What's Hot May

President’s Report

Good morning colleagues,

Week 3 Term 2 – after all the rain, the sun has begun to shine and in many parts of NSW the southern lights have featured in the night sky… simply spectacular!!

Each and every day we show up in our schools with purpose, energy, focus and deliberate intent to make a difference for the students, staff and communities we serve and lead. We have individually and collectively over recent times faced natural disasters, a pandemic, black mould, student and staff tragedy, staffing crisis, a change of Government and DOE leadership and now we are facing budgetary adjustments that are creating significant issues in many schools. We will too, get through this period.

As we know, the reason we find ourselves in this situation is that Treasury has advised the Government that overspend is to be returned. This is not a decision that the Department has taken lightly. The impact though is far reaching and is taking a broader toll across every area of the Department, both professionally and personally. Our schools are really feeling it. Now with the SBAR released we have actual figures in front of us.

For us in schools, there are real challenges and extenuating circumstances presenting. Finance sits behind programs and practices in our schools, as we plan forward for the year ahead. These changes were unexpected at this time and they were not consulted on with the Associations. Similar budgetary cuts are being felt in other Government agencies. These decisions were made by the Government and the NSW Department of Education is charged with making it happen. We are then charged with operationalising the decision. The webinar last Tuesday presented ‘opportunities’ on Wednesday the opportunities were ‘saving considerations’ There was much commentary on that.

Thank you to those of you who have sent forward the ramifications for your school. I have de-identified your school as requested and sent them to the team comprising: Murat Dizdar, Leah Anderson, Mark Grant, Shaun Ruming, Emma Trusswell and Deb Summerhayes. I will in turn, once I receive the answers forward them to those who sent them to me.

I recognise and have conveyed the anguish the anticipated budget cuts will have on some schools. I recognise too, there are other schools who have been able to make the cuts work in their school for this year.

Directors Educational Leadership have captured individual school issues and have taken them forward as well. There have been unique circumstances highlighted that Murat has asked to be looked at closely. I have fed forward the feedback from this week’s webinars also in terms of bureaucratic language.

OUR COLLECTIVE PRIORITY is each and every student in our schools AND the staff who make the learning and support possible…this is where WE are finding the challenge. We are in a position where we have set up programs and people for 2024 and come term 2 we are recalibrating, reorganising and changing programs to comply with the budget changes. Some relationships – staff and community are being strained.

Please take time to work through your SBAR with your Executive including your Business Manager and SAM to look closely at what it means for your school. Ongoingly this term the DEL’s are prioritising looking at the support they can provide Principals as they prioritise the needs of their schools. The Secretary has committed to ongoing meetings with the Associations to bring forward your voice. PLEASE continue to send forward individual school challenges to me.

WE WILL get through this just as we have faced other incredible challenges that were unexpected. We face this challenge together and we work with what we have, and, we speak up and we speak to what is possible and what isn’t.

We are ALL in this together and much of this is NOT in our control – it doesn’t mean however we don’t step up and come together to see what IS possible in this situation. Once you have the SBAR in front of you – YOU will have a clear and accurate picture. We are going through ‘the hard times ahead’ Murat spoke about when he took up the position of Secretary. I don’t think any of us realised how hard it may well be BUT the certainty is that we will come through this and we ABSOLUTELY need the NSRA to come through to support Public Education – to focus on quality and explicit teaching in our schools, attract and retain staff in our schools, ensure we have the market share in terms of enrolment and focus on school facilities and infrastructure. This list is by no means complete. We must keep our heads up and our expectations high – remain committed to the work we do in our schools and collectively hold our positions on what matters most in schools. Don’t lose sight of how important your leadership is – never underestimate how much your leadership of your school is valued.

I personally acknowledge the toll this is taking on many and how this workload this is creating is adding up. Whilst thanking you is by no means enough please know it is authentic. These are incredibly challenging times - they really are – yet when I look around, like you, I am confident that we are living through an incredibly difficult time professionally but we are remaining steadfast in commitment and purpose in what we can control. This is where our energy must be focused and we need to look forward to focussing on what’s on the other side and how we position ourselves to remain an incredibly strong and valued voice, now and into the future.

