Topic content to date

Domain Technical Topic: Understanding the Risk Management Framework
Knowledge Area
Managing Risk

Overview The standard approach to proactive management of risks and opportunities
can greatly help your school to improve decisions and outcomes as well as
prioritise resources.
Management of risk is everyone’s responsibility.
As principal, you have overall and specific responsibilities detailed in the
DEECD Risk Managementpolicy.
The risk management processdetails the seven steps to effective risk
management.
The process and DEECD risk management guidelines and tools can be
accessed throughedugate.
As principal, your role is to lead the school in identifying and assessing risks,
managing risk to acceptable levels and promoting effective risk management
Where will you find the
There are two key documents to assist you in managing risk in your
crucial information?
school. They are:
Key Links Enhanced Risk Management Framework
Risk Management in Schools
Information is also available through the School Policy and Advisory Guide
(SPAG) School Policy & Advisory Guide
and through edugate here:
https://edugate.eduweb.vic.gov.au/Services/Policies/RiskManagement/Pages/Home.aspx

Key Contacts
Tim Crawford 96373881crawford.tim.g@edumail.vic.gov.au

Domain Technical Topic:Planning for Overseas Travel
Knowledge Area
Managing Risk

Overview Overseas travel can greatly contribute to curriculum and educational
outcomes but also poses risks not normally encountered or considered.
Appropriate planning is essential to gain approval but more importantly to
maximise the chances of safely achieving the desired outcomes.
Schools are required to follow the Department’s guidelines and school
excursion policies in planning, conducting and approving excursions
Overseas travel requires the approval of the School Council and Regional
Director (for staff) seeSafety Guidelines for Education Outdoors and the
Overseas travel policy.
Overseas travel requirements include the requirement to comply with DFAT
travel advice
Principals, in assuming ultimate responsibility for the conduct of all
excursions, need to have a sound understanding of the Department’s
guidelines and school excursion policies in planning conducting and
approving excursions, need to make themselves aware of any DFAT travel
advice, ensure the undertaking of a risk assessment.
Subscribing to ‘smartraveller’ whilst the travelling party is overseas will assist
the principal in monitoring progress and any changed circumstances.
The Overseas travel guide and sample risk register can be accessed through
crucial information? the Risk Management in Education Outdoorsedugate site
Key Links DFAT travel advice can be accessed at http://www.smartraveller.gov.au/
The overarching excursions policy can be found here:
http://www.education.vic.gov.au/management/governance/spag/safety/excursions/default.htm

The link to edugate is:
https://edugate.eduweb.vic.gov.au/Services/ Policies/RiskManagement/Pages/Risk-
Management-in-Outdoor-Education.aspx

Key Contacts
Tim Crawford, 96373881 crawford.tim.g@edumail.vic.gov.au

Domain Technical Topic:Planning for Outdoor Education
Knowledge Area
Managing Risk

Overview An excursion is an activity organised by a school (not including work
experience) during which students leave the school grounds to engage in
educational activities (including camps and sport). Adventure activities are
included in this definition (regardless of whether they occur outside the school
grounds or not).
Schools are required to follow the Department’s guidelines and school
excursion policies in planning, conducting and approving excursions.
The DEECD risk management process has been mandated for use in
managing any risks, including those associated with Outdoor Education.
Principals ensure that any risks are identified and managed.
Excursions require appropriate approval, including that of the school council
in some instances. The Planning and Approval Process outlines these.
As principal, you assume ultimate responsibility for the conduct of all
excursions so you need to ensure that excursions are planned and
conducted in accordance with the Department’s policies and guidelines.
The overarching excursions policy can be found here:
crucial information? http://www.education.vic.gov.au/management/governance/spag/safety/excurs
ions/default.htm
Links
Adventure activity policy can be found here:
http://www.education.vic.gov.au/management/governance/spag/safety/excurs
ions/adventure.htm
Risk management policy, process and guidelines can be found here:
https://edugate.eduweb.vic.gov.au/Services/Policies/RiskManagement/Pages
/Home.aspx
https://edugate.eduweb.vic.gov.au/Services/Policies/RiskManagement/Pages
/Risk-Management-in-Outdoor-Education.aspx
Another relevant link is:
http://www.education.vic.gov.au/management/schooloperations/edoutdoors/d
efault.htm
Key Contacts
Risk Management Contact: Tim Crawford, 96373881,
crawford.tim.g@edumail.vic.gov.au

Domain Technical Topic:Eliminating Fraud and Corruption
Knowledge Area
Managing Risk

Overview The School Council, on behalf of the Minister for Education and the public, entrusts
school employees to utilise public monies and resources for educational purposes
and to carry out their tasks honestly and ethically.

