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...

Funding Opportunities - 21 Nov 2017

Posted on 22 November 2017
Funding Opportunities - 21 Nov 2017
1.     Local Sport Defibrillator Grant Program (NSW)
Applications are now open for the Office of Sport's Local Sport Defibrillator Grant Program, which will see 2,500 Automatic Electronic Defibrillators (AEDs) provided to sporting organisations across NSW. Applications may be considered from sport clubs associated with a school, church or university providing they are an incorporated not for profit club in their own right. Applications close 20 December 2017.

2.     Local History Grants Program (VIC)
The Local History Grants Program encourages and fosters community activities that preserve, record and share the local, social and community history of Victoria and Victorians. Small grants of up to $15,000 are available. State schools can be considered, see website for more information. Applications close 5pm Wednesday 31 January 2018.  

3.     Victorian Government 2017 Student Scholarships (VIC)
These scholarships are offered to primary, secondary and tertiary students and range in value from $300 to $2580. Scholarships for students from Years 4 to 12 are currently open. The Year 12 Scholarships close on 1 February 2018.

4.     HP Kids Fund
HP Kids Fund is a half a million dollar commitment aimed at making technology accessible to all Australian children. School teachers and principals across Australia are invited to apply for a $10,000 grant to be used towards HP technology. Applications close 5 February 2018.

5.     Sponsorship Grants for Student Science Engagement and International Competitions
This grant from the Department of Industry, Innovation and Science aims to support young Australians to develop skills and potential career opportunities in a field of science, technology, engineering and mathematics (STEM). Grants from $1,000 to $20,000 are available. No closing date - ongoing.

6.     Commonwealth Scholarships Program for South Australia (SA)
The Commonwealth Scholarships Program for South Australia offers support for a minimum of 1200 undergraduate, postgraduate and vocational education and training students to undertake study, training and internships in South Australia. Students aged 15-64 years at commencement of study are eligible to apply for funding of up to $17,500 each. No closing date - ongoing.

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Victorian CaSPA Principals recognised for their service

Posted on 21 November 2017
Victorian CaSPA Principals recognised for their service
At the recent meeting of AGM of the PAVCSS on November 17th, farewells were made to a number of long serving principals including:
  • [left] Leonie Irwin who had served as principal of Marian College, Myrtleford and St Mary of the Angels, Nathalia
  • [right] Julie Ryan who had served as principal of St Columbas College, Essendon and Our Lady of Mercy College, Heidelberg. Julie is also the immdediate past president of PAVCSS

CaSPA acknowledges these Principals for their service to Catholic Education and wishes them every blessing for their future plans.

Posted in: Catholic Secondary Principals Australia   0 Comments

South Australia Farewells some of its long serving Principals

Posted on 20 November 2017
South Australia Farewells some of its long serving Principals

At the recent meeting of APCSS in Adelaide, farewells were made to a number of long serving principals including:

  • [left] Pam Ronan who finished at St Francis de Sales College, Mt Barker at the conclusion of 2016 and has been on secondment to the Catholic Education Office
  • [centre] Fr Rob Davoren, rector of St Ignatius College, being farewelled by Peter Daw
  • [right] Rob Thomas who concludes 11 years as Principal of St Patrick's Technical College

CaSPA acknowledges these Principals for their service to Catholic Education and wishes them every blessing for their future plans.

Posted in: Catholic Secondary Principals Australia   0 Comments

CaSPA Submission to Gonski 2.0 Panel on Educating for Excellence

Posted on 19 November 2017
CaSPA Submission to Gonski 2.0 Panel on Educating for Excellence
Catholic Secondary Principals Australia (CaSPA)

Dear David and Review Panel
Please find below the submission of the CaSPA Board, which has been structured according to the three key criteria. If any further clarification or data is required I would be very happy to be contacted by the Panel.
1. Current research (Jensen, Hattie, Duignan) clearly shows that the most significant impact upon student learning, even in cases where other factors may impede learning, comes through quality teaching by high impact teachers: practitioners who have professional attributes that lead them to:

  • a. Use evidence-based teaching;
  • b. Monitor the learning progression of individual students through effective formative and summative assessment strategies; and
  • c. Be reflective practitioners who seek feedback and participate in professional learning to improve their practice.