Conference Questions:

I have been contacted by several PPC Presidents regarding their planned PPC Conferences and the NSWPPA Annual Conference in October. Murat has been clear that these events can go ahead. A number of PPC’s are financially secure and are able to continue to offer rich professional learning by acclaimed speakers. This too can continue. A reminder to adhere to travel allowances per day (inclusive of accommodation, meals and incidental expenses allowances ) $350.70 per day.

Welcome to the Principalship:

We warmly welcome these colleagues to the Principalship - a noble and rewarding profession – such a privilege to lead a school through the successes and celebrations as well as through periods such as these. Together with our staff, students and communities we lean on our colleagues and share in our next steps. Please know there is much support available to our early career principals including your mentor, Principal School Leadership, Primary Principal Council Executive and colleagues as well as the NSWPPA Executive and Professional Support Officers – Lyn Davis 0417 465 652, Geoff Scott 0427 451 359 and Phil Seymour 0412 673 378. I am also available at the end of the phone anytime, email or text 0429 547 619.

Welcome, Welcome, Welcome – your communities are very fortunate to have you. Remember to update your details on the NSWPPA website so your contact details are accurate and you are contactable.

Commissioned Artwork for the NSWPPA Office has been installed:

Last week the beautiful commission art work was installed at the NSWPPA Office. This art work by Sharon Robbie | KrubiCreative depicts the story of the NSWPPA – what we do and how we do it. At the Term 2 State Council Delegates will receive a small token for all Principals in their PPC’s recognising the part they individually play, and collectively stand for as leaders in NSW Public Schools.

We are currently working on a ‘limited edition’ run of merchandise featuring aspects of this artwork… stay tuned.

Travel to Broken Hill:

During Week 1 Phil Seymour | Professional Support Officer and I travelled with Craig Petersen | SPC President and Mark Smith | SPC Professional Support Officer in both the primary and high schools. Such incredible insight into their community and the genuine and authentic collaboration that was visible – the culture was felt and certainly demonstrated in so many aspects of what we heard and indeed saw.

Willyama HS is now housed on the Broken Hill HS site following the disastrous black mould issue at Willyama over the Christmas holidays. This resulted in the Willyama HS students spending first term housed and operating successfully at a number of our primary schools. Logistically and socially a feat that was a testament to all involved.

Credit too to the Department’s infrastructure and assets team who worked relentlessly over this period and ongoingly to ensure schools were set to host additional students and staff and then relocate to the temporary school that opened for Term 2. Certainly a model of response that one could only hope for.

I would like to acknowledge these colleagues for their generosity in time and conversation but more importantly for including us in your day so authentically – what an absolute privilege it was to feel the energy and joy of working in your schools as presented by your staff, community and students. A real credit to our far west colleagues and friends.

Scott Sanford | Morgan Street PS
Trish Webb | Alma PS
Angela Sampson | Broken Hill North PS
Jono Thomas | Broken Hill PS
Liz Gleeson | Railway Town PS
Kylie Green | School of the Air
Kate Hogg | Burke Ward PS
Bob Dyson | Networked Specialist Facilitator
Ross Mackay | Broken Hill HS
Grant Shepherd | Willyama HS
Peter MacBeth | DEL Far West

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New Positions New Faces:

Newly Elect Secondary Principal’s Council President and Executive

Following the recent SPC Elections, I ask you join me in congratulating the incoming 2024-2026 SPC Executive:

President: Denise Lofts
Deputy Presidents:  Ann Caro | Charles Gauci | Mark McConville
Treasurer: Michael Smith
Central Schools' Representative |Michael Spora
Executive: Joanne Bellette | Tracey Breese |Catherine Glover |Kylie Hedger |Daryl Irvine | Debbie Murray |Jennifer Reeves | Julie Ross | Sally Smithard | Mark Snedden

Craig Petersen will complete his term as SPC President at the close of the SPC Annual Conference Thursday 13 June.  I will duly recognise and celebrate the leadership and legacy of our colleague closer to this date. We look forward to continuing and growing the collaboration and advocacy we share collectively.

Aboriginal Education Consultative Group NSW (AECG) President:

The newly elected President of NSW Aboriginal Education Consultative Group AECG is Ray Ingrey. Ray has been the interim President since 6 October 2023. As an Association we look forward to continuing the partnership developed with Ray and his team.

Executive Director | Aboriginal Outcomes and Partnerships and Connected Communities Directorate:

Michele Hall has been appointed to this position – we look forward to working alongside and with Michele and her team into the future.