As a principal, you are the executive officers of your school council and, as such, you
have a specific governance role to manage school resources effectively and
efficiently on behalf of the school council and in line with the council decisions.

You can demonstrate your accountability to the council by creating an effective
internal control environment and by reducing the opportunities for fraud by
developing and encouraging capable guardians of public funds.

DEECD has a Fraud and Corruption Control Framework which includes policy and
procedures. You are encouraged to become familiar with this framework and fraud
incident reporting procedures.

If you suspect a fraud is occurring involving management, employees,
contractors and other external parties such as suppliers, you must report the
matter to:
your Manager or Principal; and/or
directly to the Executive Director, Audit and Risk Division(ARD )
(telephone 9637 3158 or email fraud.control@edumail.vic.gov.au; or
In some circumstances you may consider confidential reporting
arrangements under the Whistleblower Protection Act 2001 by
contacting the Protected Disclosure Coordinator (telephone 9637 3535
or email twisse.colin.c@edumail.vic.gov.au).
crucial information? The DEECD Fraud control website is here:

Links https://edugate.eduweb.vic.gov.au/Services/Policies/Pages/Fraud.aspx

Key Contacts BandaraBandaranayake, Fraud Control Officer
9637 3669
Bandaranayake.bandara.b@edumail.vic.gov.au

Domain Technical Topic:Accessing the School Management Calendar / Planner
Knowledge Area
Managing Key Projects
Overview Projects are different to normal school operations or ‘business as usual’. A
project introduces change, has a defined start and end dates and is
established to deliver some specific product or service.

Without an understanding of good project management principles and your
role as a Project Sponsor, there is a high risk that the project you are
undertaking and the change you are attempting may ultimately fail.

DEECD has a Project Management Framework (PMF) which outlines the
minimum standards for all projects. The PMF includes an easy-to-use
methodology with supporting templates.

Where will you find the Website: Projects @ DEECD
crucial information? You can access an overview of the PMF here:
Links
https://edugate.eduweb.vic.gov.au/Services/Projects/Pages/Overview.aspx

The Project Management Framework (PMF), with supporting templates, is
available here:
https://edugate.eduweb.vic.gov.au/Services/Projects/Methodology/Pages/default.aspx

The Department has a 2-day Managing Projects @ DEECD program.
Consider attending if your new to project management. Click here to access
upcoming dates and the registration form:
https://edugate.eduweb.vic.gov.au/Services/Projects/training/Pages/ManagingProjects@DEECD.aspx

Key Contacts The Project Management Unit (PMU) offers assistance should you require
our expertise. We match our services to your needs. Please contact one of
us to begin the conversation:
Thai Ngân, Manager PMU (ngan.thai.t@edumail.vic.gov.au)
Gill Gannon, Project Officer (gannon.gill.a@edumail.vic.gov.au)
Department of Education & Early Childhood Development
Ground Floor, 2 Treasury Place East Melbourne
Phone: (03) 9637 2535 | Fax: (03) 9637 2890

Domain Technical Topic: Sponsoring a Project
Knowledge Area
Managing Key Projects
Overview Projects are different to normal school operations or ‘business as usual’. A
project introduces change, has a defined start and end dates and is
established to deliver some specific product or service.

Without an understanding of good project management principles and your
role as a Project Sponsor, there is a high risk that the project you are
undertaking and the change you are attempting may ultimately fail.

DEECD has a Project Management Framework (PMF) which outlines the
minimum standards for all projects. The PMF includes an easy-to-use
methodology with supporting templates.

Where will you find the Website: Projects @ DEECD
crucial information? You can access an overview of the PMF here:
Links
https://edugate.eduweb.vic.gov.au/Services/Projects/Pages/Overview.aspx

The Project Management Framework (PMF), with supporting templates, is
available here:
https://edugate.eduweb.vic.gov.au/Services/Projects/Methodology/Pages/default.aspx

The Department has a 2-day Managing Projects @ DEECD program.
Consider attending if your new to project management. Click here to access
upcoming dates and the registration form:
https://edugate.eduweb.vic.gov.au/Services/Projects/training/Pages/ManagingProjects@DEECD.aspx

Key Contacts The Project Management Unit (PMU) offers assistance should you require
our expertise. We match our services to your needs. Please contact one of
us to begin the conversation:
Thai Ngân, Manager PMU (ngan.thai.t@edumail.vic.gov.au)
Gill Gannon, Project Officer (gannon.gill.a@edumail.vic.gov.au)
Department of Education & Early Childhood Development
Ground Floor, 2 Treasury Place East Melbourne
Phone: (03) 9637 2535 | Fax: (03) 9637 2890

Domain Human Topic:Dealing with complaints, misconduct and unsatisfactory
Knowledge Area performance.
Leading staff performance and
development.

