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...

Funding Opportunities - Sept 22, 2017

Posted on 22 September 2017
Funding Opportunities - Sept 22, 2017

Public Education Foundation's GO Foundation Scholarship (NSW)
The Public Education Foundation has announced the launch of the new GO Foundation Scholarships, aimed at supporting indigenous students in NSW public schools to successfully progress through school to completion. Applications must be submitted by 11.59pm on Tuesday 17 October 2017. For more information on this and other scholarship opportunities, see the website

Community Gardens Grants Program (WA)
Community gardening provides an opportunity for people to come together to develop a greater understanding between neighbours, parents and young people from a diverse range of cultural backgrounds. Schools that are independent and non-profit are eligible for funding through this program (however accessibility should be addressed for gardens on school grounds, as successful projects must be open and accessible to the wider public). P&C organisations may apply if they are non-profit and incorporated entities. Applications for this program close at 4pm, Wednesday, 18 October 2016

WA Youth Week 2018 Grant Program (WA)
The Department of Communities is currently seeking applications for the WA Youth Week 2018 Grants Program.
Funding of up to $1,500 will be available for eligible organisations to host an event during WA Youth Week 2018 (13-22 April 2018). Applications close at 4:00pm on Wednesday, 25 October 2017.

Origin Foundation Grant King Indigenous Scholarships
UNSW Sydney has received a $5 million gift from the Origin Foundation to assist Indigenous students to pursue a career in Science, Technology, Engineering or Maths. The Grant King Indigenous Scholarship program will provide for two full-residential scholarships each year for talented Indigenous students to undertake degree studies within the faculties of Engineering or Science at UNSW. Applications close 5 January 2018. For more information - for eligibility criteria and to apply see the website \

Community Enterprise Foundation
Community Enterprise Foundation administers community grants and scholarship programs on behalf of a wide range of individuals, businesses. The Foundation facilitates a wide range of grants for eligible charities and not-for-profit organisations in Australia. Most notably, the Foundation works closely with Community Bank® companies that choose to reinvest their profits back into the local community via structured charitable grant programs. For more information on available grant rounds and closing dates, please see the website

Anzac Community Grants Program (NSW)
The Anzac Community Grants Program provides grants of up to $2,000 for a range of projects that either promote appreciation and understanding of the service and sacrifice of military service personnel or support activities and services to enhance the wellbeing of the NSW veteran community. Educational institutions are eligible to apply. Applications close 5:00 pm 11 November 2017 (AEDT) For more information see the website

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Are we developing appropriate skills for the digital economy?

Posted on 21 September 2017
Are we developing appropriate skills for the digital economy?
Project overview and objectives

This working paper is the first publication from a project looking at the role of vocational education and training (VET) in supporting the growing need for digital skills in the Australian workforce. It provides an opportunity for stakeholders to engage with the research mid-way through the project, enabling early results and findings to be used to inform decisions as needed.

The overarching aim of this project is to identify the digital skills requirements for the broader Australian workforce and examine the capacity of the vocational education and training (VET) system and industry training packages to effectively meet the growing need for digital skills. As part of the project's outputs, the study will develop a replicable methodology for reviewing the alignment between skills needs and training capacity, as well as propose a digital skills framework to guide the development of adequate and appropriate digital skills for the emerging digital economy.

The analysis is based on two sectors as case studies transport and logistics, and public safety and correctional services with the intention of the findings being broadly transferable across the economy. The study is based on the premise that digital skills are becoming increasingly important for enabling individuals to participate effectively in today's society.

Digital technologies are increasingly interwoven into all parts of our lives and impact on the social, economic and environmental wellbeing of individuals as private citizens and as workers. As growth in Australia's digital economy accelerates from 5% of GDP in 2014 to a projected 7% of GDP in 2020 (Deloitte, 2016, p.3), digital skills will become increasingly important across Australia's workforce.

For the purpose of this study, and the analysis involved, we define digital skills as a combination of a digital mindset (hardware, software, information, systems, security and innovation), knowledge (theoretical comprehension and understanding), competence (cognitive and practical knowhow) and attitude (value and beliefs).