School Counsellor and School Psychologist Recognition Day and Annual Awards 2024:

School Counselling and Psychology Association (SCPA) NSW School Counsellor and School Psychologist Recognition Day will take place on Friday, November 8th, 2024.
The 2024 Recognition Day theme 'Little Moments, Lasting Change' celebrates the impact school counsellors and school psychologists have on students and school communities. It highlights their thoughtful and persistent efforts in navigating tough moments, often through seemingly small yet significant actions that contribute to the resilience and growth of our young people.
Your school or organisation can join SCPA NSW in recognising school counsellors and school psychologists by:

• Using the 2024 SCPA NSW Recognition Day resource pack to advocate for the importance of counselling and psychology services within schools

• Nominating outstanding school counsellors and school psychologists for the SCPA NSW annual awards, showcasing exemplary contributions to the field. 2024 nominations will open in Term 2 and award winners will be announced and celebrated at the SCPA Summit on November 6th, 2024.

School counsellors and school psychologists are essential for providing students with the right support at all stages of their schooling journey. Participating in Recognition Day and the Annual Awards are key ways your school or organisation can join with SCPA NSW in their mission to enhance our school counselling and psychology workforce to best serve our students.
For more information about Recognition Day, the Annual Awards, or the Summit, or to explore potential partnership opportunities, please go to the SCPA NSW website or reach out to info@scpansw.org.au.

Recommendation: SLI Leadership in Focus – podcast series:

SLI Leadership in Focus – podcast series – A MUST LISTEN

SLI Director | Joanne Jarvis and Secretary | Murat Dizdar discuss how leaders can ensure every student has a chance to thrive. Equity is the focus.

This podcast is incredibly relevant to the work we do in our leadership roles.

Here is the link: Leadership in Focus podcast series (nsw.gov.au)

Quality Assured Accredited PL:

Kathy Makrilos Learning Quality Manager | Learning | People, Culture and Capability

High-quality learning at your fingertips! Our new list of professional learning makes it easy to find the learning you need.

It includes over 1,000 hours of accredited learning arranged for you by NESA priority area. Each course is directly linked to MyPL to save you time.

We’ve also added over 130 hours of accredited learning for Lead and Highly Accomplished teachers, as well as professional learning in Aboriginal Education and Student Mental Health priority areas.

With an average of four new accredited courses per week, be sure to check out the learning on offer regularly. At the end of the month, courses will be added in the new NESA priority area Leadership.

The Learning Quality team is here to support your learning needs. Please contact us with any questions.

Connect to Thrive | Deputy President Bob Willetts:

“A leader is a person who makes the CHOICE to look after the person to the left of them and look after the person to the right of them”   (Simon Sinek)

As a system we are once again faced with some significant challenges that affect us all to varying degrees. The X-post below by Narelle Nies following the Bankstown PPC meeting reflects the importance of collegial connection and coming together in times of uncertainty and in “rough seas”.

What struck me at the Bankstown PPC meeting was:

• The psychological safety to share how people were feeling and experience validation;
• Then an intentional shift to focusing on what was within our circle of influence.
• Sharing positive stories or “Bright spots”.
• A collective stress outlet with some great activities.
• Acknowledgement that the best solutions and support are often in the room.

In his book “Leaders Eat Last”, Simon Sinek reminds us that leadership has nothing to do with position or title, he says “A leader is a person who makes the CHOICE to look after the person to the left of them and look after the person to the right of them”.  It is during these challenging times where we must deliberately and intentionally create ways to connect with colleagues and take care to the person to the left of us and the right of us.

It can be as simple as picking up the phone and connecting with a colleague.

External Validation Taskforce | Deputy President Bob Willetts:

The Strategic School Improvement team has initiated a taskforce to refine the department’s approach to External Validation (EV) for 2025 and beyond. A team has been brought together to deeply explore a range of components in the current EV process.

The first meeting was held last week and provided the opportunity for NSWPPA to contribute authentically to the work. 

The briefing to the taskforce members is:

“This work contributes to action statements in the focus areas of ‘Strengthen trust and respect in the teaching profession and school staff’ and ‘Deliver outstanding leadership, teaching and learning’ in the Plan for NSW Public Education and is one of the School Excellence directorate strategic priorities for this year (Streamline 2024 External Validation (EV) and re-design EV from 2025 to ensure it enables school improvement, while also reducing workload. 

