CATHOLIC EDUCATION LEADERSHIP PROGRAMS

CATHOLIC EDUCATION LEADERSHIP PROGRAMS 2013

Developing Our Leaders Leadership in Western Australian Catholic education is a challenging affair. If we are to build a system where people flourish, we are called to move beyond the stewardship of resources toward a different form of leadership. This call asks leaders to be relational, to connect with and inspire students, their parents, staff and members of the broader community to work together for the vision of Catholic Education. Essential in this process is the willingness of leaders to engage in collaborative conversations with the dual aims of building a culture of trust and continuous improvement. Trust is built on a foundation of honesty where leaders are not only aware of their strengths but actively identify and work on areas of challenge through a solutions-focused mindset. Trust-orientated leaders understand the importance of making mistakes, learning from them and changing behaviour. The nine Catholic Education leadership programs detailed in this booklet are designed to cultivate these leadership aspirations and represent a professional learning structure that supports leaders at every career stage. Each program is aligned to key documents including the Mandate (2009-2015), the Leadership Framework, the Quality Catholic Schooling Framework and the Australian Institute for Teaching and School Leadership National Professional Standards. I encourage you to participate in these leadership programs whilst identifying and growing potential leaders in your midst. Encourage your staff to apply for and participate in leadership programs best suited to their needs. I would like to take this opportunity to thank you for the investment of time, passion and expertise into the communities that make your school the unique and successful place of learning it is. In the soil of enlightened leadership, I know that our schools will thrive for the benefit of our students and the families we serve. Tim McDonald Director of Catholic Education in Western Australia

TABLE OF CONTENTS CATHOLIC EDUCATION LEADERSHIP PROGRAMS The Frontline Services Program... 5 The Early Career Teachers Program... 9 The Emerging Leaders Program... 13 The Beginning Leaders Program... 17 The Established Leaders Program... 21 The Aspiring Principals Program... 25 The Beginning Principals Program... 29 The Established Principals Program... 33 The Experienced Principals Program... 37 LEADERSHIP ENRICHMENT COURSES The Leadership Framework and AITSL National Professional Standard for Principals... 43 Leadership Enrichment Courses: Catholic Identity... 45 Catholic spirituality for educational leaders 1... 47 Catholic spirituality for educational leaders 2... 49 Caring for Gay, Lesbian, Bisexual, Transgender and Intersex (GLBTI) students.... 50 Teacher conscience: Dealing with manner of life issues in Catholic schools... 52 The year of faith: Reflecting on Vatican II... 53 Leadership as reflective practice... 55 Leadership Enrichment Courses: Community... 57 AITSL professional practice: Engaging and working with the community... 58 The leadership conversation series: Developing professional community... 59 Leadership conversation one: Craters on the landscape of trust... 60 Leadership conversation two: Escaping the self-delusion trap... 61 Leadership conversation three: Why all the fuss about organisational health?... 62 Leadership conversation four: Leading with humility... 63 Staying ahead of the adolescent curve: Caring for our kids... 64

Leadership Enrichment Courses: Education... 67 AITSL professional practice: Leading teaching and learning... 68 Bridging the digital divide: Helping hard-working teachers fast-track their digital competencies... 69 World class learners: Educating creative and entrepreneurial students... 71 Dancing with the 21st Century learner: Leading contemporary pedagogy and student learning... 73 Leadership Enrichment Courses: Stewardship... 75 AITSL professional practice: Developing self and others... 76 The journey worth taking is the one within: Developing self and others... 77 AITSL professional practice: Leading the management of the school... 79 Your desk is a dangerous place from which to view the world: Leading the management of the school... 80 Leadership Enrichment Courses: Quality Catholic Schooling (QCS)... 83 AITSL professional practice: Leading improvement, innovation and change... 84 You won t scale a mountain by pointing at the summit: Overcoming barriers to success when leading improvement, innovation and change... 85 QCS support workshop: Catholic Identity... 88 QCS support workshop: Community... 89 QCS support workshop: Education... 90 QCS support workshop: Stewardship... 91 QCS component reviews 2014: Planning support workshop... 92 Leading improvement, innovation and change: The global school improvement movement and the Finnish experience... 93 Leading improvement, innovation and change: Performance beyond expectations... 95

CATHOLIC EDUCATION LEADERSHIP PROGRAMS Catholic Education leadership programs seek to develop the leadership capabilities of Catholic school and Catholic Education Office of Western Australia (CEOWA) participants at all career stages from graduate teachers through to experienced principals. Leadership programs are designed to fulfil the vision of the Bishops of Western Australia and use the Mandate (2009-2015) as a primary source document. Leadership program content and activities are mapped to the Australian Institute for Teaching and School Leadership (AITSL) National Professional Standards for Teachers/Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the 2013 24 components of the Quality Catholic Schooling (QCS) self review and improvement framework. The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. 1 1

CATHOLIC EDUCATION LEADERSHIP PROGRAMS Year 3 Principals Concluding 1-Day Workshop Entry Point Potential Pathway The Experienced Principals Program Year 2 Principals 2-Day Workshop Compulsory Program The Established Principals Program Leadership Enrichment Courses Year 1 Principals 3-Day Workshop & Evangelisation Planning Workshop The Beginning Principals Program Beginning Principals 3-Day Workshop Year 2: Enrichment Year The Aspiring Principals Program Year 1: Orientation Year The Established Leaders Program General Cohort The Beginning Leaders Program Women in Leadership Cohort The Emerging Leaders Program The Early Career Teachers Program Compulsory Program The Frontline Services Program 2

CATHOLIC EDUCATION LEADERSHIP PROGRAMS The Frontline Services Program This cross-sectoral, competency-based leadership program targets Catholic school and CEOWA administration staff interested in attaining a Certificate IV in Business or a Diploma of Management. This program will be piloted in 2013 and may form part of the permanent suite of Catholic Education leadership programs from January 2014. The Early Career Teachers Program It is anticipated that this seven-day, compulsory leadership program will target all Catholic school graduate teachers during their first two years of service. The program is designed to support the transition of graduates from university environments to the teaching profession. Designed as a two year program, a pilot program for graduate teachers in their first year of service will be trialed throughout 2013 with a subsequent pilot for the program s second year taking place in 2014. It is anticipated that the inaugural year of the program will commence in 2014 for all graduate teachers joining Catholic schools in the Archdiocese of Perth and the dioceses of Bunbury and Geraldton. The Emerging Leaders Program This 12-day leadership program targets Catholic school teachers and CEOWA staff interested in developing their leadership capabilities for the purpose of attaining their first leadership role. The Beginning Leaders Program This five-day leadership program targets first-time Catholic school and CEOWA leaders who feel that development of their leadership capabilities is required to enhance effectiveness. Leaders who have less than two years of experience are especially encouraged to apply. The Established Leaders Program This 17-day leadership program targets Catholic school and CEOWA staff, employed in a leadership role for at least two years, who seek opportunities to further develop their leadership capabilities. There are two cohorts for this program: the General cohort and the Women in Leadership (WIL) cohort. The Aspiring Principals Program This two-year, 23-day leadership program targets staff currently employed as an assistant or deputy principal in a Catholic school or members of the CEOWA employed in leadership positions who desire future appointment as the principal of a Catholic school. 3

The Beginning Principals Program This 12-day leadership program targets first-time Western Australian Catholic school principals. The program consists of a staged induction over the course of a principal s first three years of service. The Established Principals Program This leadership program targets established principals and members of their leadership teams who seek leadership capability enrichment through one and two day Leadership Enrichment Courses (LECs). LECs are professional learning opportunities organised by CEOWA Team Leaders in consultation with the Catholic Primary Principals Association (CPPA), the Catholic Secondary Principals Association (CSPA), the Catholic Assistant Principals Association (CAPA) and the Catholic Secondary Deputy Principals Association (CSDPA). The Experienced Principals Program This eight day, cross-sectoral leadership program targets primary and secondary principals with a minimum of ten years of experience in at least two schools with an excellent track record of review. This program is due to be piloted in 2013 and will become part of the permanent suite of Catholic Education leadership programs from January 2014. At present, prospective participants may apply for direct entry into the Emerging Leaders, Beginning Leaders, Established Leaders or Aspiring Principals Programs before choosing to complete the program as a stand-alone experience or applying for entry to the next program. However, in the future, it will be possible for a graduate teacher to begin their leadership journey in the Early Career Teachers Program before progressing, over the course of their career, through the Emerging Leaders, Beginning Leaders, Established Leaders and Aspiring Principals Programs to the principalship. After completing principal induction through the Beginning Principals Program, a principal will be able to attain further enrichment by participating in LECs that make up the Established Principals Program before eventually participating in the Experienced Principals Program. 4

THE FRONTLINE SERVICES PROGRAM 5

Target audience This cross-sectoral, competency-based leadership program targets Catholic school and CEOWA administration staff interested in attaining a Certificate IV in Business or a Diploma of Management. This program will be piloted in 2013 and may form part of the permanent suite of Catholic Education leadership programs from January 2014. Program outline Frontline services personnel provide essential administrative support in Catholic schools, at the CEOWA and in regional offices in the dioceses of Bunbury, Geraldton and Broome. Frontline services personnel are involved in business administration, finance and human resources management roles and include reception staff, administrative assistants, officer managers, finance officers, bursars and business managers. Frontline services personnel undertake their roles in complex and changing times, many without the benefit of formal qualifications. Despite the critical roles these people play in the smooth operation of the enterprise in which they are employed, more often than not, they are the last recipients of quality professional learning. The Frontline Services Program seeks to address this inequity. Program structure and components Candidates for this leadership program have a choice of two possible streams: a Certificate IV in Business or a Diploma of Management. Stream 1: Certificate IV in Business (BSB40207) This program comprises five, full day workshops. To minimise disruption to school/ceowa operations, days one, two and three occur consecutively during the first week of the term one school holidays. Days four and five occur consecutively and are scheduled during week one of the term two school holidays. Between days three and four, participants are required to undertake a work-based, action-learning project and write a report describing project outcomes. Participants are required to present project outcomes and their key learnings during days four and five. Stream 2: Diploma of Management (BSB51107) This program comprises six, full day workshops. To minimise disruption to school/ceowa operations, days one through five occur consecutively during the second week of the term one school holidays. Day six is scheduled during week one of the term two school holidays. Between days five and six, participants are required to undertake a work-based, action-learning project and write a report describing project outcomes. Participants are required to present project outcomes and their key learnings during day six. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 20 for both the Certificate IV in Business and Diploma of Management streams to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). 7

Program cost For Catholic school and CEOWA staff, the costs associated with facilitation, course materials, venue hire and catering for both streams of this program (i.e. Certificate IV in Business and Diploma of Management) is $1,000. For regional and metropolitan participants, the costs incurred via participant travel by vehicle will not be reimbursed. Rather, regional participants should discuss arrangements with their principal/ceowa supervisor. Participants traveling by private vehicle are encouraged to claim mileage on their personal income tax return. Consultation with the Australian Taxation Office regarding record maintenance is recommended. Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Shane Glasson (Leadership Consultant) by Friday, 8 March 2013 (Term 1, week 5). Post: PO Box 198, Leederville WA 6903 Fax: (08) 6380 5268 Email: glasson.shane@ceo.wa.edu.au Further information Please direct all enquiries regarding this program to Shane Glasson (Leadership Consultant) on (08) 6380 5234 or email glasson.shane@ceo.wa.edu.au 8