Study methods

The study employs a mixed method approach, combining both qualitative and quantitative analyses. It involves industry training package content analysis, content extraction and analysis from online job vacancy advertisements, and key industry interviews, as well as a quantitative employer survey. This paper primarily relies on data from the first two methods.

In the online job vacancy analysis, a total of 1708 job advertisements covering 74 occupations/job titles were analysed to explore digital skills requirements. These occupations were drawn from a list of occupations identified as 'in demand' in the 2015 environmental scans produced by the respective industry skills councils of the two sectors under consideration. In addition, a detailed content analysis was conducted of 11 training packages, with a specific focus on the qualifications for these occupations. In this analysis 758 units of competency were analysed to examine how and the extent to which digital skills provision is embedded into qualifications.

Study findings

From the online job vacancy skills analysis a number of key observations are made:

Of the 1708 jobs searched, only 204 job vacancies across all of the selected occupations specifically mentioned digital skills. This poses important questions regarding employers' articulation of digital skills and how well they are explicitly stated rather than perhaps assumed. This is important, considering that industry evidence suggests that occupations are changing as the economy enters a digital age, characterised by sophisticated efficiency and productivity-enhancing mechanical and digital technologies.
Even in the job advertisements where digital skills were specifically mentioned, the level of expected application is largely vague and mostly basic. Employers used descriptions of expected performance like 'strong', 'good', 'sound', 'solid' and 'basic'. This suggests that employers are not clearly articulating their specific skills needs.
Additionally, employers seem to require a very basic level of skills: mostly basic computer operations and digital literacy. However, we identified some trends in terms of skill levels and digital tools across industries and occupations, and across position levels (for example, managers/professions and technical/trades).
It is also evident that employers tend to conceptualise and articulate digital skills from a tools perspective. Instead of listing the skills they require, they simply describe the tools they would like prospective employees to be able to use and operate.
The digital skills training content analysis of the 11 training packages reveals a number of important findings:

The VET system clearly contains a significant amount of digital training content, spread across different units of competence.
However, a large number of these units of competence are elective rather than core to the qualifications of the respective occupations. While this provides greater flexibility for training providers, trainees and employers, it suggests that perhaps the training system is not according digital skills the same 'essential skills status' as would be expected, considering their growing importance.
Digital training content in the training packages is expressed broadly and generically, with little reference to specific tools and systems. This is done deliberately, with the aim of making the package flexible and adaptable to the wide variety of workplace tools and systems used by different industries across the sectors.
It also shows that the training is more geared towards developing skills at the lower skills end; that is, for the basic use of computer hardware and software in processing data and information from organisational databases, as well as for online internet and web sources. This is counter to growing industry evidence of an increasing need for higher-level skills in data analytics, cyber-security, social media and mobile-related digital skills (see Deloitte 2016; Hajkowicz et al. 2016).
The analysis also suggests that digital skills training content is available for all occupations across the sectors and at all levels. Interestingly, there appears to be more digital skills content in the lower-skills occupations; that is, in operational and non-supervisory than in higher-skills occupations such as managers. This is an indication that, as digital skills become essential in all work settings, there is an assumption that people training for and entering higher-skill occupations already possess the necessary digital skills.
Summary assessment

There seems to be a number of differences and similarities between what employers want (job advertisements) and the articulation of digital training content in the training packages. One key difference is that, while employers tend to define skills from a tools perspective, the training packages seem to provide a highly open-ended and broad layout of the training needed to equip people to work in a digital economy.

A key similarity is that both the employers and training package developers appear to have a basic and generic view of digital competency but frame these differently. This implies, therefore, that the way employers understand and articulate their skills needs (at least to potential employees) is different from the way training package developers understand and craft training guidelines. This is a problem that is attributable to the observation, from the literature, of lack of a uniform industry approach to conceptualising and articulating what constitutes digital skills and how they should be measured.