This priority work was announced earlier this year in line with the interim workload reduction measures for EV 2024. In this work we will explore four different aspects of EV identified in previous feedback and determine the extent to which they remain fit-for-purpose, whether other more streamlined or optimal alternatives exist, and whether these will comprise an improved end-to-end approach. 

It is intended this project will embody our School Excellence directorate’s ways of working, and as such:

• our milestones will be organised around consultation and co-design meetings with principals 
• we will reflect and build upon the extensive research and consultation already completed in 2023 
• we will present innovative but authentic improvement solutions viable for implementation 
• which will culminate in an improved end-to-end approach and process. “ 

The feedback from principals has already resulted in refinements to the EV process over time, and we are optimistic about the future opportunities this work presents.

It is really important to note 2 things about the School Excellence Policy and External validation process:

1. That the school excellence cycle, with a focus on our school planning and evaluation is “The Right Work” for us to be deeply engaged with in our schools.
2. The history of the alternative to a profession led self-assessment and collegial external validation process is a UK style “Inspectorial Model” which none of us want.

The Flourish Movement Podcast | Deputy President Bob Willetts:

In this episode, Principal Jane Grieger shares the proactive steps her and her staff took to address staff shortages in her regional school. Jane shares the challenges they faced, how waiting for external solutions wasn't enough and the innovative strategies they came up with to attract teachers to her region.

She also shares her leadership philosophy and the values embedded in her school's culture that allowed for this proactive approach and mindset. Through collaboration, open communication, transparency, and openness to feedback, not only from her staff, but parents as well, she has been able to improve her school’s situation.

Jane’s story shows the power of proactive leadership and collaborative action in overcoming challenges.

The podcast is available on Apple Podcasts and Spotify.

Enhancing team culture and trust – The Braving Inventory | Deputy President Bob Willetts:

Our work in Principal Support and Wellbeing has made many of us superfans of Brene’ Brown’s work.

At the PSRG and State Council Grace Palamara ran a great session focused on enhancing team culture and trust. It’s a pair-sharing activity to identify your personal and team areas of strength and areas for improvement to improve trust in your school.

The activity is included in the Term 1 State Council Kit for Delegates and a great way to start conversations that build trust, and empathy in your teams.

Thank you Grace for your outstanding leadership and support.

The link to the inventory is here:

Responding to the Budget Reprioritisation Requirements | Vice President Michael Burgess:

The recently announced budget reprioritisation measures came as a surprise to us all. For some schools, the reprioritisation, is further compounded by the removal of disaster supplementation and loss of executive release for DPs.

Now that our initial shock has subsided it is time to consider how we respond to the challenge. NSW Primary Principals always find a way to deal with such changes. Our priority, as always, will be teaching and learning in the classroom, support for students with complex needs and delivery of curriculum release.

That is not meant to minimise the potential anxiety and stress generated by such an announcement. If any Principal feels their mental health has been impacted by the budget announcement they should report the psychosocial injury to the incident hotline on 1800 811 523.

Support for Principals is available both in operational and personal wellbeing realms.

Personal Wellbeing & Support

Operational Support

Help Within eFPT

There is great help within the eFPT tool on how to make changes. When physically making changes to the eFPT use the in-situ help tools. Help tools will appear that are relevant to the page you are viewing. See guide below.

Some Ideas to think about

The ideas below are general in nature, each Principal needs to consider their own circumstances and financial position, prior to making decisions.

Giving Statements | Vice President Greg McLaren:

STATEMENTS, SUBPOENAS and OTHER INFORMATION
FOR COURTS, TRIBUNALS, POLICE AND CORONIAL MATTERS

   1. PROVIDING INFORMATION FOR PARENTS INVOLVED IN COURT PROCEEDINGS

The best up to date reference from DoE for family law related issues is found in:

In the Family Law Guidelines it states in section 18.1: “It cannot be stressed too highly that it is not the role of the Department to resolve disputes between parents in family law matters.”

Sometimes teachers may be asked by a parent to provide a statement for them for use in family law or other legal proceedings. This may include a request to provide information about how a child presents or behaves after having had contact with the other parent. There is no obligation on teachers to accede to these requests. Whether they do or not is a personal decision to be made by individual teachers.