Overview Effective and consistent management of misconduct and poor performance in
schools is critical for the promotion of safe and supportive work environments and
to ensure improved outcomes for students.

The management of complaints against staff can be complicated and often requires
decision making which takes account of the competing interests of a number of
parties. Managing misconduct and poor performance in accordance with the
Department’s Guidelines helps principals maintain a consistent, fair and effective
process.

As principal you need to be familiar with the Managing Complaints, Unsatisfactory
Performance and Misconduct Guidelines and to have a sound working knowledge of
the performance standards applying to teachers and education support staff across
all levels. You need to ensure that a robust performance management system is in
place to measure teacher and education support staff performance against these
performance standards.

Taking action in a timely manner in response to any concerns about the conduct or
performance of teachers and education support staff is essential.

Where will you find the crucial HR Web is the main source of information for managing complaints,
information? misconduct and unsatisfactory performance. Information on managing
complaints, unsatisfactory performance and misconduct is here:
Links http://www.education.vic.gov.au/hrweb/workm/Pages/conduct.aspx

The Guidelines for Managing Complaints, Unsatisfactory Performance and
Misconduct for Teaching Service members can be found here:
http://www.education.vic.gov.au/hrweb/Documents/Complaints_Misconduct_and_Unsati
sfactory_Performance.pdf

The Performance and Development Guide for the Teacher Class is at:
http://www.education.vic.gov.au/hrweb/Documents/Teacher-Performance-and-
Devlopment-Guide.pdf

-- and for the Education Support Class look here:
http://www.education.vic.gov.au/hrweb/Documents/ESC-Performance-and-
Development-Guide.pdf

The Industrial Agreements that cover all of these are found here:
http://www.education.vic.gov.au/hrweb/employcond/Pages/certagree_SchBased.aspx

Key Contacts Conduct and Ethics Branch, 9637 2594

Policy and Employee Relations Branch, 9637 2454

Domain Human Topic Recruiting and Selecting your staff.
Knowledge Area
Managing your School’s
Workforce

Overview The recruitment and selection process is vital to the effective running of
each school. Excellent service delivery in education can only happen when
the right people are attracted, recruited, and supported in their jobs.

Principals need to be aware of their legal obligations when recruiting and
selecting staff, as well as the consultation obligations under the Victorian
Government Schools Agreement 2008 and the Victorian Government
Schools – School Service Officers Agreement 2004 as varied 2008, in
respect to the workforce planning of the school.

The public sector values and employment principles require that
appointments be made based on merit, and that all applicants are treated
equitably. To ensure compliance with these principles and obligations,
Principals need to familiarize themselves with the relevant legislation and
policy.

Failure to properly adhere to legislative requirements, Department policy
or the industrial agreements could lead to grievances being lodged at the
Merit Protection Board, Fair Work Australia or other relevant industrial
avenues.

The Recruitment in Schools Guide - provides guidance on proper
employment practices, composition of selection panels, management of
the excess process and retrenchment processes. It is important that
principals understand what delegated powers they have and what
decisions remain with the Secretary or other delegates.

As principal you are strongly encouraged to should review your school’s
workforce plan to identify current and future employment needs. Keep in
mind that the Department has a range of scholarship and incentive
programs to attract high quality applicants.

Where will you find the crucial HR Web policy site contains all of the relevant policy documents, and links
information? to the relevant legislation.