THE EARLY CAREER TEACHERS PROGRAM 9

Target audience It is anticipated that this seven-day, compulsory leadership program will target all Catholic school graduate teachers during their first two years of service. The program is designed to support the transition of graduates from university environments to the teaching profession. Designed as a two year program, a pilot program for graduate teachers in their first year of service will be trialed throughout 2013 with a subsequent pilot for the program s second year taking place in 2014. It is anticipated that the inaugural year of the program will commence in 2014 for all graduate teachers joining Catholic schools in the Archdiocese of Perth and the dioceses of Bunbury and Geraldton. Program outline The Early Career Teachers Program is a foundation program that aims to: welcome graduate teachers to Western Australian Catholic Education and support their development and growth as Catholic school teachers establish the norms of reflection, collaboration and lifelong learning with longer term consideration of career development invest in and build graduate teacher capacity and resilience familiarise participants with the Proficient career stage of the AITSL National Professional Standards for Teachers and provide a forum for reflection with regard to strengths and areas for growth assist graduate teachers to move from Teacher Registration Board Provisional to Full registration encourage participants to apply newly-acquired knowledge in the context of their school. Program structure and components It is envisaged that the program will be delivered over a two year time frame and consist of five modules facilitated over seven days. Program module content and activities will be based on: the Proficient career stage of the AITSL National Professional Standards for Teachers the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) The Early Career Teacher Resilience Framework that specifically supports the development of teacher relationships, school culture, teacher identity, teacher work and understanding of school and system policies and practices. Research indicates that a graduate teacher s first year represents a pivotal time for the development of positive and productive relationships, effective classroom practice and pedagogical strategies. As such, the program s first year consists of three full days of professional learning separated by time with context specific action learning tasks to be completed by participants between modules. These days will be scheduled in the middle of terms one, two and three as these periods represent the greatest stress points for graduate teachers. The program s second year consists of two modules, each involving two consecutive full day workshops. Modules are convened in terms one and three. Between modules one and two, participants will be invited to participate in an action learning task focusing on assessment and reporting of student learning, differentiation of student assessment and quality teaching practices. Throughout the program, support and guidance will be provided to participants to ensure that they transition from Teacher Registration Board Provisional to Full registration. 11

Program facilitation Program modules will be facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). Entry requirements When implemented, any graduate teacher employed in a Catholic school in a capacity greater than 0.7 FTE will be expected to participate in the program. Program cost For participants in this program, the costs associated with facilitator engagement, materials, catering and teacher relief will be covered by the Catholic Education Commission of Western Australia (CECWA) and the Teacher Quality stream of the Smarter Schools National Partnership Program. Program venue All modules for the graduate teachers employed by Catholic schools in the Archdiocese of Perth will be convened at The Newman Siena Centre (33 Williamstown Road, Doubleview WA). All modules for the graduate teachers employed by Catholic schools in the dioceses of Bunbury and Geraldton will be convened at the regional offices and/or a host school. Further information For updates regarding the progress of the pilot program, please access the CEOWA website ceo.wa.edu.au Leadership Programs. Regular updates will be provided to all Catholic school principals by the working party throughout 2013/14. Please direct all enquiries regarding this program to Georgie Wynne (Leadership Consultant) on (08) 6380 5114 or email wynne.georgie@ceo.wa.edu.au 12

THE EMERGING LEADERS PROGRAM 13

Target audience This 12-day leadership program targets Catholic school teachers and CEOWA staff interested in developing their leadership capabilities for the purpose of attaining their first leadership role. Program outline The Emerging Leaders Program is a foundation leadership program that aims to: introduce participants to the dimensions of the Bishops Mandate (2009-2015) for Catholic Education in Western Australia inform participants of the governance structure of Catholic Education in Western Australia introduce participants to the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) explore the interrelated and future-focused nature of these domains apply newly-acquired knowledge of each domain in the context of their individual workplaces develop the leadership capabilities of participants. Program structure and components This 12-day leadership program is facilitated over a one year time frame. Five days are facilitated during term time with seven days scheduled during school holiday periods. Leadership program module content and activities have been mapped to the AITSL National Professional Standard for Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the 24 components of the Quality Catholic Schooling (QCS) self-review and improvement framework. The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. QCS is the whole-school, self-review, planning and improvement framework used by leaders from all 159 Catholic schools in Western Australia when attempting to continuously improve all that they do. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 20 to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). Advanced standing: The University of Notre Dame Australia (UNDA) Upon completion and submission of assessment tasks associated with the UNDA module embedded within this leadership program and achievement of satisfactory results, participants receive one unit of advanced standing for a UNDA Master of Education degree (conditions apply). 15

Accreditation and service requirements The minimum accreditation required for entry to this program is Accreditation to Teach in a Catholic School for school-based staff and Accreditation to Work in Catholic Education (General) for CEOWA staff. To be eligible for acceptance into this program, candidates are required to have completed a minimum of three years of service in a Western Australian Catholic school, at the CEOWA or a combination thereof. Program cost This is a free program. The costs associated with facilitator engagement, materials, catering, teacher relief and travel and accommodation for country participants are covered by the CECWA. Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Georgie Wynne (Leadership Consultant) by Friday, 25 October 2013 (Term 4, week 2). Post: PO Box 198, Leederville WA 6903 Fax: (08) 6380 5268 Email: wynne.georgie@ceo.wa.edu.au Further information Please direct all enquiries regarding this program to Georgie Wynne (Leadership Consultant) on (08) 6380 5114 or email wynne.georgie@ceo.wa.edu.au 16

THE BEGINNING LEADERS PROGRAM 17

Target audience This five-day leadership program targets first-time Catholic school and CEOWA leaders who feel that development of their leadership capabilities is required to enhance effectiveness. Leaders who have less than two years of experience are especially encouraged to apply. Program outline First-time Catholic school and CEOWA leaders assume their duties and responsibilities in demanding and complex times. This practical and interactive leadership program is designed to assist new leaders to achieve clarity of purpose and minimise the angst associated with their new leadership endeavour. Through completion of this program, participants will develop: an understanding of their personal leadership mindset and contemporary leadership paradigms an understanding of the pillars of organisational culture strategies for developing a leadership culture amongst the members of the teams they lead. Program structure and components This leadership program consists of five, full-day modules. The program commences in term two and concludes during the term three school holiday period. Two days are facilitated during term time with three days scheduled during school holiday periods. Leadership program module content and activities have been mapped to the AITSL National Professional Standard for Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the 24 components of the Quality Catholic Schooling (QCS) self-review and improvement framework. The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. QCS is the whole-school, self-review, planning and improvement framework used by leaders from all 159 Catholic schools in Western Australia when attempting to continuously improve all that they do. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 20 to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). Advanced standing: The University of Notre Dame Australia (UNDA) Upon completion and submission of assessment tasks associated with this leadership program and achievement of satisfactory results, participants receive one unit of advanced standing for a UNDA Master of Education degree (conditions apply). 19

Accreditation and service requirements For school-based staff, the minimum accreditation required for entry to this program is Accreditation to Teach in a Catholic School although accreditation requirements are dependent upon the candidate s leadership role. Prior to submitting an application, candidates are required to check their accreditation status against the CECWA policy statement 2-C6: Appointment of staff in Catholic schools. For CEOWA staff, the minimum accreditation requirement is Accreditation to Work in Catholic Education (Schools). CEOWA candidates are required to check their accreditation status against the document: Accreditation for employees of the Catholic Education Office prior to submitting an application. Program cost The cost for this program is $700 per participant. This cost includes facilitator payment, venue hire, course materials and catering. Schools are expected to pay the costs associated with teacher relief associated with the two modules scheduled during term time. For regional and metropolitan participants, the costs incurred via participant travel by vehicle will not be reimbursed. Rather, regional participants should discuss arrangements with their principal/ceowa supervisor. Participants traveling by private vehicle are encouraged to claim mileage on their personal income tax return. Consultation with the Australian Taxation Office regarding record maintenance is recommended. For Aboriginal participants, costs associated with this program are covered by the Teacher Quality stream of the Smarter Schools National Partnerships Program (conditions apply). Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Shane Glasson (Leadership Consultant) by Friday, 19 April 2013 (Term 1, week 10). Post: PO Box 198, Leederville WA 6903 Fax: (08) 6380 5268 Email: glasson.shane@ceo.wa.edu.au Further information Please direct all enquiries regarding this program to Shane Glasson (Leadership Consultant) on (08) 6380 5234 or email glasson.shane@ceo.wa.edu.au 20

THE ESTABLISHED LEADERS PROGRAM 21

Target audience This 17-day leadership program targets Catholic school and CEOWA staff, employed in a leadership role for at least two years, who seek opportunities to further develop their leadership capabilities. There are two cohorts for this program: the General cohort and the Women in Leadership (WIL) cohort. Program outline Catholic school leaders play an important role in the development of the staff and students under their care, thereby contributing to the mission of the Church. The Established Leaders Program is designed to facilitate this process by affording participants the opportunity to: explore the dimensions of the Bishops Mandate (2009-2015) for Catholic Education in Western Australia develop knowledge with regard to the governance structure of Catholic Education in Western Australia further develop knowledge of the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) further explore the interrelated and future-focused nature of these domains apply newly-acquired knowledge of each domain in the context of their individual workplaces further develop their leadership capabilities. Program structure and components This 17-day leadership program is facilitated over a one-year time frame. Seven days are facilitated during term time with ten days scheduled during school holiday periods. Leadership program module content and activities have been mapped to the AITSL National Professional Standard for Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the 24 components of the Quality Catholic Schooling (QCS) self-review and improvement framework. The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. QCS is the whole-school, self-review, planning and improvement framework used by leaders from all 159 Catholic schools in Western Australia when attempting to continuously improve all that they do. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 20 (10 from the General cohort and 10 from the Women in Leadership cohort) to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). 23

Advanced standing: The University of Notre Dame Australia (UNDA) Upon completion and submission of assessment tasks associated with the UNDA modules embedded within this leadership program and achievement of satisfactory results, participants receive two units of advanced standing for a UNDA Master of Education degree (conditions apply). Accreditation and service requirements For school-based staff, the minimum accreditation required for entry to this program is Accreditation to Teach in a Catholic School although accreditation requirements are dependent upon the candidate s leadership role. Prior to submitting an application, candidates are required to check their accreditation status against the CECWA policy statement 2-C6: Appointment of staff in Catholic schools. For CEOWA staff, the minimum accreditation requirement is Accreditation to Work in Catholic Education (Schools). CEOWA candidates are required to check their accreditation status against the document: Accreditation for employees of the Catholic Education Office prior to submitting an application. Candidates are required to have completed at least two years service in a leadership role at a Western Australian Catholic school and/or the CEOWA. Program cost For participants in the General cohort, the cost of the program is three and a half days of teacher relief or approximately $1,330 (conditions apply). For regional and metropolitan participants, the costs incurred via participant travel by vehicle will not be reimbursed. Rather, regional participants should discuss arrangements with their principal/ceowa supervisor. Participants traveling by private vehicle are encouraged to claim mileage on their personal income tax return. Consultation with the Australian Taxation Office regarding record maintenance is recommended. For participants in the Women in Leadership cohort, all costs associated with the program are covered by the CECWA (conditions apply). For Aboriginal participants from both cohorts, all costs associated with the program are met by the Teacher Quality stream of the Smarter Schools National Partnerships Program (conditions apply). Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Georgie Wynne (Leadership Consultant) by Friday, 25 October 2013 (Term 4, Week 2). Post: PO Box 198, Leederville WA 6903 Fax: (08) 6380 5268 Email: wynne.georgie@ceo.wa.edu.au Further information Please direct all enquiries regarding this program to Georgie Wynne (Leadership Consultant) on (08) 6380 5114 or email wynne.georgie@ceo.wa.edu.au 24

THE ASPIRING PRINCIPALS PROGRAM 25

Target audience This two-year, 23-day leadership program targets staff currently employed as an assistant or deputy principal in a Catholic school or members of the CEOWA employed in leadership positions who desire future appointment as the principal of a Catholic school. Program outline The Aspiring Principals Program comprises a two-year professional learning journey. Year one consists of 14 days of professional learning and focuses on the development of aspirant transactional (managerial) leadership knowledge and skill. Year two consists of nine days of professional learning and focuses on the development of aspirants as transformational and transcendental leaders. Year 1: the Aspiring Principals Program orientation year Aspirants: answer 240 online questions in December prior to program commencement to create a 360-degree leadership profile. As part of this process, aspirants are required to recruit eight data sources to respond to the same 240 online questions which contribute to the development of the profile participate in nine modules over 14 days (eight days during the term and six days during school holidays) attend school board meetings as an observer and participate in school board sub-committees as appropriate (e.g. finance and/or Capital Development Planning sub-committees) participate in three online discussion forums (one in each of terms one, two and three) submit an electronic leadership journal at the conclusion of the year (November). Year 2: the Aspiring Principals Program enrichment year Aspirants: participate in eight modules over nine days (six days during the term and three days during school holidays) participate in a minimum of six meetings with a nominated system-level coach. The coach will guide a goal-setting and achievement process to minimise areas of weakness and enhance strengths identified by the aspirant s 360-degree leadership profile work with their current principal and system-level coach to select and conduct a QCS component review participate in four, full-day transformational leadership workshops participate in a two-day, overnight retreat with a focus on reflective practice theory and techniques attend school board meetings as an observer and participate in school board sub-committees as appropriate (e.g. finance and/or Capital Development Planning sub-committee) participate in a Key Learnings Forum at the end of the program. This forum is facilitated by the CEOWA program convener participate in the formulation of a second 360-degree leadership profile at the conclusion of the second year. As part of this process, aspirants are required, where possible, to recruit the same eight data sources used to complete their original profile. Using both profiles, it is envisaged that aspirants will be able to gauge how their leadership style has changed over the course of the program. Program structure and components This 23-day leadership program is facilitated over a two-year time frame. Leadership program module content and activities have been mapped to the AITSL National Professional Standard for Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the 24 components of the Quality Catholic Schooling (QCS) self-review and improvement framework. 27