You should notify your DEL via email of requests for staff to provide information for parents involved in court proceedings.

Be mindful that a student may be represented by a court appointed independent solicitor. These lawyers are often referred to as the separate representative or ‘sep rep’ and are appointed by the court in cases where the court is concerned that the children’s interests will not be addressed otherwise. We as Principals should be aware that the best interests of the child are always the court’s primary concern and they should assist the children’s legal representative as much as possible. Prior to giving any information, you should confirm the lawyer’s appointment by the court, generally a letter from the court registry confirming the appointment.

Any statement provided directly to parents should be limited to those matters that are within the personal knowledge of the teacher i.e. something they have heard or seen themselves. They are also at liberty to provide information, which is based on their professional expertise, eg. that a child’s educational progression is in keeping with children of his or her age.

It is important to avoid making any value judgements. For example, the fact a particular student has come to school upset after being with one parent may not mean the parent has been treating the child inappropriately. The child’s upset could result from a range of factors, eg. was not allowed to get McDonalds on the way to school, death of a pet etc.

Staff also need to consider what impact voluntarily making a statement for one parent will have on their relationship with the other parent. This can become particularly relevant if the parent for whom they have made the statement loses the court proceedings.

Refusal to provide a statement will often mean nothing more comes of the matter. If the information sought from a teacher by a parent is crucial to the overall success of the parent’s case, it is almost certain a subpoena to give evidence will be issued in any event.

Please note that if a staff member receives a subpoena to give evidence in court, the staff member will be regarded as being on duty if the evidence arises because of his or her employment at the school. Staff should refer to legal issues bulletin 18 – Giving evidence in court and tribunal proceedings and legal issues bulletin 25 – Subpoenas for further information.

2. STAFF GIVING STATEMENTS TO THE POLICE AND/OR SUBPOEANED TO GIVE EVIDENCE IN CRIMINAL OR CORONIAL MATTERS

From time-to-time you or your staff may be approached to give statements to the police and/or give evidence in court.

Police Statements

No one can be compelled to give a statement to the police. However, you and your staff are encouraged to assist the police in their investigations into work-related matters particularly when they involve child protection issues or investigations for the coroner. If you are aware a colleague is also providing a statement to the police it is important you do not discuss what you propose to tell the police with that person. Further information about being interviewed by the police at school is in Legal Issues Bulletin 13 Police or DCJ -Interviews in Schools

Generally, a police statement should be based on the person’s direct knowledge and avoid assumptions, emotive language and sweeping statements. It is important the statement is truthful, includes all relevant information, distinguishes between what someone has seen and what they have been told and avoids providing an opinion about the guilt or innocence of any person.

Occasionally staff (eg. a member of the school counselling service) may be asked to provide an expert witness statement. A special code of conduct applies to expert witnesses who are not an advocate for either party and have an overriding duty to assist the court impartially. Legal advice should be sought before providing an expert witness statement.

Anyone providing a statement may be required to give evidence in court about the statement. You should read it carefully and be satisfied it is true to the best of your knowledge and belief before signing it.

Giving Evidence in Criminal Court or Coronial Proceedings

A subpoena is a formal court order requiring the attendance at court to give evidence, provide documents or both. If a staff member has been served with a subpoena, the person who has received it must comply with it unless excused. Further information about subpoenas is available in Legal Issues Bulletin 25 Subpoenas 

As with any witness, a staff member who gives evidence in criminal court or coronial proceedings is required to tell the truth. It is critically important when giving evidence to listen carefully to the question waiting until it is completed and be responsive when answering the question. Witnesses who do not understand a question should ask for it to be repeated or explained. Witnesses in the same matter should not discuss the evidence they are going to give with each until their evidence has been completed. Further information about giving evidence in court is available in Legal Issues Bulletin 18 Staff Giving Evidence in Courts and Tribunals.

You should notify your DEL via email of requests for staff to provide a statement or to give evidence in criminal court or coronial proceedings.

Sources of Advice and Support

Advice about providing witness statements for the police or giving evidence in court is available from Legal Services unless the staff member is a defendant to the proceedings. Welfare support is available from the department’s Health and Safety directorate on 1800 811 523 and may also be available from NSWTF. Principals should also make contact with the NWPPA

Compiled by Greg McLaren, a copy will be sent to DoE Legal Services directorate.