Links http://www.education.vic.gov.au/hrweb/Pages/default.aspx

The Schools Recruitment Page is here:
http://www.education.vic.gov.au/hrweb/careers/Pages/recruitinsch.aspx

For the Recruitment in Schools Guide look here:
http://www.education.vic.gov.au/hrweb/Documents/Schools_recruitment.pdf

There is also a Recruitment online Help Manual for schools/recruiters:
http://www.education.vic.gov.au/hrweb/careers/Pages/rol_help_recruiter.aspx

If you are looking for information on Scholarships and Incentives, look here:

http://www.education.vic.gov.au/careers/teaching/incentives/default.htm

For the relevant legislation, Ministerial Orders, delegations and Industrial
Agreements:

http://www.education.vic.gov.au/hrweb/employcond/Pages/legemplTS.aspx

http://www.education.vic.gov.au/hrweb/employcond/Pages/tso.aspx

http://www.education.vic.gov.au/hrweb/Pages/resources/deleg.aspx

http://www.education.vic.gov.au/hrweb/employcond/Pages/certagree_SchBased.aspx

Key Contacts Schools Recruitment Unit, 1800 641 943

Policy and Employee Relations Branch, 03 9637 2454

Domain Human Topic Understanding The Occupational Health And Safety
Management System Including ‘edusafe’
Knowledge Area
Workforce

Overview The Occupational Health and Safety Act 2004imposes legal obligations on
employers to maintain healthy and safe workplaces and prevent injuries and illness.

As principal you also have an obligation to provide a safe workplace that is without
risks to the health of employees.

The Department’s occupational health and safety management system (OHSMS)
will assist you in managing OHS in your school which will contribute to:

the effective engagement of employees in the management of OHS concerns in
workplaces

reduced workplace injuries and illnesses thus minimising adverse impacts on
learning outcomes

a reduction in the number and severity of WorkCover claims costs and the
Department’s WorkSafe premium cost.

The OHSMS comprises seven elements of which principals will need to understand:

Consultation and Communication

Policy and Planning

OHS Risk Management

First Aid and Infection Control

Contractor Management

Induction and Training

Purchasing
Principals are required to implement all elements of the OHSMS in their school and
encourage employees to report incidents and hazards in eduSafe (the Department’s
online incident and hazard reporting system).

Where will you find the crucial The online incident and hazard reporting system - eduSafe is here:
information? http://www.education.vic.gov.au/hr/ohs/edusafe.htm

The DEECD OHS Management System can be found here:
Links http://www.education.vic.gov.au/hr/ohs/health/default.htm

Key Contacts DEECD OHS Advisory Service 1300 074 715

DEECD OHS Regional Advisors

Domain Human Topic Understanding The Fundamentals Of Worksafe And Return To
Work Processes
Knowledge Area
Workforce

Overview The Accident Compensation Act 1985 imposes legal obligations on
employers regarding the lodgement of WorkSafe claims and the return to
work of injured employees.Employers have a duty of care to support an
injured employee’s return to work.

Our failure to facilitate the prompt return to work of injured employees
increases the duration of absences, significantly increases WorkSafe claims
costs and the Department’s annual WorkSafe premium cost and adversely
impacts on learning outcome.

As principal you need to understand the content of the DEECD Schools
WorkSafe Policy Guide and the DEECD Schools WorkSafe Management
Manual. It is important for you to ensure that a WorkSafe claim lodged by
an employee is forwarded to the Department’s WorkSafe agent within 10
calendar days of receipt from the employee.

If the employee is off work immediately commence the return to work
planning process by contacting the Department’s WorkSafe Advisory
Service on 9637 2441.

Where will you find the crucial The key resources are the DEECD Schools WorkSafe Policy Guide and the
information? DEECD Schools WorkSafe Management Manual available from the DEECD
Health Safety and WorkSafe website at:
Links http://www.education.vic.gov.au/hr/ohs/compensation/default.htm

Key Contacts Mike Heffernan,heffernan.michael.p@edumail.vic.gov.au

DEECD WorkSafe Advisory Service. Phone 9637 2441.

Domain Human Topic Supporting Career Progression In Schools
Knowledge Area
Workforce

Overview Supporting Teachers throughout their career and providing development
opportunities contributes to the creation of a high quality education system. It is
important that Principals understand the roles and responsibilities of staff under
the relevant classification structures to ensure the proper allocation of duties and
to inform the professional development discussion.

Staff progression through the incremental scale is dependent on employees
meeting the performance standards of the Department. As principal you need to
know the roles and responsibilities of staff under the Teacher Classification
Structure and the Education Support Class Classification Structure. You also need to
understand the notification requirements under the Industrial Agreements in
respect to incremental salary progression.

A range of training courses is provided by the Department and other providers.
Involvement in these will assist you in understanding the impact of career
progression on your school’s workforce planning activities, particularly in respect to
the budget implications. It is a good idea to regularly review the roles and
responsibilities of employees in the school to ensure that they are classified
correctly.

