From the Director Report Structure Introduction Strengthening Catholic Identity... 10

Transcription

1 Annual Report

2 Contents From the Director... 3 Report Structure... 4 Introduction... 6 Strengthening Catholic Identity Improving School and Student Performance Engaging the Government Reform Agenda Building Leadership Capacity Ensuring Sustainability and Growth Building Sound Governance Structures School Funding and Catholic Education Office Finances Auditor s Report GCPPA Report DOSSPA Report

3 From the Director Dear Father Slater It is with pleasure that I present to you the Annual Report from the Catholic Education Office in the Diocese of Sale for 2013 which features the range of services and support that CEOSale offers to our schools. The structure of the report is influenced by the Towards Courageous Renewal resource which provides direction to CEOSale staff and schools in their work. Enrolments in Catholic schools in the diocese maintain an upward moving trend in both primary and secondary schools with just under 17,000 students enrolled in Strengthening our Catholic identity was further enhanced by continued professional learning facilitated by staff from the COESale Religious Education group. The newly developed course for Accreditation to Teach in a Catholic School and Accreditation to Teach Religious Education, written, designed and taught by members of the CEOSale Religious Education Team welcomed over 90 teacher participants in In the area of teaching and learning, CEOSale staff provided significant support to schools with the key purpose of building the capacity of schools for improvement in which improving the outcomes for all students continues to be the specific focus. A recommended personalised learning technology strategy applicable to both primary and secondary schools was developed by CEOSale staff working with a group of pilot schools in response to the growing use of personalised mobile technology. A growing demand for leadership training in 2013 has enabled CEOSale staff to continue to offer a number of initiatives and opportunities for leaders and future leaders to further develop their skills and capabilities. The Catholic Education Office 2013 financial report summary and the Auditor s Report is contained within this document. With the support from members of the Business Services team schools were provided with the support needed to fulfil their necessary funding and accountability requirements. In conclusion, I acknowledge the committed efforts from all staff teams within CEOSale in their endeavours to provide services to schools enabling leadership and stewardship through our educational purposes of Faith, Learning and Growth. Maria Kirkwood Director of Catholic Education Catholic Education Office, Diocese of Sale 3

4 Report Structure This report is structured around the six directions and corresponding intended outcomes outlined in Towards Courageous Renewal: A resource to provide direction for schools and the Catholic Education Office in their planning processes. The six key focus areas for the Catholic Education Office are: Our Vision 1. Strengthening Catholic Identity 2. Improving School and Student Performance 3. Engaging the Government Reform Agenda 4. Building Leadership Capacity 5. Ensuring Sustainability and Growth 6. Building Sound Governance Structures Our Vision for Catholic Education in the Diocese of Sale We are committed to courageous renewal and to the promotion of the human person through the provision of stewardship and leadership that are credible, contemporary, accountable, sustainable and transparent. This will enable schools to be contemporary centres of excellence, equity and evangelisation that reach out to all. In this environment, students are empowered to become successful lifelong learners, confident and creative individuals and active and informed citizens who contribute to the Church s mission to proclaim the Good News of Jesus Christ. Our Mission Our mission is to enable all students to reach their full human potential where: They are brought to a fuller knowledge and love of God, as revealed in Jesus Christ and expressed in the Catholic tradition. They experience an environment that promotes healthy social and emotional development where their learning is maximised. Educational Purposes Faith: Bringing every student to a knowledge and love of God as revealed in Jesus Christ and mediated to us through the Catholic Church. Learning: Enabling every student to learn so that he or she can lead a fulfilling life and contribute positively to the development of a healthy and just society. Growth: Enabling every student to thrive in an environment that enhances his or her social and emotional growth. 4

5 Enabling Purposes Leadership: Building the capacity for visionary leadership throughout the system and the school to achieve our faith, learning and growth outcomes. Stewardship: Developing soundness in our management so that we do the right things the right way and use sound processes to achieve our purposes of faith, learning and growth. 5

6 Introduction CEOSale Background The Catholic Education Office, Diocese of Sale serves the staff, students and parents in the 34 primary schools and seven secondary colleges within the diocese. Schools in the Diocese of Sale 6

7 Enrolments The graphs below show a steady increase in Catholic School Enrolments for the Diocese of Sale over the last five years Catholic Primary School Enrolments Total Enrolments Total Enrolments Year Catholic Secondary School Enrolments Year 7

8 2013 Enrolment Figures Secondary Schools Town 2013 Enrolment Nagle College Bairnsdale 931 St Francis Xavier College Beaconsfield / Berwick / Officer 2,257.5 St Peter s College Cranbourne / Cranbourne East 1,115 Mary MacKillop College Leongatha 537 Catholic College Sale Sale 981 Lavalla Catholic College Traralgon 1,202 Marist Sion College Warragul Primary Schools Town 2013 Enrolment St Mary's Primary School Bairnsdale St Catherine's Primary School Berwick 622 St Michael's Primary School Berwick 372 Columba Primary School Bunyip Lumen Christi Primary School Churchill 154 St Agatha's Primary School Cranbourne 442 St Therese's Primary School Cranbourne North St Ita's Primary School Drouin 245 St Michael's Primary School Heyfield 58.2 St John the Baptist Primary School Koo Wee Rup 206 St Joseph's Primary School Korumburra 92 St Brendan's Primary School Lakes Entrance St Laurence's Primary School Leongatha 199 St Mary's Primary School Maffra 178 St Kieran's Primary School Moe 134 8

9 Sacred Heart Primary School Morwell 130 St Vincent's Primary School Morwell East 236 St James Primary School Nar Nar Goon 87.4 Don Bosco Primary School Narre Warren 420 Mary MacKillop Primary School Narre Warren North Trinity Primary School Narre Warren South 534 St Mary's Primary School Newborough 182 St Brigid's Primary School Officer 244 St Joseph's Primary School Orbost 45.4 St Patrick's Primary School Pakenham St Mary's Primary School Sale 167 St Thomas' Primary School Sale St Patrick's Primary School Stratford 108 St Joseph's Primary School Trafalgar 72 St Gabriel's Primary School Traralgon 437 St Michael's Primary School Traralgon 352 St Joseph's Primary School Warragul 390 St Joseph's Primary School Wonthaggi 280 St Mary's Primary School Yarram 81 Employees Catholic Education employee figures for the Diocese of Sale as at 31 December 2013 are: Teaching staff: 1,293 employees (1,088.3 Full Time Equivalent) Non-teaching staff: 635 employees (426.8 Full Time Equivalent) Catholic Education Office: 55 employees (50.2 Full Time Equivalent) 9

10 Strengthening Catholic Identity We seek to enhance and express the distinctive nature of the Catholic school in a contemporary pluralist society, encouraging students to use their knowledge, intellect and skills to make Christ present in the world and enrich that society. Communities recognise and embrace the Catholic school s fundamental duty to evangelise Catholic Education Week Catholic Education Week, the yearly celebration of Catholic school communities and the excellent work of teachers and students, was held from 26 April to 3 May The theme was Faith in Action. Major celebrations included the Leadership Mass at St Michael s, Traralgon and the Leadership Dinner at the Premiere Function Centre in Traralgon. Advertisements and editorials were placed in local newspapers around the diocese as well as in Catholic Life, promoting the unique faithcentred mission of Catholic Education. A resource kit for schools was provided by CEOSale to every school in the diocese, offering celebration and promotion ideas, classroom activities, ideas and prayers for Catholic Education Week. The resource kit was also uploaded to the CEOSale website. Catholic School Renewal The Catholic School Renewal process in the Diocese of Sale is informed by data gathered from a variety of sources, including the InsightSRC survey on School Organisational Health, secondary data, NAPLAN results and the data from the Enhancing Catholic School Identity Project (ECSIP). Local level input is highly valued as the school community works towards celebrating demonstrable successes and strengths and the use of evidence to identify areas of the school life that are deserving of particular attention in the ongoing effort to improve. In 2013 the incorporation of a new, two year mid-cycle InsightSRC survey will bring a greater degree of accuracy and accountability to the School Improvement Plan (SIP) process. In 2013 eight schools engaged in Catholic School Renewal utilising data from InsightSRC Surveys completed in Four secondary schools and 15 primary schools completed the surveys in Seven of these schools will use this data to engage fully in the Catholic School Renewal process. The other 12 schools will utilise the data to reflect on their progress at the mid-point of their School Improvement Plan. Work has continued on the implementation process of the ICON SIP module throughout This module promises opportunities for establishing increased consistency in language and documentation across the diocese. The increased collaboration in planning between CEOSale and schools achieved in 2013 can be further enhanced with the implementation of the SIP module in

