Talking Point Blog

Bringing together a variety of social media activities into the one space, Talking Point provides news updates from Bastow that readers can comment on and add more value for other readers. If you read a news item that you would like to comment or reply to, you can simply complete the Comments form on the website. Once the comments are approved for publication, they will appear at the end of the article for all future readers to view, adding a deeper level of collaboration and sharing.

 

 

Shaping talent for the future2017-07-31T14:00:00Z<img alt="Shaping talent for the future" src="/Assets/Slides/IP022.161128-99995225.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/shaping-talent-for-the-futureShaping talent for the future​ <p>​​​​​In becoming the Education State, Victoria is committed to improving the outcomes of every student, in every classroom. Leadership is the cornerstone of great education systems, and the Department of Education and Training is developing better ways for principals to identify, develop and support individuals with high p​​otential for leadership.</p><p> <img src="/Assets/Blog/pitsa-binnion.jpg" class="bastow-Position-2" alt="" style="margin:5px 20px;width:215px;height:319px;" />Bastow is leading the Growing High Potential Leaders framework—a set of simple tools and clear process guidelines to provide principals with a step-by-step approach to cultivating high-potential leaders in their schools.</p><p>Earlier this year, Principal Pitsa Binnion from McKinnon Secondary College participated in a pilot of this new framework. Pitsa understands the significance and power of providing teaching staff opportunities to grow and become strong leaders, and she is a big fan of any method that makes this easier and more streamlined.</p><p> ‘Absolutely, I strongly believe in professional development and teachers stretching themselves to reach leadership positions. That's how I got to be where I am,’ she says.</p><p> It’s common in most industries to cultivate talent pools and run programs to develop and support future leaders. In much the same way, Pitsa believes, schools need to support talented teachers to build their leadership capacity.</p><p>‘Mentoring is very common in other industries and, although we do have some good processes in place, it’s often more ad hoc … we really need to professionally develop our people to aim high.’</p><p> Built around the current PD process, this new approach is designed to identify future leaders across all levels, based on three characteristics: potential, performance and readiness.</p><p>‘It’s a really structured and detailed process,’ explains Pitsa. ‘It helps you to select people carefully and to be clear about why it is that you're selecting them.’</p><p> When Pitsa used the process she found some of the results surprising: sometimes the people she initially thought wouldn’t make the final list were the ones with the most potential.</p><p style="text-align:center;"> <img src="/Assets/Blog/pitsa-team.jpg" class="bastow-Position-4" alt="Principal Pitsa Binnion" style="margin:5px;" /> <br> </p><p>‘When you actually looked at what they had achieved and had really rich discussions with them about their long- and short-term goals and aspirations, and considered them in terms of the qualities the tool identified, different people stood out.’</p><p> Some of these qualities are quite standard, such as outcomes’ focused and meeting deadlines, but others are less obvious, such as learning agility, courage and passion. There’s also an element of spotting people who are ready to take the next leadership jump.</p><p> Taking a detailed look at each person helped Pitsa to narrow the field, and she says the framework presented a transparent system for identifying the next leaders.</p><p> She was also impressed that the model moves beyond simply identifying potential, to supporting and sustaining leaders.</p><p>‘It looks at the level of support they would need to achieve their goals. Who is best to support them, what professional learning and mentoring they need and how to engage them in networking, as well as a timeframe … it’s a realistic plan that sets them up for success.’</p><p><em>Bastow is running a </em><a href="/_layouts/15/FIXUPREDIRECT.ASPX?eventtemplate=298&WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=cf0f4f4c-17e4-4b4f-9e6b-de7321311b24"><em>Growing High Potential Leaders workshop</em></a><em>​ on 22 August. Registrations are open until 17 August.</em> </p><p> <br> </p>