It is also important to ensure that performance management processes are
administered correctly and that measurements are made against the performance
standards. Performance discussions should focus on the developmental goals of the
employee and how they fit within the school context

Where will you find the crucial The HR Web policy site provides links to the relevant policy topics under its
information? A-Z menu. http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Links The Department’s Career Structure and Benefits can be found here:
http://www.education.vic.gov.au/careers/teaching/careers/default.htm

The Performance and Development guidelines are here:
http://www.education.vic.gov.au/hrweb/workm/Pages/pmgmntTS.aspx

You can access the career structures for teachers and education
support staff here:
http://www.education.vic.gov.au/hrweb/careers/Pages/teachcareerstr.aspx

http://www.education.vic.gov.au/hrweb/careers/Pages/ssostruct.aspx

Key Contacts Policy and Employee Relations Branch, 9637 2454

Leadership and Staff Development Unit, 9637 3321

Domain Educational Topic Planning For ICT In Classroom Practice
Knowledge Area
Facilitating Digital Learning

Overview You and your leadership team need to consider how digital tools and
resources can support and improve teaching and learning and then plan
for effective implementation across your school.

There are a number of elements to consider when designing an
integrated approach to the use of ICT across the school.

eLearning leadership,
Learning, teaching, assessment and reporting,
ICT professional learning,
Learning places and spaces and
Learning communities.
Cohesion across these elements of eLearning planning will ensure that
infrastructure and resources are used to optimise the benefits of ICT for
learning and teaching.

Use the eLearning Planning Template, Guide and Matrix to review
current practice across the elements of eLearning planning and develop
future plans to implement.

Where will you find the crucial The School ICT Planning Guide: Advice for principals and ICT leaders is
information? found here:
https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ICTPlanning/defau
Links lt.aspx

Other useful links include:
https://edugate.eduweb.vic.gov.au/ictplanning

http://www.education.vic.gov.au/studentlearning/elearning/planning/default.htm

http://epotential.education.vic.gov.au/showcase/

http://www.education.vic.gov.au/studentlearning/elearning/technology/default.htm

Key Contacts epotential@edumail.vic.gov.au
Lynn Davie
9637 2146
davie.lynn.e@edumail.vic.gov.au

Domain Educational Topic Planning ICT Infrastructure
Knowledge Area

Overview Technology planning refers to the informed purchase, implementation
and support of ICT infrastructure, equipment and software to provide a
contemporary and reliable learning environment.

It is important that your school plans, reviews and updates the
infrastructure needed for the effective use of ICT in everyday practices
to improve learning, teaching and administration.

Victorian government initiatives that support you with ICT
infrastructure include the Ultranet, VicSMART wide area network,
eduSTAR(internet service, wireless network, software image, technical
support) and digital learning resources.

A number of tools are available to assist you with technology planning
including The School ICT Progression Strategy (SIPS) incorporating the
school ICT inventory, and the ICT appraisal and STAR rating.

You might want to read theSchool ICT Planning: Advice for principals and
ICT leaders for detailed information about the preparing, planning,
implementing and evaluating a school ICT strategy and also the Department
ICT systems – 10 facts sheets for principals and ICT leaders.

Where will you find the crucial The School ICT Planning Guide: Advice for principals and ICT leaders
information? and Department ICT systems – 10 facts sheets for principals and ICT
leaders is found here:
Key Links https://edugate.eduweb.vic.gov.au/ictplanning

If relevant to your school, the National Secondary School Computer
Fundinformation is here:
www.education.vic.gov.au/management/ictsupportservices/nsscf/default.htm
For information and guidance on ICT planning, go
to:https://edugate.eduweb.vic.gov.au/ictplanning

and for information on eduSTAR(internet service, wireless network,
software image, technical
support):https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/Pages/
default.aspx

Key Contacts Contact your Regional Service Delivery Manager for assistance. A list of
regional service delivery managers can be found on eduGate at:
https://edugate.eduweb.vic.gov.au/Services/IT/ITSupport/TSSP/Pages/People.aspx

Service Gateway servicedesk.education.vic.gov.au
Service Desk 8:00am-5:30pm week days
1800 641 943

Domain Educational Topic Understanding the Ultranet Essentials
Knowledge Area

Overview The Ultranet is an online system, available to all government schools, to
support curriculum planning, delivery and assessment and reporting.
School leaders, teachers, students and parents can all access and use the
Ultranet.

School leaders determine their school’s plans for Ultranet implementation
and can refer to the Ultranet Essentials for School Leaders document for
specific roles and responsibilities and suggested ideas for implementation

Principals and school leaders are required to develop an Ultranet
implementation strategy. (Refer to the Ultranet Essentials for School
Leaders document for detailed information).