Since the development and updating of training packages is a tripartite exercise, with strong representation from industry employers through industry reference committee (IRC) and skills service organisation (SSO) arrangements, it is possible that employers are failing to clearly articulate the kinds and levels of digital skills they require in this area. This is leading training package developers to present a largely basic and open interpretation of technical content. Thus, while the findings from this stage of the research are important, they raise several critical questions and signal the need for further exploration to establish in-depth explanations for the observations here.

Next steps

The next stage of this project comprising key industry interviews and a survey of employers will further explore what employers have specified as digital skills needs in job advertisements and how this compares with the content in the relevant training packages.

Considering the lack of uniform articulation of digital skills requirements and training package content, it is apparent that a 'national digital skills framework', akin to the National Literacy and Numeracy Framework, would be useful in supporting the needs of employers and training developers. The framework could guide the development of appropriate and adequate skills for the emerging economy. Such a framework is also needed to help define digital skills training content to encompass the technological, informational and contextual aspects that are fundamental for the sustained productivity of the workforce in the continually transforming digital environment.

This effort would be informed by existing international practices such as the European digital competency framework, which defines key components of digital competence in the five areas of: information and data literacy; communication and collaboration; digital content creation; safety; and problem-solving.


Download the full paper HERE

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

Posted on 20 September 2017
Memo to the Principal: Are you the source of workplace dysfunction?

Rudeness and bullying are rife, says Stanford professor Bob Sutton. Wise leaders figure out how to fix their teams and organizations; and they start by taking a long look in the mirror.

There are a lot of jerks in the workplace. I should know. Over the last decade, since I began digging into the effects of incivility, thousands of people have asked me for advice about dealing with bullying bosses, board members, clients, and colleagues. I have, for example, been sent (and saved) some 8,000 emails that detail the range of such disrespect and intimidation, and the resulting distress and destruction. And I've tracked pertinent peer-reviewed research, which is growing like crazy. For example, a Google Scholar search on abusive supervision from 2008 to 2016 returns 5,670 scholarly articles and books; rudeness generates 16,300 citationsand bullying a whopping 139,000. My interactions with the targets of such abuse, plus that growing pile of research, prompted me to return to the subject in a new book, The Asshole Survival Guide: How to Deal with People Who Treat You Like Dirt (Houghton Mifflin Harcourt, September 2017).

The reasons for the persistence and spread of bad behavior are legion: a global economy, with its demands for rapid decisions and around-the-clock interactions, overburdens leaders, employees, suppliers, and customers. In this world, where email, texting, and social media replace face-to-face conversation and the compassion triggered by eye contact, too many jerks feel unfettered by empathy, guilt, and old-fashioned civility. Meantime, some rising executives believe that treating people badly is a path to personal successa conclusion bolstered by journalists and a few academics, who celebrate demeaning and disrespectful leaders. One CEO I interviewed was worried he wasn't enough like the late Steve Jobs and that his career and start-up would suffer because he was calm and treated people with dignity.

Bullying bosses impose costs on people and organizations that are manifoldand often hidden. Hundreds of experiments show that encounters with rude, insulting, and demeaning people undermine others' performance, including their decision-making skills, productivity, creativity, and willingness to work harder and help coworkers. As a senior leader, your job is to build an organization where jerks don't thrive. In my writings a decade ago, and in the pages of McKinsey Quarterly, I put forth some principles on how companies can build a civilized workplaceadopting a "no-asshole rule," as I called itand how they need to enforce the standards, weave them into hiring and firing policies, and apply them to customers and clients, with the goal of creating a culture of small decencies.

For leaders, there's a more personal dimension that should be in play, as well: the recognition that we're all capable, for a variety of reasons (exhibit), of being part of the problem. The risks of turning insensitive and unkind to others increase as you become more senior. Much research shows that being and feeling powerful provokes people to focus more on their own needs and wants, and to become oblivious to others' needs and feelings. And as we all know, sh*t rolls downhill. Take the pompous and pushy board member labeled "the idea man" by one exasperated Silicon Valley executive team. This director constantly proposed new ideas on everything from business strategies to HR practices to tweaks and massive changes in products. In the CEO's view, most of the ideas were terrible, yet the director placed constant demands on managers, creating unnecessary distractions and raising stress levels across the executive suite. This CEO devoted big chunks of time to deflecting and arguing with the board bully to protect his team members. That bolstered their well-being and contributed to stronger company performance.