Care has been taken in preparing this paper. The statements, analyses and conclusions in this paper are those of the author. No part of this paper can be regarded as legal advice.

Managing Student Information | Vice President Greg McLaren:

INFORMATION PROVIDED FOR THE WELFARE OF CHILDREN

“Sharing information between schools, agencies and local services is critical to provide effective support for families and strengthening the protection of children in our schools” DoE CWU.

Information about exchanging information with other organisations related to the Care and Protection Act, can be found in Legal Issues Bulletin 50, Information provided for the welfare of children (nsw.gov.au)

Children and Young Persons (Care and Protection) Act 1993 - Chapter 16A was introduced in 2010 following the Wood Special Commission of Inquiry into Child Protection. That inquiry recommended that the safety, welfare and wellbeing of children and young people need to take precedence over the issue of privacy.

Accordingly, it established a regime in which prescribed bodies were obliged to provide each other information that could assist in providing services for safety, welfare and wellbeing of children.

The prescribed bodies are also required to cooperate in the coordination of services.

What is a prescribed body?

In short, it is any NSW government or non-government organisation providing health care, childcare, education, welfare or law enforcement wholly or partly to children.

It includes (within NSW):

• All government schools
• All registered non-government schools
• NSW Police
• A government department (including DCJ) or public authority
• Health organisations with nurses, registered medical practitioners, registered midwives, registered psychologists, persons registered under the Health Practitioner Regulation National Law to practice as occupational therapists (other than students) and speech pathologists eligible for membership of Speech Pathology Australia
• Private foster care and adoption agencies
• Welfare and family support services
• any other organisations that have direct responsibility for, or direct supervision of, the provision of health care, welfare, education, children’s services, residential services, or law enforcement, wholly or partly to children
• Any agencies that still provide a residential childcare centre or a childcare service under the Children (Care and Protection) Act 1987
• Any other organisations that have direct responsibility for, or direct supervision of, the provision of health care, welfare, education, children’s services, residential services, or law enforcement, wholly or partly to children.

What criteria must be satisfied in order to share information under Chapter 16A?

To provide information to another prescribed body, a government school or other area of the department, must reasonably believe it would assist the recipient body to:

• make any decision, assessment or plan, or to initiate or conduct any investigation, or to provide any service, relating to the safety, welfare or wellbeing of the child or young person (or class of children or young persons); or
• manage any risk to the child or young person (or class of children or young persons) that might arise in the agency’s capacity as an employer, government department or organisation accredited to arrange provision of out-of-home care.

How can a request be made?

There is no specific formal requirement in the manner in which a request can be made. It can be made in writing or orally. It can be made in the context of an interagency case conference. If the request is not made in writing it should be recorded in writing.

Can information be shared without a request?

Yes. Information that satisfies the criteria can be shared proactively if, for example, a school considers another prescribed body could provide better services for a child if they have the information.

Is consent necessary?

Consent is not a legal requirement of information sharing under Chapter 16A. Obtaining consent is good practice and, other things being equal, is more likely to sustain a relationship of trust between the school and the individual concerned. But if circumstances make consent inappropriate or unobtainable, it is not necessary.

Are there exceptions?

Yes, there are a range of exceptions, for example, relating to law enforcement or public safety. These are fully identified in Legal issues Bulletin 50: Information provided for the welfare of children.

Other Information

The DoE Child Wellbeing unit has developed fact sheets providing information about Contacting the Child Wellbeing unit and Reporting to DCJ.

Advice should be sought from Legal Services if a request is made to provide information to another state or territory.

Compiled by Greg McLaren, a copy will be sent to DoE Legal Services directorate.

Care has been taken in preparing this paper. The statements, analyses and conclusions in this paper are those of the author. No part of this paper can be regarded as legal advice.

All things Disability, Inclusion and Behaviour | Vice President Trish Peters:

Just a few things to stay on top of in this space:

A behaviour curriculum and the Chief Behaviour Advisor, Professor Donna Cross.

You may have read in the news that “a behaviour curriculum” is proposed because of the inquiry into classroom disruption.  Your opportunity to address this is in your School Behaviour and Management Plan (SBSMP), as positive behaviour support underpins the behaviour strategy.

The roadmap has links to PL and webinars to support you as you work towards completing your SBSMP by Term 1 2025. Access the roadmap here.