11 Communities recognise and embrace the Catholic school s fundamental duty to evangelise Secondary Sacramental Resource Members of the RE Team continued to work with Diocesan representatives, Fr Elio Capra and a few secondary Religious Education Coordinators to bring to fruition the Rite of Christian Initiation for Young People (RCIA4YP) resource. It is hoped that this resource will be a welcome addition to both schools and parishes as a way of working with those young people who show an interest in the Catholic faith or who would like to continue their journey. Justice Camp The Diocese of Sale Justice Camp was conducted for Year 10 students at Rawson. Students from each of the secondary colleges were invited to attend. The theme for the camp was Movement to End Poverty Following Jesus in his Approach to Meeting People s Needs. The key presenter was Mrs Mary-Anne Collins from Caritas Australia. She was assisted by the Schools Youth Minister, Mr Jarryd Atkinson. Dr Rose Duffy csb was responsible for the organisation of the camp and Bernadette Tolan (Secondary Religious Education Officer) gave an overview as to the purpose of the gathering. Mr John Ryan from Mary MacKillop College, Leongatha, was the convenor. The aim of the camp this year was to increase students awareness of poverty in the world and the local community. Students from each school group gave presentations on the work that their school had currently undertaken in the area of Social Justice. It was a great success and inspired all participants to greater commitment to working for Social Justice in the footsteps of Jesus Christ. Year 9 Youth Gathering Year 9 students from across the diocese gathered together for a Justice Day organised by the CEOSale. Our theme for the day was Go Make Disciples of All Nations picking up the joy of World Youth Day. In preparation for this day, Year 11 students from across the diocese participated in a training day to act as leaders at the Youth Gathering. On returning to their schools, the leaders had a number of tasks to complete with the Year 9 students who would be attending the Gathering. In the first session, Ms Janelle McRae, Youth Minister Coordinator from Mary MacKillop College and Mr Jarryd Atkinson, Schools Youth Minister, gave a presentation on their experience of World Youth Day in Rio de Janeiro. This was followed by an art activity where students had to create a Mandala based upon what they had heard about World Youth Day. This activity was led by Mrs Robyn Lewry, Primary Religious Education Officer. A highlight of the day was the Prayer Service led by CEOSale staff and held in St Mary s Cathedral. During the Prayer Service, the Year 11 leaders presented each student with a gift from World Youth Day. Catholic School Youth Ministry Australia (CSYMA) Youth Ministry continued to be developed across all the secondary schools in the diocese. Many schools began the year with the Catch the Wave retreat which was conducted at various venues and in various ways across the diocese. The students found this retreat to be a valuable experience. 11

12 Throughout the year, the secondary colleges were involved in conducting retreats for primary schools and junior secondary classes. They were also involved in liturgies, prayer services, giving witness to their faith and both fund and awareness raising activities. It has been a successful year for CSYMA. The Schools Youth Minister position continued this year. This year Mr Jarryd Atkinson, School Captain from Mary MacKillop College, Leongatha was appointed to the positon. Throughout the year Jarryd was involved in not only CSYMA camps and events, but also College retreats, reflection days, working with students within the school and visiting classes. This role has continued to build on the role developed last year and it has been very successful with all the schools engaging his services across the school year. As part of his role, Jarryd was asked by Mr Peter Woods (National CSYMA Director) to assist with student conferences and other CSYMA events across Australia. Jarryd performed his duties to a very high standard and contributed significantly to the CSYMA program within Australia. Bernadette Tolan, the Education Officer Religious Education Secondary continued to be the CSYMA Coordinator for the Diocese of Sale and represented the diocese on the National Committee for CSYMA. Another significant event for CSYMA was the Diocese of Sale CSYMA Student Conference. This event involved students from all the secondary colleges in the Diocese of Sale. The CSYMA gathering was held at Mary MacKillop College and the day was organised by Mr John Ryan, (Deputy Principal Catholic Mission), Ms Janelle McRae (Youth Minister Coordinator from Mary MacKillop College), Mr Jarryd Atkinson (Schools Youth Minister) and Ms Bernadette Tolan (Secondary Religious Education Officer). The day commenced with Mass celebrated by Bishop Prowse. Over 350 students attended the conference and it was a very successful event. CSYMA teachers, as well as guest presenters from across the diocese, were involved in leading workshops. The day finished with a Rally provided by the band Compliments of Gus which was thoroughly enjoyed by all. A new initiative this year was the implementation of the CSYMA Leaders Day. Mr Peter Woods (National CSYMA Director) recommended that this day be implemented instead of a Diocesan Catch the Wave retreat. During the day, students explored what it meant to be a leader in Youth Ministry and participated in workshops that focussed on developing leadership skills. The day proved to be very successful. Professional Learning In 2013 all primary school teachers in the diocese gathered in twelve different venues across the diocese for their annual professional learning day, the theme being Nurturing the Spirit in the Journey of Life. Dr Rose Duffy and Jim Quillinan facilitated these days and invited staff to explore ways in which their own faith/spiritual life can be nurtured. Time was given for input, discussion and reflection and the days were well received across the diocese. 12

13 Combined Primary and Secondary Religious Educators Meeting Primary and secondary leaders from across the diocese gathered in February to focus on how Technology Enhanced and Assisted Learning (TEAL) could be used in Religious Education. The gathering commenced with an address from Ms Maria Kirkwood, Director of Catholic Education in the Diocese of Sale. This was followed by a Commissioning by Bishop Prowse of the new Religious Education Coordinators for the diocese. The next two sessions were facilitated by Mr Phil Rebbechi who led the Religious Education Coordinators in exploring the use of Technology Enhanced and Assisted Learning in Religious Education. At the end of the day the Educators met in their primary and secondary groups to cover items of interest. Working with Graduates The Primary Graduates Conference was held in Cowes on 14 and 15 March and the RE team explored Scripture with the group. The Pentecost text was developed using a variety of teaching and learning strategies which both informed the graduates knowledge and gave them practical ideas for working with their students in the classroom. As a result, individual planning with graduates has also occurred and has proven to be very beneficial. Teachers New to the Diocese On 21 May, teachers new to our diocese gathered at Sion House to gain a clearer picture of the Sale Diocese and, especially, the methodology and content of our Religious Education Curriculum Journeying Together in Hope. Planning in Religious Education was a significant part of the day and many resources were shown and shared. Participants expressed appreciation for this induction day, particularly as it provided a clearer understanding of classroom expectations, pedagogy and documentation around the curriculum. Amy-Jill Levine Amy-Jill Levine, a University Professor of New Testament and Jewish Studies at Vanderbilt University Divinity School and College of Arts and Sciences, spoke at the West Gippsland Arts Centre in front of 370 staff and interested parishioners. She spoke about The Passion Narratives and An Understanding of Jesus in his Jewish Context. World Youth Day in Rio World Youth Day 2013 was the 13 th World Youth Day to be celebrated internationally. Over 3 million pilgrims from across the globe gathered in the Brazilian city of Rio de Janeiro, amongst them over 1,800 Australians. A group of young teachers from across the Diocese of Sale entered into a week full of excitement, learning, prayerfulness and fulfilment. The beginning of the week saw the opening ceremony and Mass just fewer than one million pilgrims crowded together on the sands of Copacabana Beach; cheering, chanting and waving their nation s flags as the celebrations were underway. Despite the onset of rain and cold winds, the energy and excitement of the people never diminished. 13

14 Over the coming days the group had the opportunity to be involved in a range of Catechesis sessions with various Bishops from across Australia and the globe such as Mark Coleridge of Australia, and Timothy Dolan and Seán Patrick O'Malley of America. These days offered the chance for formation and inspired the opportunity to identify ways to go and make disciples of all nations (Matt 28:19). There was also a chance for forum with these key people, giving a wide scope of ideas and interpretations in relation to key topics and issues within the Church such as the role of Catholic education in forming young Catholics and the advantages and disadvantages of the use of Social Media for evangelisation. The Aussie gathering was a chance for the 1,800 Australian pilgrims to come together under one roof, enjoy a musical rally, participate in the celebration of Mass and listen to some key speakers such as Fr Chris Ryan, Archbishop Timothy Costelloe and our very own Bishop of Sale Christopher Prowse. These speakers easily excited and encouraged the young people in the room to be a part of the GMD generation ( Go Make Disciple s generation) by reminding them of Jesus invitation to become the evangelisers of the world, to become Christ s disciples and continue the mission. Come and see! Go and tell! - Bishop Christopher Prowse, during presentation at the Australian Gathering. On the Thursday, pilgrims from around the world once again gathered on Copacabana Beach for the arrival of Pope Francis and his welcoming ceremony. Thousands of people lined the sides of Atlantica Avenue just to catch a glimpse of the Holy Father driving past in his newly modified Popemobile. The beautiful Way of the Cross ceremony was held on the Friday. Millions of people gathered on the beach to watch and listen to the dramatic and vocal performances that were taking place for each Station of Jesus Passion. People as far as the eye could see were sitting reverently watching and listening, taking in every moment of the performance. 14

15 Saturday was Vigil day. Due to severe flooding at the intended Vigil site (Campus Fidei) the event was relocated to Copacabana Beach. The group travelled by train to the Metropolitan area, and from there walked 10 kilometres back to Copacabana with thousands of other pilgrims. At the beach crowds of people were trying to find somewhere to set up for the evening Vigil with Pope Francis. It was difficult to get sleep that night with all of the excitement going on around; noise from music playing and people cheering, cold weather or just the chatter amongst the people. As the sun rose on Sunday morning, bringing with it the much needed warmth, people began to wake up and get ready for the final mass. With each minute into the morning it seemed to get a little hotter and standing in the sun became more enduring. There were people as far as the eye could see, all of them there for the exact same reason to share the Celebration of Mass with not only the Pope, but three and a half million other young people from across the globe. Just thinking about this aspect alone is enough to inspire renewed faith within ones heart. Go - do not be afraid - and serve. If you follow these three ideas, you will experience that the one who evangelizes is evangelized, the one who transmits the joy of faith receives joy. - Pope Francis, during his Homily at the final Mass for WYD 2013 To conclude the stay in Rio, the CEOSale and CEO Melbourne group travelled to Corcovado to see the marvellous Christ the Redeemer monument. The view from the monument and the monument itself were both equally breathtaking and it s so fitting that the World Youth Day experience concluded in the open arms of Christ the Redeemer. 15