The board member was part of the problem, but that CEO wasn't. He avoided falling prey to power poisoning, took it upon himself to shield his people from the director's antics, and treated them with respect. The earlier leaders can develop this perspective on power, the easier it is to sustain throughout their careers. A prestigious surgeon wrote me about how when he was a surgical resident at an elite medical school some 20 years earlier, he and his colleagues were subject to and witnessed episodes of unbelievable mental cruelty on a daily basis by the attending physicians (who served as their superiors and mentors). They developed a little ritual that would help them avoid becoming leaders who behaved like their bad role models. Every Friday, they would meet for a few beers at a local bar after an arduous workweek. The highlight of the happy hour was nominating and electing the "attending a-hole of the week," or AAOTW. All aggrieved individuals would recount their episode with an attending physician who would merit their nomination as the jerk of the week. The group voted, and the "winner's" name was entered into a leather-bound journal book they kept, along with a synopsis of the incident.

The surgeon explained that the residents learned how destructive bullying behavior was and vowed not to imitate such pathological behavior. Now, some 20 years later, those former residents all hold prestigious positions; many are program chairs and department chairsand, he reported, "I am proud to say that everybody who was a part of that Friday group runs their training programs with an unwritten 'no-asshole' rule."

The upshot is that being a respectful, civilized leader is a personal philosophy that can shape how you view life, the actions you take, and how you judge yourselfand provide a framework for leading your team and organization. If you want to be part of the solution rather than part of the problem, it helps to keep a few lessons in mind about how to live this philosophy despite the hubbub and hassles of executive life and in light of our all-too-human flaws and biases.

Take a look in the mirrorare you part of the problem?

We human beings have a penchant for denial and delusion. We're often clueless about our flaws, and when we do admit shortcomings, we underestimate their severity and negative impact. Nobel Prize winner Daniel Kahneman believes the curse of overconfidence is the most destructive of human biases. We are prone to developing distorted and overly positive self-imagesand to deny, disregard, or never notice negative information about ourselves. For most of us, coming to grips with when we act like jerks, or encourage others to do so, requires overcoming some mighty potent predilections.

Consider that more than 50 percent of Americans say they have experienced or witnessed persistent bullying, but less than 1 percent admit to doing it. Those numbers don't add up; a lot of jerks aren't confessing (or even aware of) their sins. As Columbia University psychologist Heidi Grant Halvorson documents, the key to self-awareness isn't found inside our heads; it's in discovering how others see useven when it hurts.1

The clueless (though well-meaning) CEO of one company I know was horrified when two female executive vice presidents pulled him aside and admonished him after a meeting. The women, who kept careful tallies, informed the CEO that he had interrupted each of them at least six times, but never interrupted the four male executive vice presidents. Stunned and embarrassed, the CEO begged for forgiveness and asked them to keep tracking his interruptions, vowing to halt his sexist ways. He didn't want to feel that self-loathing again.

Things get worse when leaders are unwilling to hear the truth: you can reduce your risk of treating others badly by seeking out and listening to trusted truth tellers, which can prompt reflection on your past behavior that helps identify circumstances that bring out the worst in you. My department chair at Stanford played the truth teller for me after I sent a blistering email to a student who was irritating fellow students and made irrelevant comments in class. My chair told me no faculty member should treat a student that way and demanded that I apologize. That conversation stung. But I knew he was right. I apologized and have become more disciplined about having face-to-face conversations with disruptive students.

The bigger the gap between how we see ourselves and how others see us, the worse our relationships tend to get, so there is a big payoff for coming to grips with how others perceive us. To get there, however, you need people who know you and who won't sugarcoat the truth, and to seek and accept candid feedback from them. When they give you bad news, thank them and don't lash out at them or wallow in self-pity.