The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. QCS is the whole-school, self-review, planning and improvement framework used by leaders from all 159 Catholic schools in Western Australia when attempting to continuously improve all that they do. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 10 to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). Advanced standing: The University of Notre Dame Australia (UNDA) Upon completion and submission of assessment tasks associated with this leadership program and achievement of satisfactory results, participants receive two units of advanced standing for a UNDA Master of Education degree (conditions apply). Accreditation and service requirements The accreditation required for entry to this program is Accreditation for Leadership of the Religious Education Learning Area. However, candidates who are nearing completion of accreditation requirements are permitted to submit an application for consideration by the selection panel. If successful, the offer of a place in the program will be conditional upon the candidate fulfilling outstanding accreditation requirements by the conclusion of the orientation year. Program cost This is a free program. The costs associated with facilitator engagement, materials, catering, teacher relief and travel and accommodation for country participants are covered by the CECWA and the Australian Government Quality Teacher Program (AGQTP). Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Shane Glasson (Leadership Consultant) by Friday, 25 October 2013 (Term 4, week 2). Post: PO Box 198, Leederville WA 6903 Fax: (08) 6380 5268 Email: glasson.shane@ceo.wa.edu.au Further information Please direct all enquiries regarding this program to Shane Glasson (Leadership Consultant) on (08) 6380 5234 or email glasson.shane@ceo.wa.edu.au 28

THE BEGINNING PRINCIPALS PROGRAM 29

Target audience This 12-day leadership program targets first-time Western Australian Catholic school principals. The program consists of a staged induction over the course of a principal s first three years of service. Program outline The Beginning Principals Program is a longitudinal induction program based on the principles of adult facilitation that is designed to engage participants via a range of hands-on, context-specific workshops, collegial discussion and input from experienced CEOWA-based leaders. Program content and activities are based on key Catholic Education documents including the Bishops Mandate (2009-2015), the Leadership Framework for Catholic Schools in Western Australia, the AITSL National professional Standards for Principals and the Quality Catholic Schooling (QCS) self-review and improvement framework. Program workshops aim to: provide space for critical reflection promote collegial bonds amongst participants develop relationships with key CEOWA support staff explore the dimensions of the Bishops Mandate (2009-2015) for Catholic schools in Western Australia develop a deeper understanding of the domains of the Leadership Framework for Catholic schools in Western Australia Catholic Identity, Community, Education and Stewardship explore the interrelated and future-focused nature of these domains enhance the personal, professional, relational and organisational leadership capabilities required by principals to effectively lead Catholic school communities. Program structure and components New principals (i.e. those undertaking principalship for the first time in a Western Australia Catholic school) are required by the Director to complete 12 days of systematic professional development over a four-year period. This involves: a three-day workshop (November) for those who are due to commence their first principalship in term one of the following year a three-day workshop during the first active year of principalship (May) in addition to a three day Evangelisation Planning Workshop with all members of their leadership team a two-day workshop during the second year of principalship (June) a one-day workshop in the third year of principalship (June). Transferring principals commencing a subsequent appointment at a different school are required to participate in a two-day Evangelisation Planning Workshop with all members of their leadership team. 31

Program cost All costs associated with this program are invoiced to the participant s school. Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Further information The Director will invite first-time principals to attend the Beginning Principals Program during the appointment interview. Please direct all enquiries regarding this program to the program convenor, Helen Brennan (Principal Appointment Consultant) on (08) 6380 5237 or email brennan.helen@ceo.wa.edu.au 32

THE ESTABLISHED PRINCIPALS PROGRAM 33

Target audience This leadership program targets established principals and members of their leadership teams who seek leadership capability enrichment through one and two day Leadership Enrichment Courses (LECs). Program outline LECs are professional learning opportunities designed to meet the needs of primary and secondary school principals, assistant and deputy principals and other school-based designated leaders. LECs are organised by CEOWA Team Leaders after consultation with members from the four Catholic leaders professional associations: The Catholic Primary Principals Association (CPPA); The Catholic Assistant Principals Association (CAPA); The Catholic Secondary Principals Association (CSPA) and the Catholic Secondary Deputy Principals Association (CSDPA). LECs are organised according to the four domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and are aligned to the professional practices of the AITSL National Professional Standard for Principals. Leadership Enrichment Courses are detailed in the final section of this booklet that is delivered to all schools annually in February. Further information Please direct all enquiries regarding Leadership Enrichment Courses to Shane Glasson, (Leadership Consultant) on (08) 6380 5234 or email glasson.shane@ceo.wa.edu.au 35

THE EXPERIENCED PRINCIPALS PROGRAM 37

Target audience This eight-day, cross-sectoral leadership program targets primary and secondary principals with a minimum of ten years of experience in at least two schools with an excellent track record of review. This program will be piloted in 2013 and may form part of the permanent suite of Catholic Education leadership programs from January 2014. Program outline The Experienced Principals Program consists of two interconnected phases. Phase one is a complete health assessment and lifestyle analysis, focusing on the detrimental impact of adverse genetic, lifestyle and work-related factors. This phase aims to enhance participant health, well-being and professional longevity whilst equipping them to identify and address similar warning signs displayed by members of their school communities. Phase two is designed to renew the practice of the experienced principal and consists of seven and a half days of longitudinal learning facilitated over a six-month time frame. This highly-interactive, MBA-style program is based on the three leadership requirements and five professional practices of the AITSL National Professional Standard for Principals. This phase is based on a facilitated model that places participant experience and contribution at its heart. As the program unfolds, participants are encouraged to apply theory through the medium of a crosssectoral project. Each group completes a real-time project in a business setting with guidance provided by a program facilitator working in partnership with an executive business sponsor. At the same time, participants complete a 360-degree review of their leadership and work with an executive coach to minimise identified areas of leadership challenge whilst enhancing strengths. Executive coaching sessions also aim to assist the participant to translate program theory into practice. Program provider The Experienced Principals Program is owned and hosted by the CEOWA in partnership with Integral Development. Integral Development is one of Perth s most unique and experienced leadership and management consultancies. Integral Development consists of a team of management consultants, executive coaches and staff who are dedicated to the provision of exceptional service, products and programs. Their clients include IBM, Monadelphous, Stockland, Rio Tinto, Alcoa, Woodside, Chevron, the Western Australian Police Service, Australia Post, the Department of Mines & Petroleum, Landgate, Amcom, Rocky Bay, the ABN group and the Department of the Premier and Cabinet. In 2012, Integral Development was a WA finalist in the Telstra Australian WA Business Awards. Program structure and components Day one Orientation and program introduction with Dr Ron Cacioppe. Introduction to the 360-degree leadership profile process Between days one and two Health and wellbeing analysis and action planning. Completion of 360-degree leadership profile (self and eight data sources). Meeting with cross-sectoral mastery project group 39

Day two AITSL professional practice: Leading teaching and learning with Dr Ron Cacioppe and Dr Tim McDonald Between days two and three 360-degree profile debrief with executive coach from Integral Development stable. Scheduling of three, one-hour executive coaching sessions. Meeting with cross-sectoral mastery project group Days three and four AITSL professional practices: Developing self and others and Leading the management of the school with Dr Ron Cacioppe and Lynda Folan. Cross-sectoral mastery project session Between days four and five Executive coaching session 1. Meeting with cross-sectoral mastery project group Day five (half-day session) Peak performance under pressure: Reviewing health and lifestyle management report with Nick Randall Between days five and six Executive coaching session 2. Meeting with cross-sectoral mastery project group Days six and seven AITSL professional practices: Leading improvement, innovation and change and Engaging and working with the community with John Mitchell. Cross-sectoral mastery project session Between days seven and eight Executive coaching session 3 Day eight Mastery project presentations and program conclusion Cohort size and program facilitation The maximum size of the program cohort is 20 participants with eight places reserved for Catholic school principals with the balance comprising principals from the Western Australian Department of Education (DoE) and Association of Independent Schools of Western Australia (AISWA) schools. A cross-sectoral panel together with a representative from Integral Development will consider all applications and determine the final makeup of the cohort. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasizes the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). 40

Program cost This is a free program for Catholic school principals with funding provided through Smarter Schools National Partnership funding. Venue Phase 1: Health and wellbeing analysis and action planning The provider of all medical testing, health and wellbeing analysis and action planning associated with the Experienced Principals Program is Health on the Move. Health on the Move offices are located at 19 Ord Street, West Perth. Please refer to their website at healthmove.com.au or telephone (08) 9485 0700. Phase 2: The program The venue for all days associated with phase two of this program is Murray House located at Point Heathcoate in Applecross at 58-60 Duncraig Road. Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Shane Glasson (Leadership Consultant) by Friday, 1 February 2013. Post: PO Box 198, Leederville WA 6903 Fax: (08) 6380 5268 Email: glasson.shane@ceo.wa.edu.au Further information Please direct all enquiries regarding this program to Shane Glasson (Leadership Consultant) on (08) 6380 5234 or email glasson.shane@ceo.wa.edu.au 41

Leadership Enrichment Courses Supporting Leadership Development LEADERSHIP ENRICHMENT COURSES 2013 42 42

The Leadership Framework and The AITSL National Professional Standard for Principals CATHOLIC IDENTITY AITSL: LEADING TEACHING AND LEARNING EDUCATION COMMUNITY AITSL: LEADING IMPROVEMENT, INNOVATION AND CHANGE (QCS) AITSL: ENGAGING AND WORKING WITH THE COMMUNITY STEWARDSHIP AITSL: DEVELOPING SELF AND OTHERS LEADING THE MANAGEMENT OF THE SCHOOL This conceptual framework highlights the connection between the domains of the Leadership Framework for Catholic Schools in Western Australia and the five professional practices from the AITSL National Professional Standard for Principals (the Standard). The Standard is a public statement endorsed by all state Ministers for Education in July 2011. Commencing January 2012, the Standard applied to all Australian principals. The Standard sets out what principals are expected to know, understand and do to achieve in their work. The Standard also provides principals with a framework for self-reflection, self-assessment and determination of a professional learning pathway whilst guiding management of self and others. The five professional practices as described in the Standard are: Leading learning and teaching; Engaging and working with the community; Leading the management of the school; Developing self and others; Leading improvement, innovation and change. Each professional practice is cyclical in that it requires the principal to work collaboratively with others to plan and act, review and respond. When planning and acting, the principal is required to assess and diagnose a situation to develop a plan, allocate resources and implement the plan according to the vision and values of the school. When reviewing, the principal is required to collect and analyse data and make decisions. When responding, the principal is required to consolidate implementation or determine further necessary changes. 43

The AITSL professional practice: Leading learning and teaching aligns to the Leadership Framework domain of Education. The professional practice: Engaging and working with the community aligns with the domain of Community. The professional practices: Leading the management of the school and Developing self and others aligns with the domain of Stewardship. The professional practice: Leading improvement, innovation and change is encapsulated by our QCS self-review and improvement framework which cuts across all domains. Finally, because the Leadership Framework domain of Catholic Identity is unique to Catholic education, there is no direct connection to the Standard. However, because Catholic principles and Gospel values underpin Catholic school life, this domain is considered the overarching lens through which all activity occurs. The Leadership Enrichment Courses that follow are designed to assist Catholic school principals and senior school leaders to develop their leadership capabilities to meet the requirements of the Leadership Framework and AITSL National Professional Standard. Specific detail regarding the AITSL Standard and professional practices can be found online at aitsl.edu.au/ national-professional-standard-for-principals.html 44

