Symposium Abstracts
Angelico 2388
Responding to leadership challenges: A Victorian Catholic sector profile
Australia
Teresa Angelico, Catholic Education Commission of Victoria
The role of leadership in transforming learning in Victorian Catholic schools is central to the strategic planning and accountability requirements of the Victorian Catholic education sector as a whole and more specifically for diocesan and school level planning. This symposium organised by a Victorian team identifies the current challenges in leadership succession planning for Victorian Catholic schools. A complex and diverse profile of leader needs will be outlined reflecting differing concerns and issues at the various stages in the lives of leaders. The symposium will also explore a number of key strategies devised to position Catholic schools to preserve and enhance their distinctive identity and character in an ever changing and complex environment. Underlying the strategic development process is the recognition of the connection between the work of leaders and the core functions of schooling. Leadership for learning and school improvement is promoted through self directed and learner driven approaches that are necessary for the development of personalised leadership pathways. The panel session will provide an opportunity for participants to highlight key features of a range innovative activities including the research evidence informing their ongoing development and review.
Campbell 8180
Leadership for learning: Creating authentic learning experiences across the primary-secondary divide
Australia
Brad Campbell, St Joseph's Catholic High School
Melanie Pacheco, St Joseph's Catholic High School
In 2005 St Joseph's Catholic High School and St Paul's Catholic Primary School, Albion Park were invited to be part of an initiative between the ACU National Flagship for Creative and Authentic Leadership and four Catholic dioceses from NSW. The project, Leaders Transforming Learning and Learners (LTLL) has as its central focus the relationship between leadership and learning. The leadership team from these two Wollongong Diocesan schools decided to work together on an enterprise that addressed the central issues of the LTLL while bringing their schools closer together. Last year discussions commenced about how to blur the divide between primary and secondary schooling. The result was an initiative called BRIDGE (Building Rich Integrated Diverse Growing Experiences). BRIDGE is a learning program that integrates Year 6 and 7 students for once a week to work on their own projects. Initially projects were selected from a Bloom's/Multiple Intelligence matrix. In Semester 2 the projects were enquiry based following the construct of fertile questions. The idea was to create sustainable learning environments in order to develop reflective, self-directed learners who engage in a range of learning opportunities so that they can grow as learners and leaders.
Cannon 2620
Redesigning the Principalship
Australia
Helen Cannon, Catholic Schools Office Diocese of Broken Bay
Val Delaney, Our Lady of Perpetual Succour Catholic School West Pymble
Susanne Host, Our Lady of Perpetual Succour Catholic School West Pymble
The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a significant problem that exists not only in Australia, but also in many Western countries. The research revealed that a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship. Two principals who have taken the findings from this study and put them into practice join the researcher to give some insights into the new paradigm and how it can be used to redesign the principalship so that it becomes sustainable, generative, and attractive to both aspirants and incumbents.
Cannon 5031S
The Framework for Sustainable Leadership
Australia
Helen Cannon, Catholic Schools Office Diocese of Broken Bay
Tony Whelan, Catholic Schools Office Diocese of Broken Bay
Michael Slattery, Catholic Schools Office Diocese of Broken Bay
Leaders in schools require preparation and ongoing support that goes beyond competency training to broader frameworks that support the development of leadership capabilities. The Framework for Sustainable Leadership in Broken Bay Catholic Schools attempts to combine the competencies required of leaders along with the capabilities necessary to lead school communities in complex and changing circumstances. Capable leaders can use their skills and competencies confidently, logically, and with good judgement and wisdom. The framework also has a theological underpinning that is intended to support leaders in their ministry for a sustainable future in Catholic education. Sustainable leadership requires ethical, courageous, collaborative leaders who demonstrate initiative, ingenuity, creativity and authenticity. Developing leaders with such attitudes, skills, values, knowledge and capabilities is a major challenge for organisations. If organisations are to, not only survive, but also, thrive, in times of uncertainty and paradox they must develop the leadership capabilities of everyone in the organisation. To nurture such attributes and to foster shared leadership, it is essential to develop frameworks to guide the provision of professional learning and development for aspiring leaders as well as those already in leadership positions. The Broken Bay Framework supports leaders to be formed, informed and transformed.