Principal health and wellbeing2017-07-10T14:00:00Z<img alt="Principal health and wellbeing" src="/Assets/Slides/IP035.05526069.160713.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/principal-health-and-wellbeingPrincipal health and wellbeing<p>​​Leadership is second only to classroom teaching in its impact on student learning and achievement. Self-care is important for our school leaders: their health and wellbeing is not a ‘nice to have’. It’s an essential element of powerful leadership.</p><p> Though principals report significantly higher job satisfaction than the general population, they also report significantly higher levels of stress. This can have a long-term impact on their effectiveness as leaders, and on their personal lives.  </p><p> Bastow’s <a href="/_layouts/15/FIXUPREDIRECT.ASPX?eventID=604&WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=66251f83-417c-41b5-9c3c-ef4cdb43425e">Principal Health and Wellbeing</a>​ workshop aims to help principals and assistant principals minimise the negative impacts some aspects of their roles may have on their overall health and wellbeing. </p><p> The 2.5-day workshop is evidence-based and was developed with advice from Distinguished Professor Viviane Robinson. ‘It’s a practical and personalised experience,’ says learning designer Dr Daniel Arifin.</p><p>‘This is not about standard resilience or coping strategies. It’s about supporting our principals to be the most effective leaders they can be. They are incredibly busy, and it’s important that their time investment pays off.’ </p><p>The workshop engages deeply with each participant’s individual situation and motivating beliefs. Participants then develop and implement an alternative action plan, with a dual focus on better health and wellbeing and direct benefits for their schools.</p><p>Peer feedback and support is an essential element of the work, and the response from pilot participants has been overwhelmingly positive. ‘It supports the feeling that we are not alone in managing our schools,’ says one participant. </p><p> The benefits of improving health and wellbeing are personal, but also have significance at a system level. </p><p>‘One of the most satisfying things about this workshop is that it acknowledges the major stresses that principals face. It provides some validation for principals to start making changes for themselves that can have a positive effect across their communities.’</p><p>Registrations are open until 25 July. For details, see Bastow's <a href="/_layouts/15/FIXUPREDIRECT.ASPX?eventID=604&WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=66251f83-417c-41b5-9c3c-ef4cdb43425e">Principal Health and Wellbeing</a>​.</p><p> </p>
Horizon: Thought Leadership - Issue 62017-07-02T14:00:00Z<img alt="Horizon: Thought Leadership - Issue 5 " src="/Assets/publications/Horizon_epub6-medium.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/horizon-thought-leadership-issue-6Horizon: Thought Leadership - Issue 6<p>​​​​​This edition features papers from leading thinkers in maths education - Conrad Wolfram of the Wolfram Group, and Educational Leaders Yvonne Reilly and Jodie Parsons from Sunshine College in Victoria. Both papers challenge us to consider how we might change our approach to maths education and reinvigorate the curriculum.</p><p>Read <a href="https://issuu.com/bastowinstitute/docs/bast_horizon_issue6" target="_blank">Horizon: Thought Leadership - Issue 6​</a></p><p><img src="/Assets/publications/Horizon_epub6-medium.jpg" alt="" style="margin:5px;" /><br></p>
Back to Basics2017-03-08T13:00:00Z<img alt="Park Ridge Primary School" src="/Assets/Blog/park-ridge-ps.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/back-to-basicsBack to Basics<p> <em>​​​​Principal David Mann and Literacy Leader Anna Christofis were moved to action after identifying a drop in literacy performance at their school. Recognising that they needed support to make improvements, they enrolled in Bastow’s Creating a High Performance Learning Culture course.</em></p><p> Park Ridge Primary School had maintained a strong track record in literacy for some years. However, in 2015, the school noticed a drop in the literacy performance of students across all levels after receiving lower than expected NAPLAN results. <br> David Mann, the school’s principal, took decisive action to turn the school’s literacy levels around.</p><p align="center"> <img src="/Assets/Blog/park-ridge-ps.jpg" alt="​Principal David Mann and Literacy Leader Anna Christofis" style="margin:5px;width:500px;height:333px;" /> <br> </p><p> As a strong believer in leading by example, David enrolled himself, a leading teacher and two classroom teachers in the Creating a High Performance Learning Culture course at Bastow. </p><p>‘We felt it was a good time to look at just how we were teaching and how our reading program was being delivered across the school,’ says David.</p><p> The course was ideal for the team in that it offered them the opportunity to carefully investigate and analyse evidence from their own context to better understand their existing approach and how well it aligns and connects with the Victorian curriculum. <br> Anna Christofis, a team member and a foundation teacher, literacy leader and library coordinator, had a vested interest in improving the school’s performance in literacy. Anna saw the course as a way to integrate literacy into a positive learning moment, making it a natural element of every student’s school experience.