A tough former Silicon Valley CEO told me a story about how his team made him the butt of a joke, and how it ultimately reduced tension on the team, brought it closer together, and taught him that he needed to tune down his hostility. For some reason, many of the insults he aimed at senior executives involved unfavorable comparisons to vegetables, such as "you are dumber than a head of lettuce" or "the average zucchini could figure this out." His team cooked up some payback. One day, when the CEO arrived at the conference room for a meeting, instead of seeing his team members in their usual places at the table, each was replaced by a head of lettuce, complete with eyes, smiles, and, in some cases, hats and sunglasses. There was even a head of lettuce at the CEO's place. The pushback worked. The CEO admitted he had often been too hard on his team during the company's tough period of change and growth. The wild ride continued, but the team members tolerated the leader's sometimes rude humor because they had the confidence to throw it back. The give-and-take brought them closer and made the CEO mindful of how his words and deeds could bruise people's feelings.

A five-point action plan

Dysfunctional behavior often happens in the moment, against our better nature. Few of us want to be jerks, and most leaders care about the people and institutions in their charge. Here are five tips for CEOs and other top executives who strive to treat others with dignity and respect.

1. Beware of contagion. If you are around a-holes, you are likely to catch the disease because bad behavior is so contagious. Trevor Foulk and his colleagues have demonstrated how rudeness spreads like a common cold. Research subjects who encountered even one rude partner in simulated negotiations were prone to become carriers and to be rude during their next negotiation, even with a different partner.2

If you are leading a Lord of the Flies company, where cruelty, backstabbing, and selfishness abound, you are likely to start behaving like that, too. Think about whether that is the kind of person you want to be, the effects on you and those you care about, and possible remedies (including making a clean getaway). A project executive wrote me about how at his last company, "jerks begot jerks," and senior management's most favored underlings were as snide and arrogant as their bosses and routinely lashed out at junior employees and used them as sacrificial lambs to advance their personal agendas. The executive confessed, "It brought out the a-hole in me, and I was frequently irate, overly forceful, and overbearing because it seemed to be the only way to get things done." The bad dreams, stress, and frustration drove this executive to quit and move to a small company with a strict no-jerks policy.

2. Watch how you use your influence. Wielding power over others increases the risk you'll start treating others like dirt. Regardless of how kindly, cooperatively, and empathetically you've acted in the past, power can cause you to have less empathy, to exploit others more, to focus on your own needs, to be rude and disrespectful, and to act like the rules don't apply to you.3

One antidote is practicing humility, giving credit to less powerful people, deferring to those who are less prestigious or wealthy than you, and doing them favors. Tim Brown, CEO of the global design firm IDEO, understands the principle. A few years back, when I visited the IDEO offices in Palo Alto and went to the floor where senior leaders worked, I found Brown sitting in the front, where a receptionist would be in most workplaces. There was no gatekeeper to keep colleagues or random visitors like me from walking up and interrupting him. Brown had a private office the last time I had visited, so I asked why he wasn't in it. He explained he had abandoned the office to be in a spot that made him "the most public person on the floor." Most IDEO senior leaders had moved out of offices, too. He added that when executives were out in the open, there were more casual exchanges and fewer barriers. Brown believed his job was "to get to know the people and how they work, and I can't learn much sitting in a private office." The lesson isn't that every executive should move out of his or her office. Rather, it's that finding ways to reduce the power distance between you and others decreases your employees' stress, increases their contributions, and changes how you see yourself in ways that can prevent you from acting like a selfish bully.

Remember, too, that just because you are the boss doesn't mean you have more power (or insight) than your reports. A veteran CEO I know does everything possible to hire and encourage "blunt no-BS" employees who confront him with strong opinions and don't hesitate to critique his conclusions. The CEO emphasizes that so long as employees aren't selfish or crazy, he doesn't mind when such conversations get heated. Problems are much easier to tackle when facts and associated feelings are put on the tableas long as there is mutual respect. In her years as CEO of Xerox, Anne Mulcahy embraced a similar strategy, cultivating internal critics and "building a team that could counter some of my own weaknesses." In an interview with the Quarterly, Mulcahy described how she learned to groom internal critics who pushed back and had the courage to give her blunt feedback.

