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


Principal Vacancy - Kolbe College, Victoria

Posted on 23 August 2017
Principal Vacancy - Kolbe College, Victoria
Please distribute this advertisement to staff in your College who may be interested in applying.
Posted in: vacancies Catholic Secondary Principals Australia   0 Comments

CaSPA Meets with Sydney Diocesan Principals

Posted on 22 August 2017
CaSPA Meets with Sydney Diocesan Principals

Above [l to r]; Stephen Kennaugh, Frank FitzGerald, Michael Egan, Maria Pearson

As part of the Board strategy to meet with Principals in their own jurisdictions, CaSPA gladly accepted the invitation to join the Sydney Diocesan principals for their Association Meeting on Monday August 21.  It was an opportunity to update the Sydney group on current priorities of the Board and plans for future closer ties with Principals in NSW. It was also an opportunity to look at some of the findings of the CaSPA Data Project and to gain important data from those who attended the meeting.

John Hickey from Marcellin College, Randwick reported on the significant input from the Sydney Principals at the recent Korero in Queenstown, and the collaboration and sharing by principals from both Australia and New Zealand was an opportunity for professional growth and enhancement.

The CaSPA Executive Officer will be visiting other Principal groups in Parramatta and Broken Bay Dioceses later in the year

Posted in: Catholic Secondary Principals Australia   0 Comments

We need to change the way we select future teachers

Posted on 21 August 2017
We need to change the way we select future teachers

As a teacher, I know that the intellectual tasks required of me are also the aspects of the job which have become the easiest.

Reading and understanding new curricula, planning lessons and assessing student work have all become routine.

The difficulty arises in the relational aspects of the job and in the unpredictable nature of the work.

Every student is different and every classroom and school setting presents unique challenges. To deal with these challenges teachers need to be creative thinkers and problem solvers.

In 2015, the Australian Secondary Principals' Association outlined some qualities and attributes of effective graduate teachers.

This included a high IQ, but emotional intelligence, good communication skills and the ability to collaborate were also highly regarded.

Some of these 'soft skills' can be developed with experience, but others are more difficult to cultivate as they may partly relate to personality or disposition.

This is the reason why many teacher candidates sail through university assignments only to find that the classroom setting is 'just not for them'.

As a profession, we have a responsibility to select the right people for the job, both for future students and for the teacher candidates themselves.

Why should teacher candidates invest time and money working towards a degree only to find they are ill suited to the classroom environment?

The recent attention on ATAR scores and the literacy and numeracy skills of those wishing to enter the profession is warranted, but perhaps the reason it has been met with some criticism is that it is an oversimplification of the teaching role.

Many teachers know from their own experiences that highly intelligent people do not necessarily make the best teachers.

In 2016 and 2017, the University of Melbourne's Graduate School of Education was ranked amongst the top five education faculties in the world.

Entry to the University's Master of Teaching program is dependent on the prior completion of an undergraduate degree. This means that teachers have some life experience and maturity when they enter the classroom.

Moreover, as of this year, the University of Melbourne will also require future students to complete the Teacher Capability Assessment Tool (TCAT).

According to the university's website, 'the TCAT is a web-based tool to help identify the optimal mix of knowledge and personal skills to become a successful teacher.

It asks about previous experience, motivations to teach and includes questions on literacy and numeracy skills, other abilities and disposition.'

"Research has demonstrated that tests of ability are predictive of occupational performance, and personal qualities are related to higher job performance and self-efficacy" the TCAT website says.

This type of testing is similar to Situational Judgement Tests, a type of psychometric test where candidates are asked to respond to realistic workplace situations. A number of other organisations also use this type of testing.

For example, the Royal Australian College of General Practitioners has recently opted to include a Candidate Assessment and Applied Knowledge Test (CAAKT) in order to assess candidates wishing to become General Practitioners.

While traditional testing may assess cognitive abilities, the medical field has recognised that non-cognitive abilities such as professionalism, empathy, communication and ethics are also crucial for success as a doctor.

The teaching profession, as a relational profession, is one which requires a similar skill set which cannot be assessed on the basis of ATAR or literacy and numeracy testing alone.

A number of institutions have now implemented literacy and numeracy testing in an effort to ensure high levels of literacy and numeracy amongst teacher cohorts.

The Literacy and Numeracy Test for Initial Teacher Education Students has been designed by ACER test writers, to assess aspects of personal literacy and numeracy skills of initial teacher education students.

While all of this is helpful in assessing a candidate's literacy and numeracy, teacher education courses must include selection tools that also assess non-cognitive abilities. 

The role of a teacher is difficult and our attrition rate is at an all-time high. The latest estimates suggest between 30 and 50 per cent of teachers are leaving within the first five years.

There are a number of factors at work here and the problem is complex.

Better mentoring and flexible working conditions will help to support graduate teachers in their first years on the job.

However, if we are not selecting the right people in the first place, all of this is a wasted investment and the people most affected will be our school students.


By Orania Theoharidis
Community contribution  Education HQ/ August 14, 2017


Posted in: TEMAG   0 Comments

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

Posted on 20 August 2017
Three reasons why your students should enter the Tax, Super and You Competition
Have you got creative students? If so, the ATO wants to hear innovative and interesting ideas from year 7 10 on how they think tax and super contributes to the community.

Here are three reasons why your students should enter The Tax, Super and You Competition.

1. It's a chance to apply their knowledge

Your students don't need to be tax experts to participate in the Tax, Super and You Competition!

Aligning to the Australian Curriculum, the competition is a fun way for students to think about what they've learnt in the classroom and understand the relevance of tax and super in the community.

Even though students may not be aware, tax funds many of the services and resources that they see and use in their everyday lives! Tax collected is used to fund public schools, police and hospitals and even some things they might have never imagined like national parks and sports facilities, music and arts festivals and even the fireworks on New Year's Eve.

2. It's an opportunity to find a creative solution to a real life challenge

The Tax, Super and You Competition encourages students to get creative while learning about the role of tax and super in everyday life. Students can submit any ideas from short stories, to apps, to videos and can work in teams or individually.

3. They can get recognised by a creative expert

Students don't have to wait until they leave high school to get recognition for their great ideas. Melinda Geertz, the National Chief Executive Officer of Leo Burnett advertising agency is on the judging panel, so the competition is an excellent opportunity for aspiring marketers to show their ideas to a creative expert.

For more information about the Tax, Super and You Competition and ATO school curriculum resources, visit the Tax, Super and You Website. Remember, entries close 3 November 2017.
Posted in: curriculum Government   0 Comments

Your Assistance Requested for: Strengthening Research Rich Teaching Profession

Posted on 19 August 2017
Your Assistance Requested for: Strengthening Research Rich Teaching Profession

CaSPA has been a reference group member to the Strengthening Research Rich Teaching Profession project. Some members might have attended one of the 7 national workshops that were held in Feb/March this year around the Country.

The project is now in its second phase of data collection and the on-line survey builds on the advice, insights and recommendations from the national workshops.

If you wish to participate in this project the survey should take approximately 10-15 minutes maximum - The link to the survey is

The survey will be live from  the 4th of August 25th of August.

Posted in: curriculum   0 Comments
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