Where will you find the crucial Information on Ultranet Essentials for School Leaderscan be found here:
information?
http://www.education.vic.gov.au/about/directions/ultranet/schools.htm

Key Links
www.ultranet.vic.edu.au

http://epotential.education.vic.gov.au/showcase/ultranet

Key Contacts Ben Cushing, 9651 3002, cushing.ben.p@edumail.vic.gov.au

Domain Educational Topic Understanding the Guidelines for the Program for Students
with Disabilities
Knowledge Area
Leading an Inclusive School

Overview The Department of Education and Early Childhood Development is
committed to improving the learning outcomes of all students, by
acknowledging and catering for their diverse learning needs.

The Program for Students with Disabilities (PSD) is a key strategy for DEECD
to meet its obligations under the Commonwealth Disability Discrimination
Act and provides over $500 million in supplementary finding to schools
through their SRP.

As principal, you need to be aware of the operational requirements set out
in the Guidelines for the Program for Students with Disabilities

Please read the Guidelines carefully and follow them when applying for
support under the PSD.

The aims of the Student Support Group (SSG) are to:

ensure that those with the most knowledge of, and responsibility
for the student, work together to establish shared goals for the
student's educational future

plan reasonable adjustments for the student to access the
curriculum

provide educational planning that is ongoing throughout the
student's life

monitor the progress of the student.

Where will you find the crucial The Guidelines for the Program for Students with Disabilities are
information? here:http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook
/default.htm
Links The 2005 Education Standards are here:
http://www.deewr.gov.au/Schooling/Programs/Documents/Disability_Standards_for_Ed
ucation_2005_pdf.pdf
There are well-established guidelines for the operations of Student
Support Groups.
http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/2013-
SSGGuidlines.pdf
Key Contact Mark Tainsh, tainsh.mark.t@edumail.vic.gov.au

Domain Educational Topic Developing and Monitoring a Whole School Approach To
Programing and Provision for Students with Special Needs
Knowledge Area
Leading an Inclusive School

Overview Schools are expected, as education providers, to comply with the
requirements of the Commonwealth Disability Discrimination Act (DDA)
and the Disability Standards for Education 2005 (the Standards). Failure to
do so exposes the Department to litigation at the state and federal level,
and reputational risk.

As a school principal you need to know the scope of the DDA and the
requirements of the Standards upon your school and the Department as an
education provider. You should be familiar with the Standards in particular.

You are strongly encouraged to read the Standards and consider their
relevance to the teaching and learning practices of your school. It is
important that you ensure all whole school policies and practices support
students with special needs covered under the Act, while making the
necessary adjustments, and are consistent with the legislation.

Where will you find the crucial The Disability Discrimination Act (1992) can be found here:
information? http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/

Key Links The Disability Standards for Education (2005) are here:
http://www.deewr.gov.au/Schooling/Programs/Documents/Disability_Standards_for_Ed
ucation_2005_pdf.pdf

The PSD Guidelines
http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/default.htm

Key Contacts Mark Tainsh, tainsh.mark.t@edumail.vic.gov.au

Domain Symbolic Topic Guiding School Council Governance, Operations And Processes
Knowledge Area
Leading Communities

Overview All schools have a school council which assists in the governance of the
school.

A school council operates within the legal framework of the Education
and Training Reform Act 2006, the Education and Training
ReformRegulations 2007 and the individual school council’s constituting
Order.

As principal you are the executive officer of council as well as a DEECD
employee member.As such youneed a working knowledge of:

the legislative framework including objectives, functions, powers and
limitations of school councils
planning, reporting and accountability, and school council operating
procedures including meetings, quorums and effective decision
making
how to conduct a school council election

As Executive Officer, you need to ensure that:

adequate and appropriate advice is provided to the school council on
educational and other matters
the decisions of the school council are implemented
adequate support and resources are provided for the conduct of
school council meetings.

You are strongly encouraged to become familiar with the suite of support
resources that are available.
Where will you find the crucial A Model Constituting Order (PDF - 99Kb) can be found here.
information?
The School Policy and Advisory Guide is very helpful in this area of
Links school operations

http://www.education.vic.gov.au/management/governance/spag/governance/councils/d
efault.htm

Some advice of strengthening the partnership with your school council is
available at:

Making the Partnership Work (PDF - 625Kb).