</p><p> Throughout the course, the team reported back to the other staff, providing updates and sharing what they were learning. Curriculum days were also spent expanding that learning and planning in a collaborative environment.</p><p>‘The whole school had input, rather than just the four people in the team,’ says David. ‘We wanted people on that journey rather than just saying, “Look, we've got a plan, and here it is”.’</p><p align="center"> <img src="/Assets/Blog/park-ridge-ps-team.jpg" alt="Park Ridge Primary School team" style="margin:5px;width:500px;height:333px;" />​​<br></p><p> Bastow’s facilitator coach was a vital part of the team, boosting flagging morale, keeping them on track when they lost focus, and offering insight gained from many years’ experience.</p><p> Park Ridge Primary School have every reason to be proud of their achievements in improving literacy. The entire school has embraced initiatives like ‘book boxes’, keeping books and stories in plain view of students; ‘reading conferences’ between teachers and students to set individual literacy goals; and the development of a comprehensive literacy document and resource kit so that all teaching staff have access to a consistent source.</p><p> David recognises the importance of this common understanding and language around literacy.</p><p>‘I feel confident you could walk into this school tomorrow, walk up to any of my teachers and say, “Tell me what literacy looks like”, and they would be far more articulate than before—everyone is on the same page.’ </p><p> <a href="/_layouts/15/FIXUPREDIRECT.ASPX?WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=8f9f817d-7868-4cf2-b797-251299ab0cb6">​<em>Creating a High Performance Learning Culture</em></a><em> supports the Positive Climate for Learning initiative wit​hin the Education State Framework for Improving Student Outcomes. </em></p> ​
Horizon: Thought Leadership - Issue 52017-03-06T13:00:00Z<img alt="Horizon: Thought Leadership - Issue 5 " src="/Assets/publications/Horizon_epub5.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/horizon-thought-leadership-issue-5Horizon: Thought Leadership - Issue 5<p>​This edition features papers from Larry Rosenstock and Rob Riordan of High Tech High, Jan Owen, of the Foundation for Young Australians, and Dr Kimberly Schonert-Reichl, and Pippa Rowcliffe of the University of British Colombia. All three articles consider what we can do to better educate and support our children and young people to be successful in the 21st century.</p><p> We hope that these articles will assist in the efforts many of you—our emerging and current school leaders—are making to explore new ways of thinking about curriculum and improving student outcomes for the future.​ </p><p>Read <a href="https://issuu.com/bastowinstitute/docs/bast_horizon_issue5" target="_blank">Horizon: Thought Leadership - Issue 5​ ​</a></p><p><img src="/Assets/publications/Horizon_epub5-medium.jpg" alt="" style="margin:5px;" /><br></p><p> <br> </p>​
Supporting the team that supports the school2017-02-26T13:00:00Z<a href="/courses/leadership-for-business-managers"><img alt="" src="/Assets/Blog/MGC-LBM.jpg?RenditionID=7" style="BORDER:0px solid;" /></a>http://www.bastow.vic.edu.au/blog/supporting-the-team-that-supports-the-schoolSupporting the team that supports the school<p>​Sending members of its educational support team to Bastow’s <a href="/_layouts/15/FIXUPREDIRECT.ASPX?WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=6e1ac894-aeff-46d1-a8f5-5671534600a1">Leadership for Business Managers</a>​ course is delivering wide-ranging benefits for Melbourne Girls​’ College.</p><p> Mella Pescos and Emma Frankenberg returned from Bastow feeling more confident in their ability to create efficiencies and support teaching, learning and wellbeing outcomes within the school. </p><p style="text-align:center;"> <img src="/Assets/Blog/MGC-LBM.jpg" alt="" style="margin:5px;width:500px;" /> <br> <font size="-1">Emma Frankenberg, ​Mella Pescos and Nancy Sandilands</font>​<br></p><p> While completing the course together, the pair implemented a capacity-building project to embed a practical approach to multi-skilling within their office. Team members learned how to perform each other’s roles and developed detailed process guides documenting each position. </p><p> The college’s Business Manager, Nancy Sandilands, says the project has significantly increased efficiency, continuity and teamwork within the administration office. Their project also piqued the interest of many other course participants, who wanted to produce similar process guides for their own schools. </p><p> Mella, Emma and Nancy were invited back to Bastow in mid-2016 to present to the next intake of course participants about their project and its outcomes, which sparked another wave of requests for examples of their guides.