

Readers overwhelmingly supported the decision of Jamie's school. "He absolutely should have been expelled. You do bad things, you suffer the consequences, it's not rocket science," one reader wrote.

Another said: "The school has a perfect right to protect their students from illegal drug dealing."

Beth Blackwood, chief executive of the Association of Heads of Independent Schools of Australia, said schools had to balance competing interests, including the wellbeing of the student at the centre of the controversy and other students, and the expectations of the school and broader community.

She said that in ideal circumstances, there would be a discussion between the school, the student and their parents before the expulsion.

 

 

From: Age, Melbourne  by Henrietta Cook
25 Aug 2017

Posted in: wellbeing   0 Comments

How to lead a top performing school: one principal tells

Posted on 31 August 2017
How to lead a top performing school: one principal tells
But that doesn't mean he still can't reach for the stars.

Reflecting on what it's like to pilot Victoria's highest achieving school (Bialik has been in the top five VCE performers in the state for 19 of the last 20 years, pipping a host of select-entry counterparts to claim first place), Stowe-Lindner speaks about his workplace much like an adoring parent might wax lyrical about their child.

"When you walk around the college, you experience something quite unique," he begins.

"There is a level of informality and strength of relationships that is difficult to find elsewhere and difficult to bottle, and you realise that there's a little bit of magic.

"And I think that, coupled with a very strong pedagogy, the relationship with [Harvard University] that developed the Culture of Thinking in the college and the Reggio Emilia-inspired early learning and early primary, create something for a community school that's very special it is a very unique recipe."

Hailing originally from the UK, Stowe-Lindner developed leadership aspirations for "whole school and community leadership and change" soon after he boarded the teaching train.

"I ended up being deputy of two different girls' schools in the UK, and then had the privilege of being a founding principal of a new school that was starting.

"That was a great opportunity to really establish a culture, whereas normally school leadership is about learning and developing an existing culture.

"That school is now a thriving high school of 1300 kids in London."

When Stowe-Lindner first discovered Bialik, a cross-communal Jewish Zionist school, some 15 years ago, he "fell in love" with what he saw; the high expectations, the supportive "immigrant aspirant community" and a culture where individual successes are cheered on by all.

"So it was always at the back of my mind, that if there ever was an (employment) opportunity, this was one of the golden nuggets of education," he recalls.

In 2012 Stowe-Lindner panned for gold and came up trumps. He's been intent on perfecting his leadership formula at the college ever since.

"I think we are pretty lucky that we have, in the main, a very supportive catchment," he notes.

"My joke with new teachers is that 'if kids don't do their home learning, contact home and it'll be done the next day. But if you don't set it, the parents will be contacting you the next day'!"

Stowe-Lindner says the school community's passion for education has helped breed a culture where academic prowess is not just admired it's cool.

"So when you have an assembly and a child has been awarded a maths prize or has done spectacularly in a particular area, there are no sighs, there is genuine admiration and acclaim.

"And that is very important to develop and nurture that culture where success is valued and supported by all the kids."

From the toilet facilities to the school pedagogy, there's a level of care and attention that bleeds into academic outcomes, the educator insists.

"That's a very purposeful part of the learning here, that the environment is invested in, and the landscaping, the rooms, the cleanliness, the toilets, the food, are all of good quality. So that creates a culture of appreciation and we aspire to mutuality"

Each year six of Stowe-Lindner's staff are sent abroad to glean new ways of 'doing' education.

It's a commitment the leader says is imperative to breaking out from the Aussie bubble.

"coming from Europe, I do feel [Melbourne is] at the end of the train line, and if you don't make a purposeful and deliberate decision to outreach and bring in concepts, ideas, philosophies and pedagogies from beyond, then you can get into a bit of an insular spiral."

 

From: Education HQ, July 17,2017

By Sarah Duggan

Posted in: Leadership   0 Comments

Profiles: Patrick O'Reilly [NSW]; David McInnes [Qld]; Anthony Kirley [Vic]

Posted on 30 August 2017
We thank the following colleagues for sharing their profiles with us:
Southern Cross Catholic Vocational College, Burwood - Patrick O'Reilly
St Teresa's College - David McInnes
Kolbe Catholic College Greenvale Lakes - Anthony Kirley

If you would like to join the growing number of schools who have their profile on the CaSPA website, simply send an email with "CaSPA Profile Template" in the subject line to admin@caspa.edu.au and we will send you a template to complete and return.

Posted in: profile   0 Comments

National Science Week 2017

Posted on 30 August 2017
National Science Week 2017

STEM and VET


Each year in August, Australia celebrates National Science Week. This year, it runs from 12-20 August. The event highlights the contribution of science, technology, engineering and mathematics (STEM) to the economy. While much of  the literature on STEM education is around higher education qualifications and the pathways between secondary and higher education, vocational education and training (VET) also plays a significant role in the development of STEM skills for the workplace.

Late last year, NCVER completed a project, Defining STEM knowledge and skills for vocational occupations, that sought to identify the place of VET in delivering the STEM skills and to provide clarity around the definition of STEM competency. Reports from this project are: What is STEM? The need for unpacking its definitions and applications and Measuring STEM in vocational education and training.

If you're looking for more information about the role of VET in STEM skills development, both Australian and international, go to NCVER's VOCEDplus website. A good place to start is the STEM skills Podlet which contains links to research and resources on the topic.

Some recent publications in VOCEDplus:


Attrition of women in STEM: examining job/major congruence in the career choices of college graduates
Engaging the future of STEM: a study of international best practice for promoting the participation of young people, particularly girls, in science, technology, engineering and maths (STEM)
From school work to real work: how education fails students in the real world
Strengthening school-industry STEM skills partnerships
Technology-driven productivity improvements and the future of work: emerging research and opportunities

Posted in: STEM pathways   0 Comments

Apprentice and trainee completion rates increase

Posted on 29 August 2017
Apprentice and trainee completion rates increase

Our latest report Completion and attrition rates for apprentices and trainees 2016 tracks the outcomes of apprentices and trainees who started their training in 2012, recognising the time it takes to complete an apprenticeship/traineeship.

Latest data shows 61% of apprentices and trainees, who started training in 2012, completed their training.

Individual completion rates have increased to 59% for trade occupations and 61% for non-trade occupations. Across occupations, individual completion rates range from 73% for hospitality, retail and service managers to 42% for food preparation assistants.

NCVER has also released Apprentices and trainees 2016: Annual, a yearly summary of apprenticeship and traineeship activity. It shows that 2.2% of Australian workers were employed as an apprentice or trainee as at December 2016, a slight decline from the previous year.
Posted in: pathways   0 Comments
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