The NSW Chief Behaviour Advisor, Professor Donna Cross, is a NESA resource and is unlikely to be commissioned to mandate a behaviour curriculum.

Access the full suite of PBL resources in the Behaviour Support Toolkit.

Staff PL to address occupational violence

Verbal de-escalation professional learning will be universal, online professional and available from in Term 3, 2024 and ongoing. These modules have been co-designed with NSWPPA and NSWSPC and promise to deliver the universal training the PPA advocated for to replace MAPA.

NCCD

NCCD is a continuous process in schools and not a point-in-time data entry exercise only. Stay informed and ensure that your data captures the hard work you are undertaking to support students with disability. Access the NCCD Infographics and One Pagers here.

Your NCCD processes, including planning, moderating, data and documenting inform your school’s low-level adjustment for disability funding and will begin to inform other resourcing for your school including integration funding support (IFS) and school counsellor allocations.

As always, contact the chairs of our hard-working reference groups or exec liaisons with questions.

• Student Wellbeing Reference Group Chair – Helen Craigie Exec Liaison – Trish Peters
• SSP Reference Group Chair (relieving)– Jane Crosland Exec Liaison – Trish Peters
• Disability Reference Group Chair – Densie Lockrey Exec Liaison – Stuart Wylie

Curriculum Reform Update | Vice President Norma Petrocco:

NSW Curriculum Reform Key Messages | Megan Kelly  
Executive Director | Curriculum & Reform  

Evaluation tells us that the Term 2 school development day, dedicated to curriculum implementation was well received in schools across the state, with the in-school facilitation of professional learning attracting positive feedback.

Deputy Premier, Prue Car and Department of Education Secretary, Murat Dizdar addressed the newly released statement on Explicit teaching in NSW public schools as part of an introductory session. The session also included an overview about embedding explicit teaching in our schools.

The entire suite of professional learning, including the introductory session, will remain available until the end of 2024, allowing all teaching staff to participate and attain their five accredited hours of professional development. Learning beyond the five-hour conference may be captured as elective personal development.

Microlearning, sample units and support resources for English and mathematics 3–6 

All seven of our microlearning modules for mathematics and three for English are available. Additional modules for English will be released in weeks 5 and 10 of this term.

We have also published 12 new sample units for mathematics and four new sample units for English. The English Instructional sequence- grammar and punctuation for stage 2 and 3 will also be released in week 5 of this term.

New Curriculum Reform Community for Schools for Specific Purposes

In response to feedback from Principals, we have created a Curriculum Reform Community (CRC) for Schools for Specific Purposes and Support Units and are inviting you to join. The CRC is a safe place to share resources and to talk about the types of resources that would support curriculum reform in your unique settings. Nominate to be a school coordinator to represent your school.

Reporting to parents

Understanding the mandated requirements when reporting to parents, as well as considerations specific to key learning areas, are essential. The department’s website has detailed advice on reporting requirements that you can share with your teachers. Additional advice will be added in the coming weeks.

We encourage you to share these resources with your teachers and provide any feedback to ContactCurriculumReform@det.nsw.edu.au

2024 Professional Learning | PLO Drew Janetzki:

Welcome back to Term 2! We hope you had a refreshing break and are ready for the some exciting 

opportunities and professional learning experiences we have lined up for you 

CLARITY Learning Suite Pilot Program:

We are pleased to share that we have received a positive response to the Term 1 CLARITY Learning Suite Pilot program, which supports the CLARITY learning suite. Thank you for your enthusiasm and participation.

Together: Semester 2 CLS&NSWPPA Pilot (Please note that to participate in the Pilot you are required to be enrolled in CLARITY Learning Suite.

So far we have over 300 participants enrol into the CLARITY Learning Suite Program through your Association

Enrol directly via:

The Art of Leadership 2024 LIMITED PLACES AVAILABLE

Our Art of Leadership sessions are almost sold out! 
Here are the remaining spots for 2024

ORANGE 11: 8 spots remaining
Phase 1: 2nd – 4th September
Phase 2: 18th – 20th November 2024

SYDNEY 12: Only 4 spots remaining
Phase 1: 16th – 18th September
Phase 2: 25th – 27th November 2024

New Offerings and Opportunities: COACHING with Franklin Covey

We are excited to announce the launch of Expressions of Interest (EOIs) for our coaching opportunity. 