</p><p> ‘This course really covers all bases; it’s training, it’s leadership development and it’s mentoring,’ says Mella, the college’s HR Payroll Officer. ‘Before Bastow, we knew we were reasonably good at our roles, but now it’s a completely different ball game. Bastow has lifted us up to affirm that we are already leaders in our own roles and that we can eventually become business managers further on in our careers.’</p><p style="text-align:center;"> <img src="/Assets/Blog/lbm-news.jpg" class="bastow-Position-4" alt="" style="margin:5px;width:500px;height:333px;" /> <br> </p><p> Mella and Emma’s experience is one of many positive outcomes being repeated across the college as successive members of their team attend Bastow. Eight colleagues have completed the course so far and Nancy intends to send each new team member to Bastow, regardless of their position or level of experience.</p><p> The course supports the Professional Leadership priority area identified within the Education State Framework for Improving Student Outcomes and reinforces the Department’s commitment to public sector values of integrity, accountability, respect, leadership, impartiality and responsiveness. </p><p>For more information on the course: <a href="/_layouts/15/FIXUPREDIRECT.ASPX?WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=6e1ac894-aeff-46d1-a8f5-5671534600a1">Leadership for Busines​s Managers​​</a>​<br></p>
2017 Professional Practice Guide2016-12-15T13:00:00Z<img alt="2017 Professional Practice Guide" src="/Assets/publications/prof-practice.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/2017-professional-practice-guide2017 Professional Practice Guide<p>​​​​We are pleased to present Bastow’s 2017 Professional Practice Guide. The Guide is an overview of our highly interactive professional practice workshops. These workshops focus on specific skills development and are delivered over one to three days.</p><p>A copy of the Guide has been sent out to Victorian government schools together with our 2017 Calendars.</p><p>Read the <a href="https://issuu.com/bastowinstitute/docs/bastow-professional-practice-guide" target="_blank">2017 Professional Practice Guide​​​</a></p><p> <a href="https://issuu.com/bastowinstitute/docs/bastow-professional-practice-guide"> <img src="/Assets/publications/Professional-Practice-Guide_cover.jpg" alt="2017 Professional Practice Guide" style="margin:5px;width:500px;height:354px;" /></a> ​</p>
Practise makes perfect2016-11-23T13:00:00Z<img alt="Principal Janet Di Pilla and students at Brunswick East Primary School" src="/Assets/casestudy/JanetDiPilla.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/practise-makes-perfectPractise makes perfect<p> <em>​​​​​When approached </em><em>to implement a new ethics curriculum, Principal Janet Di Pilla, leading teacher Katie Backholer and their team attended Bastow’s Leading Pedagogy course to build the strongest framework possible for the task at hand.</em></p><p>Philosophical inquiry and flexible learning are at the heart of Brunswick East Primary School’s ethos. So when it came time for Principal Janet Di Pilla, Leading Teacher Katie Backholer and their team to implement a new ethics curriculum, they wanted a course that would not only support them to develop a framework, but also to help them measure results in a meaningful way.</p><p style="text-align:center;"> <img src="/Assets/casestudy/janetdipilla-small.jpg" alt="Principal Janet Di Pilla with students" style="margin:5px;width:500px;" /> <br> <font size="-1">Principal Janet Di Pilla with students </font>​ </p>​<span style="word-spacing:normal;">Bastow’s Leading Pedagogy course’s holistic, team-based approach to a real world project made it a natural fit for the school.</span> <p> The course supports school leaders to design and implement integrated whole-school approaches to quality teaching practice. It made sense that the course could help the team form the foundation of the implementation process. </p><p> The school was approached by the Victorian Curriculum​​ and Assessment Authority (VCAA) to participate in a pilot program for a new ethics curriculum ahead of its proposed statewide 2017 roll out. </p><p> Endorsed by the Victorian Association for Philosophy in Schools (VAPS) and consistent with Brunswick East Primary’s vision to create confident, passionate and curious learners, it was important that the project have the best possible chance at success.</p><p> As Katie explains, ‘We specifically focused on ethics, because this is one area that this school is very strong in. Also, the Victorian Association for Philosophy in Schools asked us to develop the professional learning to roll out to other schools.’