16 Scholarships and Bursaries Four primary teachers received diocesan scholarships to attend the biblical program run by the Sisters of Sion convent, Ecce Homo, in Jerusalem in June. Three secondary teachers received the RE Bursary which one teacher used this year to attend Ecce Homo and two teachers will use their Bursary allocation in The course focussed on the Gospel of Matthew. The students attended lectures and went on excursions that immersed them in the culture of the Holy Land including the historical, social and geographical background to biblical texts. On their return, participants have borne witness to this life changing experience which has flowed into the life of their schools through their daily interactions and their classroom teaching of Scripture. All participants enthusiastically encouraged others to apply for the scholarship in Diocesan Students Mass The Diocesan Students Mass was celebrated at the start of Catholic Education Week Students from most primary and secondary schools around the diocese attended the Mass which was celebrated by Bishop Prowse. The Lavalla choir led the congregation in song. The procession of school banners at the beginning of the Mass was a reminder of the many schools who are part of the diocese and the long distances travelled by many. Mass to celebrate the conclusion of a Year of Faith and a Year of Grace On 31 October, Marist Sion College, Warragul hosted a Mass to conclude A Year of Faith and a Year of Grace. This also became the launch of the Diocesan initiative A Year of Family Prayer and was one of the final Masses celebrated by Bishop Prowse before he left to become Archbishop of Canberra and Goulburn. 16

17 Youth Festival The Australian Catholic Youth Festival was held in Melbourne on 5 to 7 December. Senior students from across the diocese and the Schools Youth Minister attended some or all of the days. The venue was Australian Catholic University with some events conducted at Festival Hall, St Patrick s Cathedral precinct and Mary MacKillop Heritage Centre. Many different Catholic organisations were represented or ran workshops throughout the festival. Ms Bernadette Tolan (Secondary Religious Education Officer) was asked to assist with the CSYMA workshop where she presented the model used to implement CSYMA in the Diocese of Sale. Some schools who attended were based at St Francis Xavier College and they travelled into Melbourne each day. Other schools were based in Melbourne for the three days. It was a wonderful gathering with both students and staff indicating that it was a very valuable experience. Religious Education teaching recognises the wide range of religious experience of students in each classroom Curriculum Support The ongoing professional learning provided by the Religious Education team supported the work of Principals, Religious Education Coordinators and teachers. It emphasised the importance of providing all students in our schools with learning which meets the broad range of faith knowledge and learning styles. In-school professional learning sessions were conducted on a needs basis for whole staff, teams and individual teachers. Journeys Website The Journeys website continued to support teachers in their teaching of Scripture. The focus for 2013 has been ensuring all teachers are familiar with the Composite Approach to teaching Scripture through access to the site and through the work done in-school by the RE team. The site has been promoted as an example of this approach and provided expectations around the teaching of Scripture. The 10 texts on this site are a springboard for how to approach the teaching of all Scripture texts. The Enhancing Catholic School Identity Project Instrument is an integral part of the Catholic School Renewal Process Enhancing Catholic Schools Identity Project (ECSIP) The Enhancing Catholic Schools Identity Project (ECSIP) is assisting Victorian Catholic schools to articulate their identity and vision and express their distinct mission to the wider community. The CEOSale Religious Education Team continued to assist schools in their understanding of the surveys and the interpretation of the data findings. This information has assisted in guiding the School Renewal process. In June we welcomed the statistician of the Project, Jan Bouwens, to our diocese where he worked with St James, Nar Nar Goon on developing the qualitative data of their school in relation to Catholic 17

18 Identity. This qualitative data will provide a new dimension to inform Catholic School Renewal and provide a fuller picture of the Catholic identity of the school. The role of the Religious Education Coordinator is clarified and promoted Primary REC Annual Conference In August, primary Religious Education Coordinators gathered at Rawson for their annual two day conference. The theme for the Conference was Leadership in Religious Education and Thursday s presenter was Dr Michael Buchanan who followed on from an informative session given by Ms Maria Kirkwood, Director of Catholic Education in the Diocese of Sale. Dr Buchanan explored the role of Religious Education leadership and opened discussions around what could support and enhance this role. The data gathered at this conference informed further work with Dr Buchanan and highlighted the need for a Religious Education Leader s policy and a proposal for further research into this important role. On Friday the Religious Education Coordinators shared a variety of teaching and learning ideas which have worked well in their schools. Dr Rose Duffy csb then concluded the conference with a session on Icons focussing on the Trinity. Secondary REC Annual Conference Secondary Religious Education Coordinators also held their annual conference at Rawson. The theme for the conference was Faith in Action. The key presenter for the conference was Br Damien Price who spoke on Teaching and the New Evangelisation. This was followed by a presentation and reflection on the Trinity presented by Dr Rose Duffy csb. During the day, Mr Mike Hansen gave a presentation on his pilgrimage walking the Camino. That evening a recipient of the Secondary RE Bursary (Mr Kevin Woodhouse) made a presentation about his time studying Luke s Gospel at Ecce Homo in Jerusalem. The following day, Mr Jarryd Atkinson gave a presentation on his experience of World Youth Day. The Religious Education Coordinators were also introduced to two new resources which are available and suitable for use in our schools. They are Understanding Faith an online resource for the classroom and Catching the Spirit another online resource this time for staff formation and prayer. This was followed by the Secondary Religious Education Coordinators sharing resources and ideas from their own Colleges. Ms Maria Kirkwood, the Director of Catholic Education in the Diocese of Sale, also came to the conference and met the Religious Education Coordinators and spoke to the Religious Education Coordinators on their roles in schools. Religious Education Accreditation Religious Education Accreditation aims to ensure that Catholic school staff understand the distinctive mission of Catholic schools. Over 90 teachers participated in the second year of the newly developed course for Accreditation to Teach in a Catholic School and Accreditation to Teach Religious Education. This course has been written, designed and taught by members of the CEOSale Religious Education Team for current and future teachers in the diocese. As well as its theological content for the teachers, it also includes practical sessions on teaching approaches in the classroom. Four units were taught across the year: The Sacraments of the Church, the Church, the Trinity: Jesus Christ, Revelation and Tradition; and Social and Moral Perspectives in Religious Education. 18

19 Improving School and Student Performance We aspire to improve outcomes for all students to become second to none amongst the world s best students. Melbourne Declaration on Educational Goals for Young Australians. Leaders, teachers and support staff adopt contemporary pedagogy that empowers personalised learning to improve student performance. Student Services Team The key purpose of the Student Services Team (SST) is to build the capacity of schools for improvement, with a specific focus on improving the outcomes for students with special needs. In promoting Wellbeing as central to learning, members of the team work closely with teachers (and sometimes parents) to identify and support the wellbeing requirements and learning environments of individual students who are most in need. Generally this is focussed through the individual learning, faith and wellbeing support identified for students with specific needs. Learning Pathways Team The key purpose of the Learning Pathways Team (LPT) is to build the capacity of schools for improvement, with a specific focus on improving the outcomes for all students by ensuring that the learning and faith environments and school climates are optimised so that not only is wellbeing central to learning, but learning is central to wellbeing. Generally this is focussed through strategic support, in response to each school's Annual School Improvement Plan. Secondary Colleges Coalition for Literacy The seven secondary colleges of the diocese have undertaken a three year project to improve the literacy outcomes for students. The determination to embark on this project arose from the learning about system as a result of visiting Ontario, Canada in has been a planning year and the implementation of the plan will take place in Schools will use agreed strategies for literacy (while still retaining some flexibility). NAPLAN results will be one measure of student success. The project will run from 2014 to Documentation providing concise information to assist external services and professionals with preparing reports to support Literacy, Numeracy and Special Learning Needs (LNSLN) applications was developed to support schools. 19

20 Mathematics Education Conference In 2013, 12 primary schools from the Diocese of Sale were represented in a paper presented at the Annual Mathematics Education Group of Australasia s conference. The conference was held at Melbourne University at the beginning of July and attended by national and international Mathematics educators and researchers. The paper detailed research from the collaborative project across four Catholic Dioceses called Bridging the Numeracy Gap. One of the project foci was the Extending Mathematical Understanding (EMU) Year 1 intervention program. The paper highlighted the accelerated mathematical growth of students involved in the program as well as the need for continued research relating to the growth of students in the following years. Student Services Professional Learning Day On 4 June more than 60 school participants attended the Students with Additional Learning Needs professional learning day at the Catholic Education Office in Warragul. The program was developed in response to schools' recommendations around supporting students with special needs and the purpose of building school capacity to improve the learning outcomes of these students. Student-Led Program Support Groups In Term 4, 2012 Anne Wilson undertook a pilot study of Student-Led Program Support Group meetings under the auspices of the University of Melbourne as part of her Master of Education (Special Education, Early Intervention and Inclusion). Three students, their teachers and families from St Thomas, Sale and St Patrick s, Stratford participated. After the pilot program was presented to a wider audience at the Student with Additional Learning Needs professional learning day on 4 June 2013, a number of schools have begun trialling the template package which facilitates the preparation of students to be actively involved in these meetings. Certificate IV in Education Support Over 12 months during 2012 and 2013, 21 Learning Support Officers from seven primary and two secondary schools in the diocese have undertaken further study to complete their Certificate IV in Education Support. This is a demanding course that involves 535 nominal hours made up of 12 full days of face-to-face lectures and activities and a large number of take home tasks. Face-to-face days alternated between St Mary s, Sale and the CEOSale in Warragul to cater for participants from both ends of the diocese. Four teachers (Christine Elliot, Luisa Wilkinson, Holly Peterson and Michelle Charlton) were appointed to literacy intervention leadership roles in their schools. In this role they actively worked with their teachers to support the literacy assessment, teaching and learning of their students with additional needs. Together with Sharon Anderson, (Special Education Officer from the Catholic Education Office) they also undertook rigorous study at Melbourne University and have graduated with a Post Graduate Certificate in Educational Intervention. The Special Education Needs Group (SENG) meets to discuss issues relevant to Literacy, Numeracy and Special Learning Needs (LNSLN) including appraisal, applications, guidelines, and funding. In 2013, the group comprised of Barry Soraghan, Acting Manager, Robyn Halliwell, Special Education 20