This is available to those who have completed any of the following Franklin Covey courses:

• The 7 Habits of Highly Effective People
• Leading at The Speed of Trust
• Multipliers
• The 4 Essential Roles of Leadership

If you are interested in further developing your leadership skills, full details and EOIs are available via the following links

Further details via the Franklin Covey Coaching page:

The Flourish Movement

The Flourish Movement is an evidence-based program that builds sustainable and effective leadership practices to improve your performance, as well as wellbeing, enjoyment of the role and impact on others.

Often, school leaders work in a way that meets the needs of others (open door policy, have to be the first to arrive and last to leave, solve other people’s problems, etc) but leaves them with not enough time to get to the important strategic activities that have the greatest impact on their school. This role is a vocation for them, one of service. However, this mindset and associated habits can lead to unsustainable leadership practices that become detrimental for their leadership, their wellbeing and the performance of the school.

Book via:

Tough Conversations 

SYDNEY - Ultimo Program

Tough Conversations is now also being delivered online:
Tough Conversations for School Leaders Online  option:
Use NSWPPA24 at checkout to receive discount.

Term 2 – 31 May
Registration link

Term 3 – 8 August
Registration link

Term 4 – 29 October
Registration Link

NSWPPA Professional Learnings Podcast

Have you listened to our NSWPPA Professional Learnings podcast? We are excited to announce that we have had nearly 1,000 downloads so far! Our podcasts delve into many of the professional learning opportunities available to our members. You can listen on your favorite podcast platform via 

or search : NSWPPA Professional Learnings Podcast.

Professional Learning Catalogue

For ongoing updates on our Professional Learning Suite, check out our Catalogue via this link:

NSWPPA Professional Learning Catalogue.

Tailored Professional Learning Experiences:

Book a time with your Professional Learning Officer

If your PPC network is interested in a tailored professional learning experience, please reach out and schedule a time with your Professional Learning Officer via this link: Schedule with Professional Learning Officer.

A note from our Business Partner | TM Bank:

There’s more to teachers than teaching

We know it takes a different kind of person to be a teacher. That’s why you deserve a different kind of bank. A bank that works as hard as you do.

Teachers Mutual Bank is the only Australian bank built and owned by teachers. For more than 50 years we’ve provided flexible products and services created for teachers.

Because we’re a mutual bank our profits go back to our Members. That means more competitive value for you. It means we can reward Members with free access to helpful online resource hubs, including our wellness and resilience platform. And it means we can support the teaching community with scholarships, mentorships, and other initiatives.

We know there’s more to teachers than teaching. And that’s why we do more for you than other banks.

Take A Breath – Life Ed:

In an Australian-first, Life Ed has rolled out new vaping education program for primary students.

In an Australian-first, leading health education provider, Life Ed is delivering a new vaping education program for primary students as part of a nationwide early intervention strategy to help schools tackle the growing vaping concerns.

Facilitated by Life Ed’s specialist health Educators, ‘Take a Breath’ is an engaging, syllabus-aligned module aimed at Years 5 and 6 students that encourages them to investigate the issues around vaping and smoking.

The innovative module asks students to stop, “take a breath”, and critically evaluate the information, history and body knowledge. By encouraging critical thinking, students are empowered to make an informed decision in the best interest of their health.

Research tells us that educating children before they are exposed to a particular issue gives them the best chance at making informed decisions. Life Ed helps students to develop critical thinking skills before being confronted by challenging situations, difficult decisions and increasing peer pressure.

What students have to say after participating in Take a Breath:

• 97% of students said they understand that smoking and vaping affects the body
• 96% of students said that they feel like they can say ‘no’ if they are offered a vape or cigarette

What a start to term 2….

On behalf of the NSWPPA Executive – Rob Walker, Bob Willetts, Michael Burgess, Leah Martin, Trish Peters, Norma Petrocco, Stuart Wylie, Greg McLaren, Michael Trist, Scott Sanford and staff, Mark Pritchard, Lisa Beare and Drew Janetzki, I acknowledge your incredible leadership, your creativity and your superpower in making the absolute best of every situation.

Stay in touch and stay connected to your colleagues and reach out to us. This is what really matters and this is what will get us ‘out the other side’. Dig deep and hold the line and we will get through this – together.

Kindest regards,
Robyn