</p><p style="text-align:center;">​<img src="/Assets/casestudy/KatieBackholer-small.jpg" alt="Teacher Katie Backholer with student " style="margin:5px;width:500px;height:334px;" /><br><font size="-1">Teacher Katie Backholer with student </font>​ </p><p> In line with BEPS own Learning Community structure and approach, the Leading Pedagogy course allowed the team to collaborate in diverse and practical ways through facilitated workshops, group tasks and discussions. </p><p> As a result, the BEPS team was able to implement the new curriculum by developing an understanding of how to establish goals and expectations, strategically allocating resources, leading teacher learning and development while ensuring a safe and orderly school environment. </p><p> Dr Warren Marks, one of the course’s facilitators believes, ‘The long-term benefit for the participants, and the school students, is a much deeper awareness of, and capacity to implement an evidence-based approach to leading improved instructional practice across the school.’</p><p> Katie agrees. ‘The Bastow course has helped us by making sure that we have evidence for what’s actually working, not just doing things and saying it feels better, but really looking at our effect size and how you can monitor this.’</p><p> <em>Find out more about how you </em><em>can support quality teaching practice in your school at </em><em><a href="/_layouts/15/FIXUPREDIRECT.ASPX?WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=d8e8b81a-a2de-4bff-a7a2-b6b3f9c77242">Leading Pedagogy</a>.</em></p>
Bastow Strategic Advisory Council2016-11-01T13:00:00Z<img alt="Strategic Advisory Council " src="/Assets/StrategicAdvisoryCouncil/strategic-advisory-council.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/bastow-strategic-advisory-councilBastow Strategic Advisory Council<p><img src="/Assets/StrategicAdvisoryCouncil/strategic-advisory-council.jpg" alt="" style="margin:5px;width:600px;height:401px;" /> </p><p>In 2013 Bastow commenced work to establish a Strategic Advisory Council (Council) to provide high level advice on Bastow’s operation and strategic directions. The Council was to comprise of individuals with extensive expertise and experience in education, educational leadership and the corporate sector.</p><p> Since then, Bastow has been fortunate in attracting exceptionally high calibre leaders to the Council and members represent Victorian government schools, academia, the corporate sector and the Department. </p><p> The Council has met four times this year to discuss the Bastow Strategic Plan the role of leaders in a <em>Communities of Practice</em> approach, and growing high potential leaders.  <br> The final meeting for this year focused on the performance and development process for principals – how the process works across the system and how it could be enhanced by leveraging practice used in the corporate world. </p><p> On behalf of Bruce Armstrong, Gene Reardon and Neil Barker Bastow would like to acknowledge the support of Gill Callister and the Deputy Secretaries who have contributed to the robust Council conversations and the ongoing contribution of the Council members: <strong> </strong></p><ul><li>Larry Kamener, (Chair) Senior Partner Boston Consulting Group</li><li>Maria Arias, Senior Practice Expert, McKinsey & Company</li><li>Distinguished Professor Viviane Robinson, The University of Auckland</li><li>Tanya Deery, Senior Director ANZ</li><li>Tom Bentley, Consultant</li><li>Mr Alan Ross, Ambassador School Improvement Programs</li><li>Ms Jeanette Nagorcka, Principal Regional Director, North-Western Region</li><li>Marcus Wicher, Principal Auburn South Primary School</li><li>Kerrie Dowsley, Principal St Albans Secondary College</li><li>Pitsa Binnion, Principal McKinnon Secondary College</li><li>Leonie Roberts, Principal Camp Hill Primary School</li><li>Dennis Mitchell, Principal Ranfurly Primary School. </li></ul> <b>Strategic Advisory Council – Terms of Reference</b><br><br>The role of the Council will be to:<br> <ul><li><b>advise</b> on and ensure Bastow’s direction and priorities align with organisational, departmental and government strategic goals, and provide critical input into Bastow’s strategic plan</li><li><b>challenge</b> Bastow to ensure its products and service lines are “best in class” by ensuring decisions are made in line with educational and pedagogical best practice, tapping local and international expertise</li><li><b>support</b> Bastow to achieve its commercial objectives and effectively position itself in a competitive market, and provide guidance on how to be a high-performing organisation</li><li><b>provide assurance</b> – through ongoing advice and review – to senior Department Executives and the Minister around the quality of services Bastow provides, and ensure it is accountable for the expenditure of public resources</li><li><b>maintain</b> oversight of financial management and, if necessary, advise on strategic allocation of funds</li><li><b>provide strategic advice</b>, insight and review.</li> <br> </ul>