Leadership Enrichment Courses: Catholic Identity CATHOLIC IDENTITY COMMUNITY EDUCATION STEWARDSHIP FUTURE FOCUSED CATHOLIC LEADERSHIP JESUS ORGANISATIONAL CAPABILITIES PERSONAL CAPABILITIES PROFESSIONAL CAPABILITIES RELATIONAL CAPABILITIES This leadership framework domain The four domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) represent the significant action areas that school leaders engage in when promoting the educational mission of the Catholic Church. According to the Leadership Framework domain of Catholic Identity, Catholic school leaders are responsible for: promoting the purposes and aims of evangelisation developing the school as a faith community reflecting Gospel values in attitudes, school policies and practices fostering dynamic relationships with the local parish and Diocesan Church. 45

Catholic spirituality for educational leaders 1 Facilitator Facilitator biography Course outcomes Target audience Days and dates Venue Minimum number of participants 10 Maximum number of participants 20 Cost Course organiser and contact UNDA and accreditation credit Rev Mgr Kevin Long PhD Reverend Monsignor Kevin Long was born in Melbourne and educated by the Christian Brothers. He entered the seminary in Melbourne, was ordained a priest in 1981 and is currently a priest in the Archdiocese of Perth. Monsignor Long spent some years at New Norcia before joining St Thomas More College to commence studies on his PhD at the University of Western Australia. He was appointed Vice Rector of St Thomas More College in 1994 and the Rector in 1999. Monsignor Long was the first diocesan priest to hold this position after the Jesuits withdrew from the College. Monsignor Long is currently the Rector of St Charles Seminary in Guildford. He lectures in Church History, Theology and Spirituality at The University of Notre Dame, Fremantle and has a PhD in History from the University of Western Australia and a Masters Degree from Trinity College, Dublin. He is Chair of the Archdiocesan Ecumenical Affairs Committee. Through completion of this two day course, participants will develop: an understanding of personal spirituality and prayer a practical understanding of Catholic spirituality and spiritual leadership. Principals, members of their leadership teams, middle leaders and teachers of Religious Education. Wednesday 20 and Thursday 21 February St Charles Seminary 30 Meadow Street Guildford WA 6055 $130 per participant Diana Alteri Team Leader Religious Education and Faith Formation Team Telephone: (08) 6380 5343 Email: alteri.diana@ceo.wa.edu.au Participants who successfully complete this course and a 2,500 word assignment for academic credit with The University of Notre Dame Australia will be awarded half a unit of advanced standing from a Master of Religious Education degree or the elective unit of a Master of Education degree. Completion of this course represents 12 hours of ongoing renewal (knowledge) for Accreditation purposes. 47

To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Catholic spirituality for educational leaders 1 into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Religious Education and Faith Formation Team on (08) 6380 5331 or email caramanico.mara@ceo.wa.edu.au 48

Catholic spirituality for educational leaders 2 Facilitator Course outcomes Target audience Days and dates Venue Minimum number of participants 10 Maximum number of participants 20 Cost Course organiser and contact UNDA and accreditation credit Rev Mgr Kevin Long PhD Through completion of this two day course, participants will develop: a deeper understanding of Catholic spirituality and prayer based on study of The Cloud of Unknowing and Revelations of Divine Love by Julian of Norwich a practical understanding of how Catholic spirituality and spiritual leadership are important for good Catholic schools. Principals, members of their leadership teams, middle leaders and teachers of Religious Education. Tuesday 12 and Wednesday 13 March St Charles Seminary 30 Meadow Street Guildford WA 6055 $130 per participant Diana Alteri Team Leader Religious Education and Faith Formation Team Telephone: (08) 6380 5343 Email: alteri.diana@ceo.wa.edu.au Participants who successfully complete this course and a 2,500 word assignment for academic credit with The University of Notre Dame Australia will be awarded half a unit of advanced standing from a Master of Religious Education degree or the elective unit of a Master of Education degree. Completion of this course represents 12 hours of ongoing renewal (knowledge) for Accreditation purposes. To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Catholic spirituality for educational leaders 2 into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Religious Education and Faith Formation Team on (08) 6380 5331 or email caramanico.mara@ceo.wa.edu.au 49

Caring for Gay, Lesbian, Bisexual, Transgender and Intersex (GLBTI) students Facilitator Facilitator biography Rev Dr Joseph Parkinson STL PhD Reverend Dr Joseph Parkinson was born and educated in Western Australia and has been a priest of the Catholic Archdiocese of Perth for 30 years. He completed undergraduate studies in Philosophy and theology at St Charles Regional Seminary, Guildford Western Australia and St Francis Xavier Seminary, Rostrevor South Australia between 1974 and 1980. After ordination to priesthood in March 1981, Fr Parkinson was appointed to a number of parishes before commencing postgraduate studies in Moral Theology at the Alphonsianum in Rome in 1986. Working under Professor Terry Kennedy CSsR, he attained a Licence in Theology summa cum laude in 1988. Fr Parkinson then served six years as Director of Youth Ministry in Perth and two years as Dean of Studies at St Charles Seminary. In 1996, he resumed postgraduate research through the Alphonsianum and the University of Notre Dame Australia in Fremantle Western Australia and in 2002 was awarded a PhD with distinction for a thesis entitled Material Cooperation and Catholic Institutions: An inquiry into a traditional moral principle and its meaning for Catholic institutions today, with reference to Catholic hospitals in Australia. Following a short spell as parish priest of Bayswater Western Australia, Fr Parkinson was appointed Director of the L J Goody Bioethics Centre in Glendalough, Western Australia, at the beginning of 2003. For nearly 20 years Fr Parkinson has also worked on numerous ethics committees including: 1989-1993 Committee for the Conduct of Ethical Research, Edith Cowan University, Western Australia 1992-1996 Human Rights Committee, University of Western Australia 1997-2006 Confidentiality of Health Information Committee, Health Department of Western Australia 1999-2012 St John of God Health Care (Western Region) Ethics Committee 2000-2012 Reproductive Technology Council, Health Department of Western Australia 2002-2012 Genomics Branch Ethics Committee, Health Department of Western Australia 2003-2012 Mercy Ethics Committee, Mt Lawley Western Australia 2006-2012 Clinical Ethics Consultancy Service, Women s and Children s Health Services Western Australia Course outcomes Through completion of this two day course, participants will develop an understanding of: gender, sexual orientation and bullying the Church s stance on sexuality and the human person sexuality and the Gospel sexuality in the Catholic school community pastoral care of GLBTI students the role of the principal and teaching staff strategies for the school psychologist or the pastoral carer. 50

Target audience Days and dates Thursday 4 and Friday 5 April 2013 Venue Minimum number of participants 10 Maximum number of participants 25 Cost Course organiser and contact UNDA and accreditation credit Principals, members of their leadership teams and senior members of staff, school psychologists, social workers and counsellors. LJ Goody Bioethics Centre 39 Jugan Street Mt Hawthorn WA 6016 $130 per participant Diana Alteri Team Leader Religious Education and Faith Formation Team Telephone: (08) 6380 5343 Email: alteri.diana@ceo.wa.edu.au Participants who successfully complete this course and a 2,500 word assignment for academic credit with The University of Notre Dame Australia will be awarded half a unit of advanced standing from a Master of Religious Education degree or the elective unit of a Master of Education degree. Completion of this course represents 12 hours of ongoing renewal (knowledge) for Accreditation purposes. To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Caring for Gay, Lesbian, Bisexual, Transgender and Intersex students into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Religious Education and Faith Formation Team on (08) 6380 5331 or email caramanico.mara@ceo.wa.edu.au 51

Teacher conscience: Dealing with manner of life issues in Catholic schools Facilitator Course outcomes Target audience Days and dates Venue Minimum number of participants 10 Maximum number of participants 25 Cost Course organiser and contact UNDA and accreditation credit Rev Dr Joseph Parkinson STL PhD Through completion of this two day course, participants will develop: an understanding of Catholic Church teaching as it relates to manner of life issues for both Catholic school and CEOWA staff an understanding of the issues related to dealing with manner of life issues for both Catholic school and CEOWA staff. Principals, members of their leadership teams and senior members of staff. Monday 29 and Tuesday 30 April LJ Goody Bioethics Centre 39 Jugan Street Mt Hawthorn WA 6016 $130 per participant Diana Alteri Team Leader Religious Education and Faith Formation Team Telephone: (08) 6380 5343 Email: alteri.diana@ceo.wa.edu.au Participants who successfully complete this course and a 2,500 word assignment for academic credit with The University of Notre Dame Australia will be awarded half a unit of advanced standing from a Master of Religious Education degree or the elective unit of a Master of Education degree. Completion of this course represents 12 hours of ongoing renewal (knowledge) for Accreditation purposes. To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Teacher conscience: Dealing with manner of life issues in Catholic schools into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Religious Education and Faith Formation Team on (08) 6380 5331 or email caramanico.mara@ceo.wa.edu.au 52

The year of faith: Reflecting on Vatican II Facilitator Facilitator biography Course outcomes Target audience Days and dates Venue Minimum number of participants 10 Maximum number of participants 80 Cost Course organiser and contact Dr Gemma Simmonds Dr Gemma Simmonds is a sister of the Congregation of Jesus. After a career in teaching, Gemma worked as chaplain at the University of Cambridge and at Heythrop College, London where she also coordinated student support services. Since her return from study and work amongst women and street children in Brazil in 1992, Gemma has been a volunteer on the chaplaincy team in Holloway Prison, London. She has worked in spiritual direction as a teacher and retreat-giver after training in the Jesuit Centre for Spiritual Growth in Wernersville, USA and has been involved in religious and priestly formation internationally since 1993. Her work as a conference facilitator and simultaneous translator has also led her to the translation of theological works in French, Spanish and Portuguese. Gemma re-joined the staff at Heythrop as a Lecturer in Pastoral and Social Studies and Theology in 2005. She is currently Director of the Religious Life Institute and Coordinator of the Erasmus Exchange Program. With regard to professional study, Gemma achieved a PhD in Systematic Theology from the University of Cambridge (2006), a Master of Theology from Heythrop College from the University of London (1995), a Postgraduate Certificate in Education from the University of London Institute of Education (1981) and Master of Arts from the University of Cambridge, Newnham (1983). Through completion of this two day course, participants will develop: an understanding of the historical framework and context of the Vatican II an understanding of the role of the laity. In particular, that through Baptism, all are invited to be prophets, priests and kings an appreciation that Vatican II is alive and well in the Church today and continues to offer gifts and challenges. Principals, members of their leadership teams and senior members of staff. Tuesday 13 and Wednesday 14 August Wollaston Conference Centre 5 Wollaston Road Mt Claremont $200 per participant Diana Alteri Team Leader Religious Education and Faith Formation Team Telephone: (08) 6380 5343 Email: alteri.diana@ceo.wa.edu.au 53

To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type The year of faith: Reflecting on Vatican II into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Religious Education and Faith Formation Team on (08) 6380 5331 or email caramanico.mara@ceo.wa.edu.au 54

Leadership as reflective practice Facilitator Facilitator biography Rev Dr Ronald J Nuzzi PhD Reverend Dr Ron Nuzzi is a priest of the Diocese of Youngstown, Ohio. Ordained in 1984, Fr Nuzzi has taught in Catholic schools, served as a high school administrator and is currently the Director of Catholic Leadership Programs in the Alliance for the Catholic Education at the University of Notre Dame, Indiana in the United States of America. A nationally known speaker and author, Fr Nuzzi has written extensively about multiple intelligence theory in Catholic education, the spirituality of leadership and inclusion in Catholic schools. His book, Gifts of the Spirit: Multiple Intelligences in Religious Education, published by the National Catholic Educational Association (NCEA), is now in its second edition. Fr Nuzzi has conducted two separate research tours at the Vatican s Congregation for Catholic Education and has provided original translation of church documents pertaining to the history of Catholic schooling. In 1997-1998, he conducted an extensive research project on seminary education for the United States Catholic Conference of Bishops. From 1998 to 2008, Fr Nuzzi served as editor of the research journal, Catholic Education: A Journal of Inquiry and Practice, the only scholarly publication in the world dedicated exclusively to Catholic education. In 1999, in conjunction with colleagues at the University of Dayton, he published Catholic School Administration: A Call to Lead in which he wrote the final chapter, To Lead as Jesus Led. Father Nuzzi published a widely used volume with several colleagues entitled, A Handbook of Research on Catholic Education, published by Greenwood Press. In August 2002, the National Catholic Educational Association published an extensive summary of research on Catholic education 1990-2000 entitled Catholic Schools Still Make a Difference for which he served as editor and contributed a chapter on Catholic identity. This book was the subject of his presentations in 2003 at the annual conventions of the NCEA (National Catholic Educational Association) and the AERA (America Educational Research Association). Fr Nuzzi also coordinated dozens of scholars who collaborated on a twovolume reference work called Catholic Schools in the United States: An Encyclopedia which was published in 2004. He holds a PhD in Educational Leadership and masters degrees in Theology, Philosophy, and Education. From 1992 until 2000, he taught at the University of Dayton where he was instrumental in establishing its Center for Catholic Education as well as its teacher service program Lalanne. From 2000 to 2002, Fr Nuzzi was director of the Catholic Leadership Program at Saint Louis University and since June 2002 has called Notre Dame home. In January 2004, Fr. Nuzzi was among a select group of educational leaders to be invited to the White House for a special celebration of Catholic education with President Bush in the East Room. In April 2004, he opened a session of Congress, saying the opening prayer in the United States House of Representatives before meeting with a variety of House and Senate committees on educational policy. A regular presenter at national conventions in the United States of America and Canada, he is an in demand speaker, educational researcher, teacher and retreat director. 55