A training package for school councils has been prepared and can be
accessed here:

Improving School Governance- http://www.schoolgovernance.vic.edu.au/
Key Contacts Maria Kellykelly.maria.e@edumail.vic.gov.au

Domain Symbolic Topic Establishing Key Community Partnerships and Relationships
Knowledge Area
Leading Communities

Overview The learning, development, health and wellbeing of children and young
people are influenced by families, school, and the broader community.

Strong, strategic and sustainable education partnerships between
schools and the wider community can improve learning and development
outcomes for children and young people by providing them with
additional opportunities, support and services.

Many schools are now working with a variety of organisations to find new
ways to meet student needs, while allowing teachers to focus on
education.
The Families as Partners in Learning(FaPiL) website is a practical
resource for early childhood services and schools to build and strengthen
family partnerships.

The Education Partnerships Resource assists schools to work together
with external organisations to provide additional support and services to
children and young people.

This online resource supports schools to partner with a variety of
organisations from business, community, local government, early
childhood and other education sectors.
Assist families to become more active participants in their child’s
learning, particularly learning in the home.
Create, implement and grow effective education partnerships in your
school.

Create:
Identify your school’s needs and goals.
Know your school community and the types of effective and
sustainable partnerships that could be established.

Implement:
Plan for mutually beneficial and sustainable partnerships.
Provide strong leadership to create an environment that fosters
collaboration and innovation.
Form effective, mutually beneficial partnerships with a wide
range of external organisations.

Grow:
Review partnerships regularly to reinvigorate its mission and
identify new opportunities.
Where will you find the crucial The Partnerships in Education website is at:
information? http://www.education.vic.gov.au/about/directions/partnerships/default.htm
Links
You will find the Education Partnerships Resources at:
http://www.education.vic.gov.au/about/directions/partnerships/resource/default.htm

Learn how to engage families in education at your school through:
http://www.education.vic.gov.au/about/directions/familiesaspartners/default.htm

Key Contacts Tonia Sanft sanft.tonia.m@edumail.vic.gov.au

Topic Establishing Key Community Partnerships and Relationships

Overview The learning, development, health and wellbeing of children and young
people are influenced by families, school, and the broader community.

Strong, strategic and sustainable education partnerships between
schools and the wider community can improve learning and development
outcomes for children and young people by providing them with
additional opportunities, support and services.

Many schools are now working with a variety of organisations to find new
ways to meet student needs, while allowing teachers to focus on
education.
The Families as Partners in Learning(FaPiL) website is a practical
resource for early childhood services and schools to build and strengthen
family partnerships.

The Education Partnerships Resource assists schools to work together
with external organisations to provide additional support and services to
children and young people.

This online resource supports schools to partner with a variety of
organisations from business, community, local government, early
childhood and other education sectors.
Assist families to become more active participants in their child’s
learning, particularly learning in the home.
Create, implement and grow effective education partnerships in your
school.

Create:

Implement:
range of external organisations.

Grow:
information? http://www.education.vic.gov.au/about/directions/partnerships/default.htm
Links



Domain Symbolic Topic Building your school as a Learning Community
Knowledge Area
Leading Communities

Overview Effective leadership is seen as crucial for the establishment of a Learning
Community. Sergiovanni (1992) observed that "the idea of a school as a
learning community suggests a kind of connectedness among members
that resembles what is found in a family, a neighborhood, or some other
closely knit group, where bonds tend to be familial or even sacred.”

The notion of the school as a Learning Community is where teachers
engage in reflective dialogue, where there is de-privatization of practice,
collective focus on student learning, collaboration, and shared norms and
values.

In our attempts to develop schools as Learning Communities we can all
learn a lot from the Extended School Hubs Trial which is one of the
initiatives within the Smarter Schools National Partnerships in Low SES

School Communities aim to establish and strengthen sustainable
partnerships between schools, community and business in supporting
children and young people to achieve their education potential.

The model being followed is to create, implement and grow effective
education partnerships in schools.

Create:

Implement:
range of external organisations

Grow:

http://www.education.vic.gov.au/about/directions/partnerships/default.htm
information?
The Extended School Hubs website provides an overview of the National
Links Partnerships Extended School Hubs field trials. Find it here:
http://www.education.vic.gov.au/about/directions/partnerships/hubs/default.htm




Domain Symbolic Topic Developing shared leadership throughout your school
Knowledge Area
Developing Leaders

Overview The principal’s role is very complex and you are ultimately responsible for
a wide range of systems, operations and practices within your school.
Sharing this responsibility across the school is important for a number of
reasons including building the capacity of other leaders, succession
planning, managing reasonable workloads, seeking the synergies that
come with collaboration and teamwork and, above all, better meeting the
needs of all students.