A balancing act2016-09-11T14:00:00Z<img alt="A balancing act " src="/Assets/Blog/IP015.20150803.90031831.jpg?RenditionID=7" width="250" style="BORDER:0px solid;" />http://www.bastow.vic.edu.au/blog/a-balancing-actA balancing act<p>​​Good governance in a school is not only essential for financial stability and effective strategic planning, but it can also significantly boost the quality of the education provided. Student outcomes will improve in an environment where parents, teachers, students and community members can work together and learn from each other.</p><p> To make this possible, the <a href="/_layouts/15/FIXUPREDIRECT.ASPX?WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=7c65c12b-54cd-48f7-8f1a-b009883a8a0e">School Governance</a> module in Bastow’s Strategic Management for School Leaders course is designed specifically for principals to develop their understanding and skills as executive officer of school council.</p><p> School councils can, by their nature, be challenging, time-consuming and demanding, and with their capacity to make major decisions effecting the whole school community, effective management and leadership are crucial.</p><p> ​<img src="/Assets/Blog/governace-small.jpg" alt="A balancing act" align="right" style="margin:5px;width:350px;height:233px;" />To balance both the conformance and partnership facets of school council, principals as executive officers must be multi-skilled, according to Sharon Butler, School Governance facilitator and Director of Silent Partners Learning Services.</p><p> ‘There is the technical competence to be able to guide school council and to be able to know how to conduct an election, and so on … and then there’s the relationship aspect of council, which is just as critical.’</p><p> For Chad Ingram, Acting Principal at Labertouche Primary School, completing the School Governance module earlier this year assisted him in dealing with both these aspects when inducting the new school council president.</p><p> ‘I could clarify questions and provide directed support to the new president regarding the standing orders and their purpose, in particular in relation to positive behavioural expectations and clear, reasonable processes.’</p><p> Reflecting the dual nature of the role, School Governance is delivered in two parts. The first part is via online vodcasts to provide an overall understanding of what governance is, including critical aspects of key roles, strategic planning, public administration and reporting and elections; and the second part is a half-day workshop.</p><p> ‘The workshop is more practical and draws on the experience in the room. There is no explicit instruction, although input is provided by facilitators as needed – the focus of the whole session is really a facilitated discussion,’ says Sharon.</p><p> Employing a variety of scenarios, the workshop puts learning into practice by giving participants the opportunity to identify key issues and then share ideas, strategies and tools for addressing these issues.</p><p> For Chad, learning content and then applying that knowledge in realistic scenarios was highly valuable.</p><p>‘I really liked the fact that it wasn’t cut and dried and given to you on a plate. It actually made you think, and from that I've gained so much more than I would have had it been a traditional tick-the-box-type approach.’</p><p> Chad was able to immediately use this knowledge when supporting his school council to develop an approach for fundraising.</p><p> ‘I found it much easier to define and put in context the respective roles of fundraising and parents and friends,’ explains Chad. ‘As a result, Council decided to adopt a tiered approach and introduced a fundraising subcommittee.’</p><p> Because of the complex nature and balancing act involved in being an executive officer, as well as the fact that he is principal of a small country school, Chad also appreciated the chance to collaborate with other principals and find out how they approached particular situations. </p><p>‘This course really is a must, if you are a principal or an aspiring leader, to broaden your perspective and actually engage in things that perhaps you hadn’t before,’ says Chad. ‘My network of contacts grew from attending the course, and I really believe the more contact points you have, the better the advice to help you make decisions.’ </p><p>For more information on the course: <a href="/_layouts/15/FIXUPREDIRECT.ASPX?WebId=ec694153-cd72-4e1d-a5e7-43776794658d&TermSetId=e170de58-ad97-4be8-898c-ec5ec1ca7900&TermId=7c65c12b-54cd-48f7-8f1a-b009883a8a0e">Strategic Management for School Leaders, Module 9 - School Governance </a>​</p><p> </p> ​

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