3. Understand the risks of overload . . . and technology addiction. Being in a rush, having too much to do, and having too many distractions can turn even the most civilized person into a jerka CEO's workload makes him or her especially susceptible to this malady. According to research by Christine Porath, half of those who say they have engaged in uncivilized behavior at work also say they are overloaded and have no time to be nice. When I talk to leaders about overload, meetings are among the primary culprits. Senior executives at Dropbox attacked the problem with an "Armeetingeddon" initiative: IT staff went into each employee's online calendar and deleted virtually all upcoming meetings except those with customers. This "meeting subtraction" forced employees to think about the overload they inflicted on themselves and others. As they manually reentered each upcoming meeting, they were pressed to ask themselves if it could be scheduled less often, be shorter, involve fewer people, or was unnecessary.

Multitasking, checking emails, and using smartphones probably contribute to overload even more than unnecessary meetings. These modern necessities (and addictions) can cause us to be curt, treat others as if they were invisible, and devote too little attention to our colleagues, friends, and family. When it comes to overcoming such electronic temptations, leaders need to exercise self-control and nudge others to do likewise. When Chris Fry was senior vice president of engineering at Twitter in 2014, he found that senior team members looking at smartphones during meetings were undermining communication and civility. Fry implemented a new policy: team members were required to give phones to his executive assistant for safekeeping during meetings.

4. When you behave like a jerk, apologize . . . but do it right. A well-crafted apology can help reduce your target's pain, repair your relationships, improve your reputation, and provoke soul-searching that enables you to learn from your transgressions. A good and effective apology acknowledges fault, accepts full responsibility for what happened, tries to explain why it happened, and commits you to personal change. One caveat: if you find yourself apologizing again and again, it's time to stop. It's probably a sign that you are using apologies as a substitute for learning and toning down your act. And apologizing and making amends to others isn't something you ought to delegate.

A worst practice is when leaders rely on handlers to manage the fallout from their demeaning and disrespectful actions. Peter Frost describes a toxic senior executive who brought the same chief lieutenant with him to a series of roles over 15 years.4 In most meetings, this boss attacked people with angry tirades. The handler would then try to smooth things over, going from office to office to explain this jerk's "real" opinions and tell people he wasn't as angry and spiteful as he seemed. This handler protected the bossbut not other people or the companyfrom suffering the consequences of his mean-spirited ways.

5. Do a little time travel. This mind trick is among my favorites for bringing out the best, and stifling the worst, in leaders. It entails deciding what to do today based on how you want to feel about yourself when you look back from the future. As one of my correspondents noted, "When they are on their deathbed, no one ever says, 'I wish I had been meaner.'" One recovering workplace bully wrote me that the process is similar to that faced by a recovering alcoholic. He is ashamed of his past behavior, but when he looks back on his life, he wants to feel proud of how he treated others since his recovery commenced. Framing his life from the future helps himone day at a timetreat those around him in more civilized ways.

I had a revealing conversation with Pixar's founder and president, Ed Catmull, about how a bully can change for the better. We talked about the widespread belief that Steve Jobs succeeded, in part, because he was overbearing, temperamental, and insensitivethe myth that enticed the young CEO described earlier to wonder whether he ought to behave the same way. Catmull worked closely with Steve Jobs for 25 years. He agreed that Jobs had a well-earned reputation "for poor behavior early in his career." Catmull emphasized, however, that many writers, biographers, and filmmakers miss a crucial part of the story: that Jobs changed for the better after he was "kicked out" of Apple and suffered a slew of setbacks at his high-end computer company, NeXT, and at Pixar in the early years.

As Catmull puts it: "Jobs wandered in the wilderness for a decade. In the course of working through and understanding these failures, and then succeeding at Pixar, Jobs changed. He became more empathetic, a better listener, a better leader, a better partner." Catmull says that the more thoughtful and caring Steve Jobs was the one who created the incredibly successful Apple. Jobs remained a notoriously tough negotiator, a challenging person to argue with, and a perfectionist. But Catmull observes that Jobs's greatest successes came only after he abandoned the notorious mistreatment of others that plagued his early years.