It is crucial that you know your staff. Selecting the right people for the right
responsibilities will increase their knowledge and skills but will also
enhance school improvement. It is also important that people know what
is expected of them and have regular opportunities for receiving feedback
on their work performance.

Developing leaders is an important function of the school principal, as is
developing a culture of distributed leadership throughout the organisation.
This is more powerful and sustainable than delegation which is more about
distributing tasks and functions. The developing of leaders starts with an
effective induction program for all staff, role clarity for all staff members, a
culture of high expectations that monitors performance and supports
individual and team growth and high quality professional learning plans
and processes.

The Bastow Institute provides several high quality programs for school
leaders. These include instructional and people leadership modules.
Where will you find the The Bastow Leadership modules can be found here:
crucial information? http://www.bastow.vic.edu.au/leadership-
courses/LeadershipDevelopmentModules/Pages/leadership-development-modules.aspx
Key links Other information on department programs and resources can be found
here:
http://www.education.vic.gov.au/proflearning/principal/leadershipdev.htm

Key Contacts ???????

Domain Cultural Topic Developing a shared school vision
Knowledge
AreaDeveloping and
sharing a school vision

Overview As principal you are the key in leading the process of creating a vision for the
school. A shared vision canbe a source of motivation and direction. It is also an
opportunitiy to determine and communicate the school’s key values and beliefs
about student learning and wellbeing. As such, it can act as a reference point for
the school’s learning culture and a reflection of the school’s high expectations for
all students.

In planning a visioning process for your school it is important to identify and
include all key stakeholders, devise a transparent means of seeking and capturing
their views, beliefs and opinions, make use of current research and communicate
the shared vision in such a way that it continues to have a strong influence on
decisions, behaviours and school directions.

One of the key functions of your school council, of which you are Executive Officer,
is to contribute to the establishment of the broad vision and direction for the
school. Strategic planning is the process of reflecting on past performance,
establishing future directions and deciding what will constitute success.

The shared vision ought to be considered when developing a new School Strategic
Plan and Annual Implementation Plans following a review.

Where will you find the You might want to access the Department’s Corporate Plan when planning your
visioning process
crucial information? http://www.education.vic.gov.au/about/directions/corporateplan/plan/default.htm

Key links The Department’s Stakeholder Engagement Framework is here:
http://www.eduweb.vic.gov.au/edulibrary/public/commrel/policy/oct2011stakeholderengagem
ent.pdf

Key Contacts ???????

Domain Cultural Topic Understanding and managing change
Knowledge
AreaDriving
innovation

Overview Supporting your students, staff and community through a change process
is an important role for you as a school principal. These changes may be
welcomed by the majority but may still challenge many to adjust their
behaviours and expectations. Other changes may be caused by external
pressures and may attract greater resistance.

As the leader of the school community it is important for you to manage
the change process, support all participants in that change and ensure that
the improvements sought are sustainable.

You are encouraged to use current research to adopt and/or design a
change model that best fits the context of your school community. A
transparent model will give those participating in the change process a
sense of confidence, while effective and regular communication will keep
them informed.

You are encouraged to keep in mind the Effective Schools Model when
planning for a change process, while also taking into account the principles
of effective professional learning as you ensure the ongoing development
of those who will be implementing the change in your school.

When the intended change has the potential to impact on the working
conditions of the staff at your school, there is an expectation that you will
make use of the agreed consultative arrangements that are in place.
Where will you find the The Effective Schools model can be found here:
crucial information? http://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htm
The agreements that have been reached on consultation are here:
Key links http://www.education.vic.gov.au/hrweb/workm/Pages/consult.aspx
The principles of highly effective professional learning can be found here:
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/teacher/ProfLearningInEffectiveSc
hools.pdf
You might also want to have a look at a recent presentation by Michael
Fullan on what he calls “Motion Leadership’, while also becoming
acquainted with some fine initiatives in some Victorian schools.
http://www.education.vic.gov.au/researchinnovation/resources/ile.htm
The Bastow Institute offers a number of modules and course in Leading
Organisations and Leading Futures
http://www.bastow.vic.edu.au/leadership-
courses/LeadershipDevelopmentModules/Pages/leading-organisational-
change.aspx?source=http://www.bastow.vic.edu.au/leadership-
courses/LeadershipDevelopmentModules/Pages/leadership-development-modules.aspx

Key Contacts ????????

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