21 Consultant, Simon Dell Oro, Acting Principal St Patrick s Primary School, Pakenham and Peter Houlahan, Principal Marist Sion College, Warragul. Positive Partnerships Eight diocesan primary schools (Don Bosco in Narre Warren, St Brigid s in Officer, St Kieran s in Moe, St Mary s in Newborough, Sacred Heart in Morwell, St Michael s in Traralgon, St Thomas in Sale and St Brendan s in Lakes Entrance) and one secondary school (Lavalla in Traralgon) participated in Positive Partnerships Supporting School Aged Students on the Autism Spectrum. This was a cross sectoral intensive four-day Professional Development held in Moe that aimed to increase the capacity of teachers to provide quality education through building autism friendly environments and catering for diverse learners. The high standard of this intensive and research-based professional development ensured the growth in knowledge, skills and confidence of each participant. This was evident in completed school-based projects completed, networking opportunities and the quality of presentations delivered by schools at the Support & Advocacy for Autism Spectrum Individuals & Families (SAAIF) Autism Conference in August 2013 and the CEOSale Learning Expo in October. Wellbeing is understood as central to learning. Towards Courageous Renewal states that Wellbeing is understood as central to learning. The role of wellbeing in improving all students performance belongs to each member of the Catholic Education Office but the responsibility for the Education Officer (Wellbeing) sits within the Learning Pathways Team. In 2013 an Expert Working Group (EWG) was established to clarify the roles and lines of operation for appropriate members of the Student Services Team and Learning Pathways Team in meeting the wellbeing issues of schools. This has brought about greater consistency in approaches and has provided schools with more clarity about CEOSale services. Wellbeing within Schools Annual School Improvement Plans School Psychologists augmented this support with their specialised expertise. Together with their Wellbeing focus the School Psychologists impact directly upon the needs of individual students and parents. They work in collaboration with school staff, students, parents and other related stakeholders to support educational, emotional, behavioural and developmental issues of students through case management and interventions. They also work with members of the Learning Pathways Team to determine whole school approaches for Wellbeing. Seasons for Growth Seasons for Growth continues to find its place in our schools supporting students who are dealing with grief, loss and change. The program has been extended to respond to natural disasters as well as the complex needs of indigenous students and refugees. Sharon Anderson and Jo Quinn have combined to facilitate this valuable program in the Gippsland area. In June 2013, two days of training was held at the Catholic Education Office. This was attended 21

22 by 20 staff from our diocese along with participants from other organisations and educational sectors. There have also been two reconnector gatherings for companions who have previously trained in the program. All schools exhibit a culture which embeds performance and development. AITSL Standards Since 2009, the Catholic Education Office, Diocese of Sale has established an approach to Performance and Development Culture that aligns neatly with the new Australian Teacher Performance and Development Framework. Currently 20 schools across the Sale Diocese are engaged in building a Performance and Development Culture (PDC) that is driven by building understanding of effective teaching and learning. This is based on a whole-school action learning approach to build effective learning cultures in our school. Principals and school leaders have been encouraged to make connections between existing work with the Performance and Development Culture Initiative (Teacher Quality National Partnership) and relate it to the new Australian Teacher Performance and Development Framework. Since the launch of the Performance and Development Culture initiative in the Diocese of Sale in 2010, seven primary schools and one secondary school have been successful in achieving PDC accreditation, which is externally conducted through the University of Melbourne. In 2013, three more schools have received successful results in their PDC accreditation. We congratulate: St John the Baptist Primary School, Koo Wee Rup St James Primary School, Nar Nar Goon St Agatha s Primary School, Cranbourne Currently, 68% of the primary schools in the Diocese of Sale are engaged in the Performance and Development Culture initiative at varied levels of development. A post Performance and Development Accreditation approach has been developed and is being implemented in schools that have been accredited. This involves schools developing, implementing and evaluating whole-school action learning projects. There are strong indicators to show that the quality of school improvement plans has improved with the inclusion of cultural building strategies. There are increasing numbers of schools moving from the existing professional learning team model to exploring new forums where teacher professional learning can be supported. Leading Professional Learning in Schools workshops are currently being implemented in individual schools to build the capacity of leaders to re-shape the role of professional learning in schools. 22

23 The capacity of teachers to provide quality education (including Religi ous Education) is enhanced Diocesan Learning Expo The attendance at the Learning Expo would indicate that this was the most successful yet. A total of 213 registrants participated in the Expo, which was hosted by St Joseph s Primary School, Warragul and held on World Teachers day (25 October). The theme of the Expo, Learning A Creative Tapestry, drew together a wide range of workshops. In total, there were 32 workshops that catered for both primary and secondary school teachers. It shared and promoted the innovative and effective work happening across many schools in the diocese. Guest speaker, Ganesh Shankar, Product Manager from Google, inspired all attendees to adopt a new contemporary mindset in how success and failure is viewed in education. Success in Literacy and Numeracy (a National Partnership Initiative) The CEOSale Improving Literacy and Numeracy National Partnership 2013 initiative has enhanced the capacity of teachers to provide quality Literacy and Numeracy education with a strong emphasis on building teachers as leaders of learning. Seventeen primary schools have been involved in the project. Seventy-three teachers and six Principals participated. Twenty-two have also completed an intensive coaching course which was run parallel to the pedagogy professional learning. Team-based action learning projects enabled active collaboration within and across schools. Teachers have documented evidence of growth in student learning and engagement that targets specific areas of literacy and numeracy. Seven schools presented their learning at the Diocesan Learning Expo as a result of this project and nine schools have published their findings in an online forum. Reading Recovery In 2013, two Reading Recovery Tutors were contracted to provide the ongoing support required for teachers to maintain Standards and Guidelines for Reading Recovery including training teachers, ongoing professional learning (Continuing Contact), monitoring student progress, data management, support for children making slow literacy gains and providing school coaching visits for all Reading Recovery teachers. Continuing Contact professional learning was provided for 29 experienced Reading Recovery teachers across the diocese, with each teacher receiving a minimum of one school-based coaching visit. Seven new Reading Recovery Teachers participated in training during This intensive training required fortnightly professional learning sessions held at both Warragul and Maffra. In addition to this professional learning a minimum of four school-based coaching visits per teacher were provided 23

24 across the year. Six of the seven new Reading Recovery teachers gained the internationally recognised Reading Recovery registration. One teacher was required to take leave for health reasons and was unable to complete the course. An independent reviewer undertook a review of Reading Recovery across the diocese in The final report was tabled in November and included data analysis, summary of the implementation of Reading Recovery across schools in the diocese based on a series of interviews with principals, school leaders and Reading Recovery teachers. The report made recommendations for future implementation of Reading Recovery, which are currently under consideration. The CEOSale was ably represented at the International Reading Recovery Institute, held in Sydney in July Extending Mathematical Understanding (EMU) Extending Mathematical Understanding intervention has been supported in 32 of the 34 diocesan primary schools throughout the year. Thirteen additional teachers have completed the Extending Mathematical Understanding Specialist Teacher s course for either Year 1 students or Year 3-6 students. Ongoing professional learning sessions supported the EMU Continuing Teachers in developing their skills and meeting student needs, with a focus in 2013 on visualising and highlighting structure in mathematics. Professional learning opportunities included a day with Professor Mike Askew. Professor Askew is internationally regarded as a leading expert in primary mathematics education and has directed many research projects. He is currently the Foundation Chair, Professor of Primary Education at Monash University, Melbourne. EMU Specialist Teachers, and others, also engaged in two parts of a day with Dr Ann Downton from ACU. Their professional learning for this year was also enriched through a session with Sharyn Livy from the Mathematics Association of Victoria (MAV). Coaching Program The CEOSale enhanced its provision of coaching professional learning in 2013 to provide a two year program, catering for beginning coaching training, as well as for more advanced skill development. The two year program focussed on specific skill-based training for learning leaders in facilitating coaching conversations, within their own school context, relating directly to teacher action learning plans. During 2013, 17 schools from the diocese were involved in either Year 1 or 2 or both. Fourteen leaders (including three Principals and three Deputy Principals), elected to participate in the Year 1 program. Eleven Learning Leaders who completed the Year 1 Getting Started with Collaborative Coaching Program in 2012, participated in Year 2 Establishing Collaborative Coaching Program. The second year of the program aimed at deepening participants existing knowledge and provide advanced coaching skills to support the growth and development of effective teachers and to support leaders to establish processes and practices that builds a culture of coaching within a school 24

25 In the secondary colleges, coaching is used as a tool to help build capacity. The coaching approach has been embedded in the Positions of Leadership in two of the secondary colleges and is used more informally in other colleges. Special Education Support for schools with regard to Literacy, Numeracy and Special Learning Needs (LNSLN) has occurred at many levels: Online: coaching Special Education leaders with uploading documentation for funding for students Supporting teachers to write Individual Learning Plans (ILPs) Supporting parents and teacher at Program Support meetings (PSGs) Building capacity of Special Education leaders to support teachers to write ILPs Presenting professional development for teachers at staff meetings Writing of reports for schools including recommendations based on screening results and observation results. Network meetings for Special Education Learning Leaders have focussed on different perspectives which have addressed needs and interests, including: Meeting the needs of children who present with sensory issues Discussions about Special Education Learning Leaders roles Parent partnerships Discussions about PSGs Management plans/medical alert plans/behaviour plans Accessing service providers Network meetings for Learning Support Officers have focussed on: The changing face of learning and teaching Personal wellbeing Overview of the LNSLN program Autism Behaviour What is the role of the LSO? Sharon Anderson was a member of a Cross-Diocesan Working Party to develop a Catholic Education Commission of Victoria (CECV) transition document. The focus of this document is to provide a framework for effective transition from primary to secondary school with a particular emphasis on the needs of students with additional needs. A cluster was also formed to: look critically at the transition process from primary to secondary school and to develop new and innovative procedures to support transition for students with additional needs. 25