Clancy 6103
Pedagogy for Neomillennials
Kate Clancy, Catholic Education Office Sydney
Anna Dickinson, OLSH College
We need a new pedagogy, based on interactivity, personalisation and the development of autonomous capacity of learning and thinking...While at the same time strengthening the character and securing the personality. (Castells) The forces of globalisation, including technological innovation, have mediated the life experience of students presently in classrooms. These students are presenting with 'new identities'. The digital medium is a key factor in the imperative to remodel learning experiences in the classroom. The technology is changing the way neomillennials are engaging in the world. We need to challenge prevailing assumptions about the learner and the learning process to redesign pedagogy for students presenting with these 'new identities'. The Catholic Education Office Sydney has developed the Learning framework, a comprehensive statement about teaching and learning in the contemporary Catholic context. recognising the moral purpose of schooling and that all educational practice is governed by values, it includes Foundation Statements that are drawn from the Catholic tradition and relate directly to the person of the learner and the learning process. This session outlines the process for the development of the Framework and how one secondary school uses the Framework to promote excellence in teaching practice.
Cleveland 3117
Leading inclusive communities and promoting student well being...the role of partnership
Australia
Rita Cleveland, Brisbane Catholic Education
Ray Reynolds, Brisbane Catholic Education
Leading inclusive communities and promoting student well being...the role of partnership. In Catholic schools we are called upon to be inclusive of all, irrespective of race, social class, ethnicity, gender and ability. Leading inclusive communities draws not only on the expertise of school personnel but rather calls for effective partnerships across the broader community. Within the Student Services area of Brisbane Catholic Education a particular strategy around partnership was launched in 2000. A document entitled, " Educational Partnerships in Schools and with Schools", describes the way information is generated, shared and stored within a process of consultation and collaboration between schools, parents and caregivers, educational and health support professionals, agencies and associations including Government and the Universities. The first part of this symposium will describe the strategic structures for partnership in schools and with schools to promote inclusive practices in all schools of the Archdiocese. This includes programs of consultancy leading to effective parent and teacher participation in 'wrapping around' the educational needs of students, the management needs of classrooms and the themes and issues that school communities address to be more inclusive. The second part will present a well established partnership with some Brisbane based Universities to meet the increasing needs of schools to meet the students' needs for well being. The Student Services Directorate of Brisbane Catholic Education is not only a consumer of courses offered by the Universities but an active partner in developing relevant qualifications for the 21st century. This is particularly true of the training of Psychologists/Guidance Counsellors.
Gronow 4491
School Leadership in ICT ®
Astralia
Mark Gronow, St Augustine's College, Sydney
The current generation of students in our schools are high level users of Information and Communication Technology (ICT). Educating these learners requires teachers to be flexible and innovative in curriculum delivery. Learning in an online world states that to achieve national goals for schooling "All schools will seek to integrate information and communication technologies into their operations to improve, student learning, to offer flexible learning opportunities and to improve efficiencies of their business practices", ( p3, MCEETYA, 2000). School leaders are responsible for supporting and developing ICT skills in teaching and administrative staff through ongoing professional development, reliable infrastructure and effective role modelling. A Western Australian Department of Education and Training research (2006) in Teacher ICT skills identified school planning and leadership as factor of teacher integration of ICT within learning (p 40). ICT skills are essential in the educational work place. Effective leadership and management of ICT support administrative and pedagogical outcomes. Executive leaders' personal ICT use promotes and encourages others to use ICT. Teachers' ICT skills will be enhanced through leaders' support of professional development programmes. Leadership in ICT for pedagogical and administrative acknowledges infrastructure requirements to support increased management and pedagogical outcomes. MCEETYA (2000), Learning in an online world: school education action plan for the information economy. Adelaide: Education Network, Australia Department of Education and Training (2006), Teacher ICT Skills: Evaluation of the Information and Communication Technology (ICT) knowledge and Skills Levels of Western Australian Government School Teachers. Western Australian Government
Ireland 5697
Leaders for the Future ®
Peter Ireland, Catholic Education Office Sydney (Leichhardt Office)
Mark Rix, Catholic Education Office Sydney (Leichhardt Office)
Leaders for the Future Peter Ireland and Mark Rix (from the Sydney Catholic Education Office), will be supported by Ms Melanie Phillips, a young teacher who completed this new program last year. The three presenters will outline and workshop this innovative program in the context of a long established Catholic Schools Leadership Program. The structure and context of this "Leaders for the Future" Course will be detailed along with evaluation data provided by the 230 young leaders (Under 30) who graduated from the initial program in October 2006. Given the increasing challenge of retaining young teachers in the profession, and of attracting teachers into principalship roles, this initiative in the Sydney Catholic School System is of considerable relevance to educators interested in the leadership of Catholic Schools during the next decade.