Course outcomes Target audience Days and dates Venue Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact UNDA and accreditation credit Through completion of this two day course, participants will develop: an understanding of the history and nature of reflective practice as it pertains to leadership an appreciation that a crucial feature of effective, contemporary leadership in the Catholic schooling context relies on the capacity of leaders to reflect upon their thoughts, decision and actions methods by which to explore existing reflective practice habits including the congruence of their practices with personal philosophies and values. Principals, members of their leadership teams and senior members of staff. Monday 7 and Tuesday 8 October CEOWA in room G7 50 Ruislip Street Leederville WA 6007 $200 per participant Diana Alteri Team Leader Religious Education and Faith Formation Team Telephone: (08) 6380 5343 Email: alteri.diana@ceo.wa.edu.au Participants who successfully complete this course and a 2,500 word assignment for academic credit with The University of Notre Dame Australia will be awarded half a unit of advanced standing from a Master of Religious Education degree or the elective unit of a Master of Education degree. Completion of this course represents 12 hours of ongoing renewal (knowledge) for Accreditation purposes. To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Leadership as reflective practice into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Religious Education and Faith Formation Team on (08) 6380 5331 or email caramanico.mara@ceo.wa.edu.au 56

Leadership Enrichment Courses: Community CATHOLIC IDENTITY COMMUNITY EDUCATION STEWARDSHIP FUTURE FOCUSED CATHOLIC LEADERSHIP JESUS ORGANISATIONAL CAPABILITIES PERSONAL CAPABILITIES PROFESSIONAL CAPABILITIES RELATIONAL CAPABILITIES This Leadership Framework Domain According to the Leadership Framework domain of Community, Catholic school leaders are responsible for developing, promoting and sustaining the Catholic life of the school community. This role dimension comprises four aspects. Leaders are expected to: develop and model constructive and respectful relationships with all members of the school community foster safe and inclusive learning environments for all students embed and promote the Gospel values of the common good, subsidiarity, solidarity and participation develop structures based on service, collaborative decision-making, participation and cooperation. 57

AITSL professional practice: Engaging and working with the community Principals embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the school s wider community and the education systems and sectors. They develop and maintain positive partnerships with students, families and carers, and all those associated with the school s broader community. They create an ethos of respect taking account of the intellectual, spiritual, cultural, moral, social, health and wellbeing of students. They promote sound lifelong learning from pre-school through to adult life. They recognise the multicultural nature of Australian people. They foster understanding and reconciliation with Indigenous cultures. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise and support the needs of students, families and carers from communities facing complex challenges. Professional practices Plan and act Develop strategies to ensure educational opportunity including countering discrimination and the impact of disadvantage. Engage with families and carers, and partner, where appropriate, with community groups, agencies and individuals, businesses or other organisations to enhance and enrich the school and its value to the wider community. Develop and maintain structures for effective liaison and consultation. Review Make sure learning experiences for students are linked to the wider community and invite and facilitate the community s participation in student learning. Actively seek feedback from families and carers and the wider community about the quality of learning and their ambition for education. Respond Create and maintain an effective partnership with families and carers to support and improve students achievement and personal development. Contribute to the development of the education system by sharing effective practice, working in partnership with schools and others to develop integrated provision. Co-operate and work with relevant agencies to protect and support children and young people. 58

The leadership conversation series: Developing professional community Facilitator Facilitator biography Introduction Brendan Spillane Until 2012, Brendan Spillane was the Project Leader of two substantial systemic change projects for the Catholic education system in Western Australia. These projects involved the design and implementation of selfreview, planning and improvement frameworks for all Catholic schools across the state (Quality Catholic Schooling or QCS) as well as CEOWA (QCS Office). These projects included overseeing the construction of digital and other support resources. In 2010, Brendan was a member of the steering group that organised the inaugural school improvement network for Australian Catholic school systems held in Sydney. He has also had a significant role in both the development and delivery of a suite of leadership programs for leaders at all levels in the Catholic education system of Western Australia. Before moving to a policy role, Brendan had a background in schools as a teacher and principal. He has a Bachelor of Education degree from the National University of Ireland and a Master of Education (Educational Leadership) degree from The University of Notre Dame Australia and is an accredited Executive Coach with Growth Coaching International. Brendan has also experienced Executive level roles within professional associations at both state and national level. At present, Brendan is designing leadership programs for 2013 based on the AITSL National Standard for Principals that will be delivered to crosssectoral audiences of school leaders in Western Australia. During 2013, Brendan will continue on extended leave from his current role in the pursuit of private consultancy interests, working specifically in the areas of organisational intelligence, leadership and learning culture. The leadership conversation series is conducted over four, two-hour afternoon sessions and seeks to explore the role that trust, feedback, organisational health and humility play in the effective leadership of contemporary Catholic schools and non-educational enterprises. Participants may elect to attend all, several or one conversation depending upon their needs and interests. Conversation one explores the anatomy of trust and the key leadership behaviours that underpin it. Conversation two explores generative ways to create a culture of professional feedback that works. Conversation three focuses on the contentious issue of organisational health and why it is increasingly seen as the foundation of organisation success. The final conversation explores the role that humility plays in truly great leadership. 59

Leadership conversation one: Craters on the landscape of trust Facilitator Course outcomes Target audience Day and date Venue Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact Brendan Spillane A guiding proposition of the QCS framework for Catholic schools in Western Australia points to the fundamental role that trust plays in organisational health. This leadership conversation will explore the anatomy of trust and the key leadership behaviours that underpin it. Through completion of this afternoon course, participants will develop: an understanding of trust as both a measure and the medium of organisational health an understanding of some of the keys ways that trust can be built and undermined a better understanding of the leadership behaviours that support trust. Principals, members of their leadership teams and staff interested in enhancing the quality of their professional conversations. Thursday 7 March 4:00 pm - 6:00 pm (refreshments included) CEOWA in room G7 50 Ruislip Street Leederville WA 6007 $40 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Leadership conversation one: Craters on the landscape of trust into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 60

Leadership conversation two: Escaping the self-delusion trap Facilitator Course outcomes Target audience Day and date Venue Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact Brendan Spillane This learning conversation will explore generative ways of creating a personal feedback culture that works. Through completion of this afternoon course, participants will develop: an appreciation of the defensive mechanisms that subvert real feedback a model that may be applied in the workplace to enhance the provision and receipt of effective feedback the capacity to drive personal and professional feedback the capacity to critique and contribute to the feedback culture that currently exists in their teams and organisations. Principals, members of their leadership teams and staff interested in enhancing the quality of their professional conversations. Tuesday 21 May 4:00 pm - 6:00 pm (refreshments included) CEOWA in room G7 50 Ruislip Street Leederville WA 6007 $40 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Leadership conversation two: Escaping the self-delusion trap into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 61

Leadership conversation three: Why all the fuss about organisational health? Facilitator Course outcomes Target audience Day and date Venue Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact Brendan Spillane This leadership conversation will focus on the hot issue of organisational health and why it is increasingly seen as the foundation of team success. Through completion of this afternoon course, participants will develop: an understanding of how organisational health contributes to the success of profit and not-for-profit organisations an understanding of the core disciplines that underpin organisational health the capacity to reflect on the health of their home organisation. Principals, members of their leadership teams and staff interested in enhancing the quality of their professional conversations. Wednesday 21 August 4:00 pm - 6:00 pm (refreshments included) CEOWA in room G7 50 Ruislip Street Leederville WA 6007 $40 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Leadership conversation three: Why all the fuss about organisational health? into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 62

Leadership conversation four: Leading with humility Facilitator Course outcomes Target audience Day and date Venue Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact Brendan Spillane This leadership conversation will explore the role that humility plays in truly great leadership. Through completion of this afternoon course, participants will develop: an understanding with regard to the underestimated strength of true leadership humility an appreciation of leaders who have, and continue to embrace, humility as a core component of their leadership style enhanced understanding of proven practices that may be employed to cultivate humility in leadership. Principals, members of their leadership teams and staff interested in enhancing the quality of their professional conversations. Monday 11 November 4:00 pm - 6:00 pm (refreshments included) CEOWA in room G7 50 Ruislip Street Leederville WA 6007 $40 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Leadership conversation four: Leading with humility into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 63

Staying ahead of the adolescent curve: Caring for our kids Department of Education Facilitator Facilitator biography Dr Michael Carr-Gregg Dr Michael Carr-Gregg is one of Australia s highest profile psychologists. He works in private practice as a nationally registered child and adolescent psychologist and is passionate about delivering national and international evidence-based psychology workshops and seminars that make a difference to the health and wellbeing of young people. His training and approach incorporates Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), mindfulness skills and interventions drawn from positive psychology research. He is a founding member of the National Centre Against Bullying and chairs their Cybersafety Committee. In October 2010, he was appointed as the official advisor to the Queensland government on cybersafety. Michael is a Director of The Cooperative Research Centre for Young People, Technology and Wellbeing, led by the Inspire Foundation, which unites young people with researchers, practitioners and innovators from 70 partner organisations across the not-for-profit, academic, government and corporate sectors. He is member of the Australian Psychological Society Committee (Melbourne Branch), a Director and ambassador for the Federal Government s National Drugs Campaign, a columnist for a number of publications including New Idea, Girlfriend Magazine and the Australian Boarding Staff publication Lightsout. He is the resident parenting expert on Channel 7 s Sunrise program as well as psychologist for the top rating Morning Show with Neil Mitchell on Radio 3AW. He is an author of eight books including the best-selling Princess Bitchface Syndrome and is currently working on his ninth publication. His books have been published in Italy, Indonesia, China, Brazil, the United Kingdom and Japan. He specialises in the area of parenting adolescents and adolescent mental health. He also served on the advisory committee for the Federal Government s Boys Education Lighthouse School Programme, the Youth psychology advisory group for Victorian Roads Minister Tim Pallas and as an Advisor to the Queensland Schools Alliance Against Violence. Michael was educated in Kenya, England, New Zealand and Australia. In 1985, he named and co-founded the world s first national teenage cancer patients support group, CanTeen, the Australian Teenage Cancer Patient s Society. He has held a variety of appointments including Executive Director of the New Zealand Drug Foundation and Director of the Centre for Social Health at the University of Melbourne and Associate Professor in the Department of Paediatrics at the University of Melbourne. Michael has been the recipient of a number of awards including the Australian Jaycees Outstanding Young Australian of the Year (1987) and in 1997 he was made a Paul Harris Fellow by Rotary International in recognition of his work in the prevention of youth suicide. Most importantly, Michael is married and has two sons, supports Hawthorn in the Australian Football League and South Sydney in the National Rugby League. In 2000, he was the subject of a This Is Your Life program on Channel 9. He is in constant demand across Australia as a facilitator of hypotheticals, speaker, entertainer and educator. 64