26 Stephen Bourke from St Francis Xavier College, Beaconsfield, hosted teachers from four of the College s feeder primary schools: Lina Lidonnici from Mary MacKillop Primary School, Narre Warren North; Bryan Handasyde from St Patrick s Primary School, Pakenham; Kathy van Leusen from St Catherine s Primary School, Berwick; and Sue Fiddes from St Michael s Primary School, Berwick in regular cluster meetings. Stephen administered an in-depth survey to his Year 7 students and parents, the results of which drove rich and productive discussions. All of the schools, through More Support for Students with Disabilities (MSSD) funding have been supported to develop and implement action plans. 26

27 Engaging the Government Reform Agenda We acknowledge that rapid structural changes, profound technical innovation and the globalisation of the economy affect human life more and more thoroughly throughout the world. Such an outlook calls for courageous renewal on the part of the Catholic school. The Catholic School on the Threshold of the Third Millennium Government-mandated curriculum is implemented in each school, acknowledging our focus on Indigenous History and Culture, Asia and Pacific and Sustainability. Implementation of AusVELS The Gippsland Catholic Primary Principals Association (GCPPA) partnered with the CEOSale to provide a Principal Professional Learning Day focussed on building a shared understanding of the new Victorian curriculum, AusVELS. Primary Principals and/or their Leaders of Learning attended. Ann Osman, former Manager of the AusVELS unit of the Victorian Curriculum and Assessment Authority was engaged to provide the most current information about the new curriculum. Steve Clarisse (from NForma- the student reporting package used by most CEOSale Primary Schools) also updated the group on the changes to the student report package as a result of the new curriculum. Primary School Librarians Network The Librarians' Network engaged the services of Ann Osman to assist with their understanding of integrating the work of Librarians in supporting AusVELS implementation in schools. All primary librarians were invited to participate and are committed to work further on this. Professional Learning Secondary Principals Network All Principals in the secondary colleges in the Diocese of Sale attend the four Diocesan Principals meetings as well as the CEOSale Principals Briefings which are held each term. Meetings of this group focus on professional learning such as Leadership, 21st century learning, change processes in schools as well as learning from each other, exploring best practice approaches and programs. Principals are focussed on an integrated approach to improvement in their colleges. Their meetings are held in each other s schools and they have adopted the practice of learning walks on these occasions. AusVELS All schools have implemented the requirements for AUSVELS and staff have attended the appropriate professional development. Assessment and reporting has been adjusted to facilitate this implementation. 27

28 Schools engage meaningfully with the accountability and transparency agenda of the government. Australian Curriculum In 2013, both primary and secondary schools commenced full implementation of the four subject areas of AusVELS that were endorsed by ACARA and then developed as local Victorian curriculum documents through AusVELS. Student Services The 2013 model of student services support enhanced the team approach with the Student Services Team (SST) members allocated to particular schools while broader approaches through targeted funding and professional learning met system needs. The Special Education Officers provided individual support to their allocated schools for improving the outcomes of students with disabilities. This enabled them to be intimately aware of the needs of their allocated schools (and students) and the schools to have continuity and confidence in the support. The continued use of external support staff e.g. Occupational Therapy and Speech Pathology ensured maximum use of funding, allowing schools the autonomy required to utilise local providers. LNSLN processes: with the introduction of an online application process for LNSLN funding at the end of 2012, it has been necessary to work through a number of access and technical issues. This has involved regular CECV working party meetings, consultation with team members, significant support for individual schools in the application process and the development of comprehensive support documents. Further support for schools to meet their accountabilities was provided through the development of comprehensive support documentation, refined application processes and the provision of targeted professional development. During Term 3, all primary and secondary principals attended a briefing at the CEOSale, which reiterated schools responsibilities under the Disability Discrimination Act and the Disability Standards for Education. An overview of CEOSale service support provided by the School Services Team and relevant support documentation was also provided. Schools meet the government milestones for student and school performance. Smarter Schools National Partnerships Through the Council of Australian Governments (COAG) all States and Territories and the Australian Government agreed to work together on the Smarter Schools National Partnerships that aimed to improve the quality of Australian schooling and student outcomes. 28

29 With the election of the new Federal Government in September of this year, and new funding agreements being developed, the Smarter Schools National Partnerships will cease at the end of National Partnerships have contributed much to the improvement agendas of all schools in CEOSale, as well as the CEOSale. The targeted funding facilitated support to schools that were in need, including the approach to build family and school partnerships within a number of low SES schools. In October of this year, Council of Australian Governments (COAG) released a report that reflected the achievement gained over the five years of National Partnerships. The report stated, In five years, national average scores improved in Years 3 and 5 reading and Year 5 numeracy. Years 7 and 9 did not improve in reading and Year 7 declined in numeracy. Most States and Territories improved in Year 3 reading and Year 5 numeracy. This conclusion reflects what has occurred with this diocese. The success, as measured through NAPLAN, has been experienced by those students whose early education has been influenced by the National Partnerships - where early intervention was a focus. NAPLAN/VCE Secondary colleges are working to improve their staff s skills in data literacy for their staff to inform teaching and learning, especially at VCE level. They have provided professional opportunities for their leaders in this area. Building improved pathways is always on the agenda as Principals and their staff look to develop a more personalised approach to learning. Schools have ICT infrastructure that enables every student to engage with the digital world. Personalised Learning Technology Strategy In response to the growing influence of personalised mobile technology such as smart phones and tablets, CEOSale, working with a group of pilot schools, has developed a recommended personalised learning technology strategy for schools as they move to the one-to-one allocation of learning technology and access for students. The strategy is broadly applicable to primary and secondary school contexts and in 2013 has been adopted by a number of primary schools. Key aspects of the strategy include: Student wellbeing and family engagement Effectiveness for learning Student responsibility and independence Good digital citizenship Attention to detail in planning In 2013, six schools: St Ita s, Drouin; St Agatha s, Cranbourne; St James, Nar Goon; St Joseph s, Trafalgar; St Michael s, Traralgon and St Joseph s, Warragul, have begun an initiative under this strategy and have 1:1 programs in place with the support of families and a further eight schools (at this stage) are preparing to introduce 1:1 programs in 2014/15. 29

30 Assistive Technology Output 2 of the More Support for Students with Disabilities (MSSD) initiative provided training for teachers to strengthen their skills in the uses of assistive technology to strengthen good teaching practice and improve the educational outcomes of students with a disability. Bronwyn Sutton facilitated two days at CEOSale on 10 and 11 September, focussing on Enhancing Learning with Technology-Autism and Positive Behaviour and Technology-iPads for Students with Additional Learning Needs. Over the two days 85 teachers and Learning Support Officers participated in the professional learning days. All schools have also been funded to have access to the Learning Apps Guide which offers a fully comprehensive, rigorous and professional list of apps, ideal for choosing educational apps for students with autism, language disorders, reading disorders, hearing impairment and other diverse learning needs. 30

31 Building Leadership Capacity We foster leaders who are responsible for creating and sustaining the learning environment in school communities. Melbourne Declaration on Educational Goals for Young Australians The school education community in the Diocese of Sale is seen as a leader in learning. Change2 In 2013 CEOSale offered Change2 to all Primary Schools to support them in their transition to ICON. CEOSale is promoting the key feature of Change2, which include the creation of a very supportive environment to lead change, provided by working with peers and an expert facilitator. The Change2 approach has been undertaken authentically to ensure a long-term benefit to the diocese and to maintain the integrity of the program. The focus of the Change2 process in Sale is to build the capacity for managing complex change with key personnel in schools. This approach is supported by the understanding framed by Michael Fullan in his most recent publication, Stratosphere (2012). There are three Change2 Master Facilitators in the diocese. Two facilitator training programs have been conducted in 2013 resulting in 14 primary schools having the capacity to implement a Change2 program as the need arises. Four CEOSale staff have also participated in this training to utilise the process. Leadership Coaching External coaching for Principals, leadership teams and individual teachers has been an integral part to personalising the learning for each school. Through the adoption of Coaching as a model to lead learning, each school has a different story to share in how they have built teacher, leader and student learning. ACU Graduate EXPO The School Services Team and representatives from two of our primary schools, Columba Catholic Primary School, Bunyip and St John the Baptist Primary School, Koo Wee Rup, prepared and made a presentation to prospective graduates from Australian Catholic University (ACU) Ballarat and 31

32 Melbourne outlining the advantages of applying for employment in the Diocese of Sale. This was in response to requests from principals that we work to encourage a wide range of applicants for positions in our schools as reflected in Towards Courageous Renewal. We intend to continue the collaboration with the universities in Graduates Primary and Secondary Thirty-five primary and nine secondary graduate teachers began work in our schools in As part of their induction they were invited to a two day conference at Cowes, Phillip Island and Rawson where they were welcomed to the Diocese by the Director, Maria Kirkwood. During the two days they received input from members of the Schools Services and Religious Education teams as well as hearing the experiences of Graduates from Input was focussed on getting to know each other, exploring learning, creative activities for Religious education, an indigenous perspective, graduate wellbeing and Victorian Institute of Teaching (VIT) registration. The conference concluded with the presentation of a bible by Assistant Director of School Services, Lorraine Barlow. The opportunity to gather again in Term 3 with a focus on the teaching of mathematics and the completion of the VIT registration process was provided for all graduates and 35 attended. All graduates and their mentors were visited in their schools and all graduates surveyed rated the support given by the Catholic Education Office as effective or above with 90% rating the support most effective or very effective. 32