From McKinsey Quarterly, 15 Sept, 2017

About the author(s)

Robert Sutton is a professor of management science and engineering at the Stanford School of Engineering, where he is cofounder of the Stanford Technology Ventures Program and Stanford Design Institute. This article is adapted from his new book, The Asshole Survival Guide: How to Deal with People Who Treat You Like Dirt (Houghton Mifflin Harcourt, September 2017).

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Research Confirms Students live up to Expectations of their Teachers

Posted on 19 September 2017
Research Confirms Students live up to Expectations of their Teachers
Key  findings of NSW Governement Research [CESE]:
  • Engagement matters for learning. Students who are positively engaged are up to six months ahead in their learning, after socioeconomic status and prior achievement are taken into account.
  • Effective classroom and teaching practices matterfor learning. Students whose teachers use effective teaching practices and set high expectations for all can be up to seven months ahead in their learning, after socioeconomic status and prior achievement are taken into account.
  • Students respond positively to better classroom practices, not only through direct improvements in their learning but also through greater engagement with school.
  • The relationship between performance and engagement goes both ways engagement affects performance but improvements in performance also positively affect engagement.
  • Student engagement and classroom practices can change. School leaders and teachers can take practical steps to improve both.

Read the full report HERE

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

Posted on 18 September 2017
Psychometric Testing for 2018 Teacher Training aspirants to be introduced before the end of this year

Victorian schools are scrambling to prepare senior students for a new test that screens those applying for teaching degrees for resilience, ethics and empathy.

Careers counsellors said they only recently discovered that VCE students who want to study teaching next year must pass the test.

Universities will use the nonacademic test, along with students' ATARs, to determine who is suited for a teaching degree.

Eight of Victoria's 11 institutions that offer initial teacher education courses have signed up for the Canadian-owned CASPer test, while others including the University of Melbourne are already running their own tests.

The peak body for school career counsellors said the $80 fee to sit the CASPer test would deter poorer students.

"For disadvantaged students, the cost is a real imposition," said Frank Thompson, the president of Career Education Association of Victoria.

"Career advisers are not opposed to the idea of the test but the timing of this announcement has left us with very little time to make sure students are informed and prepared."

Students will not receive their test results, making it difficult to make informed decisions during the change-of-preference period in December, he said.

It's part of a national push for tougher entry standards for teaching courses, with all Australian universities required to select students based on academic and nonacademic qualities.

In Victoria, students will have to achieve a minimum ATAR of 65 in 2018 if they want to enrol in an undergraduate teaching course.

This will be hiked to 70 the following year.

Opposition education spokesman Nick Wakeling said psychological testing of VCE students before their exams was "problematic" given the stress and anxiety they were already experiencing.

"I urge the minister to stop and think about the damage this is going to cause young people who are at a very vulnerable period of their life right now and put an end to this madness. " The 90-minute CASPer test requires students to watch and respond to video scenarios. In one e scenario, students must explain how they would diffuse conflict in a study group where one student is not contributing.

In another, a mother grows increasingly agitated when a retail worker refuses to give her a refund for a soft toy. "What do you tell the other employee - go ahead and give the refund or abide by store policy?," students are asked.

Students who sit the test must have a webcam that validates their identity, matching footage of the student with their photo ID.

The videos are being remade for Australian students, who will be able to sit the test on specific dates from September 17 to February 8.

If students aren't offered a place, they can resit the test during the next selection round.

Victorian Council of Deans of Education board member Professor Christine Ure, who is also the head of Deakin University's school of education, said universities would have liked longer to prepare for the rollout. But she said the test was accessible and would assess the non-academic qualities of those wanting to embark on teaching careers.

"You don't need to study for the test," she said. "It's just an assessment of their personal attributes."

A state government spokesman said the changes would allow highquality students into the profession so that Victorian students had "the best and brightest teachers in Australia".


From: Age, Melbourne  by Henrietta Cook
06 Sep 2017

Posted in: TEMAG   0 Comments
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