Course outcomes Target audience Days and dates Venue Minimum number of participants 60 Maximum number of participants 100 Cost Course organiser and contact These practical, cross-sectoral workshops are facilitated over two days with a month break between days one and two. During the break between days one and two, participants will be invited to engage in a simple, practical project appropriate for their workplaces based on the content from day one. Participant learning will be used to initiate day two. Day one will focus on student mental health issues with an emphasis on the role of depression in youth suicide, eating disorders, deliberate self-harm and other mental health problems experienced by young people. Strategies for school staff and parents to enhance the mental health of students will also be tabled. Day two will focus on what schools need to know about adolescent use of illicit drugs, alcohol and tobacco and the role of staff and parents in reducing harm. This workshop will focus on the latest research and statistics with regard to these issues. Through completion of this two day course, participants will develop: an enhanced understanding of student mental health issues a suite of practical strategies that may be used to engage parents and school community members to develop resilience-promoting structures and process an enhanced understanding of the effects of adolescent use of illicit substances, alcohol and tobacco practical strategies that may be harnessed to reduce the harms associated with the use of alcohol, tobacco and illicit drugs by students. Catholic, DoE and AISWA principals, members of their leadership teams and staff employed in leadership roles that focus on student health and well-being. Day one: Monday 10 June Day two: Monday 29 July CEOWA in James Nestor Hall 50 Ruislip Street Leederville WA 6007 $300 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au 65

To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Staying ahead of the adolescent curve: Caring for our kids into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 66

Leadership Enrichment Courses: Education CATHOLIC IDENTITY COMMUNITY EDUCATION STEWARDSHIP FUTURE FOCUSED CATHOLIC LEADERSHIP JESUS ORGANISATIONAL CAPABILITIES PERSONAL CAPABILITIES PROFESSIONAL CAPABILITIES RELATIONAL CAPABILITIES This Leadership Framework Domain According to the Leadership Framework domain of Education, Catholic school leaders are expected to: build a culture of enquiry amongst staff and students whilst modeling a love of learning promote professional learning communities amongst teachers supporting learning at the level of the school and wider system Instill Gospel values through the curriculum. 67

AITSL professional practice: Leading teaching and learning Principals create a positive culture of challenge and support, enabling effective teaching that promotes enthusiastic, independent learners, committed to life-long learning. Principals have a key responsibility for developing a culture of effective teaching, for leading, designing and managing the quality of teaching and learning and for students achievement in all aspects of their development. They set high expectations for the whole school through careful collaborative planning, monitoring and reviewing the effectiveness of learning. Principals set high standards of behaviour and attendance, encouraging active engagement and a strong student voice. Professional practices Plan and act Place learning at the centre of strategic planning and make sure that there is a diverse and flexible curriculum that is supported by creative, responsive approaches to teaching together with an effective learning environment. Convert the strategic planning into action in the classroom and in designing and delivering learning. Develop educational strategies to secure equity of educational outcomes to enrich the school as a learning environment for its students, families and carers and the wider community. Review Implement an effective learning and assessment framework that uses data, benchmarking and observation to monitor the progress of every child s learning. Provide a consistent and continuous school-wide focus on individual students achievement. Respond Celebrate and promote good performance and challenge underperformance at all levels. Promote effective teacher intervention, corrective action and follow-up. Working through distributed leadership implements strategies in order that all students can achieve to the best of their ability and become engaged in their own learning. 68

Bridging the digital divide: Helping hard-working teachers fast-track their digital competencies Department of Education Facilitator Facilitator biography Tony Ryan Tony Ryan is a former teacher and is currently an educational consultant and writer who offers professional support to school organisations nationally and internationally on issues including change leadership, lifelong learning and effective classroom practice. He has presented numerous keynotes and workshops at state, national and world conferences over the past decade. Tony has been engaged as a teacher-in-residence in over 500 schools throughout eight countries in his career. In this role, he teaches extensively and offers guidance to teachers with regard to their everyday practice. Tony is a prolific author of books on effective thinking and learning. These books include Thinkers Keys for Kids, Mindlinks, Brainstorms, Thinkfest and The Clever Country Kits. He is the Australian ambassador of School Aid, a non-for-profit organization that encourages 10,000 students around Australia to co-ordinate their fund-raising activities for major local and global disasters. School Aid also provides invaluable assistance to schools in the encouragement of active citizenship opportunities. Course outcomes These practical, cross-sectoral workshops are facilitated over two days with a month break between days one and two. During the break between days one and two, participants will be invited to engage in a simple, practical project appropriate for their workplaces based on the content from day one. Participant learning will be used to initiate day two. Day one will directly focus on The Digital Divide (the gap between present practice and viable future options) of digital applications in classroom settings. Participants will be offered many practical processes for helping teachers to fast track their learning on effective implementation of technology options. Topics will include: the building of sustainable learning capacity in all adults in your school the steady development of Professional Learning Networks for accessing examples of great practice great ideas used by schools world-wide to immerse their classrooms in quality digital implementation. Day two will take place in the Contemporary Learning Hub at the Newman Siena Centre in small groups of 20. The focus of day two is to directly debrief on the applications in the past month and to receive explicit feedback, support and recommendations for future implementation stages. 69

Target audience Days and dates Through completion of this two day course, participants will develop: processes for sustaining the learning capacity of teachers with regard to new technologies practical strategies for developing a culture that enhances student learning through technology. Principals, members of their leadership teams and staff interested in improving pedagogical practice through digital learning. Day one: Tuesday 9 April Day two: Monday 27 May Day two: Tuesday 28 May Day two: Wednesday 29 May Note: During day one, participants will be asked to register for one of the day two workshops listed above. Venue Day one: The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 40 Maximum number of participants 60 Cost Course organiser and contact Day two: The Newman Siena Centre in the Digital Learning Hub $350 per participant Louise Cimetta Consultant, ICT Strategy Learning and Teaching K-12 Team Telephone: (08) 6380 5204 Email: cimetta.louise@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Bridging the digital divide: Helping hand working teachers fast track their digital competencies into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 70

World class learners: Educating creative and entrepreneurial students Facilitator Facilitator biography Dr Yong Zhao Dr Yong Zhao is an internationally known scholar, author and speaker. His work focuses on the implications of globalisation and technology on education. Dr Zhao has designed schools that cultivate global competence, developed computer games for language learning and founded research and development institutions to explore innovative education models. He has published over 100 articles and 20 books, including Catching Up or Leading the Way: American Education in the Age of Globalisation and World Class Learners: Educating Creative and Entrepreneurial Students. He is a recipient of the Early Career Award from the American Educational Research Association and was named one of the 2012 10 most influential people in educational technology by the Tech & Learn Magazine. He is an elected fellow of the International Academy for Education. He currently serves as the Presidential Chair and Associate Dean for Global Education in the College of Education, University of Oregon, where he is also Weinman Professor of Technology and Professor in the Department of Educational Measurement, Policy and Leadership. Until December 2010, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. Zhao was born in China s Sichuan Province. He received his Bachelor of Arts in English Language Education from Sichuan Institute of Foreign Languages in Chongqing, China in 1986. After teaching English in China for six years, he came to Linfield College as a visiting scholar in 1992. He then began his graduate studies at the University of Illinois at Urbana-Champaign in 1993. He received his A.M. in Education in 1994 and PhD in 1996. He joined the faculty at Michigan State University in 1996 after working as the Language Center Coordinator at Willamette University and a language specialist at Hamilton College. Course outcomes In the new global economy, the jobs that exist now might not exist by the time your students enter the workplace. To succeed in this ever-changing world, it is imperative that students think like entrepreneurs: resourceful, flexible, creative, and global. In response to this challenge, the CSPA have partnered with the Western Australian Primary Principals Association to bring Dr Yong Zhao to Perth. Through completion of this afternoon course, participants will develop an understanding of the importance of: inspiring and harnessing student entrepreneurial spirit fostering student autonomy and leadership encouraging inventive learners using current school-based resources. 71

Target audience Days and dates Venue Minimum number of participants 50 Maximum number of participants 100 Cost Course organiser and contact Principals, members of their leadership teams, middle leaders and staff interested in enhancing student entrepreneurial spirit. Friday 14 June 1:00pm until 4:30pm Crown Perth Great Eastern Highway Burswood WA CSPA Members: $45 per participant Non-members: $90 per participant Rowena Lambert Executive Officer, Catholic Secondary Principals Association of Western Australia Telephone: (08) 9337 1866 Email: cspa@cspa.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type World class learners: Educating creative and entrepreneurial students into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 72

Dancing with the 21st Century learner: Leading contemporary pedagogy and student learning Department of Education Facilitator Facilitator biography Lee Crockett Lee Crockett is an international authority in the field of enhancing teacher pedagogy by harnessing the power of technology. Lee believes that 21st Century fluencies, or the capacity of students to demonstrate smooth and unconscious mastery over their learning, are not about technical prowess but critical thinking skills essential for life in a world dominated by multimedia. Lee is the Director of Media for the InfoSavvy Group, the managing partner of the 21st Century Fluency Project and the architect of the extensive network of websites, web-based applications and presentations of which the infosavvy group is comprised. The 21st Century Fluency Project is a collaborative initiative that was created to develop exceptional educational resources to assist teachers to transform student learning so it is relevant to life in the 21st century. The Project s mission is simple, to instil awareness of the importance of the change that is happening today, to help educators understand the need to catch up to today s students by re-evaluating current instructional and assessment methods and to provide guidance in how to make change beneficial for both students and teachers. Lee is the author of Understanding the Digital Generation, The Digital Diet, Living on the Future Edge, Teaching for Tomorrow, Literacy is Not Enough and Teaching the Digital Generation. He is also the co-publisher of the Committed Sardine Blog, which is electronically distributed to more than 100,000 readers in over 60 countries. First and foremost, Lee is a just-in-time learner who constantly adapts to the new programs, languages and technologies associated with today s communications and marketing media. Lee lives in Kyoto, Japan where he studied Aikido and Tea Ceremony as well as Florence, Italy, where he studied painting at the Accademia D Arte. An avid Ducati enthusiast, when in Italy, he is on the track at every opportunity. Course outcomes In a 21st Century learning environment, students apply their learning through the use of higher-order thinking when creating solutions to realworld problems. To respond to these unique learning needs, effective teachers and leaders use well-crafted scenarios to provide students with challenging problems that require the application of five 21st Century fluencies: structured processes for problem-solving, creativity, media production, information processing and collaboration. These practical, cross-sectoral workshops are facilitated over two days with a month break between days one and two. During the break between days one and two, participants will be invited to engage in a simple, practical project appropriate for their workplaces based on the content from day one. Participant learning will be used to initiate day two. 73

Target audience Days and dates Venue Minimum number of participants 50 Maximum number of participants 100 Cost Course organiser and contact Through completion of this two-day course, participants will develop: an awareness of the global changes that are shaping our future and a firm understanding of the implications for education an understanding of the changing nature of student learning and contemporary pedagogy an understanding of the five 21st Century fluencies that underpin student learning: structured processes for problem-solving, creativity, media production, information processing and collaboration a range of scenarios, based on the Australian Curriculum, that may be used immediately in the classroom to challenge student thinking and application of the fluencies connections with other Australian teachers, leaders and the 21st Century coaching team to continue creating contextually-relevant scenarios for use within the classroom. Principals, members of their leadership teams, middle leaders and teachers interested in improving pedagogical practice with ICT. Day one: Monday 5 August Day two: Monday 2 September CEOWA in James Nestor Hall 50 Ruislip Street Leederville WA 6007 $350 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Dancing with the 21st Century learner: Leading contemporary pedagogy and student learning into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 74

Leadership Enrichment Courses: Stewardship CATHOLIC IDENTITY COMMUNITY EDUCATION STEWARDSHIP FUTURE FOCUSED CATHOLIC LEADERSHIP JESUS ORGANISATIONAL CAPABILITIES PERSONAL CAPABILITIES PROFESSIONAL CAPABILITIES RELATIONAL CAPABILITIES This Leadership Framework Domain According to the Leadership Framework domain of Stewardship, Catholic school leaders are required to look after things. This occurs in four ways. Leaders are required to: model and promote care for the natural environmental resources in the context of the school and broader community recruit, develop and appraise staff according to transparent processes in addition to catering for the well-being of both staff and members of the school community draft, administer and monitor the school budget whilst developing and maintaining school facilities in line with both financial considerations and student needs monitor, review and report to Church, Government and other authorities to ensure compliance and accountability. 75