33 School leaders in the Diocese of Sale exhibit excellence in leadership in faith, learning and wellbeing appropriate to their role. Secondary Principal Appraisal Secondary Principal Appraisals are conducted under the terms of the Lay Principals Under Contract Agreement. Principals receive feedback from staff and students. Parents are invited to make comment. The Appraisal report (formative or summative) highlights areas for improvements before the next appraisal. Implementation of the identified areas of improvement focus on areas such as Faith and Catholic Identity, Leadership, Wellbeing, Leadership of Learning, and Finance and Resources (Stewardship). In 2013, only one secondary principal had an appraisal, which was formative. Primary Principal Appraisal The Principal Performance Appraisal Program is a process which provides regular structured opportunities for school leaders to reflect upon the strengths of their leadership, to be affirmed in their work and to grow in areas requiring further development. The process provides accountability by the Principal for the leadership and stewardship with which they are entrusted. In 2013, six Primary Principals from across the diocese participated in Primary Principal Performance Appraisal. Principal 360 Three principals engaged in this program in 2013 with the facilitation of Atkinson Consulting. As well as professional learning for principals, this program has been the focus of the National Partnerships evaluation framework. At the conclusion of the program the outcomes will be measured against the evaluation framework criteria and the efficacy of the framework will be appraised. Study Tour The 2013 Study Tour was to Finland - one of the world s leaders in the academic performance of its secondary school students, a position it has held for the past decade. This top performance is also remarkably consistent across schools. Finnish schools seem to serve all students well, regardless of family background, socio-economic status or ability. Looking and listening to school staff and leaders to assist in reflecting on our own system was a beneficial opportunity. The 2013 group of nine primary and six secondary principals, CEOSale support staff and Father Peter Slater from the CECV returned from working with Pasi Sahlberg in Finland to further offer our understanding of how the highest performing systems function and the role of the principals in supporting that function. Work with Michael Fullan and Pasi Sahlberg in 2013 for both primary and secondary principals continues to develop the understanding of school improvement for all principals. The second leg of this tour to Rome focussed on the Principal as the Spiritual and Faith Leader of their school. Learning emerged from focusing on the stories of key saints, apostles, martyrs, Popes and committed Christians, in the places where they witnessed in life and where many were killed and are now buried. 33

34 This tour was a rich learning experience for each person attending. Intentionally, the tour was designed to: build system leadership within a new paradigm of being a System Leader build a shared understanding of the Principal s role in Leading Learning explore the spiritual leadership inherent in the role of Principal. ACU International Leadership Conference A presentation by Education Consultants at the ACU International Leadership Conference in August was around the topic of System Leadership. This was done in conjunction with Consultants from the Broken Bay and Wagga Wagga dioceses. The topic was: The Catholic Education System at its bestopportunities and challenges for the future. Masters of Educational Leadership Scholarship The Australian Catholic University Master of Educational Leadership provides a theoretical framework from which can be developed authentic leadership styles and action relevant for leadership in a contemporary Catholic school. In recognition of the value of this course to leaders and prospective leaders in Catholic education in the Diocese of Sale, in 2013 substantial (full) sponsorship was made available from the Catholic Education Office to over 20 school leaders to enrol in the course. Each year two units of study will be offered in Warragul for this group. In 2013 the units were Leading Educational Change and Educational Policy and Governance. Both units were facilitated by visiting lecturers from the Australian Catholic University - Doctor Vicky McGahey. 34

35 Leaders in the Diocese of Sale exhibit exemplary stewardship appropriate to their role. During 2013, the CEOSale Aboriginal Education Action Group continued to support the work of the Indigenous Education Officer and further refine strategies to more effectively engage and support Aboriginal students in Diocesan schools. Over 120 Aboriginal and Torres Strait Islander students were enrolled in 26 schools across the diocese. At the CEOSale Staff In-service in 2013, a cultural awareness program was presented to bring a deep appreciation and understanding of the cultural background, circumstances and needs of Aboriginal children and their families in engaging in Catholic education in the Diocese of Sale. As a result of this program, CEOSale personnel are more aware of the impact of cultural issues in supporting Aboriginal students and their families in school education. Consequently, CEOSale personnel will be able to more effectively assist school staff with insights into building positive relationships with Aboriginal students and their families. There is a strong pool of applicants for leadership positions. Aspirant Principal Program The Aspirant Principal Program is now well established as an effective and important professional learning program for those senior leaders within the diocese seeking to build their leadership understanding and capabilities. Projects, surveys and principal shadowing have a marked impact at the local level. Feedback from participants has been consistently positive with this program now recognised as a significant opportunity in the leadership development journey. In 2013, there were 14 participants from both primary and secondary schools: eight second year participants and six first year participants. Two Aspirant Graduates were successful in being appointed to the position of Principal for Country Diocesan Leadership Program (CDLP) The Country Dioceses Leadership Program is an inter-diocesan initiative that responds to the particular needs of the country dioceses and their emerging leaders. In 2013 there were seven participants from primary schools and eight from secondary colleges. The demand for this program has steadily increased in recent years, indicating it is meeting the needs of schools in regard to the development of those new to leadership. Deputy Principals Network The establishment of a Deputy Principals Network for primary school deputies in 2013 has been the culmination of a collaborative initiative between the Catholic Education Office and the Gippsland Catholic Primary Principals Network. The primary focus of establishing a Deputy Principal Network has been to offer a professional learning as well as a collaborative forum for those in this significant leadership role. An initial planning workshop was conducted in June with 28 participants from across the diocese. Following overwhelming endorsement for the network concept, deputy 35

36 principals have begun meeting in cluster groups and a diocesan-wide network meeting was conducted in October. Sponsored Study For many years Catholic Education as a sector has encouraged and supported tertiary level study for teachers in Catholic schools. This policy has been most successful and this is reflected in the high level of teacher qualifications of staff in our Diocese. The allocation of Sponsored Study for the professional development of educators is primarily designed to enhance the skills of educators in relation to their existing areas of involvement in Catholic Education. Courses Attracting Sponsored Study 1. Courses that help educators to update and upgrade subject knowledge and skills or teaching/administration method 2. Courses that help teachers to teach new aspects or extensions of their area and to impart skills required by students for productive workforce participation 3. Courses that help educators to cater better for the more diverse student population now staying on to post-compulsory schooling 4. Courses that enable teachers to convert to teaching in designated key subject areas in which teacher shortfalls exist 5. Courses that enable educators to develop skills in specialist areas (such as counselling and special education) which promote improvements in teaching 6. Courses which target areas identified as priorities for our Diocesan schools In 2013, eight primary school educators and seven secondary school educators received financial assistance through the Sponsored Study Program. 36

37 Ensuring Sustainability and Growth We pursue practice that ensures that systems, pedagogy and initiatives align with and are responsive to the growing demands of stakeholders. There is a rational approach to the provision of Catholic school infrastructure in the diocese. Two new schools are currently being developed: St Thomas the Apostle in Cranbourne East for 2014 and St Clare's in Officer for Primary Education Consultants have worked with school steering committees for new schools specifically in the areas of educational infrastructure planning in a contemporary context, support in registering the school with the Victoria Regulation and Qualifications Authority (VRQA) and the appointment of the inaugural principal. Schools and CEOSale have sound and consistent financial management practices. The administrative and financial work of schools is supported by the CEOSale in the following ways: assistance with financial accountability assistance with school staffing allocations assistance with compliance to relevant Australian taxation laws professional development of school administration staff assistance with program and capital grant financial accountability conduct of Budget and Annual Financial Statement preparation days collection of census data, annual surveys and Online Staffing Records assistance with school budgets and accounting demountable classroom program assistance with industrial relations, salary, superannuation, long service leave and WorkCover issues implementation of administrative technologies assistance with the Building the Education Revolution capital grants program assistance with capital grant, Diocesan Supplementary Capital Fund and interest factor applications assistance with Essential Safety Measures and Workplace Health and Safety. 37

38 Building Sound Governance Structures We seek to ensure that the way the responsibility, authority and accountability are distributed and managed in schools and in the diocese will enable us to achieve our vision. School Boards are effective structures in all schools Six primary schools and one secondary school received funding under the Empowering Local schools project to enhance the development and impact of their School Boards of Management. With the support of Don Walkley from the Australian Institute for School Governance, principals and their school boards received input specific to their needs. These needs included defining a Board charter, strategy, understanding governance, role clarification, board responsibility, communications strategy, board agendas and policy review and ratification. 38

39 School Funding and Catholic Education Office Finances A summary of Income and Expenditure for Primary and Secondary Schools is presented in the graphs overleaf. The administrative and financial work of schools is supported by the CEOSale in the following ways: Provision of timely advice on matters relating to finance, payroll and resource management Provision and/or facilitation of professional learning in finance, payroll and resource management matters Assistance in planning and implementing new systems, procedures and improvements relating to school operations Assistance and support to meet external finance, audit and compliance obligations. Provision of Demountable classroom program Assistance with industrial relations, salary, superannuation, long service leave and Workcover issues Implementation of administrative technologies Assistance with capital grant, Supplementary Capital Fund, Primary Land Fund, Secondary Land Fund and interest factor applications Assistance with Essential Safety Measures and Workplace Health and Safety A summary of Income and Expenditure for primary and secondary schools is presented in graphical form overleaf. 39

40 40

41 41

42 Secondary Schools Total Income for 2013: $125,033,936 State General Recurrent Grant, $18,052,346 Australian Government General Recurrent Grant, $63,240,530 School Fees & Levies, $28,056,737 Other Income, $16,300,817 Other State Grants, $1,709,574 Australian Government Capital Grants, $5,334,234 Other Australian Government Grants, $1,348,082 42