CaSPA supports a strategy to reduce the amount of face-to-face classroom contact time to enable teachers to build upon these professional attributes. Thus, CaSPA proposes:

  • a. An allocation of 0.1 FTE per teacher to be used to:
    • i. Work on Professional Development to achieve individual and whole school goals, identified as part of Teacher Performance and Development processes, directly linked to the AITSL Professional standards.
    • ii. Work in teams (both subject and year level in the secondary sector) to develop:
      • 1. High quality learning experiences that facilitate deep learning;
      • 2. Quality formative assessment tools and strategies that contribute to student learning and contribute to their self-efficacy;
      • 3. Interrogate available data (including feedback from the Teacher Performance and Development Framework as well as data from national and international standardised testing) and use it to:
        • a. Inform personal and team goals, and to contribute to whole school goals; and
        • b. Develop personal learning plans for individual students.
  • b. AITSL certified High Achieving and Lead Teachers will have responsibility to lead teams to ensure good accountability. In addition, a specified time will need to be spent onsite at school to allow teams to work together, authentically. We suggest the span of hours for teachers at work be a minimum of 7 hours per day, with the understanding that collaborative planning onsite will reduce the time teachers will need to spend in out-of-hours planning. In addition, marking and preparation time is already included in a teacher's allocation.
  • c. Schools have access to skilled 'data practitioners', either directly employed by a school or a cluster of schools, either within or across sectors. Such practitioners will analyse the data available to schools and provide it in a format to facilitate the interrogation of it by teams as described above.
  • d. The increased cost of this could be offset against rationalising expenditure on national standardised testing, which would target assessment for learning (as opposed to public reporting) and the provision of school-centred data. In addition, we recommend that the SRS base be increased to account for this.

2. A National Professional Standards Body, separate from, yet closely aligned with AITSL be established.  This Body will:

  • a. Oversee National Registration of teachers, linked to AITSL standards. This would bring consistency throughout Australia and support a higher status for the teaching profession;
  • b. Receive confirmation from schools that teachers' professional learning goals as identified through the Teacher Performance and Development processes have been achieved, or that appropriate progress toward achievement has been made;
  • c. Determine a national process to manage underperformance of teachers and provide advice and support for Principals to address the matter. Should the matter be brought into dispute, this Body would be the ultimate authority of whether or not Registration is revoked.

3. The provision of literacy and numeracy coaches in schools coupled with early intervention strategies, which will require additional expert staffing depending on context and student needs.
4. Initial Teacher Education courses need to ensure that teachers are 'classroom ready'.   CaSPA supports TEMAG directing ITE providers to review programs so that their courses of study:

  • a. Produce Early Career Teachers who clearly satisfy the AITSL professional Standards for graduate teachers;
  • b. Develop familiarity with and understanding of the Australian Curriculum, including the use of the online curriculum in unit and lesson planning;
  • c. Develop skills in writing valid and reliable formative and summative assessments;
  • d. Emphasise the importance of authentic and honest report writing that is evidence based;
  • e. Include early and extended time in schools, whose report is fundamental in deciding if teaching is a correct pathway for the young professional; and
  • f. Place emphasis on the personal attributes (passion and emotional intelligence) that are associated with high impact teachers.
  • g. Employ contemporary teaching practitioners be involved in the ITE programs (50%) and be University lecturers (50%) and to bring currency to the ITE courses.

In addition CaSPA recommends support for "Teach for Australia" and encourages its growth as another model of teacher preparation.
5. Early Career Teachers have a reduced teaching allocation in the first 2 years, on top of that proposed in point 1 above, when they are expected to sit in and observe teaching by AITSL certified High Achieving or Lead Teachers, who would also be released to mentor and coach them as per the Teach for Australia model.
6. Parent and School partnerships must be encouraged and facilitated. Genuine partnerships will be characterised by schools being able to offer support and education for parents on the myriad of pressures that they and their children face, from social media to media promoted yet unproductive modelling that impacts on harmful behaviour and poor self-image. The evolution of resources that schools and parents can jointly engage in will increase parents' confidence in their own parenting and build relationships both with schools and other parents. There is an opportunity for some of the societal expectations of what schools 'should' be offering to be moved to this partnership, further supporting the reduction of a crowded curriculum.
7. That ACARA continues to promote the general capabilities as valuable and transferable skills that are achieved through the Australian Curriculum and provide more support through the online curriculum, for teachers to:
a.  Embed them into the learning experiences that they develop; and
b. Report against the General Capabilities.
Further, that employability skills be articulated and linked to the general capabilities to enable students to be better prepared to enter the world of employment.  To further support this, as well as increase school completion rates, CaSPA believes that secondary schools require resources to:

  • a. Provide career advice and facilitate authentic work experiences;
  • b. Participate more in VET and P-Tech programs, many of which are cost prohibitive for schools and parents, to build the value that parents and students place upon these programs in contributing to the national economy; and
  • c. Develop an enhanced teacher in industry program.
  • d. These changes need to be accompanied by a review of the curricula that schools are often expected to offer. The goal proposed by CaSPA is to narrow the breadth of the curriculum to allow for deeper student learning. CaSPA would strongly suggest a redevelopment of the Melbourne Declaration and the General Capabilities.
  • e. CaSPA advocates that the Australian Curriculum be further enhanced through the development of performance standards (A E) along the lines of the SACE subjects. This would allow student reporting to show growth indicators and enable teachers to be accountable for their assessments. It would also facilitate valuable professional learning through internal moderation processes.
  • f. Research shows that innovation and enterprise are key factors in focussing on the 21st century skills needing to underpin what is studied. With 75% of careers being STEM related, in this era of massive technological change, it is essential that teachers are upskilled to provide pathways for students.
  • g. In addition, start-up funds to encourage entrepreneurial projects would be a good Segway to finding employment. Creativity, innovation and enterprise should be the basis of all studies as this is the future direction of employment and life skills. The two key sets of skills needed for our students are technical skills and enterprise skills. Therefore schools would benefit from restructuring curriculum focus to ensure outcomes are future focussed in addressing these skills. This entails greater usage of industry links, support for curriculum change, greater emphasis on numeracy and technological skills, and a clear priority to creativity, initiative and problem solving. So would suggest funding available to:

1. Upgrade facilities to be STEAM related
2. Each school to have funding for Industry Collaboration
3. Each school to enable all students to have access to develop skills (there are many unemployed and underemployed university graduates)
4. Each school has extra funding/position to support numeracy and mathematical development across the school
5. Incentive to industry to engage in partnerships and continue with school based traineeships
6. Recurrent funding to schools to maintain and grow Trade Training Centres
7. Support for faith based programs and chaplaincy support (there is research which shows faith based programs help build resilience)
8. Incentives to employers in demand areas to engage with schools eg Health, Aged Care, Personal Services
9. Allied Health programs where practitioners are available in schools to have interventions around dietetics, psychotherapy, speech therapy, physiotherapy, occupational therapy
10. Performance Targets around indigenous students with incentives to school and students
11. Support of arts/ design programs in schools to foster creativity and problem solving across the country

8. As evidenced by recent AITSL research documents, CaSPA supports the provision of sequential experiences and professional learning programs for aspiring and current school leaders to become quality learning leaders. CaSPA would also support AITSL being charged with the researching and developing of these professional learning frameworks and courses.
9. That AITSL receive bipartisan support to continue its role as a world leading institute for the promotion and development of effective teaching and school leadership. That this bipartisan approach be extended to the continued development of education policy.

CaSPA also endorses the submissions from AITSL, CSPA and ACPPA. On behalf of the CaSPA Board I wish the Panel well in its deliberations to benefit all young Australians.

Kind regards
Phil Lewis

Posted in: curriculum Government Funding   0 Comments

CCI Supports Principal Health and Well Being

Posted on 18 November 2017
CCI Supports Principal Health and Well Being

Above: Hugh Easton form CCI discuss well being at the recent CaSPA Board Meeting in Adelaide

As the issue of Principal Wellbeing becomes more prominent in the community, CCI have taken the initiative and are allocating resources in order that they can be proactive in this matter.

Already CCI have:

  • become financial backers of the Principal Health and Wellbeing survey conducted by Prof Philip Riley of ACU
  • they have extracted from the broad data collected, specific information that pertains to Catholic Principals
  • this data has been discussed with groups such as CaSPA in order to inform appropriate interpretation and follow up

A good example of this was at the recent CaSPA Board Meeting in Adelaide, where CCI Education Sector liaison person Hugh Easton met with the CaSPA Board. As a result of these discussions, the following was suggested:

  • That CCI facilitate discussion between Catholic Education Authorities and CASPA to look at ways the shape of future governance of Catholic Education post the Royal Commission could be managed so that Principals could be working in structures where their work was valuable and their perspectives taken into account.  This was considered a very positive way in which one of the key detractors to Principal Well Being could be overcome
  • Likewise it is important that future negotiations with staff over Industrial Agreements should have better representation by Principals.  This could avoid situations where Principals have to work in environments that are not conducive to a positive climate for students and optimum educational outcomes
  • CCI was also seen to be able to work with the small number of principals who may not be coping and to support them by means of providing coaches or mentors, so both their health and work like would be conducted in a more positive way.


Posted in: wellbeing   0 Comments
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