AITSL professional practice: Developing self and others Principals work with and through others to build a professional learning community that is focused on the continuous improvement of teaching and learning. Through managing performance, effective continuing professional learning and regular feedback, they support all staff to achieve high standards and develop their leadership capacity. Principals support others, build capacity and treat people fairly and with respect. They model effective leadership and they are committed to their own ongoing professional development and personal health and well-being in order to manage the complexity of the role and the range of learning capabilities and actions required of the role. Professional practices Plan and act Provide effective planning, allocation, support and evaluation of work undertaken by others, ensuring clear delegation of and accountability for tasks and responsibilities. Develop and maintain effective strategies and procedures for staff induction, professional learning and performance review. Set personal targets and take responsibility for their own development. Review Review, evaluate and support staff providing access to coaching and mentoring to achieve high standards. Regularly review own practice. Make certain that individual and team accountabilities are clearly defined, understood and agreed. Respond Recognise and celebrate the achievements of individuals and teams. Foster trust and release creativity by developing leadership in others, building teams and working cooperatively to achieve school goals and build the capacity of the future workforce. Recognise and appreciate a variety of talents and approaches to problem-solving and task completion. Take appropriate action when the performance of others is unsatisfactory. 76

The journey worth taking is the one within: Developing self and others Department of Education Facilitator Facilitator biography Lynda Folan Lynda Folan is the Director of Learning & Leadership Development at Integral Development. Lynda specialises in the development and enhancement of businesses from a strategic Human Resource perspective. Lynda s core areas of expertise and experience lie in working with organisations to establish a strategic agenda before delivering on organisational alignment, leadership development, organisational change and development and deployment of strategic human resources. Lynda has over 20 years international executive experience with a range of organisations including the Number (an international telecommunications company employing over 10,000 staff), The Arcadian International Hotel Group, The Hard Rock Cafe International and Tesco Stores Ltd (a British retail chain employing over 150,000 staff). She is currently completing a research doctorate in Organisational Psychology at Murdoch University. Course outcomes These practical, cross-sectoral workshops are facilitated over two days with a month break between days one and two. During the break between days one and two, participants will be invited to engage in a simple, practical project appropriate for their workplaces based on the content from day one. Participant learning will be used to initiate day two. Day one will focus on achieving effectiveness in the workplace by understanding stress triggers and techniques by which to manage workplace stress. This day will also focus on achievement of appropriate work-life balance through the clarification of professional vision, and sessions on peak performance under pressure. Day two will assist participants to identify and understand their personal leadership style as well as that of others and focus on the appropriate use of emotional intelligence to create constructive workplaces. Through completion of this two day course, participants will develop: an appreciation of the stress triggers that detract from workplace effectiveness and techniques that may be harnessed to effectively manage workplace stress an improvement in personal effectiveness and time management an enhanced understanding of their personality type and the importance of using emotional intelligence to create a harmonious workplace. 77

Target audience Days and dates Principals, members of their leadership teams and middle leaders responsible for management of resources and leadership of people. Day one: Tuesday 28 May Day two: Monday 17 June Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 15 Maximum number of participants 25 Cost Course organiser and contact $400 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type The journey worth taking is the one within: Developing self and others into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 78

AITSL professional practice: Leading the management of the school Principals use a range of data management methods and technologies to ensure that the school s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money. This includes appropriate delegation of tasks to members of the staff and the monitoring of accountabilities. Principals ensure these accountabilities are met. They seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others. They use a range of technologies effectively and efficiently to manage the school. Professional practices Plan and act Within the framework established by employing authorities/school boards manage available resources to support effective learning and teaching. Ensure budgets are integrated and aligned with learning priorities. Create an organisational structure that reflects the school s values, and enables the management systems, structures and processes to work effectively in line with legislative requirements. Review Monitor and evaluate the deployment of people and resources to support the implementation of school policies and strategic plans within agreed budgets. Continuously review the range and quality of all available resources. Evaluate the use of resources to improve the quality of education and learning outcomes for all students. Respond Manage the school s human, physical and financial resources effectively and efficiently to achieve the school s educational goals and priorities. Attract, develop, retain and deploy staff appropriately and manage their workload to achieve the vision and aims of the school. 79

Your desk is a dangerous place from which to view the world: Leading the management of the school Department of Education Facilitator Facilitator biography Course outcomes Dr Ron Cacioppe Dr Ron Cacioppe is the Managing Director of Integral Development. Ron holds a Bachelor of Science (BSc), a Master of Business Administration (MBA) and a Doctor of Philosophy (PhD) in leadership. Ron has taught in the Graduate School of Management at Macquarie, Curtin and Murdoch Universities and the University of Western Australia (UWA) in both the MBA and Executive MBA programs. He has worked as a visiting professor at Marymount University and at the Jepson School of Leadership at the University of Richmond in the United States of America. Ron was also Director of the Integral Leadership Centre, the commercial and research centre of the UWA/Australian Institute of Management Alliance. In addition to heading Integral Development, Ron teaches at Murdoch University in the MBA and Executive MBA programs and is an Adjunct Professor at Curtin University s Australian Sustainable Development Institute in the areas of leadership effectiveness, leading and facilitating teams, managing strategic change and the philosophy and leadership. Over the course of the past three decades, Ron has researched and published extensively on leadership and management development especially in management skills, team roles, transforming organisational culture, 360-degree feedback, creating an inspirited workplace, job satisfaction and transformational leadership. Most recently, Ron conducted a worldwide tour of best practice in leadership development and published two major articles describing an integrated approach to leadership development. These practical, cross-sectoral workshops are facilitated over two days with a month break between days one and two. During the break between days one and two, participants will be invited to engage in a simple, practical project appropriate for their workplaces based on the content from day one. Participant learning will be used to initiate day two. This course provides a review of what makes an effective manager and what makes an effective leader and how this differs or is similar from participant s current roles. Participants will be introduced to a simple yet effective model of Integral leadership and management that includes people leadership, performance leadership, visionary/change leadership and strategic goal management. The course is designed to emphasise the skills and abilities required for developing transformational change, effective stakeholder relationships and leading people in a way that is harmonious and positive for staff, customers, the community and the environment. Through completion of this two day course, participants will develop: an enhanced understanding of the elements of effective leadership and effective management an understanding of a simple model of Integral leadership and management that measures people leadership, performance effectiveness, the capacity to lead change and achieve strategic goals an appreciation of the skills and abilities required for leading change and effectively leading people in a harmonious and positive manner. 80

Target audience Days and dates Principals, members of their leadership teams and middle leaders responsible for management of resources and leadership of people. Day one: Monday 29 July Day two: Wednesday 28 August Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 15 Maximum number of participants 25 Cost Course organiser and contact $400 per participant Shane Glasson Leadership Consultant Leadership, Employment and Community Relations Team Telephone: (08) 6380 5234 Email: glasson.shane@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Your desk is a dangerous place from which to view the world: Leading the management of the school into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Leadership, Employment and Community Relations Team on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 81

Leadership Enrichment Courses: Quality Catholic Schooling (QCS) CATHOLIC IDENTITY COMMUNITY EDUCATION STEWARDSHIP FUTURE FOCUSED CATHOLIC LEADERSHIP JESUS ORGANISATIONAL CAPABILITIES PERSONAL CAPABILITIES PROFESSIONAL CAPABILITIES RELATIONAL CAPABILITIES What is QCS? QCS is an acronym for Quality Catholic Schooling, the whole-school self-review, planning and improvement framework for all Catholic schools in WA. The QCS framework consists of 24 components grouped according to the domains of the Leadership Framework for Catholic Schools in Western Australia. The QCS framework and component-review process aims to create a culture of self-review and improvement at the level of the individual school through quality dialogue. The QCS framework and component-review process focuses on students and seeks to improve their learning and life chances. 83

AITSL professional practice: Leading improvement, innovation and change Work with the school community to promote and sustain school improvement informed by school effectiveness research. Lead and facilitate through teams the necessary innovation and change to reflect changing demands on and expectations of the school and use project management to foster both efficiency and effectiveness in achievement of goals. Take a strategic role in the development and implementation of new and emerging technologies to enhance and extend teaching and learning experiences. Professional practices Plan and act Work with the school community to promote and sustain school improvement informed by school effectiveness research. Lead and facilitate through teams the necessary innovation and change to reflect changing demands on and expectations of the school and use project management to foster both efficiency and effectiveness in achievement of goals. Take a strategic role in the development and implementation of new and emerging technologies to enhance and extend teaching and learning experiences. Review Develop quality assurance and review strategies to demonstrate the need for and effectiveness of innovation and change to secure improvement. Ensure the vision for the school is shared, clearly understood and acted upon effectively by all. Respond Motivate and work with others to foster creativity, innovation and the use of appropriate new technologies to achieve excellence. Demonstrate personal commitment to continuous improvement using problem solving, creative thinking and strategic planning. Use appropriate leadership styles sensitive to the stage, growth and development of the school. 84

You won t scale a mountain by pointing at the summit: Overcoming barriers to success when leading improvement, innovation and change Department of Education Facilitator Facilitator biography Brendan Spillane Until 2012, Brendan Spillane was the Project Leader of two substantial systemic change projects for the Catholic education system in Western Australia. These projects involved the design and implementation of selfreview, planning and improvement frameworks for all Catholic schools across the state (Quality Catholic Schooling or QCS) as well as CEOWA (QCS Office). These projects included overseeing the construction of digital and other support resources. In 2010, Brendan was a member of the steering group that organised the inaugural school improvement network for Australian Catholic school systems held in Sydney. He has also had a significant role in both the development and delivery of a suite of leadership programs for leaders at all levels in the Catholic education system of Western Australia. Before moving to a policy role, Brendan had a background in schools as a teacher and principal. He has a Bachelor of Education degree from the National University of Ireland and a Master of Education (Educational Leadership) degree from The University of Notre Dame Australia and is an accredited Executive Coach with Growth Coaching International. Brendan has also experienced Executive level roles within professional associations at both state and national level. At present, Brendan is designing leadership programs for 2013 based on the AITSL National Standard for Principals that will be delivered to crosssectoral audiences of school leaders in Western Australia. During 2013, Brendan will continue on extended leave from his current role in the pursuit of private consultancy interests, working specifically in the areas of organisational intelligence, leadership and learning culture. Course outcomes Are you as successful as you could be in your professional life? How do you know? Are there particular things that typically hold you back? If you have responsibility for supporting anyone else to succeed individually or as part of a team, isn t it about time you found out? This one-day course will focus on some of the barriers that keep people from meeting their life and work goals. The barriers are well known and the solutions can be surprisingly simple. This Masterclass will also make links to the AITSL Principal Standard Leading improvement, innovation and change. Through completion of this one day course, participants will develop: an understanding of the common success barriers including those that are pertinent to them a range of practical strategies that may be employed in the context of their workplace to minimise identified barriers. 85

Target audience Day and date Principals, members of their leadership teams and QCS component group leaders and participants. Monday 11 March Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact $120 per participant Greg Wheeler Consultant, School Review and Improvement Telephone: (08) 6380 5115 Email: wheeler.greg@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type You won t scale a mountain by pointing at the summit: Overcoming barriers to success when leading improvement, innovation into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5116 or email platt.marnie@ceo.wa.edu.au 86

Quality Catholic Schooling (QCS) support workshops: Catholic Identity, Community, Education and Stewardship Introduction The following series of courses are designed to support members of staff involved in the review of QCS components presently or at some future point in time. One workshop will be offered per domain of the Leadership Framework for Catholic Schools in Western Australia: Catholic Identity, Community, Education and Stewardship. Toward the end of 2013, a QCS planning support workshop will be offered to staff engaged in the QCS self-review and improvement process in 2014. This workshop is intended to assist component-reviewers to prepare for the process. Facilitator Biographies Brendan Spillane Until 2012, Brendan Spillane was the Project Leader of two substantial systemic change projects for the Catholic education system in Western Australia. These projects involved the design and implementation of self-review, planning and improvement frameworks for all Catholic schools across the state (Quality Catholic Schooling or QCS) as well as CEOWA (QCS Office). These projects included overseeing the construction of digital and other support resources. In 2010, Brendan was a member of the steering group that organised the inaugural school improvement network for Australian Catholic school systems held in Sydney. He has also had a significant role in both the development and delivery of a suite of leadership programs for leaders at all levels in the Catholic education system of Western Australia. Before moving to a policy role, Brendan had a background in schools as a teacher and principal. He has a Bachelor of Education degree from the National University of Ireland and a Master of Education (Educational Leadership) degree from The University of Notre Dame Australia and is an accredited Executive Coach with Growth Coaching International. Brendan has also experienced Executive level roles within professional associations at both state and national level. At present, Brendan is designing leadership programs for 2013 based on the AITSL National Standard for Principals that will be delivered to cross-sectoral audiences of school leaders in Western Australia. During 2013, Brendan will continue on extended leave from his current role in the pursuit of private consultancy interests, working specifically in the areas of organisational intelligence, leadership and learning culture. Jim Green Jim is currently the Project Leader of the QCS project at the CEOWA and is responsible for the development of the QCS Framework and the QCS Surveys that support it. From 2010 to 2011, Jim served as Team Leader of the Leadership, Employment and Community Relations Team at the CEOWA and prior to this role served as the principal in three Catholic primary schools in a career spanning 25 years. Jim s qualifications include a Bachelor of Education, a Graduate Diploma in Arts (Religious Education) and a Master of Educational Leadership. Jim has a deep interest in succession planning for school leadership and improving student outcomes through the school improvement process. Greg Wheeler Greg Wheeler started his teaching career at South Fremantle Senior High School, teaching Mathematics. He has since taught Mathematics, Science and Computing at a number of Department of Education schools in the Perth metropolitan area and the South West region of Western Australia. In 1987, Greg began teaching in the Catholic education system in the subjects of Mathematics, Science, Computing and Religious Education. Over the course of the past 20 years, Greg has experienced a range of Catholic school middle leadership roles. He holds a Bachelor of Education (Mathematics major) and a Diploma of Teaching. Greg is presently employed as the School Review and Improvement consultant with the Quality Catholic Schooling Project Team at the CEOWA and works with Principal Schools Advisors and members of the QCS team to implement and interpret QCS surveys. 87