43 Secondary Schools Total Expenditure for 2013: $128,197,061 Curriculum Expenses, $8,435,176 Salaries, Stipends & Other Employment Related Expenses, $75,910,862 Other Recurrent Expenses, $25,412,791 Land & Building Expenses, $13,586,830 Loan Repayments, $3,431,868 Other Capital Expenses, $5,962,625 43

44 School Fees While school authorities are always conscious of keeping fees and charges at a level affordable to parents, it is essential that these be increased at least in line with Education CPI movements. In the Diocese of Sale, the Grants Allocation Committee (Primary) Formula for the 2013 school year assumed that primary schools raised on average, a minimum of $703 per student, depending on the socio-economic status score (SES) of the school. It is expected that schools raise this local contribution through a combination of school fees and other private income. Needs-based Funding State and Australian Government grants are allocated to Catholic systemic schools in Victoria on a needs-based formula basis. Accountability for Funding Schools and Colleges provide audited Annual Financial Statements detailing income, expenditure and bank balances to the Catholic Education Commission of Victoria (CECV). The CECV in turn provides accountability to the Australian and State Governments for the grants disbursed to the Catholic Education system. 44

45 Capital Grants Program Major capital works continued to be a feature of Catholic Education in the Diocese. In 2013 the Australian Government approved the following Capital Grants : St Clare s Primary School, Officer $1,350,000 St Francis Xavier, Beaconsfield $1,895,000 St Peter s College, Cranbourne $1,895,000 Total $5,140,000 School Loans School loan balances as at 31 December 2013 were: Loan Balances Primary Sector Long Term Loans $ 9,525,433 Secondary Sector Long Term Loans $51,850,449 Total Loans $61,375,882 All primary school loans and 93.6% of secondary school loans were provided by the Diocese of Sale Catholic Development Fund. 45

46 Catholic Education Office Financial Statements A summarised financial report, based on the audited financial statements for the financial year ended 31 December 2013 is provided on pages 1 to 12. The result for the year was a surplus of $1,088,586. This surplus can be attributed to the late receipt of the National Partnerships program funding delaying distributions to schools until 2013 and rental income for demountables. The Audited Financial Statements of the Catholic Education Office of the Diocese of Sale, prepared in accordance with relevant Australian International Financial Reporting Standards (AIFRS), were provided to Bishop Christopher Prowse through the Chair of the Diocese of Sale Education Finance and Audit Committee. The Catholic Education Office also accounts for its expenditure of program funds through the CECV. Annual budgets for the Catholic Education Office and school-based costs paid centrally, approved by the Diocese of Sale Education Finance and Audit Committee, were submitted to Bishop Christopher Prowse for approval. Income Income generated from all sources totalled $13.7 million for the year ended 31 December Sources included: Primary and Secondary Levies CECV Consultancy Budget Australian Government Targeted Programs Invested Income Rent for Demountable Classrooms Reimbursement from Diocesan Share of Australian Government and State Grants for centrally paid and other school costs Levies collected on behalf of the Secondary Land Fund, Primary Land Fund and other agencies Expenditure Recurrent expenditure totalled $12.6 million. Of this, 43.6% was paid out either directly or indirectly for or on behalf of schools. These expenditures included: Student Support Services (psychological assessment and counselling, hearing and speech services, etc) Special Education (learning disabilities/gifted and talented) Grants/allocations to schools for Indigenous Education, Languages other than English, Literacy, Wellbeing and Quality Teacher Programs Essential services audits in Primary Schools Demountable classroom transport and relocation costs Demountable classroom maintenance Depreciation on stock of demountable classrooms Provision for Supplementary Capital Fund Provision for Secondary Land Fund Provision for Primary Land Fund Schools' levies paid to National Catholic Education Commission (NCEC), Catholic Education Commission of Victoria (CECV) and the Bishops' grant to the Australian Catholic University Study assistance and bursaries paid to primary and secondary teachers Primary Principal recruitment costs Professional development of teachers, principals and administration staff 46

47 Family Life Education Program for school communities Religious Education Program for school communities Interest on loans to purchase demountable classrooms Relocation costs of graduate teachers Salaries, administration expenses, motor vehicle expenses and other overheads required to support the programs and services provided to schools accounted for 56.4% of total expenditure. Capital Expenditure Loan capital repayments totalling $66,463 were made during this period. Other capital expenditure included the following purchases: $ Improvements to Property/Renovations $58,581 Computers $31,600 Furniture and Fixtures $58,337 Motor Vehicles (net after trade-ins) $171,364 Demountables $402,903 Total $722,785 Supplementary Capital Fund (SCF) The Supplementary Capital Fund has established a good base to address capital funding needs of primary schools. During 2013 nine applications were received and eight were approved, for an amount of $3,280,000 to assist with a schools' construction project. Twenty-one primary schools received loan capital repayment support totalling $550,332 in New applications approved in 2013 will commence receipt of loan capital support in 2014 when loans are drawn down to finance the construction or refurbishment works. There are currently a total of 29 loans to schools that have been approved with a consequent commitment of $6,054,223 to be paid over the next ten years. As at 31 December 2013, the provision for Supplementary Capital Fund (monies held on behalf of schools) stood at $1,488,350. For 2014 the annual levy will be $50.00 and will be charged in March and October. Secondary Land Fund The Secondary Land Fund was established in 2007 to help the secondary colleges with land purchases. A levy of $35.00 per student has been charged for the past year, with the CEO s annual contribution of $100,000. The levy for 2014 has been increased to cover the increasing land cost and will be $47.00 per student. Two applications were made on the fund in the past year and are still being considered. As at 31 December 2013, the provision for the Secondary Land Fund (monies held on behalf of Colleges) stood at $1,283,

48 Primary Land Fund The Primary Land Fund was established in 2010 to help the primary schools with land purchases. A levy of $20.50 per student was charged in 2013 together with the CEOSale contribution of $100,000. The levy for 2014 will be $27.00 per student. One application was received and approved for the past year totalling support of $600,000. As at 31 December 2013, the provision for the Primary Land Fund (monies held on behalf of Colleges) stood at $1,117,115. Summarised Financial Report The transactions for the Year Ended 31 December 2013 are identified in the following financial statements: 48

49 Catholic Education Office Diocese of Sale Overview of Operating Results for the Year Ended 31 December $ $ Income Primary and Secondary Levies 3,079,319 2,998,074 Demountable Classroom Rent 905,000 1,024,905 Supplementary Capital Fund Levy 374, ,048 Primary Land Fund 285, ,310 Secondary Land Fund 390, ,048 Consultancy Allocations 1,477,819 1,372,289 Share Allocations 3,561,393 3,884,200 Targeted Programs 2,565,236 2,388,236 Investment Income 423, ,661 Transfers from Schools 292,928 80,994 Other Income 130, ,395 Profit/(Loss) on Sale of Assets 231,876 (22,222) Total Income 13,718,891 13,347,938 Expenditure Administration Expenses 634, ,847 Depreciation Property, Plant and Equipment 580, ,092 Borrowing Expenses 73,695 75,671 Motor Vehicles Expenses 152, ,710 Employment Expenses 6,068,144 6,168,078 Overheads 271, ,162 Levies 340, ,554 Professional Development - Schools 817, ,183 Grants to Schools & School Cost paid Centrally 1,781,946 1,770,391 Demountable Classroom Relocation and Maintenance 437, ,358 Remuneration of Auditor 51,485 5,000 Supplementary Capital Fund Provision 374, ,048 Secondary Land Fund 659, ,310 Primary Land Fund 385, ,048 Total Expenditure 12,630,276 12,026,453 Operating Surplus/(Deficit) 1,088,585 1,321,485 49

50 Catholic Education Office Diocese of Sale Statement of Comprehensive Income for the Year Ended 31 December $ $ Operating Revenue from Ordinary Activities 13,063,372 13,041,498 Other Revenue from Ordinary Activities 655, ,440 Total Revenues 13,718,861 13,347,937 Operating Surplus/(Deficit) 1,088,585 1,321,483 Total Comprehensive Income (Loss) 1,088,585 1,321,483 Statement Of Cash Flows for the Year Ended 31 December 2013 Cash Flows from Operating Activities $ $ Receipts from Customers 15,465,010 12,034,854 Payments to Suppliers and Employees (11,847,607) (11,676,725) Interest Received 423, ,660 Borrowing Costs (73,695) (75,671) Net Cash Flow from Operating Activities 3,967, ,118 Cash Flow from Investing Activities Receipts from Sale of Property, Plant & Equipment 822, ,328 Payment for Property, Plant & Equipment (1,120,093) (1,590,336) Net Cash Flow from Investing Activities (297,364) (1,374,009) Cash Flows from Financing Activities Proceeds of Borrowings (64,521) 720,431 Repayment of Borrowings (17,004) (152,147) Net Cash Flow from Financing Activities (81,525) 568,284 Net Increase (Decrease) in Cash Held 3,588,432 (194,606) Cash at Beginning of the Financial Year 2,706,943 2,901,549 Cash at End of the Financial Year 6,295,374 2,706,943 50