McGruther 6777
Sustaining the Profession through PALS®
Australia
Anthony McGruther, Australian Primary Principals Association Queensland Association of State School Principals
Mark Campling, North Lakes State College
Reports from our OECD partners around the world report fears for the sustainability of the principalship as we now know it. Australian researchers (Gronn, Lacey) confirm similar fears for Australia. Rural catholic and state schools appear to be experiencing high transition rates. Applicant pools for larger schools have shallowed out dramatically. Research into the well being of school leaders across all sectors and jurisdictions are consistent in their findings in relation to the falling resiliency of principals and other associate school leaders. These trends in the United States has led its National Association for Elementary School Principals to develop a program specifically for the mentoring of school leaders. The program presently being taken up by elementary, junior and senior high school leaders provides them with an accredited mentor prepared for the task over nine months. The program is founded on an agreed set of professional leadership capabilities/aspirations and has been utilised by districts and individuals alike. Research into the results establishes longer term sustainability and effectiveness for both the mentor and the protégée. We propose that the symposium will explore the trends, describe the US response, examine its application to the Australian environment and illustrate actively some of the processes for the preparation of mentors for similar programs in Australia.
McQuillan 2680
Leading Catholic Schools in An Era of Religious Diversity ®
Australia
Paul McQuillan, Archdiocese of Brisbane Catholic Education
David Hutton, Archdiocese of Brisbane Catholic Education
This paper will detail the experiences of Brisbane Catholic Education in the founding of ecumenical schools within the Archdiocese and will also ask challenging questions for leaders of Catholic schools throughout Australia in a changing religious landscape. In 2001 Brisbane Catholic Education opened its first ecumenical school at Gaven in a major growth area in the Gold Coast corridor. Three more schools have followed. All arose from requests from the local community in major growth areas where significant co-operative work was already taking place among faith groups in the provision of services to their communities. Enrolment policies, the religious education program and the way in which worship was conducted and the faith communities co-operated in pastoral care of families, differed in each school but was well defined and intentional in its directions. This intentionality within an ecumenical framework in turn poses questions for those who lead Catholic schools in more traditional frameworks. Numerous surveys have detailed the growing numbers of "non-Catholics" enrolled in Catholic schools. There is also significant research to show that Catholicity, if defined by church practice, has fallen dramatically among the "Catholic" population of these schools. The paper will look at possible ways to address this issue. Is there a need for more intentional and clear enrolment and religious education policies that provide for a more traditional Catholic approach? Alternatively, should school leaders look to define an intentional religious education and pastoral program that first seeks to understand the religious and family background of students and to intentionally address their issues as part of its overall school program?
Norton 1240
Creating Cultural Change: Family-School Partnerships
Australia
Grainne Norton, Catholic Council of School Parents
Danielle Cronin, Catholic Council of School Parents
Caroline Benedet, Catholic Council of School Parents
Family- School Partnerships Project: A Qualitative and Quantitative Study was commissioned in May 2005 by the Commonwealth Department of Education, Science and Training (DEST), in association with the Australian Council of State School Organisations (ACSSO) and the Australian Parents Council (APC), to organize and evaluate action research relating to the principles and strategies in the Draft National Family-School Partnership Framework. Their finding: "Research shows clearly that the concept of family-school partnerships is an idea whose time has come...Yet it is a bold concept requiring substantial cultural change, both within schools and in attitudes to schools. Generally speaking, this cultural change is only just beginning. A long journey lies ahead if it is to be accomplished widely, but the educational and social goods demonstrated by many of the projects examined here suggest that the journey is well worth making." This interactive session will explore some of the research findings and look at creative ways to encourage more schools to "undertake the journey".