QCS support workshop: Catholic Identity Course outcomes Target audience Day and date Catholic Identity forms a key component of the QCS self-review and improvement framework. This highly interactive, practical course is designed to support members of staff involved in the review of Catholic Identity components presently or at some future point in time. Through completion of this one day course, participants will develop: an understanding of the structure, intention and content of the QCS components grouped according to the Leadership Framework domain of Catholic Identity a useful network of colleagues from other schools involved in the same component-reviews in 2013 an outline of a practical and contextually-appropriate componentreview plan. Principals, members of their leadership teams, QCS component group leaders and participants engaged in the review of Catholic Identity components in 2013. Novice and experienced component-review personnel seeking tactical enrichment are also encouraged to attend. Friday 22 March Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact $30 per participant Greg Wheeler Consultant, School Review and Improvement Telephone: (08) 6380 5115 Email: wheeler.greg@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type QCS support workshop: Catholic identity into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5116 or email platt.marnie@ceo.wa.edu.au 88

QCS support workshop: Community Course outcomes Target audience Day and date Community forms a key component of the QCS self-review and improvement framework. This highly interactive, practical course is designed to support members of staff involved in the review of Community components presently or at some future point in time. Through completion of this one day course, participants will develop: an understanding of the structure, intention and content of the QCS components grouped according to the Leadership Framework domain of Community a useful network of colleagues from other schools involved in the same component-reviews in 2013 an outline of a practical and contextually-appropriate componentreview plan. Principals, members of their leadership teams, QCS component group leaders and participants engaged in the review of Community components in 2013. Novice and experienced component-review personnel seeking tactical enrichment are also encouraged to attend. Monday 25 March Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact $30 per participant Greg Wheeler Consultant, School Review and Improvement Telephone: (08) 6380 5115 Email: wheeler.greg@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type QCS support workshop: Community into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5116 or email platt.marnie@ceo.wa.edu.au 89

QCS support workshop: Education Course outcomes Target audience Day and date Education forms a key component of the QCS self-review and improvement framework. This highly interactive, practical course is designed to support members of staff involved in the review of Education components presently or at some future point in time. Through completion of this one day course, participants will develop: an understanding of the structure, intention and content of the QCS components grouped according to the Leadership Framework domain of Education a useful network of colleagues from other schools involved in the same component-reviews in 2013 an outline of a practical and contextually-appropriate componentreview plan. Principals, members of their leadership teams, QCS component group leaders and participants engaged in the review of Education components in 2013. Novice and experienced component-review personnel seeking tactical enrichment are also encouraged to attend. Tuesday 26 March Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact $30 per participant Greg Wheeler Consultant, School Review and Improvement Telephone: (08) 6380 5115 Email: wheeler.greg@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type QCS support workshop: Education into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5116 or email platt.marnie@ceo.wa.edu.au 90

QCS support workshop: Stewardship Course outcomes Target audience Day and date Stewardship forms a key component of the QCS self-review and improvement framework. This highly interactive, practical course is designed to support members of staff involved in the review of Stewardship components presently or at some future point in time. Through completion of this one day course, participants will develop: an understanding of the structure, intention and content of the QCS components grouped according to the Leadership Framework domain of Stewardship a useful network of colleagues from other schools involved in the same component-reviews in 2013 an outline of a practical and contextually-appropriate componentreview plan. Principals, members of their leadership teams, QCS component group leaders and participants engaged in the review of Stewardship components in 2013. Novice and experienced component-review personnel seeking tactical enrichment are also encouraged to attend. Wednesday 27 March Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact $30 per participant Greg Wheeler Consultant, School Review and Improvement Telephone: (08) 6380 5115 Email: wheeler.greg@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type QCS support workshop: Stewardship into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5116 or email platt.marnie@ceo.wa.edu.au 91

QCS component reviews 2014: Planning support workshop Course outcomes Target audience Day and date With a pilot process for review of school improvement processes conducted during 2012, those planning for component reviews in 2014 will benefit from an enhanced understanding of what constitutes an effective review process. Through completion of this one day course, participants will develop: a better knowledge of sound component-review processes used in other schools a contextually appropriate plan for their own component-review process in 2014 a refined sense of evidence sets appropriate to their componentreview plan practical skills useful for engaging in dialogue-led component-review groups. Principals, school leaders and staff engaged in planning and conducting QCS component-reviews in 2014. Tuesday 12 November Venue The Newman Siena Centre in room S1.01 33 Williamstown Rd Doubleview WA 6018 Minimum number of participants 20 Maximum number of participants 30 Cost Course organiser and contact $30 per participant Greg Wheeler Consultant, School Review and Improvement Telephone: (08) 6380 5115 Email: wheeler.greg@ceo.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type QCS component reviews 2014: Planning support workshop into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5116 or email platt.marnie@ceo.wa.edu.au 92

Leading improvement, innovation and change: The global school improvement movement and the Finnish experience Facilitator Facilitator biography Dr Pasi Sahlberg Dr Pasi Sahlberg has a long track record in education and development. His teaching career began in Teacher Training School and Department of Teacher Education at the University of Helsinki in 1986. He then moved to the Ministry of Education in 1991 to serve as Senior Advisor in Science education, Head of the School Improvement Unit and later as Counselor to the Deputy Director General on education policy development and education reform. In 2000, Pasi was invited to take the leadership of the Centre for School Development in the University of Helsinki. He is an Adjunct Professor at the University of Helsinki and at the University of Oulu. From the beginning of 2003, he worked as Senior Education Specialist in the World Bank in Washington, DC. He was responsible for education projects and analytical work in Europe and Central Asia. He was working with a number of governments in Europe and Central Asia region to assist the improvement of education policies and implementation of system-wide education reforms. Since June 2007, Pasi has worked with the European Training Foundation in Torino, Italy as the Lead Education Specialist producing intellectual services to governments, schools and leaders with the aim of education policy and practice improvement. In his current role as Director General of National Centre for International Mobility and Cooperation, Pasi works with the Finnish Government in promoting internationalization and tolerance, creativity and global ethics in Finnish society through mobility and institutional cooperation in education, culture, youth and sport. He is an active figure in the promotion of educational change in Finland and beyond. He has published several books, including Cooperative Learning Handbook (with Shlomo Sharan in 2002) and Small Group Learning in Mathematics (with John Berry in 2003). He has published more than one hundred articles in journals, research periodicals and magazines internationally including The fourth way of Finland (2011), Rethinking accountability in a knowledge society (2010), Creativity and innovation through lifelong learning (2009), Should failing students repeat the grade? (2008), Education policies for raising student learning: The Finnish approach (2007) and Education reform for raising economic competitiveness (2006). Pasi sits on the Board of Directors of the International Association for Studies of Cooperation in Education (IASCE), the Association for Supervision and Curriculum Development (ASCD) and at the Editorial Board member of the Journal of Educational Change. His professional interests include educational change in a knowledge society, education for economic competitiveness, and global education policy development. He has worked with OECD, World Bank, European Union and several governments in more than 40 countries in Africa, Central Asia, Middle East, Central and Eastern Europe, Latin America and North America. He has been advisor to the Ministers of Education and provided high-level strategic advice to policymakers, prepared and reviewed education reforms and institutions, analysed education reforms and spoken to the public and professionals about education and training around the world. Importantly, he enjoys reading, writing, music, basketball and golf. 93

Course outcomes Target audience Day and date Venue Minimum number of participants 50 Maximum number of participants 100 Cost Course organiser and contact This course explores the global school improvement movement and the Finnish experience before exploring the need to implement five key lessons to the Australian school context: More collaboration, less competition. More trust-based responsibility, less test-based accountability. More professionalism, less bureaucracy in our craft. More equity, less marketisation. Better gender equality. In response to this challenge, the CSPA have partnered with the Western Australian Primary Principals Association to bring Dr Sahlberg to Perth. Through completion of this afternoon course, participants will develop: an understanding of the five powerful levers for school improvement that may be applied in the Australian context. Principals and members of their leadership teams, middle leaders and teachers interested in improvement, innovation and change. Thursday 13 June 1:00pm until 4:30pm Crown Perth Great Eastern Highway Burswood WA CSPA Members: $45 per participant Non-members: $90 per participant Rowena Lambert Executive Officer, Catholic Secondary Principals Association of Western Australia Telephone: (08) 9337 1866 Email: cspa@cspa.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Leading improvement, innovation and change: The global school improvement movement and the Finnish experience into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 94

Leading improvement, innovation and change: Performance beyond expectations Facilitator Facilitator biography Dr Alma Harris Dr Alma Harris is Professor and Pro-Director (Leadership) at the Institute of Education, London. Her research work focuses on organisational change and development. She is internationally known for her work on school improvement, focusing particularly on improving schools in challenging circumstances. Alma has written extensively about leadership in schools and she is an expert on the theme of distributed leadership. Her book Distributed Leadership in Schools: Developing the Leaders of Tomorrow has been translated into several languages. She is currently seconded to the Welsh Assembly Government as a Professional Adviser and is currently assisting with the process of system wide reform. Dr Harris is President Elect of the International Congress of School Effectiveness and School Improvement and will take up her Presidency at the 26th International Congress in Chile in 2013. Course outcomes Target audience Days and dates This course explores how organisations in the private and public sector can achieve exceptionally high performance, given their history, size, client base and previous performance. It probes what it means to exceed expectations and the leadership practices within organisations that enhance performance. In response to this challenge, the CSPA have partnered with the CEOWA to bring Dr Alma Harris to Perth. Through completion of this one day course, participants will develop: an understanding of the characteristics organisations require to perform beyond expectations an understanding of how educational organisations, in times of change, can attain and sustain performance beyond expectations an enhanced appreciation of the implications for schools and school leaders in the Australian context. Principals and members of their leadership teams, middle leaders and teachers interested in improvement, innovation and change. Day one: Monday 9 September Day two: Tuesday 10 September* *Note: Day two is a repeat of day one. 95

Venue Minimum number of participants 50 Maximum number of participants 100 Cost Course organiser and contact Tompkins on Swan function centre Corner of Dunkley Ave and Canning Hwy Alfred Cove WA 6154 CSPA Members: $95 per participant Non-members: $185 per participant Rowena Lambert Executive Officer, Catholic Secondary Principals Association of Western Australia Telephone: (08) 9337 1866 Email: cspa@cspa.wa.edu.au To enrol in this course 1. Log onto the Catholic Education Office of Western Australia website at ceo.wa.edu.au 2. On the right hand side of the screen locate the panel entitled: Professional Learning Book CEOWA programs here 3. Type Leading improvement, innovation and change: Performance beyond expectations into the search panel and select Leadership from the categories field 4. Click on the relevant hyperlink for this course and enrol online 5. If you encounter difficulties with this procedure, please contact the Leadership Enrichment Course Organiser or the Administrative Assistant, Quality Catholic Schooling on (08) 6380 5144 or email carpenter.kayci@ceo.wa.edu.au 96