51 Catholic Education Office Diocese of Sale Statement of Financial Position as at 31 December $ $ Current Assets Cash Assets 2,345,376 1,756,944 Trade and Other Receivables 246, ,575 Investments 3,950, ,000 Other 116, ,169 Total Current Assets 6,658,455 3,806,687 Non-Current Assets Property, Plant and Equipment 5,073,029 5,060,579 Total Non-Current Assets 5,073,029 5,060,579 TOTAL ASSETS 11,731,484 8,867,266 Current Liabilities Payables 782, ,956 Borrowings 141, ,448 Provisions 416, ,459 Other 2,074,082 Total Current Liabilities 3,414,875 1,566,350 Non-Current Liabilities Borrowings 1,074,995 1,147,888 Provisions - - Total Non-Current Liabilities 1,074,995 1,147,888 TOTAL LIABILITIES 4,489,870 2,714,238 NET ASSETS 7,241,614 6,153,028 EQUITY Asset Revaluation Reserve 39,466 39,466 Accumulated Surplus 7,202,148 6,113,562 TOTAL EQUITY 7,241,614 6,153,028 51

52 Supplementary Capital Fund Statement Of Comprehensive Income for the Year Ended 31 December $ $ Revenue Levies 374, ,048 Interest 51,508 67,411 Total Revenue 425, ,459 Expenses Contribution to School Loans 559, ,557 Total Expenses 559, ,557 Surplus/(Deficit) for the Year (133,862) (80,097) Statement of Financial Position as at 31 December $ $ Current Assets Cash Assets 1,473,357 1,604,818 Other Debtors 14,993 17,393 Total Current Assets 1,488,350 1,622,211 Total Assets 1,488,350 1,622,211 Current Liabilities Accruals - - Total Current Liabilities - - Net Assets 1,488,350 1,622,211 Equity Accumulated Surplus 1,622,211 1,702,308 Current Year Earnings (133,862) (80,097) Total Equity 1,488,349 1,622,211 52

53 Supplementary Capital Fund Statement Of Cash Flows for the Year Ended 31 December $ $ Cash Flow From Operating Activities Levies 374, ,048 Interest Received 53,908 67,412 Contribution to School Loans (559,650) (490,778) Net Cash Flow from Operating Activities (131,462) (73,318) Cash Flow from Investing Activities - - Cash Flow from Financing Activities - - Net Increase in Cash Held (131,462) (73,318) Cash at beginning of the financial year 1,604,818 1,678,136 Cash at the End of the Financial Year 1,473,356 1,604,818 53

54 Primary Land Fund Statement of Comprehensive Income for the Year Ended 31 December $ $ Operating Revenue from Ordinary Activities Levies - CEO 100, ,000 Levies - Primary Schools 185, ,048 Levies - Other 100,697 - Interest 26,212 14,839 Total Revenue 411, ,887 Expenses from Ordinary Activities Expenses - - Total Expenses - - Operating Surplus/(Deficit) 411, ,887 Statement of Financial Position as at 31 December $ $ Current Assets Cash Assets 1,117, ,852 Other Debtors 105, ,105 Total Current Assets 1,222, ,957 Total Assets 1,222, ,957 Current Liabilities Accruals - - Total Current Liabilities - - Net Assets 1,222, ,957 Equity Accumulated Surplus 810, ,070 Current Year Earnings 411, ,887 Total Equity 1,222, ,957 54

55 Primary Land Fund Statement of Cash Flows for the Year Ended 31 December $ $ Cash Flow From Operating Activities Receipt from Customers 560, ,094 Interest Received 23,477 11,758 Net Cash Flow from Operating Activities 584, ,852 Cash Flow from Investing Activities - - Cash Flow from Financing Activities - - Net Increase in Cash Held 584, ,852 Cash at Beginning of the Financial Year 532, ,000 Cash at the End of the Financial Year 1,117, ,852 55

56 Secondary Land Fund Statement of Comprehensive Income for the Year Ended 31 December $ $ Operating Revenue from Ordinary Activities Levies - CEO 100, ,000 Levies - Secondary Colleges 278, ,310 Levies - Other 40,000 40,000 CCI Rebates 112,239 - CECV Disbursement 168,835 - Interest 32,200 40,002 Total Revenue 731, ,312 Expenses from Ordinary Activities Expenses 488, ,344 Total Expenses 488, ,344 Operating Surplus/(Deficit) 243,555 (127,032) Statement of Financial Position as at 31 December $ $ Current Assets Cash Assets 1,012,443 1,034,423 Other Debtors 271,316 5,781 Total Current Assets 1,283,759 1,040,204 Total Assets 1,283,759 1,040,204 Current Liabilities Accruals - - Total Current Liabilities - - Net Assets 1,283,759 1,040,204 Equity Accumulated Surplus 1,040,204 1,167,236 Current Year Earnings 243,555 (127,032) Total Equity 1,283,759 1,040,204 56

57 Secondary Land Fund Statement of Cash Flows for the Year Ended 31 December $ $ Cash Flow From Operating Activities Receipt from Customers 432, ,132 Interest Received 34,348 40,002 Other Payments (488,344) (478,344) Net Cash Flow from Operating Activities (21,980) 99,790 Cash Flow from Investing Activities - - Cash Flow from Financing Activities - - Net Increase in Cash Held (21,980) 99,790 Cash at Beginning of the Financial Year 1,034, ,633 Cash at the End of the Financial Year 1,012,443 1,034,423 57

58 58

59 GCPPA Report In 2013 the Gippsland Catholic Primary Principals Association (GCPPA) again continued to explore how we as leaders and educators in the Diocese of Sale continue to build our collective capacity to lead learning in the Diocese of Sale. Through our regular meeting and other learning opportunities we have identified that our purpose includes our ability to share learning with each other. This collaborative process provides support and feedback for school and system based learning initiatives and encourages opportunity for principals, as lead learners, to learn from and with, each other. This collaborative endeavour encourages us to explore our shared learning more deeply through focus learning conversations, seeking feedback on school-based and system initiative through reflective practise and deep learning strategies. With the Director s full support, we worked with Jo Osler (CEOSale), to explore themes related to our work in leading change. The GCPPA generally meets twice per term. These meetings are held within schools across our diocese. Through establishing this meeting schedule we aim to cover schools across the length of the diocese and with different geographical and cultural contexts. The allocation of meetings encourages us to explore and learn from the significant variance experienced in schools across our diocese as a result of school size, geographical setting, socio economic factors and local learning experiences. As Principals, with staff in our schools, we are encouraged to share our school-based learning through GCPPA meetings in which schools share their learning stories and successes and evidence is collected through opportunities for school learning walks. Through focussed discussion we also seek to discuss and provide feedback on system-based initiatives that help develop greater alignment between the levels of our system of Catholic Education in the Diocese of Sale. The format of our meetings reflected this stronger emphasis on us as learners. Professional learning was the focus for our extended morning session. In 2013 this learning focus extended into the middle session, followed by issues and forums in the mid-morning session and then reports in the afternoon. Each year we attempt to connect with the broader education system through attendance at National or State Professional Learning opportunities such as the Victorian Association of Catholic Primary Principals (VACPSP) or Australian Primary Principals Association (APPA). In 2013 the majority of Gippsland Principals attended the APPA conference. We also held our own GCPPA Principal 59

60 Wellbeing conference in which we explored how, as a system of learners, we can continue to influence, share and learn from each other and provide opportunities for feedback and reflection that build our capacity to work effectively as leaders within a constantly changing environment who engage with system, colleges, parents and children Our journey over the three years has seen the GCPPA clearly identify its core focus as: building learning for the future to be innovative and forward thinking to learn in the present responsive to learn from the past reflective This vision encourages us to: share what we are undertaking in our schools to build student learning to have principals lead learning sessions, so that we were all seen as both learners and leaders challenge each other to take our learning further provide feedback that fosters deeper, critical thinking develop our own learning plan and share progress and challenges On behalf of the GCPPA, I wish to thank the Director, Ms Maria Kirkwood, for her personal interest, support and involvement in the work of the Association. Maria continues to encourage us to work in partnership with all CEOSale staff, particularly our Educational Consultants and Jo Osler, to assist us in building our Association into a professional learning community. Their input and guidance into the morning school-based learning session and the focus conversations in the afternoon continue to help build principal capacity as lead learners within the system of Catholic schools in the Diocese of Sale. We look forward to the learning opportunities that 2014 will bring and are confident that we are well placed to meet the challenges that confront all involved in education. Richard Wans Chairperson 60

61 DOSSPA Report The Diocese of Sale Secondary Principals Association (DOSSPA) is a network of principals from Gippsland s seven Catholic secondary schools. Its members in 2013 were: Erica Pegorer, Lavalla Catholic College, Traralgon (Chairperson) Neville Powles, Nagle College, Bairnsdale Paul Desmond, St Francis Xavier College, Berwick, Beaconsfield and Officer Tim Hogan, St Peter s College, Cranbourne Michael Delaney, Mary MacKillop College, Leongatha Chris Randell, Catholic College Sale, Sale Peter Houlahan, Marist-Sion College, Warragul DOSSPA worked with the Catholic Education Office, the Bishop and our primary principal colleagues to ensure the Sale Diocese continued to provide quality Catholic education for the families we serve across Gippsland. Our five meetings provided valuable opportunities for professional learning, networking and seeking advice from colleagues. These meetings were enriched by input from Maria Kirkwood, the Director of Catholic Education, Rosemary Copeland, the Education Consultant and other staff from the Catholic Education Office. Some of the year s agenda items were: ideas arising from the Michael Fullan workshop literacy enhancement use of learning intentions across all seven schools sharing of approaches for faith development the Diocesan Secondary Religious Education review reflection on the Rome pilgrimage and Finland study tour professional learning teams as a staff development approach the use of Looking for Learning to provide helpful feedback for teachers the new Multi-Enterprise Agreement strategies for enhancing team effectiveness The group identified development of literacy as a common focus. As a consequence, a two day conference was conducted for 30 of our teachers. From this, a common area of focus arose: to make better use of diagnostic literacy data. At the annual DOSSPA conference, Dr Craig Hassad led a workshop related to wellbeing and mindfulness for students, staff and principals which was both practical and enlightening. 61