Rymarz 9953
Who are we Leading? Working with Teachers in Catholics Schools ®
Australia
Richard Rymarz, Australian Catholic University (ACU National) Melbourne Campus (St. Patrick's)
One of the most significant challenges facing leaders in Catholic education in the twenty first century is developing a rapport with teachers in schools. Assuming some generational differences between school leadership and the teaching body how can leaders better understand the needs, concerns and aspirations of Generation X teachers, and more to the point, Catholic Gen X teachers? The term Generation X describes a group ranging in age from, approximately, 25 to 40 years. This symposium will explore some of the challenges facing those who are involved in leadership in Catholic schools and how to better understand Generation X Catholics, who form a substantial cohort of the teaching population. The discussion will be situated within an Australian context. Much of the educational context for working with Gen X Catholics involves recognizing that the experiences that they bring to the world of Catholic schools are distinctive and differ from those of older Catholics. Along with their peers in the wider culture, Generation X Catholics display certain disconnectedness with their cultural and religious heritage along with an inability to articulate well their beliefs and values. A number of implications of this analysis are offered to better understand the needs of this group.
Turkington 2541
How Effective is Our Catholic School? ®
Australia
Mark Turkington, Catholic Education Office Sydney (Southern Region Office)
Elizabeth O'Carrigan, Catholic Education Office (Inner West office)
Frank Malloy, Holy Spirit College, Lakemba
A Regional Director, (Dr Mark Turkington), a Primary Regional Consultant (Ms Elizabeth O'Carrigan), and a Secondary Principal (Mr Frank Malloy) will outline and workshop a comprehensive School Review and Improvement framework and the associated evaluation instrument "How Effective is our Catholic School?" The Framework describes a set of inter-related processes which Catholic Schools can use to plan, assess and report on school quality and improvement initiatives. Indicators of Effectiveness for Catholic Schools are contained in the publication: "How Effective is our Catholic School?". This document was written by classroom teachers and school leaders to provide a common language and agreed criteria with which to describe school effectiveness. The framework and indicators of effectiveness build on processes for development and accountability used in Sydney Archdiocesan Catholic Schools since 1993 and are situated in the five year Strategic Leadership and Management Plan : "Sydney Catholic Schools: Towards 2010".
Turner 6675
School Review and Improvement
Australia
Peter Turner, Catholic Education Office Sydney (Southern Region)
Paul Brooks, Catholic Education Office Sydney (Southern Region
Sydney Catholic schools have been working with processes which focus on the quality and effectiveness of Catholic life, Religious Education and teaching and learning since 1993. Over that period a culture, characterised by strategic action and supported by self-review and external validation, has emerged and been consolidated. This has been supported by a strengthening partnership between school, parents, students, pastors and the Catholic Education Office, Sydney. An External Review of the Catholic Education Office, Sydney in 2004 validated the effectiveness of existing strategic frameworks. However, the panel of independent educators recommended that a refined school review and improvement framework be developed to include agreed criteria and quality indicators for school improvement and self-review. Four foundational documents now describe and underpin the current approach to school improvement in Sydney Catholic Schools and seven key areas provide the basis for consistency and alignment of all planning and development frameworks. In particular, a set of indicators which describe the criteria for effective Catholic schools at three rating levels has been developed. This presentation by Mr Peter Turner, Regional Director of the Southern Region of the Catholic Education Office, Sydney will examine the design, development and implementation of the revised School Review and Improvement processes operating within the Sydney Archdiocesan school system with a specific focus on the place of the document How Effective Is Our Catholic School? in the SRI framework.
